NSPCC DE Preventative ‘Keeping Safe’ Education Project Presentation to NOTA Conference: Understanding sexual behaviour in under 12’s 25 th November 2015 Phyllis Stephenson and Barbara Nugent

 Introduce KEEPING SAFE project  Outline project goals and progress to date:  Training and support for whole school communities  Teaching and learning resources for staff and parents to use with children  Robust evaluation 2 Objectives for today’s presentation…

 Prevalence data; significant number of children at risk  Pervasive detrimental long term effects for children across all areas of their lives  Practice evidence suggests that children & young people did not recognise abuse as inappropriate  Many children wait a long time before disclosing…some never do  Some are not “heard” when they tell 3 Why prevention is important

The KEEPING SAFE project animation

 Lack of strategic development in UK and in Northern Ireland prevention  Education sector & schools; key role to play in promoting and safeguarding the welfare of pupils ….prevention NI Curriculum  Opportunity within Personal Development in NI Curriculum robust evidence of effectiveness  Prevention education programmes; robust evidence of effectiveness in improving knowledge & skills to identify inappropriate behaviour & promotes earlier disclosure (Walsh et al 2015)  Cost effective  Cost effective use of public money; 19/1 savings in Michigan (Caldwell 1992) 5 Why in Northern Ireland

Comprehensive Needs Assessment - Findings from development research  Robust evidence of gaps in children’s knowledge & understanding of keeping safe  Teacher willingness to teach preventative curriculum - need effective package of training and support  Parents eager for children to access preventative education & willing to be involved – need for support & resources  Cross sector support within wider public health approach – collaboration & support for schools 6

ALL CHILDREN in ALL SCHOOLS have access to effective preventative ‘keeping safe’ education  Strategic policy development - ALL CHILDREN in ALL SCHOOLS have access to effective preventative ‘keeping safe’ education  Funding partnership with Department of Education; pilot in schools building school capacity  Focus - building school capacity to embed effective preventative keeping safe education in all aspects of school life Engaging schools and education sector  Engaging schools and education sector in developing sustainable, scalable & seamless model of CPD  Mechanisms to engage & build support; Project Advisory Board & 4 Task Groups 7 Strategic pilot to inform DE policy

Training and support for whole school communities

 Children will disclose to school staff; significant adults for many children  Significant opportunities; formal & informal curriculum, accessible population  Teachers are critical to achieving effective implementation  School staff have asked for training, development & ongoing support to build their confidence/comfort to teach sensitive messages  Parents will reinforce messages as opportunities arise (resources will be supplied as part of the programme) 9 Why build whole school capacity

A whole school approach School Leadership School Safeguarding Team Classroom teacher Confidently deliver sensitive keeping safe messages through the formal & informal curriculum Engage with parents & external partners Promote a school culture of listening & telling

A whole school approach School Leadership School Safeguarding Team Classroom teacher Confidently deliver sensitive keeping safe messages through the formal & informal curriculum Engage with parents & external partners Promote a school culture of listening & telling Develop & implement school policies Optimise training & advice received from Child Protection Support Service for Schools (CPSSS) Confidently engage with parents & other external partners Support whole school staff

A whole school approach School Leadership School Safeguarding Team Classroom teacher Confidently deliver sensitive keeping safe messages through the formal & informal curriculum Engage with parents & external partners Promote a school culture of listening & telling Develop & implement school policies Optimise training & advice received from Child Protection Support Service for Schools (CPSSS) Confidently engage with parents & other external partners Support whole school staff Embed preventative education in schools vision & ethos Prioritise preventative education within the school development plan Ensure resources are available for staff training & support Monitor & evaluate effectiveness Develop effective relationships with external agencies & the wider community

A public health approach School Leadership School Safeguarding Team Classroom teacher Parents Cross sector partners

 Requirements; A programme which is effective and VFM, seamless, sustainable & scalable across primary sector  Evidence based and designed to meet identified needs depending on role in implementing the Keeping Safe Programme  Aligned and knitted into other developments across education/other sectors  Blend of face to face/online training and support  Can be undertaken individually, in class or key stage groups or on a whole school basis 14 The CPD Programme

 Needs assessment  Drafting of key content areas and providing structure  Consultation with stakeholders through the Content group  Consultation with School Principals, Designated teachers and class teachers  Development of content with subject experts  Consultation  Refining content 15 Developing the CPD Programme

Organised in 4 modules: 16 Programme structure Module 1An introduction to preventative education 2Promoting a whole school approach to preventative education(including Facilitated Leadership training developed in partnership with RTU) 3Understanding and communicating about the preventative education programme 4Delivering the programme in the classroom

Programme structure and content for children

What children will learn

Key Messages Knowledge 19 Children will KNOW:  The difference between appropriate and inappropriate touch.  That their body belongs to them, privates are private.  They have the right not to be harmed physically or emotionally.  They have the right to feel loved, looked after and secure at home and school.  What a healthy relationship looks like at home or with friends online and/or offline.  Dangers of sharing personal information online, including taking and sharing photos.

Key Messages Understanding Children will UNDERSTAND: They have the right to say no. Talk about secrets that worry or confuse them. Abuse is never their fault. That bribes, threats and manipulation are strategies used by others to get what they want. The effects of bullying, how to deal with it online and/or offline. 20

Key Messages Skills Children will be ABLE TO: Recognise danger. Identify times when they don’t feel safe. Identify who their safe and trusted adults are. Identify ways of disclosing. How and when. Practise telling. 21

22 Term 1 Term 2Term 3 3 Main Themes 1. Healthy Relationships 2. My Body 3. Being Safe

Through the Formal Curriculum 23  These messages will supplement the PD&MU curriculum currently being taught in schools.  Teachers will deliver 3 planned and prepared lessons per term from P1 to P7.  Lessons plans will be downloadable and resources easily accessible.  Resources include: character animations, ebooks, interactive whiteboard activities, stories, poems, cartoons, video clips etc.  For each lesson there is a homework to engage and involve parents.  A bank of class/Key Stage and Whole school assemblies have been prepared for each theme.

How the programme will be delivered 24 Assembly led by Principal Classroom Teaching Informal Curriculum Homeworks Child develops Knowledge, Understanding and Skills. Whole School Ethos

Evaluating the programme

How we will evaluate effectiveness Teachers Confidence & Teaching of Messages Children Knowledge, Understanding & Skills Parents Confidence & Reinforce Messages School Climate Baseline Midpoint End

How we will evaluate effectiveness Teachers Confidence & Teaching of Messages Children Knowledge, Understanding & Skills Parents Confidence & Reinforce Messages School Climate Baseline Midpoint End In-depth case study of programme implementation in some schools

August 2015 Recruit schools Mar 2016 Randomly assign to Intervention or Waitlist control group Feb 2016 Collect baseline data April 2016 Training for Intervention schools Sept ’16 Keeping Safe Programme LIVE in Intervention schools When? Data collection Data collection April 2017 April 2018

August 2015 Recruit schools Mar 2016 Randomly assign to Intervention or Waitlist control group Feb 2016 Collect baseline data April 2016 Training for Intervention schools Sept ’16 Keeping Safe Programme LIVE in Intervention schools When? Data collection Data collection April 2017 April 2018 Sept ’18 Keeping Safe Programme available for ALL RCT schools

Phyllis Stephenson Barbara Nugent