1. Main title slide Keeping Safe

2. NSPCC and Department of Education Developing Preventative ‘Keeping Safe’ Education in Primary Schools in Northern Ireland: an RCT Study ICL Conference, Belfast 20-22 February 2014 Dr Aisling McElearney & Phyllis Stephenson

3. Aims of today

4. 1.To describe the research process & outcomes whereby children in primary schools were engaged in developing the preventative ‘keeping safe’ education RCT study Photography project Children’s Knowledge of Abuse Questionnaire project 2. To outline RCT study informed by this research

5. Photography project

6. Methodology Development of child friendly data collection procedures ’Be safe while taking your photographs Guidelines’ Purposive sampling of 2 schools councils from case study schools n=19, 1 special, 1 mainstream school 2 workshops; consult, feedback, evidence shared decisions, reward children self-evaluate workshop experiences Data collection Photography project Stratified random sampling, 15 schools n= 175 P5-P7; 9-11years Brief children, seek consent, test cameras & guidelines, Collect cameras after 7 days Develop & return photos Children annotate Collect for analysis First level content analysis Photographic data Convenience sampling Y9/10 (n=61) 3 post-primary schools Workshop -10 small groups Bundles of photos plus annotated descriptions Look & read; compare & contrast, group into discrete categories; label category; write rationale

7. Findings New NI evidence - children’s perspective & understanding of keeping safe; 1775 photos grouped into 77 discrete categories and 4 key-themes Key themes; physical safety & preventing accidents (787 photos, 37.8%), places (796 photos, 38.3%), feeling secure (495 photos, 23.8%), people (482 photos, 23.1%) Key findings For majority of children physical safety and accident prevention is core to their understanding of keeping safe Keeping safe from bullying, child abuse and domestic abuse comprises a small element of most children’s understanding of keeping safe. Includes bullying, stranger danger, good and bad people Some children are tuned into feeling safe and a small minority indicate they have a role to play in keeping themselves safe

8. CKAQ project

9. Methodology Objective – to assess children’s knowledge and understanding of bullying, domestic abuse, appropriate & inappropriate touch, and self-perceived efficacy to keep themselves safe Composite instrument following review & critique of available instruments; - Children’s Knowledge of Abuse Questionnaire (Tutty, 2000) - Efficacy Expectations Subscale (Dake et al, 2003) - Knowledge & Attitudes to Abuse Subscale of Child/Teen Witness to Woman Abuse Questionnaire (Sudermann, 2000) Amended following consultation workshop with children (n=19); order of abuse issues, presentation & fonts, explanations provided to children, child friendly definitions of key concepts Sample; n=532 P5-P7 children across 16 schools; supported by NSPCC practitioner in class test conditions

10. Significant results Poor knowledge & understanding; Role of child in domestic abuse; cause, what to do Relational bullying Who presents a risk re sexual abuse, stranger danger mis- message Low self-efficacy to keep safe in abuse situations; telling trusted adult about domestic abuse or inappropriate sexual touching & low self efficacy to keep safe; AGE - younger Self-reported SEN Exposure to fewer sources of this information

11. Robust evidence of gaps in children’s knowledge, understanding & self-efficacy to keep safe in situations of abuse

12. NSPCC and Department of Education RCT Study 2013-18

13. Focus on teachers Children tell teachers & teachers know their children; unique relationship, significant adult for many children Significant opportunities; formal & informal curriculum, accessible population Teachers critical to achieving effective implementation Teachers have asked for training, development & ongoing support to teach sensitive messages

14. A whole school approach

15. School Leadership Embedding Keeping Safe in every school’s vision Whole school development plan Monitoring and evaluating Developing community links

16. A whole school approach School Leadership Designated teacher for child protection Embedding Keeping Safe in every school’s vision Whole school development plan Monitoring and evaluating Developing community links CPSSS support, training and advice Support for ongoing CPD Engaging parents and external partners Promoting the school vision

17. A whole school approach School Leadership Designated teacher for child protection Classroom teacher Embedding Keeping Safe in every school’s vision Whole school development plan Monitoring and evaluating Developing community links CPSSS support, training and advice Support for ongoing CPD Engaging parents and external partners Promoting the school vision Teaching sensitive messages Formal and informal curriculum Engaging parents and external partners Creating a culture of listening & telling

18. 3 Key elements of the project CPD package; Model of CPD & training materials to engage teachers, teaching & learning resources for teachers, children & parents Develop Feasibility study to test model, resources & evaluation tools (3-6 months) Fully in pilot schools for 12-18 months Implement Effectiveness RCT – T1 (baseline), T2 (midway @ 9 mths), T3 (end @ 12-18 mths), T4 (follow up at 9mths) Process evaluation – lessons for implementation Evaluate

19. Development updates

20. Screen shot

21. Q & A

22. Thank you for your attention amcelearney@nspcc.org.uk phyllisstephenson@nspcc.org.uk Education Advisors