Who is this policy for?
All JB Skills Training staff, associates, third-party providers and volunteers have a duty of care to safeguard and promote the welfare of children and young people Everyone working with children, their families should be familiar with this document and with their role in reporting any safeguarding concern to the relevant local authority and also within JB Skills Training internal recording procedure. This policy is also available to learners at the initial point of their engagement with JB Skills Training.
The JB Skills Training approach to Safeguarding
JB Skills Training ensures reflection on and learning from best practice in safeguarding through the Local Children’s Safeguarding Board’s performance framework. All JB Skills Training Safeguarding policies, which is in accordance with local LSCB arrangements and procedures, links to other relevant policies within the setting to ensure awareness of specific safeguarding issues and how to respond across the education setting’s community: staff, parents and learners. These details are outlined and described in KCSIE in paragraph 35-44 and in Annex A at p51-58.
The policy must be read and signed by all staff members and evidence of this kept on staff files and made available to learners/ parents (if appropriate).
In order to support effective practice, the corporate JB Skills Training safeguarding policy template has been adapted and expanded to meet the requirements of KCSIE, whilst retaining its structure.
The statutory role of Designated Safeguarding Lead (DSL) in education settings is identified and outlined in KCSIE 2016 paragraph 8; and Annex B p59-61.
JB Skills Training approach to safeguarding all of our learners is founded on the nature of our relationships. We prioritise assessing and managing the needs of our services users and have a dynamic approach to the identification, assessment and response to risk. We have a commitment to ensuring that during all staff and learner induction, Health and Safety, Safeguarding, Prevent, Whistleblowing and Complaints procedures are fully covered. As well as initial induction we ensure that all staff have annual refresher training on both Safeguarding and Prevent and that our monthly ‘news and reviews’ contain important and relevant subject content to promote our commitment to keeping learners safe.
Our organisational structure and approach places emphasis on collaborative relationships with our learners and our partners in delivery. This means our response to need and risk is timely and effective. We ensure that we work together to learn the lessons from our practice and use them to inform our safeguarding.
Our staff are informed in terms of the indicators of possible harm and possible vulnerabilities. Staff know what to do when possible abuse or neglect is suspected or disclosed and are skilled in a range of interventions to prevent further or future risk to our learners.
Our goal is to enable the learner. This means that we focus on supporting them in finding their own solutions to challenges that pose a risk to their well-being, empowering them to make positive sustainable changes to their lives.
This policy outlines our organisational standards in safeguarding children and young people. JB Skills Training uses these standards to measure our performance and achievements in safeguarding children in all of our education provision across the UK. We also outline a range of behaviours that we encourage staff to embed in their approach to safeguarding that in turn, we believe, supports effective safeguarding practice and the prevention of harm. This policy references key legislation and statutory guidance and outlines how we approach safeguarding at local delivery level. It addresses the need to safeguard all of our practice contexts.
Staff Induction, Training and Development
The expectations of staff training as outlined in detail throughout Keeping Children Safe in Education (September 2016) have been summarised and shared within the policy and procedures at JB Training. This will be updated if and when further updates are made to KCSIE (2016). There is a mandatory safeguarding training offer for all staff within JB Skills Training.
➢ All JB Skills Training staff must complete an appropriate safeguarding course offered by either Foundation online or Educare Safeguarding training at Level Two as outlined here: https://www.educare.co.uk/courses/child-protection-education/
JB Skills Training is committed to training all staff to work within the local safeguarding procedures and operational safeguarding arrangements where possible as set out by Local Safeguarding Children Boards (LSCBs) and Safeguarding Adults Boards (SABs).
There are detailed requirements for safer recruitment in schools outlined in paragraphs 86-144 of KCSIE. These include specific requirements for education settings include keeping a Single Central Record of the staff recruited by the setting and the required checks that have gave been undertaken by the school (KCSIE para112-3). There is also a useful flowchart regarding this at page 30 of KCSIE.
It is important that you:
• Take up the mandatory training and development opportunities that JB Skills Training offer you as a volunteer or member of staff in an education setting
• Familiarise yourself with local opportunities for multi-agency safeguarding training and other opportunities in developing safeguarding practice (mentoring, shadowing)
• Through the supervision and Contribution Review process with your line manager and other opportunities, consider and examine what knowledge and skills and behaviours you need to carry out your role in safeguarding properly in your educational setting.
•Seek out and reflect upon any feedback from colleagues, peers and learners about what you do in practice.
•Identify if there are new and different ways that JB Skills Training could improve their offer to you in your safeguarding role as DSL.
JB Skills have a clear commitment to ensure that the Central Record is up to date in order to evidence the gaps in vetting; references and DBS check with automatic annual renewal on the updating service, ensuring it is clear to all staff that learners are protected from unsupervised contact with who have not been subject to the required checks.
We have developed a ‘what to do approach’ for staff across all JB Skills Training. The implementation and embedding in practice of the content of this document form part of learning outcomes for our basic mandatory safeguarding training.
All staff in the role of Designated Safeguarding Lead (DSL) in JB Skills Training education settings, will attend the LSCB training offered as part of local safeguarding arrangements, as well as safer recruitment training for managers, FGM awareness training and the Home Office Prevent awareness training.JB Skills Training staff are also trained in the internal JB Skills Training safeguarding reporting procedure and this is implemented both during staff induction and on an annual basis.
*school is defined as including colleges and work-based learning including Apprenticeships*
Definition – What is ‘Safeguarding’?
Depending on the context ‘safeguarding’ in JB Skills Training can be:
➢protecting children from maltreatment;
➢preventing impairment of children’s health and development; ensuring that children and young people grow up in circumstances consistent with the provision of safe and effective care;
➢taking action to enable all children and young people to have the best outcomes or protecting children who may be in vulnerable circumstances. These children may be at risk of abuse or neglect due to the actions (or inaction) of another person or professionals or other staff working with them within an institution.
What is ‘risk’?
‘Risk’ is the future possibility that someone may be harmed due to a range of unwanted or neglectful behaviours. We work to reduce the likelihood of harm to our learners and to mitigate the impact of that harm in terms of its’ severity.‘Harm’ is sometimes ‘significant’ to a child or young person (Children Act 1989). The definitions of emotional, physical and sexual abuse and neglect describe categories of ‘harm’ and can be found in the document Working Together 2015. ‘Harm’ is described as the “ill-treatment or the impairment of health or development”. ‘Development’ means physical, intellectual, emotional, social or behavioural development; ‘health’ means physical or mental health; and ‘ill-treatment’ includes sexual abuse and forms of ill-treatment which are not physical.
As a result of the Adoption and Children Act 2002, the definition of harm also includes “impairment suffered by hearing or seeing the ill-treatment of another”. This is useful when considering harm arising from domestic abuse. The abuse and neglect (i.e. harm) to an adult can take many forms -these are listed below as defined in the Care Act 2014:
•Domestic violence or abuse
•Psychological or emotional abuse
•Financial or material abuse
•Organisational or institutional abuse
•Neglect or acts of omission
How do JB Skills Training safeguard its learners?
Organisational governance arrangements for safeguarding
The JB Skills Training has responsibility for oversight and management of this policy alongside reviewing and monitoring safeguarding incidents through our safeguarding performance framework and organisational lessons learnt, the Safeguarding Board is the formal mechanism by which JB Skills Trainingdisseminates safeguarding roles and responsibilities to staff as well as setting the strategic direction for safeguarding within its services. This group ensures effective communication between the managers and corporate departments and acts as the leadership group on safeguarding issues by:
➢providing up to date knowledge on safeguarding matters
➢ensuring that staff have access to appropriate safeguarding training
➢reviewing how the safeguarding policies are working in practice
An overview of organisational safeguarding structure.
The Managing Director, Dave Macmillan of JB Skills Training holds ultimate accountability for ensuring safeguarding arrangementshttps://www.gov.uk/government/publications/safeguarding-children-andyoung-people/safeguarding-children-and-young-people.
The Senior Management Team has a nominated Designated Safeguarding Lead, Sharon Stainsby-Thompson to ensure that safeguarding matters are central to the strategic management of JB Skills Training. The DSL is an experienced and qualified practitioner.
The role of the DSL is key in ensuring that operational safeguarding in the service-specific contexts is effective. The DSL will also ensure that local delivery staff develop close working relationships with other agencies involved in safeguarding arrangements in order that they effectively monitor the safety of the children and young people that JB Skills Training works with.
Every member of staff or volunteer has a responsibility for ensuring that learners are safeguarded while they are using JB Skills Training services.
JB Skills Training organisational safeguarding standards recognise that we safeguard in a wide range of contexts with a diverse group of learners.
Therefore, managing the risk to learners in these contexts can require different sets of knowledge and skills, and different responses, some of which are driven by statute and legislation.
Our safeguarding standards and behaviours seek to underpin safeguarding in all of our practice and are derived from section 11 of the Children Act (2004) and the Care Act (2014) as well as best practice guidance such as “Working Together to Safeguarding Children 2015” Our approach to safeguarding is measured against our JB Skills Training organisational standards.
We demonstrate that we meet these standards through the evidence we draw together in our performance framework. Key Themes Evidence of standards1.GoodLeadershipandAccountability
•A clear commitment to the safeguarding of all learners, including safeguarding of children, young people
•A clear line of accountability within the organisation for safeguarding and promoting children’s welfare
•Leadership which ensures a dynamic and responsive approach to need and risk in safeguarding, so that we achieve positive outcomes for our learners
•A shared strategic approach to safeguarding with our partners, through engagement in the activity of strategic partnerships
•A clear priority to safeguard all learners: we have defined outcomes for them, explicitly stated in contractual and delivery documentation and demonstrated through the impact of local delivery and individual outcomes.
•We provide information and training and access to local procedures for safeguarding children that staff are clear on their role and responsibilities in reporting abuse and neglect and on their involvement in safeguarding responses which prevent and protect.
•We ensure that our policies and procedures are in accordance with national statutory guidance and locally agreed inter-agency procedures(LSCBs and SABs).
•We ensure that our local practice that reflects our organisational approach and we monitor how this leads to positive outcomes for service users.
•We support our staff in making effective and proportionate responses to specific safeguarding concerns that have the learner at the centre.
•We prioritise effective multi-agency work with our partners in delivery to prevent harm and protect learners from risk, operating at the centre of local arrangements.
•We prioritise outcomes for learners which evidence the reduction of risk; the minimisation of the impact of harm; their access to criminal, civil or social justice; and successful resolution and recovery.
•We have a Safer Recruitment policy and human resources management procedures that take account of the need to safeguard children and young people and adults at risk that include arrangements for appropriate checks as well the participation of staff and learners in the recruitment of new staff and volunteers.
•We have clear procedures and practice that ensure an effective response to allegations of abuse or neglect against professional JB Skills Training staff/ associates/volunteers.
•JB Skills Training has a learning culture that acts upon the lessons from reporting, auditing and reviewing and ensures feedback into practice to ensure that improvements are made.
•Our performance management framework ensures that the organisational centre understands safeguarding risks and the response at a local delivery level to these risks.
•All staff, including associates, temporary staff and volunteers who work with JB Skills Training learners, are made aware of the organisational approach to safeguarding from induction onwards.
•A robust initial induction for each staff member ensures that all JB Skills Training staff undertake appropriate training to equip them to carry out their safeguarding responsibilities effectively and keep this up-to-date with annual CPD for all staff i.e. by refresher training at regular intervals.
•That staff supervision and development addresses the workforce’s role in safeguarding and reviews workforce performance. This ensures reflecting upon practice to ensure that the safeguarding behaviours are evident.
•A commitment to co-design in safeguarding practice and delivery through a culture of listening to, and engaging in dialogue with learners, seeking children’s views in ways that are appropriate to age and understanding. We take account of those views in individual decisions to inform the establishment or development of services.
JB Skills Training Safeguarding Behaviours
JB Skills Training believes that meaningful relationships make a difference in people’s lives. Key aspects of these relationships are trust and empathy but with clear boundaries. Our priority is to be more human –building relationships with learners and partners that offer help and the prospect of positive change. This is supported by a commitment to the following JB Skills Training behaviours in safeguarding practice, which we believe contribute to the prevention of harm
➢Confidence in practice –knowing when to report and refer, seek consent, ask for assistance and information, is a source of expertise
➢Curiosity in our relationships with learners, whilst being respectful of their rights
➢Committed to productive partnerships with professionals whilst being able to make professional challenges and escalate concerns in practice
➢Keeping the learner as the focus of their practice and supporting them through their involvement in safeguarding processes
➢Being aware and informed of both the harmful and positive aspects of risk
What to do in the event of a disclosure
Responsibility to report concerns
You may need to make immediate contact with emergency health services, the Police or Local Authority Designated Officer. JB Skills Training reporting procedures will subsequently apply to any immediate action taken to safeguard an adult and the incident should be reported through the JB Skills Training safeguarding procedures as soon as possible after the event. Telling somebody about abuse can be frightening and difficult for any child. In doing so the person disclosing has put you in a position of trust, however, you must not keep this disclosure confidential. You need to be clear that you can’t keep a secret, that you will write down what they say and that they have done the right thing in telling you.
A useful approach is the T.E.D. approach –using very open questions:
•Tell me what happened?
•Explain to me what happened next?
•Describe to me anything else that happened?
Inform the learner that you will need to write it down. Do not ask any questions that may be regarded as leading or closed –the T.E.D. approach is a way of prompting the learner to tell the story in an open and supportive way.
Disclosures of abuse can be frightening. If a child or young person confides in you that they are being hurt or have been abused they have placed you in a position of trust. They trust you to help them but you must make it clear that you cannot keep the disclosure ‘a secret.
➢Speak to them in a private and safe place to inform them of the concerns
➢Obtain their views on what has happened and what they want done about it
➢Provide information about the safeguarding adult’s process and how it could help to make them safer
➢Ensure that they understand the parameters of confidentiality
➢Explain how they will be kept informed, particularly if they have communication needs
➢Consider how the abusive experience might impact on the ongoing delivery of services, particularly personal care arrangements and access arrangements
➢Explore their immediate protection needs
➢React calmly and in an encouraging manner
➢Advise them that they are right to tell
➢Emphasise that they are not to blame
➢Take what is being said seriously and communicate this to them
➢Keep questions to the minimum necessary for ensuring a clear and accurate picture of what is being said to you. Remember you are not to investigate
➢Be clear that there are certain people that you will have to tell in order to make sure that necessary action is taken. Stress it is part of your job to keep adults safe. Make a full record of what is communicated as soon as possible. This should include exact words used, behaviour and other forms of communication
➢Do not delay in passing the information on to your line manager
The safeguarding procedures are based on an assumption of capacity and the right of the individual to make their own choices, even unwise ones. In situations where the adult alleging abuse decides they do not want action taken.
➢They should be given information about where to get help if they change their mind or if the abuse or neglect continues and they subsequently want support to promote their own safety. The referrer/alerting manager must assure themselves that the decision to withhold consent is not made under undue influence, coercion or intimidation.
➢A record must be made of the concern, the adult at risk’s decision and of the decision not to refer, along with both your and their reasons.
➢A record should also be made of what information/advice they were given in a separate part of the adult’s file or record that is clearly labelled ‘safeguarding’.
➢If the referrer/alerting manager feels uncomfortable making this decision alone, they should seek a consultation with their local adult safeguarding team to discuss the situation, without naming the individual, and document any advice they are given.
Recording of concerns
It is crucial that all concerns are properly recorded. The following information, if available, should be recorded:
Name and address
Age and date of birth
Religion, if any
Disability, if any
Preferred communication method and language
Name and address of adults involved in the incident/concern/allegation
Date and time of the alleged incident
Nature of injury, behaviour or concern
When the behaviour or injury was first noticed
The explanation in his/her own words as verbatim as possible
Date and time of the recording
Any questions that were asked
Signature of the person recording the concern
Some of this information may not be available to you. It is important that the child or young person freely volunteers whatever information they wish you to have.
➢When recording, you need to ensure you separate fact from an opinion by setting out the facts first.
➢Having an opinion is entirely valid and may be crucial but it must not be confused with factual information.
➢All written records about an adult must be retained securely and confidentially and marked as sensitive within the relevant service recording system.
Every staff member must ensure that disclosures are reported to the DSL immediately. The DSL is Sharon Stainsby-Thompson. In consultation with the staff member, the DSL will decide as to whether a referral to LADO is necessary/ will take place.
All reported disclosures regardless of the outcome must also be reported internally within JB Skills Training through the completion of the ‘Safeguarding Incident Form’ in conjunction with the written referral to the appropriate local authority safeguarding team (see page 2 of this for LA details)
The form has 3 parts:
➢Part 1 outlines the basic details of the referral and part 2 the details of the incident being reported. Both part 1 and 2 must be completed at the same time following the disclosure.
➢The form must then be anonymised by removing the person’s personal details and password protected and sent by email to the generic JB Skills Training safeguarding incident address: Safeguardingincidents@jb-skillstraining.org.uk–this email will be managed by People and Wellbeing Co-ordinator. Please also cc d to DSL, Sharon Stainsby-Thompson and Dave MacMillan, MD, JB Skills Training
Part 3 of the form must be completed within 7 days subsequent to the submission of Parts 1 and 2 once the outcome of the referral is known and resubmitted as detailed above.
It may be a requirement of Contract, either as a prime or sub-contractor to report all Safeguarding concerns-pleasespeak to Dave Macmillan, MD to ensure contract compliancy at all times
All details and actions taken are recorded in the personal file of the learner. There may be different recording requirements dependent on the context of your work, however, to remind you, here are the key principles:➢Be clear➢Ensure you include the key details of the learner and any required description about them in the account
➢Record only relevant information to this report. Ensure that you are clear what is a fact and what is your opinion
➢You may need to offer some analysis –in this circumstance you need to be clear about why you are worried? What is the likelihood and possible impact should the risk occur?
What happens to the recording of the disclosure and other information gathered?
Apart from forming the basis for the referral, it may also be used in court reports (civil and criminal) and in statutory safeguarding processes such as investigation and assessments and child protection conferences. Internally, the JB Skills Training reporting process includes the requirement of an update on the Safeguarding Incident form (part 3)within 7 days of the disclosure.
Whistleblowing and Complaints
“What do I do if I am worried that another member of staff is acting in a way that may be unsuitable in practice, or may be causing harm to another person or even committing a criminal offence again another person?”
Where an allegation is made against a staff member in a service or education setting their line Manager will refer the matter immediately to the Managing Director. If there is a risk arising to operational delivery, then key partners should then be informed. The Managing Director will then decide whetherthe incident is a potential safeguarding matter or should be dealt with under JB Skills Training, Complaints Policy and disciplinary procedures.
If the allegation is of a safeguarding nature and constitutes:
➢A concern which may mean the employee is not suitable to practice with children, young people.
➢A concern which has led to the possible harm to a learner.
➢Or a safeguarding concern which may be criminal in its nature or intent then this should be reported as per local procedures, to the (Local Authority) and DesignatedLead.
Channel is an early intervention multi-agency process designed to safeguard vulnerable or at-risk people from being drawn into violent extremist or terrorist behaviour. Channel works in a similar way to existing safeguarding partnerships aimed at protecting at risk’ people.
Each Channel Panel is chaired by a local authority and brings together a range of multi-agency partners to collectively assess the risk and can decide whether a support package is needed. The group may include statutory and non-statutory partners, as well as lead safeguarding professionals. If the group feels the person would be suitable for Channel, it will look to develop a package of support that is bespoke to the person. The partnership approach ensures those with specific knowledge and expertise around the vulnerabilities of those at risk are able to work together to provide the best support.JB Skills Training staff can make a referral to the Channel Panel. Referrals come from a wide range of partners including education, health, youth offending teams, police and social services.
Referrals are first screened for suitability through a preliminary assessment by the Channel Coordinator and the local authority. If suitable, the case is then discussed at a Channel panel of relevant partners to decide if support is necessary.
Related JB Skills Training Policies
There are other specific JB Skills Training policies that have our approach to safeguarding embedded within them, with the purpose of ensuring that safeguarding practice is embedded in them.
Safeguarding Adults at Risk Policy
JB Skills Training Supervision Policy
Safer Recruitment Policy
Whistle Blowing Policy
Key National Guidance & Legislation
There are numerous publications and evidence around best practice in safeguarding in education These include:
•Keeping Children Safe in Education (KCSiE)
•The Children Act 1989
•The Children (Northern Ireland) Order 1995
•The Human Rights Act 1998,•The Data Protection Act and 1998
•The Female Genital Mutilation Act 2003
•The Children Act 2004
•The Safeguarding Vulnerable Groups Act 2006 and the Protection of Freedoms Act(2012)
•Genital Mutilation mandatory reporting 2015 –Procedural Information
•Channel Duty Guidance 2015 and the Prevent Duty for Schools and ChildcareProviders 2015
•Working Together to Safeguard Children 2015