As part of Staffordshire & Stoke on Trent Safeguarding Children Boards Level 1 Safeguarding Training peer audit process, personnel who are undertaking the peer audit of another organisations training are required to complete parts 2-4 of the checklist. Part 1 of the checklist below needs to be completed by the Training Department or employer of the agency being audited prior to the training being delivered and submitted to the relevant SCB Training Officer / Manager. The trainer criteria form needs to be handed to the trainer to complete on the day and returned to the peer auditor.

This four part checklist provides subject areas and key messages within safeguarding children that the Boards would expect to be covered in an Induction/Introduction to Safeguarding Children training. The subject areas will be covered in more or less depth depending on the needs and focus of the organisation and can be included as flexibly and creatively as required. For example; exploring some basic awareness of child development or increased vulnerability could be included when giving examples of some of the signs and indicators of abuse.

The auditor should be a member of the SSCB’s Workforce Development and Training sub-group

The audit tool will consider the provision, content and delivery of Induction (into safeguarding) and Level 1 training (Safeguarding children training). This will supplement the training questions included in the S.11 or S.175/157 Single Agency Audit Tool. It is anticipated that each organisation will receive a peer audit or review on an annual basis. The results of the peer audit are to be returned to the SCB Training Officer / Manager within two days of the audit taking place. They will then be shared with the relevant organisation within seven days and discussed at the next SSCB Workforce Development and Training sub-group. Organisations will be expected to respond to any identified deficits in training content within one month.

In order to accommodate the potential for different approaches to the provision of Induction/Introduction to Safeguarding Children training this checklist is divided into four parts:

Part 1 is aimed at all employers/organisations who work with children, young people and or their families. To be completed by the organisation/employer or training department

Part 2 is aimed at those members of staff which are identified in group 1.

Part 3 is aimed at those members of staff which are identified in groups 2 – 8.

Part 4 is applicable to both groups and is a checklist which identifies key messages that should be reflected in the training to ensure that it embodies the ethos that Working Together highlights. Working Together identifies the following groups of practitioners:

Group 1 – Staff in infrequent contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. E.g. librarians, GP receptionists, community advice centre staff, grounds men, recreation assistants, environmental health officers.

Group 2 – those in regular contact or have a period of intense but irregular contact with children, young people and/or parents/carers including all health clinical staff, who may be in a position to identify concerns about maltreatment, including those that may arise from the use of EHA e.g. housing, hospital staff, YOS staff and staff in secure settings, the police other than those in specialist child protection roles, sports development officers, disability specialists, faith groups, community youth groups, play scheme volunteers.

Groups 1 and 2 are more likely to access single agency training only. Other groups (3 – 8) will also access single agency introduction to safeguarding children training although further training will be needed, including multi-agency training, in order to staff to fulfil their role and responsibilities.

Group 3 - Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. For example, paediatricians, GPs, youth workers, those working in the early years sector, residential staff, midwives, school nurses, health visitors, sexual health staff, teachers, probation staff, sports club welfare officers, those working with adults in, for example, learning disability, mental health, alcohol and drug misuse services, those working in community play schemes.

Group 4 - Members of the workforce who have particular responsibilities in relation to undertaking section 47 enquiries, including professionals from health, education, police and children’s social care; those who work with complex cases and social work staff responsible for co-ordinating assessments of children in need.

Group 5 - Professional advisors, including named and designated lead professionals.

Group 6 - Operational managers at all levels including practice supervisors; front line managers and managers of child protection units.

Group 7 - Senior managers. For example; those responsible for the strategic management of services; NHS board members.

Group 8 - Members of the LSCB. For example; Board members, independent chair, Directors of Children’s Services, elected member, lay members, members of executive and sub/task groups, business support team and Inter-agency trainers.

Auditors Completing the checklist part 2 - 4

Place a tick in either the yes or the no column to indicate whether the subject matter is included in Induction/Introduction to Safeguarding Children training, and if so what the evidence for that is; e.g. PowerPoint slide Number 4 and Discussion Activity

If the response is no then use the action column to indicate how this will be addressed and a timescale for this identified in the date actions to be completed by column.

Completing the checklist

Place a tick in either the yes or the no column to indicate whether the subject matter is included in Induction/Introduction to Safeguarding Children training, and if so what the evidence for that is; e.g. PowerPoint slide Number 4 and Discussion Activity

If the response is no then use the action column to indicate how this will be addressed and a timescale for this identified in the date actions to be completed by column.

PART 1 EMPLOYER/ORGANISATION – TO BE COMPLETED BY THE EMPLOYER OR TRAINING DEPARTMENTThe employer is responsible for the organisation and delivery of Induction/Introduction to Safeguarding/single agency level 1 training.

Please state how in your organisation Level 1 Safeguarding Children Training is delivered ie:
Own Internal Package
Own Internal E Learning Package
Virtual College E Learning
SCB Approved Package
Other – Please state
Content / Yes / No / Evidence / Action / Date actions to be completed by
Training strategies reflect the requirement for Induction into Safeguarding for relevant staff groups. (To be completed within 3months of starting work)
Training strategies reflect the requirement for Level 1 Safeguarding children training for relevant staff (To be completed within 6mths of starting work)
A system is in place to identify staff requiring training.
A system is in place to disseminate course information.
A system is in place to ensure those staff requiring Level 1 training attend
A follow up process is in place to notify line managers of non-attendance at Level 1 Training
Processes are in place for SCB recommendations/updates to be incorporated into training
Single agency Level 1 training is evaluated

Part 1 checklist completed by…………………………………………………………………………………………Date……………………..

Role in Organisation…………………………………………………………………………………………………….
Part 2 –TO BE COMPLETED BY THE PEER AUDITOR this is the minimum content that any Introduction to Safeguarding Children training should have and is suitable for group 1.

Content / Yes / No / Evidence / Action / Date actions to be completed by
Context setting – where job role and responsibilities meet, how does this relate to me and my work?
Understand the different ways in which children and young people can be harmed by adults, other children and young people, or through the internet
Understand what is meant by the following:
  • Sexual abuse,
  • Physical Abuse
  • Emotional abuse
  • Neglect
  • Domestic abuse
  • Child Sexual Exploitation

Understand the signs and indicators of possible abuse and neglectat the earliest stage possible ( early intervention and better outcomes for children)
Understand your agency/organisation procedure you need to follow if you suspect any child is being abused, neglected or bullied.
Know when and how to refer a concern you have about child protection.
Understand who to consult in relation to a child-protection or child-welfare concerns in your agency/organisation.
Understand your duty to report the unsafe practice of others and what to do if there is an allegation of abuse made against a person who works with children.
Understand what emergency action needs to be taken to protect a child, including outside normal office hours
Know about your local LSCB and any role your agency, organisation or employer has on it. Including how to access the SSCB Inter-agency Procedures on
Know about laws and national guidance relating to protecting (safeguarding) children.
Understand that parental problems (for example, domestic abuse or drug and alcohol abuse) can increase the risk of harm to a child.
Understand what ‘multi-agency working’ means for you including the role of SSCB.
Understand other agencies’ roles and responsibilities in keeping children safe from harm
Know how to apply policies and procedures about sharing information and gaining consent

Part 2 checklist completed by …………………………………………………… Date ………………

Role in organisation ……………………………………………………………

Part 3 – In addition to part 2 above, if training is delivered to groups 2 then the content below should also be included.

Content identified above
Plus: / Yes / No / Evidence / Action Date / actions to be completed by
Be familiar withnational guidance and local procedures and appreciate your own role and responsibilities and those of others in safeguarding and promoting the welfare of children.
Understand what is meant by safeguarding and promoting the welfare of children and the different ways in which children and young people can be harmed.
Be aware of the Local SCB and its remit.
Know what to do if a child or adult discloses abuse.
Know how to ask questions if you suspect a child is being abused.
Know about the use of the Early Help Assessment (EHA).
Know what to do when there is an insufficient response from other organisations and agencies, while maintaining a focus on safeguarding and promoting the welfare of the child.
Understand when you are required to consult with a manager/designated person.
Be able to make judgements about ways in which practitioners should act to safeguard and promote the welfare of a child
Know the boundaries of personal competence and responsibility, know when to involve others and know where to get advice and support
Have the confidence to challenge own and others practice.
Be aware of the statutory duty to safeguard and promote the welfare of children in accordance with the:
  • Children Act 1989
  • Education Act 2002
  • Children Act 2004.
  • Working Together 2015
  • Keeping Children Safe in Education 2015
.
Understand the legal context and ranges of response e.g. Early Help Assessment, S.17 and S.47 Children Act 1989.
Understand statutory requirements governing consent, confidentiality and information-sharing.
Provide appropriate, succinct information to enable other practitioners to deliver support to the child and family.
Understand the necessity of information sharing and accurate recording within the context of safeguarding and promoting the welfare of a particular child.

Part 3 checklist completed by …………………………………………………… Date ………………

Role in organisation ………………………………………………………………

Part 4 – in addition to part 2 & 3 above, if training is delivered to groups 3-8 then the content below should also be included.

Key Messages / Yes / No / Evidence / Action / Date actions to
be completed by
Be able to recognise when a child or young person is in danger or at risk of harm and take action to protect them.
Know that is it essential that the child is spoken to alone and that they are given the opportunity to explain their own personal circumstances, while maintaining focus on what is in the child and young person’s best interest.
Understand the safeguarding roles of parents and carers and recognise risk factors that can impact on parenting capacity such as domestic abuse, parental substance misuse, mental health and perpetrators of abuse.
Know about Early Help Assessment and where appropriate how to use it.
Be able to identify concerns about possible maltreatment arising from completion of A Early Help Assessment
Understanding of the Staffordshire's Threshold Framework - 'Accessing the Right Help at the Right Time’
Understand vulnerability and risk factors e.g. young carers; disability; race and racism; private fostering; fabricated and induced illness; child sexual exploitation; female genital mutilation; forced marriage; gang activity, child trafficking, radicalisation
Understand that the ‘common sense’ short-cut of taking a parent’s treatment of some of her children as indicative of the nature and quality of their treatment of all of their children, can lead to oversight of the distinctive maltreatment of a particular child
Key messages from learning from SCR and other reviews both locally and nationally

Part 4 checklist completed by …………………………………………………… Date ………………

Role in organisation ………………………………………………………………

Part 5 – in addition to specific content outlined above, all safeguarding training should reflect the following elements of an appropriate ethos. Again please indicate if these key messages are reflected in your training, adding a short description of how (evidence), or action to be taken if not.

Key Messages / Yes / No / Evidence / Action / Date actions to
be completed by
The value and importance of
collaborative working with others
The importance of respecting
diversity. Being sensitive to and taking difference into account, but not at the cost of risk of harm to a child
The importance of promoting equality (e.g. both women and
men can be perpetrators, issues apply to same sex as
well as opposite sex
relationships)
The participation of children and families in safeguarding
processes is promoted and encouraged

Part 5 checklist completed by …………………………………………………… Date ………………

Role in organisation ……………………………………………………………….

SSCB TRAINER CRITERIA

Name
Agency
Job Role
Experience in practice
Training Qualifications
SCB training courses you deliver
Evidence of own continuing professional development – i.e. training courses, conferences in the last 2 years
Please provide dates
SCB Level 3 courses you have attended within the last 2 years.
Please provide dates
Date & Signature

Date form completed:……………………………………

On completion of this form, please forward to your line manager for endorsement.

This record also provides recognition of your contribution to safeguarding children training and the importance of continuing

professional development which can link into your supervision and / or appraisal processes.

Line Managers

Please confirm that you have read and agree with the information contained in this trainer record by placing a cross in the box.

Name:

Date:

Contact tel. no:

Please email this form to SSCB Training Manager. Your forwarding of this record will be accepted as confirmation of the

information provided.

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Version 2 Sept 2015