Download - Safeguarding Training - November 2019safeguarding.pro/.../08/Safeguarding-CPD-Requirements-November-2… · specialises in safeguarding in schools and colleges. He has extensive headship

Safeguarding: Continuing Professional Development Version: November 2019

Andrew Hall Specialist Safeguarding Consultant www.safeguardinginschools.co.uk

www.safeguardinginschools.co.uk Page 1

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Continuing Professional Development in

Safeguarding and Child Protection

Andrew Hall November 2018

About the Author

Andrew Hall Andrew is an experienced education consultant who

specialises in safeguarding in schools and colleges. He has extensive headship experience in special schools for children of all ages with autism, social, emotional and behavioural difficulties and complex learning difficulties, including SLD and PMLD. Andrew runs engaging workshops for staff at all levels in schools and colleges.

Contact Andrew Hall on 01223 929269 to arrange CPD or

consultancy for your organisation.

Published in 2018 by Success In Schools Ltd. Blois Meadow Business Centre, Blois Road,

Steeple Bumpstead, Essex CB9 7BN

[email protected] www.safeguardinginschools.co.uk


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Safeguarding Training – November 2019

I don't much like the word 'training' and I’m on a mission to eradicate the idea of safeguarding or child protection training’. Training for me is something that is narrowly outcome-based, something that a world-famous burger restaurant does to ensure that there is consistency in the global customer experience. Training is specific, task-related, and often hierarchical. I much prefer to use the phrase, Continuing Professional Development (CPD) because it is ongoing, it needs professional judgement and application, and this learning is developmental, it builds on existing knowledge. For the same reasons I don’t like the expression 'refresher' training. It is not simply repeating what was said last time, and it underlines the feeling for some people that they’ve heard it all before. Ideas evolve all the time, not least the learning from serious case reviews and there are often changes in legislation or expectations. Working Together to Safeguard Children 2010 set out the specific content that should be included in training programmes for professionals carrying out different roles. But when Working Together was revised and republished in 2013, the national standards for the content of child protection training were removed. Working Together to Safeguard Children 2018 refers to training in Chapter 1, paragraph 5, ‘To enable [practitioners…to develop their knowledge and skills], the three safeguarding partners should consider what training is needed locally and how they will monitor and evaluate the effectiveness of any training they commission’. The Children and Social Work Act 2017 replaced Local Safeguarding Children Boards with safeguarding partnerships which were in place by the end of September 2019. Although, organisations within the partnership area should follow their guidance, they are able to commission training from whichever provider they wish. Keeping Children Safe in Education (DfE, 2019), paragraph 54 says, '[Governors] must have regard to this guidance, ensuring that policies, procedures and training in their schools or colleges are effective and comply with the law at all times.' In schools, the statutory guidance, Keeping Children Safe in Education sets out the knowledge and skills staff need to have and this is addressed throughout the document.


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Key CPD Opportunities For schools, there are six key areas of training to arrange:

• Induction Training (statutory) • Awareness training for whole staff (statutory) • Designated Safeguarding Lead Training (statutory) • Safer Recruitment Training (statutory) • Training about preventing terrorism (statutory)

(see Appendix 1) • Training for School Governors (non-statutory) • Training on specific issues

o Female Genital Mutilation (Ofsted) o Children Missing Education (Ofsted) o Child Sexual Exploitation (Ofsted)

All staff members should receive regular safeguarding and child protection updates, as required, but at least annually. For DSLs, training is at two-yearly intervals, but their knowledge and skills should be updated at least annually, to keep up with any developments relevant to their role. These updates can be ‘via e-bulletins, meeting other designated safeguarding leads, or taking time to read and digest safeguarding developments’. (KCSIE, paragraph 67) Keeping Children Safe in Education 2019 (see also appendix 1) Keeping Children Safe in Education 2019 says, ‘All staff members should receive appropriate safeguarding and child protection training which is regularly updated. In addition, all staff members should receive safeguarding and child protection updates (for example, via email, e-bulletins and staff meetings), as required, and at least annually, to provide them with relevant skills and knowledge to safeguard children effectively. (paragraph 14) This training should include whistleblowing procedures and how to raise concerns about poor or unsafe practice and potential failures in the school or college’s safeguarding regime. Governing bodies and proprietors must ensure that they comply with their duties under legislation which includes ensuring that appropriate safeguarding and child protection training is available in their schools or colleges. The headteacher and all staff members should undergo child protection training which is updated regularly, in line with advice from the local safeguarding partners.


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The School Staffing Regulations require governing bodies of maintained schools to ensure that at least one person on any appointment panel has undertaken safer recruitment training. Schools may choose appropriate training and may take advice from their local safeguarding partners in doing so. The training should cover, as a minimum, the content of the guidance set out in Keeping Children Safe in Education (2019) Part Three. The DfE no longer accredits Safer Recruitment training; and there is no longer a timescale on how often it should be refreshed. Ofsted's Inspecting safeguarding in early years, education and skills settings (September 2019) (see also appendix 1) The current Ofsted framework says that there should be clear and effective arrangements for staff development and training in respect of the protection and care of children and learners. Staff and other adults receive regular supervision and support if they are working directly and regularly with children and learners whose safety and welfare are at risk. Ofsted will be looking at how leaders, governors and managers create a positive culture and ethos where safeguarding is an important part of everyday life in the setting, backed up by CPD at every level Minimum Standards for CPD Statutory guidance on safeguarding CPD is actually very slim. Setting aside the question of good practice and building capacity to safeguard all children, the minimum schools must do is:

• Keep a record of staff training, including type of training and dates • Offer training to all staff on a ‘regularly updated’ basis, at least annually. • Training should cover how to identify and respond early to the needs of all

vulnerable children, including: unborn children; babies; older children; young carers; disabled children

• Ensure induction training for new staff • Ensure DSLs receive specific training for their role every two years • Ensure that at least one person in each recruitment process has had 'Safer

Recruitment' training • Provide training about the duty to 'prevent terrorism'

Many schools will offer much more CPD than this and ensure that all staff are able to understand the risk to children in their community and be able to respond appropriately.


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Training Levels In the past training specifications have often talked about levels. Today, unless that is the language used by the local safeguarding partners’ own CPD policy, these events should be not be described in terms of levels, for example, as 'Level 3 training', but by the role it is aimed at. Training is often advertised as, for example, Level 3, but in different areas, Level 3 means different things. Always check what content is being described and who the training is aimed at. Designated Safeguarding Leads In order to properly understand local procedures, thresholds and risks, it is important for Designated Safeguarding Leads to attend the local safeguarding partners’ CPD events. In some areas the need to attend this training forms part of the local policy, not least because it may say such training should be multi-agency. However, the role of the DSL is complex and in order to fully understand their changing role, other learning and development opportunities could be sought, especially in developing ideas about embedding safeguarding in to the school. Recording and evaluating safeguarding CPD It is statutory to record the training that staff have had, and to ensure that staff who have missed these opportunities are able to have this learning covered. When the content of training was clear, and often completed in a couple of hours, it was straightforward to keep a record of who was there. Today’s safeguarding CPD guidance stresses the development of a wide-range of knowledge and skills, it cannot be simply ‘delivered’ in a short amount of time. For me, safeguarding CPD is an ongoing process, so rather than keep a ‘register of attendance’, I think it would be much more effective for staff to build a portfolio around their deepening safeguarding knowledge. This need not be too onerous, and these three questions can be useful:

• What do you know now that you didn’t know before [this CPD session]? • What did you know before that you now see differently? [to encourage deeper

thinking] • What action(s) are you going to take as a result of this CPD session?


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Staff keep hold of these evaluation sheets, and any notes or handouts they might have. Copies can be shared with the DSL, to inform future CPD events. Online CPD Traditionally, training has been very much a face-to-face experience, although there have always been other methods too, including distance learning, video and CDs. Today, with the all the opportunities the internet brings, there are many other ways to present CPD, including online training, webinars and video training via streaming technologies like Skype. How staff learn the skills and knowledge they need for their role will vary, but the outcome is the most important. Ofsted say staff development and training should be ‘clear and effective’, so the emphasis isn’t about how the CPD is carried out, but whether it is effective. Choosing a training provider There are a large number of providers offering safeguarding and child protection training including charities, generic training companies, specialist training companies, freelance consultants, and of course local authorities and the local safeguarding partners themselves. Given that there is a wide variety of training providers, how do schools know who to choose? There is no vetting or accreditation scheme for safeguarding CPD, so it is important that schools carry out due diligence before booking a provider. Some schools have been badly let down by companies who don't meet expectations, and in a few cases I am aware of, didn't even turned up even when they had already paid. Things to consider when booking a training provider Before contacting any CPD provider think carefully about the needs of your school and your staff. Ask yourself, ’what outcome do I need this learning to achieve?’ How does this CPD fit into our Safeguarding Development Plan? How does this CPD fit into helping us understand the emerging risks for our pupils? Is the provider referring to up-to-date guidance at their events, in their marketing materials and on their website?


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Safeguarding in schools is always evolving and it is important that your CPD provider is not only delivering the latest content, but is keeping ahead of events and is flexible enough to be able to talk about emerging trends. Remember the safeguarding and child protection are not the same thing. Schools need to make sure they are purchasing safeguarding training, not only child protection training, unless that is what they require. Website The provider’s website plays a key role in assessing whether they are up to date or not. The site should reference the latest guidance. Information should talk about Designated Safeguarding Leads, not child protection officers. There should be absolutely no mention of Area Child Protection Committees - they were abolished more than 10 years ago. (I have seen that reference recently!) Where courses are advertised, are the dates being offered recent? Does the website have phone numbers, email addresses and a physical company address? What do you know about the people behind the company? Does the website offer testimonials from clients? Remember they could be made up. Are you able to ask the company for contact details of previous clients, so that you can speak to them directly? Accreditation There is no national scheme for the compulsory accreditation of safeguarding training, including Safer Recruitment training. Sometimes providers use a CPD logo on their materials to suggest national recognition. The biggest provider of accreditation services is the ’CPD Certification Service'. This is a commercial membership company for CPD providers and on payment of a fee, their materials are assessed, and a logo can be used on specific courses. The CPD Certification Service works with providers across many industries, not only in education or safeguarding. If accreditation logos are shown on their website, have you checked with the company whose logo it is, whether the training provider is a current member, and what the accreditation means.


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Although there is accreditation available for Safer Recruitment training from the Safer Recruitment Consortium, it is not necessary to choose an accredited provider of this training. How is the training described? Course specifications should no longer refer to training ’levels’. National training content has not been specified since 2013, and the word 'level’ now has no national meaning. Look for specific roles in the training description, for example, ’Designated Safeguarding Lead’ or ’basic awareness for all staff’. Course descriptions should not refer to 'three-year refresher' training, but to ‘regular updates…at least annually’. DSL training should be updated every two years and their knowledge and skills should be updated at least annually, to keep up with any developments relevant to their role. When you are speaking to potential CPD providers, ask whether they are able to respond to the specific needs of your school or whether the package is the same whatever your individual context. Other questions to ask What is the content of the training programme? Is the training package flexible enough for you? Are up-to-date materials in use? Is the latest learning from Serious Case Reviews included? What is the trainer’s background and recent practice? Are you able to book a specific trainer that fits with the context of your school? What learning methods will be used? What is their preferred group size and max number? How long does the CPD session last? Does the content respond to the specific needs of your school?


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Is the session flexible enough or can the provider bespoke the training for you? Remember bespoke training may come at an extra cost. What resources and information will be given to people attending the training? Payment Is there a simple fee structure or are there lots of add-ons? Who is providing the delegate materials? Does the fee include travel and/or accommodation? Will the trainer be bringing equipment with them, or will you need to provide everything? When is payment due? Be cautious of paying everything before the day, especially if you haven't used the company before or spoken to someone who has. Registered companies can be checked for legitimacy and up-to-date details at Companies House. What is the company's cancellation policy?


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Appendix 1 Information about safeguarding training

taken from the statutory guidance Working Together to Safeguard Children 2018 Working Together to Safeguard Children 2018 identifies training in the following paragraph: 5. Multi-agency training will be important in supporting this collective understanding of local

need. Practitioners working in both universal services and specialist services have a responsibility to identify the symptoms and triggers of abuse and neglect, to share that information and provide children with the help they need. To be effective, practitioners need to continue to develop their knowledge and skills in this area and be aware of the new and emerging threats, including online abuse, grooming, sexual exploitation and radicalisation. To enable this, the three safeguarding partners should consider what training is needed locally and how they will monitor and evaluate the effectiveness of any training they commission.

Keeping Children Safe in Education (DfE, 2019) Keeping Children safe in Education 2018 identifies training in the following paragraphs: 14. All staff should receive appropriate safeguarding and child protection training

which is regularly updated. In addition, all staff should receive safeguarding and child protection updates (for example, via email, e-bulletins and staff meetings), as required, and at least annually, to provide them with relevant skills and knowledge to safeguard children effectively.

54. Governing bodies and proprietors17 (in Part two, unless otherwise stated,

includes management committees) must ensure that they comply with their duties under legislation. They must have regard to this guidance, ensuring that policies, procedures and training in their schools or colleges are effective and comply with the law at all times

66. The designated safeguarding lead and any deputies should undergo training to

provide them with the knowledge and skills required to carry out the role. The training should be updated every two years.

67. In addition to their formal training as set out above, their knowledge and skills

should be updated, (for example via e-bulletins, meeting other designated safeguarding leads, or taking time to read and digest safeguarding developments), at regular intervals, and at least annually, to keep up with any developments relevant to their role.


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84. Governing bodies and proprietors should ensure that all staff undergo

safeguarding and child protection training (including online safety) at induction. The training should be regularly updated. Induction and training should be in line with advice from the local three safeguarding partners.

85. In addition, all staff should receive regular safeguarding and child protection

updates (for example, via email, e-bulletins, staff meetings) as required, and at least annually, to provide them with relevant skills and knowledge to safeguard children effectively.

93. The School Staffing (England) Regulations 2009 require governing bodies of

maintained schools to ensure that at least one of the persons who conducts an interview has completed safer recruitment training. Governing bodies of maintained schools may choose appropriate training and may take advice from the local three safeguarding partners in doing so. The training should cover, as a minimum, the content of this guidance.

249. Reports of sexual violence and sexual harassment are likely to be complex and

require difficult professional decisions to be made, often quickly and under pressure. Pre-planning, effective training and effective policies will provide schools and colleges with the foundation for a calm, considered and appropriate response to any reports.

Page 92 In ‘Annex B: Role of the designated safeguarding lead’, there is a list of knowledge

and skills the DSL should have; including their role in raising awareness amongst staff.

Page 98 ‘Governors and proprietors should ensure that, as part of the requirement for staff

to undergo regularly updated safeguarding training (paragraph 81) and the requirement to ensure children are taught about safeguarding, including online safety (paragraph 85), that online safety training for staff is integrated, aligned and considered as part of the overarching safeguarding approach’.

Inspecting safeguarding in early years, education and skills settings (Ofsted, September 2019) Page 10 There are clear and effective arrangements for staff development and training in

respect of the protection and care of children and learners. Staff and other adults receive regular supervision and support if they are working directly and regularly with children and learners whose safety and welfare are at risk.

Para. 15 Inspectors should look for evidence of the extent to which leaders, governors and

managers create a positive culture and ethos where safeguarding is an important part of everyday life in the setting, backed up by training at every level. Inspectors should consider the content, application and effectiveness of safeguarding policies


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and procedures and the quality of safeguarding practice, including evidence that staff are aware of the signs that children or learners may be at risk of harm either within the setting or in the family or wider community outside the setting.

Page 12 …staff, leaders, governors and supervisory bodies (where appropriate) and

volunteers receive appropriate training on safeguarding at induction, that is updated regularly. In addition, they receive information (for example, via emails, e-bulletins and newsletters) on safeguarding and child protection at least annually. They demonstrate knowledge of their responsibilities relating to the protection of children, learners and vulnerable adults…

Page 12 …Designated members of staff in schools and colleges should be a senior

member of the school or college leadership team and they should undertake safeguarding training every two years and their knowledge and skills should be refreshed at regular intervals, but at least annually…

Safe Recruitment Governing bodies, boards of trustees, registered providers, proprietors and

management committees should prevent people who pose a risk of harm from working with children or learners by…making sure that, in relation to maintained schools, at least one person on any appointment panel has undertaken safer recruitment training

Prevent Duty Guidance (for England and Wales) 2015 70. Specified authorities [including schools] should make sure that staff have

training that gives them the knowledge and confidence to identify children at risk of being drawn into terrorism, and to challenge extremist ideas which can be used to legitimise terrorism and are shared by terrorist groups. They should know where and how to refer children and young people for further help. Prevent awareness training will be a key part of this.


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Appendix 2 List of safeguarding knowledge and skills that staff should know

(taken from the guidance documents) Staff Development in Safeguarding and Child Protection

Knowledge and understanding Included in

Staff CPD Programme

Keeping Children Safe in Education (DfE 2019) Know that safeguarding and promoting the welfare of children is everyone’s responsibility.

Know that safeguarding children is everyone's responsibility Know that that professionals should always consider what is in the best interests of the child.

Know that everyone who comes into contact with them has a role to play in identifying concerns, sharing information and taking prompt action

Know the definition of safeguarding and promoting the welfare of children (paragraph 4)

Know that children refers to everyone under the age of 18. Know that all school and college staff have a responsibility to provide a safe environment in which children can learn.

Know that all schools and colleges should have a designated safeguarding lead who will provide support to staff members to carry out their safeguarding duties

Know that all school and college staff should be prepared to identify children who may benefit from early help

Know that in the first instance, staff should discuss early help requirements with the designated safeguarding lead.

Know that all staff may be required to support social workers and other agencies following any referral

Know that all teachers, including headteachers, should safeguard children’s wellbeing and maintain public trust in the teaching profession

Be aware of the contents of the school's child protection policy

Be aware of the contents of the school's staff behaviour policy (code of conduct)

Be aware of the role of the designated safeguarding lead


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All staff members should be aware that they must take part in safeguarding and child protection training which is regularly updated, at least annually

All staff should be aware of the early help process, and understand their role in it.

All staff should be aware of the process for making referrals to children’s social care and for statutory assessments under the Children Act 1989

All staff should know what to do if a child tells them he/she is being abused or neglected

All staff should know how to manage the requirement to maintain an appropriate level of confidentiality

All staff must know that they should never promise a child that they will not tell anyone about an allegation

All staff should understand the definition of abuse All staff should understand the signs and symptoms of physical abuse

All staff should understand the signs and symptoms of emotional abuse

All staff should understand the signs and symptoms of sexual abuse

All staff should understand the signs and symptoms of neglect

All staff should understand the impact and indicators of child sexual exploitation

All staff should be aware of the impact of drug taking All staff should be aware of the impact of alcohol abuse All staff should be aware of the dangers of truanting All staff should be aware of the dangers of sexting All staff should be aware of the impact of peer on peer abuse

All staff should be aware of the impact of bullying (including cyberbullying)

All staff should be aware of the dangers of children going missing from school, home or care

All staff should be aware of the impact of domestic violence All staff should be aware of fabricated or induced illness All staff should have an awareness of faith abuse All staff should be aware of contextual safeguarding All staff should be aware of impact of the court system


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All staff should be aware of impact of family members in prison

All staff should be aware of the impact of the criminal exploitation of children

All staff should be aware of homelessness All staff should be aware of female genital mutilation (FGM) All teachers should be aware of their duty to report a disclosure of FGM to the police

All staff should have an awareness of forced marriage All staff should be aware of the impact of gangs and youth violence

All staff should have an awareness of gender-based violence against women and its difference forms

All staff should have an awareness of hate crime All staff should be aware of the impact of poor mental health on safeguarding

All staff should have an awareness of private fostering and the duty on schools to report such arrangements

All staff should have an awareness of relationship abuse All staff should have an awareness of trafficking and modern day slavery

All staff should understand the school's duty to prevent radicalisation

All staff should understand the signs to looking for when considering the risk of radicalisation

All staff should know that if a child is in immediate danger, or at risk of harm a referral should be made to children's social care or the police

All staff should know that all concerns, discussions and decisions should be made in writing

All staff should aware of the impact of poor safeguarding practice

All staff should understand the school's whistleblowing policy

All staff should be aware of how to raise a concern outside the school or college

All staff should know that they are able to make a referral to children's social care themselves

All staff should understand the impact of technology on safeguarding


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All staff working with under-8s, should understand what is meant by 'Disqualification by Association'

All staff should understand the definition of 'upskirting' All staff should be aware of meaning of 'Position of Trust' in the Sexual Offences Act 2003

What to do if your worried a child is being abused (DfE 2015) All staff should understand that children with special educational needs or disabilities are more vulnerable to abuse and harm

All staff should be aware of the indicators of abuse or neglect

Guidance for safer working practices (Safer Recruitment Consortium 2019)

All staff should understand how to work with children so that they protect children from harm

All staff should understand how to work with children in an open and transparent way

Prevent Duty (DfE 2015) All staff should understand what the Prevent duty means for schools

All staff should understand what to do to demonstrate compliance with the duty

All staff should understand where to find further information, advice and support

All staff should be able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified

All staff should understand the school's arrangements to promote pupils’ welfare and prevent radicalisation and extremism

All staff should be able to identify children who may be vulnerable to radicalisation, and know what to do when they are identified

All staff should be able to demonstrate a general understanding of the risks affecting children and young people in the area

All staff should be able to demonstrate a specific understanding of how to identify individual children who may be at risk of radicalisation

All staff should understand the online risks of radicalisation All staff should understand how to refer concerns to the school's designated safeguarding lead


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All school staff should understand when it is appropriate to make a referral to the Channel programme

Child Sexual Exploitation - definition and guide for Practioners (DfE 2017)

All staff should be aware of the guidance set out in section A of 'Child Sexual Exploitation' (DfE 2017)

All staff should understand the definition of child sexual exploitation

All staff should understand which children are especially vulnerable to sexual exploitation

All staff should understand how sexual exploitation can have links to other kinds of crime

All staff should understand the possible indicators of child sexual exploitation

School procedures All staff should know how to report concerns about a child All staff should know how to report concerns about an adult All staff should know how to report concerns about the headteacher

All staff should know how to report concerns about the proprietor (where relevant)

A Competency Framework for Governance (DfE 2017) Someone on the Board knows the requirements relating to the safeguarding of children

Everyone on the Board knows the duties relating to safeguarding, including the Prevent Duty

Sexual Violence and Sexual Harrasment between children (DfE 2017)

All staff should understand issues around sexual violence and sexual harassment between children

All staff should understand the school's approach to managing incidents of sexual violence and sexual harassment

Download - Safeguarding Training - November 2019safeguarding.pro/.../08/Safeguarding-CPD-Requirements-November-2… · specialises in safeguarding in schools and colleges. He has extensive headship

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