iscb training brochure 16-17 · web viewtraining brochure “competence still matters” april 2016...

Islington Safeguarding Children Board Training Brochure

“Competence Still Matters”

April 2016 – March 2017

ISLINGTON SAFEGUARDING CHILDREN BOARD

3 Elwood Street, London N5 1EB

www.islingtonscb.org.uk

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Contents

INTRODUCTION...........................................................................................3

2. MULTI-AGENCY FOCUS........................................................................4

3 COMPETENCE STILL MATTERS (2014) GROUPS...........................4

4.TRAINING REQUIREMENTS FOR EACH GROUP.............................6

Information for Participants and Managers.................................................8

Training Calendar 2016/2017.........................................................................9

ISCB COURSES............................................................................................12

INTEGRATED WORKING COURSES...........................................................26

Venue Information........................................................................................27

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1. INTRODUCTION

New on-line booking system:From April 2016, there will be changes to the way that you book onto courses with Islington Safeguarding Children Board as we change to an online booking system.

This means that you will need to book onto any courses that you wish to attend and for which you are legible to attend. Paper booking forms are no longer being accepted. Apart from course bookings, you will also be able to complete course evaluations and download certificates and course materials from the portal.

A separate user guide is available on the ISCB website to explain how to set up your user account and book onto courses.

New courses:There are some changes to the ISCB training offer this year as we refocus on mitigating the impact of parental factors such as domestic abuse, mental health and substance misuse, on children and young people. There will be a new 2-day course called ‘Parental factors and safeguarding’ which will replace the 3 separate courses that we have previously delivered on each of the parental factor areas. We hope that the new course will allow us to focus on the cumulative impact of parental factors upon children and young people and how the multi-agency network can work with families to mitigate the impact of these factors.

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2. MULTI-AGENCY FOCUS

All ISCB courses are designed and delivered to promote multi-agency learning and development in line with the guidance laid out in Competence Still Matters and supports one of the primary duties of the Children Act (2004): to ensure local authorities and key agencies work together to improve outcomes for children.

3 COMPETENCE STILL MATTERS (2014) GROUPS

Competence Still Matters groups audiences together based on their degree of contact with children and/or parents/carers and their levels of responsibility. There are eight groups:

Group No Description Example*

Group 1 Staff in infrequent contact with

children, young people and/or

parents/carers who may become

aware of possible abuse or neglect.

Maintenance staff, receptionists,

administrators

Group 2 Those in regular contact or have a

period of intense but irregular

contact, with children, young people

and/or parents/carers who may be in

a position to identify concerns about

maltreatment, including those that

may arise from the use of an Early

Help Assessment.

librarian in children’s library, practice

nurses, healthcare assistant

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.

those working in the early years

sector, residential staff, midwives,

school nurses, health visitors, sexual

health staff, teachers,

GPs,paediatricians, paediatric nurses,

probation staff, sports club welfare

officers, those working with adults in,

for example, learning disability,

mental health, alcohol and drug

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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.

Statutory Social Worker,

Paediatricians undertaking CP

medicals, Police officers in CAIT,

Police officers undertaking ABEs

involving children

Group 5 Professional advisors named and

designated lead professionals.

Named nurses, designated teachers

Group 6 Operational managers at all levels

including: practice supervisors; front

line managers and managers of child

protection units.

Those who manage staff in group 2,3

or 4

Group 7 Senior managers responsible for the

strategic management of services;

NHS board members.

Group 8 Members of the LSCB Board partners, sub-group members,

ISCB business unit.

*N.B these are illustrative examples, not an exhaustive list.

The framework outlines both content and training methods for each group, together with

the responsibilities of the ISCB, partners and strategic partners such as the Children and

Families Partnership Board.

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ISCB partners should use the framework to ensure that their employees, commissioned

services and volunteers receive timely, appropriate training whether provided in-house, by

the ISCB or by other training providers.

The ISCB should use the framework to inform the development of local, multi-agency

training programmes. The table will also be used to develop audit tools to measure the

quantity and quality of single and multi-agency training provision within any borough.

The focus should be on the outcomes indicated against the content for each of the eight

groups. Employers and the ISCB should ensure that specific or specialist topics are covered

(for example, impact of parental mental health, domestic violence, substance misuse, sexual

exploitation). Training programmes should be continually revised to include ISCB priorities,

lessons from local reviews, national SCRs, research and other inquiries.

4.TRAINING REQUIREMENTS FOR EACH GROUP

Many groups are required to undergo training related to their own level of responsibility, in

addition to some of the training aimed at the lower levels. Courses are developed in such a

way that earlier courses must be attended before progressing to higher level courses. For

example, professionals in Group 2, should have completed Group 1 courses before applying

for group 2 courses:

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Group Audience 1 2 3 4 5 6 7 8

1Those who have occasional contact with children, young people and/or parents/carers.

2Those in regular or in intensive but irregular contact with children, young people and/or parents/carers.

3Those who work predominantly with children, young people and/or parents/ carers.

4Those who have particular, specialist, child protection responsibilities in relation to investigating child abuse.

5 Professional advisers and designated leads for child protection.

6Operational managers of services for children, young people and/or parents / carers.

7Senior managers responsible for strategic management of services for children, young people and/or parents/carers.

8 Members of Local Safeguarding Children Boards.

Information for Participants and ManagersBookings:

Managers should ensure when considering a request from a member of staff/volunteer for a course that the course is appropriate and relevant to their role and responsibilities. Mangers should also ensure that participants have sufficient time to attend identified courses, and ensure that post course supervision embeds the learning. Please note that for some courses, there will be pre-requisites to applying and attending the training.

Confirmation:If you have a place on the training event you will receive a confirmation email. This will be sent out at least 7 days before the training event and you will need to bring this to the training event. If you need confirmation earlier than this please let us know. As our training events are often oversubscribed, if you do not receive a confirmation email it means that you have not been allocated a place on the course you have requested. An alternative date will be offered where possible. If your manager has booked a place on your behalf, they will receive details about your booking, e.g. that your place is confirmed or not.

Attendance:Prompt attendance is required for all courses; latecomers will not be admitted later than 15 minutes after the advertised start time. It is disruptive to other participants and the facilitators when participants straggle in.

Please ensure that you are free to attend the course you have applied for. If you miss any part of the course by arriving late or leaving early we will not issue a course certificate.

CancellationYou must give at least 3 working days notice if you are unable to attend a training event. If it is possible to find a replacement from your agency because the course is relevant to them and they meet any entrance pre-requisites, please inform us of the change. Our courses are often over-subscribed and if we know in advance that you or a replacement cannot attend we can offer your place to someone else.

We may, on rare occasions, have to cancel a course when confirmed course bookings are low. If this happens we will try to reschedule.

Charge for Course Non-AttendanceWe offer all of our courses for free to ensure that everyone can attend. Because of the limited number of places on training events non-attendance without substitution or notification will be reported to your manager and your organisation will be charged a minimum of £50.00 payable at the end of the financial year. Please ensure that you/your staff attend the course when you/they have signed up for it. If individuals/teams persistently fail to turn up or cancel within the agreed time limit, they may only be offered reserve places on subsequent bookings/courses.

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Evaluation and Quality Assurance:We welcome all feedback as this helps us to develop and update future training. By applying for an ISCB course, you agree to complete an evaluation after the course, including a post course evaluation after 3 months. Certificates will only be given once evaluations have been completed and returned.

The ISCB Training & Professional Development Sub-Group has introduced a Quality Assurance Framework for all single and multi-agency child protection courses. This may mean that the course you are attending may be observed by a member of this group in order to assess the quality of training being delivered. The course trainer will let you know if an observation is planned for the course you are attending.

Refreshments:Hot refreshments are provided at mid-morning and mid-afternoon breaks. Please note that lunch is not provided

Further help and assistance:If you have any queries regarding the information in this brochure please email:

[email protected]

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Training Calendar 2016/2017

April 2016

Date Title of Course Page

21st Groups 2 – 8 Safeguarding and Child Protection Refresher /Update 23

27th Group 2 Foundation in Safeguarding and Information Sharing 14

May 2016

Date Title of Course

4th Group 5 Designated Safeguarding Lead: roles and responsibilities 25

6th Groups 3 - 5 Working Together : from referral to child protection conference – Part One

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9th Groups 2 – 8 Safeguarding and Child Protection Refresher/Update 23

12th Group 2 Safeguarding and Information Sharing Foundation 14

13th Groups 3 - 5 Working Together :core groups and child protection planning – Part Two

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June 2016


6th Group 1 Working Together to Safeguard Children Induction 13

9th Group 2 – 8 Introduction to Neglect 19


17th Groups 2 - 8 Safeguarding and Child Protection Refresher/Update 23

23rd/24th Groups 2 – 8 Parental Factors and Safeguarding 18

27th/28th Groups 2 – 5 Assessment Skills 26

July 2016


1st Group 2 Safeguarding and Information Sharing Foundation 14

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4th Groups 3 - 5 Working Together: core groups and child protection planning – Part One

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14th Groups 2 – 8 Safeguarding and Child Protection Refresher /Update 23

September 2016



9th Groups 2 - 8 Safeguarding and Child Protection Refresher /Update 23


21st Groups 2 – 8 Safeguarding Disabled Children 17

October 2016

Date Title of Course Page Number

3rd Groups 2 - 8 Safeguarding and Child Protection Refresher /Update 23

5th Groups 3 – 5 Working Together : from referral to child protection conference – Part One

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20th Groups 2 – 8 Neglect in the Early Years 20

November 2016


2nd Group 3 – 5 Working Together: core groups and child protection planning – Part Two

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4th Group 1 Working Together to Safeguard Children Induction 13



18th Group 5 Named and Designated Child Protection Person Roles and Responsibilities

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28th/29th Groups 2 – 8 Parental Factors and Safeguarding 15

December 2016

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14th Groups 2 – 8 Neglect in the Middle Years 21

January 2017



11th Groups 2 - 8 Safeguarding and Child Protection Refresher/Update 23


20th Groups 3 – 5 Working Together : from referral to child protection conference – Part One

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February 2017Date Title of Course Page

Number1st/2nd Groups 2 – 8 Parental Factors and Safeguarding 18

20th/21st Groups 2 – 5 Assessment Skills 26


23rd Groups 2 – 8 Safeguarding and Child Protection Refresher/Update 23

March 2017Date Title of Course Page

Number

2nd Groups 3 – 5 Working Together: core groups and child protection planning – Part Two

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9th Groups 2 - 8 Safeguarding and Child Protection Refresher /Update 23



20th Groups 2 – 8 Neglect in the Adolescent Years 22

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ISCB COURSES

GROUP 1

Working Together to Safeguard Children Induction

Aims:This ½ day course aims to: Develop awareness of the basics of safeguarding and child protection

Learning Outcomes:By the end of this module, participants will be able to Explain what is meant by the term ‘safeguarding’. Define the four types of child abuse Describe how to report abuse and neglect within their organisation Identify who within their organisation should be contacted regarding any

concern about a colleague’s behaviour towards a child or potential risk that they may present.

Who is this course for? Group 1: all staff within Voluntary, Community or Faith organisations including

management committee members who have limited contact with children as part of their daily work responsibilities.

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Dates/Times: 6th June 2016 9.30am– 1.00pm4th November 2016 1.30pm – 5.00pm

Venue: Laycock Centre, Laycock Street, London N1 1TH

Contact: [email protected]

GROUP 2

Safeguarding and Information Sharing Foundation

Aims:This 1-day course aims to provide all participants with a clear understanding of safeguarding and child protection and information sharing processes as it relates to their role and responsibilities.

Learning Outcomes: By the end of this course, participants will be able to: Identify the indicators of abuse and neglect Describe the impact of abuse and neglect upon a child’s health and development. Describe the process for sharing information about concerns for a child Describe threshold criteria for the levels of intervention (early help, children in

need and children at risk of significant harm).

Who is this course for?Practitioners in Group 2 and those in groups 3 – 8 who have not previously attended safeguarding and child protection training relevant to their current role.

Dates: 27th April 201611th May 2016

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14th June 20161st July 20167th September 201612th October 20168th November 20168th December 20169th January 20179th February 201710th March 2017

Time: 9.30 – 4.30



GROUPS 3-5

Working Together: from referral to child protection conference - Part One

Aims:This 1 day course aims to assist practitioners who work predominantly with children, young people and/or their parents/carers in understanding and contributing to child protection processes from initial referral to child protection conference.

Learning Outcomes: By the end of this course, participants will be able to Describe current legislation and government guidance regarding their

responsibility to co-operate with the local authority and other agencies where there are safeguarding concerns

Describe their contribution to the processes that are activated following referral to the local authority under s17/s47 of The Children Act 1989

Make a professional judgement about whether a child is suffering, or is likely to suffer, significant harm.

Identify strategies to overcome barriers to inter-agency cooperation

Who is this course for?Group 3 – 5 practitioners who: Work predominantly with children, young people and/or their parents/carers

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Have a substantial degree of personal responsibility and autonomy to act on children and young people’s welfare concerns

Have particular responsibilities for safeguarding and child protection and are likely to attend and contribute to child protection conferences

Have completed a minimum of Group 2 single or multi-agency training

Dates: 6th May 20164th July 20165th October 201620th January 2016

Time: 9.30 – 4.30



GROUPS 3-5

Working Together: core group to child protection planning - Part Two

Aims:This 1 day course aims to assist practitioners who work predominantly with children, young people and/or their parents/carers in understanding and contributing to child protection processes from core group planning and reviews.

Learning Outcomes: By the end of this course, participants will be able to:

Who is this course for?Group 3 – 5 staff who: Work predominantly with children, young people and/or their parents/carers Have a substantial degree of personal responsibility and autonomy to act on

children and young people’s welfare concerns

Describe their role in relation to core groups and child protection planning Write SMART child protection plans which reflect a child’s developmental

progress and the difficulties they may be experiencing Identify strategies to overcome or respond to a lack of parental engagement or

cooperation. Demonstrate how to appropriately challenge colleagues around inconsistent and unsafe

practice in relation to child protection interventions

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Have particular responsibilities for safeguarding and child protection and are likely to attend and contribute to core group meetings .

Working Together: from referral to child protection conference - Part One Have completed a minimum of Group 2 single or multi-agency training

Dates: 13th May 20162nd November 20162nd March 2017

Time: 9.30 – 4.30



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GROUPS 2-8

Safeguarding and Disabled Children

Aims:

This 1-day course aims to raise awareness of the specific safeguarding/child protection needs of disabled children in relation to their vulnerability and communication skills.

Learning Outcomes:

By the end of this course, participants will be able to:

Describe the range of protection needs of disabled children Identify and assess the possible abuse/neglect of disabled children Identify communication strategies with disabled children which enable them to

communicate about their experiences Describe the impact of domestic violence, substance misuse and parental mental

health on disabled children Identify at least 3 local networks that support children with disabilities

Who is this course for?

Groups 2-8 All staff who: Work predominantly with children, young people and/or their parents/carers Have particular responsibilities for safeguarding and child protection Have a substantial degree of personal responsibility and autonomy to act on

children and young people’s welfare concerns Have completed Levels 1 & 2 single or multi-agency training

Date: 21st September 2016

Time: 9.30 – 4.30



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GROUPS 2-8

Impact of Parental Factors on Children

Aims: This 2-day course aims to raise participants’ awareness of the impact of parental factors such as domestic abuse, substance misuse and mental health on children and young people and family functioning in order to develop effective strategies to mitigate the impact of such factors.

Learning Outcomes:By the end of this course, participants will be able to: Describe how parental factors such as domestic abuse, substance misuse and

mental health impact on children and young people’s health and development. Describe the relationship between parental factors and their harmful impact on

children and young people. Develop an outcomes focused action plan address a child/young person’s

support needs in relation to parental factors Describe how to review outcomes and measure the success of planned

interventions within the multi-agency network.

Who is this course for?Groups 2 – 8All staff who: Work predominantly with children, young people and/or their parents/carers Have particular responsibilities for safeguarding and child protection Have a substantial degree of personal responsibility and autonomy to act on

children and young people’s welfare concerns Have completed Levels 1 & 2 single or multi-agency training

Dates: 23rd/24th June 201628th/29th November 20161st/2nd February 2017.

Please note that this is a two-day course and both days must be attended to receive a certificate.

Time: 9.30 – 4.30



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GROUPS 2-5

Introduction to Neglect

Aims:Improving outcomes for children in relation to childhood neglect is a key priority for Islington Children Safeguarding Board. Neglect is not a static, single event but a cumulative process that occurs over time. Professionals may struggle with those cases when there is a period where the level of care at home is not quite good enough to meet the child’s needs but not quite poor enough to justify statutory intervention. In order to support practitioners working with children and young people at all developmental stages, we are offering a module of training around Neglect which starts with an Introduction to Neglect and is followed by 3 additional courses which focus on Neglect and its impact on children and young people through their developmental stages: - early years, the middle years and adolescence.

This 1-day introductory course aims to raise awareness of the: Signs and symptoms of neglect Impact neglect has on children

Learning Outcomes:By the end of this course, participants will be able to: Identify and assess neglect using the ISCB Child Neglect Toolkit Identify the short and long term effects of neglect on the child’s development,

particularly in relation to their ability to form secure attachments Describe two approaches of working with children who are neglected Describe two strategies for keeping focused on the neglected child

Who is this course for?Groups 2 - 5 - All staff who: Work predominantly with children, young people and/or their parents/carers Have particular responsibilities for safeguarding and child protection Have a substantial degree of personal responsibility and autonomy to act on

children and young people’s welfare concerns Have completed Group 1 and 2 single or multi-agency training

Date: 9th June 2016

Time: 9.30 – 4.30



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GROUPS 2-5

Neglect and Attachment in the Early Years

Aims:‘We know that younger children experience neglect more than any other age group (NSPCC) and are also the most likely to suffer the most devastating consequences or die as a result. This makes it even more important that professionals working with neglected children in their early years intervene early and use clearly focused resources to maximise the potential for successful outcomes. It also means that it is important to intervene in the same developmental phase as the neglect is experienced to effect the required change. We also know that neglect has a damaging effect on teenagers (Stein et al 2009) and that long term impact leads to serious long term outcomes.’ (Child and Family Training 2012). It is therefore crucial for training on neglect to address assessment and impact at each stage of a child’s development.

This 1 day course will support practitioners in considering the importance of attachment and its meaning in family and community structures in order to gain an understanding of the impact of neglect on babies and children aged 0 -5.

Learning Outcomes: By the end of this course, participants will be able to: Describe 3 indicators of neglect for babies and children aged 0 -5 Assess the extent and nature of babies and young children’s developmental

needs Assess the quality of attachments Develop effective intervention strategies to address the risk of neglect for

children within this age range. Describe how to review outcomes and measure the success of planned

interventions.

Who is this course for? Groups 2 - 5. All professionals working with babies and children aged 0 – 5 across universal, targeted and specialist services. This course is aimed at professionals who have an existing understanding of neglect and have completed introductory neglect training.

Dates: 20th October 2016Time: 9.30-4.30Venue: Laycock Centre, Laycock Street, London N1 1THContact: [email protected]

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GROUPS 2-5

Neglect in the Middle Years

Aims: ‘We know that younger children experience neglect more than any other age group (NSPCC) and are also the most likely to suffer the most devastating consequences or die as a result. This makes it even more important that professionals working with neglected children in their early years intervene early and use clearly focused resources to maximise the potential for successful outcomes. It also means that it is important to intervene in the same developmental phase as the neglect is experienced to effect the required change. We also know that neglect has a damaging effect on teenagers (Stein et al 2009) and that long term impact leads to serious long term outcomes.’ (Child and Family Training 2012). It is therefore crucial for training on neglect to address assessment and impact at each stage of a child’s development.

This 1-day course will support practitioners in considering the impact of neglect on children aged 5 – 11.

Learning Outcomes: By the end of this course, participants will be able to: Describe 3 indicators of neglect for children aged 5 - 11 Assess the extent and nature of children’s developmental needs within this age

range Describe the importance of cumulative harm in relation to children’s

development Describe 2 tools for communicating with children within this age range Develop effective intervention strategies to meet a child’s developmental and

support needs Describe how to review outcomes and measure the success of planned

interventions

Who is this course for? Groups 2 - 5. All professionals working with children aged 5 - 11 across universal, targeted and specialist services. This course is aimed at professionals who have an existing understanding of neglect and have completed introductory neglect training.

Dates: 14th December 2016Time: 9.30-4.30Venue: Laycock Centre, Laycock Street, London N1 1THContact: [email protected]

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GROUPS 2-5

Neglect in Adolescence

Aims: Research shows that neglect has a damaging effect on teenagers (Stein et al 2009) and that long term impact leads to serious long term outcomes.’ (Child and Family Training, 2012). It is therefore crucial for training on neglect to address assessment and impact at each stage of a child’s development.

This 1-day course will support practitioners in considering the impact of neglect on young people aged 12 – 18

Learning Outcomes: By the end of this course, participants will be able to: Describe 3 indicators of neglect for children aged 12 - 18 Assess the extent and nature of young people’s developmental needs within this

age range Describe 2 tools for communicating with young people within this age range Describe the importance of cumulative harm in relation to children’s

development Develop effective intervention strategies to meet a young person’s

developmental and support needs Describe how to review outcomes and measure the success of planned

interventions.

Who is this course for? Groups 2 - 5. All professionals working with children aged 11 - 18 across universal, targeted and specialist services. This course is aimed at professionals who have an existing understanding of neglect and have completed introductory neglect training.

Dates: 20th March 2017Time: 9.30 - 4.30Venue Laycock Centre, Laycock Street, London N1 1THContact: [email protected]

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GROUPS 2-8

Safeguarding and Child Protection Refresher/Update - an update on national, regional and local safeguarding policy, practice and learning

Aims:This half- day course aims to refresh and update safeguarding/child protection knowledge

Learning Outcomes:By the end of this course, participants will be able to: Identify and adhere to the latest legislation/guidance Describe their roles, responsibilities and the importance of collaborative practice

in safeguarding and child protection Contribute to serious case reviews or equivalent processes Identify the importance of considering fathers in assessments Identify the importance of analysing previous referrals and interventions,

particularly those relating to Child in Need or child protection

Who is this course for?Groups 2 - 8 - All staff who: Work predominantly with children, young people and/or their parents/carers Have particular responsibilities for safeguarding and child protection Have a substantial degree of personal responsibility and autonomy to act on

children and young people’s welfare concerns Have completed single or multi-agency training for Group 2 – 8

Dates/Times: 21st April 2016 9.00 – 1.009th May 2016 1.00 – 5.0017th June 2016 1.00 – 5.0014th July 2016 9.00 – 1.009th September 2016 1.00 – 5.003rd October 2016 9.00 – 1.0017th November 2016 9.00 – 1.0012th December 2016 1.00 – 5.0011th January 2017 9.00 – 1.0023rd February 2017 9.00 – 1.009th March 2017 9.00 – 1.00



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GROUPS 2-8

Child Sexual Exploitation

Aims: This 1 day course aims to: Raise awareness about the issue of child sexual exploitation (CSE) How to develop effective intervention strategies to reduce risk and harm. The course will focus on how to increase safety, both internal and external and

how to work to support disclosure.

Learning Outcomes: Using practical tools in how to work with young women at risk of /or experiencing sexual violence and exploitation, in particular young women who are gang affected, by the end of the course participants will be able to:

Define CSE and the ways it can be perpetrated Identify and describe vulnerability and risk indicators for CSE Understand the risk assessment framework (London Safeguarding Children

Board procedures) Understand your role in identifying CSE and in intervention Have knowledge of Islington resources and referral pathways to support

young people

Who is this course for? Groups 2 - 8

Dates:

Time: 9.30-4.30



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GROUP 5

Designated Safeguarding Lead – Role and Responsibilities

Aims:This 1-day course aims to provide an overview of the role and responsibilities of named/designated child protection officers.

Learning Outcomes:By the end of this course, professional advisor/named or designated child protection officers will be able to: Describe the key responsibilities of their role in relation to safeguarding/child

protection Describe how they will ensure that their agency responds appropriately to

concerns regarding children and allegations against staff and volunteers Offer guidance and advice to colleagues regarding appropriate levels of

intervention when a concern about a child arises Describe the thresholds for intervention and the duty to refer to Children’s Social

Care Describe how they ensure that appropriate action is taken whenever child

protection thresholds are crossed

Who is this course for?Group 5 – All staff who: Are designated or deputy designated safeguarding leads for their agency/setting Are named and designated child protection officers Have completed single or multi-agency training for Groups 2 and 3, and can

evidence the outcomes covered in these courses

Dates: 4th May 20167th July 201612th September 201618th November 201617th January 201716th March 2016

Time: 9.30 – 4.30



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INTEGRATED WORKING COURSES

Assessment, Analysis and Planning Skills

Aims:This 2-day course aims to support practitioners to complete a holistic assessment of a child or young person’s needs and a plan to address those needs, using the Assessment Framework.

Learning Outcomes:By the end of this course, you will be able to: Demonstrate an understanding of ‘The Assessment Framework’ including

domains and dimensions Describe the assessment process to children and parents Gather and analyse information in order to make a professional judgement about

the needs of a child/young person Create a SMART plan to meet the needs identified in an early help assessment.

Who is this course for?This course is for all practitioners who work with children or young people in universal settings, (for example, children’s centres, schools, health centres, youth and play) and who have not had any specific training on social wellbeing/care/ safeguarding assessment skills.

Dates : 27th/28th June 201620th/21st February 2017

Times: All courses 9.30 - 4.30

Venue : TBC

Course Coordinator: Monica Ryan [email protected]

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Venue Information

Municipal Offices

222 Upper Street

London N1 1XRTel: 020 7527 2000Nearest tubes: Highbury and Islington (Victoria Line), Angel (Northern Line)

Buses: 4, 19, 30, 43, 271, 277 & 393

Laycock Centre

Laycock Street

London N1 1THTel: 020 7527 5520Nearest tubes:

Highbury and Islington (Victoria Line)Buses: 4, 19, 30, 43, 271, 277 & 393

3 Elwood Street

London N5 1EBTel: 020 7527 7000Nearest tubes: Arsenal (Piccadilly Line), Finsbury Park (Victoria and Piccadilly

Lines), Highbury and Islington (Victoria Line)Buses: 4, 19, 236

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ISLINGTON SAFEGUARDING CHILDREN BOARD3 Elwood Street, London N5 1EB

www.islingtonscb.org.uk

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iscb training brochure 16-17 · web viewtraining brochure “competence still matters” april 2016...

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