Safeguarding and Prevent Policy and Guidance

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Approved at Management Team on 12/7/17

Date of next review July 2019

 

Background to Safeguarding and Prevent

There have been a large number of serious and preventable cases that have influenced the current legislation and guidance relating to safeguarding.

 

 

Major safeguarding incidents

Key messages

Victoria Climbie 2003

Safeguarding and equality and diversity policies working together

Soham murders 2004

Safer recruitment

Vanessa George 2009

Whistleblowing

Ashleigh Hall 2010

Keeping safe on line – not agreeing to meet

Jimmy Saville 2012

People in authority or celebrities can be abusers

Daniel Pelka 2012

Take action if you are not happy

Rotherham 1998-2014

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Take action, whistleblowing, authorities must work together

Rochdale 2008-2012

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Brighton College teenage British jihadi killed in US airstrikes

Difficulty of identifying and preventing radicalisation

 

 

These cases lead to the following reports, recommendations and legislation.

Reports and recommendations

Lord Lamming Inquiry
Bichard Inquiry
Sunita Mason Report
‘Giving Victims a Voice’ MPS and NSPCC report into allegations of sexual abuse made against Jimmy Saville

A Serious Case Review into the murder of Daniel Pelka Reviews of Rotherham and Rochdale child sexual exploitation

Key legislation, guidance and strategies to underpin Safeguarding and Prevent

The Children Act 1989 and amended 2004
The Equality Act 2010
Safeguarding and vulnerable groups act 2006, amended 2012 Keeping Children Safe in Education, update 2016

The Counter-Terrorism and Security Act 2015 – the Prevent Duty

Revised Prevent Duty Guidance, July 2015

What is Safeguarding?

‘Safeguarding’ is the process of protecting vulnerable people, whether from crime, other forms ofabuse or from being drawn into terrorist related activity. Skills and Learning aims to keep everyone, including children, young people, adults and staff, including volunteers safe from a broad range of potential harm.

Safeguarding is most effective within a culture of vigilance, where all take responsibility for looking out for each other and ourselves

Remember:

It could happen here

It has happened here

Key elements

 

 

All staff need to know how to respond to safeguarding concerns and disclosures.

The aims of this policy

To:

  • protect learners and staff from preventable harm
  • support learners and staff to acquire knowledge and skills to keep themselves and their families safe
  • respond to concerns and disclosures in an appropriate way
  • provide information about support agencies
  • meet our legal and statutory obligations 

How will we achieve our aims

By:

  • Professional, ethical and moral leadership and management of the Service
  • Ensuring compliance with all relevant legislation, policies and procedures, including of the BCP Council
  • A team of trained Safeguarding Officers (Designated Persons)
  • Wide promotion of alerting procedures
  • Ensuring BCP Council staff recruitment processes are followed
  •  Disclosure and barring service checks for staff in specific roles, following assessment
  • Induction of staff so that they know and understand their responsibilities, including how to raise concerns
  • Induction of learners so that they understand their responsibilities and how to raise concerns
  • Continuing professional development opportunities
  • Maintaining a culture of support and vigilance
  • Working with external agencies and partners to understand when and how to refer, communication protocols and share best practice
  • Working with subcontractors and employers so they understand their responsibilities and alerting procedures
  • Providing information and resources about abuse and neglect
  • Risk assessing learners with unspent criminal convictions, referred by the probation service, or identified by JCP prior to acceptance
  • Reviewing our safeguarding arrangements to support continual improvement

 

Types of abuse and neglect

Both abuse and neglect are types of maltreatment. A person may abuse or neglect another by inflicting harm, or by failing to act to prevent harm.
People may be abused in a family, in an institution or community setting, via the internet or phone; by those known to them or, more rarely, by a stranger. Abuse can be physical, emotional, sexual, financial or neglect. It can be a criminal act when it is an offence against another person. It can happen once or repeatedly. It may be deliberate or caused by ignorance.

‘Harm should be taken to include not only ill treatment but also the impairment or avoidable deterioration in physical or mental health and the impairment of physical, behavioural, social oremotional development’ (Law Commission)

See Appendix 2 for definitions and categories of abuse and neglect. Specific abuse and neglect issues include:

  • Exploitation, including sexual exploitation
  • Bullying and harassment, including cyberbullying/text/e-bullying
  • Domestic abuse
  • Legal and illegal substance abuse/drugs
  • Fabricated or induced illness
  • Faith abuse
  • Forced marriage
  • Gangs and youth violence
  • Private fostering
  • Female genital mutilation
  • Gender based violence/violence against women and girls
  • Radicalisation
  • Sexting
  • Teenage relationship abuse
  • Trafficking
  • Mental health
  • Modern Slavery

Who is at risk?

Learners, particularly:

  • Children (up to 18 years of age)
  • Young people
  • Those with a physical disability and/or learning difficulty
  • Those who engage in on-line activities that may put them at risk, eg chatrooms to establish friendships
  • Those with a mental health issue
  • Those engaging in risky, anti-social or criminal behaviour
  • Those with family or work challenges
  • Homeless
  • Those in informal care arrangements

Staff, including volunteers

When are Disclosure and Barring Service checks needed?

Disclosure and Barring Service checks are required for people who undertake a ‘regulated activity’as a part of their job role. The Protection of Freedoms Act 2012 amended the definition ofregulated activity relating to adults and to children and removed the category ‘controlled’ activities.DBS checks are repeated for staff who are still engaged in a regulated activity every 5 years.

Regulated activity relating to children

Regulated activities include:

  • teaching or training provided this takes place on four or more days in a 30 day period (ie. meets the frequency criteria)
  • work which meets the frequency criteria taking place in a specified place (school, children’s centre)

Staff who meet the above criteria, and their line managers are eligible for enhanced DBS check including the barred list. Those who meet the old definition of regulated activity, and their managers are eligible for the enhanced DBS check.

Regulated activity relating to adults
Tutors of adult groups targeted at those with disabilities or learning difficulties do not fall in thenew definition of ‘regulated activity’, however, because they were included in the VulnerableGroups Act, 2006, staff engaged in these activities, and their managers, are eligible for the enhanced DBS check, without the barred list. Support staff, including volunteers are also eligible if they are not supervised at all times.

Adult Social Care Assessors who frequently visit care or nursing homes are eligible for the enhanced DBS check but not including the barred list.1

DBS checks are repeated for staff who are still engaged in a regulated activity every 5 years. Refer to Appendix 3 (Regulated Activity Decision Making Flowchart) and 4 (S&L staff roles and eligibility for DBS) for further guidance.

How staff should respond to safeguarding concerns and disclosures of abuse

All staff should follow the Code of Good Practice and the Alerting Guide. When responding to concerns staff should follow The Five Rs.

Recognise

Recognise signs, symptoms and behaviours that could indicate a person is a victim of abuse or harm. It does not matter where the abuse has taken place.

  • Disclosure – ie telling you they have been/are being abused
  • Bruising or cuts
  • Dramatic change in behaviour – aggressive or withdrawn
  • Dramatic change in appearance, attention to personal wellbeing
  • Arriving early/leaving late
  • Reluctance to make eye contact
  • Mood swings
  • Clothing that covers the body – even in hot weather

Inappropriate behaviour

Many of these signs will have innocent causes but they could indicate abuse.

Respond

  • Appropriate response is very important.
    If you have concerns, try to find out if the person is OK/about any injuries/mood change etc.
  • If a person discloses that they have been abused, are being abused, or that they know someone else is being abused:
  • Remember this may have been very difficult and courageous for them to do
  • Remain calm, concerned, reassuring and interested
  • Assure them that their disclosure will be taken seriously
  • Tell them that you will have to share the disclosure with one of the Safeguarding Officers.

Do not promise to keep the information to yourself.

  • Try to find out if the disclosure relates to themselves or to another person
  • Try to find out the name of the perpetrator
  • Try to find out exactly what has happened

Do not prompt them or make suggestions about what has happened.

Record and Report

Record your concerns with information about the signs, symptoms or behaviours you have observed and report these to one of the Safeguarding Officers, unless you think the person is at risk of immediate harm. The Alerting Guide shows the contact numbers.

Record what they have told you, in their own words and what you have observed – eg about their emotional state, any injuries, how they spoke, words they had difficulty in saying.

Report the disclosure including your notes to one of the Safeguarding Officers.
Do not speak with anyone else about the disclosure, do not investigate and do not approach an alleged perpetrator.

Refer

The Safeguarding Officers will seek advice and will follow the correct course of action, referring to either the police or social services if appropriate.

Only refer a concern or disclosure directly to the police or social services if you are unable to contact one of the safeguarding officers and the person is at risk of harm if you do not do this. The Alerting Guide includes contact numbers.

Remember – the signs and symptoms you have observed or your concerns may be important information. Failure to share information is a common theme on almost all of the serious cases.

The Roles and Responsibilities of the Safeguarding Officers (Designated Persons)

The roles and responsibilities of the Safeguarding Officers fall into 3 areas.

Referrals

  • Refer cases of suspected abuse or allegations to relevant statutory agencies
  • Act as a source of support, advice and expertise to staff when deciding whether and when to make a referral
  • Act as a source of support, advice and expertise to all learners and staff affected by a safeguarding incident

Ideally seek advice from and share information with relevant statutory agencies after seeking consent or informing parents or carers of a referral, unless to do so would place the person at increased risk of harm

Training

  • Recognise how to identify the signs of abuse and neglect and when it is appropriate to make a referral to other agencies
  • Ensure each member of staff has access to and understands the safeguarding policy and procedures, especially new or part-time staff who may work at different establishments and or locations
  • Ensure all learners have access to and understand the organisations safeguarding policy and procedures.
  • Ensure all learners and staff have induction training covering safeguarding and are able to recognise and report any concerns about safety and welfare immediately they arise
  • Be able to keep detailed, accurate, secure written records of referrals and or concerns
  • Obtain access to resources and attend any relevant or refresher training courses

Raising awareness

  • Ensure the safeguarding policy and procedures are updated and reviewed annually and work with the management team regarding this
  • Ensure learners know that disclosures or concerns about suspected abuse or neglect may be referred to the police or social services

The 2016-17 safeguarding officers are Cheryl Bascombe, Janet Miles, Dan Parker and Lyn Peterson.

Supporting policies, guidance and information

Pan Dorset Policies and Guidance

https://www.dorsetlscb.co.uk/working-with-children

Working together to safeguard children 2018

Keeping children safe in education, 2018

https://www.gov.uk/disclosure-barring-service-check

http://www.bournemouth-poole-lscb.org.uk

http://www.dcsf.gov.uk

http://pandorsetscb.proceduresonline.com/p_escalation.html

Bournemouth, Christchurch and Poole Allegations against staff relating to children

BCP Council

BCP Council procedures relating to the Disclosure and Barring Service checks BCP Council Recruitment and Selection Policy
BCP Council Whistleblowing policy
BCP Council Fairness for All

BCP Council Dignity at work policy
BCP Council Internet and e-mail policy
BCP Council Prevention of Bullying and Harassment policy

Skills & Learning

Skills & learning Code of Good Practice
Skills & learning Safeguarding Alerting Guide for staff and volunteers Skills & Learning Health and Safety policy
Skills & Learning internet safety and safe use of computers
Skills & Learning Risk Assessment procedures
Skills & Learning Responsible Behaviour Learner Behaviour policy NIACE Safer Practice, Safer Learning guidelines (2007)

Appendix 1 – Definitions

Child

The Children Act 1989 defines a child as a person under 18 years for most purposes.

Adult at risk

Department of Health guidance issued in 2000 defines an adult at risk as a person aged 18 years and over ‘who is or may be in need of community care services by reason of mental or other disability, age or illness; and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation’. (Who  Decides Lord Chancellor’sOffice 1997 and No Secrets, 2000) 

 

 

Appendix 2 – Types of abuse and resource links

General categories of abuse

Physical abuse:

  • Hitting, shaking, throwing, poisoning, burning, scalding, drowning, suffocating, restraining or other type of physical harm
  • Fabrication of symptoms of, or deliberately inducing an illness in another person
  • Withholding medication or over applying medication
  • Initiation rituals

    Emotional abuse

  • Persistent emotional maltreatment such as to cause severe and adverse effects on the emotional development
  • Telling a person they are worthless, unloved, inadequate, or valued only if they meet the needs of the other person
  • Not allowing the person to express a view, silencing them, making fun of what they say or how they communicate
  • Imposing age or developmentally inappropriate expectations, eg beyond the person’s developmental capability or over protection and limitation of exploration and learning, preventing the person from participating in normal social interaction
  • Witnessing or hearing about the maltreatment of another person
  • Bullying, including cyberbullying, or the exploitation or corruption of a person
  • Grooming in preparation for radicalisation, including via the Internet

    Sexual Abuse

    Forcing or enticing a person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the person understands what is happening, including:

  • penetrative acts – rape or oral sex
  • non-penetrative acts – masturbation, kissing, rubbing, touching outside of the clothing
  • involving at risk people in looking at or in the production of sexual images, watching sexual activities, encouraging sexually inappropriate behaviour
  • grooming in preparation for abuse, including via the Internet

    Perpetrators can be male, female, adult or children (see Peer on Peer)

Financial/material abuse

  • Taking/controlling a person’s money
  • Forcing someone to buy the perpetrator things
  • Forcing someone to work or not to work
  • The theft or misuse of money, property or personal possessions
  • Pressure in connection with wills, property or inheritance

Neglect

Persistent failure to meet the person’s basic physical and or psychological needs, likely to lead to the serious impairment of the person’s healthor development

Includes:

  • Maternal substance abuse during pregnancy
  • Failing to provide adequate food, clothing, shelter, supervision, including inadequate choice of care givers
  • Failing to protect from physical and emotional harm or danger
  • Failing to ensure access to appropriate medical care or treatment
  • Unresponsive to emotional needs
  • Self neglect

    Specific types of abuse

1. Bullying including cyberbullying

  • An individual or group, repeatedly, intentionally hurts another individual or group, physically or emotionally
  • Can take many forms – cyberbullying, social media, the internet, face to face, excluding
  • Is often motivated by prejudice against particular groups
  • Involves an imbalance of power between the perpetrator and the victim – physical or psychological, resulting in intimidation of a person or group through the threat of violence or by isolating them either physically or online.

    https://www.nspcc.org.uk/

  • https://www.gov.uk/government/publications/preventing-and-tackling-bullying

2. Child sexual exploitation (CSE)

  • Exploitative situations, contexts and relationships where young people receive something, eg food, clothes, phones, as a result of engaging in sexual activities

can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups.

  • https://www.nspcc.org.uk/
  • https://www.dorsetlscb.co.uk/working-with-children/child-exploitation/
  • https://www.gov.uk/government/publications/what-to-do-if-you-suspect-a-child-is-being-sexually-exploitedChild
  • Sexual Exploitation e-learning https://i-learnss.learningpool.com (BCP Council staff)
  • Keeping them safe: Protecting children from CSE short e-learning designed for parents and carers – https://www.virtual- college.co.uk/resources/free-courses/keep-them-safe

3. ‘County Lines’

Geographically widespread form of criminal exploitation. Drug networks or gangs groom and exploit children and vulnerable people to carry drugs and money from urban areas to suburban and rural areas, market and seaside towns.
Some signs of involvement in county lines are:

a) the person is missing: the victim may have been trafficked for the purpose of transporting drugs

b) other people are staying in the person’s home; using it as a base – ‘cuckooing’.

Like other forms of abuse and exploitation, county lines exploitation:

  • can affect any child or vulnerable person
  • can appear consensual
  • involves force, enticement-based methods of compliance, violence or threats of violence
  • can be perpetrated by individuals or groups, males or females, and young people or adults
  • https://www.childrenssociety.org.uk/what-is-county-lines
  • https://www.fearless.org/en/campaigns/county-lines
  • https://www.gov.uk/government/publications/criminal-exploitation-of-children-and-vulnerable-adults-county-lines

    4. Domestic and relationship abuse

    Any incident or pattern of incidents of controlling, coercive, threatening behaviour, violence or abuse between those aged 16 or over who are, or have been, intimate partners or family members regardless of gender or sexuality. Many forms of abuse are involved and exposure to domestic abuse and/or violence can have a serious, long lasting emotional and psychological impact. Can be child to adult.

  • https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/domestic-abuse/signs-symptoms-effects/
  • http://www.refuge.org.uk/get-help-now/what-is-domestic-violence/effects-of-domestic-violence-on-children/
  • http://www.safelives.org.uk/knowledge-hub/spotlights/spotlight-3-young-people-and-domestic-abuse
  • https://www.gov.uk/domestic-violence-and-abuse
  • https://www.disrespectnobody.co.uk/relationship-abuse/what-is-relationship-abuse/
  • https://www.gov.uk/government/collections/this-is-abuse-campaign https://www.youtube.com/watch?v=pZwvrxVavnQ – cup of tea consent video

 

5. Female genital mutilation (FGM)

Female genital mutilation is any procedure involving injury to the female genital organs for non-medical reasons including the partial or total removal of the female external genitalia.
FGM is also sometimes known as ‘female genital cutting’ or ‘female circumcision’. However, circumcision is not an appropriate term.Communities tend to use local names such as ‘cutting’ or ‘sunna’.

All forms of FGM are illegal in this country and arranging for FGM to be carried out abroad is also illegal. You have a duty to immediately report if you suspect FGM has been carried out or is about to be carried out.

  • https://www.gov.uk/government/publications/female-genital-mutilation-leaflet
  • https://www.gov.uk/government/publications/female-genital-mutilation-resource-pack/female-genital-mutilation-resource-pack – information and video links
  • https://www.gov.uk/government/publications/multi-agency-statutory-guidance-on-female-genital-mutilation
    Recognising and preventing FGM e-learning – https://www.fgmelearning.co.uk/ . Please be aware that some people may find this e-learning upsetting.

6. Forced marriage

A marriage in which one or both spouses do not consent to the marriage and duress is involved. Duress can include physical, psychological, financial, sexual and emotional pressure. Some adults with learning or physical disabilities cannot give consent.

https://www.gov.uk/forced-marriage

Awareness of Forced Marriage e-learning – https://www.virtual-college.co.uk/resources/free-courses/awareness-of-forced-marriage

7. Grooming

Grooming is when someone builds an emotional connection with a person to gain their trust for an exploitative or criminal purpose, such as sexual abuse, sexual exploitation, trafficking, radicalisation. People can be groomed online or face-to-face, by a stranger or by someone they know – for example a family member, friend or professional. Groomers can be male or female and any age.

Many people don’t understand that they have been groomed or that what has happened is abuse.

https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/grooming

https://www.etflearners.org.uk/ (Side by Side online safety resources)

8. Honour based violence

So-called ‘honour-based’ violence (HBV) encompasses incidents or crimes which have been committed to protect or defend the honour of the family and/or the community. It includes female genital mutilation (FGM), forced marriage, and practices such as breast ironing. This abuse often involves a wider network of family or community pressure and can include multiple perpetrators. If you have a concern regarding a child that might be at risk of HBV or who has suffered from HBV, you must follow the Alerting Guide.

9. Mate crime

A ‘mate crime’ is when ‘some people pretend to be friends with someone who has learning disabilities but then go on to exploit them. Manypeople with learning disabilities have ‘friends’ who go on to abuse them. This has led to people losing their independence, financial, physical andsexual abuse, exploitation … even murder.’ The way they are exploited may not be illegal, but it still has a negative impact on the individual.‘Mate crime’ is carried out by someone the adult knows, and often happens in private. In recent years there have been a number of serious cases relating to people with a learning disability who were murdered or seriously harmed by people who claimed to be their friend.

http://arcuk.org.uk/safetynet/project-background

10.Mental health

Good or positive mental health is more than the absence or management of mental health issues; it is the foundation for wellbeing and effective functioning both for individuals and for their communities.

https://www.gov.uk/government/publications/the-mental-health-strategy-for-england https://www.gov.uk/government/publications/mental-health-and-behaviour-in-schools–2

11.Modern Slavery

This includes; human trafficking, forced labor and debt bondage, sexual exploitation, criminal exploitation, domestic servitude, descent-based slavery, child labor, slavery in supply chains and forced and early marriage. 

Examples in the UK include nail bars, car washes, use of people with learning difficulties for cheap labour.
Indicators include physical appearance, isolation, poor living conditions, few or no personal possessions, restricted freedom of movement, unusual travel times, reluctant to seek help.

 

Visit www.dorset.police.uk/help-advice-crime-prevention/abuse-exploitation-neglect/human-trafficking-modern-slavery/ for information and short videos

https://www.antislavery.org/slavery-today/modern-slavery/
https://www.modernslaveryhelpline.org/ – 08000 121 700

12.Online abuse and internet safety

The internet is a vehicle for many types of abuse. Make sure you know how to keep safe online and the signs to watch out for in others who may be at risk of abuse via the internet and social media.

https://www.getsafeonline.org/
https://www.etflearners.org.uk/ (Side by Side online safety resources)https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/ https://www.saferinternet.org.uk/ (safer internet day Tuesday 5th February 2019)Online safety films – Childnet film competition 2018, BBC Own It website

13.Peer on peer abuse

A term used for abuse of people of similar age, particularly in schools and colleges. All forms of abuse can happen.

14.Preventing radicalisation – see Appendix 3

15.Self harm

Self-harm is when somebody intentionally damages or injures their body. It’s usually a way of coping with or expressing overwhelming emotional distress. Sometimes when people self-harm, they feel on some level that they intend to die. More than half of people who die by suicide have a history of self-harm but the intention is more often to punish themselves, express their distress, or relieve unbearable tension. Sometimes it’s a mixture of all three. Self-harm can also be a cry for help.

https://www.mind.org.uk/information-support/types-of-mental-health-problems/self-harm/useful-contacts

https://www.relate.org.uk/relationship-help/help-family-life-and-parenting/parenting-teenagers/mental-health/self- harm?gclid=EAIaIQobChMIiuiT14ah3QIVZrvtCh2Pvge9EAAYAiAAEgJcZ_D_BwE

https://www.selfharm.co.uk/

16. Sexting

‘Sexting’ is the exchange of self-generated sexually explicit images, through mobile picture messages or webcams over the internet.Young people may also call it ‘cybersex’ or sending a nudie, picture or selfie.

http://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/sexting/ http://ceop.police.uk/ https://www.gov.uk/government/groups/uk-council-for-child-internet-safety-ukccis

17. Trafficking

Human Trafficking is the illegal movement of people through force, fraud or deception with the intention of exploiting them, typically for the purposes of forced labour or sexual exploitation.

Visit https://www.dorset.police.uk/help-advice-crime-prevention/abuse-exploitation-neglect/human-trafficking-modern-slavery/ for information and short videos
https://www.gov.uk/government/publications/safeguarding-children-who-may-have-been-trafficked-practice-guidance

Appendix 3 – Preventing radicalisation, the Prevent Duty and Channel

‘Radicalisation’ is the process by which a person comes to support terrorism and violent extremist ideologies, for example religious, political, animal rights or hate crimes targeted at specific groups. Dorset Far Right organisations have over 8,000 known members.

Extremism is the vocal or active opposition to our fundamental values, including the rule of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This also includes calling for the death of members of the armed forces.

People are at risk of being drawn to extremist ideology for many different reasons. Similarly, people are radicalised in many ways, eg through social media, clubs, the internet. However, it is possible to protect vulnerable people from extremist ideology and intervene to prevent people being radicalised. As with other safeguarding risks, be alert to changes in behaviour which could indicate that they may be in need of help or protection.

The Prevent duty

All schools, colleges and providers are subject to a duty under section 26 of the Counter Terrorism and Security Act 2015 to have “due regard to the need to prevent people from being drawn into terrorism”. This is known as the Prevent duty. See below for useful information, including resources, videos and e-learning for staff and learners.

Channel

Channel is a programme which provides support at an early stage to people who are identified as being vulnerable to being drawn into terrorism or violent extremism. We can refer people to Channel if we are concerned about someone and their engagement with the programme is entirely voluntary. There were 80 referrals were made to the local Channel Panel in 2017, including for right wing, Islamist and 30% with no identified ideology. See below for useful information, including resources and videos on Channel.

Resources and further information

Organisation/guidance

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Summary

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https://www.gov.uk/government/publications/prevent-duty- guidance

https://www.gov.uk/government/publications/channel- guidance

https://www.gov.uk/government/publications/stay-safe-film

Prevent Duty and information about referring to Channel and support

Run, Hide, Tell campaign – what to do if you are caught up in a terrorist incident

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https://www.gov.uk/report-terrorism

Report online terrorist or extremist materials

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https://www.foundationonline.org.uk/ https://www.etflearners.org.uk/

On-line safeguarding and Prevent learning for staff, employers, governors and the ‘Side-by side’ videos and resources for learners, including Radicalisation andExtremism, Staying safe online, What can you trust and British Values

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https://www.ltai.info/

Straightforward information on Prevent, spotting the signs, staying safe online and Channel, including short videos

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http://www.preventtragedies.co.uk

Resources to help prevent people from being drawn into violent extremism and terrorism including short videos ‘Left Behind’, about the impact on families, and ‘Tell your daughter my story’ and other resources.

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https://www.getsafeonline.org

Internet safety advice on all types of potential safeguarding issues, including terrorism.

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Run, Hide, Tell

https://www.gov.uk/government/publications/stay-safe-film

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https://familiesmatter.org.uk/

FAST is a UK based organisation providing support to vulnerable families and individuals whose lives have been affected by the trauma of losing loved ones to hateful ideologies and groups. Useful short videos and other information

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https://act.campaign.gov.uk/

Tragic events at home and abroad remind us that terrorist attacks can occur at any time or place without warning. Be our eyes and ears and help keep yourself, your family and your local community safe, by looking out for suspicious activity or behaviour and reporting it to the police, in confidence.

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https://educateagainsthate.com/

This website gives teachers, parents and education managers practical advice and information on protecting children from extremism and radicalisation.

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http://www.safetogether.org/

SAFE is an independent, dedicated family support service that specialises in extremism and terrorism of all kinds. SAFE helpline provides the safe space and expertise for families to share their experiences of extremism without the fear of being judged.

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https://www.gov.uk/government/organisations/commission- for-countering-extremism

The Commission for Countering Extremism supports society to fight all forms of extremism. It advises the government on new policies to deal with extremism, including the need for any new powers.

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https://since911.com

SINCE 9/11 is an educational charity established on the 10th anniversary of the September 11th terrorist attack. It aims to inform younger people about 9/11 and terrorism. Resources support discussions on terrorism and other sensitive issues confidently.

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https://www.connectfutures.org/

Training and research for the prevention of extremism and exploitation. Useful information

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https://www.isdglobal.org/programmes/education/

Our research has shown that education plays a critical role in undermining extremist ideologies and support for extremist groups, disrupting their activities at the roots. ISD’s global education programmes build the resilience of young people to extremism through the development of vital skills from critical thinking to social and emotional learning.

Appendix 5 – Skills and Learning staff roles and eligibility for DBS (including subcontractor and partner)

For all positions the following actions should be in place:

  • Safeguarding questions at selection
  • References 
  • Risk assessment
  • Vigilance
  • Posters/Learner handbook
  • Alerting guide
  • Code of conduct

Role

Description

Evidence

Action

DBS application category

1.Tutor or Assessor of adults at risk or in care settings

  1. Adult Care Assessor with frequent access to nursing and care homes
  2. Tutor of programme targeted at adults formallyconsidered ‘vulnerable’because of age, disability, learning difficulty

Former definition of regulated activity. DBS answer to query Qualifies under Rehabilitation of offenders act1974 (exceptions), point 04

Enhanced DBS, not including barred list

Tutor Assessor (unreg)

2. Tutor or Assessor with regular or frequent access to children

  1. Tutor – teaching 4 sessions or more in any 30 day period, including under 18 year old in any setting
  2. Assessor employed to assess 16-18 year olds
  3. Tutor or assessor teaching or assessingadults in children’s centre or school during normal hours

Regulated activity, Specified Place Teaching, training, supervising, meets frequency criteria

Enhanced DBS for children, including barred list

Tutor Assessor (reg children)

3. Manager (unreg)

Managers of tutors or assessors teaching groups targeted at adults at risk, or teaching/assessing in care settings

e-mail BoP HR 24/7/14

‘management has the power to influence/hide or collude in behaviours’

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Enhanced DBS

Manager (unreg)

4. Manager (reg

children)

Manager of tutor or assessor eligible for enhanced DBS for children including barred list

e-mail BoP HR 24/7/14

‘management has the power to influence/hide or collude in behaviours’

Enhanced DBS for children, including barred list

Manager (reg children)

5. Volunteers and

support staff

unsupervised new

volunteers and support staff in any setting or class targeted or not targeted at vulnerable adults

Staff not always supervised. Qualifies under Rehabilitation of offenders act1974 (exceptions), points 03 and 04

Enhanced DBS excluding barred list

Learning support (unpaid) And Learning support (paid)

6. Other roles

Tutors, assessors and managers not included above, administration, customer service, models, mentors, observers etc

Not regulated activity, specified place, not previously in scope in Vulnerable Groups Act

Not eligible for DBS

Appendix 6 Safeguarding Alerting Guide for staff and volunteers

What to do if you see, are told about or suspect harm, abuse, radicalisation or have a welfare concern

Appendix 7 – Allegations against staff relating to children

Bournemouth and Poole are combining their Managing Allegation Service (LADO) in February 2019 and from 1st April 2019 this will be extended to a Bournemouth, Christchurch and Poole Service.

The combined service will be staffed by Laura Baldwin and John McLaughlin, both working part- time with permissions to work across both Bournemouth and Poole Services. The overall management of the services is with myself, Jill Aiken.

Cover arrangements will be in place to ensure access to LADO advice at times when Laura or John are not available. Those providing cover will be Julie Murphy, Ginny Daniels, Mike Masterman, Jill Aiken and Mike Felstead.

The main contact number for the LADO service is 01202 456744
The secure email address for the service is: lado@bournemouth.gov.uk

Individual contact details are:

  • Laura Baldwin 01202 456708 Laura.Baldwin@bournemouth.gov.uk
  • John McLaughlin 01202 453992 John.McLaughlin@bournemouth.gov.uk