Posted by Sam Preston
Every teacher and parent out there will know that uncomfortable feeling that washes over you the first time a teenager or child knows more about the subject we’re challenging them with, than we do. Cue the rolled eyes and feet shuffling (and that’s just us adults!). A natural part of evolution some might say, however, in the case of the online world, this puts us in grave danger of disengaging young people and our e-safety advice falling on deaf ears.
The digital divide between adults and young people is ever widening, and not simply in the language and technologies they are using, but also in their knowledge of IT infrastructure and how to circumvent the ‘system’ to access the latest apps, games and subsequent dangers.
400 to 550 times larger than the public internet we all know and access, the dark web is a worrying example of where children and young people are using their technological knowledge to ‘meet’ virtually undetected. Used to describe a section of the internet which offers the person viewing, and the websites that they view, total anonymity, young people are accessing the dark web to prevent parents and teachers from monitoring their online activity.
Demonstrating advanced IT skills, children as young as 12 are using special Tor browsers to do this, which wrap every bit of the information request sent out to the internet in multiple layers of encryption. The Mirror’s shocking headline ‘Children as young as 12 use dark web to deal in cocaine, MDMA and ketamine with cryptocurrencies’ just last month is evidence of this we cannot afford to ignore.
The fear of children and young people accessing the dark web has been further amplified by the forthcoming age-checks on porn sites which comes into force this May. Whilst Ministers say the move is part of a plan to make the UK "the safest place in the world for children to be online", the new requirement for people to prove they are 18 before accessing UK websites, some fear could push children towards the dark web and exposure to illegal activities and more extreme material.
And it’s not just hidden platforms that young people are now manipulating to keep their online lives a secret. Experts have recently warned of a the worrying new ‘finsta’ trend whereby teenagers are creating fake Instagram accounts to torment their peers. This has seen young teenager's personal details shared online and harmful words written by the impersonators to damage children's reputations.
Research conducted by Digital Awareness UK and HMC recently revealed that 45 per cent of teenagers check their phones in bed and 23 per cent checked as many as 10 times during the night. Almost all (94 per cent) of these students are on social media after going to bed. So, as practitioners, how can we stay abreast of the latest trends, technologies and terminology young people are using online and provide them with the right and relevant information during the school day?
We fully support last year’s research findings from BESA (British Educational Suppliers’ Association) which prompted a call for e-safety to be a part of every teacher's ongoing CPD. Its survey of more than 1,300 ICT lead teachers in schools showed that 51 per cent of teachers in their primary schools, and 49 per cent in secondaries, “need training in e-safety issues”.
Reported in the TES, Patrick Hayes, director at BESA said there was no “silver bullet” to solve the problem, but e-safety should be a part of every teacher’s CPD so they can keep up with an area that changes rapidly.
Schools and academies play a key role in promoting and ensuring e-safety. As such, e-safety training should be a key element of every school or academie’s safeguarding training remit. The digital world is an ever-changing environment and it is vital for training to keep pace with IT infrastructure and progress. Therefore, it is critical that governance, staff and volunteers have a clear understanding of this topic to effectively safeguard themselves, the organisation, pupils, staff and visitors.
In SSS Learning’s latest e-safety course you will learn about:
• Potential internet related threats.
• The development of e-safety procedures in accordance the legislative framework.
• How to implement effective controls on the use of the school network and the internet.
• Measures to ensure that all stakeholders use technology in accordance to school e-safety policies.
• How to allow the benefits of the internet to be enjoyed whilst protecting the e-safety of students and staff from the dangers of the internet.
To find out more, visit: https://ssscpd.co.uk/e-safety/
Posted by Sam Preston
To stamp out Child Sexual Exploitation, we must involve all agencies which are influencing the lives of children and young people. So, the HM Government proposal to focus its latest Keeping children safe in education guidance around a strengthened tri-partnership between local authorities, healthcare services and the police, highlights a huge missed opportunity in including education as a key partner.
This news comes off the back of an extremely worrying year for safeguarding in the UK. In the past month alone, we’ve witnessed the disturbing historical sexual abuse allegations uncovered in Telford and received news that child sex crime allegations have reached a record high in the UK. In almost 14,000 cases, the complainant was aged 10 or under, with 2,788 of the alleged offences perpetrated against children aged four or under.
The consultation on changes to Keeping children safe in education closed in February. The new guidance on how to deal with sexual assaults and sexual harassment committed by children on other children is a very positive step, however, I sincerely hope that the consultation will provide greater clarification of the individual roles and responsibilities of each agency, particularly schools, together with how multi-agency liaison will be improved .
Ahead of National CSE Awareness Day, I’m championing the critical role all educational settings play in child protection and making the case for education’s place as an official partner in the government strategy. Let’s embrace this expertise in prevention and management of those at risk.
Outside of family life, school is where children spend the most time and where many trusting relationships are built between children and adults. Teachers have deep knowledge of each child’s behaviour and are in the strongest position to detect if a child displays worrying signs something isn’t right or if they are being negatively affected by social circumstances.
Daily contact with pupils, combined with quality safeguarding training and CPD, sees schools identifying and managing low level safeguarding concerns daily. Early intervention is critical to child protection and schools contribute significantly to this process.
Once in the education system, non-attendance is officially recorded and flagged. In some families where abuse is occurring, we see disengagement with health services – from missed doctor’s appointments and vaccinations, or visits to the dentist. Parents are legally bound to send their children to school, so any change in the norm is quickly identified and intervention can take place.
A trusted ear
For many children being abused, their safe place is not at home. Educational settings provide stability for these children, a safe place where there is routine and support from someone they can trust. In many cases they are a lifeline for abused children.
Contact with families
In addition to ensuring academic progress, effective schools develop partnerships with parents and others to support the learning process, nurturing self-esteem and confidence in young people. While ‘hard to reach’ parents pose a significant challenge, schools have some of the strongest strategies for nurturing positive parental engagement.
Posted by Sam Preston
To mark International Women’s Day, I want to celebrate those who work tirelessly every, single, day, with thousands of girls and young women to protect them from abuse and neglect and make determined steps towards gender equality and parity. This is a time to celebrate achievements; to look at how far we've come, how far we must go, and what we've learned along the way.
Whilst the UK has made huge strides in industry to support women’s talent; engineering and construction are just two that stand out to me, the state of the nation is, if we do not stamp out violence against women, equality and parity will never be achieved. And it’s the tireless work of our education staff, GPs, nurses and voluntary workers that puts us in the strongest position to do this.
Yes, there’s always lots more to be done to stop British girls falling victim to abusive behaviours – Female Genital Mutilation (FGM), forced marriage, child sexual exploitation, breast ironing, need I go on? But, in our education system, we must recognise our educators are spectacular people, who really care and are doing their utmost to take abuse out of the equation for every child.
Immersed in school safeguarding training every day, I can hand on heart say, there is not a strong enough push from Government or regulatory bodies to ensure that high quality safeguarding training is effective and completed regularly enough to make this difference just yet. There are a myriad of different forms of abuse, regulations, advice and strategies out there, and it’s complex. Changes in an abused child’s behaviour or attitude can be so subtle, it could easily be missed, yet under the Duty of Care, frontline professionals must be equipped to spot them. This takes some serious training, and I don’t mean sat in a room with 10 other teaching colleagues listening to a PowerPoint presentation. I mean individually assessed, quality training on each and every abuse subject, to be absolutely sure our frontline professionals have the tools to protect our children.
We’re already working with over 175,000 people to protect children and young people from abuse and in the next 12 months we aim to add thousands to this number so that by International Women’s Day 2019, thousands more girls are protected, enabling them to achieve their full potential unhindered by abuse.
So, in the spirit of celebration, here are just some the safeguarding campaigners, specialists and heroes from across the industry SSS Learning is keen to commend on International Women’s Day (and a handy list of their Twitter handles!):
Ceri Stokes (@CeriStokes) Assistant Head Designated Safeguarding Lead and Boarding Housemistress interested in all safeguarding issues and PSHE topics @UKPastoralChat lead
Paul Murphy (@e21cTrust) CEO of E21C Bromley’s Multi-Academy Trust (MAT) and Headteacher of @RavensbourneSch
Claire Lotriet (@OhLottie) Assistant head. SLE: maths, computing, KS2. Author: @SwitchedOnComp Learn to Code. @TES columnist. @NAACE Award Winner. @proudofmyselfie creator. Google Cert.
Hibo Wardere (@HiboWardere) - Anti-FGM campaigner, author, global & public speaker. Survivor of FGM
Charlotte Avery (@headmistresssmc) Headmistress of St Mary's School, Cambridge @StMarysSch | Vice President of The Girls' Schools Association (GSA) @GSAUK
Amanda Spielman (@amanda_spielman) Her Majesty's Chief Inspector, Ofsted
Jim Gamble (@JimGamble_INEQE) Safeguarding, Social Networks, Criminal Justice & Media commentator.
Prof Kalwant Bhopal (@KalwantBhopal) Professor of Education and Social Justice, University of Birmingham. Interests: Race, Racism, Gender, Class, Inequalities, Social Justice, Equity.
Keziah Featherstone (@keziah70) Co-founder & National Leader of #WomenEd. Member of #HTRT. School Leader. Mum. Writer of stuff. Currently being 10% braver.
Bruce Adamson (@Bruce_Adamson) Children and Young People's Commissioner Scotland - promoting and safeguarding children's rights
Maria O’Neill (@DaringOptimist) Passionate about CPD, Founder of @UKPastoralChat
Anne Longfield (@ChildrensComm) - Children's Commissioner for England - she promotes and protects children's rights.
Adi Bloom (@adibloom_tes) Journalist at @tes, and author of The Tes Little Book of Grammar.
Ann Mroz (@AnnMroz) Editor and Digital Publishing Director, Tes (Times Educational Supplement)
Sarah Champion (@SarahChampionMP) - Labour member of parliament for Rotherham.
Posted by Sam Preston
Data is powerful. Modern technologies, ‘big data’ and the Internet of Things (IoT) are revolutionising the way we as educators are tackling major issues facing schools and academies today, from improving attainment and progress monitoring, safeguarding staff & pupils, vetting & barring, improving teacher recruitment and retention to ways of stretching budgets further.
But, and it’s a ‘big’ but…..with the General Data Protection Regulation (GDPR) coming into force this May, there are considerable implications and modifications that must be made by schools and academies to ensure that compliance with European standards.
Firstly, to clarify, the aim of GDPR is to have international consistency around data protection laws and rights and to protect an individual’s personal data across Europe. As schools and academies generate and retain a significant amount of sensitive personal data, it is essential GDPR compliance requirements are met and embedded throughout all existing policies, procedures and practice. Whilst there are similarities with the existing UK Data Protection Act 1998 (DPA), this new legal framework updates requirements introducing clear laws with safeguards in place for the growing reliance on digital mediums.
Over the past six months, I have spent considerable time with schools and academies, working closely with leadership to develop a new SSS training course to help support that journey towards GDPR compliance.
Here are the top 10 questions I’m asked, and some basic pointers to think about.....
1. How important is it that we comply by the deadline?
Critical - there are higher penalties for non-compliance than ever before. Under the GDPR, the amount the Information Commissioner’s Office (ICO) can fine has increased from £500,000 to £17 million, or four per cent of global turnover (whichever is greater). In addition, the reputational damage could have a significant impact too if your school or academy creates a breach!
2. So, where do we start?
The best place to start is to implement an information audit. The information audit will provide you with a comprehensive picture of what data is held by your institution, where it comes from and in what form, who it is shared with, how it is stored and how it is deleted. Completing this audit will help ensure robust procedures are in place to detect, report and investigate a data breach.
3. Do we need a bespoke GDPR policy?
Yes! Ratified by governance, this policy should as a minimum requirement include the following; an explanation of your legal basis for processing data, your school or academy data retention periods, who will act as the data controller or data protection officer, how your school or academy will seek, obtain and record consent, arrangements for data sharing with 3rd parties, school or academy procedures for the main rights of individuals, how individuals can raise a complaint with the ICO if required, measures in place to detect, report and investigate a personal data breach and annual GDPR audit arrangements. Transparency is key. In addition to publishing your GDPR policy, make your bespoke Data Privacy Notice freely available.
4. How do we make sure all our staff are compliant?
It is crucial that comprehensive training is provided to every member of staff who comes into contact with personal data. In a school or academy, the reality is that all staff and contracted enhanced provision e.g. clubs, will collect and manage personal data. It is also critical that they are individually assessed to ensure comprehension.
Governance should also make their GDPR policy available and ensure staff understand the procedures bespoke to their institution. This should also extend to anyone responsible for data input e.g. supply staff, volunteers and extra-curricular activity contractors.
5. What should we do about old computer equipment?
Under GDPR, it is illegal not to have a formal contract e.g. Service Level Agreement in place with whoever is responsible for recycling or disposing of school or academy IT equipment. The contractor must be able to demonstrate competencies and accreditations for IT asset disposal. I’d also recommend obtaining their GDPR policy and Data Privacy Notice.
6. What does the GDPR mean for child protection?
Under the GDPR, children are afforded specific protection with regard to their personal data, as they may be less aware of the risks, consequences and safeguards concerns and their rights in relation to the processing of personal data. The GDPR raises the age at which a child can give their own consent from 12 to 16 years-old. An example of where this changes things in the school environment; where in the past, 12 to 15-year-olds could give consent to download an app onto their personal device, schools will now need to seek parental approval. The most important take-away is that any information given to, or communication with, a child must be in “such a clear and plain language that the child can easily understand”.
7. What documents might we hold at school that fall under GDPR?
Personal data, both current and historic, is any information, paper documents, digital records, photos or video footage, from which individuals can be identified. This includes pupil data, HR, CPD and performance management data, parent/carer and staff contact details and SLAs. Under GDPR, the definition of personal data is more detailed and includes a wider range of personal identifiers which constitute personal data, reflecting the changes in technology since the last standard in 1998.
8. Have we appointed a Data Controller?
As the legal body which determines the purpose and means of the processing of personal data, the Data Controller is legally required under GDPR. In real terms, this is the responsibility of the Governing Body or Trust, with overseeing and coordinating duties delegated to a governor or director. They are responsible for and must be able to fully demonstrate compliance with the principles of the GDPR.
9. What is a Data Processor and how many do we have?
A data processor is anyone who processes data on behalf of the Controller. In practice, this means anyone responsible for data management, processing and/or who has access to pupil or staff data falls under this remit. As said before, the likelihood is, that at some point, everyone within a school or academy will be a processor so it’s essential that they understand and adhere to the wishes of the Controller.
10. What is consent all about?
Under GDPR there is a far greater focus on personal consent and the ‘right to be forgotten’. The ICO has a useful checklist, ‘Asking for Consent’ which is worth checking out. GDPR also changes the rules for dealing with Subject Access Requests (SARs). The timescale for complying for instance, has been reduced from 40 days to one month. In most cases, a charge cannot be made for complying with a request, unless this involves excessive requirements.
The ICO has a useful portal updated regularly which can be accessed here.
Disclaimer: The information presented above is not legal advice, is not to be acted on as such, may not be current and is subject to change without notice. You should seek professional legal counsel before taking any action.
Posted by SSS
Safeguarding specialist SSS Learning has been nominated for two Education Resources Awards; within the categories of Supplier of the Year and Primary Resource or Equipment (Tools for leadership, management and assessment including ICT). With over 175,000 individual users and growing daily, the SSS service is helping schools and academies with Safeguarding requirements right across the UK. Finalists list here.
SSS Safeguarding Director, Sam Preston, said: “We are delighted to be up for two prestigious industry awards. This comes on the back of yet another strong year which has seen the company develop six critical new courses, taking our Safeguarding Suite from 8 to 14 courses.”
Organised by Brilliant Marketing Solutions and The British Educational Suppliers Association (BESA), The Education Resources Awards (ERA) are now in their 19th successful year and highlight and reward the quality and diversity of educational products, resources, services and people as well as the best educational establishments and the most dedicated members of the teaching profession. The ERA's aims to encourage the raising of educational services & product standards throughout the industry and is recognised throughout the sector as the Accolade of excellence.
In the past 12 months, Sam and her team have developed new CPD-accredited training courses to help schools and academies get to grips with General Data Protection Regulation (GDPR); Designated Safeguarding Lead (DSL); Designated Safeguarding Lead Refresher; Honour Based Violence, Forced Marriage and Health & Safety.
SSS Learning’s suite of high quality, CPD accredited online safeguarding courses have been specifically developed by a team of digital developers and safeguarding specialists to meet the needs of today’s busy schools and academies; providing individualised CPD accredited learning, progress monitoring and assessment for all staff, governors and volunteers at a fraction of the cost and potential inconvenience of face-to-face training.
Jon Case, CEO of SSS Learning said: “It is absolutely fantastic that e-learning resources such as SSS’ are being recognised by top schemes like the ERAs. As educators, the pedagogical benefits of online learning are clear. SSS Learning draws upon the latest web technologies, creative animation and video to engage teachers in the training courses and support their different learning styles.”
Posted by Sam Preston
Bullying hurts. No-one deserves to be a victim of bullying. Everybody has the right to be treated with respect.
My reflection, having worked with schools and academies over many years, is that all staff I have met with are truly committed to providing a caring, friendly and safe environment for all children and young people, so children can thrive and learn in a relaxed secure atmosphere. But realistically, no matter what ethos a setting promotes, bullying behavior will emerge in some shape or form.
So let’s be absolutely clear, bullying is a form of peer-on-peer abuse. No longer should we think of bullying in any other remit. Just like other forms of peer-on-peer abuse, bullying behavior is abhorrent, damaging and dangerous, yes dangerous. As in all forms of peer-on-peer abuse, bullying is a form of exploitation which usually harms peers of the same or a similar age. Such exploitation includes racist, religious, sexual, homophobic, cyber and bullying targeted on disability. The impact of bullying cannot be underestimated, it shapes and effects how children go on to perceive the world around them. As such, I suggest a change in mind set. Bullying, no matter how low level the impact may be perceived at the time of incident, is serious, worrying and is likely to have longer term effects. We need to regard this as dangerous and both act swiftly and effectively.
Whilst considering the protection and support of a peer-on-peer abuse victim, it is also essential to understand that the child who is perpetrating the abuse may be at risk of harm. Every effort should be taken to ensure that the perpetrator is also treated as a victim and assessment of their risk and needs should be undertaken. This involves working with the perpetrator to help them understand the nature of their behaviour and the effect it has on others. Those who bully clearly need to learn different ways of behaving.
In educational settings we have to be vigilant to identify any behaviour that intentionally hurts another individual or group and have a responsibility to respond promptly and effectively to any issues of bullying. To do this effectively we must have policy, cross referenced to aligned policies, and focus on enabling staff through high quality robust training.
Posted by Sam Preston
Not my words but those of Amanda Spielman, reflecting on her own induction into the role of HM Chief Inspector—Ofsted at today’s Education Select Committee meeting. A view which is also reflected in the recent revisions to safeguarding training, where schools and academies now are required to evidence ongoing training and updates throughout the academic year.Spielman also went on to comment “I don’t think you should ever say the induction period is completely finished, there’s always more to learn”. As a specialist and advocate of promoting best practice, music to my ears. So why are so many education settings still operating on a model of annual one-off training? In conversations with school and academy staff we are still hearing phrases like “we’ve done this year’s training” or “we’ve had training and are covered”. So, it begs the question that, given the chief inspector’s views, just how will such opinions fare in the inspection process.
As I’ve said before, given the range and complexity of the safeguarding remit, it is impossible to achieve best practice standards using a one off training method and snippets at staff briefings as such a model cannot possibly offer the depth of subject knowledge, assessment of learning and evaluation of practice standards. In my view, training models without such triangulation not only fail to adequately equip frontline staff but should also open up a key line of enquiry re leadership and management.
So what should a good training model look like and how can you be sure of it’s effectiveness? I’d advocate applying similar broad principals we apply to curriculum delivery:
Whilst I echo Spielman’s ethos of ongoing continued professional development as essential, it’s the quality of such learning which lies at the heart of best practice. If we make this our focus for the safeguarding remit, standards can only improve and we may finally see the demise of the tick list approach!
Posted by Jon Case
E-Learning should be the clear number 1 choice when considering staff safeguarding training and compliance with requirements. On every level it makes total sense, whether it’s cost or effectiveness of learning.
With training updated as requirements change and courses accessible 24/7/365 on any PC, Mac, Tablet or Smartphone, why would you look anywhere other than the e-Learning sector?
The answer is simple - there is e-Learning and then there's e-Learning, and here’s the big issue and where the doubt creeps in. How can you tell the difference between one company’s service and the next, and be sure you comply with requirements?
These are the fear factors which lead schools/academies to rely on external trainers, cascaded training or sending staff out on training courses. But we know these traditional methods are problematic. How can you be sure external training meets latest standards? The expertise is often lost in cascaded training, often diluted through the process of delivery, and offers little scope for differentiation to meet the participants needs. Change is sometimes hard to face, even if it will make things better again both in terms of cost and effectiveness of learning!
So here are some tips:
In a recent piece of feedback regarding our Safeguarding Suite, one of our customers emailed simply:
“Thank you for making my job easier.”
I loved it. There really is no better place to be than that. We have a great product that is protecting children and making practitioners’ lives easier and less stressful.
At SSS we pride ourselves on providing a service to our customers, who can be safe in the knowledge that we are looking after the training that they are required to complete.
This is what great e-learning can deliver.
Posted by Sam Preston
This month’s BBC Panorama episode “Children Abusing Children” revealed a steep rise in peer on peer abuse in the UK. A shocking statistic – yes, however, whilst these figures are alarming, we do need to carefully consider how to accurately define what they actually indicate.
As a result of freedom of information requests, latest statistics evidence a 71 per cent rise in reports of peer on peer abuse from 2013, 4,603 reports, to 7,866 in 2016. According to figures obtained by BBC Panorama, 74 per cent of these reports resulted in no further action being taken. All forms of child sexual exploitation are abhorrent but what is particularly worrying is that during the same period there have been 2,625 reported sexual offences, including 225 cases of rape, alleged to have taken place on primary and secondary school premises.
As with all areas of child protection, great care must be taken when interpreting data trends. New areas of data capture, for example online sexual offences, not previously included in categories, which may present a skewed representation of increase. Additionally, where an increase in offences is shown this may not necessarily mean this activity is becoming more prevalent, it may reflect improvement in detection rates.
What the data across the UK does indicate is that allowing for new types / methods of sexual abuse, there is a pattern of increase in detection and offence rates. As at 31st March, in England reports of sexual offences against children have increased sharply by 19%.
Children aged 16 and 17 are to a great extent not included in this statistic as the data on crimes such as rape and sexual assault is grouped with adult statistics. Due to this method of data collection, the true scale of sexual offending against all children under 18 cannot be analysed.
In Scotland, in 2016 reports of sexual offences against children under the age of 16 have increased sharply by 7% and over the past decade, sexual offences against this age group have increased by 68%. 2016 data shows that in Northern Ireland, reports of sexual offences against children have increased with a 26% increase in offences of sexual assaults and 24% increase in offences involving sexual activity. There were 46 offences of sexual grooming recorded compared to 4 in the previous year.
As the case studies featured in the programme demonstrate, despite the increase in legislation and statutory guidance and inspection requirements to demonstrate the prevention and management of peer on peer abuse, best practice models are not being robustly implemented. This indicates a need to refocus our best practice models, ensure all staff in schools and academies are equipped to recognise and support potential and actual victims of this type of abuse together with appropriate action for the perpetrators. The need for high quality training and individual assessment of staff knowledge to ensure best practice is absolutely essential, otherwise more children will be failed as those featured in the BBC programme.
Posted by SSS
This National Child Sexual Exploitation Awareness Day, SSS Learning is raising awareness of the many types of child sexual exploitation (CSE) uncovered and investigated every day in the UK. We urge government and the public sector to make stronger recommendations concerning the depth and frequency of safeguarding training for frontline professionals tasked with protecting children and young people.
Our big message on this important day, is this: “knowledge is power – frontline professionals need better access to training and resources to stay on top of the latest legislation updates, support and intervention techniques.”
CSE is a type of sexual abuse, which can be a violent as well as degrading experience, requiring sound knowledge and expertise by professionals to identify those at risk and/or support victims.
In the case of sexting and use of modern technology, CSE does not always involve physical contact. According to figures released by the Labour Party, sexting; sharing of sexually explicit images, photos or messages by under 16s, rose by an astonishing 1204% in two years. Whilst much is being done in schools to empower young people to keep themselves safe and develop proficient ICT and mobile phone usage policies, staff must also be trained to spot signs of certain behaviours to identify children at risk of this form of abuse outside the school gates. New sexting guidance for schools was released by the UK Council for Child Internet Safety last September to support educators.
Witnessing high profile CSE cases such as former Crewe Alex youth coach Barry Bennell, now charged with 20 counts of suspected abuse, and former independent school teacher Patrick Marshall, it is clear that child abuse is very much part of the national consciousness and public debate in Britain right now. To stop this legacy continuing, more must be done to ensure that teachers, doctors, nurses and voluntary workers clearly understand their legal responsibility and acquire the expertise to deliver appropriate services.
The world of legislative protection for young people is continuously evolving in line with case learnings and outcomes. For example, the Department for Education has released updates to its ‘Working together to safeguard children (Sep 2016)’ statutory guidance and “Child sexual exploitation: definition and guide for practitioners” (Feb 2017) which impacts upon the CSE legal requirements placed upon schools. It is essential that any frontline professional trained before these dates, understand the latest requirements they are required toembed in everyday safeguarding practice.
The more we learn from cases; historic and current, the stronger the case becomes for safeguarding to be firmly embedded in CPD. Whilst public sector officials are wrestling with budget uncertainties and pressure to cut training reserves, the fact that over 57,000 children are currently identified as needing protection from abuse in the UK, is a stark reminder of the situation we are dealing with. Furthermore, it is estimated that, for every child identified as needing protection from abuse, another eight are suffering abuse.
In the current financial climate, ensuring your staff are one hundred percent up-to-date might feel daunting, however by changing our approach to safeguarding training and using modern approaches it is achievable. Supported by a quality safeguarding partner, you will be alerted to changes in legislation and guidance and provided with updated resources to share with staff.
Here’s a useful checklist for senior frontline professionals tasked with procuring CSE training. The content should:
During National Child Sexual Exploitation Awareness Day we’ll be sharing the great work being done to promote awareness. Please let us know what you’re doing to mark this important initiative via Twitter, or Facebook.
Here are just some of the great campaigns running:
Enfield residents urged to spot signs of child sexual exploitation (via Enfield Today)
Councillors in South Tyneside backing campaign to raise awareness of child exploitation (via ITV.com) Isle of White Local Safeguarding Children’s Board joins the fight against child sexual exploitation (via On the Wight)
Posted by SSS
This International Women’s Day (8th March 2017) we’re celebrating a woman’s right to choose and raising awareness of Forced Marriage; an extreme violation of human rights taking place to women and girls in Britain.
The 1,220 possible cases reported in 2015 indicate a downward trend continues, however, authorities say the real number of this ‘hidden’ abuse is to likely be higher. In light of this let’s lift the lid on some of the disturbing facts, warning signs and legal implications related to this form of child abuse, in a bid to demonstrate a greater need for investment in education and training and a more proactive approach to prevent it happening to more girls.
The physical and emotional scars girls experience in a Forced Marriage last a lifetime, and as with all safeguarding issues, prevention is by far the most effective strategy.
A criminal offence in England and Wales since June 2014, forced marriage is the process of using violence, threats, or any other form of coercion to force another into marriage. Often confused with Arranged Marriage, whereby both spouses consent to their marriage, Forced Marriage is a hidden practice and many cases are unreported. Forcing someone to marry can result in a sentence of up to 7 years in prison. The civil law in England and Wales was also strengthened in 2014 by making the breach of a Forced Marriage Protection Order a criminal offence.
Women, men and children are at risk of Forced Marriage regardless of age or background. Research reflects that there is no predisposed group at risk, however often lesbian, gay bisexual or transgender people may be forced into marriage to protect family honour. Also persons with a learning or physical disability are also at risk by being forced into a marriage in order to provide them with a carer.
The motives for Forced Marriage are vast, transcending race, religion, communities and cultures. As the practice is so hidden (almost 80% of incidents reported in 2015 were from professionals, colleagues, friends or family, and only a small proportion from victims themselves), often victims come to the attention of multi-agency professionals in other ways, so it is imperative that all professionals working within statutory agencies are made aware of their responsibilities and obligations when they come across potential or actual Forced Marriage cases. One example is the “one chance” rule. The “one chance” rule highlights the urgent need to offer support on first contact with a potential or actual victim to safeguard them from harm or life threatening scenarios.
Here are just some of the potential indicators of risk:
If a frontline professional suspects or knows someone may or has been taken abroad to be forced into marriage they should contact the Forced Marriage Unit (FMU) as a matter of urgency. For victims taken abroad, HM Government has made a welcomed move this year to support under 18s who get into difficulty abroad, abolishing the requirement for them to pay for, or seek a loan to cover their repatriation. British 16 and 17 year-olds who get into difficulty abroad will no longer have to reimburse the government the costs of their journey home, it has been announced. The department announced it would be reviewing this policy after the Guardian detailed the case of a 17-year-old British girl who arrived at the UK embassy in Islamabad in 2014, seeking help to escape a Forced Marriage. At SSS Learning, we would implore the Foreign Office to cover repatriation of British women of any age who are escaping Forced Marriage.
Victims who have fled a Forced Marriage remain vulnerable. When supporting victims, sharing information and record keeping, multi-agency professionals should be keenly aware of preserving confidentiality and be aware of the lengths families will go to trace the victim. If a family manages to trace a victim, they often subject them to violence and abuse and in some cases resort to murder under the claim of so called Honour Killing.
Information on Forced Marriage is becoming more widely available, however, multi-agency training is vital to ensure that it remains firmly on the safeguarding radar.
Contact the Forced Marriage Unit (FMU) if you’re trying to stop a forced marriage or you need help leaving a marriage you’ve been forced into: firstname.lastname@example.org / Telephone: 020 7008 0151 / From overseas: +44 (0)20 7008 0151.
Posted by SSS
Sam Preston, safeguarding specialist, urges government to focus on CPD and reformed systems to enable teaching professionals to protect Britain’s children and young people from abuse.
Failed succession planning and increased workloads have led to ongoing depleting skill sets now at a critical level. As the recent HM Inspectorate of Constabulary and Commons Select Committee reports evidence, we are losing vital skills and expertise from two of Britain’s most important safeguarding bodies at a rapid rate, negatively impacting on service provision. Our protectors; teachers and the police are stretched to capacity, resulting in greater safeguarding risks than ever before. Today’s HMIC official warning states that a third of police services are rationing services, resulting in too long response rates for high risk calls including domestic violence and where children are at risk. Shortages of detectives in forces, 700 in the Met alone, mean that a detective has to manage in excess of 20 cases at any one time, an unacceptable workload, resulting in ill health and many experienced colleagues leaving the service. Despite the contraindicators of evidenced based research, officers are carrying out investigations without having completed specialist training. This includes rape and complex crime cases.
The recent report from the Commons Education Select Committee, evidences how HM Government has not only missed recruitment targets for five years in a row, but further suggests that recruitment of new teachers to address shortages will not address the need for improvement in service delivery. There has been little focus on retaining teachers with the skills and expertise, also essential to solve shortages, whose experience is critical if we are to effectively safeguarding children. Child protection, Child Sexual Exploitation, FGM, Prevent Duty, ‘Forced Marriage’; the safeguarding arena is vast and complex. We need policy to support the retention of experienced teachers who can utilise and extend their safeguarding expertise through ongoing CPD.
“Government must focus on the development and CPD needs of existing teachers, and invest in their careers. Safeguarding is a complex subject area, and relies upon continuous CPD and training to ensure schools understanding modern day safeguarding issues and comply with Department for Education and Ofsted Common Inspection requirements.”
Neil Carmichael echoes this sentiment in his recent post for the Times Educational Supplement CPD can power respect for the whole profession. The Education Committee Chair implores government to give teachers access to high-quality development throughout their careers to solve Britain’s recruitment and retention crisis. Recruitment may fill positions however, inexperience increases the risk of child abuse being undetected and impacts on the effectiveness of our educational system to prevent, intervene and support victims. If we lose experienced teachers, we lose not only the CPD investment schools and academies have made, but also damage our defences against child abuse.
One area that is particularly concerning, is the traditional model of training used by schools and academies. As Keeping Children Safe in Education (2016) evidences, to create a robust and efficient approach to safeguarding, all staff must be sufficiently trained and equipped in an ongoing basis with the latest knowledge and legislation. As schools and academies now recruit throughout the academic year, how can they meet this requirement and be confident that, at any given time, every single member of staff is sufficiently trained? Annual ‘all together’ sessional INSET just isn’t going to suffice, and this is where cracks in best practice can appear. Newly qualified teachers represent the next generation of teaching in our society. There is no doubt that they are enthusiastic, eager and committed, however, child protection skills are developed by both training and practice experience. Therefore, it is questionable to place this grave responsibility on them with little more than access to policy, briefings and limited mentoring of more experienced staff. Training models, including induction processes, urgently need to be restructured not only to protect children but to protect staff and their organisations. Put simply, if we are to learn lessons from serious case reviews, doing what we‘ve always done does not lead to improvement.
As we have seen over the last 20 years, the safeguarding remit is extending and is likely to become more challenging than ever. As former Chief Constable for Northumbria Sue Sim stated we cannot afford to continue working in “splendid isolation”. Now is the time to take on board these external findings, rethink the functionality of systems within all our professional organisations and boldly consider change.Fewer teachers and police officers increasing workloads mean that the ever-increasing safeguarding remit is likely to become more challenging than ever. We must focus investment on new models to support professionals or we run the risk of a practice lottery. A lottery that could cost children their lives.
Posted by SSS
“If we can stamp out childhood abuse and neglect, we give young people a greater chance of cutting the cycle of self-harm and injury and give them a voice”, says safeguarding specialist Sam Preston this Self-Injury/Harm Awareness Day…
The link between abuse and neglect during childhood and self-harming behaviour as an adult has long been researched and founded. However, just last year, the number of children in England and Wales being hospitalised due to self-harm has risen sharply, highlighting a serious need for early intervention. This Self-Injury/Harm Awareness Day, we ask the big question: who will speak up for children and young people silenced by abuse?
Nearly 19,000 children were treated in hospital for self-harm last year, representing a 14 percent increase in cases over the past three years. Those aged between 13 and 17 were identified as highest risk by the NSPCC. Whilst different issues have linked to this rise, including social pressures and the rise of social network usage, the fundamental issue of abuse, whether that be bullying by peers, through to serious child protection issues, is still a large influence in those that go on to self-harm. The fact that we are seeing children as young as 12 taking such violent and drastic steps to alleviate their emotional pain and suffering is an urgent call to action.
One area that we deal with in our training courses, is Female Genital Mutilation (FGM); a practice which leaves far more than physical scars on its victims. Girls as young as three years-old are subjected to this brutal practice and thus, there are strong links to a multitude of mental health issues, including depression and anxiety. Sadly, for some, self-harm is the release they use to deal with this drastic form of child abuse. As FGM is a cultural issue, it is not typically viewed as an abuse issue by the victim’s family, so it really is down to frontline professionals in our schools, doctor’s surgeries and hospitals to identify and report it.
Children and adults alike, often try to keep self-harm a secret because of shame or fear of discovery and typically, it is often down to close family and friends to notice it and open discussion. However, for many children who have gone on to self-harm due to abuse, it could be family or a friend that’s still responsible for that abuse. So, what more can be done to help those silenced by abuse to find their voice and open up about self-harm? This is where frontline professionals play an increasingly important role. Doctors, nurses, teachers together with voluntary workers are now legally bound to support, intervene and report suspected cases of abuse in the UK. In many cases, it’s their vigilance that is helping to protect so many children and young people, and for some, to cut the cycle of self-harm by helping them to open up about the problem.
To support young people, we must acknowledge that self-harm is a symptom rather than the core problem. It masks underlying emotional and psychological trauma and our strategies must take this into account. Effective safeguarding practice across the public sector is central to this strategy. A greater investment in quality, individual training for front-line professionals across all modern-day safeguarding issues which may be impacting upon a person’s mental health and wellbeing is critical. The deeper we can understand abuse and neglect cases and intervene early, the greater chance we have of reducing levels of self-harm amongst young people.
This Self-Injury/Harm Awareness Day we commend the thousands of frontline professionals working tirelessly to protect children and young people in Britain in a bid to provide a voice for those that are silenced.
Posted by SSS
SSS Learning’s safeguarding services and expertise have received a new industry accolade – approval from the British Educational Suppliers Association (BESA), the trade association for the world’s leading educational suppliers.
Working with over 100,000 frontline professionals to safeguard children and young people, SSS Learning meets the stringent business criteria and BESA Code of Practice to ensure that school and academy buyers have complete confidence in the goods and services they purchase.
In a time of budget uncertainty across the public sector, it is vital that schools and academies are working with assured suppliers. BESA represents members from across the UK educational suppliers sector, including manufacturers and distributors of equipment, materials, books, consumables, furniture, ICT hardware and EdTech to the education market.
Jon Case, CEO of SSS Learning said: “As an organisation serving the education sector, we deliver upon the core business principles of safety, reliability and value for money. Becoming a BESA member provides added security and peace of mind to customers and will enable us to broaden our services to help teachers protect many thousands more children and young people from abuse and neglect.”
SSS Learning delivers high quality, individual online safeguarding training covering a broad spectrum of issues, from child protection and child sexual exploitation (CSE), to Prevent Duty (radicalisation and extremism) and Female Genital Mutilation (FGM). For more information, please visit www.ssscpd.co.uk/education. You can also follow the SSS Learning community on Twitter and Facebook.
Posted by SSS
On International Day of Zero Tolerance for FGM 2017, we ask the big question: is this really a British priority?
Over 130 million girls and women globally have experienced some form of Female Genital Mutilation (FGM); an extreme type of child abuse affecting girls as young as three years-old. But, as estimated statistics show, it mostly happens to girls outside the UK, so should this be a British priority?
“You wouldn’t look the other way at knife or gun crime, and FGM is no different. It’s a violent crime, an abuse and defilement of human rights resulting in long standing physical and emotional difficulties. Shockingly, an estimated 5,700 UK resident girls and young women have been cut so clearly FGM remains a British safeguarding priority”
- Sam Preston, e-learning & training director, SSS Learning Ltd.
Classed as an honour-based crime, whereby acts of violence are committed to protect the perceived reputation and / or beliefs of the family or community, FGM isn’t right and certainly isn’t legal. Violence against women committed in the name of “honour” is a growing problem in Britain with UK police forces reporting 11,744 honour based crimes between 2010 and 2014. These figures include FGM abuse.
In most European countries, HBV is almost entirely associated with immigrant communities maintaining the tribal or cultural values of the country of origin. Research indicates that HBV is more prevalent in first-generation immigrant populations, which highlights the importance of greater integration of minority communities as key to reducing this violence.
From a child protection perspective, the known statistics are largely unhelpful; every girl living in the UK should be protected from abuse. As frontline professionals, it’s our legal duty to report all suspected cases to the police.
“You wouldn’t look the other way at knife or gun crime, and FGM is no different.”
Amongst the vast research and projects being conducted globally, it is encouraging to see fantastic new work being done in the UK and Ireland. Just this month, ActionAid Ireland has launched new research as part of its its AFTER (Against Female Genital Mutilation / Cutting Through Empowerment and Rejection) project to empower women in Ireland to reject FGM, whilst rights-based group Oxford Against Cutting is releasing its ‘Are You Ready to Know?’ film, documenting the impact of FGM on our women. Great things are also happening across Europe as we saw BanFGM take place in Rome last week. The conference drew together campaign groups, United Nations (UN) officials and government ministers to discuss how to end the practice and called for attention to be focused beyond Africa.
Whilst work around the world focuses on discouragement of FGM in practicising communities, the challenge in the UK is altogether different. Here, we must focus efforts on training our frontline professionals to proficiently spot the warning signs and intervene early, before British girls undergo FGM. We cannot afford to sit back and wait for daughters to report their families to the authorities, this is something that will just never happen.
“If FGM practitioners and communities are to be brought to prosecution under UK child protection law, we must arm teachers, doctors, nurses and voluntary sector workers with the right training to embed this concern in the child protection remit.”
- Sam Preston, e-learning & training director, SSS Learning Ltd.
FGM is ILLEGAL in Britain and has been since 1985 - that’s the bottom line. Interestingly, during ActionAid Ireland’s AFTER research last year, it was discovered that less than 1 in 5 women’s health service providers were aware that FGM is also illegal in Ireland and less than 30% of the participants had received some training on FGM as part of general trainings on violence against women.
So, what can be done in times of austerity and budget uncertainty here in the UK? If the latest news is anything to go by, then reform is much needed - just this month we’ve witnessed the closure of a top London FGM clinic, with Ealing Council citing budget constraints as the key deciding factor. The Acton African Well Woman Centre has helped over 1000 women deal with the trauma of FGM.
We believe that high quality e-learning is an effective solution, replacing cost prohibitive face-to-face training and embedding informed practice across the public sector. Our online training courses alone have already helped over 100,000 frontline professionals to become individually certified in the latest child protection issues. In addition, where prevention is too late, our training also ensures professionals are properly equipped to support FGM victims. A key point addressed in the Government’s ‘Ending Violence against Women and Girls Strategy 2016 - 2020’ is that, in order to tackle violence against women and girls, it must be everybody’s business. From health providers to law enforcement, educationalists, employers, friends and family we all need to be equipped to play our part.
UNICEF says that as many as 30 million girls could be cut in the next decade - let’s work together to address this and do our part in ensuring British women do not contribute to this figure!
Female Genital Mutilation/Cutting or FGM/C refers to all procedures that involve partial or total destruction of the external female genitalia, or other injury to the female genital organs for non-medical reasons. In some countries around the world, mainly in Africa, FGM/C is a harmful cultural practice and an extreme form of sanctioned violence and discrimination against women.
Posted by Sam Preston
The safety and welfare of British children could become high risk, as SENCos, amongst many vital support staff roles are axed in a bid to batten down the hatches. According to the Association of School and College Leaders (ASCL), the recent freeze on school funding has led to more than a quarter of the 1300 schools it surveyed being prepared to make cuts in teachers and support staff.
In a time of austerity, where schools are losing vital safeguarding expertise with, in some cases, even part-time support staff are being drafted in, the question is what can be done to ensure that the remaining staff are proficiently trained in child protection?
In a recent interview with The Guardian, Dave Hill, president of the Association of Directors of Children’s Services for 2016-17, shared his hope for the care system in 2017, quoting a much needed shift in how we invest our money, with an even stronger emphasis placed on early help. He went on to highlight how, in some councils, out of necessity, limited resources are used on high-end services – “firefighting&rdquot; rather than investing in preventative services. Frontline professionals in schools have a vital role to play here, with secondary school students spending over 700 hours each year under their care.
Now, for those teachers and support staff that do weather the storm, workload is inevitably going to rise. Safeguarding relies upon extreme vigilance and regular communication between staff and agencies and as resource pressures set in, where is this going to come from? Just this week, BBC News reported that support staff in Scotland’s schools are feeling exhausted, undervalued and stressed, according to Unison. The trade union said over 1800 jobs supporting teachers in schools had gone since 2010 which is having a direct impact on the workload of those remaining in post.
And finally, to the Department for Education, where the answer to the budget cut conundrum is to cut mainstream school “workforces” by £1.7bn over the next three years, I ask this: Where is the time and money going to come from to ensure the stalwarts still in post are properly trained and have the expertise to protect Britain’s children?
Posted by SSS
Schools and nurseries can now deliver the highest quality safeguarding training to meet statutory and Ofsted inspection requirements, whilst making vast cost savings with SSS Learning’s new e-learning courses, debuting at the Education Show 2017 (stand H81).
Developed as a ‘much needed’ catalyst for change in safeguarding training, the concise courses are fully CPD-accredited and certify individual educators, replacing ‘often insufficient or costly’ traditional group training methods.
Already used by over 60,000 frontline professionals to help protect children and young people from a broad spectrum of issues, the courses cover a broad spectrum of issues; from child protection and child sexual exploitation (CSE), to forced marriage and honour based violence, prevent duty (radicalisation and extremism) and Female Genital Mutilation (FGM).
The updated DFE (2016) Keeping Children Safe in Education statutory guidance emphasises the importance of regular updates and annual Safeguarding / Child Protection training. Under the Ofsted Common Inspection Framework, safeguarding remains a limiting judgement. SSS Learning's secure online CPD accredited safeguarding courses enable schools and academies to meet this remit.
Sam Preston, eLearning and Training Director, SSS Learning said: “Our individual, online courses can be completed anytime, anywhere. All you need is an internet connection, enabling staff to fit training in around their busy schedules. Each engaging training video can be viewed individually, or even as a group during INSET and then every participant must log-on and complete the assessment. This ensures that every single member of staff is individually certified. Historically, most tutor-led, group training is delivered by INSET sessions on-site which is can be problematic. Fixed session INSET relies on the provider having the specialist area skillset which may not be setting or inspection requirement specific, individual learning outcomes cannot be not fully evaluated and those absent or staff recruited post INSET have to wait for refresher training which may be as long as a year later.
“As the courses are delivered online, SSS Learning has achieved significant cost savings for schools. The organisation utilises the very latest e-Learning technologies and techniques, using combined animation and video to produce high-quality online training courses engaging every learner. Individual progress can be monitored through the administration portal enabling leaders to monitor and ensure learning is secure.”
For further information, please visit the team on stand H81 at the Education Show (16th – 18th March 2017, NEC Birmingham), visit the web site at www.ssslearning.co.uk or call 029 2059 7000. You can also follow us on Twitter (@SSSLearning), Facebook (facebook.com/SSSLearning) or connect with us on LinkedIn.
Posted by Sam Preston
Aisha* is seven years-old and like many children her age, is excited about the presents and parties most of us look forward to at Christmas here in the UK. However, for Aisha, her ‘special party’ involves traveling abroad to be brutally mutilated to ‘fit in’ with her family’s culture.
This Christmas, girls as young as three years-old are at risk of being subjected to Female Genital Mutilation (FGM) as their families make the trip during the extended school break. Over 5,700 British girls were subjected to this abuse just last year.
This form of abuse is most common in parts of Africa, Asia and the Middle East, however it is happening both here in the UK as well as abroad. If a girl is British born, she is protected under our law, and FGM is illegal whether it’s conducted here or abroad.
Carried out as a cultural ‘rite of passage’, girls are subjected to intense physical and emotional pain as they fall victim to one of four types of FGM, all resulting in the partial or total removal of external female genitalia for non-medical reasons. Carried out on young girls between infancy and the age of 15, most commonly before puberty starts, the health implications of FGM are both immediate and long-term, affecting sex, relationships, childbirth and mental wellbeing throughout a woman’s life. Sadly, families who support the practice of FGM don’t think of it as abuse so it’s up to us as frontline professionals to support and protect these young girls.
As the Christmas break approaches, it is vital that health, education and voluntary sector professionals are properly trained and extra vigilant. The Christmas holidays is a prime time for FGM to take place, as this allows more time for them to “heal” before they return to school. Teachers, doctors and nurses should listen out for certain terminology such as cutting, sunna, gudniin, halalays, tahur, megrez and khitan, amongst others, or that young girls are being taken abroad for a ‘special party’.
If FGM is suspected, even if it’s not recently, all frontline professionals are legally obligated to report it to the police. There are now severe penalties for carrying out or facilitating FGM to be carried out, including taking a girl abroad for the procedure. In addition, if anyone (including teachers) is found guilty of failing to protect a girl from FGM, they can face up to seven years in prison.
In an education and societal system which promotes women’s rights, aims to blast the glass ceiling and help our young women excel in a plethora of career options including science and engineering, such deep-rooted inequality and discrimination has no place in the UK. If we unite as frontline professionals, the fight to end FGM is within our grasp!
If you suspect that FGM might take place, it is imperative that you follow the correct safeguarding and reporting procedures. The new statutory requirements for all professionals in relation to the reporting of Female Genital Mutilation (FGM) introduced last October are available online here.
Posted by Sam Preston
Whilst Child Sexual Exploitation (CSE) has been firmly embedded in the safeguarding remit for schools and academies through legislative and inspection frameworks, the allegation of abuse made by former England international football player Paul Stewart now casts the spotlight on other organisations working with and supporting children and young people. In a BBC interview yesterday, Mr Stewart described how abuse of young boys training to become footballers was not uncommon, alleging he himself had been a victim over a four year period by a club coach. He stated that “the sport could face allegations on the scale of the Jimmy Savile scandal”. Within 24 hours of this statement four more footballers have spoken out about historical child abuse connected with the sport. Ex-Crewe player Andy Woodward has described having experienced abuse by former coach and football scout Barry Bennell who, in 1998, was sentenced to nine years in prison after admitting to sexual offences involving six boys.
Power and control are the powerful grooming mediums CSE perpetrators skilfully use to manipulate and dominate children. It is easy to see how young boys dreaming of a football career in a competitive environment could be vulnerable to such perpetrators, adults they believe are key to making their dream a reality. Whilst these allegations place scrutiny on the world of football, it would be naïve to believe this is the only sport where children are vulnerable.
Current legislation to protect children and young people only places demands for comprehensive safeguarding arrangements on those working within education, health and social care. Safeguarding children within sport and leisure activities is at the discretion of the organisation or club, there are no inspection frameworks to measure quality or performance. Most clubs / organisations now carry out Disclosure and Barring Service (DBS) vetting checks however this is only a small part of the safeguarding agenda. Such checks will only prevent those legally prohibited or who have previous convictions from working with children. They provide no safeguarding measure against the perpetrator unknown to the police or state.
We need to widen the scope to protect children involved in sport and leisure activities at all levels. To do this effectively requires robust safeguarding policy and protocols, routinely audited to make sure they are transferred into everyday practice. All adults involved in the delivery and support of such services must have access to high quality, accredited training to enable a culture of collective responsibility. Only then will we foster the vigilance needed to protect and keep children safe.
Posted by Sam Preston
This International Day for the Elimination of Violence Against Women (25th November 2016), I want to commend the tireless work our frontline professionals across education, healthcare and the voluntary sector are doing every single day to help protect Britain’s young girls from child abuse. To do this effectively though requires investment in individualised training readily available to all.
This year, we are focusing on Female Genital Mutilation (FGM), an extreme form of violence against young girls’ way before womanhood is even on the horizon. Whilst to some it may appear to be an issue affecting distant parts of the world, the harsh reality is, that just last year 5,700 British girls as young as three years-old suffered this violation of human rights at the hands of ‘cultural beliefs’. It is every girl’s birth rite to grow up in a safe environment and enter womanhood free from abuse. Whilst our education, healthcare and voluntary sector workers strive to provide united protection, there is still much to be done to end FGM for Britons, let alone globally.
We believe that high quality e-learning provides the much needed investment injection to equip individual teachers, nurses, GPs, care workers and voluntary sector staff with the knowledge, skills and confidence to identify and support young girls at risk. In addition, where prevention is too late, training can also ensure professionals are equipped to support FGM victims. A key point addressed in the Government’s ‘Ending Violence against Women and Girls Strategy 2016 - 2020’ is that in order to tackle violence against women and girls, it must be everybody’s business. From health providers to law enforcement, educationalists, employers, friends and family we all need to play our part.
The report also emphasises the action needed to allow women to disclose violence as part of their everyday interactions so that we can support earlier identification and intervention to stop violence and abuse from escalating to critical levels.
Significant new legislation such as the Home Office Affairs Committee this autumn is now in place and s pecific offences related to failing to protect from Female Genital Mutilation (FGM), however, the training I see as a safeguarding specialist, particularly in schools, demonstrates a need for a serious shake-up. Currently, there’s no official guidance or advice on methods of training, simply that it must take place annually. Educators play such an important role in child protection, should we not be approaching it in the same way as CRB checks, or even the driving test? Shouldn’t every single teacher/support staff member be individually trained, assessed and certified?
To gather large groups of teaching staff together all on one day, once a year, to complete safeguarding training, usually conducted on an INSET day is no mean feat. People may be absent and like new staff members joining during the year, have to wait until the next planned session. Training in large groups makes it difficult to assess individual learning outcomes. In any group of people, there will be a varied range of prior knowledge, those more confident to participate and then there are those inhibited by informal hierarchies who are more comfortable sitting back and observing. How can we be sure in group training that every single person leaves the session competent and confident to deal with modern safeguarding issues? Whilst individual face-to-face training is unfeasible financially, e-learning is playing a key role in safeguarding training. Online learning anytime, anywhere is a mantra we advocate as educationalists, and this is making a huge impact in teacher training across many disciplines.
We’re already working with over 60,000 people to protect children and young people from abuse and in the next 12 months we aim to add thousands to this number so that by International Day for the Elimination of Violence against Women 2017, thousands more girls are protected, enabling them to achieve their full potential unhindered by abuse.
Posted by Sam Preston
Following recent criticism in the handling of child missing cases and aspects of the serial killer Stephen Port investigation, today has seen further pressure on police forces to improve their child protection arrangements following the damming findings of HM Inspectorate of Constabulary on the London Metropolitan police’s performance in dealing with child sexual abuse.
Inspectors findings revealed that in over 75% of cases reviewed, practice was judged to be inadequate or in need of improvement. Much of the report focused on failings in leadership and management together with a lack of information sharing (internally and externally) however, the most worrying aspect revealed by the report is that staff, including child sexual exploitation officers, had not received any CSE training.
In a statement responding to the findings, the Met reassured the public that officers were “dedicated to protecting vulnerable young people” but, whilst no one would challenge the Met’s commitment to protect vulnerable children, surely high quality CSE training is a key priority to enable best practice.
In response, London Mayor Sadiq Khan has stated the report findings are “simply unacceptable and things must change” and plans to improve the service with “a new independent group of child protection experts”. Whilst this response is welcomed and will no doubt inform improvement, it falls short from addressing the key issue, that of failure to invest in high quality CSE cpd training for Met officers.
As we have seen in education, health and social care settings, without this investment practice will simply not improve and children will remain at risk.
Posted by SSS
There has been much media comment on this week’s BBC2 Savile documentary, where Louis Theroux bravely reflected on his much publicised previous contact and friendship with Jimmy Savile. Filmed nearly five years after Savile’s death, Theroux set out to explore how someone so much in public eye could dupe those around him. Whilst it is understandable that the victims he preyed upon felt unable to expose the true Savile, it would be naïve to believe that his colleagues, friends and associates had no concerns over his behaviour. Indeed, as the footage from the first Theroux documentary revealed he blatantly displayed inappropriate behaviour in public settings which was not questioned or challenged.
But that is the MO of the abuser. They are coercive, exert control and have the ability to manipulate those around them to believe challenge unthinkable. Even an investigative reporter of Theroux’s calibre was, as a victim described, “hoodwinked”.
What this documentary demonstrates is that, without a sense of collective responsibility and sharing of information, working in silos enables perpetrators to exploit. As many child abuse cases have shown, infrastructures for multi-agency information sharing are still not robust. Current models must be further developed to enable everyone to feel confident in reacting to child abuse. Only then will we move away from a blame culture, which impacts negatively on information sharing, to clear accountability.
Sadly, even though Dame Janet Smith’s report revealed 72 people were sexually abused by Saville whilst he was employed by the BBC, there will be no criminal investigation of the damming and disturbing evidence of his victims and they are left to come to terms with this. Although clearly disturbed by his own failure to question Savile’s behaviour sixteen years ago, one must praise Theroux for the honesty portrayed in his new documentary. Like many people left in a similar situation he will undoubtedly continue to ask himself should I have done more?
Posted by SSS
UK teachers are now being trained individually online how to identify those at risk or suffering from Female Genital Mutilation (FGM) and protect Britain’s young girls from extreme child abuse.
Developed by SSS Learning as a ‘much needed’ catalyst for change in safeguarding training the hour-long course is fully CPD-accredited and certifies individual educators, replacing ‘often insufficient’ traditional group training methods.
“Performed both in the UK and abroad on girls as young as three years old, FGM is a complex, cross-cultural issue which requires a thorough understanding of its origins, forms and how to efficiently identify those at risk” says SSS Learning Director Sam Preston.
As a former local authority child protection expert, Sam feels, when planning training it is vital “to consider that members of staff in all likelihood will have varied levels of understanding of the topic which may also include knowledge which is not evidence based, making individual assessment critical to ensure that the desired learning outcomes are properly understood.”
Historically, most training is delivered by INSET sessions on-site which is problematic. It relies on the provider having the specialist area skillset which may not be setting or inspection requirement specific, learning is not fully evaluated and those absent or staff recruited post INSET have to wait for refresher training which may be as long as a year later.
New statutory requirements for all professionals in relation to the reporting of Female Genital Mutilation (FGM) were introduced in October 2015. By completing this module, teachers will gain the latest information on this topic, legislative requirements and a clear understanding of their role in supporting those affected and reporting pathways.
The course also meets the Department for Education (DfE) 2016 Keeping Children Safe in Education statutory guidance which emphasizes the importance of regular updates and annual safeguarding / child protection training.
Sam adds: “Fundamentally, FGM is child abuse under UK law, and it is our mandatory duty to safeguard both those we deem vulnerable, and those where intervention has been too late. This new course will help every educator play an ever vital role in our cross-disciplinary approach to FGM child protection.”
The organisation works with over 60,000 frontline professionals across the education, healthcare & third/voluntary sectors.
Posted by Sam Preston
Whilst the recommendations of the Home Office Affairs Committee on FGM released today are welcomed, in reality how practically can we expect rapid progress within educational settings? As the report correctly identifies, FGM is child abuse and should be a key area of safeguarding for all frontline practitioners. However, in my experience as a safeguarding advisor the quality and current level of training inadequately prepares teachers and support staff to fulfil their FGM prevention, awareness reporting roles. In fact, I have never visited a school where the impact of FGM training has been assessed or evaluated in practice.
The call yet again for PSHE to be made a statutory part of the curriculum and include discussing FGM with pupils will require teachers to have a sound knowledge base together with transferable practice skills when FGM concerns are raised. The only way this can be achieved is by access to high quality training where learning is firmly embedded. I believe it is time to revisit traditional training models in schools and academies. Currently, training is delivered by INSET sessions on-site which is problematic. It relies on the provider having the specialist area skillset which may not be setting or inspection requirement specific, learning is not fully evaluated and those absent have to wait for refresher training which may be as long as a year later. Surely e-learning has a key role to play to reassure leadership that all new staff are trained as part of their induction and existing staff gain secure subject knowledge. This offers the opportunity for any further training to be setting specific, where bespoke protocols can be developed by informed staff.
On the BBC today Naz Shah MP, a member of the FGM Home Affairs Committee, stated frontline practitioners should lose their jobs if they fail to report FGM but perhaps her attention would be better focused on how we enable them to deliver a very full safeguarding remit.