10 th March DSL Network

Transcription

1 10 th March 2015 DSL Network

2 Welcome Housekeeping National CSE Awareness raising day your chance to participate

3 Agenda 8:30 9:00 Refreshments 9:00 9:05 Welcome 9:05 9:45 Updates 9:45 10:00 ADSL Developments 10:00 10:45 Ofsted Inspections 10:45 11:15 BREAK 11: Healthy relationships :00 Inspection update/social care developments 12:00 12:20 Working with individuals whose behaviour MAY create a risk 12:20 12:30 Keeping Children Safe in Education consultation 12:30 1:00 Networking

4 LSCB Developments (Local and NCSCB re-structuring National) National consultation Serious case reviews national Serious case review local

5 National issues Coercive control Keeping children safe on-line Special Guardianship Orders guardianship_guidance.pdf Complaints from children FGM

6 Local issues Independent Inquiry into Child Sexual Abuse Record keeping Allegations management Private fostering Forced Marriage

7 ADSL Developments Peter McConnochie

8 ADSL Pilot Project 17 experienced DSL s from various educational settings All validated against a set eligibility criteria but all have unique strengths, expertise and experiences across a broad spectrum of areas Purpose: To support improvements in policy and practices to improve the safeguarding arrangements for children in Nottingham Governance through the Local Safeguarding Children s Board Operational oversight by ADSL Co-ordinator, Education Safeguarding Team and Social Care

9 What will ADSL s do? DSL locality clusters (summer term 2016) Peer to Peer Support Advice and guidance on policy and practice Support audit activities Support newly appointed DSL s Cascade learning and training Support the functioning of the DSL Network Engage in task/finish groups linked to priorities of the LSCB and Safeguarding in Education Team (and engage wider DSL group in opportunities)

10 ADSL cohort 1

11 Referrals ADSL Co-ordinator Contact to discuss initial requests General enquiries

12 Ofsted Inspections Deirdre Duignan

13 Ofsted

14 CIF A new Common Inspection Framework The CIF will provide greater clarity, coherence and comparability for learners, parents and employers. Judgements will be comparable across all Ofsted reports for: early years provision 16 to 19 study programmes In FE and skills inspection, inspectors will report on types of provision including apprenticeships, adult learning and learners with high needs The Mercers' Company

15 CIF The judgements Inspectors will make four key judgements: Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for children and learners. Where relevant, inspectors will also make judgements about: the effectiveness of the early years provision the effectiveness of 16 to 19 study programmes And will state clearly whether safeguarding is effective. The Mercers' Company

16 CIF Key messages Emphasis on impact across all key judgements Impact of the culture of the school Importance of safeguarding as a golden thread throughout all judgements, including the testing of leaders work to meet the new Prevent Duty The importance of a broad and balanced curriculum A brand new judgement: personal development, behaviour and welfare Alignment of the judgements on early years and study programmes The Mercers' Company

17 CIF Overall effectiveness To be outstanding: the quality of teaching, learning and assessment must be outstanding all other key judgements should be outstanding. In exceptional circumstances, one of the key judgements may be good, as long as there is convincing evidence that the school is improving this area rapidly and securely towards outstanding. the school s thoughtful and wide-ranging promotion of pupils spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive safeguarding is effective. The Mercers' Company

18 CIF Effectiveness of leadership and management Increased emphasis on: impact of leaders work in developing and sustaining an ambitious culture and vision tackling mediocrity and using robust performance management to improve staff performance ensuring that safeguarding arrangements to protect pupils meet statutory requirements, promote their welfare and prevent radicalisation and extremism. The Mercers' Company

19 CIF Personal development, behaviour and welfare Personal development: A key focus on pupils self-confidence and self-awareness, and their understanding about how to be successful learners Behaviour: Emphasis on attitudes are pupils ready to learn? Behaviours that show respect for the school and other pupils Conduct and self-discipline The Mercers' Company

20 CIF Personal development, behaviour and welfare Welfare: Physical and emotional well-being, including healthy eating, fitness and mental health awareness Staying safe online Safe from all forms of bullying The Mercers' Company

21 Safeguarding Safeguarding evidence The SCR Attendance records Alternative provision School policies Website Internet search Safety of the building Documented evidence referrals Bullying records Staff understanding of policies Staff training records The Mercers' Company

22 Safeguarding Safeguarding evidence Pupils views Example of multi-agency working How well do governors understand their statutory duties? How do governors know about the effectiveness of safeguarding? Where is safeguarding in the curriculum? Links to PSHE/SRE? Are equal opportunities promoted by all staff? What is the culture of safeguarding in this school? The Mercers' Company

23 Safeguarding Safeguarding reporting The arrangements for safeguarding are effective. Leaders have a good understanding of the safeguarding issues that are prevalent in the local community, and of the full range of risks that pupils may be vulnerable to, including radicalisation and child sexual exploitation. They have ensured that all teachers are confident in spotting and reporting any concerns, and work well with other agencies to ensure that pupils get the support and help they need. Good communication between pastoral staff ensures that issues are quickly picked up, addressed, and reviewed at regular intervals. Leaders ensure that parents are better informed about safeguarding procedures, for example by employing teaching assistants who speak the same languages and who work with parents to explain the importance of good attendance, and the school s systems for keeping pupils safe. The Mercers' Company

24 Safeguarding Safeguarding scenarios The lead inspector has asked to see the SCR. This is available in paper form. The relevant identity checks have been made but are not dated. Prohibition from teaching checks have not been carried out, but the LI is informed that enhanced DBS checks are in place for all members of staff. The Mercers' Company

25 Safeguarding Safeguarding scenarios School B has 10 volunteers who come to listen to children reading each week. No DBS checks have yet been carried out, however the designated safeguarding lead assures you that the volunteers are always supervised. When you check these arrangements, the volunteers are all in the library with children. The librarian is present. The Mercers' Company

26 Safeguarding Safeguarding scenarios School C is a small secondary school in a quiet neighbourhood. It has an average intake of FSM pupils, although the proportion with SEN support is above average. The gates at the front of the school are not locked. The headteacher assures you that this is a very safe neighbourhood. From the playground, some doors into the building are accessible. The Mercers' Company

27 Safeguarding Safeguarding scenarios You are in discussion with the designated safeguarding lead, who reveals that a member of staff was under investigation for inappropriate behaviour when he decided to leave. The Mercers' Company

28 Safeguarding Safeguarding scenarios School D has high mobility. Overall absence and persistent absence rates are higher than average. When you check the daily attendance, you notice that 4 pupils of Roma heritage have not been in school for three weeks. The attendance officer informs you that they are currently travelling. The Mercers' Company

29 Safeguarding Safeguarding scenarios At school A, a total of 11 pupils aged attend alternative provision. The school receives weekly attendance and behaviour records, and an academic report once every half term. The school s leaders have visited the provision. They have employed an external company to carry out a risk assessment. This company provides an electronic analysis of attendance, punctuality and behaviour on a weekly basis. The Mercers' Company

30 Safeguarding Safeguarding scenarios You look at the referrals made to the DSL and those that were subsequently referred to the LA. One case looked serious at first, but following an assessment the LA have informed you that no further action will be taken. One case was not referred following a discussion with the LA safeguarding officer, who reassured the DSL that the threshold for referral had not been reached. The Mercers' Company

31 Safeguarding Safeguarding scenarios In School E, the safeguarding policy is out of date. You ask about how cases are monitored and discussed in school and are told that the DSL is extremely competent, very busy, and does not need to share her every concern with the head as the head has full confidence in her to do her job. The Mercers' Company

32 Questions?

33 Break

34 Healthy Relationships Equation PSHE Advisory Service

35 National Resources and Developments Counselling in schools Talking about mental health

36 Equation Anna Clark Children and Young People Manager

37 Prevention in Nottinghamshire

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39 Rationale Needs of Children and Young People Needs of Organisation Delivering Needs of Host Organisation Range of Violence Against Women and Girls Range of Preventative and Protective Factors

40 Good Relationships are Equal And Trusting

41 Behav iour Knowledge Attitude Evaluation 1981 pupils, 71 projects Prior Post +1month Is it ever ok to hit a partner? 65.48% 78.44% 82.22% Gender stereotypes 38.13% 66.45% 65.45% What is domestic violence? 67.88% 71.57% Support services? 92% 94.53% Differences between B&G 86.09% 85.2% Think about behaviour with classmates 88.6% 87.74% Usefulness of project 8.51 out of 10 Savings: Based on 25 disclosures 94,426

42 The Project Profile

43 Institution In-school campaigns Pupils Curriculum PSHE Events Parents Development All school staff training Specialist staff Training Train to deliver projects Staff Parents Governors

44 Curriculum Teachers Communication and Support

45 Evaluation Pupil: After the project 89% thought that abuse within relationships was never justifiable. 87% agreed the project had made them think about how they behave in relationships. 92% agreed that it was important for young people to learn about relationships. Teacher: Teachers having good knowledge shifted from 16% to 77% 61% felt improved confidence to deal with disclosures 94.7% felt DV specialist or DV specialists and staff together should deliver work on VAWG

46 How much has Know More Helped you to make positive changes to your life? 8.4 Changed the way you think about being a women? 7.76 Helped you to feel good about yourself? 8.25 Helped you to sort out differences in a way that is fair? 7.46 Helped to improve your friendships? 8.14 You literally now think I have a choice, I can go this way or that way. It s crazy how one session can make you think that. It made you aware of the type of people you want to hang around with and the type of person you want to become. It awares [sic] you of what you actually want for yourself. It brings confidence out in yourself cos you learn not to hate yourself.

47 How much has Choices Helped you to feel good about yourself 7.5 Helped to improve friendships 7.6 Helped to improve family relationships 8.6 Helped you to think about how you behave in your relationships 8.4 Average score 9.5 My mum has noticed that I have calmed down more it was the best, it helped me learn about respect and make more friends This has helped to improve things at home. I haven t had a call home from the school in 3 weeks and this has helped with mum and dad and with the school.

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51 Sex and Relationships Education and safeguarding Catherine Kirk SRE Consultant

52 We just feel like it s uncomfortable when we talk about it (Yr6).we are not used to talking about these things (Yr4) They need to learn about it at a young age first so when they grow up they are familiar with it and not embarrassed (Yr6)

53 Because when we are young we are not really supposed to be talking about it (Yr6) We don t normally talk about it (Yr4) Feel like we might get into trouble or something (Yr6)

54 Oh yes, can I say it, is it ok if I say it? The bits. (Yr4) I learnt some stuff from my mum because she wants me to be safe when I m older (Yr6) The V word, I don t want to say (Yr6)

55 It s just not appropriate that s all, you have to be old to do that (Yr4) When I go to the park with my cousin they do it there (Yr4) I know that but I don t wanna say (Yr6).if I hadn t talked to my mum I probably wouldn t know a lot at all. (Yr6)

56 SRE and safeguarding Public/private behaviour Forced Marriage Safe/unsafe touches Name body parts Sexting Consent Pornography Healthy and unhealthy relationships Domestic Abuse Teen relationship abuse FGM Appropriate and inappropriate

57 Research Only 40% had learnt about the difference between safe and unwanted touching 50% had not learnt how to help if they experienced unwanted touching/sexual abuse 46% had not learnt about how to tell when a relationship is healthy 58% did not learn about FGM at primary or secondary school 2648 young people aged SEF 2015

58 Research Over half (53%) had not been taught to spot the signs of grooming for sexual exploitation. A third (34%) had been taught nothing at all about sexual consent. 1 in 10 children (age 11-13) are leaving primary school without having been taught words for sexual parts 2648 young people aged SEF 2015

59 Does it work what s the evidence? Yes!!! Young people who mainly learn about sex from school lessons were: Less likely to have sexual intercourse before 16 less likely to have had unsafe sex in the past year less likely to have ever been diagnosed with an STI More likely to use condoms Have less sexual partners

60 Does it work what s the evidence? Yes!!! A recent review of child abuse prevention programmes found: they increased participant s skills in protective behaviours and knowledge of sexual abuse prevention concepts. there were greater odds of a child disclosing their abuse than a child who had not been through a programme. Common elements of these programmes included: teaching of safety rules body ownership/private parts of the body distinguishing types of touches and types of secrets who to tell Walsh, K et al. (2015) School based Education programmes for the prevention of child sexual abuse

61 Ofsted It is difficult to see how safety and safeguarding can be good if PSHE education provision is poor. If pupils are kept ignorant of their human, physical and sexual rights; or how to protect themselves and others, or know where to go to for help, they are not being adequately safeguarded. Ofsted will be inspecting how well the curriculum helps pupils to protect themselves from among other things, drug and alcohol abuse, eating disorders, gang culture, child sexual exploitation, extremism, female genital mutilation and forced marriage. Where else but in PSHE lessons are these issues going to be effectively addressed? [Janet Palmer HMI]

62 SRE Charter A commitment to effective SRE for all Free support Sharing good practice A network of professionals Ongoing process of review and development Since 12 January, 22 schools so far WE WANT ALL SCHOOLS TO SIGN TO SHOW A COMMITMENT TO EFFECTIVE SRE FOR ALL!

63 SRE Charter Level 1 Sign the Charter to show commitment, audit existing practice Level 2 Action plan areas for development and access support Level 3 share good practice, network with peers, regular review

64 Support from PSHE Advisory Service Policy review Curriculum planning Pupil consultation Signposting resources Staff meeting Parents meeting Lesson modelling Drama workshops on different themes eg. Antibullying, LGBT, transition, and consent. Broader PSHE support

65 Inspection update/social care developments Clive Chambers

66 Inspection update and social care developments Ofsted Inspection March 2014 o Findings o Key developments o Current challenges Social care developments o New boundaries o Step across o Consultation line

67 Working with people whose behaviour MAY create a risk

68 Introduction MAPPA Channel Youth Offending Team ( )

69 Racheal Osborne

70 CSE Coordinator - chair YOT coordinate and send representation Social Care Team Manager CAMHS specialist practitioner in HSB POLICE provide representative IMARA Victim representation Health YOT Nurse

71 To ensure all youngster who are arrested for sexual offences, or are referred by police or social care, are consistently assessed. To offer advice to professionals To identify cases where intervention would be beneficial at the earliest opportunity To ensure victims' needs are addressed To divert children away from Court process where appropriate.

72 Police alert YOT coordinator to any arrests relating to Harmful Sexual Behaviour (HSB) Discussion with CSE Coordinator to determine the need for assessment. If appropriate, a referral will be made to Social Care duty team, and the social worker will be invited to the next available panel. The Social Worker will contact the arresting officer (and other relevant agencies) and invite them to the ASHA

73 Social Worker will bring initial assessment Police Officer will bring all police information Case is discussed and risk assessment is made where possible Recommendations and, where necessary, review panel set up.

74 Minutes will be sent out to attendees An audit report will be completed which includes evaluation of the panel process AIM2 assessments will be undertaken by trained professionals were appropriate

75 Keeping Children Safe in Education consultation Rebecca Hullett

76 Dates of next meetings 6 th May /17 meetings

77 Additional Information

78 Tasha Davis CAMHS Practitioner (DV) Tier 2 Citywide Team Tasha.davis@nottinghamcity.gov.uk Contact for support, guidance, training and consultation to schools. Tasha Davis

79 MARAC Multi-agency Risk Assessment Conference Considers High risk domestic abuse cases. The focus is on safety planning rather than ongoing work Education services are attended but the format would make it difficult for individual schools to attend (fortnightly meetings with on average 20 cases presented at each)