Medway Safeguarding Children Board. Safeguarding children competency framework

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1 Medway Safeguarding Children Board Safeguarding children competency framework Minimum standards of learning/knowledge expected from professionals or volunteers in Medway or come into contact with children whether through direct or indirect and un-regular work. MSCB Safeguarding children competency framework version control Document Owner Medway Safeguarding Children Board, Gun Wharf, Medway Review date May 2016 Version Detail of change Date 1 Document created May

2 Introduction The MSCB safeguarding children competency framework is designed to ensure that all professionals and volunteers (referred to as staff from here on in) that operate in Medway are aware of the basic standard of knowledge or competency they should hold. This is to ensure Medway is a safe place for children and young people when accessing services because Medway staff are aware of their responsibilities, can demonstrate the appropriate responses to safeguarding issues and are confident and competent in their safeguarding skills. The framework applies to a range of staff in a range of settings, it includes but is not restricted to; the children s workforce, those working directly with children, young people and their families in child/family specific or front line public services e.g. children s social care, early year settings, various health services, schools. the adult s workforce, those working with adults who may have caring responsibilities working in services directed at specific adult needs e.g. adult mental health, substance misuse, domestic abuse. the public facing workforce, those working in public services who come into contact with children, young people and their families but not through direct work e.g. bus drivers, librarians, administration staff in any universal service. This competency framework is primarily focused on safeguarding children. Whilst there is some cross over of learning that would support the adult safeguarding competencies, this document is not a comprehensive framework for the adult workforce. Adult safeguarding competencies will come from the Kent and Medway Adult Safeguarding Board. This framework has been developed in line with the Safeguarding children and young people: roles and competences for health care staff. Intercollegiate document. Third edition: March 2014 to ensure local need is reflected in the learning of health staff. However, health staff should continue to refer to both documents. The MSCB has endeavoured to include all competencies that relate to safeguarding and apply to the multi agency workforce. However, the MSCB acknowledges that single agencies will also have their own competencies that are specific to their area of the workforce. Staff should refer to both, which should compliment each other. Whilst volunteers are included in this framework further information for the voluntary sector can be found through Safe network

3 Relevancy of training for individual staff members should be decided by line managers or those supervising, and may be written into job descriptions. Training attended should be relevant to the individual member of staff. With thanks to the Leicester, Leicestershire and Rutland Safeguarding Children Learning, Safeguarding Competency Framework. April 2014 Suggested training/learning methods Different recognised learning methods which may support professional required competencies: Formally taught courses, such as those offered by the MSCB (multi agency training) or within a professionals own agency (single agency training) Practitioner events e.g. specific themed workshops Online course, E-learning Attending subject focused taster sessions e.g. MSCB Tea time tasters, or briefing sessions. Attendance at multi agency conferences e.g. MSCB annual conference, MDAF (Medway Domestic Abuse Forum annual conference) Higher and further education e.g. professional qualifications Secondments or job shadowing Review of nationally produced research e.g. Research in practice Frequency of learning Frequency of formal learning activity is determined under each group. However this applies to the children s workforce generally. Designated Child Protection Coordinators (DCPCs) have to complete at least one day of formal learning evrry 2 years. Employer/MSCB responsibilities The MSCB Learning & Development Group is responsible for the co-ordination, commissioning, delivery and evaluation of the multi-agency safeguarding children training and development programme and is accountable to the MSCB Board. MSCB learning and development opportunities will have a focus on skills, knowledge and behaviours required for interagency working. These are suitable for all staff who are in regular and/or intense irregular contact with children and young people and/or their parents or carers and who work predominantly with them. Individual agencies are responsible for ensuring that their staff are competent and confident in carrying out their responsibilities for safeguarding and promoting the welfare of children inline with the MSCB competency framework. Employers also have a responsibility to identify adequate resources and support for multi-agency training by: Providing staff with relevant expertise to support the MSCB by delivering training through peer support within the MSCB learning pool. 3

4 Allocating the time required to complete multi-agency tasks appropriately Releasing staff to attend the appropriate multi-agency training courses Ensuring that members of staff receive relevant single agency training which enables them to maximise the learning derived from multi-agency training, and have opportunities to put their learning into practice Contributing to the planning, resourcing, delivery and evaluation of training Medway staff should identify which staff group they belong to. Where a staff member has more than one role which go across more than one group the higher group number competencies should apply. Further examples can be found in the group specific chapters below. Group 1 Group 2 Group 3 s Staff in infrequent and indirect contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. Those in regular direct or indirect contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect or identify signs of other factors that may impact the welfare of children. Those in regular contact or have a period of intense but irregular contact, with children, young people and/or parents/carers, who may be in a position to identify concerns about maltreatment, or potential risks including those that may arise from the use of CAF or other multi agency working processes. Group 4 Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. Group 5 Professional advisors, named and designated lead professionals. Group 6 Group 7 Operational managers at all levels including: practice supervisors; front line managers and managers of child protection units Examples All staff Including receptionist, advice centre staff, team secretaries/administrations, ward clerks, care takers, pharmacy assistants, NHS Trust Board members. Taxi drivers, dentists, administrative staff in services for children, faith groups, meal time supervisors, ambulance staff, benefits officers, children s home support staff i.e. cleaners, chefs, health clinical staff who work with adults, volunteers working with adults. Health clinical staff working with children, children s hospice staff, probation officers, safeguarding leads in faith groups, all support workers in CAMHS, CAF team, early years workers, volunteers working with children. DCPCs, Lead GP, Named nurses, named leads, Social work managers, Senior managers responsible for the strategic School Governors 4

5 Group 8 management of services; NHS board members. Members of the MSCB Required competencies are not listed in order of importance, each applies to the group. However, the MSCB recognises that the learning associated with the competencies needs to be proportionate to the role performed. Group 1 Staff in infrequent and indirect contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect. All staff, including; Receptionists, advice centre staff, team secretaries or administrators, ward clerks, catering staff, caretakers or cleaners, pharmacy assistants, shop assistants e.g. hospital shops. Required competencies / areas of knowledge 1.1 Basic signs and systems for each category of abuse and neglect as recognised in Working Together 2015 (Physical, emotional, sexual and neglect) 1.2 Basic knowledge of safeguarding terminology 1.3 Understanding the definition of child in age. 1.4 Know where to access service specific policies and procedures and the Kent and Medway Safeguarding children procedures. 1.5 Awareness of information sharing protocols 1.6 How to take appropriate action if there are concerns, including who to access within own organisation and appropriately reporting concerns and seeking advice. 1.7 Importance of the voice of the child/young person 1.8 Whistleblowing and allegations Frequency Refresher every 3 years Group 2 (basic child protection training) Those in regular direct or indirect contact with children, young people and/or parents/carers who may become aware of possible abuse or neglect or identify signs of other factors that may impact the welfare of children. Escorts or taxi drivers, administration staff in children s services e.g. safeguarding teams, looked after children teams, home treatment and support workers, hospice staff (adults), faith group support (non safeguarding leads), children s home support (cleaners, cooks, caretakers etc), dentist, health care assistants (adults), district 5

6 nurses, meal time supervisors, school support staff, rotation doctors, ambulance staff, fire service (non safeguarding leads), benefits officer, opticians. Required competencies / areas of knowledge 2.1 All competencies listed in group Recognising potential maltreatment and indicators that may impact the welfare of a child in addition to the signs and symptoms of abuse and neglect. 2.3 Awareness of safeguarding processes CAF and section Understanding the difference between safeguarding and child protection. 2.5 Communication with children 2.6 Additional vulnerabilities linked to age i.e. babies, school age, and adolescents. 2.7 Understand how to manage any disclosures following local policy and procedures. 2.8 Recognising the potential impact of parent/carers physical and mental health on the well-being of a child or young person. 2.9 Awareness of the MSCB 2.10 Awareness of substance misuse 2.11 Awareness of Female Genital Mutilation (FGM) 2.12 Awareness of Forced Marriage and Honour based abuse 2.13 Awareness of domestic abuse 2.14 Awareness of internet safety and risks of using technology and social media Awareness of mental health in children and adolescent 2.16 Awareness of Child Sexual Exploitation and Child Trafficking 2.17 Being clear about own and others roles, responsibilities and professional boundaries Awareness of factors that may contribute and increase a child s vulnerability e.g. disabilities, language barriers, being a looked after child, and young offenders Awareness of normal child development Understand legal and ethical implications for information sharing Awareness of private fostering 2.22 Awareness of radicalisation and gang culture Frequency Refresher every 3 years Group 3 (Intermediate child protection training) Those in regular contact or have a period of intense but irregular contact, with children, young people and/or parents/carers, who may be in a position to identify concerns about maltreatment, or potential risks including those that may arise from the use of CAF or other multi agency working processes. Probation officers, Children s hospice staff, Safeguarding lead in Faith Groups, Support workers, All CAMHS practitioners, Nursery Nurses, Staff Nurses, Practice Nurses, GP, Midwives, Early years and Children centres workers (not reception staff), Youth workers, Children s Home staff, Lead Dentist s and Ophthalmologists, Children s health care assistants, Residential Staff (S&C), Adult Social Workers, Social Care Officers, Family Support Workers, Teachers, Higher Level Teaching 6

7 Assistants, Teaching Assistants, College Staff, Spec Cam Service, Therapists, Senior Nurses and Doctors, Disability Team +25, Housing Officers, CAF Team, substances misuse service workers (adults). 3.1 All competencies listed in group 1 and Using the Framework for the Assessment of Children in Need and their families in conjunction with the Kent and Medway Inter-agency Threshold Criteria for Children in Need; and the Common Assessment Framework (CAF) process, and understand the importance of timely interventions and when to act immediately. 3.3 Pathways for support in response to FGM, forced marriage and honour based abuse. 3.4 Pathways for support in response to Domestic abuse including MARAC processes. 3.5 Child protection process including effective child protection conferences and effective core group membership (should include report writing and verbal presentation skills) 3.6 Understanding of the Child Sexual Exploitation (CSE) procedures and how to use the CSE assessment tool. 3.7 Understanding the signs and symptoms of abuse through the use of technology and social media. 3.8 Understand the impact of parenting issues, such as domestic abuse, substance misuse and mental health on parenting capacity. 3.9 Acting as an effective advocate for children and young people as necessary Professional judgement 3.11 Awareness of appropriate legislation and statutory and non-statutory guidance, including explicitly relevant sections of the Children Act Being clear about own and others roles, responsibilities and professional boundaries Communicating with hard to engage children, young people and their families, recognising disguised compliance and hostility Awareness of child development 3.15 Ability to assess risk and need and instigate processes for appropriate interventions 3.16 Knowledge of learning from local learning lesson reviews and serious case reviews and domestic homicide reviews where children are involved Knowledge of the role of the MSCB its remit and responsibilities Challenge and escalation 3.19 Barriers to service engagement and multi agency working and how to overcome these Understanding private fostering and pathways Understanding of the PRVENT agenda and radicalisation Frequency Refresher every 3 years Group 4 Members of the workforce who work predominantly with children, young people and/or their parents/carers and who could potentially contribute to assessing, planning, intervening and reviewing the needs of a child and parenting capacity where there are safeguarding concerns. 7

8 PCSO s / Special s / Front line police officer, DDO s / Home Support, School Nurses, Health Visitors, COAST professionals, Child LD Staff, Substance Misuse workers (children), YOT Case holders, Children s Home (Managers who provide supervision) Public Health Staff, CASH Services, IDVA / YPVA / ISVA, Specialist Pharmacist, Social Workers / Social Work Officers, family support works, MAFF workers, CAF champions. 4.1 All competencies listed in groups 1,2, and Representing the voice of the child through assessment and planned service provision. 4.3 Understanding of appropriate information sharing in relation to child protection and children in need and issues around 4.4 Pathways for support for children and adolescents who misuse substances. 4.5 Pathways for support for children and adolescents who present with mental health issues. 4.6 Understanding vulnerable adolescents 4.7 Ability to draw on child and family-focussed professional knowledge and expertise and recognise the importance of family history and functioning as well as culture and religious beliefs. 4.8 Ability to contribute to inter-agency assessments and, where appropriate, analysis of risk. 4.9 Ability to use professional judgement to make decisions as to whether a child is suffering, or is likely to suffer, significant harm Understanding of child development Awareness of appropriate legislation and statutory and non-statutory guidance, including explicitly relevant sections of the Children Act 1989 and subsequent revisions Participate in strategy meetings 4.12 Understand the purpose and guidance around conducting serious case reviews, child death reviews etc 4.13 Understanding hoe to develop SMART action plans DASH Frequency Refresher every 2 to 3 years depending on role. Group 5 Professional advisors, named and designated lead professionals. DCPC, Lead GP, Named Nurses, Named Leads, Social Work Managers, CAF Team manager, CAMHS Safeguarding Practitioners. MSCB trainers. Level 4 and 5 in the health intercollegiate document. 8

9 5.1 All competencies listed in groups 1,2,3 and Ability to give effective feedback and offer professional challenge to colleagues you are advising. 5.3 Understanding in what to do when there is an insufficient response from other organisations and agencies, while maintaining a focus on safeguarding and promoting the welfare of the child, including an awareness of escalation procedures. 5.4 Understanding reflective practice supervision. 5.5 Understand safe recruitment practices where relevant to role. 5.6 Supports contribution to serious case reviews and other multi agency reviews and coordination of action plan responses. Frequency Refresher every 2 to 3 years depending on role e.g. DCPCs must refresh at least every 2 years, although in Medway this is currently half a day every year. Group 6 Operational managers at all levels including: practice supervisors; front line managers and managers of child protection units Operations manager, practice supervisions 6.1 All competencies listed in groups 1,2,3,4 and Supervision in child protection cases 6.3 Understanding of Leadership / management methods in child safeguarding/protection services. 6.4 Management of conflict and disagreements between professionals within and across services. 6.5 Knowledge of skill sin performance management, to ensure occupational standards are being met. 6.6 Capacity and confidence to appropriately challenge and question decisions in complex situations and how to manage and escalate concerns and disagreement. Group 7 Senior managers responsible for the strategic management of services. Senior managers responsible for the strategic management of services; NHS board members. 7.1 Current national and local policy, research and practice developments. 7.2 Leadership / management methods 7.3 Understanding quality assurance processes, outcomes based accountability and awareness of the MSCB quality assurance framework 9

10 7.4 Understanding the roles of the multi agency boards in Medway e.g. Medway CAN, Health and Wellbeing board, the MSCB, the Kent and Medway Adults Safeguarding board. Members of the MSCB Group Role and responsibilities of the MSCB (statutory functions of LSCBs). Including structure. SOURCE: MSCB INDUCTION PACK 8.2 Lessons from Serious Case Reviews, Learning Lesson Reviews, Case file audits and domestic homicide reviews where a child is involved. 8.3 Current national and local policy, research and practice developments. Competency evidence log Below is a suggested format for documenting compliance with the competencies of each group. Name of staff member: Name of Manager: Date: Group # Specific competency e.g. 2.3 Awareness of safeguarding processes CAF and section 47 Evidence including how competency has been met / Date STAFF attended MSCB intermediate training in May 2015 and has applied learning in practice by participating in strategy discussions and child protection process. Additional comments/notes Reflective practice supervision demonstrated appropriate engagement in process. Glossary CAF DASH DCPC Medway CAN Common Assessment Framework Domestic Abuse, stalking and harassment (including honour based abuse) Designated Child Protection Coordinator (sometimes officer DCPO) Medway Children s Action Network 10

11 MSCB Medway Safeguarding Children Board 11

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