Safeguarding Children

Specialist Training Courses

Children’s Social Care staff ( including students and those on their Assessed and supported year in employment ) and Designated Leads might be interested in Level 3 courses aimed at developing professional practice. The Learning Objectives are set out below;

Contact for looked after children 
•Understand the positives and the potential risks of contact with their family for looked after children and young people
•Understand the legal frameworks around contact arrangements and  use these for the benefit of children and young people
•Ensure the child/ young person’s voice is heard in decision – making, exploring strategies to maximise participation
•Identify strategies to facilitate positive contact between looked after children/ young people and their families of origin
•Develop skills to assess the quality of contact and promote and maintain positive contact

Critical thinking and risk assessment 
•Clarifying the threshold criteria for the levels of intervention (CAF, children in need and children in need of protection )
•Understanding the factors that contribute to risk and vulnerability of children
•Understanding what information is relevant to assess when identifying risk
•Critically analyse assessment information to form a view about the likelihood of future harm
•Use messages from research and serious case reviews to improve risk assessment

Dual diagnosis and impacts on parenting 
•Understand the factors that increase risk and mitigate risk to children in situations of dual diagnosis
•Understand CSC Thresholds for intervention
•Create Safety Plans for children where there is a dual diagnosis
•Create an effective working relationship between substance misuse, mental health services and CSC to reduce harm to children
•Understand local policy on Working with parents affected by Parental Mental Ill Health and Substance Misuse

Managing Allegations
•Reach an agreement about appropriate professional practice
•Be clear about the difference between an allegation, a complaint and whistle blowing
•Understand what might prevent staff whistle blowing/ families making a complaint
•Know how to respond to allegations and the procedures to follow
•Appreciate the aftermath of allegations and have ideas about how to address

Multi-agency work with Child Sexual Abuse and Sexual Exploitation
•Examine what is meant by sexual abuse, including sexual exploitation, its prevalence and impact on children.
•Consider the indicators of sexual abuse and sexual exploitation and the parameters of assessment.
•Reflect on the reasons children may not disclose and the dilemas of working with suspicions of sexual abuse/ exploitation.
•Respond effectively to disclosures, within the context of best practice and the legal framework.
•Reflect on Safer Working issues and the implications for practice

Parental mental health and child welfare 
•Recognise impact of issues of parental mental ill health on children and young people
•Feel more confident working with situations of parental mental health and child welfare
•Use national protocol- Think Child, Think Parent, Think Family to promote best practice

Planning and interventions 
•Link planning to clear intervention strategies
•Understand the need to plan throughout the process, setting goals and using hypotheses to identify the steps to achieve them
•Obtain tools to assist in planning for contingencies, to mitigate risk and to maximise participation



Professional Dangerousness 
•Understand the concept of professional dangerousness and it’s implications for the safety of children and young people
•Identify the sources of professional dangerousness
•Develop strategies to combat professional dangerousness

•Develop an appreciation of the principles of good practice
•Apply such principles, including legal, ethical and practical considerations, with reference to recent serious case reviews
•Use ICS to promote accountability and good decision -making

Safeguarding children with disabilities 
•Provide staff with an overview of child protection issues, specifically:
•Identify the indicators of the abuse of children with disabilities, and the barriers to identification
•Understand the importance of professional judgement, with reference to anti –oppressive/ discriminatory practice.
•Consider strategies to promote resilience

Using multi-agency meetings to safeguard children
•Understand the purpose and structure of  TAC/F meetings, core group meetings and case conferences
•Identify barriers to collaborative working
•Prepare adequately for safeguarding meetings and case conferences
•Play an effective role in safeguarding meetings and case conferences to safeguard children

What makes a good single assessment 
•Understand the principles underpinning assessments of children and their families.
•Appreciate the purpose of any assessment and the legal mandate
•Undertake holistic assessments, using research evidence and direct observation of families
•Utilise a multi-agency perspective and understand importance of partnership with parents
•Develop an analytical framework
•Translate findings into a SMART plan

Working effectively with Looked After Children 
•Build on existing good practice in work with Looked After children
•Agree a local model of best practice with Looked After children and young people
•Utilise current research to promote evidence based best practice
•Understand the importance of ‘corporate parenting’
•Develop skills needed to work effectively with looked after children and young people

Working effectively with Neglect 
•Understand thresholds for intervention in neglect
•Understand the factors that contribute to and mitigate against neglect using messages from research and serious case reviews
•Identify what works in creating change for children in neglectful families with reference to “Signs of Safety”
•Ensure that the child is kept in focus

Working with dangerous or evasive parents 
•Understand the factors contributing to families exhibiting difficult, evasive or avoidant behaviour
•Recognize disguised compliance and develop a multi-agency response
•Use professional authority in multi-agency partnerships to respond to families who are hard to engage
•Adopt a systemic approach to partnership working
•Use a “signs of safety approach” to building relationships with families who are difficult or hard to engage

Other Courses can be designed to address specific topics and learning Need. Please do get in touch to discuss.