Statutory and Professional

Safeguarding Training for Early Years Practitioners -Statutory requirements
Working Together to Safeguard Children

 

A GUIDE TO INTER-AGENCY WORKING TO SAFEGUARD AND PROMOTE THE WELFARE OF CHILDREN

March 2013 states,

Local Safeguarding Children Boards (LSCBs) should monitor and evaluate the effectiveness of training, including multi-agency training, for all professionals in the area. Training should cover how to identify and respond early to the needs of all vulnerable children, including: unborn children; babies; older children; young carers; disabled children; and those who are in secure settings (page 11).

EARLY YEARS AND CHILDCARE

Early years providers have a duty under section 40 of the Childcare Act 2006 to comply with the welfare requirements of the Early Years Foundation Stage
Early years providers should ensure that:

• Staff complete safeguarding training that enables them to recognise signs of potential abuse and neglect; and

• They have a practitioner who is designated to take lead responsibility for safeguarding children within each early years setting and who should liaise with local statutory children’s services agencies as appropriate. This lead should also complete child protection training (page 50).

It also states:
In order to fulfil its statutory function under regulation 5 an LSCB should use data and, as a minimum, should:

• Assess the effectiveness of the help being provided to children and families, including early help.

• Assess whether LSCB partners are fulfilling their statutory obligations set out in chapter 2 of this guidance.

• Quality assure practice, including through joint audits of case files involving practitioners and identifying lessons to be learned; and

• Monitor and evaluate the effectiveness of training, including multi-agency training, to safeguard and promote the welfare of children (Page 60).

STATUTORY FRAMEWORK FOR THE EARLY YEARS FOUNDATION STAGE SETTING THE STANDARDS FOR LEARNING, DEVELOPMENT AND CARE FOR CHILDREN FROM BIRTH TO FIVE
Child Protection page 13

3.4 Providers must be alert to any issues for concern in the child’s life at home or elsewhere. Providers must have and implement a policy, and procedures, to safeguard children. These should be in line with the guidance and procedures of the relevant Local Safeguarding Children Board (LSCB). The safeguarding policy and procedures must include an explanation of the action to be taken in the event of an allegation being made against a member of staff, and cover the use of mobile phones and cameras in the setting.
3.5 A practitioner must be designated to take lead responsibility for safeguarding children in every setting. Child-minders must take the lead responsibility themselves. The lead practitioner is responsible for liaison with local statutory children’s services agencies, and with the LSCB. They must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend a child protection-training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect (as described at paragraph 3.6).

3.23 Child-minders must have completed a local authority approved training course, which helps them understand and implement the EYFS before they can register with Ofsted (page 17).

WORKING TOGETHER 2010
3.18 It is the responsibility of the LSCB to ensure that single agency and inter-agency training on safeguarding and promoting welfare is provided in order to meet local needs. This covers both the training provided by single agencies to their own staff, and multi-agency training where staff from more than one agency train together.

3.19 LSCBs may decide to carry out their function by taking a view as to the priorities for inter-agency and single-agency child protection training in the local area and feeding those priorities into the local workforce strategy. LSCBs will also want to evaluate the quality of this training, ensuring that relevant training is provided by individual organisations, and checking that the training is reaching the relevant staff within organisations.

The law 2

3.20 In some areas it may be decided that the LSCB should also organise or deliver inter-agency training. As (page 91)

4.16 LSCBs should contribute to, and work within, the framework of the local workforce strategy. They may decide to identify training needs and priorities and feed this information into the local workforce strategy to inform the planning and commissioning of training. LSCBs will want to review and evaluate the provision and availability of single and inter-agency training and to check that the training is reaching all relevant staff within organisations (page116) .

4.20 LSCBs should review and evaluate the quality; scope and effectiveness of single and inter-agency training to ensure it is meeting local needs and should report on this annually to the Children’s Trust Board. LSCBs should include in their annual report an assessment of their progress in ensuring that all staff who work with or have contact with children are appropriately trained (page116).

4.38 All training to support inter- and multi-agency work should:

• Be delivered by trainers who are knowledgeable about safeguarding (which includes child protection) and promoting the welfare of children. When delivering training on complex areas of work, trainers should have the relevant specialist knowledge and skills;

• Be delivered by trainers who have completed a training for trainers programme or professional equivalent:

• Be informed by current research evidence, lessons from serious case and chil death reviews, and local and national policy and practice developments;

• Be consistent with the values outlined in paragraphs 4.25 and 4.26;

• Reflect an understanding of the rights of the child, and be informed by an active respect for diversity and the experience of service users and a commitment to ensuring equality of opportunity; involve children, young people and their parents/carers in the design, delivery and/or evaluation; and

• Be regularly reviewed and evaluated to ensure that it meets the agreed learning outcomes and has a positive impact in practice (page 121)