In this article, we will discuss the key elements of Working Together to Safeguard Children, covering some changes that came into effect in December 2023. 

What is Working Together to Safeguard Children (WTSC)?

Working Together to Safeguard Children (WTSC) provides statutory guidance for settings where work and activities relate to children. The guidance is issued by law, meaning time must be taken to understand and follow it. It is particularly relevant for settings where interactions with children are frequent, such as education and childcare providers (including the likes of sports and church groups), social services and local authorities. WTSC sits amongst other guidance and legislation, which you can read more about in our article here.

First introduced in 1999, Working Together to Safeguard Children has received various updates. Perhaps the most notable one was in 2006 as a result of the public inquiry into the death of Victoria Climbie. Victoria was transported to the UK by her Great Aunt, and following her death, it was discovered that Victoria had reached out to various agencies seeking help for the abuse she was suffering. The guidance was redrafted to address the mistakes which Victoria’s situation had highlighted.

Since then, it has been updated every few years. Each time, an overall aim is to strengthen how different agencies and organisations work together to achieve the best safeguarding arrangements for children. 

WTSC recognises that safeguarding is most effective when everyone involved works together collaboratively. The guidance highlights the importance of multi-agency working and outlines the value of involving the whole family in the process, including the child. Additionally, the guidance aims to clarify the roles and responsibilities of those working with children in various settings so that everyone knows how to keep the children in their care safe. 

The guidance is for anyone who interacts with children as part of their role or for any organisation whose functions relate to children in any way. A full list of sectors that must follow the guidance and remain informed of any updates or changes can be found here.

Need a Course?

High Speed Training offers various Safeguarding Courses to help you implement WTSC guidance alongside other key parts of safeguarding. These include Designated Safeguarding Lead Training, Introduction to Safeguarding Children and Advanced Safeguarding Children. 

Working Together to Safeguard Children: Key Points

The most recent version of the guidance is split into chapters which cover the following topics:

Chapter One: A Shared Responsibility

This chapter, newly introduced for the 2023 update, outlines how safeguarding should feature a child-centred approach, with the whole family remaining well-informed and involved. It sets out principles for working with parents and carers to build strong and trusting relationships and looks at how agencies are expected to collaborate, including sharing information. It also identifies the need for a strengths-based approach to effect positive change.

Chapter Two: Multi-Agency Safeguarding Arrangements

In this chapter, the roles and responsibilities of those working with children are outlined in more detail, including leadership roles and accountability. It looks at roles within various agencies alongside those in education, voluntary organisations and sports clubs. The chapter also examines how effective multi-agency working can be achieved alongside multi-agency safeguarding arrangements (MASA).

Chapter Three: Providing Help, Support and Protection

This chapter is split into three sections:

• Section one: Early help. This section looks in particular at the role of education and childcare settings and examines how children in need of support can be identified.
• Section two: Safeguarding and promoting the welfare of children. This section focuses on children in need or at risk, such as children with disabilities, children suffering abuse and young carers. The procedures for assessment, referral and providing support to meet the needs of the child and their families and achieve good outcomes are outlined in detail.
• Section three: Child Protection. In this section, the national multi-agency practice standards for child protection are set out. It covers the entire process of creating a child protection plan.

Chapter Four: Organisational Responsibilities

Here, the list of organisations that must conform to this statutory guidance is examined in detail, outlining their specific roles and responsibilities. It examines practice guidelines specific to each setting and clarifies the expectations for effective safeguarding and child protection. It also looks at how allegations against those in ‘positions of trust’ should be dealt with, including considering their future suitability to work with children should they be dismissed from their post. The role of the Local Authority Designated Officer (LADO) is also outlined in relation to this.

Chapter Five: Learning From Serious Child Safeguarding Incidents

This chapter explains the responsibilities placed on local authorities to report safeguarding incidents. It includes guidance for Child Safeguarding Practice Review Panels, including the review process and subsequent reports. By reviewing serious safeguarding incidents, lessons can be learnt and future practice can be improved as a result.

Chapter Six: Child Death Reviews

The final chapter outlines the entire review process. It also examines the statutory requirements and responsibilities of child death review partners alongside the responsibilities of other organisations and agencies who have a role to play.

Recent Changes

The 2023 guidance update emphasises securing ‘positive, trusting and cooperative relationships’ with parents and carers. In all versions of WTSC, the importance of information sharing amongst agencies has been highlighted, and the most recent version recognises that improvements must be made to involve families more closely. It also explains the importance of considering the needs of the whole family. For example, families with English as an additional language (EAL) may require more specialist support to keep them involved and informed.

The new version of the guidance also outlines new roles within the local authority, the police and health services. It states that the head of each sector will be named the Lead Safeguarding Partner (LSP), and they must appoint a Delegated Safeguarding Partner (DSP).  It is expected that LSPs will form close relationships with representatives from the education sector, who should also be involved in any strategic decisions and planning.

The changes also include:

• Guidance on considering the wider context of a child’s situation when making social care assessments.
• New multi-agency practice standards to strengthen cooperation between services.
• An explanation regarding a need for local authorities to appoint lead practitioners with the capabilities to act upon referrals by completing assessments and coordinating services.
• An outline of the need for local authorities to appoint a Designated Social Care Officer (DSCO) to improve collaboration between social care services and the special educational needs and disabilities (SEND) system.
• Revised guidance on improving provision for disabled children and their families.
• Guidance on recognising and responding to risk of harm to children outside the home.

You can read more about the 2023 changes and access the full guidance here.

If your role involves working with children in any capacity, safeguarding must be at the forefront of your mind and following statutory guidance is essential. Confidence in your roles and responsibilities will allow you to carry out your duties effectively, ensuring the children in your care and their families feel safe and supported.

Further Resources:

• Safeguarding Checklist for Schools
• Keeping Children Safe in Education: Key Changes
• Safeguarding Courses

The post Working Together to Safeguard Children: Key Points and Changes appeared first on The Hub | High Speed Training.

In this article, we will define what attachment disorder in adults is, explain the different types they may experience and outline the signs and symptoms of the disorder and how it can be treated.

What is Attachment Disorder in Adults?

The term attachment disorder refers to the emotional and behavioural issues that develop in children who have difficulty forming a secure bond with their primary caregiver, which is often their parents. This connection may not be formed for various reasons, including an absent caregiver, neglect or abuse. In some situations, the caregiver may not be able to physically be with their baby or child, such as if either one is unwell and has to stay in hospital for a sustained duration. This may result in the child not receiving the care and attention needed to form a close attachment with their parents or caregiver. For most people, the experience with their parents or other caregiver is their first example of a secure, loving and trusting relationship. If a child doesn’t have this experience, they may grow up with different expectations of what relationships are like and struggle to form and maintain healthy relationships as an adult.

Although attachment disorder can only be diagnosed in children, adults can experience attachment issues resulting from untreated or undiagnosed attachment disorders from their childhood. For example, someone with attachment disorder may, as an adult, feel as though they cannot trust a romantic partner and struggle to communicate their emotions in an effective way. This can result in them being unable to form meaningful relationships and may cause them to experience commitment problems.

Types of Attachment Disorders in Adults

Different types of attachment disorders may develop as a result of an individual not forming a strong attachment to their primary caregiver as a child. As mentioned, attachment disorders are not formally diagnosed in adults. However, if attachment disorder is left unresolved as a child, they may experience significant difficulties relating to this in adulthood.

Reactive Attachment Disorder (RAD)

Reactive attachment disorder (RAD) is a rare condition that can result from neglect or mistreatment during early childhood. It can persist in adulthood if the individual is not successfully treated for the condition in their early years.

Signs and symptoms of RAD in adults may include having difficulty with the following:

• Forming attachments with other people and maintaining relationships.
• Showing or accepting affection.
• Trusting others.
• Understanding how others are feeling.
• Controlling feelings of anger.

Someone with RAD may also experience feelings of low self-esteem, display impulsive or detached behaviours and have issues with control. They may be more at risk of developing a mental health condition, such as anxiety or depression.

Disinhibited Social Engagement Disorder

Disinhibited social engagement disorder (DSED) is a type of attachment disorder which tends to develop as a result of neglect or unsuitable care during the first two years of an individual’s life. A child may try to gain the attention of strangers and not display the usual fear associated with being introduced to new people. If left untreated, DSED can result in the individual struggling to create and maintain healthy long-term relationships with other people.

Signs and symptoms of DSED in adults may include:

• A limited understanding of social boundaries, such as excessive friendliness or touching strangers.
• Quickly placing trust in people they do not know well.
• Hyperactivity and becoming overly excited when meeting new people.
• Acting impulsively or showing a lack of inhibition.
• Displaying other behaviours that are not considered to be socially acceptable.

In some cases, RAD or DSED can result in someone developing an obsessive love disorder (OLD). This is an intense fixation with someone that can result in thoughts and behaviours that can be damaging to both people involved. Symptoms and behaviours may include extreme jealousy, controlling behaviour, possessiveness and an inability to accept rejection. Untreated, it can result in extremely serious behaviours such as abuse, stalking and violence. It’s worth noting that clinicians do not widely recognise obsessive love disorder, and there is discussion over whether it can be considered a mental health condition. However, attachment issues that aren’t resolved can manifest in various ways in someone’s emotions and behaviours, including those associated with OLD.

Signs and Symptoms of Attachment Disorder in Adults

Unresolved attachment disorder in childhood can lead to adults experiencing a range of symptoms and behaviours. These can vary depending on factors, including the reason for the attachment not forming as a child (for example, abuse), as well as individual differences. Although research into attachment disorder in adults is limited, there is strong evidence that certain family problems in early life can have a significant, lasting impact on an individual.

Some of the common signs and symptoms of attachment disorder in adults include:

• An inability to form and maintain healthy romantic relationships.
• Difficulty with responding to their emotions.
• Mood swings.
• An inability to trust people.
• Avoidance of intimacy.
• A feeling of low self-esteem.
• Withdrawal and avoidance of social events.
• Difficulty in certain social situations and interpreting social cues.
• Mental health conditions, including anxiety, depression or post-traumatic stress disorder (PTSD).

It’s important to recognise that attachment problems may make mental health conditions such as depression or anxiety worse rather than be a direct cause, though many mental conditions are linked.

An adult with attachment disorder will likely experience challenges with relationships. They may find it difficult to communicate effectively and voice their feelings to a romantic partner, resulting in feelings of paranoia, insecurity, jealousy and anxiety. If these feelings aren’t discussed and resolved healthily, the individual may express their feelings in an unproductive manner, such as through anger and accusations. Some people may become withdrawn and find commitment challenging, while others may feel that they need excessive attention and validation from their partner.

Someone with an attachment disorder may also find other relationships difficult, such as those with friends and family. If the individual experienced significant trauma as a child and continues to see those involved as an adult, these relationships can be strained and difficult. This will depend on the specific circumstances, but these interactions can cause stress and anxiety. Many of the signs and symptoms people experience can make it difficult to form and maintain any type of relationship. Someone may find it challenging to maintain strong friendships if they tend to withdraw from social situations or their mental health makes it difficult for them to function well.

Attachment disorder can affect all aspects of someone’s life, from their ability to work effectively to everyday interactions. It can be very difficult for someone to get the help they need, but if these problems aren’t addressed, the individual’s mental wellbeing can rapidly decline.

Want to Learn More?

At High Speed Training, we offer a range of Health and Social Care courses on topics including Advanced Safeguarding Adults and Communication Skills in Health and Social Care. Our courses are designed to support you whether you’re just starting in the industry or are experienced practitioners.

How to Treat Attachment Disorder in Adults

If an attachment disorder isn’t addressed and resolved during childhood, support can be sought in adulthood. Often, a form of therapy or counselling is an effective approach to managing attachment disorder and the behaviours and conditions that can result from it.

Psychotherapy, also referred to as talking therapy, is a type of psychological treatment for mental and emotional problems. Working with a qualified therapist can help someone identify and understand their thought patterns and behaviours. Attachment-based therapy is a specific type which is intended for children, adolescents and adults who have an attachment disorder. For adults, it involves discussing their childhood and past experiences and identifying unresolved trauma impacting their lives. This can help them to understand why they feel or act a particular way, particularly when in romantic relationships. For example, they may find it difficult to trust their partner and receive and/or reciprocate affection.

By addressing these issues, an adult with attachment disorder can work with their therapist to overcome the impact of their early experiences. They may be able to change these aspects which are affecting them negatively by developing techniques and strategies that work for them, such as establishing clear boundaries with their parents.

Alongside therapy tailored to the individual, couple therapy can also be an effective way to treat attachment disorder in adults. Or, some people may find it beneficial for their partner to attend some of their personal therapy sessions. Most people with attachment disorder will benefit from focusing on themselves and considering why they think and behave the way they do independently before introducing their partner to later sessions once they feel comfortable in doing so. Involving a partner in these discussions can help them to understand why their partner behaves in certain ways. As a result, they will likely want to be more accommodating and encouraging of their partner’s circumstances and support them in developing positive thoughts and behaviours. Together with the therapist, couples can build on techniques to strengthen their relationship, supporting the individual with attachment problems to overcome these issues.

Another type of talking therapy that could be useful for someone with attachment disorder is cognitive behaviour therapy (CBT). CBT can be an effective tool to enable someone to understand and change how they think about their life and manage any unhealthy behaviours. Evidence shows it can be an effective treatment for mental health conditions, including depression, anxiety, post-traumatic stress disorder (PTSD) and more. As attachment issues may worsen someone’s mental health, CBT can be used to help manage and treat both their attachment disorder and some conditions exacerbated by it. CBT involves a series of sessions with a therapist during which milestones may be set, and the individual may be required to complete tasks between the sessions.

Conversations about conditions and disorders can be difficult to broach. However, it is important that these topics are talked about and that other people understand what these experiences can be like for someone as best as possible. Our article here provides some conversation topics and tips on talking about mental health, which you may find useful.

Expand Your Knowledge

If you work in health and social care, you need to know how to communicate effectively in a range of situations and with different people, which may include adults with attachment disorder. Take a look at our Promoting Effective Communication article to learn more.

If someone you know or care for is experiencing difficulties that you think may result from attachment disorder as a child, medical advice should be sought, such as through a GP or a therapist. It’s important to remember that attachment disorder is only clinically recognised in children, and adults are unlikely to be given this diagnosis. However, if attachment disorder as a child isn’t treated, it can result in various difficulties in later life, predominantly with relationships and social interactions. Addressing this as an adult can result in an individual developing positive thought patterns and behaviours, enabling them to successfully form long-lasting, happy relationships.

Further Resources:

• Health and Social Care Courses
• Promoting Effective Communication in Health and Social Care
• How to Help Someone With Loneliness

The post Understanding Attachment Disorder in Adults appeared first on The Hub | High Speed Training.

But with this rise in popularity also comes an increasingly pressing conversation around the safety risks involved in gaming online, particularly as almost a quarter of online gamers are under the age of 18. 

In this article, we will explain what online gaming is, explain some of the risks involved in internet gaming as well as the potential benefits for young people, and provide advice for parents or carers on how to keep children safe whilst playing online.

What is Online Gaming?

An online game is one which is partially or primarily played via the internet, and often offers online interactions with other players. These can be played on a variety of platforms such as a PC, games console (for example, Playstation, Xbox, Wii, Nintendo Switch) or mobile devices. 

Whilst there are countless options of online games available to play, some are particularly popular and are well-known amongst the wider public as well as within gaming communities. Examples of some of the most popular internet games include:

• Fortnite.
• Among Us.
• Rocket League.
• Roblox.
• Minecraft.
• The Sims.

The popularity of online games has been rising since its introduction in the 1990’s with the release of widespread internet access making online gaming possible. The industry has seen extraordinary expansion in the last 5 years however as many people took up online gaming during the COVID-19 pandemic to escape boredom and isolation during the lockdowns. 

What are the Risks of Online Gaming?

With online gaming becoming an increasingly popular pastime amongst children and young adults, it’s important for parents and educators to keep in mind that there are some undeniable risks associated with internet gaming that are important to consider. 

With the right guidance, however, children and their parents can be aware of these potential dangers and take the necessary steps to help avoid them. You can test your current knowledge of online safeguarding concerns with our Online Safety and Harms Quiz. 

A few of the main risks that you should be aware of, are:

Online game addiction

Whilst it’s common for many parents to think their child spends too much time in the online world, online gaming can become a legitimate addiction. The World Health Organisation (WHO) has now added ‘gaming’ into their list of ‘disorders due to addictive behaviours’ along with other addictive substances and activities such as drugs, alcohol and gambling.

As with any hobby, those that enjoy online gaming will do so enthusiastically and therefore may desire to play for longer or more frequently to prolong this sense of joy. But how can you know whether this surpasses a ‘normal’ or healthy level? 

Some key signs that a child’s gaming may have become more than just a hobby are:

• They feel regularly exhausted and disengaged.
• They are unable to concentrate.
• They prioritise internet gaming over essential activities such as eating or sleeping.
• They only socialise online and find ‘in-person’ interactions difficult and unenjoyable.
• They no longer participate in other interests.

These behaviours can lead a child or young person to develop negative emotions such as anger, anxiety, or depression. 

Cyber Bullying

Cyberbullying within online gaming refers to the act of intentionally harassing, intimidating, or threatening other players within the gaming community.

For many young people, the anonymity of online gaming and its separation from the ‘real world’ is comforting. It can be liberating to escape into a space where your circumstances and past are largely unknown. 

This anonymity can also be dangerous, however. As with any form of cyberbullying, some players can take advantage of being able to hide behind a screen to bully others online with the sense that they’re unable to be caught if their identity is unknown. 

Although cyberbullying can take many forms, there are some actions which are specific to online gaming. These include “whispering”, where cyber bullies target players with harmful messages either directly or in public chat channels.  Sadly, there are even some people, known as “griefers”, who play online games specifically with the intent to ruin the experience for other people, finding satisfaction in harassing other players and using aspects of the game in unintended ways to prevent their progress. To learn more about cyberbullying and how to prevent or report it, read our article on the dangers of cyberbullying.

Malware and Viruses

Often, online games contain paid content, or you have to purchase the game itself to play. For children, it can be tempting to avoid these costs by trying to find free or cheaper versions of the game online via cheat codes or third-party sellers. This is risky, however, as these unofficial versions are often infected with viruses or malware that, when downloaded, can damage your computer or impact your privacy. Once malware is on your device, hackers are able to steal your personal information.

Additionally, hackers may access your personal information through phishing scams. They may create fake login pages for games or send phishing emails that can trick a child into entering their account information, which the hackers can then use to gain access to your account and personal details. 

In-game purchases

An increasingly common way for developers to fund their game creations is to offer the base game for free, but then charge for in-game content such as characters or items. These are designed to make players want to continue playing the game but requiring payments to enable them to do so. Whilst these charges may individually be small, they can quickly add up and a child may not be fully aware of the costs they’re accruing. Recent reports show that almost half of parents of children aged 12 to 15 who play online games are worried about the pressure on children to make in-game purchases. This has increased from just four in 10 the previous year.   

Talking to Strangers

Similarly to the risk of cyber-bullying, the social aspect of online gaming can put children at risk of forming damaging relationships online. Many games are designed to be played in teams or against other people and thus children can be playing and communicating with players from many different locations, ages, and backgrounds. Linked to online gaming, other platforms such as Discord or Reddit also provide the opportunity to find and speak to other players with similar interests. The anonymity behind an online presence, however, means that children could be at risk of grooming, online abuse, or forming relationships with people who could have ill intent. 

Want to Learn How to Keep Children Safe Online?

Our Online Safety and Harms course teaches you everything you need to know about the potential online risks and harms children face, how to recognise signs that might indicate online harm or abuse, and how to effectively address online safety.

Benefits of Online Gaming

Although the risks of internet gaming are important, they can be managed effectively to help ensure a child can enjoy their online play safely. In fact, if safety risks are controlled, there are many benefits of online gaming that can have a positive impact on children. 

Some of these many benefits are listed below.

Developing Brain Capacity and Thinking Skills

There are many online games which contain educational elements that can help support a child’s development and intellect. Some games, such as Times Table Rockstars, are even used within schools as a learning aid as they offer a more engaging form of teaching for younger children than traditional methods. 

Furthermore, online games can enhance a child’s memory, brain speed and concentration. Many internet games involve elements of problem solving and multitasking which help the brain process information quicker, improves attention to detail, and speeds up reaction times. 

Helping to Manage Emotions

A popular format for online games is to move through different levels, which increase in difficulty, or win awards by completing specific tasks and overcoming obstacles. Often, players may find themselves having to repeat the same action multiple times, learning from past mistakes in order to succeed. The process of playing games with this format teaches children how to deal with setbacks and persevere towards a goal despite disappointment, helping to develop beneficial personal skills such as resilience and patience.

Building Social Skills

When playing with trusted peers, multiplayer online games are greatly effective at helping children to nurture relationships and build vital social skills. Online gaming creates shared moments and victories, as well as building teamwork skills, that can help bring existing friendships closer and build new social bonds. Furthermore, the shared collaborative experience of gaming enables children to learn from each other and build personal confidence. 

Promoting Healthy Competition

For children who may not be interested in other typical avenues of competition, such as sports, online gaming can be an equally successful way to gain the benefits of healthy competition amongst children. As online games are often played against each other, they offer a great way to allow children to express competitive urges. 

Competition is healthy for children, providing a powerful motivator to work hard and succeed, as well as directing children to admire skill, talent and expertise. 

Sparking Creativity

Online games are highly visual, often involving imaginary worlds which are based in fantasy or science fiction. For children, immersing themselves in these imaginary environments can help to spark their own creativity and inspire ideas of their own. Many internet games also promote creativity directly as they often involve designing your own characters or environments. For example, the popular online game The Sims is entirely based around building your own characters and houses and choosing how they develop through ‘life’, including choosing careers, relationships, and hobbies for your Sims. 

There are many different reasons why children enjoy online gaming, but the most common reasons are that it provides an opportunity to stay engaged with their friends, eases boredom, allows an escape from the uncertainty of the real world, and provides feelings of success or achievement when they ‘win’ or level-up within a game. For all of these reasons, online gaming can provide a fun, sociable, and mentally stimulating outlet for children and young people.

Online Gaming Advice for Parents

For many parents, online gaming is something that they haven’t experienced or grown up with themself, and thus there are understandably many suspicions and concerns surrounding children spending time playing online. In fact, a recent survey commissioned by the NSPCC revealed that two in five parents say they are worried about digital devices or technology negatively affecting their children’s physical or mental health.

To ease these concerns, there are many steps that parents can take to monitor their child’s internet gaming activity and ensure they’re able to play safely online. 

Take an Active Interest

The more parents know about the online games that their child likes to play, the better equipped they are to identify potential risks and set boundaries. What’s more, as with any other hobby, taking an active interest in your child’s favourite online games will help them to feel more close and connected to you and help deepen your understanding of them. Our Parent’s Guide to Social Media helps you to learn more about the online spaces that are most popular amongst children and young people today. 

Find Out Who They Play With Online

As a parent, you wouldn’t let your child meet up and socialise in-person with people without knowing who they are, and the same should apply with online socialisation. Ask your child who they play games with online and talk about what kind of topics are discussed and what language is used during play. Furthermore, it’s important to ensure your child knows how to report abusive or anti-social behaviour online so that they’re equipped to protect themself against cyber-bullying in gaming and don’t fall victim to inappropriate behaviour from other players. 

Use Aeroplane Mode to Avoid Accidental Purchases

Some online games, once downloaded, can be played without being connected to the internet. For younger children, it may be a good idea to turn on ‘aeroplane mode’ on the device on which the game will be played. This prevents children from being able to make any purchases online or connect to online chat functions, which enables them to experience the joy of gaming without being vulnerable to some of the principal risks associated with playing online. 

Use Ratings to Choose Age-Appropriate Games

All games come with a suggested age rating which gives parents a good idea of whether the content included in the game is suitable for the player. Most games will have a PEGI (Pan-European Game Information) rating, which will be displayed as one of the following:

• PEGI 3 – suitable for all ages.
• PEGI 7 – suitable for young children.
• PEGI 12 – suitable for children 12 and over.
• PEG 16 – suitable for children 16 and over.
• PEGI 18 – Only suitable for adults.

Alternatively, if a game is purchased from the App Store or Google Play store, they will contain a similar form of rating stating which age the game is suitable to play from (for example, 9+, 12+ or 17+). 

These age ratings give parents a good guide as to which games they should or shouldn’t purchase for their child, as well as providing peace of mind that the content their child is consuming is safe and suitable. 

Agree Digital Boundaries

Studies have shown that video game addiction leads to changes in the brain that are similar to those that occur in substance addiction and gambling. Therefore, it’s important for parents to agree boundaries with their child around how long they’re allowed to play online for and who they’re able to play with. 

Having an open conversation about the risks of spending too much time online and reminding children that people can hide behind fake profiles and may not be who they say they are will help them to understand the reason behind having set boundaries. It may also increase their acceptance of these limitations. To learn more, read our article about how to explain internet safety to children.

Encourage Critical Thinking

One of the best ways to help protect your children from the risks of online gaming is to equip them with the knowledge and skills needed to keep themselves safe. Teaching children how to protect themselves online, such as reminding them not to share any personal information and how to identify a potential scam, will enable parents to give their child more freedom to enjoy online gaming independently without having to constantly worry about the dangers. 

Online Gaming is becoming an increasingly popular pastime for children and young people, so it’s important for parents to have the knowledge needed to protect their child from the risks associated with playing online. Whilst internet gaming may leave children vulnerable to dangers such as online scams, cyber-bullying and addiction, these can be effectively managed with the right knowledge and input from parents. Whilst these risks can often create bias against online gaming, it’s important to remember that there are myriad of benefits associated with internet gaming too which can have vastly positive effects on children’s confidence, brain power and socialisation.

Further Resources:

• Online Safety and Harms Quiz
• Parents’ Guides to Social Media Apps
• How to Explain Internet Safety to a Child
• Online Safety & Harms Course

The post Internet Gaming Safety: Tips for Parents appeared first on The Hub | High Speed Training.

In order to make guidance as clear as possible, and to continually strengthen safeguarding procedures, the government frequently revisits and updates safeguarding statutory guidance documents. As a result, it can be difficult to keep track of new requirements and how they impact your role. In this article, we will provide a summary of key legislation and statutory safeguarding guidance for schools.

Need Safeguarding Training?

Our range of Safeguarding Training Courses aim to provide you with the required knowledge to carry out your work whilst meeting safeguarding training requirements. Take a look at our course library where you’ll find everything from Designated Safeguarding Lead to Harmful Sexual Behaviour in Schools.

Key Legislation in Schools

Working Together to Safeguard Children, one of the key statutory guidance documents for schools (which we shall look at later), defines safeguarding and promoting the welfare of children as: 

• Providing help and support to meet the needs of children as soon as problems emerge.
• Protecting children from maltreatment, within and outside the home and online. 
• Preventing impairment of children’s mental and physical health or development. 
• Ensuring that children grow up in circumstances consistent with the provision of safe and effective care.
• Promoting the upbringing of children with their birth parents, or otherwise their family network wherever possible and where this is in the child’s best interest.
• Taking action to enable all children to have the best outcomes according to the outcomes set out in the Children’s Social Care National Framework.

There are several pieces of important legislation that contribute to the aims above, and influence policy and procedures regarding safeguarding children and young people. In the drop downs below, we give a brief summary of each law and its implications for safeguarding in schools.

Statutory Safeguarding Guidance

As well as Acts of law, the government issues further statutory guidance regarding safeguarding children and young people. These documents contain guidance which schools must follow, in addition to guidance that schools should follow. The expectation from the government is that schools would need justification for not following any good practice guidance marked ‘should’ but that it is a legal requirement to comply with anything marked ‘must’ (no justification would be acceptable for not complying with those). 

The key documents which you need to be aware of are:

• Working Together to Safeguard Children
• Keeping Children Safe in Education

These documents are updated at intervals, so it is crucial that you familiarise yourself with the current guidelines and keep up on top of any key changes. Doing so will enable you to make any necessary amends to your safeguarding policies or implement new procedures in your organisation, so you can continue to keep children safe from harm.

We will look at these key statutory documents below, providing you with a summary for each and signposting you to the most current versions.

Working Together to Safeguard Children (WTSC)

The Working Together to Safeguard Children statutory guidance document sets out the responsibilities that all organisations in England must fulfil to safeguard children and young people (which applies to anyone under the age of 18).

Last updated in 2023, it is aimed at everyone who comes into contact with children and sets out the concept that every agency, organisation and individual is responsible for working together to safeguard children.

The most recent update seeks to clarify the roles and responsibilities of those working with children and emphasises the need for strong multi-agency collaboration. It also highlights the importance of involving the whole family in the process of safeguarding, including the child themself.

Working Together to Safeguard Children is split into chapters which cover the following topics:

• Chapter One: A Shared Responsibility – this new chapter, introduced in 2023, includes expectations for multi-agency working and principles for building strong relationships with parents and carers.

• Chapter Two: Multi-Agency Safeguarding Arrangements – this chapter clarifies the roles and responsibilities of those who regularly work with children. 

• Chapter Three: Providing Help, Support and Protection – this chapter focuses on how early help can be delivered in education and childcare settings before examining how a broader range of organisations can contribute to the welfare of children. 

• Chapter Four: Organisational Responsibilities – this chapter emphasises the importance of effective information sharing across all organisations involved in safeguarding children.

• Chapter Five: Learning from Serious Child Safeguarding Incidents – this chapter examines what can be learnt from unfortunate cases so that safeguarding can be improved in the future.

• Chapter Six: Child Death Reviews – this chapter examines the responsibilities of those involved in child death reviews.

Keeping Children Safe in Education (KCSIE)

All education settings (including schools, colleges and state maintained nurseries) must follow the statutory guidance set out in Keeping Children Safe in Education.  Keeping Children Safe in Education clearly explains how to fulfil your safeguarding duties and promote the welfare of children. Like in Working Together, here ‘children’ refers to anyone under the age of 18.

This statutory document is split into sections. These may change slightly between amended versions (although the core subjects covered will remain the same). For the guidance which comes into effect from 1 September 2023, the sections are as follows:

• Part One: Safeguarding information for all staff.
• Part Two: The management of safeguarding.
• Part Three: Safer recruitment.
• Part Four: Allegations made against/concerns raised in relation to teachers, including supply teachers, other staff, volunteers and contractors.
• Part Five: Child-on-child sexual violence and sexual harrassment.
• Annex A: Safeguarding information for school and college staff.
• Annex B: Further information.
• Annex C: Role of the designated safeguarding lead.
• Annex D: Host families – homestay during exchange visits.
• Annex E: Statutory guidance – regulated activity (children) – supervision of activity with children which is regulated activity when unsupervised.
• Annex F: Table of substantive changes from previous version

Current guidance states that everyone who works with children read at least Part One of the guidance, and that those who do not work directly with children read either Part One or the condensed version found in Annex A of the guidance. It is the responsibility of the governing bodies or proprietors, along with the designated safeguarding lead to make sure that this happens.

Over recent years, this guidance has been updated and amended almost annually. You can keep up to date with key amendments by accessing our Hub article, Keeping Children Safe in Education: Key Changes.

Hopefully this summary has helped you to recognise where the key elements of our safeguarding and child protection policies and procedure have their basis. By remaining informed about legislation and statutory guidance as it evolves, you can make sure that your policies and practices are in line with requirements.

Further Resources:

• Keeping Children Safe in Education: Key Changes
• Guide to Safeguarding Children in Sport
• Health and Safety in Schools: Free Checklist
• How to Create an Effective Culture of Safeguarding in Schools
• Supporting Young Carers: A Guide for Teachers
• What is Contextual Safeguarding & Why is it Important?
• Creating a Safeguarding Policy – Example Template for Schools
• What is Safeguarding Training & Why is it so Important?
• How to Respond to Harmful Sexual Behaviour in Schools
• Safeguarding Flowchart: Procedure for Reporting Concerns
• Safeguarding Training Levels Explained: What’s the Difference?
• What is an Early Help Assessment?
• Advanced Safeguarding Children Training

The post Safeguarding Children Legislation: Guidance for Schools appeared first on The Hub | High Speed Training.

The Prevent duty guidance outlines how frontline staff who engage with the public can contribute to preventing terrorism in England, Wales and Scotland. Specified authorities such as education, health, local authorities, police and criminal justice agencies must understand this guidance and ensure that all staff receive appropriate training to fulfil their duties.

According to the guidance, the objectives of Prevent are to:

• Tackle the ideological causes of terrorism.
• Intervene early to support people who may be susceptible to radicalisation.
• Enable people who have already engaged in terrorism to disengage and rehabilitate.

The exact part that each person has to play in preventing terrorism in their sector will depend greatly on the nature of their role and the specific responsibilities placed on them. For example, those in leadership and management positions are responsible for ensuring their employees receive appropriate Prevent training. They must take a lead role in embedding the guidance in everyday practice.

In summary, all frontline staff should be trained to:

• Understand key terms including ‘radicalisation’, ‘terrorism’ and ‘extremism’.
• Know what constitutes radicalisation and understand how a person may become radicalised.
• Know what the threat and risk of terrorism are in England, Wales and Scotland, including which extremist groups pose the greatest threat.
• Respond to concerns appropriately and know how to make referrals, share information and work collaboratively with other agencies and organisations.
• Understand how the Channel programme works and how their role may support this.
• Know the factors which can make a person more susceptible to radicalisation and how to help such individuals disengage.
• Know how to reduce permissive environments in their sector so that terrorist cannot use their equipment or facilities as a means to spread extremist ideologies.

All specified authorities with a Prevent duty need to ensure they provide appropriate training for staff involved in the implementation of this duty, and be able to show compliance with this requirement.

Want to Learn More?

Our Prevent Duty Training will help you recognise signs that an individual may be susceptible to, or be experiencing, radicalisation or engaging with extremist ideologies. It also covers how to respond to your concerns and how Prevent and the Channel programme work in practice.

Prevent Responsibilities and Training Required by Sector

These lists are indicative of Prevent safeguarding duties. They are not exhaustive and it is important to check with the Prevent safeguarding specialist in your field or organisation to ensure you are aware of all of your safeguarding duties.

Detailed guidance can be found here.

Further Resources:

• Practical Tips for Managing Controversial Topics in the Classroom
• Fundamental British Values Lesson Plans for Teachers
• Prevent Duty Quiz
• How to Tackle Incel Culture in Schools

The post Prevent Duty Training: What Do I Need to Know? appeared first on The Hub | High Speed Training.

In this article, we will define what delirium is and how it differs from dementia in the elderly, explore the challenges it creates for those suffering from delirium, list the common symptoms and causes and provide guidance on caring for people with delirium.

What is Delirium in the Elderly?

Delirium is more than a fleeting confusion; it is a rapid and profound decline in mental clarity, usually occurring over one to two days. This condition is often a response to various medical issues, making it imperative for healthcare providers to identify and address the underlying problems.

Individuals at risk typically face multiple medical challenges simultaneously, heightening the urgency for proactive care. By understanding the nature of delirium, professionals can tailor their approach to the specific needs of each affected individual.

Symptoms of Delirium

Recognising delirium demands a keen understanding of its varied symptoms. Beyond the commonly observed traits, such as heightened distractibility, reduced awareness of surroundings and confusion, individuals may also exhibit difficulties performing routine tasks or tasks they were previously able to complete with ease.

Furthermore, infections, particularly UTIs, are common culprits in triggering sudden confusion associated with delirium. To deepen your understanding, refer to our article on Urinary Tract Infections in the Elderly, which explores the correlation between infections and delirium, offering valuable insights for healthcare practitioners.

Difference Between Dementia and Delirium

Understanding the disparities between dementia and delirium is crucial for healthcare professionals working in care. While both dementia and delirium can coexist and may share some common symptoms, understanding the differences in their nature and causes is important for accurate diagnosis and tailored care. Dementia is a chronic, progressive condition, while delirium is an acute, reversible state often linked to specific medical issues. 

Onset and Duration

Dementia: Typically, dementia has a gradual onset and progresses over an extended period. It is a chronic condition that involves a decline in cognitive abilities, memory loss, and changes in behaviour. The effects are persistent and may worsen over time.

Delirium: In contrast, delirium manifests suddenly, often within hours or days. It is an acute state of confusion with rapid onset and tends to fluctuate throughout the day. Delirium is usually reversible when the underlying cause is identified and addressed.

Cognitive Impairment

Dementia: Cognitive impairment in dementia is persistent and often includes memory loss, language difficulties, and challenges in problem-solving. The decline is gradual and may not be related to a specific medical event.

Delirium: Cognitive impairment in delirium is characterised by fluctuating attention, disorientation, and confusion. It is usually reversible and linked to an underlying medical condition or environmental factors.

Fluctuation in Symptoms

Dementia: Symptoms typically remain relatively stable over time, with gradual progression. Day-to-day variations are minimal.

Delirium Symptoms can fluctuate throughout the day, often worsening at night. The individual may experience periods of clarity followed by increased confusion.

Underlying Causes

Dementia: The primary cause of dementia is neurodegenerative, such as Alzheimer’s disease, vascular dementia, or other progressive brain disorders. An acute medical issue does not typically trigger it.

Delirium: Often a response to an acute medical problem or multiple medical issues occurring simultaneously. Common triggers include infections, medication side effects, metabolic imbalances, or surgery.

Reversibility

Dementia: Dementia is generally irreversible, with treatment focusing on symptom management and support to enhance quality of life.

Delirium: Delirium is often reversible when the underlying cause is identified and addressed promptly. Effective management of the triggering factors can lead to a full recovery.

Need a Training Course?

Our Health and Social Care courses, notably Dementia Awareness, provide targeted training to equip professionals with the knowledge needed to achieve a more accurate diagnosis and tailored care plan for individuals with either condition.

How to Help Someone with Delirium

Providing effective care for delirium involves a multifaceted approach. Identifying and treating the underlying cause is paramount, as delirium often improves with targeted interventions. Delirium usually lasts for one to two days, and creating a supportive and calm environment is crucial to facilitating the individual’s recovery process.

Alzheimers.uk lists some tips on how to help support the wellbeing of those with delirium, these include:

• Ensuring they are wearing any hearing aids and glasses they may have.
• Providing a 24-hour clock and calendar that is easily visible.
• Encouraging a good sleep routine. Reducing noise and dimming lights at night where possible.
• Reassuring the person if they have delusions and/or hallucinations.
• Helping and encouraging the person to be as active as is safe and appropriate.
• Helping them to regularly drink and eat.
• Refraining from moving the person unnecessarily – either within and between hospital wards or into the hospital if delirium is being managed at home.

Exploring relevant research findings is essential for those seeking insights into the duration of delirium. Additionally, our articles on effective communication and active participation offer practical guidance, aiding professionals in reassuring and supporting individuals during their recovery from delirium.

By understanding the nuances of delirium, healthcare professionals can enhance their ability to recognise, understand, and respond effectively to this often misunderstood condition, ultimately contributing to improved outcomes and quality of life for those under their care.

Further Resources: 

• Health and Social Care Courses
• Duty of Care in Health and Social Care: Responsibilities & Examples
• Urinary Tract Infections in the Elderly: A Guide for Healthcare Professionals

The post What is Delirium? appeared first on The Hub | High Speed Training.

In this article, we will cover what dyslexia is, how to spot the various indicators of dyslexia in different age groups of children and what to do if you suspect your child has Dyslexia.

What is Dyslexia in Children?

Dyslexia in children often involves difficulties with word recognition, spelling, and decoding abilities. The challenges faced by children with dyslexia are primarily associated with problems in phonological processing. 

Diagnosis can be difficult until a child shows definitive, long-term signs. It may go undiagnosed well into teen years or adulthood; some people with dyslexia may even hide their difficulties, meaning that they don’t receive the necessary support. It is important to note that dyslexia is not related to intelligence; individuals with dyslexia often have average or above-average intelligence.

Understanding the signs of dyslexia is crucial for parents and educators to provide timely support and interventions, setting the foundation for effective learning strategies that are tailored to the child’s needs.

Dyslexia in Toddlers

Identifying signs of dyslexia in toddlers (ages 2 to 4) requires a keen observation of early language and literacy development. While variations in individual development are natural, certain indicators may suggest the need for closer attention to potential dyslexic traits in toddlers, such as:

• Delayed Speech Development: Toddlers with dyslexia may exhibit slower speech development than their peers, struggling with acquiring and pronouncing words.
• Rhyming Challenges: Difficulty engaging in rhyming games or recognising rhyming words is a potential early sign as phonological awareness develops during these formative years.
• Limited Interest in Alphabet Activities: A reduced interest or reluctance to engage with alphabet-related activities, such as learning the names of letters or associating them with sounds, may be indicative.
• Difficulty Remembering Words: Toddlers with dyslexia may have trouble remembering and recalling familiar words, impacting early vocabulary development.
• Speech Sound Errors: Pronunciation challenges, including persistent speech sound errors, may be noticeable as the toddler attempts to communicate verbally.
• Delayed Motor Skills: Dyslexic toddlers might also display delayed fine motor skills, affecting activities like holding a crayon or pencil, which can be linked to challenges in letter formation later on.

It’s essential to approach these signs with sensitivity and recognise that variations in development are to be expected. However, if multiple signs persist or become more pronounced over time, consulting with a paediatrician or early childhood development specialist can provide valuable insights and guidance for further assessment and support. Early intervention plays a crucial role in mitigating the impact of dyslexia, enhancing the child’s overall language and literacy development.

Signs of Dyslexia in Kids

Dyslexia in kids aged 5 to 12 manifests as distinct challenges in acquiring foundational reading and writing skills. While each child develops at their own pace, certain signs may indicate potential dyslexic traits during these crucial formative years. Identifying signs of dyslexia in kids of this age involves recognising challenges in reading, writing, and language skills that may impede their academic progress. Here are specific signs to observe within this age range:

Recognising these signs in the context of a child’s overall development is essential. Early intervention, specialised support, and collaboration between parents and educators can help to ensure a dyslexic child’s academic success and emotional well-being during these critical years.

Looking to Learn More?

If you work closely with children and young people, it can help to have a deeper understanding of dyslexia and how it affects those you work with. Check out our Dyslexia Awareness Course to expand your knowledge on what dyslexia is and how to support in improving outcomes for children.

Signs of Dyslexia in Teens

Teens with dyslexia may face increased challenges as academic demands intensify. Identifying dyslexia in teenagers involves recognising reading, writing, and academic difficulties that impact their educational journey. Recognition during adolescence is crucial for tailored support. Here are specific signs to observe within the 13 to 18 age range:

Identifying these signs during the teenage years is crucial for providing tailored support and accommodations to help teens navigate academic challenges and promote their overall well-being.

What to Do if You Think Your Child Has Dyslexia

If you suspect your child has dyslexia, seek professional evaluation. Educational psychologists or specialised assessment centres can provide a diagnosis. Support strategies include personalised academic plans, extra exam time, and specialised teaching methods. Schools may offer interventions, such as reading specialists or speech therapy. Additionally, parental involvement and fostering a positive attitude towards learning can significantly benefit children with dyslexia.

To find out more about supporting children with dyslexia in the classroom, take a look at our article: How to Help a Child with Dyslexia in the Classroom

Early identification and intervention are pivotal in empowering children with dyslexia to navigate educational challenges successfully. By understanding the signs and taking appropriate steps,
parents and educators can create a supportive environment for children with dyslexia to thrive.

What to Read Next:

• How to Avoid Dyslexia Discrimination in the Workplace
• Dyslexia Awareness Training
• 8 Useful Apps to Help with Dyslexia
• How to Help a Child with Dyslexia in the Classroom
• How to Help a Child with Dyspraxia in the Classroom

The post Recognising the Signs of Dyslexia in Children appeared first on The Hub | High Speed Training.

Despite the importance of education being clear, there are growing concerns about the number of children in the UK who are not attending school or receiving a suitable alternative provision. According to the Department for Education (DfE), data collected from local authorities estimated that in the year 2021/22, 94,900 children were missing education during the Autumn term. 

In this article, we will explain what is meant by children missing education (CME), outline the risks to children and discuss how you can safeguard CME in your setting.

What Does Children Missing Education (CME) Mean?

Children missing education (CME) are those of compulsory school age who are not, for whatever reason, receiving a suitable education. This means they are not registered to any school or educational setting, receiving recognised alternative provision or being educated appropriately at home.

Children who are missing education generally fall into two categories:

• Children who are missing education but are known to the local authority. These children can be easier to manage as contact can be made with them or their families, and steps can be taken to get them back into education.

• Children who are missing entirely and their whereabouts are unknown to the local authority. These situations are more challenging, as investigative steps must be taken to locate the child before further action can be taken.

Previously, Keeping Children Safe in Education (KCSIE) also referred to ‘children missing from education’. However, in 2023, they replaced this with ‘children who are absent from education for prolonged periods and/or repeated occasions’. You can read more about the key changes to this legislation in our article here.

KCSIE recognises that it’s not only children who are completely missing education but also those who have poor or inconsistent attendance who are disadvantaged. Concerns are that far too many children are out of school more than they are attending school. The Department for Education estimates that in Autumn 2022, this number was around 125,222. This figure has increased since the pandemic, with many children failing to return to school since they were forced to close.

There are many organisations and groups of people who work together in the hope of reducing the number of children who miss their education. These include school leaders and staff, governing bodies, health services, youth offending teams and the police. 

Most local authorities have a specific ‘Children Missing Education’ team, trained to respond to any referrals about children who have become a concern. They aim to follow lines of enquiries and investigate the whereabouts of these children, coordinating with other professionals and agencies. School staff obviously play a vital role in identifying and referring children missing education, as will be discussed later in this article. 

What are the Risks to Children Who Are Missing Education?

As we have highlighted, attending school and receiving an education has countless benefits for children. It is essential for their personal growth and development, and school also plays a vital role in safeguarding young people. Many children benefit from the structure and routine provided by their school day. School can be where some children feel safe and cared for the most. 

Schools also provide other key services outside the school day, such as breakfast clubs and extracurricular activities. Having a nutritious breakfast is essential if children are to be able to concentrate and learn. One such organisation that recognises this is Magic Breakfast.

Magic Breakfast are a charity that works with schools to ensure that all children are able to enjoy a good meal at the start of each day. Their work is particularly helpful for disadvantaged families and is an essential support to parents who worry about being able to give their children breakfast each day.

Other key impacts of children missing education include:

• Lack of safeguarding – It is very challenging to effectively safeguard a child who is missing education. School staff are incredibly well-trained and positioned to notice when a child is in need. This may be something simple, such as a child needing support making friends, or something much more significant, such as a child suffering some form of maltreatment.

• Increased risk of maltreatment – If children are not being safeguarded in school, they may be at risk of various types of maltreatment, including abuse and exploitation, which could go unnoticed. For example, a child may go missing from education because they are forced into marriage in another country. Children may also be missing school because they are involved in criminal exploitation. A common type of criminal exploitation involving children is county lines, you can read more about this in our article here. 

• Mental Health Issues – A key part of today’s curriculum is linked to social and emotional well-being. Not only do children miss out on the chance to learn about mental health issues in school, including how to deal with them, but not having a structured education may affect their own mental health. For example, a lack of socialisation may result in children feeling lonely or lacking self-esteem, leading to depression. Equally, a lack of routine and structure may cause anxiety or worry.

• Unemployment – An obvious risk of a lack of education is being unable to secure a job in the future. Children who lack relevant qualifications don’t have as many options when it comes to employment, meaning they may not be able to have careers they enjoy or feel fulfilled in.
  

When children are exposed to negative situations, this can have a lasting impact on their lives. Missing out on education increases the chance of this happening and going unnoticed. A wide array of services operate alongside schools to support children in various ways, however, those who miss school lack access to these entirely.  You can read more about the importance of safeguarding children in this way in our article: Adverse Childhood Experiences: Guidance for Schools.

How to Recognise and Respond to Children Missing Education

As mentioned previously, school staff play a key role in recognising when a child is at risk of or is currently missing education. 

A child may miss education for various reasons. In some cases, this may be planned, and the school may be informed, for example, in the case of a child undergoing treatment for a serious illness. In these situations, school staff can plan to support the child and their family and take steps to ensure the impact of missing education is minimised. For example, the child may be able to join lessons virtually or have adapted work sent home for them to engage with.

When children are missing education, which is unplanned and unexpected, this can be more challenging. Staff should be aware of children who may be considered more at risk of missing education in this way.

These children include:

• Refugees.
• Children for whom English is an additional language (EAL).
• Gypsy, Roma and Traveller (GRT) children.
• Looked after children (LAC).
• Young carers.
• Children with challenging homelives.

Responsibilities for Schools

All school staff should know and share the same approach to children missing education. In most cases, they will be the first to recognise when a child’s absence becomes a concern. It is essential for staff to:

• Know the children in their care: this includes understanding a child’s background and any contextual factors that may make them more at risk of missing education.

• Keep accurate attendance records: this allows for concerns to be raised as soon as a child is missing education completely or for prolonged periods.

• Raise concerns properly: in most cases, this will involve contacting the child’s parent/carer in the first instance to understand the situation. The Designated Safeguarding Lead (DSL) and pastoral staff at school should also be aware of such concerns.

• Work collaboratively with other agencies: other agencies will likely include the Children Missing Education team at the local authority, and where there are concerns linked to abuse or crime, Children’s Social Care or the police. Names and contact details of relevant agency staff should be readily available to gather and share information effectively so that work can begin to support the child and their family.

Looking to Learn More?

High Speed Training offer various safeguarding courses which teach you how to protect and support all children, including those missing education. These include Designated Safeguarding Lead (Level 3), Advanced Safeguarding Children (Level 2) and Safeguarding Children in Education.

Responsibilities for Parents

Parents are legally responsible for ensuring their child attends school regularly or receives a suitable, alternative education. Where children are educated at home, it should be in line with a recognised and approved curriculum. If their child is being educated at school, they must ensure they attend on time each day for all their lessons. 

Parents can also support the school in being able to safeguard their child by:

• Informing the attendance officer when their child cannot attend school, i.e. due to illness or an appointment.

• Applying for holidays in term time in writing; although most term-time holidays won’t be approved, it can still help staff to know the likely circumstances of a child missing a few weeks of school. 

• Letting the school know if their child is refusing to attend school and explain why if they know the reason. That way, school staff can work to support the child in returning to school and mitigating any worries they may have about attending.

Children who miss education are significantly disadvantaged. They risk falling behind their peers in terms of academic achievement, missing out on social interaction and building positive relationships. They can also be at a greater risk of suffering maltreatment. It is, therefore, vital that everyone involved in safeguarding children work together collaboratively to recognise and respond to cases of CME.

Further Resources:

• Introduction to Safeguarding Children Course
• What is Professional Curiosity in Safeguarding?
• How to Create an Effective Culture of Safeguarding in Schools

The post Understanding Children Missing Education (CME) appeared first on The Hub | High Speed Training.

There are many apps specifically designed for learners who benefit from multisensory learning, which involves making use of sight, sound, and touch simultaneously. This enables dyslexic learners to transfer new information from short-term to long-term memory much easier.

As well as the visuals and sound, the touchscreen interface of most phones and tablets facilitates multisensory learning. The user can physically trace, drag, or touch the information contained in these educational apps, which alongside other sensory input will help their mind absorb it better.

Many of the apps listed in this article make use of this essential, and more importantly fun, learning method (and the ones that don’t are designed for different purposes!)

Need a Training Course?

Our Dyslexia Awareness Training discusses the characteristics of dyslexia and how this affects learning, and gives guidance on how to support children who have or who show signs of dyslexia. It dispels misconceptions, explores the challenges children with dyslexia face and provides techniques and learning activities you can use to support them. You might also be interested in our SEND in the Classroom Course.

Apps to Help with Dyslexia: Our Top Picks

Further Resources:

• 7 Creative Classroom Exercises for Teaching SEN Children
• How to Avoid Dyslexia Discrimination in the Workplace
• Recognising the Signs of Dyslexia in Children
• What are Specific Learning Difficulties (SpLDs)?
• Dyslexia Awareness Training

The post 8 Useful Apps to Help with Dyslexia appeared first on The Hub | High Speed Training.

One of the biggest challenges with tackling modern slavery is that, due to its nature, it occurs behind closed doors. The first step, therefore, is raising awareness. While we all have a role to play in preventing modern slavery from continuing, it’s especially important for people who have safeguarding responsibilities, or work in roles that involve safeguarding, to be able to recognise the signs that this may be occuring. 

In this article, we will define what modern slavery refers to, explain the different types and the signs to look out for. We’ll also outline what you should do if you suspect modern slavery is occurring.

What is Modern Slavery?

Modern slavery is a crime that involves individuals being forced to work or provide a service for the benefit of others. Though there are many definitions, and it has several forms, they all include aspects of control, involuntary actions and exploitation. 

It is important to remember that victims of modern slavery are not just limited to specific groups of people – anyone can be a victim of modern slavery. There are, however, some people who are more at risk of becoming victims of modern slavery than others:

• Children are often viewed as easy targets as they are more susceptible to pressure and persuasion. 
• People with learning difficulties may not be able to fully comprehend the situation and therefore are more vulnerable to manipulation. 
• People in desperate circumstances – like poverty or debt – are often targeted due to their likelihood of making riskier decisions. 
• Asylum seekers can be trapped by their desperation to reach countries like the UK. Traffickers can exploit them by offering them ‘safe’ travel. 

As we’ve established, modern slavery can be difficult to detect, due to it generally occurring behind closed doors. This is reflected in how challenging it is to get an accurate measurement of its prevalence across the world. However, it is not just an overseas problem and there is an increasing number of reported incidents in the UK. 

In 2021, the UK Annual Report on Modern Slavery found that police recorded 8,730  modern slavery offences across England and Wales, an increase of 5% from the previous year. 

Types of Modern Slavery

As modern slavery is a growing concern, it is especially important that people who have safeguarding responsibilities are able to understand the different types. Types of modern slavery include: 

1. Human trafficking is the illegal movement and trade of people without their consent, often across geographical borders. It often involves the use of threats, violence and coercion in order to use people for forced labour, criminal activity or sexual exploitation. For more information on human trafficking, check out our article, here.
2. Sexual exploitation involves forcing victims to perform sexual acts against their will for someone else’s profit. 
3. Criminal exploitation involves vulnerable individuals – often children – being made to commit crimes like theft, fraud or carrying drugs, often via County Lines.
4. Domestic servitude occurs when people are forced to work as domestic helpers under tough conditions and for little or no pay. It is, however, important to note that not all domestic work is classed as slavery and that this is a reliable source of income for many people. 
5. Forced labour includes any work that individuals are forced to complete against their will. They are often compelled to work long hours, in poor conditions, for little or no pay and usually under threat of punishment. 
6. Forced marriage occurs when someone is coerced into marriage without giving their consent. Victims of forced marriages cannot leave and often face abuse. Most child marriages are considered a form of modern slavery. For more information, check out our article: What is the Difference between Arranged Marriage and Forced Marriage?.

However, this is not an exhaustive list. Modern Slavery is a web of criminal activity with many strands, and further examples can be found here. 

Need a Course?

Our Human Trafficking and Modern Slavery training course provides learners with knowledge of exploitation and trafficking within the UK and teaches you how to identify the signs.

Signs of Modern Slavery

Identifying victims of modern slavery can be challenging for a number of reasons. They are often hidden away by their abusers, or feel unable to tell people about their experiences due to a fear of the potential consequences or shame. Therefore, as someone who works in a safeguarding role, it is crucial that you know the signs and what to look for. 

Signs that someone may be a victim of modern slavery include:

• Isolation, fear and withdrawn behaviours.
• Restricted or controlled movement.
• Appearing tired, unwashed or scruffy or showing signs of physical abuse or malnourishment. 
• Poor living conditions, such as living in overcrowded or substandard conditions.
• Long work hours.

The signs listed above are indicative that someone may be suffering from abuse in general. For some forms of modern slavery, there are more specific signs to look out for. However, it’s important to remember that experiences and signs will be different for every victim.

Forced Labour

If someone does not have a contract or is paid either less than the minimum wage or nothing at all, then this could be a significant sign that they are being exploited for their labour.

They may lack suitable clothing or protective equipment for the job they are doing, or work unusually long hours in poor conditions. Someone who is a victim of forced labour may show signs of psychological or physical abuse or seem to have a nervous disposition.

Sexual Exploitation

A victim of sexual exploitation may appear scared or withdrawn. They may show signs of physical abuse (for example, bruises, cuts or scars) or emotional abuse (they may appear to have low self-esteem or self-worth).

Someone living and working at the same address can be an indication that a brothel is operating from that address.

Domestic Servitude

If someone is held in their employer’s home and is unable to leave on their own or their movements are restricted, this could be a sign that they are a victim of domestic servitude.

Look out for signs such as working unusually long hours or being denied access to their own living space or possessions, including items like their ID or phone.

Criminal Exploitation

Signs of criminal exploitation often include suspicious or secretive behaviour and the appearance of unexplained money or items. Someone who is a victim of criminal exploitation may become withdrawn and preoccupied with phone calls and texts.

What to Do if you Suspect Modern Slavery

Modern slavery is a serious crime and we all have a role to play in preventing it. If you suspect modern slavery is occurring, it is crucial that you inform someone as soon as it is safe to do so. Do not assume that someone else will raise the concern; you must speak out, as your information could save a life.

You can:

• Report it to the Modern Slavery Helpline on 08000 121 700. 
• Make an anonymous report on the Crimestoppers website or call them on 0800 555 111.
• Contact the police on 101 for non-emergency enquiries or use the textphone service on 18001 101 if you have a speech or hearing impairment. 
• Call 999 if you suspect that someone is in immediate danger. 

Remember that you do not have to be certain of your concern to make a report and you will always be taken seriously.

We hope you’ve found this article on modern slavery informative and helpful. If you have any further questions about the topics discussed in this article, don’t hesitate to get in touch with us at High Speed Training. You can contact our friendly team on 0333 006 7000 or email support@highspeedtraining.co.uk.

Further Resources:

• Human Trafficking and Modern Slavery Training
• Methods of Human Trafficking and Recruitment
• Writing a Modern Slavery Policy: Guidance for Employers
• How Can We Work Together to Safeguard Adults?

The post What are the Different Types of Modern Slavery? appeared first on The Hub | High Speed Training.