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.

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 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.

Displaying and referencing our food allergy awareness posters in your classroom can be a good way to inform those in school about the dangers of food allergies, and the steps that both pupils and staff can take to help prevent allergic reactions.

In this article, we will provide you with a range of posters that you can download, print and display around your school to help promote allergy awareness in children and members of staff.

14 Food Allergens Poster

Any food has the ability to cause an allergic reaction, however, allergies to certain foods are more common than others. To help you remember the 14 named allergens which pupils are most likely to react to, we have a poster for you to use or display in your school.

Print out and display this handy poster in school kitchens, snack areas and around the classroom to make sure everyone is kept informed. You can download the poster below.

7 Steps of Handwashing Poster

The importance of hand washing cannot be understated, and maintaining high standards of personal hygiene is essential in preventing allergenic cross-contamination. To learn more, check out our article on the 7 Steps of Handwashing.

By displaying this poster in your school’s hand washing areas, you will enable everyone to follow a good hand washing procedure that will minimise the spread of bacteria. You can download the poster below.

Spotting the Signs of an Allergic Reaction Poster

If you care for a child that suffers from a food hypersensitivity, it’s imperative that you understand the signs and symptoms of an allergic reaction so that you can respond calmly and appropriately.

Most food allergy symptoms typically start to develop between a few seconds and a few minutes after eating the offending food. If you’d like to further your understanding of the signs and what to do if you notice any of the symptoms occurring, take a look at our article on Spotting the Signs of an Allergic Reaction. You can download the poster below.

Locating Adrenaline Auto-Injectors (AAIs) Poster

Adrenaline Auto Injectors (AAIs) are used to treat severe anaphylactic reactions; you may recognise them from their brand names ‘Epipen’ or ‘Jext’. By law, schools can obtain spare AAIs without a prescription. However, they are not required to do so. 

If your school does choose to have spare AAIs, you should have a School Food Allergy Policy which explains how and where they are stored and detail the situations in which they may be used. It may also be useful to display this poster so that you can easily identify where to locate spare AAIs in the event of an emergency. You can download the poster below.

Displaying, and regularly referring to, food allergy awareness posters in your school, like those we have shared with you in this article, acts as a constant reminder of the importance to protect the staff and pupils who suffer from food hypersensitivities. This helps to increase understanding of allergens and can reassure parents or carers that you are working to create a whole-school approach to allergy awareness.

Further Resources:

• What Should a School Food Allergy Policy Cover?
• How to Spot Allergy Bullying
• Food Allergy Awareness Quiz
• What are the Food Hygiene Requirements in a School?
• Food Allergen Awareness Training

The post Food Allergy Awareness Posters for Schools 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.

Recognising the signs of ADHD in children can allow for an early diagnosis, meaning that the right help and guidance can be arranged to support the child and those around them. There are many different strategies which can be used to help children with ADHD feel understood and allow them to experience full and happy lives.

In this article, we will look at some signs that may indicate a child has ADHD and offer advice regarding the next steps to take if you notice a child in your care displaying these.

What is ADHD in Children?

ADHD is a neurological condition which can impair social and cognitive functioning in everyday life. However, the exact cause of ADHD isn’t completely understood, though it is often linked to genetics. The likelihood of a child having ADHD can also be influenced by factors such as their home life or childhood trauma, such as premature birth or prenatal exposure to substances such as alcohol.

The signs of ADHD in children tend to differ slightly from those seen in adulthood and can often be easier to spot. In many cases, a child’s symptoms will become noticeable when they start school, especially when teachers and support staff are well-informed and know the signs to look out for. Often, some of the first indicators may be a lack of concentration, finding it difficult to sit still or follow instructions, or displaying hyperactivity.

In comparison, adults with ADHD may experience restlessness rather than hyperactivity. They may find it challenging to focus at work or manage their time effectively and may experience frequent stress or anxiety. This is why it can be more difficult for adults to receive a diagnosis, as they may push aside these symptoms and accept them as a normal part of adult life.

Different Types of ADHD

ADHD can be categorised into three types:

• Inattentive: in these cases, children may lack focus and often appear to ‘drift away’, meaning they miss important information and instructions. They may also appear forgetful and disorganised.
• Hyperactive-Impulsive: children with this type of ADHD may show more physical symptoms. They may be overly active, speak more frequently than their peers, or fidget a lot, finding it difficult to remain still and engage in calm activities.
• Combined: some children may show a combination of both types of the condition. In these cases, as there are more signs to look out for, it can be easier to diagnose.

It is also worth noting that regardless of the type of ADHD a child experiences, the symptoms tend to differ slightly depending on gender. Boys are around three times more likely to be diagnosed with ADHD than girls. This may be because the symptoms displayed by girls are often more subtle and tend to be linked to internal concerns such as anxiety, inattentiveness and disorganisation, which can be more difficult to spot.

To find out more, take a look at our article: How Does ADHD Differ in Females?

Signs of ADHD in Toddlers

Although many children are diagnosed with ADHD when they begin school, it is possible to notice signs and symptoms when they are younger. Many parents and carers will know that toddler-aged children are, by nature, always on the go. It can be difficult to know when potentially normal, excitable toddler behaviour becomes a cause for concern.

While most toddlers tend to be lively and active a lot of the time, a toddler with ADHD may display these behaviours even more frequently. They may feel a need to move constantly and appear overly energetic. They may only play with a certain toy or engage in a certain activity briefly before moving on to something else. Other potential signs include struggling to enjoy quieter activities such as reading a book or sitting still to eat their dinner.

As mentioned above, many of these behaviours can be expected of children in this age bracket. However, if these behaviours seem extreme or are particularly noticeable compared to their peers, it may be worth seeking further advice or guidance.

Signs of ADHD in Children and Preteens

As children begin their school years, it can be much easier to recognise the signs of ADHD as their behaviour may stand out more obviously against that of their peers. In some cases, especially in hyperactive-impulsive children, they may get in trouble due to their behaviour, which can appear disruptive. This is why teaching staff need to understand the condition and be able to recognise when they may be dealing with a case of ADHD.

Children with ADHD can find everyday life challenging. They can struggle to follow the rules and routines outlined for them, and disorganisation can lead to issues with homework. In many cases, children will struggle to regulate their behaviour, and this can lead to difficulties in forming friendships. At home, frustrations at school may cause some children to become angry, and they may project their feelings onto their parents/carers or siblings.

Another indicator which may be recognised at this stage is the child’s academic performance. Children with inattentive ADHD are likely to miss important information shared in class, and they may struggle to focus on a task, meaning they find it difficult to demonstrate their abilities.

In cases where ADHD is left undiagnosed, these challenges can become serious barriers to learning. However, with early intervention and the right strategies, children with ADHD can access education, build relationships and make superb progress alongside their peers.

Looking to Learn More?

Our ADHD Awareness course can help anyone who works closely with children to understand more about what ADHD is, how best to recognise it, and which strategies are available to support children.

Signs of ADHD in Teenagers

The teenage years can be challenging for various reasons. Young people at this stage are experiencing many changes, including both physical and emotional changes. Plus, at school, they may feel under increased pressure to perform well as exams approach. Relationships can also become more complex at this stage, so, understandably, teenagers who are also dealing with symptoms of ADHD can find this a really difficult time.

Often, as young people enter this stage of their lives, symptoms such as hyperactivity tend to decrease. Instead, this can present itself as risky and impulsive behaviour, with some research suggesting that teenagers with ADHD are more likely than their peers to experiment with drugs and alcohol.

Without the correct support and intervention, teenagers with ADHD can continue to struggle with their academic performance, as there is more for them to remember and subjects become more difficult. If you teach young people with ADHD, take a look at our article, which provides teaching tips and strategies to help you offer the right support. 

It is also worth noting that it can be common for teenagers with ADHD to experience other mental health issues, such as anxiety and depression. Girls, in particular, may experience issues with self-esteem and confidence, so it is important to understand how to support young people in these circumstances. Take a look at our article: How to Help a Child With Anxiety in the Classroom to learn more.

What to Do if You Think a Child has ADHD

As we have seen, ADHD can present itself in many ways, and no two children will experience symptoms in quite the same way. The good news is that as a parent/carer, teacher, social worker, or any similar role, it is not your responsibility to diagnose ADHD yourself. Similarly, you are not expected to create a support plan for the child alone. Instead, it is important to seek professional help and advice, and luckily, there is plenty of support available.

If you suspect a child in your care may have ADHD, it is a good idea to gather some notes about the signs and symptoms you have noticed. It can be helpful to share your concerns with others involved in caring for the child. For example, if you are a parent/carer and suspect your child may have ADHD, ask to meet with their teacher, who may draw upon advice from the school Special Educational Needs Coordinator (SENCO). Together, you will be able to share thoughts and concerns and begin to build a clearer picture of the child’s behaviour.

Ultimately, any concerns will need to be shared with a healthcare professional. In the first instance, this is likely to be a GP. A GP will then be able to explore the issue further and begin to involve other professionals if necessary. In time, a support plan can be developed to help the child and those around them to understand the condition and how best to manage it moving forward. 

How to Support a Child with ADHD

One of the most effective ways to support a child with ADHD is to increase your understanding of the condition. This will allow you to understand their behaviours better, appreciate how they may be feeling and gain awareness of the challenges they face. Our article: ADHD Myths and Facts will help you to discover more. 

Below are some tips to help you get started with supporting a child with ADHD: 

• Be patient: especially with younger children and preteens, their behaviour may be challenging. However, it is important to remain as calm and patient as possible, as your frustration will only make the situation worse.
• Offer regular prompts: some children will easily become distracted and lose focus, so it is important to keep an eye on them and calmly remind them of the task.
• Show understanding: if a child struggles to regulate their emotions or behaviour, try to show empathy and understanding to help them understand their feelings better.
• Ensure support is in place at school: school staff must know if a child has ADHD. A support plan and strategies must be in place for the child to navigate this potentially challenging environment.
• Take time to explain boundaries: in some cases, a child with ADHD may not fully understand why their behaviour is unacceptable, and taking the time to calmly explain the situation and help them realise an alternative action can be beneficial.
• Share information: the more information made available about strategies which work with the child or particular challenges they face, the better. This means that all those involved in caring for the child can create a secure support network.

Recognising the signs and symptoms of ADHD can be challenging. However, it is important to remember that if you think a child in your care may have ADHD, you are not alone in dealing with it. There are many strategies which can significantly help a child with ADHD to navigate the world around them and understand their symptoms better, and working together to put a support plan in place is the best course of action.

Further Resources:

• ADHD Awareness
• ADHD Myths and Facts
• How Does ADHD Differ in Females?
• Managing ADHD in the Classroom: Teaching Strategies and Tips
• Recognising the Signs of Dyslexia in Children

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

Under the Children and Families Act 2014, schools have a responsibility to support pupils with medical conditions when they’re at school. Having an Individual Healthcare Plan (IHP) in place for these children means schools know exactly how to support their medical, educational, social and emotional needs, allowing them to participate as fully as possible in school, whilst remaining safe.

In this article, we will explain what IHPs are and how they can be used to support children with medical conditions in schools, who would benefit from an IHP and what information they should include. We will also provide you with a free, downloadable Individual Healthcare Plan template that can be adapted for use.

What is an Individual Healthcare Plan?

An Individual Healthcare Plan, also known as an IHP or IHCP, is a plan drawn up for children with ongoing medical conditions that details the support they may need in school, in order for their condition to be managed correctly and safely. 

IHPs help to make sure that children are both safe and included in school by giving staff detailed information and guidance on how to provide support for their needs – primarily medical needs relating to their condition – but equally any educational, social or emotional needs that might stem from it. 

An IHP sets out exactly what support is needed, how it should be given, when and by whom. This means that everyone knows their responsibilities for keeping the child as safe as possible in school, including, most importantly, in the event of a medical emergency. 

An Individual Healthcare Plan is not the same as an Education, Health and Care (EHC) plan, which sets out the support required by children with special educational needs. However, some children will have both an IHP and an EHC plan. Unlike an EHC plan, an IHP does not rely on a formal statutory process, meaning an IHP can be drawn up as soon as it’s identified that a child has an appropriate medical need and can be reviewed at any time. 

It’s essential that anyone with permission to access a child’s IHP is able to find, understand and use it quickly and efficiently. Anyone who may need to become involved in an emergency situation involving the child should have permission to access their IHP.

This may include: 

• Teachers.
• Headteacher.
• School nurses.
• Lunchtime staff, including monitors. 
• Safeguarding officers.
• Pastoral Staff. 
• Teaching assistants. 
• Extra curricular staff.

Only those with permission should be able to access an IHP, otherwise it must be kept confidential. Any decision to share an IHP must be made in collaboration between the school’s headteacher and the child’s parent or guardian, as well as the child themselves where appropriate. 

Who Should be Involved in Writing an IHP?

An Individual Healthcare Plan must be a collaborative effort, with different voices representing the child and providing insight into how their condition can affect various aspects of their life. 

It should be written in collaboration between: 

• The child’s school – a representative from the child’s school could be anyone who is involved in providing support for them at school. This may be a teacher, general teaching assistant, 1:1 teaching assistant, SEN assistant and/or pastoral care staff. These individuals can provide insight into how the child’s condition impacts their education. 
• The child’s parents or carers – of those involved in developing the IHP, parents/carers will often have the greatest understanding and experience of the child’s condition, outside of the child themselves, including how it affects them in everyday life. They will have experience of providing daily care and managing the child’s condition at home, making them best placed to know what kind of similar support the child will need in school. Take a look at our article on effective communication with parents in education, here. 
• The child – this is appropriate if the child fully understands what is being discussed. If a child is over 14, it is generally advised that they are involved in the drawing up of their own IHP as they are nearing adulthood, when they will become responsible for their own welfare. The child should be as involved as possible in discussions relating to the support they need, sharing their views and what matters most to them. 
• Healthcare professional/s – this is someone who provides medical care and support for the child and may include their GP, hospital consultants, physical therapists, etc. They can provide guidance on the specific medical support a child will require, including treatments and/or medications. They can also advise on any training staff members will need to provide this support safely, including in the event of an emergency. 

This is not an exhaustive list of the individuals that can be involved in drawing up or reviewing an IHP. Other representatives may be part of the process depending on the child, their condition and their needs.

The collaborative nature of writing and reviewing an IHP has additional safeguarding benefits, as it allows different agencies to come together and get a full insight into that child’s day-to-day life. This means that any concerns about the child should be identified and reported quickly. You can read our article on creating a safeguarding culture in schools, here. 

Who Needs an IHP?

Any child with an ongoing medical condition that affects their health and wellbeing and may require medication or treatment at school should be considered for an Individual Healthcare Plan. If their condition is severe and/or they have complex medical needs, it’s strongly advised that they have one drawn up, particularly if they are at high risk of a medical emergency. 

However, there are no specific guidelines for what kind of health condition a child must have for them to need an IHP and, while a parent or guardian can request that their child has one drawn up, it is ultimately up to the child’s school to decide whether or not they receive one. 

Some of the most common conditions that would necessitate a child to have an IHP include, but are not limited to: 

• Diabetes. 
• Epilepsy. 
• Asthma. 
• Allergies. 
• Continence issues. 

Every child will cope differently with their condition, requiring varying levels of care and support. Some ongoing medical conditions will pose less risk to a child than others and may not require complex care. Some children may be willing and able to administer their own medication or treatment for their condition. 

In these cases, an IHP may not be necessary for that child, however, other children with the same condition may still need one. Different children will cope differently with the same condition, requiring different levels of care and support. For this reason, schools must consider each individual case carefully when deciding whether or not to draw up an IHP.

Ideally, the decision whether an IHP is necessary for a child should be a collaborative one between their school, their parent/guardian and their healthcare representative. However, if all parties cannot agree, the decision should rest with the headteacher. 

How Can an IHP Support a Child With Allergies?

20% of serious allergic reactions to food involving children happen when they are at school. Having a serious food allergy puts children at risk of anaphylaxis, an emergency situation that requires a specific medical response – injection with an adrenaline auto-injector (AAI). 

If a child has a serious food allergy, they may benefit from having an IHP in place, as school staff need to know exactly how to respond, without delay, if an allergic reaction occurs. If staff don’t know how to provide the correct support for a child during an allergic reaction, the outcome can be fatal. 

If a child suffers from an allergic reaction at school and, for any reason, their own AAI can’t be used on them without delay, staff are not permitted to use another child’s AAI on them. To combat this problem, under changes to the Human Medicines (Amendment) Regulations 2017, schools can now buy back-up AAIs without a prescription. 

Back-up AAIs may be used on children experiencing anaphylaxis. However, schools need to have written permission from the child’s parents and their medical care provider before they can use a spare AAI in an emergency. This permission can be written into that child’s IHP, so that if an emergency situation arises, it can be dealt with immediately. This exemplifies just one way an IHP can protect a child with allergies in school. 

An IHP should also outline the training school staff need to be able to spot the signs of and manage allergic reactions effectively, as well as any triggers for that particular child and ways to reduce the risk of allergic reactions happening at all, also known as allergen avoidance. 

The Benedict Blythe Foundation works to safeguard children with allergies in schools and support them to achieve their learning potential. They launched a campaign called Protect Pupils With Allergies that seeks to turn some of the current recommendations around keeping children with allergies safe in schools into legislation, meaning schools must implement them. 

One of these recommendations is for every child with an allergy to have an IHP and anaphylaxis action plan completed and regularly updated, in collaboration between the child, their parent/guardian and the school. An anaphylaxis action plan functions as an emergency care plan for a child with allergies.

Other recommendations include having an allergy policy in place, having spare, in-date AAIs and implementing staff training on allergies and anaphylaxis in a whole school allergy awareness approach. You can learn more about the campaign and offer support, here. 

Looking to Learn More?

Our Food Allergen Awareness Training Course teaches food handlers, including school caterers, about food hypersensitivities – including allergens, how to be compliant with the UK’s allergen laws and how to label and communicate allergen information properly in order to keep people with allergies safe.

What Information Should an IHP Include?

An IHP should be a clear, unambiguous description of a child’s health condition/s, how it affects them and the support they will need at school to help them overcome any barriers that would prevent them from having the same opportunities and experiences as other children, as far as possible. 

There are no set guidelines for what an IHP must include and it’s ultimately up to the school how they decide to set one out and what to include in it, depending on each individual child and their requirements. 

How detailed an IHP is will depend on the complexity and severity of their condition and support required. However, an effective IHP should include at least the sections listed below. 

Personal Details

This includes the child’s: 

• Name. 
• Date of birth. 
• Year and class group details. 
• Photograph, if possible, so staff can recognise them. 
• Medical condition/s and  triggers/symptoms that can affect them. 
• A clear outline of what to do in an emergency. 

There also needs to be contact details for the child’s parent/guardian, their GP and any other relevant healthcare providers – such as a clinician or consultant – or essential contacts. 

Medical Support Requirements

This section should include any daily medication and/or treatment requirements that must be administered at school, including: 

• The name of the medication.
• Dose and frequency of administration
• Storage requirements
• Clear guidance on how to administer medication.
• The expiry date.
• How often medication or equipment should be checked and by whom – this is to make sure medication is still in date and not close to running out. 
• Side effects to the medications, along with any other medications or treatments the child has outside of school and their possible side effects. 
• Any self-administered medications or treatments, with the name of the person responsible for supervising self-administration and how they are expected to supervise.  

Staff Responsibilities

This section should include a list of who has responsibility for providing support for the child at school. Everyone listed here should have access to and have read the IHP and be aware of their exact responsibilities concerning the child’s care. 

It must also list the training that each staff member requires to fulfil their responsibilities, as well as any training they already have, when it was completed and when this training is valid until. A named individual, documented within the plan, should be responsible for ensuring staff receive their necessary training and keep a record of this information.

Need a Course?

Take a look at our range of CPD certified Teaching and Education Courses, including Epilepsy Awareness Training, Anaphylaxis Awareness Training and Paediatric First Aid Training. 

The Child’s Views

Children should be encouraged to be as involved in developing their IHP as possible, where appropriate. They should be allowed to offer insight into how their condition affects them at school; physically, socially and emotionally and will be able to provide insight into areas they feel they need support in and others they perhaps don’t. It is also helpful to consider whether or not the child feels comfortable sharing their condition with their classmates, or whether they would prefer for this to be as confidential as possible. 

These views should be considered while writing the rest of the plan. You can find guidance on encouraging children to express their feelings and emotions in our article, here. 

Emergency Response

This is a vital section of the IHP as it outlines exactly what staff must do in the event of a medical emergency. This should address: 

• What constitutes an emergency situation?
• What are the signs and symptoms of an emergency? 
• What can trigger an emergency? 
• Who is responsible in an emergency? 
• What action/s should be taken by responsible staff members if an emergency occurs? 
• Should any follow up actions be taken after an emergency situation to support the child? You can learn about how to support individuals who have received first aid assistance in our article, here. 
• When should an ambulance be called? 

By answering these questions, responsible staff know exactly how to respond if an emergency arises and can act without delay, reducing the risk to the child. 

In this section, it is important to have appropriate and significant information to hand if an ambulance is required. This way, an effective medical response can be obtained quickly as possible, without having to search for essential information. An example of this is included in the Individual Healthcare Plan template at the end of this article. 

Daily Support Requirements

Here you should detail any regular support the child may need at school to ensure their condition doesn’t prevent them having the same opportunities as others and to keep them safe. This is where input from the different parties involved in a child’s care is particularly important. 

You should include: 

• Dietary support – is there anything the child may need to eat and drink as part of the treatment of their condition, as well as any food or drinks they should not consume? You may indicate here if the child needs to eat at a certain time of day or needs assistance eating or drinking. 
• Educational support – consider how the child’s condition affects their ability to learn in school and outside of it. For example, does it impact their behaviour and/or concentration and could any adjustments be made to support their learning experiences in light of this? For example, they might require extra lessons or additional breaks. 
• Attendance support – having an ongoing medical condition can affect a child’s attendance and in turn their ability to fully engage in school. What can be done to support the child if their attendance is affected, what might they need while they’re away to make sure they keep up, or upon returning to be able to catch up? 
• Activities support – outline any additional support the child may need to take part in certain activities at school, particularly physical activity. For example, if they need more time to get between lessons, need extra toilet breaks or would benefit from using the disabled toilets. Think about if any other factors might affect how well they can engage in activities, such as weather or location. 

• SEN support – detail here any SEN support the child may need in addition to their medical support. Think about whether their SEN may affect or be affected by their condition.
• Social support – think about how the child’s condition could affect their ability to engage socially in school, particularly if they need to take a lot of time off school. Remember that adult involvement in social situations changes the nature of socialising between children and young adults, so they need opportunities to socialise with other children without an adult present. 
• Emotional support – consider what kind of emotional challenges might be expected for the child because of their condition and any strategies they have in place, or that could be implemented, to help them deal with this. This might include counselling. 
• Any other support requirements – outline any support you feel would help the child to be fully involved in school that hasn’t already been mentioned.

You can learn more about supporting social, emotional and mental health in pupils in our article, here. 

Extra Curricular Arrangements

You must detail any additional support required for school activities that take place outside of the school or outside of regular timetabling. For example, school trips – particularly overnight trips – sports clubs or matches and after-school clubs. 

The IHP should state who is primarily responsible for providing medical care in these situations, should the child need it, including in the case of an emergency. Again, these people must have read and understood the IHP and their responsibilities and have sufficient training to provide care.

Review and Consent

The plan should conclude with details of the annual review date, including any known reasons why the plan may need to be updated sooner than this. 

However, it’s important to remember that when a child has an ongoing medical condition, their needs can change at any time, without warning, so a plan can be reviewed at any time before the annual date. 

Anyone permitted to make changes to the IHP, as well as the sections they are allowed to change, should be listed here, too. 

Finally, the plan must be signed by:

• The child or young person.  
• Their parents/guardians.
• The school representative. 
• The healthcare representative. 

This is to verify that they have consented to the plan and the programme of support laid out in it. 

Individual Healthcare Plan Template

The following template includes all of the essential sections we have just discussed. However, every child and their situation is unique so, should you decide that a particular child would benefit from additional support that isn’t outlined in this template, you should include this in your plan. 

You can download our free individual healthcare plan template, here: 

Children should be able to take part in school life without worrying about their medical condition. They, and their parents or guardians, must be assured that they are in an environment where they’ll always receive any support they need, quickly and correctly. Having an IHP is vital for achieving this and is something you should consider implementing for any child in your school with an ongoing medical condition. 

Further Resources:

• How to Support Children With Speech, Language and Communication Needs
• How to Create a Positive Learning Environment
• Introduction to Safeguarding Children Training Course (Level 1 Safeguarding)

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