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.

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.

Everyone has the right to feel safe and comfortable in their workplace. People thrive in work environments where they feel respected and trust their colleagues. Unfortunately, sexual harassment is a growing issue in society and, in particular, in the workplace. In 2019, a government questionnaire received 4,215 responses, with 54% of people reporting that they had experienced sexual harassment at work.

Despite this enquiry highlighting the need for better protection for employees from sexual harassment at work, a more recent survey from 2023 showed that women, in particular, were still experiencing this behaviour. Results showed that 58% of the women participants had experienced sexual harassment, bullying or verbal abuse at work. 

As an employer, manager or supervisor, you have a responsibility to protect your employees from harassment. In this article, we will explain what sexual harassment is, how to recognise when it is happening and how to prevent it from happening in your workplace.

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What Constitutes Sexual Harassment in the Workplace?

Anybody who experiences unwanted sexual behaviour, whether this be verbal or physical, is a victim of sexual harassment. There is a vast array of behaviours that can be classed as sexual harassment, from unwanted closeness, touching, or asking personal questions to verbal abuse or sexual assault. 

The key thing to remember is that if a person feels uncomfortable as a result of any sexualised behaviour made towards them, then it constitutes sexual harassment. In some cases, a person may say they didn’t mean to cause offence or make someone feel uncomfortable, but this doesn’t make it acceptable. It is also important to ensure that sexual harassment is never passed off as ‘banter’ or a joke, and no one should ever be made to feel that they are wrong for feeling uncomfortable.

Need a course?

Our Sexual Harassment Training Course for Managers and Supervisors explains what sexual harassment is in more detail, and outlines ways to prevent it in your workplace. 

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Examples of Sexual Harassment in the Workplace

As stated previously, sexual harassment can present itself in many forms, and you should always be vigilant and observe the behaviours of your employees. The people you manage or supervise will want to know they can trust you to intervene appropriately should you notice any signs of sexual harassment.

Some examples to look out for include:

• Comments or ‘jokes’ of a sexual nature.
• Inappropriate remarks or personal, sexual questions. For example, asking another person how many sexual partners they’ve had.
• Sexual propositions or bribes, such as offering to help a colleague at work in return for going out for a drink or on a date.
• Emails or messages of a sexual nature or that include sexual content. 
• Posting inappropriate comments on social media, such as commenting about a person’s appearance in a picture they’ve shared. 
• Inappropriate hand gestures or facial expressions.
• Unwanted physical contact, including touching, hugging, unwelcome sexual advances and all forms of sexual assault.

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What are the Effects of Sexual Harassment in the Workplace? 

Despite everyone having the right to feel safe and comfortable in their workplace, sexual harassment in the workplace is still a prevalent issue. Experiencing sexual harassment at work has significant effects on the victim but also the wider organisation.

Potential effects can include: 

• Poor mental health and wellbeing. Nobody should experience sexual harassment. Those who do are likely to experience issues such as worry, anxiety and depression. These emotions can be exhausting and easily transfer into all aspects of their life, meaning their wellbeing is seriously affected. The importance of mental health and how to promote positivity at work is discussed in our article here.
• Damaged working relationships. This not only goes for the relationship between the individual who is being harassed and the person harassing them, but also other working relationships across the organisation. If others notice this behaviour is happening and not being addressed or challenged, they will lose trust in the ethos and values present. Also, if the victim does not feel listened to or as though any issues they raise have been taken seriously, this can lead to them losing faith or trust in their colleagues or management.
• Reduced productivity. If a person is dealing with sexual harassment, it will likely take up a lot of their focus. They may feel unable to concentrate at work and are much less likely to feel motivated.
• Absenteeism. In some cases, victims of sexual harassment may feel unable to attend work. This has huge implications for an organisation’s functionality and reflects extremely poorly on the culture that has been created. Reducing absenteeism is discussed in our article here.

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How to Prevent Sexual Harassment in the Workplace: Employer Responsibilities

Anybody who manages or leads people should be mindful of the wellbeing of their employees and aim to create a positive culture in the workplace that promotes respectful and professional behaviours. 

Below are five tips that can help you to do this and hopefully prevent sexual harassment in your organisation:

1. Educate Your Employees

You should educate all your employees about sexual harassment. They need to know the definition of sexual harassment, behaviours that are included in this definition, and what steps they should take if they’re being harassed. You should also tell them what to do if they notice that someone else is a victim of harassment or if someone else has disclosed information to them.

Provide your employees with examples of sexual harassment and how they may look in real life contexts. It may be the case that people are unaware they’re engaging in sexually harassing behaviour until you provide them with examples.  They may believe their behaviour could be seen as a ‘joke’; however, once they see that their behaviour is inappropriate, they will be compelled to reconsider.

Educating your workforce doesn’t have to be time-consuming. Online sexual harassment training courses give your staff the opportunity to train at their own pace whilst not disrupting their usual activities.

2. Educate Senior Members of Staff

Just as you’d educate your workforce, it’s just as important that you educate your senior members of staff. Everybody has a responsibility to prevent sexual harassment and report it if they witness it. Additionally, everyone needs to know what constitutes sexual harassment and understand that it must always be addressed and challenged.

3. Develop a Thorough Sexual Harassment Policy

Employers have a legal responsibility to protect employees from sexual harassment under The Equality Act 2010. All workplaces are expected to have a sexual harassment policy in place. This should contain:

• An opening statement detailing your zero-tolerance approach to sexual harassment.
• The definition of sexual harassment alongside examples of what constitutes sexual harassment so that all employees are clearly informed. 
• Details of how employees can report instances of sexual harassment.
• Details of how sexual harassment will be dealt with. 
• An explanation of disciplinary procedures for those who engage in sexual harassment. 

Your policy must be relevant to all employees at all levels and should be reviewed and updated frequently.

4. Design a Thorough Reporting Procedure

It’s essential that you design a thorough procedure for reporting any cases of sexual harassment, and it must be simple and easy. You should communicate the procedure to all employees and have it somewhere they can easily access it, such as in the staff handbook or on a company intranet.

Your reporting procedure must be fair and transparent. Under no circumstances must you treat someone differently because they’ve made a complaint. You should also keep all cases confidential unless you have an adequate reason for not doing so, such as calling the police.

Respond to any sexual harassment claims quickly and without delay. When you take immediate action, you show employees that you react to these situations seriously and won’t tolerate them. Moreover, if your reaction is delayed, the harasser may continue with the behaviour.

5. Create a Positive Work Culture

Having a positive workplace culture means you have an environment where people feel respected and valued, where you recognise and appreciate their work, and where there is a sense of community. Having a workplace of this kind dramatically reduces the risk of sexual harassment.

You should ensure that everyone in your business knows your values, and you should communicate this to everyone. Encourage team-building activities, arrange social events that everyone can participate in and celebrate the achievements of individuals and teams. You should also encourage positive communication across the entire organisation.

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As an employer, manager, or supervisor, you are responsible for preventing sexual harassment in the workplace. Creating a safe and secure environment where your organisation’s values and culture are respected should be a priority, and your employees should feel safe and secure at work. You must develop a policy that clarifies that any form of harassment won’t be tolerated, and employees should be encouraged to report any instances. This will result in a happy and productive workforce.

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What to Read Next:

• Bullying and Harassment Quiz
• Am I Being Bullied at Work? 12 Signs of Bullying in the Workplace
• Sexual Harassment Training for Employees
• Sexual Harassment Training for Managers and Supervisors
• Sexual Harassment in the Workplace: What Is It and How Do I Report It?
• Importance of Respect in the Workplace

The post Preventing Sexual Harassment in the Workplace: Employer Responsibilities 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.

Some individuals in your care may require additional levels of safeguarding. However, it is not always obvious when this may be. Children and adults often attempt to keep their problems hidden, and they may be unwilling or feel unable to confide in somebody. This is an example of where professional curiosity can be of use.

In this article, we will explore the meaning of professional curiosity in more detail and how it relates to safeguarding. We will also describe ways to be professionally curious and look at examples of where this may be necessary. 

What is Professional Curiosity?

Professional curiosity is an important part of keeping children and adults safe. It is a term used in safeguarding guidance for many settings, including schools, care homes, hospitals and for roles in the wider community. Professional curiosity involves using your skills and knowledge to recognise when there may be a need to investigate a situation further.

As a professional working with children and adults, you are in a direct position to notice anything concerning. You may be worried that a person is suffering some form of maltreatment or struggling to manage a mental health issue. Perhaps you suspect that someone is involved in criminal activity and is being exploited.

These are a few examples of when you may need to use professional curiosity to fully explore what is happening so that action can be taken to safeguard that person. Remember, too, that some individuals will be more at risk, and you should use your knowledge and understanding to be extra vigilant in these circumstances.

For example, looked after children (LAC) may be more at risk. You can read more about how to safeguard looked after children in our article here. Some adults, such as those with disabilities, learning difficulties or mental health issues may also be at greater risk. Our article: Safeguarding Adults: What is it and Who is it for? can help you to identify the additional support these people may require.

The term ‘professional curiosity’ links closely with ‘respectful uncertainty’. This means attempting to view a situation with a critical eye. You should proactively ask questions and appreciate that the information given to you by the person themselves or perhaps their carers may not always be the truth. This process must be carried out respectfully,  as otherwise, relationships can become damaged, and you may risk losing the trust of the person or their carers.

Why is Professional Curiosity Important in Safeguarding?

As we have discussed, professional curiosity can enable you to identify when there may be an issue with an individual in your care which needs investigating further. Noticing any concerns signs and addressing these can be the difference between a person receiving the help they need and continuing to suffer.

Professional Curiosity and Maltreatment

The term ‘maltreatment’ refers to any form of abuse or neglect. Anybody who is suffering maltreatment requires support and intervention.

It can be challenging to identify exactly how many children and adults suffer maltreatment in the UK, as victims may be unwilling or feel unable to report what is happening to them. The NSPCC suggests that around half a million children suffer maltreatment each year, and there were approximately 541,434 concerns raised about adults in the year 2021/22.

Professional curiosity can be particularly helpful in identifying potential cases of maltreatment. As mentioned previously, it is important that information isn’t always accepted at face value. In some cases of maltreatment, ‘disguised compliance’ may occur. This happens when those around the individual, their family or carers, attempt to create a false sense of the person being safe and well. This might be because they would like to hide that maltreatment is occurring, as is common in cases of adult domestic abuse.

Anybody who experiences some form of maltreatment is at a greater risk of developing mental health problems, such as depression or anxiety, either during the maltreatment or later in life. There is also an increased risk of suicide in those who have, or are, experiencing maltreatment. For example, research by Agenda Alliance, an organisation that campaigns for the well-being of all women, found that those who had experienced domestic abuse were three times more likely to take their own lives.

Looking to Learn More?

Our range of safeguarding courses can teach you more about identifying signs of maltreatment, and other indicators that a person may require additional support, care or intervention. These include Introduction to Safeguarding Children, Designated Safeguarding Lead and Level 3 Safeguarding Adults.

Professional Curiosity and Child Safeguarding

Staff working in schools or in children’s social care are particularly well-placed to recognise when a child is in need. Their professional curiosity may uncover a situation which can easily be addressed, such as a child struggling to fit in with their peers or perhaps a child who has become stressed about upcoming exams. If you work in a school, take a look at this article to support you in achieving effective safeguarding: How to Create an Effective Culture of Safeguarding in Schools.

Professional curiosity also plays a vital role in uncovering more serious cases of child maltreatment. Unfortunately, in some cases where a child has suffered serious harm, a lack of professional curiosity has been highlighted.

For example, a serious case review completed by Calderdale Safeguarding Children Partnership, found that opportunities were missed to investigate a concerning situation further. Despite various agencies being involved, a lack of professional curiosity was cited as a reason for the severity of the maltreatment being missed. Sadly, in this case, while the child died of natural causes, it was later found that they had suffered multiple non-accidental injuries and were at risk for various reasons. 

Many serious case reviews have found that if those involved in safeguarding had asked more questions, or looked into matters further, facts may have been uncovered which would have allowed for actions to be put in place to stop the maltreatment. In some cases, children’s lives could have been saved.

How to be Professionally Curious

Professional curiosity is about understanding when there is a need to look into a situation further and find out more. It’s about being vigilant, acting upon concerns and not being afraid to challenge decisions you may disagree with.

Below are some top tips on how to be professionally curious:

• Know the signs to look out for: you must know what the signs and indicators are that might suggest a child or adult is in need, at risk of maltreatment, or suffering maltreatment. If you feel unsure of this, speak to a manager and ask if you could undertake some training to help you feel better equipped. Take a look at this article which offers guidance on different safeguarding training levels. 
• Respectfully ask questions and investigate: being professionally curious doesn’t need to be overly intrusive or cause offence. It can be helpful to remind everyone involved that you have the individual’s well-being at heart and that, ultimately, your aim is to offer the best possible support.
• Understand the ‘whole picture’: if you are dealing with complex circumstances, take the time to understand everything fully. For example, if you believe a child is suffering neglect, take the time to understand their parent or carers’ situation. It may be that they need some support themselves, and you must be sensitive to this. 

• Raise concerns: there may be occasions where your role is to raise concerns rather than act on them yourself. Always be proactive in doing this, even if you’re unsure whether there is an issue; raising your concern is an important part of being professionally curious. 
• Challenge decisions: if having raised a concern, you are not satisfied with the outcome, you should challenge this decision. This is known as ‘professional challenge’ and, when done properly, can help uncover issues that may have been overlooked or missed. 

We hope you have found this article informative and helpful. Professional curiosity is an essential part of safeguarding, which should happen across all settings where caring for children or adults is involved. Being professionally curious is a vital step in achieving effective safeguarding.

Further Resources

Safeguarding Courses

What is Adultification within Child Protection and Safeguarding?

Safeguarding Adults at Risk: What is it and Who is it For?

How to Create an Effective Culture of Safeguarding in Schools

What is Contextual Safeguarding & Why is it Important?

How Can We Work Together to Safeguard Adults?

What is Safeguarding Training & Why is it so Important?

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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.

With children spending a significant amount of time at school, it is vital that those with food allergies feel safe and can thrive without worrying about an allergic reaction.

In this article, we will outline what a school food allergy policy aims to do and what should be covered in the policy. We will also provide you with an editable example to use so you can feel confident when creating your own policy.

What is a Food Allergy Policy for Schools?

Schools are busy and exciting environments, but for pupils with food hypersensitivities, attending school and managing this can be daunting. It can also be incredibly worrisome for their parents and carers. For some children with food allergies, even trace amounts of a certain ingredient can be enough to trigger a severe reaction, so it’s essential to take these conditions seriously.

It is not only food allergies to be aware of, but also wider food hypersensitivities. The term food hypersensitivity encompasses allergies, intolerances and coeliac disease. Whilst symptoms linked to intolerances and coeliac disease may not be immediately life threatening, they can cause very unpleasant symptoms. Over time, if coeliacs ingest gluten, it can cause serious health issues. If you would like to understand more about food hypersensitivities, take a look at our article: What is Food Hypersensitivity?

Having a food allergy policy can demonstrate the school’s conscientious approach to dealing with food hypersensitivities, and allowing parents and carers to access this can be very reassuring. It shows that consideration has been taken, and additional planning has been carried out to provide a safe environment for children who experience adverse reactions to certain ingredients.

The policy needs to cover information such as the signs of an allergic reaction, how to prepare and serve food safely for pupils with hypersensitivities and how to act in an emergency. It should also be created in line with relevant guidelines and legislation, some of which we will explain below.

Food Allergy School Guidelines

The Children & Families Act 2014 makes it a legal requirement to make arrangements for pupils with medical conditions in school, including food allergies. This means that schools must take time to consider the additional steps needed to provide safe and fulfilling environments for all pupils with food allergies.

When considering the food served at school in particular, The Food Information Regulations, 2014, requires all food businesses, including school caterers, to ensure that allergen information is clearly provided for all food they serve. From October 2021, food which is prepared and packaged on the same site (Pre-Packed for Direct Sale), such as sandwiches and salads, must have a full ingredients list, with allergens clearly highlighted. Your school allergy policy should outline how you operate in line with these regulations.

To make it a little easier to provide for pupils with food hypersensitivities, many will have an Individual Healthcare Plan (IHP), which is created by a medical professional, such as their GP. Considering the guidance offered in children’s IHP’s can be incredibly helpful when designing a Food Allergy Policy.

Recently, a campaign by the Benedict Blythe Foundation was launched, calling for several steps to become mandatory in schools regarding allergies and anaphylaxis. One of these was for all schools to have an effective allergy policy, including an anaphylaxis plan. It also calls for the provision for children with food allergies to be monitored more closely by Ofsted.

Taking all of this into account, it’s clear that managing food hypersensitivities safely in school is a vital element of safeguarding children. You can learn more about the legislation surrounding all parts of safeguarding in our hub article here.

What Should a School Food Allergy Policy Include?

The details of what should be included in your food allergy policy will depend on the specific risks in your setting. However, all policies need to cover certain essential topics. With this in mind, your food allergy policy must cover the following:

• An explanation of allergies and anaphylaxis – this should include the symptoms to look out for, which might indicate an allergic reaction, alongside a clear explanation of anaphylaxis and the 14 food allergens which pupils are most likely to react to.
• Details of specific roles and responsibilities – in this section, you should explain the roles of teachers and parents, alongside any additional specific roles such as that of the headteacher or school nurse.
• An anaphylaxis emergency response plan – the response plan should detail exactly what to do should a pupil experience an anaphylactic reaction, including where to locate Adrenaline Auto-Injectors (AAIs) and how and when to use these. This section should also detail how AAIs are stored correctly.
• An outline of the training provided for staff – the policy must also detail how staff are trained to deal with allergic reactions, including anaphylaxis. It is imperative that staff are trained properly to respond to an emergency confidently and effectively.
• Details of catering arrangements – how catering is planned and provided for pupils with food allergies and hypersensitivities should be outlined, including how this is communicated to parents/carers. It should also include how allergens are managed concerning pupils bringing food from home into school.
• How effective communication is achieved – you should consider how food allergy awareness is shared amongst staff, pupils and parents. This will allow you to achieve awareness and understanding amongst the whole school community.
• Risk assessment – the policy should also cover how risk assessments are carried out for food allergies in school, educational visits and other extracurricular activities.
• Safeguarding – pupils with food allergies are likely to require an additional level of safeguarding, and this should also be outlined in the policy. A rising issue in schools is allergy bullying. Schools should be aware of this and plan how this is dealt with in the safeguarding section of their policy. You can read more about this in our hub article: How to Spot Allergy Bullying.

Looking to Learn More?

We offer various courses designed to provide the skills needed to cater for and safeguard those with food allergies and hypersensitivities, such as our Food Allergen Awareness Course, or Anaphylaxis Awareness.

Should I Have A Nut Free School Policy?

With nut allergies being one of the most common food allergies among children, it may seem like having a completely nut-free policy is the best way forward. However, this should be approached cautiously, and some allergy experts advise against this.

This is because it can be very challenging for staff to monitor this type of policy. Many children bring a packed lunch to school, and food items containing nuts can easily be brought into school this way. Even with vigilance from parents, it might not always be obvious that a product contains nuts and with busy households, it’s easy for a mistake to happen. To understand more about precautionary allergy food labelling, take a look at our article here.

It’s also worth noting that labelling the school as ‘nut free’ may create a false sense of security and can cause pupils, staff and parents to be a little more complacent when it comes to the management and monitoring of food allergies.

However, the decision regarding whether or not to implement a nut free policy depends upon the school itself. For example, a nut free policy is seen more often in Primary Schools than Secondary Schools. This is because a smaller site, and reduced number of pupils in a Primary School may mean that a nut free policy can be monitored more carefully and is therefore considered to be achievable.

Can Schools Have Spare Adrenaline Auto Injectors?

Adrenaline Auto Injectors (AAIs) are used to treat severe anaphylactic reactions; you may recognise them from their brand names ‘Epipen’ or ‘Jext’. Part of the campaign mentioned earlier by the Benedict Blythe Foundation calls for schools to ensure they have spare, in-date AAIs available at all times.

By law, schools can obtain spare AAIs without a prescription. However, they are not required to do so. There are benefits to holding spare AAIs, though. For example, one can be administered if a pupil suffers an anaphylactic shock and has forgotten their AAI, it is out of date, broken or initially administered incorrectly. It is crucial, however, that any staff member who administers an AAI has received training to allow them to do this correctly.

You should state your school’s position on this matter in your policy. If the school does choose to have spare AAIs, the policy needs to explain how and where they are stored and detail the situations in which they may be used.

Example School Food Allergy Policy

As we’ve explained throughout this article, having a comprehensive allergen policy in place is essential to protect the staff and pupils who suffer from food hypersensitivities. To help with this, we have created an editable school food allergy policy example that you can use within your school.

Our template has space for you to edit and fill in your school’s details and contains the following sections:

• Introduction.
• Background information.
• Roles and responsibilities.
• Emergency anaphylaxis response plan.
• Supply, storage and care of medication.
• The storage and use of spare adrenaline auto injectors in school.
• Staff training.
• Safeguarding.
• Catering.
• Extra-curricular activities.
• Communication and allergy awareness.
• Risk assessment.

Whilst this example policy exemplifies what should be included in each section, you must tailor your allergen policy to the specific nature of your school and the risks associated with your setting.

You can download our editable example policy at the button below:

Free Food Allergens Poster for Schools

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

Download & Display 14 Allergens Poster

We hope you have found this article helpful and informative. Keeping pupils with food hypersensitivities safe at school is paramount and takes careful planning and consideration. An effective food allergy policy can help you ensure that the school community is confident, prepared and aware of how best to safeguard pupils with allergies and allow them to relax and enjoy their time at school.

Further Resources:

• Anaphylaxis Awareness Training
• Spotting the Signs of an Allergic Reaction to Food
• Free 14 Allergens Poster
• What are the Food Hygiene Requirements in a School?
• Food Allergen Awareness Training

The post What Should a School Food Allergy Policy Cover? appeared first on The Hub | High Speed Training.

After the creation of the website Everyone’s Invited, sexual abuse has become more topical than ever. Ofsted has called for an immediate review of school safeguarding policies to ensure that victims of sexual abuse are supported effectively. In this article, we will explain what you need to do before this review, as well as defining child sexual abuse, explaining the causes of it in schools, and discussing how you can help to prevent sexual abuse in your setting.

What is Child Sexual Abuse?

Child sexual abuse means any sexual activity with a child, including physical contact, non-penetrative acts such as touching and kissing, and non-contact activities (such as producing sexual images or forcing the young person to watch sexual activities). It can also occur online: mobile phones, computers, and other devices allow for the quick, secretive exchange of explicit images (sexting) or sexual conversations.

Children can be sexually abused by a peer or someone younger than them – in fact, research has found that two thirds of abuse reported by children and young people was perpetrated by other children and young people (Hackett, 2014). In these cases, the abuse can be harmful to both the perpetrator and the victim.

It is important to remember that abuse can happen to anyone at any stage of childhood. It is never a child’s fault that they were sexually abused. They often might not understand that what’s happening is abuse, or that it’s wrong – they may also be afraid to tell someone about it. However, there are often warning signs that you can identify and act on to help them. You can find out more about the warning signs in our article here. 

Consequences of Abuse

Sexual abuse can lead to long-lasting consequences throughout children’s lives. These might include:

• Anxiety and depression.
• Eating disorders.
• Post-traumatic stress disorder.
• Self-harm.
• Suicidal thoughts and suicide.
• Sexually Transmitted Infections (STIs).
• Pregnancy.
• Problems returning to – or continuing with – education.
• Feelings of shame and guilt.
• Drug and alcohol problems.
• Relationship problems with family, friends, and partners.

This is why it is so vital to do your part in preventing sexual abuse where you can.

What are the Causes of Sexual Abuse in Schools?

There is no simple answer to the question of what causes sexual abuse. However, it has been suggested that the following factors may play a part:

• Toxic school culture where sexual harassment and abuse are tolerated or trivialised. Normalising the abuse makes it easier for perpetrators to carry it out. For example, some schools dismiss it as ‘banter’ or ‘part of growing up’ (Keeping Children Safe in Education).
• Sexism and misogyny – attitudes like these lead people to treat others with no regard or respect. Gender-based stereotypes are often used to justify or excuse sexual abuse.
• The perpetrator having experienced abuse themselves. In reaction to their own experiences, perpetrators may attempt to find control and power by abusing others – or they may simply act out an experience they have witnessed or been involved in before, not realising that it is wrong.

At Risk Groups

Some children are particularly at risk of sexual abuse, including:

• Those with previous experience of abuse.
• Those who are in care.
• Those who have experienced bereavement.
• Those with low self-esteem, low confidence, and/or few friends.
• Those who are young carers.
• Those who spend a lot of time home alone.
• Those with disabilities.

It is important for schools to look at the greater picture rather than isolated incidents in order to prevent sexual abuse from occurring. This is known as contextual safeguarding – after an incident of abuse, you need to consider whether other children are at risk, who is most vulnerable, whether there are any potentially unsafe spaces on the premises or in their local area, and what they could do to make these places safer. Sexual abuse is still your responsibility if it happens outside school – if you are aware of incidents occurring in the local park, for example, you should pass this information on to the police so that they can act accordingly. 

Ofsted Review into Sexual Abuse

In June, 2020, the website Everyone’s Invited was created. Since then, tens of thousands of victims have posted their testimonials regarding the sexual abuse and harassment they have experienced, often naming their school and stating whether or not appropriate action was taken. This prompted Ofsted to perform an immediate review of safeguarding policies in both state and independent schools.

The aim of the review was to look closely at the safeguarding processes which schools adopted, procedures for pupils to report their concerns, and how well schools were able to respond to such concerns. It also examined how schools and colleges could be supported in delivering content to help pupils to understand key issues such as sexual abuse, healthy relationships and consent.

The report found that, unfortunately, peer on peer sexual harassment was widespread. A significant amount of harassment was reported to take place online, highlighting a need to further teach the important of safer use of the internet and social media in particular. Another significant finding, was the fact that many pupils stated they would not be likely to come forward and report any abuse, in some cases, it was even mentioned that they actually accepted the harassment as a normal part of life, and something they simply needed to tolerate.

For this reason, schools are encouraged to improve their processes for encouraging pupils to come forward and report and instances of abuse or harassment. It is also paramount that these issues are taught more widely, and pupils expressed a need for a higher quality RSHE provision. Additionally, schools are encouraged to strengthen their relationships with agencies such as the local police, and work together to support students in understanding what constitutes sexual abuse and harassment and explaining to them the support available should they be affected by it in any way.

Looking to Learn More?

We offer a variety of safeguarding courses to help staff keep pupils safe at all times, including our Harmful Sexual Behaviours in Schools course, designed specifically to help safeguard pupils from sexual abuse and harassment. Or our Online Safety & Harms course, which outlines how to safeguard students against online abuse and harassment.

How to Help Prevent Sexual Abuse in Schools

In order to adequately prevent sexual abuse in your school and meet Ofsted’s expectations, you need to think about the following things.

Updating Your Safeguarding Policy

You can demonstrate your school’s commitment to protecting the welfare of children with a written safeguarding policy. This should include information on how the school prevents and handles children harming other children (peer-on-peer abuse), as well as other cases of sexual abuse and sexual harassment. You can find a template of an example safeguarding policy to use here, and guidance on the relevant legislation (including Keeping Children Safe in Education and Working Together to Safeguard Children) here. 

Providing Safeguarding Training to Staff

All staff members in your school should have completed up-to-date safeguarding training so that they can identify signs of abuse and know what to do if they suspect any cases. If you need safeguarding training, have a look at our full range of Safeguarding courses, which provide you with the knowledge you need to carry out your work and meet safeguarding requirements.  

Teaching Children About Healthy Relationships

In order to prevent sexual abuse from occurring, it is vital to teach children what healthy relationships look like – these relationships can impact the rest of their lives. This might include teaching them about consent, boundaries, effective communication, and appropriate behaviours in a relationship – you can find more information in our article How to Teach Children About Healthy Relationships.

Dealing with Allegations Appropriately

You should ensure that your school has sufficient guidance available on how to deal with sexual harassment and violence allegations, as well as having the appropriate processes in place to allow pupils to report concerns freely. Staff could be trained on what to say to victims of abuse (for example, they should always tell the child that it’s not their fault and that they have done the right thing by telling them), as well as who to pass their concerns on to (your DSL), and when (as soon as possible).

The NSPCC Helpline

You should also be aware that an NSPCC helpline has been created to support victims of sexual harassment and abuse in education settings (both children and adults). It can also provide support to parents and professionals. You can use this helpline if you have concerns and don’t know what to do, or you could give the number out to parents, colleagues, and students in your school. The helpline is available at 0800 136 663.

Child sexual abuse continues to be an important issue faced by schools and educational settings in the UK. Understanding what this abuse is, what causes it, and how you can help to prevent it could help to decrease the shockingly high numbers of children that experience it every year.

Further Resources:

• Safeguarding Courses
• Keeping Children Safe in Education: Key Changes
• Signs of Abuse in Children
• What is Trauma Informed Practice in Schools?
• Safeguarding Children Legislation: Guidance for Schools
• How to Respond to Harmful Sexual Behaviour in Schools
• Understanding Why Children May Stay Quiet About Abuse

The post Child Sexual Abuse: Guidance for Schools appeared first on The Hub | High Speed Training.

One in four adults experience mental illness in any given year in the UK. As a result, there’s a massive demand for people to fill roles associated with mental health – for example, there are currently over 64,000 jobs advertised on Indeed working in this field. Supporting people with their mental health can be a challenging, rewarding and exciting career choice, with so many different roles available.

In this article, we’ll explore the types of mental health professionals in detail and explain the qualifications these positions require. We’ll also look into possible career pathways to these careers.

Types of Mental Health Professionals

There are many types of mental health professionals, with various roles, responsibilities and purposes. Mental health professionals work in various settings and with people of varying ages.

We’ll have a look into these roles in more detail below:

Psychiatrists

Psychiatrists are physicians that have a deep understanding of the science behind how our brains function and operate. This allows them to diagnose psychological issues in their patients.

Psychiatrists are also qualified doctors, allowing them to prescribe therapies and medication to patients. Often, psychiatrists are involved in diagnosing the most complex psychological concerns.

Psychological Professionals

This large field encompasses all kinds of counsellors and clinical psychologists. Counsellors and clinical psychologists offer a variety of treatments to help support people with issues such as depression, anxiety and eating disorders.

Mental Health Nurses

Mental health nurses provide support to people experiencing poor mental health in a variety of ways. They may be involved in early interventions and supporting people to find the right services and therapies that suit their needs. Another typical duty of theirs is to ensure that patients take their prescribed medication. They may also liaise with family members and help to build a network of support for an individual.

Mental health nurses work in various settings, from specialist hospital wards and units to residential centres and people’s homes.

Occupational Therapists

Occupational therapists (OTs) help people to overcome numerous challenges in their everyday lives, including mental health issues. They help people to adapt and respond to the things which they find difficult in order to live a full and happy life.

OTs liaise with numerous other agencies and organisations to ensure that they take a practical approach that benefits the person best.

Social Workers

Social work is incredibly varied, and in contrast to popular belief, social services help children and adults, not just the former. These professionals build relationships with individuals and families who may be facing a multitude of challenges. They offer guidance and support and help to signpost people to additional services which they may need to access.

To learn more about careers in health and social care, take a look at our hub article here.

Personal Skills Required for Roles in Mental Health

A career in mental health can be incredibly rewarding. Many people embark upon this kind of career because they find that helping and supporting others brings them joy and satisfaction.

As with many rewarding careers, it is also one that will likely come with challenges. However, several personal skills can help you with any challenging situations that you may encounter.

Some of these notable skills are explained below.

Patience

In some cases, it may take some time to make an impact and to see your hard work pay off. It’s important to be patient in these situations and understand that everyone is different.

Suffering from a mental illness can be scary for the individual, and you should treat everyone with the same level of patience. Some people may be sceptical towards getting help, and, therefore may take a while to trust you and open up to the point where you can understand how best you can help them.

Empathy

Being able to appreciate and understand how another person may be feeling is a crucial part of a career in mental health.

Having empathy is the ability to recognise and respect the emotions, ethics, beliefs and values of others. You’ll need to be able to understand how someone feels about a situation and be sensitive to their needs.

Active Listening

There is a difference between simply hearing what someone says to you and actively listening to them. The latter involves reacting to what has been said meaningfully and is so important when discussing mental health. Much of your role may involve talking to and communicating with those you support, their families and your colleagues.

Active listening means:

• Listening with intention, without distractions.
• Listening for meaning in what the person is saying.
• Not interrupting and allowing the person enough time to speak.
• Not listening with preconceived ideas.
• Not pretending to listen whilst actually waiting for a gap in the conversation to speak yourself.
• Using positive body language and facial expressions to show you are listening, such as nodding and smiling.
• Paying attention to the speaker’s tone of voice and body language.
• Using affirmative words, such as ‘okay’, ‘right’, and ‘I see’ to show that you’re listening and to encourage the person to continue talking.
• Repeating or paraphrasing what the person has said to show you have understood.
• Asking relevant, open questions (those that require more than a ‘yes’ or ‘no’ answer).

For more further guidance on active listening skills, take a look at our hub article: How to Improve Active Listening in Communication.

Working Under Pressure

Many careers in mental health are demanding and will present you with numerous tasks and deadlines that you will need to be able to manage.

It’s therefore important that you can not only prioritise your tasks and manage your time effectively, but also be able to do so with a clear mind in a pressurised situation. You may only have a moment or two to make an important decision, and it’s crucial that you feel able to do so.

Making Important Decisions

If your role involves building a support plan for someone with mental health concerns, important decisions will need to be made.

There is a huge responsibility that comes with this, and you must feel comfortable taking a proactive approach and feel confident in the decisions you make.

Resilience

Resilience is the ability to ‘bounce back’ and comfortably carry on in the midst of adversity. As we’ve mentioned, this career will likely be challenging at times. You’ll need to be able to face complicated – and potentially difficult – situations, remain calm and resilient.

For more information on resilience, check out our article.

You may already possess valuable and transferable skills which you could apply to a job in mental health. To consider this further, take a look at our hub article: Transferable Skills: What Are They and Why Are They Important?

What Qualifications Do I Need to Work in Mental Health?

The qualifications you’ll need for a career in mental health depend on the type of role you’re interested in. Many jobs do require qualifications to at least a degree level. There are also various mental health certificates and diplomas offered in colleges which can help you to develop the skills and knowledge required for an entry-level position in this field.

Common undergraduate degrees which lead to careers in mental health include:

• Nursing.
• Nursing (specialising in mental health).
• Health and Social Care.
• Medicine.
• Occupational Therapy.
• Psychology.

For certain roles within the mental health field, it might be required to have a master’s or postgraduate qualification following an undergraduate degree to specialise in a particular area. This would be common for roles such as behavioural therapy and psychological counselling, as you need to become an expert in your field in order to competently help others. It is then possible to work in various settings using your qualifications, such as schools, hospitals, residential settings and in people’s own homes.

A great way to kick off a career in mental health is to get involved in volunteer work. Volunteering is a way to get a feel for whether this kind of work is right for you, and you can fit it around existing commitments. Having some practical work experience like this on your CV will also make you a more attractive candidate when applying for courses and qualifications.

Need a Course?

At High Speed Training we offer a range of courses to help you to manage your own mental health as well as the skills need to support others, such as our Mental Health Awareness course, designed to increase your understanding of common mental health conditions.

Mental Health Career Pathways

The pathway you’ll need to take to start a career in mental health will depend entirely on the position that you want.

For example, if you are interested in psychiatry, the first step would be to complete medical school. Typically, you’ll need appropriate GCSE and A-levels to be accepted into a university to study a five-year undergraduate degree in medicine. However, if you have an undergraduate degree already – even if it’s in a different subject – you could take a postgraduate degree in medicine, which would take four years. Once you have completed medical school, you’ll be required to join the paid foundation program, where you’ll gain experience by working in different settings across six different placements.

As you become experienced in your chosen field, you may choose to set up your own business offering services such as counselling and psychotherapy. Many people who take this path will become a part of a professional body or association, such as BACP (British Association for Counsellors and Psychotherapists) or UKCP (United Kingdom Council for Psychotherapy). This offers their patients reassurance that they hold the relevant qualifications and have the right level of experience to offer specific therapies.

You may also choose to work on a specialist psychiatric ward in a clinical setting or perhaps in medical research. Once you have experience, the correct training and the right qualifications, you will find that new opportunities are made available to you.

On the other hand, if you’re interested in becoming a mental health support worker, the requirements are quite different. There are no specific qualification requirements – however, employers will likely prefer you to have a diploma or NVQ in healthcare or something similar. Having experience of working in mental health is also likely to be preferable. Still, this experience could be from your own personal circumstances, and doesn’t necessarily have to be past work experience.

Once you begin studying for a qualification in mental health, you will likely find particular areas more interesting than others. It may be that you find you are fascinated by the science behind how the brain functions, or perhaps it is the practical skills of caring for people with mental illness which interest you. You’ll also begin to realise where your skills are best suited.

A career in mental health can provide challenges and fulfilment in equal measures. With so many different job roles and career paths associated with this type of work, the opportunities are vast. If you feel you have the right personal skills and level of interest, this may be an excellent career to explore further.

Further Resources

• Mental Health Myths vs Facts: What are the Realities?
• A Personal Development Plan (PDP) Guide & Template
• Careers in Health and Social Care
• Writing A Professional Development Plan – Example & Template

The post How to Get a Job in Mental Health appeared first on The Hub | High Speed Training.

In this article, we will outline what is meant by near miss reporting and why it is so important in hospitality. We will also cover how to effectively manage near miss reporting in your hospitality business so that it becomes a valuable preventative measure.

What is Near Miss Reporting in Hospitality?

Of the two million people diagnosed with a food allergy in the UK, one in six of these people experience such severe symptoms that they require medical help. This makes managing their food allergies when eating out of paramount importance, and they will need to be reassured that measures are in place to reduce the risk of any harm coming to them. 

In the hospitality industry, a near miss refers to a food safety related incident which didn’t cause harm on a particular occasion but had the potential to do so. For example, a customer may suffer a mild allergic reaction after consuming a product which contained an ingredient they weren’t aware of. This would be considered a near miss as no serious harm was caused on that occasion. 

It is important to record any near miss incidents because it highlights where there is room for improvement in your current allergen processes. You can then take appropriate action as the situation could have been much more serious had the customer experienced a severe allergic reaction. 

Food Hypersensitivities

It is not only important to report near misses which link to allergic reactions to food, but also to consider near misses linked to wider food hypersensitivities. The term ‘food hypersensitivity’ is an umbrella term which encompasses food allergies, intolerances and coeliac disease. 

A food intolerance is having difficulty digesting certain foods, resulting in an adverse physical reaction to them if they are eaten. As such, a food intolerance affects the digestive system, and the symptoms that occur – typically bloating or stomach pain – usually present themselves within a few hours of eating the food. While the symptoms are unpleasant, food intolerances are not life-threatening. 

Coeliac disease is a serious autoimmune disease which causes the body to react to gluten in an adverse way. Over time, damage is caused to the small intestine causing symptoms such as fatigue, weight loss and even nerve damage. There are 600,000 people living with coeliac disease in the UK and even trace amounts of gluten can cause serious effects. For more information, check out our article: How to Identify which Foods Contain Gluten. 

Having a near-miss reporting system in place is a valuable step in ensuring you have adequate procedures in place to avoid cross-contamination. The feedback you can gain from near miss reporting is incredibly useful and should be seen as a way to help improve the experience and the safety of all food hypersensitive customers in your workplace.

For more information on food hypersensitivities, take a look at our article here.

Why is Near Miss Reporting Important?

Near miss reporting is crucial in order to protect customers with food hypersensitivities from harm. Customers should be able to feel confident that the food products they consume are safe for them to do so, whether that is a food product they buy in the supermarket, a meal in a restaurant or a dish from a takeaway. 

The process of food production from farm to fork has many steps, and therefore, there are many opportunities for mistakes to happen. This is why information regarding product ingredients needs to be clearly tracked and communicated along every step of the journey. Near miss reporting is helpful in doing this effectively.

The 14 Food Allergens

Any food has the ability to cause an allergic reaction; however, certain foods are more likely to cause a reaction than others.

There are 14 food allergens that legally must be declared if they are used as an ingredient in a food product.

These are:

• Celery.
• Cereals containing gluten.
• Crustaceans.
• Eggs.
• Fish.
• Lupin.
• Molluscs.
• Milk.
• Mustard.
• Nuts.
• Peanuts.
• Sesame.
• Soya.
• Sulphur dioxide and sulphites.

Food businesses have a duty to be aware of these 14 food allergens and where they appear in their ingredients and recipes. This way, accurate information can be shared with food hypersensitive customers. In the event that a customer does come into contact with an ingredient which causes them harm, a near miss report should be filed and relevant action can be taken to reduce the chance of this happening again. 

To help you remember the 14 named allergens, we have a free downloadable poster which you can display in your workplace.

Need a Course?

Our Food Allergen Awareness course covers all aspects of providing a safe experience for food hypersensitive customers.

Natasha’s Law

In 2016, 15-year-old Natasha Ednan-Laperouse experienced a fatal allergic reaction to a baguette she had bought from Pret a Manger. The baguette contained sesame – however, due to the lack of allergen information on the packaging, she was not made aware of this. 

An inquest into her death found that there had been six other cases of allergic reactions at Pret a Manger in the previous year; however, no action was taken to address this. This is a devastating example that shows just how crucial it is to have a near miss reporting system in place. Had the business been made aware of the issues and carefully recorded them, steps could have been taken to mitigate the risk and Natasha’s death may have been avoided. 

Following a successful campaign led by members of Natasha’s family, Natasha’s Law came into effect in 2021. The law requires all businesses to include full ingredient lists on food pre-packed for direct sale (PPDS), such as the baguette she consumed that day. 

For more information on what Natasha’s Law means for your business, take a look at our article here.

How to Manage Near Miss Reporting in Hospitality

You should take time to create an effective process for near miss reporting. It is important that all staff are aware of the process, that they understand how near miss reporting works and are encouraged to actively engage with it. You should consider the following points when managing near miss reporting in your business setting.

Proactively respond to customer concerns

It is important to encourage all customers and staff within the business to be proactive when it comes to near miss reporting. Working together will allow the capture of more incidents which we can learn from.

If a customer reports a near miss, you should consider your response carefully. Be aware that a customer may be frustrated or even angry when they report the incident to you. It is your responsibility to reassure the customer that there is a procedure in place within your business to deal with near misses, the incident will be fully investigated and steps will be taken to ensure this doesn’t happen again. 

This will show that you empathise with the customer and that you understand the importance of providing a safer dining experience for them and other food hypersensitive customers.  

Have a clear reporting system in place

A clear and accurate description of the near miss should be recorded, alongside the time and date of the incident. This information must be stored carefully and you should be able to access it with ease in the future. 

Following this, it is vital that a thorough analysis of the incident is completed so that the root cause can be found. You will then be able to put actions into place which will reduce the likelihood of the incident happening again in the future. By understanding the causes of the near miss incident, you can make recommendations and improvements to avoid other serious incidents in the future. 

Food safety management 

In order for any food business to be successful, there needs to be an effective food safety management system in place. A food safety management system enables you to comply with food hygiene laws and ensure that the food you handle is safe for your customers to eat. 

HACCP (Hazard Analysis and Critical Control Point) is a food safety management system that helps businesses identify, evaluate and control the hazards that pose a significant risk to food safety. The HACCP evaluation will inform where there are risks of allergenic cross-contamination so that the business can implement an allergen policy and procedures for staff to follow in the workplace. 

HACCP is a system based on seven key principles. These are:

• Conduct a hazard analysis.
• Determine the critical control points (CCPs).
• Establish critical limits.
• Monitor the CCPs. 
• Establish corrective actions if a CCP is out of control.
• Establish verification procedures.
• Keep accurate documentation and records of each stage.

Near miss reporting should form part of your HACCP process and will allow you to identify hazards linked to food allergens much more effectively. As you go through your day to day tasks, try to keep an eye out for any new potential hazards and report them to the appropriate person, or make a note of them yourself. 

To learn more, check out our article: What are the 7 Steps of HACCP?

Allergen risk assessments

Your workplace should also conduct a food allergen risk assessment. Following the steps to identify the hazards and how to reduce the risk is likely to reduce the number of near misses your business encounters, as you will already have taken steps to ensure that the food you serve is free from allergenic cross-contamination. It can also be helpful to identify where you record allergen information, such as in an allergen information sheet so that all information relating to food ingredients and allergens can be clearly communicated to the customer when needed. 

Reporting near misses provides an opportunity to reassess the chain of food production and identify any issues. It may be that cross-contamination has occurred before a food item reaches your establishment, and without thorough investigation and root cause analysis, this would never have been known. The more potential hazards are investigated, the lower the risk will be in the future. 

You can download our free food allergen risk assessment and checklist templates through our article here.

Allergen policy

Your workplace should use HACCP and an allergen risk assessment to create an allergen policy. This must be accessible to all staff and should be regularly monitored and kept up-to-date. 

Food Allergy Aware and Jacs Allergen Management began a campaign in 2022 highlighting the importance of reporting near misses as part of best practices in the hospitality industry. You should have a near miss reporting system in place as part of your allergen policy in order to show due diligence and to demonstrate that you take catering for food-hypersensitive customers seriously.  

Whatever your role, you must ensure that you have read and understood the allergen policy, and be sure to ask for support from senior team members or experts if you need to. 

 Staff training

It is also important that all staff are fully trained and aware of the procedure for reporting near misses. As we mentioned previously, working together as a business with both staff and customers will allow you to have the best possible outcomes from near miss reporting. Those in management roles must ensure that training is put in place and keep a record of who has completed the training and when. If you are attending training which has been provided you should engage proactively and ask questions if you feel you need further clarification on anything.  

Alongside this, it is best practice to ensure all staff are trained in how to speak with food hypersensitive customers so that you can be confident in what to say and how to say it. 

For more information regarding the importance of effective communication in hospitality, take a look at our article here.

Near miss reporting doesn’t need to be something which becomes a difficult or time-consuming task. Instead, you should see it as an opportunity to demonstrate best practice and to show that you are willing and able to provide an inclusive and safe experience for all customers, especially for those with food hypersensitivities. Having effective measures in place to prevent incidents will allow you to feel confident and proud of the service you provide.

Further Resources:

• Food Allergen Awareness Training
• Food Allergen Risk Assessment & Checklist: Free Templates
• What Does Natasha’s Law Mean for My Business?
• Food Allergy Chart Template for Hospitality

The post The Importance of Near Miss Reporting in Hospitality appeared first on The Hub | High Speed Training.