Safeguarding children training courses range from Level 1 (awareness courses), Level 2 (intermediate courses) and Level 3 (advanced courses).
Safeguarding children courses range from Level 1 up to Level 5. Each course has different learning outcomes, ranging from essential awareness for junior staff to advanced courses for those in senior positions.
We highly recommend that all learners must complete the pre-requisites (for example, Safeguarding Children Levels 1 and 2) before they complete the Levels 3 course.
Safeguarding children courses
Safeguarding children and young people from harm and providing an environment in which children can flourish is a critical societal value. Children and young people have a right to be “protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them” (United Nations 1989).
Organisations are required to co-operate with other agencies to protect individual children and young people from harm. Supportive and trustful relationships between children, their families and healthcare staff will be a crucial factor in enabling effective safeguarding management. Dependent upon roles, healthcare workers can be in an essential position in helping to recognise child maltreatment.
Healthcare staff need to be alert to the signs and symptoms of maltreatment or neglect. They will have a vital role in ensuring effective recording, communication and sharing of information, to help improve identification and provide appropriate support is put in place for children and young people in need or at risk of harm. Healthcare staff will need to exercise professional judgement focused on the safety and welfare of children and young people (Munro 2011) and know how to make a referral when appropriate.
Accordingly, healthcare organisations need to ensure that all staff that might be in contact with children or involved with their care have a clear awareness and understanding of safeguarding issues. The guidance and learning outcomes in this subject are derived from the fourth edition (2019) of the Intercollegiate Document; Safeguarding Children and Young People: Roles and Competencies for Healthcare Staff. It is envisaged that the Intercollegiate Document will be reviewed again in 2022.
Who is safeguarding children training for?
The target audience and levels are given here are those that have been stated in the Intercollegiate Document, Safeguarding Children and Young People: Roles and Competencies for Healthcare Staff, Royal College of Nursing (2019).
See below the UK Core Skills Training Framework (CSTF) guidance for safeguarding children training courses:
- Level 1: All staff working in health care settings.
- Level 2: All non-clinical and clinical staff who have any contact (however small) with children, young people and/or parents/carers or any adult who may pose a risk to children.
- Level 3: Clinical staff (working with children, young people and/or their parents/ carers and/or any adult who could pose a risk to children), who could potentially contribute to assessing, planning, intervening and/ or evaluating the needs of a child or young person and/or parenting capacity (regardless of whether there have been previously identified child protection/safeguarding concerns or not).
Those healthcare staff who undertake specialist safeguarding roles and responsibilities including named professionals, designated professionals, experts and board members will need to receive higher levels of training and opportunities to promote the acquisition of skills to ensure they can develop the desired level of competence for their role and thus contribute to effective safeguarding.
The training standards and learning outcomes at Level 4 (Named professionals) and Level 5 (Designated professionals) and requirements for Health Board Executives and non-executive directors/members are beyond the scope of this core skills framework but are set out in the Intercollegiate Document (2019).
Key Learning Outcomes
The following section reflects the level and core learning outcomes following the Intercollegiate Document (2019). However, it needs to be emphasised that dependent upon role/speciality, there may be additional learning needs which will need to be addressed. While some of these needs can be addressed through training, some will be achieved through clinical experience and supervision.
Level 1
The learner will:
- know potential indicators of child maltreatment in its different forms – physical, emotional and sexual abuse, neglect, grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation)
- be aware of child trafficking, female genital mutilation (FGM), forced marriage, modern slavery, gang and electronic media abuse, sexual exploitation, county lines (young people involved in organised crime who are coerced to traffic drugs or other illegal items around the country)
- understand the risks associated with the internet and online social networking
- be aware of the vulnerability of; looked after children, children with disabilities, unaccompanied children, care leavers and young carers, missing children
- understand the impact a parent/carers physical and mental health can have on the wellbeing of a child or young person, including the effects of domestic abuse and violence and substance misuse
- understand the importance of children’s rights in the safeguarding/child protection context
- know what action to take if they have concerns, including to whom concerns should be reported and from whom to seek advice
- be aware of relevant legislation (Children Acts 1989, 2004, and Children and Social Work Act 2017 and the Sexual Offences Act 2003, and the equivalent Acts for Scotland, Northern Ireland and Wales).
Level 2 (Level 1 Outcomes plus the following)
The learner will:
- understand what constitutes child maltreatment and be able to identify signs of child abuse or neglect
- be able to act as an effective advocate for the child or young person
- understand the potential impact of a parent’s/carer’s physical and mental health on the wellbeing of a child or young person to be able to identify a child or young person at risk
- be able to identify one’s professional role, responsibilities, and professional boundaries, and understand those of colleagues in a multidisciplinary team and multi-agency setting
- know how and when to refer to social care if a safeguarding/child protection concern is identified
- be able to document safeguarding/child protection concerns in a format that informs the relevant staff and agencies appropriately
- know how to maintain appropriate records including being able to differentiate between fact and opinion
- be able to identify the proper and suitable information and how to share it with other teams
- be aware of the risk of FGM in specific communities, be willing to ask about FGM in the course of taking a routine history where appropriate to role, know whom to contact if a child makes a disclosure of impending or completed mutilation, be aware of the signs and symptoms and be able to refer appropriately for further care and support, including the FGM mandatory reporting duties to the police: in accordance with current legislation
- be aware of the risk factors for grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation) and know whom to contact regarding preventive action and supporting those vulnerable young persons who may be at risk of, or are being drawn into, terrorist-related activity
- be able to identify and refer a child suspected of being a victim of trafficking and/or sexual exploitation.
Level 3 (Level 1 & 2 Outcomes plus the following)
The learner will:
- be able to identify, drawing on professional and clinical expertise, possible signs of sexual, physical, or emotional abuse or neglect including domestic abuse, sexual exploitation, grooming and exploitation to support and/or commit acts of terrorism (known as radicalisation), FGM, modern slavery, gang and electronic media abuse using child and family-focused approach
- understand what constitutes child maltreatment including the effects of carer/parental behaviour on children and young people
- have an awareness or knowledge of, dependent on role, forensic procedures in child maltreatment, with specific requirements and depth of knowledge relating to the position (e.g. where the role involves/includes forensics teams/working alongside forensics teams)
- know how to undertake, where appropriate, a risk and harm assessment
- know how to communicate effectively with children and young people, and to understand how to ensure that they have the opportunity to participate in decisions affecting them as appropriate to their age and ability
- know how to contribute to, and make considered judgements about how to act to safeguard/protect a child or young person, including escalation as part of this process
- know how to contribute to/formulate and communicate effective management plans for children and young people who have been maltreated within a multidisciplinary approach and as related to the role
- understand the issues surrounding misdiagnosis in safeguarding/child protection
- know how to ensure the processes and legal requirements for looked after children, including after-care, are appropriately undertaken, where relevant to the role
- know how to adequately contribute to inter-agency assessments by gathering and sharing information, documenting concerns appropriately for safeguarding/child protection and legal purposes, seeking professional guidance in report writing where required
- Know how to assess training requirements and contribute to departmental updates where relevant to the role. This can be undertaken in various ways, such as through audit, case discussion, peer review, and supervision and as a component of refresher training
- know how to deliver and receive supervision within effective models of supervision and/or peer review as appropriate to the role, and be able to recognise the potential personal impact of safeguarding/child protection work on professionals
- be able to identify risk to the unborn child in the antenatal period as appropriate to the role
- know how to apply the lessons learnt from audit and serious case reviews/case management reviews/significant case reviews to improve practice
- understand, as per the role, how to advise others on appropriate information sharing
- know how to (where relevant to the role) appropriately contribute to serious case reviews (in Wales child practice reviews)/domestic homicide reviews which include children/case management reviews/significant case reviews, and child death review processes, and seek appropriate advice and guidance for this role
- know how to obtain support and help in situations where problems are requiring further expertise and experience
- know how to participate in and chair peer review and multidisciplinary meetings as needed.
Level 3: Additional learning outcomes for specialist roles
There are additional requirements for the following specialist roles:
- paediatricians
- forensic physicians
- GPs
- GP practice safeguarding leads
- practice nurse
- children’s nurses
- health visitors and family nurses
- midwives
- school nurses
- children and young people’s mental health nurses
- child and adolescent psychiatrists
- child psychotherapists
- child psychologists
- perinatal psychiatrists
- adult mental health psychiatrists and mental health nurses in adult mental health services
- specialist paediatric dentists
- diagnostic radiographers undertaking imaging for suspected physical abuse
- radiologists
- paramedics
- paediatric surgeons
- urgent and unscheduled care staff
- obstetricians
- neonatologists
- paediatric intensivists
- lead anaesthetists for safeguarding/child protection.
These specialist learning outcomes are beyond the scope of this core skills framework but are set out in the Intercollegiate Document (2019).
Proposed frequency of Refresher Training or Assessment
Proposed Refresher Period
It is recommended that education, training and competence are reviewed annually as part of staff appraisal in conjunction with individual learning and development plans and that refresher training should take place at:
- Level 1 – Induction, to ensure awareness of local procedures and no longer than every three years.
- Level 2 – No longer than every three years.
- Level 3 – No longer than every 3 years.
Organisational Implications: Each healthcare organisation will need to determine the required refresher training periods, particularly for those staff groups most likely to come into contact with children and young people and/or their parents/carers, ensuring that any agreed training schedule is incorporated into local policy.
Refresher training will be indicated for all staff if there is a change in Safeguarding Children and Young People legislation nationally, or an organisation has amended its policy locally.
Assessment of Competence
- Where a staff member* or learner can demonstrate through robust pre-assessment, including where relevant, practical assessment, the required level of current knowledge, understanding and practice, then this can be used as evidence that knowledge and skills have been maintained and the staff member may not need to repeat refresher training.
- Where a staff member or learner does not meet the required level of current knowledge, understanding and practice through pre-assessment, they should complete the refresher training and any associated assessments required.
* Except those staff members who have been working outside of the area of practice or have had a career break
Ultimately employing organisations are responsible for assuring that their employees have the knowledge, skills and competence to undertake their roles, ensuring that sufficient time is afforded to employees to enable acquisition and maintenance relevant to their area of practice.
While each organisation determines the appropriate time commitment to ensure staff have the required up to date knowledge and skills, as a guide for the Intercollegiate document (2019) recommends the following:
Level 1; over three years, the staff at level 1 should receiver fresher training equivalent to a minimum of two hours.
Level 2; over three years, professionals at level 2 should receive refresher training equivalent to a minimum of four hours. Training at level 2 will include the update and training required at level 1 and will negate the need to undertake refresher training at level 1 in addition to level 2
Level 3; Initial training - professionals will complete the equivalent of a minimum of 8 hours education, training and learning related to safeguarding/child protection. Those requiring role-specific additional knowledge, skill and competencies should complete a minimum of 16 hours.
Level 3; Refresher training - Over three years, professionals should be able to demonstrate refresher education, training and learning equivalent to:
- a minimum of eight hours for those requiring Level 3 core knowledge, skills and competencies
- a minimum of 12-16 hours for those requiring role-specific additional knowledge, skills and
competencies.
Training at level 3 will include the training required at level 1 and 2 and will negate the need to undertake refresher training at levels 1 and 2 in addition to level 3.
Suggested Standards for Training Delivery
The employing organisation should be assured that Learning Facilitators who are involved in the delivery of Safeguarding education or training have the appropriate qualifications, experience or background to deliver training to a satisfactory standard.
For guidance, this may include the following:
- Thorough knowledge of Safeguarding issues and safeguarding procedures and an understanding of their application and practice within a healthcare setting.
- Learning Facilitators should also be familiar with/have an awareness of diversity and cultural issues.
- Experience of teaching and learning, including the ability to meet the competencies expected for LSILADD04.
- Plan and prepare specific learning and development opportunities.
- Preferable to have a relevant qualification in Safeguarding Vulnerable Children such as a Post Graduate Certificate in Safeguarding Children and Young People.
Where any training delivery is supported by a person who is not an expert in the subject, then the organisation should ensure that they have put in place a quality assurance mechanism, whereby the accuracy of the content and the effectiveness of its delivery has been quality assured and is subject to periodic review.
Training needs to be flexible, encompassing different learning styles and opportunities.
E-learning is appropriate to impart knowledge at levels 1 and 2 and can also be used at level 3 as preparation for reflective team-based learning.
At level 2 training, education and learning opportunities should include multi-disciplinary and scenario-based discussion, e.g. drawing on case studies and lessons from research and audit as appropriate to the speciality and roles of participants.
At level 3 Training, education and learning opportunities should be multi-disciplinary and inter-agency and delivered internally and externally. It should include personal reflection and scenario-based discussion, drawing on case studies, serious case reviews, lessons from research and audit, as well as communicating with children about what is happening as appropriate to the speciality and roles of participants.
There are several aspects of safeguarding training and education that can apply equally to the child and adult safeguarding/protection and that share the same principles. Examples of this may include but are not limited to; safeguarding ethos, confidentiality, information sharing, documentation and domestic abuse. Those who are providing training on shared aspects must ensure that there is equal weighting given to children and adults within the training and that the relevant learning outcomes of both adult and child safeguarding are met at the appropriate level.
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I'm required to undertake Safeguarding Children training at Level 2. I presume Safeguarding Children Level 3 course covers Levels 1 and 2?