Safeguarding and promoting the welfare of children is defined as….. Protecting children from maltreatment;
10 Multiple Choice Questions
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Protecting children from maltreatment;
Preventing impairment of children’s health or development;
Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care; and
Taking action to enable all children to have the best outcomes..
All of the above
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
Confirm in a positive manner that the young person has done the right thing in telling you about their concern.
Convey verbally and by non-verbal communication that you know how difficult it might be for them to tell you about such difficult experiences.
Promise that you will not share any of the details with anyone
If taken by surprise, try and find a space where information can be discussed in privacy as soon as possible.
http://www.examiner.com/slideshow/million-march-against-child-abuse
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
‘Why did they do that to you’?
‘Are you going to be safe when you leave school?
‘Are you able to tell me more?’
‘Can you tell me their name?
a) (i) and (ii)?
b) (ii) and (iii)?
c) (iii) and (iv)?
d) (ii) and (iv)?
the exact words of the pupil that were said without prompting.
Your understanding/judgment of the situation
your observations as to how the young person presented
information such any names, personal details of other people that might have been involved.
Include your own words throughout the conversation.
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
Avoiding eye contact?
‘Back-channeling’ such as ‘uh huh, Mmm, yup, ok, alright’…?
Nodding occasionally?
Smiling occasionally
Leaning slightly forward?
You have within ONE WEEK to inform the designated safeguarding officer?
If you have made verbal notification, you do not need to make a written one?
You can keep information confidential and that you do not have to pass it on?
You should not investigate the situation yourself?
Leon Bareham/Ian Rosario-Hopkins/Jenna Rawlings
Neesha Bhullar/Phoebe Wanjugu/Warucu Kijuu
Lucy Darwin/Christina Lacey/Payal Kakkar
Clare Hooper/Ian Rosario-Hopkins/Jenna Rawlings
Lucy Darwin/Warucu Kijuu/ Payal Kakkar
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
Harassment?
Defamation?
Hacking?
Happy – slapping?
Manipulation?
All of the above?
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
Organising child protection training/induction?
Providing, with the Headteacher, an annual report detailing any changes to the policy/procedures; training; number and type of incidents/cases etc.?
Liaising with other agencies and professionals?
Ensuring all the governors attend the requisite Child Protection training?
Ensuring that all written records of concerns about a child are kept confidentially and securely and are separate from pupil records?
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .
RECOGNISE, REFLECT, REORGANISE, REPORT
REACT, RESPOND, REFLECT, REFER.
RECOGNISE, RESPOND, REFER, REFLECT.
RECOGNISE, REACT, REFLECT, RECONSIDER.
This resource was produced by Lucy Darwin when completing the Pivotal Education’s online Level 2 Safeguarding for Schools course. The views in this document do not necessarily represent the views of Pivotal Education Ltd. For more information about our online courses and other training please visit www.PivotalEducation.comwww.PivotalEducation.com .