Explain the current legislative framework that underpins the safeguarding of children and young people Unit 504 Lead practice to support the safeguarding and protection of children and young people in residential

AC1.1 Explain the current legislative framework that underpins the safeguarding of children and young people Unit 504 Lead practice to support the safeguarding and protection of children and young people in residential UAN:

M/506/8362

Unit level:

5

Credit value:

8

GLH:

55

Unit aim:

This unit provides the knowledge and skills required to lead practice that supports the safeguarding and protection of children and young people in residential childcare settings

Relationship to NOS:

SCDHSC0044, SCDMCB1

Endorsed by

Skills for Care and Development and Department for Education

Assessment type:

Portfolio of evidence

Learning outcome The learner will:

LO1 Understand the impact of current legislation for the safeguarding of children and young people

Assessment criteria The learner can:

AC1.1 Explain the current legislative framework that underpins the safeguarding of children and young people

AC1.2 Analyse how current national and local guidelines, policies and procedures for safeguarding affect working practices with children and young people

AC1.3 Review how processes used in the work setting comply with current legislation AC1.4 Explain the relationship between safeguarding and child protection.

Range AC1.2 Working practices eg:

Childcare practice

Child protection

Risk assessment

Ensuring the voice of the child or young person is heard (e.g. providing advocacy services)

Supporting children and young people and others who may be expressing concerns

Working practices that protect practitioners and children/ young people

Learning outcome The learner will:

LO2 Be able to participate in local networks to safeguard children and young people

Assessment criteria The learner can:

AC2.1 Identify the range of agencies and organisations involved in local networks for safeguarding of children and young people

AC2.2 Assess the importance of developing and implementing information sharing protocols across agencies in relation to suspected harm or abuse

AC2.3 Work with other agencies and organisations in local networks using agreed protocols.

Range AC2.1 Agencies and organisations may include:

Social services

NSPCC

Health visitors

GP

Probation

Police

School

Psychology service

Learning outcome The learner will:

LO3 Be able to lead practice that minimises the risk of potential, actual and alleged harm by team members

Assessment criteria The learner can:

AC3.1 Implement policies and legal requirements that support safe recruitment of team members

AC3.2 Support team members to recognise the power inherent in their role and the potential for this to be abused

AC3.3 Support team members to understand how following policies and procedures protects them from allegations and complaints as well as protecting children and young people from harm

Learning outcome The learner will:

LO4 Be able to lead practice that minimises the risk of harm and abuse in the care setting

Assessment criteria The learner can:

AC4.1 Lead a culture where the needs of children or young people are paramount

AC4.2 Support team members to develop positive, trusting and consistent relationships in which children or young people are listened to and heard

AC4.3 Implement systems to ensure that children or young people are able to raise concerns and complaints and have them promptly addressed

AC4.4 Analyse the roles of advocates and independent visitors in relation to safeguarding children and young people in care.

Range AC4.4 Independent visitors are specially trained volunteers with the designated role of befriending and advising a looked after child or young person.

Learning outcome The learner will:

LO5 Be able to implement policies and procedures for safeguarding children and young people

Assessment criteria The learner can:

AC5.1 Identify policies and procedures needed for comprehensive safeguarding in a residential childcare setting

AC5.2 Lead the implementation of policies and procedures for safeguarding children or young people

AC5.3 Manage training for team members about harm and abuse, warning signs and actions they must take if harm or abuse is alleged or suspected

AC5.4 Provide information and mentoring to team members about safeguarding

AC5.5 Evaluate own role in ensuring prompt response to suspicions of harm or abuse

AC5.6 Challenge poor practice and attitudes in relation to safeguarding

AC5.7 Support continuous improvement to practice and attitudes in relation to safeguarding.

Range AC5.1 Policies and procedures required for safeguarding eg:

Listening to children and young people

Sharing concerns and recording/ reporting incidents

Dealing with allegations

Duty of care

Whistleblowing

Propriety and behaviour

Physical contact/ Intimate personal care

Off site visits

Photography and video

Bullying

Use of the internet and mobile phones

Missing from care

Visitors

Timely and accurate information sharing

Partnership working

Safer recruitment

AC5.6 Poor practice and attitudes eg:

Denial of the issue

Blaming the victim

Not listening to and hearing children and young people

Being inconsistent or untrustworthy

Not placing the child or young person’s needs first

Becoming desensitised to issues of harm and abuse

Being overprotective

Failing to report suspicions at an early stage

Failing to share information

Failing to work in partnership with key agencies

Learning outcome The learner will:

LO6 Understand situations that present high risk of harm for children and young people

Assessment criteria The learner can:

AC6.1 Identify situations and circumstances that present high risk of harm or abuse for children and young people

AC6.2 Analyse known characteristics of perpetrators and their behaviours that make it difficult for children and young people to report harm or abuse or for others to recognise and address abusive activity

AC6.3 Explain why children and young people in care can become involved with groups and gangs and why this presents additional risks of harm and abuse.

Range AC6.2 Perpetrators and their behaviours eg:

Position of power in the organisation

Position of power in the community (eg through business, political or faith groups)

Celebrity status

Fellow resident/peer

Grooming (of the child or young person and those around them)

Threats of reprisals

Promises of rewards

Denial of behaviour as abusive

Targeting boys and young men (in relation to sexual abuse).

Learning outcome The learner will:

LO7 Understand approaches that address child sexual exploitation

Assessment criteria The learner can:

AC7.1 Analyse research and official inquiries to identify key features of child sexual exploitation

AC7.2 Analyse trends in child sexual exploitation in the context of human trafficking

AC7.3 Analyse ways in which children and young people in care are particularly vulnerable to harm from child sexual exploitation and grooming

AC7.4 Explain the roles of key partners involved in local networks to address sexual exploitation of children and young people

AC7.5 Explain the purpose and key features of problem profiling

AC7.6 Describe ways to contribute to local strategies to combat child sexual exploitation.

Range AC7.1 Key features include:

Common patterns of child sexual exploitation both within and outside the setting

Myths about those who sexually exploit

Profiles of those who sexually exploit

Distinguishing features of abusive and non-abusive sexual activity

AC7.4 Key Partners include:

Sexual Health Services

Police, Crown Prosecution Service

Youth Offending Services

Probation Services

Housing Services

Drug and Alcohol Services

Mental Health Services, including Child and Adolescent Mental Health (CAMHS)

Community Health Services, including GPs

Hospital Trusts

Education Services

Voluntary and Community sector

family and carers

AC7.5 Problem profiling ie building a picture:

of gangs, groups, individuals, businesses and neighbourhoods which increase the risk of child sexual exploitation

of the potential victims who are vulnerable to sexual exploitation and grooming AC7.6 Local strategies may involve:

local authorities,

Safeguarding Children Partnerships

Multi Agency Safeguarding Hubs (MASH).

Learning outcome The learner will:

LO8 Be able to review policies and procedures for safeguarding children and young people in residential childcare

Assessment criteria The learner can:

AC8.1 Develop a plan to review the policies and procedures for safeguarding children or young people

AC8.2 Implement a review of policies and procedures for safeguarding children or young people

AC8.3 Analyse findings from a review of policies and procedures

AC8.4 Work with others to implement an action plan to improve policies and procedures.

Range AC8.1 A plan to review should include:

The views of children and young people

Current guidance arising from inquiries and serious case reviews