SAFEGUARDING CHILDREN CHILD PROTECTION TRAINING LEVEL 1 MONICA KING SENIOR NAMED NURSE

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3. 3 Ground Rules Differences in views heard sensitively and/or questioned in a way that is constructive and enabling to the process of the group. Right �not to know�. Anti-discriminatory way and to consider the influence that difference have on our work. The group will take responsibility to address oppressive behaviour /language which may occur, in a way that is sensitive and constructive. Content of personal contributions will remain confidential to the group. The only exception to this is where dangerous or illegal practice is revealed.

4. 4 Learning Outcomes How personal belief systems impact on CP/clinical judgements. Raise awareness of child abuse, how to identify, and thresholds of harm An understanding of child protection in a multi cultural society and how personal values and assumptions may impact on decision making when considering parenting of children How national and local guidance contributes to safeguarding and relates to practice and how to access. When and with whom to share information and local service arrangements for supporting and safeguarding children Understanding of participants roles and responsibilities in relation to safeguarding children The importance of documentation and accurate records Where to seek local advice and support

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6. 6 Child Protection: Public Inquiries 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children 1974 Maria Colwell � scapegoat in the family 1984 Jasmine Beckford � prompted wide changes Cleveland Inquiry 1988 � sexual abuse 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children 1974 Maria Colwell � scapegoat in the family 1984 Jasmine Beckford � prompted wide changes Cleveland Inquiry 1988 � sexual abuse 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children 1974 Maria Colwell � scapegoat in the family 1984 Jasmine Beckford � prompted wide changes Cleveland Inquiry 1988 � sexual abuse 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children 1974 Maria Colwell � scapegoat in the family 1984 Jasmine Beckford � prompted wide changes Cleveland Inquiry 1988 � sexual abuse 1990�s � greater emphasis on family support � bearing in mind that families could be dangerous and depressing places for children

7. 7 KEY THEMES EMERGING FROM SERIOUS CASE REVIEWS Poor communication between and within agencies Lack of shared understanding of individual agency thresholds Professional anxiety and reluctance to act Professional challenge Inadequate Supervision Poor recording Understanding and dealing with Neglect-Start Again syndrome Keeping track of families Child not seen/heard Inadequate links with Children�s Social care and Mental health services Brandon et al 2007 DCFS

8. 8 Local Context -2007 Children with CP Plans /registration � 203 54% Neglect Emotional Abuse 26% Physical 12.7% Sexual 6.6% Children being cared for (LAC) � 437 Under 5�s = 74 6-17yrs = 363 (highest in 11-16yrs - 208) 2561 referrals made to Children�s Social care in 2006/7 LSCB L.B Haringey data set 2007

9. 9 Legal Framework The Children Act 1989 and 2004 provide a comprehensive framework for the care and protection of children and promote an integrated approach to both protecting children from abuse and promoting their welfare through the provision of services

10. 10 The Children Act 1989 � key points ������ The Child�s welfare is paramount ������ Parental responsibility and children�s rights ������ Children should be with their own family whenever possible ������ Children in need need services ������ Partnership with parents ������ Children should be protected if in danger ������ High quality substitute care ������ No order principle �

11. 11 Every Child Matters - five outcomes

12. 12 THE CHILDREN ACT 1989 Introduced the concepts of �Child in Need� �Section 17 - �Significant Harm� � Section 47

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14. 14 Children Act 1989Section 17 - A child is in need They are unlikely to achieve or maintain or have the opportunity of achieving or maintaining a reasonable standard of health or development without the provision of services their health or development is likely to be significantly impaired or further impaired without the provision of such services they are disabled

15. 15 Significant harm �Section 47 There is no absolute criteria to rely on when judging what constitutes significant harm harm means ill-treatment or the impairment of health and development development means physical, intellectual, emotional, social or behavioural development ill-treatment includes sexual abuse and forms which are not physical

16. 16 Significant Harm �Section 47 Where the question of whether harm suffered by a child is significant turns on the child�s health and development, his health or development shall be compared with that which could reasonably expected of another child

17. 17 The Children Act 1989 Places a duty to co-operate and promote the welfare of children To help a local authority with its enquires in a case where there is reasonable cause to suspect that a child is suffering or is likely to suffer significant harm

18. 18 CATEGORIES OF HARM Physical abuse Emotional Abuse Sexual Abuse Neglect

19. 19 Physical Abuse May involve hitting,shaking.poisoning burning or scalding, drowning , suffocating or otherwise causing physical harm. Includes fabricated or induced illness by parent or carer. Working Together 2006

20. 20 Sexual Abuse Involved forcing or enticing a child/young person to take part in sexual activities, including prostitution whether or not child is aware or what is happening.Involves physical contact, inc penetrative or non-penetrative acts. Non contact activities such as looking at or in the production of sexual on line images watching sexual activities or behaving in sexually inappropriate ways. Working Together 2006

21. 21 Emotional Abuse Persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child�s emotional development. It may involve conveying to children that they are unloved, inadequate or only valued insofar as they met the needs of another person. May feature inappropriate expectations being imposed on children and may include interactions that are beyond the child�s developmental capability as well as over protection and limitation of exploration and learning or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill treatment of another. It may include serious bullying, causing children frequently to feel frightened or in danger or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child though it may occur alone. Working Together 2006

22. 22 NEGLECT The persistent failure to meet a child�s basic physical and /or psychological needs likely to result in the serious impairment of child health or development. May occur in pregnancy as a result of maternal substance misuse. Once a child is born, neglect may involve a carer or parent failing to: Provide adequate food,clothing and shelter (including exclusion from home or abandonment) Protect a child from physical,and emotional harm or danger Ensure adequate supervision including (the use of inadequate care givers) Ensure access to appropriate medical care of treatment May include neglect or unresponsiveness to a child�s basic emotional needs. Working Together 2006

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24. 24 Going full circle back to roles and responsibilities in the case of H ProfGoing full circle back to roles and responsibilities in the case of H Prof

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27. 27 Key Policy and Procedures for reference What to do if you are worried a child is abused��.HM Government 2006 London Child Protection Guidelines 3rd edition 2007 � www.londonscb.gov.uk HTPCT guidelines 2002-www.haringey.nhs.uk/services/child-protection/indexshtm LSCB LB Haringey Policy and Procedures - www.haringey.gov.uk Working Together to Safeguard Children - 2006 HM Government The Children Act 1989/2004

28. 28 Child Protection Level 1 PM 13.30 Feedback from morning session 13.45 Assessing need and Risk -Case studies 14.45 Tea 15.00 Making a Referral, process, timescales , outcomes, roles and contribution 15.45 Evaluation

29. 29 How to make an effective referral using the Assessment framework domains and dimensions - Learning Outcomes Have a clear understanding of the signs and indicators of abuse How to make an effective referral using the Assessment framework domains and dimensions. To understand and identify some of the barriers to effective communication and in which circumstances and with whom to share information. Understand the referral process and your role and contributions ie strategy meetings,case conferences etc in working together to safeguard children To encourage reflections on current practice and future training needs

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31. 31 Child Protection �Advice and Support GOSH IN HARINGEY CHILDREN�S COMMUNITY HEALTH & HARINGEY TPCT CHILD PROTECTION ADVICE AND SUPPORT TELEPHONE LINE 0208 489 3133 Karen Baggaley � Designated Nurse 020 8442 5409 Monica King � Senior Named Nurse 0208 489 3066 mob 07970269539 Suzanne Dale � Child Death Co-ordinator 020 8489 3073 Dr David Elliman - Consultant Paediatrician 0207 405 9200 x 5137 mob 07786934792 Dr Laura Hayman � Named Doctor Child Protection 020 8442 5586 mob 07795665706 Dr Sejal Pandya - Lead GP 0208 808 7968

32. 32 Key Policy and Procedures for reference What to do if you are worried a child is abused��.HM Government 2006 London Child Protection Guidelines 3rd edition 2007 � www.londonscb.gov.uk HTPCT guidelines 2002-www.haringey.nhs.uk/services/child-protection/indexshtm LSCB LB Haringey Policy and Procedures - www.haringey.gov.uk Working Together to Safeguard Children - 2006 HM Government The Children Act 1989/2004