Toilets

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2. Fire procedure Smoking Toilets HOUSE KEEPING Use of mobiles Breaks Lunch

3. Training Agreement/ Ground Rules • Confidentiality. • Respect for each other. • Time keeping. • It is a sensitive issue. • Responsible for your own learning. • No such thing as a silly question! (If we don’t know the answer we will endeavour to find out for you)

4. How does Training for Trainers work? • Part of the local multi-agency approach to Safeguarding Adults. • Supports the Leicester, Leicestershire and Rutland Safeguarding Adults: Multi-Agency Policy and Procedure. • Supports the multi-agency competency framework. • It links with CQC, compliance and OFSTED Continues on next slide 4

5. How does Training for Trainers work cont…… • Safeguarding training – can be delivered in-house to all staff (paid staff or volunteers) • Details of who you train should be provided to the local Safeguarding Adults Board (SAB) on a quarterly basis. • After this course, you will become a member of the Trainers Network – attend a meeting a year for updates and a chance to meet other trainers. 5

6. Ice breaker-Getting to know you Safeguarding Adults: Think of ONE thing you already know about Safeguarding Adults – write it on the post it note. Delivering training: Think about an inspiring teacher / trainer you know. Think of ONE thing that made them so good at their job - write it on the post it note. 6

7. Plan for the day The things we will cover are: • Competencies: how we assess and evidence we have met these. • Legislative framework. • Familiarisation with the (‘Reporting concerns, allegations and disclosures of abuse’) training pack • Being a trainer: learning styles, overcoming barriers, supporting learning. • Preparation for delivery of ‘Safeguarding training’ tomorrow. 7

8. Plan for the day • The things we will cover are: • Delivery of the Safeguarding training pack by participants. • Feedback from trainer and the rest of the group. • Links between Safeguarding Adults training and other training programmes. • Opportunity to consider how Safeguarding training can be delivered most effectively in-house. 8

9. Competency Framework Everyone, regardless of job role, must demonstrate competency in the Core Values and Competencies 1-3 Depending on an individual’s level of involvement in the Safeguarding Adults process, further competencies may need to be achieved and evidenced. 10

10. Competencies for Safeguarding Understand the definition of an adult who may be ‘at risk’ (vulnerable) as defined by ‘Care Act 2014’ Understanding the types and signs of abuse, as defined by ‘Care Act 2014’ Understanding the importance of Whistleblowing procedures. Understanding the importance of creating a safe environment in order to minimise risk of abuse and harm. Understand their roles as defined within the Multi agency and internal policy and procedure, including how to report and record concerns of abuse of either adults or children using appropriate systems. Awareness of legislation applicable to role and responsibilities. 10

11. Assessing Competencies This is the process of collecting evidence and making judgments on whether competence has been achieved. This confirms that an individual can perform to the standard expected in the workplace, in line with the competency framework. 12

12. Evidencing competencies • Evidence is the information gathered which, when matched against the requirements of the competency, provides proof of competence. Evidence can take many forms and be gathered from a number of sources. Evidence is used by an assessor to make a judgment about whether an individual is competent. • It is the responsibility of the assessor to determine what and how much evidence is required to make the assessment judgment. • The assessment must be valid, reliable, flexible and fair. 13

13. Competencies for Alerters Exercise: In groups please discuss how you are going to: Assess competencies from theLLRSAB competency framework and then evidence this within your workplace? 14

14. Types of evidence Other possible evidence: Participation in team meeting safeguarding discussions/supervision/1:1 discussions? transcripts of phone-calls. 16

15. Rules for evidence collection Any evidence collected must demonstrate the 4 rules of evidence listed below. 17

16. BREAK

17. Safeguarding Adults and the Law There is now one single piece of legislation that covers Safeguarding Adults this is the ‘Care Act-2014’ Other pieces of legislation are still applicable under Safeguarding some of these are: Care act 2014 17

18. Safeguarding Adults and the Law Human Rights Act 1998 Mental Capacity Act 2005 Sexual Offences Act 2003 Care act 2014 Public Interest Disclosure Act 1998 Health & Social Care Act 2008 Deprivation of Liberty Safeguards 2007 18 C6

19. The Care Act 2014 “The general duty of a local authority,.. in the case of an individual, is to promote that individual’s wellbeing”. • Key messages • The statutory guidance enshrines the six principles of safeguarding: • 1. Empowerment • 2. Prevention • 3. Proportionality • 4. Protection • 5. Partnerships • 6. Accountability • It signals a major change in practice - a move away from the process-led, tick box culture to a person centeredsocial work approach which achieves the outcomes that people want. Taken from the 'Care Act 2014 Section 14.13’

20. The Mental Capacity Act 2005 (MCA) Where someone lacks capacity any action taken on their behalf must generally be the least restrictive option Where someone lacks capacity one must act in the person's best interests There are 5 guiding principles which must be followed: People have the right to make eccentric or unwise decisions Supporting people to make their own decisions An assumption of capacity

21. Safeguarding Adults & DoLS • A safeguarding decision could result in deprivation of liberty if there is a need to place a person who lacks capacity in some form of staffed care environment to protect them from abuse or neglect. • Being able to identify a potential deprivation of liberty and knowing the authorisation process will avoid unauthorised deprivation of liberty; safeguard the human rights of service users; and ensure that the local authority is acting within its powers.

22. Tomorrows PowerPoint

23. Lunch

24. Programme-Afternoon of Day one • How do we create a environment that will support learning? • What are the barriers to learning? How can we motivate staff to participate? • Learning Styles – Visual, Auditory, and Kinaesthetic. • Maslow’s hierarchy of need – how does it support the learning process? Structure for day 2 – Delivery of “Safeguarding Adults Reporting concerns, allegations or disclosures of abuse”: feedback, evaluation and close. 24

25. Environments that support learning What environmental elements support learning? 25

26. Barriers and Motivators to Learning What are the different barriers that impact on people’s ability to learn? How would you address them? 26

27. Learning Styles: VAK – Visual, Auditory, Kinaesthetic Complete the hand-out for yourself. • Read the word in the left hand column and tick the one that most applies to you. • At the end of this sheet, add up how many ticks you put for Visual, Auditory and Kinaesthetic/Tactile. This will give you a indication of what is your dominant way of learning. 27

28. How would you engage all the learners in your group? • Kinaesthetic – engaging the Visuals • Visual – engaging the Auditory • Auditory – engaging the Kinaesthetic • Please complete the flip-chart questions (visual learners like….visual learners aren’t keen on… Same with auditory and kinaesthetic) • Show how you could engage these learners by using pens, paper, newspaper, magazines, colours, etc. 28

29. Maslow’s Theory 29

30. What can a trainer do to ensure these needs are met? Learner can participant and achieve the learning outcomes Self-actualisation Support, acknowledgement of skills and knowledge, etc. Esteem need Inclusion, support, encouragement, managing the group, etc. Love and belonging needs Ground rules, ice breakers, aims and objectives, etc. Security need Breaks, house-keeping, refreshments, etc. Physiological needs 30

32. Day Two Trainer: Welcome back 32

33. Delivering training in-house What are your options for delivering training in-house? • Modular sessions. • Using a work book /hand-outs. • E-learning. • Lunch hours /breaks. • Supervision/ staff meetings. 33

34. Links with other training… • Dignity in Care – Dignity Champions. • PBS • Moving and Handling – TTT. • Dementia and Autism. • Supporting Care Certificate and QCFs. 34

35. Things to consider… • Group size • Assessment • Language • Literacy • Time • Evaluation • Frequency • Certification • Involving stake-holders 35

36. End of ‘Safeguarding Adults’‘Training for Trainers’ Any questions 36