#Safeguarding Children Level 3 DSL

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Keeping Children Safe in Education: A Comprehensive Guide

Education is not only about imparting knowledge and shaping young minds; it’s also about providing a safe and secure environment for children to learn and grow. As parents, educators, and caregivers, it is our responsibility to prioritise the safety and well-being of children within educational settings. In this blog, we will explore essential strategies and practices to keep children safe in education, ensuring their physical, emotional, and psychological security staying in line with Keeping Children Safe in Education Sept 2022 Creating a Safe Physical Environment: a. Infrastructure and Maintenance: Schools should maintain well-designed facilities, regular safety inspections, and adhere to building codes and safety standards to prevent accidents and hazards. b. Security Measures: Implement security protocols such as controlled access, surveillance systems, and visitor management systems to regulate entry and ensure the safety of students. Vigilance and Supervision: a. Staff Training: Provide comprehensive training to staff members, including teachers, administrators, and support staff, on child protection policies, recognising signs of abuse, and reporting procedures. The Training Centre offers Online Safeguarding Children training, you can choose Designated Safeguarding Lead / Online DSL Training for management and Safeguarding Children Level 2 for anyone else. b. Active Supervision: Ensure adequate adult supervision during school hours, on playgrounds, during transportation, and in extracurricular activities to prevent accidents, bullying, or unauthorised access. Read more - https://ttclondon.co.uk/keeping-children-safe-in-education-a-comprehensive-guide/ #onlinedsltraining, #designatedsafeguardinglead, #safeguardingchildrenlevel3dsl, #dsl, #safeguardinglead, #safeguardingchildrenlevel3, #onlinesafeguardingchildrentraining, #safeguardingchildrenlevel2, #onlinesafeguardingchildrenlevel2, #safeguardingforschools

Kind regards 

Garry Harvey

Operations and Training Director

The Training Centre 

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

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96% off on safeguarding courses!

On 15th May, the world is celebrating the International Day of Families. At checkout, apply the coupon ONEFAMILY and grab the discount on the following safeguarding courses. Make the world a better place for children and vulnerable adults. The courses include Child Safeguarding, Safeguarding Children Level 3, Child Safeguarding Administrator, Safeguarding Officer Training Level 3, Safeguarding Adults Level 1, Designated Safeguarding Lead (DSL), Safeguarding Children and Vulnerable Adults, Designated Safeguarding Lead Level 1 & 2, Adults Safeguarding, Safeguarding Lead Level 3

More at https://www.oneeducation.org.uk 

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How to Treat Burns

Burns are common injuries that can occur due to exposure to heat, electricity, chemicals, or radiation. Prompt and proper treatment of burns is crucial to minimize pain, prevent infection, and promote faster healing.  One way to gain further knowledge on treating burns and first aid in general would be to attend Paediatric First Aid Training in Hertfordshire, Bedfordshire and Hemel Hempstead with The Training Centre - https://ttclondon.co.uk/paediatric-first-aid-blended/ and gain an Ofsted recognised Paediatric First Aid Certificate.

This article provides a comprehensive guide on how to treat burns effectively.

1.    Ensure Safety: Before providing any treatment, it is essential to ensure your safety and remove the burn victim from the source of the burn if possible. Assess the situation and call emergency services if necessary.

2.    Assess the Severity: Determine the severity of the burn to understand the appropriate course of action. Burns are categorized into three degrees:

·         First-degree burns: Affect the outermost layer of skin, resulting in pain, redness, and swelling.

·         Second-degree burns: Involve deeper layers of the skin, causing blistering, severe pain, and potential scarring.

·         Third-degree burns: Penetrate all layers of the skin and may affect tissues, muscles, and bones. These burns require immediate medical attention.

3.    Cool the Burn: For first-degree and second-degree burns, cool the affected area with cool (not cold) running water for up to 20 minutes. This helps to reduce pain, prevent further tissue damage, and lower the temperature of the burn. Avoid using ice or very cold water, as it can worsen the injury.

4.    Remove Constrictive Items: If the burn area is not blistered or severely swollen, remove any constrictive items such as rings, bracelets, or clothing around the burned area. This prevents complications if swelling occurs.

5.    Protect the Burn: After cooling the burn, protect it by covering it with a sterile, non-stick dressing. Avoid using adhesive bandages directly on the burn, as they can stick to the wound and cause further damage.

6.    Do Not Pop Blisters: If blisters develop, do not pop or break them. Blisters act as a natural barrier against infection. Instead, cover them with a sterile dressing and let them heal on their own.

7.    Seek Medical Attention: If the burn is deep, affects a large area, or involves the face, hands, feet, or genitals, seek immediate medical attention. Additionally, seek medical help if the burn shows signs of infection such as increased pain, redness, swelling, or discharge.

8.    Attend regular training and refresher training in Paediatric First Aid or First Aid at Work with The Training Centre.

Conclusion

Treating burns promptly and effectively is crucial for minimizing pain, preventing complications, and promoting faster healing. By following these guidelines, you can provide appropriate first aid for burns. However, it is important to remember that severe burns always require professional medical attention.

Further Information

Further information on Ofsted’s First Aid in Schools, early years and further education please visit - https://www.gov.uk/government/publications/first-aid-in-schools/first-aid-in-schools-early-years-and-further-education

For further information on Paediatric First Aid Training in Hertfordshire, Hemel Hempstead, Bedfordshire and Watford with The Training Centre and gain a First Aid certificate please visit - https://ttclondon.co.uk/paediatric-first-aid-blended/

Did you know we deliver first aid training for individuals / public courses in Hemel Hempstead and Group Bookings at your venue – www.ttclondon.co.uk 

Kind regards

Garry Harvey

Operations and Training Director

The Training Centre

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

[ttclondon]

The Protection

The Protection

The protection of children starts with the early recognition of vulnerability.  It is important to remember that all vulnerable children need to be protected from harm.

The key factor in the protection of vulnerable children is the recognition of the signs of abuse and neglect. A change in the child’s behaviour is often an early sign that something is wrong.

The presence of a single change in behaviour does not prove the existence of abuse or harm, however, when such behavioural changes appear repeatedly or in combination, the situation must be examined more closely, and the possibility of harm or abuse considered.

Child protection is everyone’s business because of the shocking consequences abuse has on children of all ages, and the damage it causes to adult survivors for the rest of their lives.  It causes a great deal of anxiety to the victim and the other people involved.  If there is a suspicion that a child is being harmed, reporting the suspicions may protect the child.

The following are examples of behavioural signs that may signal the presence of abuse, harm or neglect:

Nightmares, trouble sleeping, fear of the dark, or other sleeping problems

Extreme fear of “Monsters”

Loss of appetite, or problems with eating or swallowing

Sudden mood swings: rage, fear, anger, or withdrawal

Fear of certain people (e.g. a child may not want to be left alone with a baby-sitter, a friend, a relative, or some other child or adult; or a child who is usually talkative and cheery may become quiet and distant when around a certain person)

Sexual activities with toys or other children, such as simulating sex with dolls or asking other children/siblings to behave sexually

New words for private body parts

Refusing to talk about a “secret” he/she has with an adult or older child

Talking about a new older friend

Suddenly having money

Self-harming such as cutting or burning.

There are other forms of behaviour that also require vigilance. When an abuser and an abused child are together then the abuser often displays certain behaviours. Any one of these in isolation is not a sign of child abuse, however, when such behaviours appear repeatedly or in combination, the situation must be examined more closely, and the possibility of child abuse considered.

Often an adult or older child who is abusing a child will:

Rarely leave the child alone in the presence of other adults

Refuse to allow a child to set any of his or her own limits.

Insist on hugging, touching, kissing, tickling, wrestling with or holding a child even when the child does not want this affection

Manage to get time alone or insist on time alone with a child with no interruptions

Spend most of his/her spare time with children and have little interest in spending time with someone of their own age

Regularly offers to babysit many different children without payment, or to take children on overnight outings alone

Buy the child expensive gifts or give money for no apparent reason.

Frequently walk into the bathroom without knocking or asking first

Allow the child to consistently get away with inappropriate behaviour.

Through being aware of the warning signs, adults can be far more aware of the possibility of harm, abuse, or neglect. Whenever the signs are recognised, the adult must respond and ensure protection for the child.

Organisations should have a set of procedures in place to ensure that all children get the appropriate level of protection from harm to meet their needs. Much depends on the type of organisation, however, some of the more important procedures are:

Child protection policies

Recruitment and selection of staff/volunteers

Training and development to raise awareness or statutory training.

Investigation procedures, what to do in the event of an allegation of abuse.

Reporting and recording incidents

Any organisation that cares for the wellbeing of the children must have in place a policy, which sets out how the organisation will ensure the protection of children in its care. The policy should apply to all staff and volunteers working within the organisation. A good policy should cover at least the five main elements of:

Safe recruitment – checking the suitability of staff and volunteers to work with children through making a check with the Disclosure Barring Service (DBS)

Raising awareness of child protection issues through staff or volunteer child protection training

Procedures for identifying and reporting cases, or suspected cases, of abuse.

Supporting children who have been abused.

Establishing a safe environment for children

Further details about The Protection - https://vimeo.com/304353743

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Kind regards

Garry Harvey

Operations and Training Director

The Training Centre

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

[ttclondon]

Physical Abuse

Physical Abuse

Definition:

The physical ill treatment, which may or may not cause injury or discomfort, but which will harm or damage the health, emotions, well-being or development of the child.

Examples:

Punching or hitting

Shaking or pushing

Poisoning

Smothering

Force feeding

Burning or scalding

Behavioural Indicators:

Inconsistent explanation for an injury

Says “cannot remember” how any injury occurred.

Wary of adults

Flinches if touched unexpectedly.

Extremely aggressive or extremely withdrawn.

Feel that they deserve to be punished.

Apprehensive when others cry.

Frightened of parents

Afraid to go home.

Physical Indicators:

Any injury not fully explained by the explanation given.

Injuries inconsistent with a child’s normal play or daily routine

Unexplained bruising and/or cuts on face, lips, mouth, body, arms, back, buttocks, thighs

Clusters of injuries forming regular patterns, or reflecting the shape of an instrument

Burns, especially on soles, palms, or backs.

Burns for immersion in hot water, friction burns, rope or electric appliance burns.

Marks on the body, including slap marks, finger marks.

Injuries at various stages of healing

Further details about The Hidden Face - https://vimeo.com/304358722

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Kind regards

Garry Harvey

Operations and Training Director

The Training Centre

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

[ttclondon]

This online Safeguarding Children Level 3 Designated Safeguarding Lead (DSL) course has been created to work best with settings such as and not limited to Schools, Academies, Nurseries and Per-Schools, Sports Centres, Sports Teams, Leisure centres, Clinics, Surgeries, Health Centres, lone workers, out of school and afterschool settings.

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Protecting the Most Defenseless: Caring for Vulnerable Children

Vulnerable Children

Our study will focus on children, their vulnerability and the need for them to be protected in a range of community, care, education and other supported environments.

Vulnerable children do not understand the meaning or implications of their vulnerability.

Adults are physically stronger and have a far greater experience of life; as such, they are in a position of power.

When an adult deliberately sets out to harm or abuse a child, he or she will use this power to persuade the child to act against his or her will.

Adults therefore are easily able to harm or take advantage of children.

Every one of us was once a child, and so from this personal experience, whether good or bad, can understand the importance of protecting children. 

All children have the basic human right to be free from harm and to develop and grow up in a secure environment.

Further details about Vulnerable Children - https://vimeo.com/346845350

Online Safeguarding Children Training  

Many factors increase the vulnerability of children. These factors vary with the age of the child, the setting within which the interaction and the awareness of the adult concerned.

Increased vulnerability may not be due to an adult’s deliberate actions but may be because of a lack of awareness of the adult concerned.  The fact that vulnerability is increased, is the key factor; irrespective of whether this is deliberate or due to a lack of awareness.

Whether the actions that increase vulnerability are deliberate or not, makes no difference to the unpleasant effects they have on the child.

There are many factors that affect children and thus increase their vulnerability, below are some examples:

Isolation

Not knowing who to go to for help and support.

Communication difficulties

Learning difficulties

Disability

Poor support

Limited education and life experience

Dependency on others for basic care

In addition, there are factors that influence adults; these in turn can increase a child’s vulnerability. Some examples are:

Denial that anything is wrong (for example a parent not accepting that another family member could be increasing a child’s vulnerability)

Ignorance of signs that would indicate a child’s increased vulnerability

The “vulnerability cycle.”  The majority of adults that increase a child’s vulnerability were probably vulnerable children themselves.

Further details about Influencing Factors - https://vimeo.com/346851406

Interested in starting a Safeguarding Children Level 3 DSL online course?

 Kind regards

Garry Harvey

Operations and Training Director

The Training Centre

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

[ttclondon]

Breaking the Silence: Taking Action Against Child Abuse

Types and Forms

Facts

Children are at the greatest risk of abuse.

Abuse is physically, psychologically, and emotionally damaging to a child.

Child abuse is illegal.

Child abuse follows different patterns.

Child abuse is usually carried out by adults, but can also be due to the actions of other children

Organisations have a key role to play in protecting children from abuse

Adults who abuse children were often victims of child abuse themselves

Already we have examined and defined abuse, however, abuse takes on many different forms.  To effectively recognise abuse, it is important to have a detailed understanding of the forms abuse can take.  Let us now look in more detail at the various types of abuse.

Every day there are children who are hungry, neglected, sexually exploited, unloved and fearful.  Children have the right to a safe, loving and nurturing environment.

There are four main types of child abuse, namely: physical abuse, psychological abuse, sexual abuse and neglect.  Any of these forms of abuse put at risk a child’s survival, safety, self-esteem, growth and development.

A child may display the signs as indicated below, however thus is not conclusive evidence that abuse is taking place.  It is important to be aware of the indicators, behavioural changes and the presence of these signs in clusters and not just the presence of one single indicator.

We will examine each of these four forms of abuse in more detail through exploring:

A definition

Some examples of the kind of actions involved

Some behavioural indicators, which might suggest that this form of abuse is happening

Some physical indicators, which might suggest that this form of abuse is happening

Further details about Defining Child Abuse - https://vimeo.com/304357084

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Online DSL Training

Emergency First Aid at Work Training in Watford

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Physical Abuse

Definition:

The physical ill treatment, which may or may not cause injury or discomfort, but which will harm or damage the health, emotions, well-being or development of the child.

Examples:

Punching or hitting

Shaking or pushing

Poisoning

Smothering

Force feeding

Burning or scalding

Behavioural Indicators:

Inconsistent explanation for an injury

Says “cannot remember” how any injury occurred.

Wary of adults

Flinches if touched unexpectedly.

Extremely aggressive or extremely withdrawn.

Feel that they deserve to be punished.

Apprehensive when others cry.

Frightened of parents

Afraid to go home.

Physical Indicators:

Any injury not fully explained by the explanation given.

Injuries inconsistent with a child’s normal play or daily routine

Unexplained bruising and/or cuts on face, lips, mouth, body, arms, back, buttocks, thighs

Clusters of injuries forming regular patterns, or reflecting the shape of an instrument

Burns, especially on soles, palms, or backs.

Burns for immersion in hot water, friction burns, rope or electric appliance burns.

Marks on the body, including slap marks, finger marks.

Injuries at various stages of healing

Further details about The Hidden Face - https://vimeo.com/304358722

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Kind regards

Garry Harvey

Operations and Training Director

The Training Centre

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX

[ttclondon]

Safeguarding Children Level 3 DSL

Types and Forms

Facts

Children are at the greatest risk of abuse.

Abuse is physically, psychologically, and emotionally damaging to a child.

Child abuse is illegal.

Child abuse follows different patterns.

Child abuse is usually carried out by adults, but can also be due to the actions of other children

Organisations have a key role to play in protecting children from abuse

Adults who abuse children were often victims of child abuse themselves

Already we have examined and defined abuse, however, abuse takes on many different forms.  To effectively recognise abuse, it is important to have a detailed understanding of the forms abuse can take.  Let us now look in more detail at the various types of abuse.

Every day there are children who are hungry, neglected, sexually exploited, unloved and fearful.  Children have the right to a safe, loving and nurturing environment.

There are four main types of child abuse, namely: physical abuse, psychological abuse, sexual abuse and neglect.  Any of these forms of abuse put at risk a child’s survival, safety, self-esteem, growth and development.

A child may display the signs as indicated below, however thus is not conclusive evidence that abuse is taking place.  It is important to be aware of the indicators, behavioural changes and the presence of these signs in clusters and not just the presence of one single indicator.

We will examine each of these four forms of abuse in more detail through exploring:

A definition

Some examples of the kind of actions involved

Some behavioural indicators, which might suggest that this form of abuse is happening

Some physical indicators, which might suggest that this form of abuse is happening

Further details about Defining Child Abuse - https://vimeo.com/304357084 Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

[ttclondon]

The Designated Officer

The Designated Officer

Choosing a Designated Safeguarding Officer

It is recommended that at least one person in your organisation is a “designated safeguarding officer.”  This person will take the lead on safeguarding for your organisation. Nominating someone to undertake the role may be the first task your group should consider. The person chosen should:

be someone with authority in the group such as a manager or team leader.

a paid member of staff if possible.

have a Disclosure and Baring Service (DBS) check.

have at least two references which are followed up. You may wish to consider appointing a deputy in case of sickness or leave.

Responsibilities

The Designated Safeguarding Officer are the first point of contact for all staff and volunteers to go to for advice if they are concerned about a child (this may also need to be out of hours so staff and volunteers should always know how to contact them, or you can also appoint a Deputy).

They have a higher level of safeguarding training and knowledge than the rest of the staff and should have completed a Level 3 in Safeguarding.

They are responsible for ensuring that their organisation’s safeguarding policy is kept up to date and complete the Section 11 audit tool (Upcoming Unit) every 2 years.

They ensure that they comply with safe recruitment procedures (Upcoming Unit) for new staff members and their induction (Ensuring all Key Staff are trained to Level 2 and Support Staff to Level 1 minimum).

They support staff to assist in information regarding concerns and support decision making about whether staff concerns are sufficient enough to notify Children’s Social Work Services or whether other courses of action are more appropriate.

They make formal referrals to the Duty and Advice Team.

They ensure that concerns are logged and stored securely.

They have joint responsibility with the management committee or Board of Trustees to ensure that the organisation’s safeguarding policy and related policies and procedures are followed and regularly updated.

They are responsible for promoting a safe environment for children and young people.

They know the contact details of relevant statutory agencies e.g. Children’s Social Work Services (CSWS), Police, Local Safeguarding Children Board, and the Local Authority Designated Officer (LADO) or appropriate Authority figure for allegations against staff.

Click to view here in further detail - https://vimeo.com/346849465

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

It is not the responsibility of the designated safeguarding officer to decide whether a child has been abused or not- that is the responsibility of investigative statutory agencies such as Children’s Social Work Services or the police.  However, keeping children safe is everybody’s business and all staff should know who to go to and how to report any concerns they may have about a child being harmed or at risk of being harmed.

If you are the Designated Safeguarding Officer for your organisation, we recommend that you register with your local Safeguarding Board to ensure that you are kept up to date with all the latest safeguarding information from the Board and details of events and training.

Interested in starting a Safeguarding Children Level 3 DSL online course? – click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

[ttclondon]

Defining Safeguarding and Conceptions

Defining Safeguarding

Before we can examine the issues that surround the protection of children we must first establish, what is a child?

In British law, a “child” is defined as, being between 0-18 years and the age of “criminal responsibility” is 10 years.  At 16 years of age a child can give consent to surgical, medical or dental treatment.  A child of 16 years of age can marry, but only with parental consent. A girl or boy of 16 years of age can consent to sexual intercourse.

A 17 year old is not required to have an appropriate adult with them, for example, when being interviewed by the police, or when given a reprimand or warning by the police.  A person is deemed to be an adult on reaching 18 years of age.

As we can see, the definition of a child is legal and age-related stating that a child is a person under the age of 18 years.

A child then, by definition, is far less able to protect itself. Without adequate protection, a child is at risk of harm, mistreatment, exploitation, or neglect from others. This makes a child “vulnerable.”

Children do not understand their vulnerability, which is one of the main reasons they are at even greater risk of mistreatment or harm.

The law states that it is the responsibility or “duty of care” of staff and volunteers in public, voluntary and private organisations to protect the children for which they are responsible. In addition, such staff must ensure that there is a minimum risk of harm and exposure to the perpetrators of harm, for all children.

In this country, every child has a right:

To a life free of fear, harm, and neglect

Not to be forced to do anything against their will.

To be protected

It is clear therefore, that due to their vulnerability, children need the protection of adults. Protection is a method of guarding against danger or harm to ensure that children and young people are safe and free from the risk of “significant harm”.  Significant harm is defined as “the ill treatment leading to impairment of health or development”.  We will explore the concept of “significant harm” in greater detail a little later.

Further details about Defining Safeguarding - https://vimeo.com/346845350

Click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Conceptions

One of the key issues when trying to understand the protection of children is that of “significant harm,” which is viewed by the courts as “being the limit that justifies compulsory intervention into family life to protect the child’s safety and well-being”.

There are no defined criteria in which to judge significant harm. It is judged upon a range of factors including the:

Severity of the ill-treatment

Degree and extent of physical harm

Duration and frequency of abuse and neglect

Extent of premeditation

Degree of threat and coercion

Presence of sexual abuse

Sometimes a single traumatic event may account to significant harm, such as a violent assault, suffocation or poisoning.  More often, significant harm is a collection of significant events, both acute and long-standing, which can interrupt, change or damage the child’s physical and psychological development.

To understand and establish whether significant harm has, or is likely to occur, it is necessary to consider:

The child’s individual needs – emotional, educational and behavioural

The parenting ability of the carer – providing support and guidance, setting boundaries and providing stability.

The family and environmental factors – housing, employment, income, and community resources

The nature of the harm – ill treatment or the inability to provide adequate care.

It is important to recognise that significant harm may be caused by:

Acts of both omission and of commission

An adult, or a child or a young person

A stranger or somebody in a position of trust

Further details about Conceptions - https://vimeo.com/304794481

Interested in starting a Safeguarding Children Level 3 DSL online course? – click here - https://ttclondon.co.uk/safeguarding-children-level-3-dsl/

Kind regards

Garry Harvey

Operations and Training Director

The Training Centre 

www.ttclondon.co.uk

©The Training Centre (London) Limited, trading as The Training Centre.

Registered in the UK No. 14570211

128 City Road,London, EC1V 2NX