Safeguarding and Protecting Children 2: Reflecting on Practice (SPC2)

sports coach UK Workshop –
Tutor Notes

Safeguarding and Protecting Children 2: reflecting on practice (SPC2)

(All attendees must have attended
Safeguarding and Protecting Children [SPC1])

Second edition, May 2013

This tutor pack is only to be used by sports coach UK tutors, accredited to deliver this workshop. Should you be unsure as to your accreditation status, please contact the sports coach UK Workshop Booking Centre.

 The National Coaching Foundation, May 2013

This pack is copyright under the Berne Convention. All rights are reserved. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, mechanical, optical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Enquiries should be addressed to Coachwise Ltd.

sports coach UK is the brand name of The National Coaching Foundation and has been such since April 2001.

Authors: Helen Murdock

Project Lead Officer and Child Protection in Sport Unit Editor: Gill Joyce – CPSU

Reviewer: Ro Gordon

Second Edition Reviewer: David Turner

Coachwise Editor: Christopher Stanners

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sports coach UK Workshop – Tutor Notes Safeguarding and Protecting Children 2 (SPC2)

Workshop Overview

This workshop has been developed for delegates to reflect on safeguarding practice following their attendance at a sports coach UK ‘Safeguarding and Protecting Children’ (SPC1) workshop in the previous three years.

‘Safeguarding and Protecting Children 2: reflecting on practice’ (SPC2) is aimed primarily at coaches. However,theworkshop can be delivered toallthosewith responsibilityfortheorganisationofchildren’ssport(eg within governing bodies of sport[1], county sports partnerships [CSPs], localauthorities, sports and leisure centres,sportsclubs)andthosewholeador deliverchildren’ssportprogrammes(egcoaches,leaders,teachers,instructors, developmentofficers,officials,administrators,volunteers,parents/carers), an estimated 85% of whom undertake these roles on a voluntary basis.

The workshop builds on the knowledge attained in ‘Safeguarding and Protecting Children’. It aimsto:

increase delegates’ awarenessof safeguarding and
protecting children
help delegates recognisethesignsofabuseand poor practice
help delegates deal sensitivelyandeffectivelywithissues
that arise.

Italsoprompts a review of practicetoensurethatsportprovides a positiveandenriching experienceforchildren,andthat the behaviour of coachesisalwaysabovereproach.

Points to Note

A one-page workshop overview has been included. It is intended to provide, at a glance, the order in which outcomes may be reached, the key points that should be raised and timings.

The slides that accompany the workshop have been written to reflect the new resource. It is your choice which slides you use to meet the workshop outcomes.

The workshop has been written to provide you with a number of methods of delivery, plus slides. You will consequently be able to deliver a workshop that is relevant to the delegates you are working with. It is your choice which combination of methods you use to meet the workshop outcomes.

Remember: It is important that you achieve the outcomes of this workshop. You do not have to use the proposed method to the letter – it is a guide. The slides should be used to help you explain and impart information, in order for delegates to achieve the required learning outcomes.

Be aware of the next stage of development and education for the delegates through further workshops and support. Additional workshops include:

‘Coaching the Whole Child: Positive Development Through Sport’

‘An Introduction to the FUNdamentals of Movement’

‘Equity in Your Coaching’.

Further details are available on the sports coach UK website at:

The Child Protection in Sport Unit (CPSU) website offers extensive resources, information and signposting in relation to safeguarding children in sport and can be viewed at:

It is vital that reflective practice is used as a theme throughout the workshop. This should be embedded with the recall exercise at the start of each section and reinforced throughout, and at the conclusion of, the workshop.

Further support and details of any changes affecting ‘Safeguarding and Protecting Children 2: reflecting on practice’ will be posted in the Tutors section of the sports coach UK website. For further details, please visit:

It would be desirable for delegates to bring examples of their club or organisation’s code of practice/conduct and the reporting procedures from their club or organisation/ sport/CSP. Please remind them of this in the invitation letter from the organiser.

sports coach UK Workshop – Tutor Notes Safeguarding and Protecting Children 2 (SPC2)

Safeguarding and Protecting Children 2 Workshop Overview

Section

Outcome

/ Core Content /

Time

Introduction /

Introduce the group/workshop.
Recap the background to Safeguarding and Protecting Children 2.
Establish a learning agreement.
Identify the workshop outcomes.

Introductions
Background to Safeguarding and Protecting Children 2
Learning agreement
Outcomes
Ice-breaker

/ 15 minutes
ONE
Foundations of Safeguarding and Good Practice: Drawing on
your Experiences /

Actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct.
Demonstrate knowledge and awareness of current national legislation relevant to your role.

Recall Exercise 1
Reflection – What does it mean to me as
a coach?

Difference between safeguarding and
child protection

Relevant legislation including the Protection
of Freedoms Act 2012 and Disclosure and Barring Service
Activity (choice) – Case studies of
good/poor practice

What is OK or not OK?
Code of practice/conduct – what
works well?
Punishment or motivation? / 30 minutes

TWO

Identifying Signs of Abuse or Harm: Potential Misinterpretation of Signs
and Indicators /

Confidently recognise, respond to and make informed decisions about safeguarding children.
Consider a seven-step approach to assist with decision making.

Recall Exercise 2
Your experiences of concerns or incidents
of harm
What is child abuse?

Activity (choice) – Truth or myth?

Good practice/poor practice/abuse/my reasons

The seven-step approach

/ 60 minutes

THREE

Taking Appropriate Action /

Respond appropriately to a disclosure or concern.

Recall Exercise 3
Activity (choice) – Timing and location

Responding to a child
Recording the disclosure
Use a scenario to complete an incident form / 45 minutes
Summary /

Identify sources of
further information.
Review the workshop outcomes.
Identify actions to take to put learning into practice.

Signpost further information
Revisit outcomes
Action plan
Evaluation

/ 15 minutes

15 minutes have been allocated for a break within the workshop. Total workshop time = three hours

sports coach UK Workshop – Tutor Notes Safeguarding and Protecting Children 2 (SPC2)

Broader Principles for the Safeguarding and Protecting Children 2 Workshop

Greater opportunity for critical thinking and reflection.
Less listening, more active learning.
Encouragement of answers that use analysis and judgement based on good coaching practice.
Based upon shared experiences through application of knowledge using case studies.

The intention is for you, as the tutor, to be able to deliver the course and meet the learning outcomes with:

the resource and the PowerPoint presentation
just the PowerPoint presentation
just the resource.

It is not anticipated that you will use all the slides and activities during the workshop, but use your skill and judgement as to
the most appropriate for the group and those needed to achieve the learning outcomes.

The slides and activities can be tailored for sport- or
volunteer-specific groups; however, the essence of the slide should not be altered.

sports coach UK Workshop – Tutor Notes Safeguarding and Protecting Children 2 (SPC2)

Introduction (15 minutes)
By the end of this section, delegates will be:

introduced to the group/workshop
able to recap the background to Safeguarding and Protecting Children 2
able to understand the learning agreement
able to identify the workshop outcomes.

Time

/ Outcome / Content Overview / Delivery Ideas and Notes / Resources
15 minutes / Recap the background to Safeguarding and Protecting Children 2.
Understand the learning agreement.
Identify the workshop outcomes. / Introductions
Health and safety procedures (eg
fire exits, fire
alarm procedure)
and domestic
arrangements (eg toilets, refreshments)
Background to Safeguarding and Protecting Children 2
Learning agreement
Workshop outcomes
Ice-breaker / Welcome the group, introduce yourself, introduce delegates to each other and provide relevant information about the venue. Provide details of the workshop structure and delivery procedures.
Explain the background to the ‘Safeguarding and Protecting Children 2’ workshop and resource. Remind delegates that it is a refresher after three years since their attendance at the original ‘Safeguarding and Protecting Children’ workshop or an equivalent (which is mandatory for ‘Safeguarding and Protecting Children 2’ delegates) as the workshop builds on the original ‘Safeguarding and Protecting Children’ workshop. Explain that ‘Safeguarding and Protecting Children 2’ is designed to develop their skills of reflection based on their own experiences and that each section starts with a recall exercise.
Establish the learning agreement. Remind delegates about the principles for working together in the workshop to ensure inclusion and participation. Highlight the personal safety and potential emotional aspects and the need for them to identify their own support mechanisms. Outline the potential impact of personal experience, values and beliefs in this area of work. Explain that any disclosures to the tutor will be passed on to relevant sports. Invite the delegates to agree and add anything they wish to the list.
Talk through the workshop outcomes.
Suggested ice-breaker: Recall Exercise 1 in the resource – this starts the theme of reflection from the first ‘Safeguarding and Protecting Children’ workshop (a theme that runs through this workshop).Delegates complete the questions and discuss their answers with a partner. You may need to explain that Every Child Matters is a strategy from the Laming Inquiry following the death of Victoria Climbié and the implications of the Sexual Offences Act 2003 for coaches.
This activity bridges into Section 1. The recall exercises focus on the content of the first ‘Safeguarding and Protecting Children’ workshop and resource. The aim is to prepare delegates for the rest of this workshop by refreshing and reflecting upon previous learning.
Or
Ask delegates to complete the reflective exercise in the resource Preface on an example of good practice and something that concerns them. / Slide 1: Title slide
Slide 2:
Learning Agreement
Slide 3:
Workshop Outcomes
Slides 4–6:
Recall Exercise 1
Resource pages 2–6
Resource Preface
Section One: Foundations of Safeguarding and Good Practice:
Drawing on your Experiences (30 minutes)
By the end of this section, delegates will be able to:

actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct
demonstrate knowledge and awareness of current national legislation relevant to their role.

Time

/ Outcome / Content Overview / Delivery Ideas and Notes / Resources
30 minutes / Actively promote a positive and child-centred coaching environment using key principles of relevant codes of practice/conduct.
Demonstrate knowledge and awareness of current national legislation relevant to
your role. / Section 1
learning outcomes
Reflection – what does it mean to me as a coach?
The difference between safeguarding and child protection
Relevant legislation, including the Protection of Freedoms Act 2012, and Disclosure and Barring Service
Good and
poor practice
Codes of practice/conduct / Feed back on Recall Exercise 1, reminding delegates this was covered in the first ‘Safeguarding and Protecting Children’ workshop, or feed back on the reflective exercise from the resource Preface if that was used.
Ask delegates: What is reflection? When do they use it in their coaching? Use a flip chart to feed back on their answers and link them to Slide 9.
Explain to the group both the difference between safeguarding and child protection (particularly the terminology) and how the two fit together. Emphasise safeguarding – what that means to coaches and clubs or organisations.
NB: The one or two children referred to on Slide 10 are a small but very vulnerable group and therefore very important.
Alternative delivery: Use small groups and
flip-chart paper to ask delegates what they think the difference is between safeguarding and child protection. Give each group a piece of flip-chart paper to write their definitions on, and rotate these so the groups review each other’s ideas, adding a tick if they agree. Give a feedback overview at the end of the exercise.
Reiterate coaches’ position within the legal framework and the importance of working with best practice to reduce potential allegations of poor practice.
Ask delegates what they perceive as the relevance of legislation to their role. It is important to reiterate the point that sport does not sit outside the law.
Key point: Following the Protection of Freedoms Act 2012, the Disclosure and Barring Service (DBS) was formed through the merger of the Independent Safeguarding Authority (ISA) and Criminal Records Bureau (CRB). DBS checks will replace CRB checks. Coaches working regularly with children and without supervision will be deemed to be in ‘regulated activity’ and will be subject to a DBS and barred list check.
Coaches working regularly with children but under supervision will be subject to a DBS check but not a barred list check.
From now on,governing bodies of sport will be required to define ‘supervision’ for their sport.
Under 16s will not be subject to DBS checks.
Information made available through DBS checks enables organisations to assess someone’s suitability for a particular role in a particular setting.
Reiterate the duty of care from Slide 13.
Outline the role of local authority designated officers (LADOs). They respond to allegations against people who work with children/hold positions of trust within their local authority area. Make delegates aware that the designated lead for the organisation should report information to the LADO, not individual coaches.
Alert delegates to theWorking Together to Safeguard Children document.
The following activities relate to good and poor coaching practice. It is up to you, as the tutor,
to choose which one is most appropriate for your delegates.
In groups, ask delegates to work through Activity 4 in the resource. They should work through the statements, highlighting any that are not OK and giving their reasons why this is the case.
Alternative delivery: Put each statement from the activity on a separate piece of paper and ask delegates to put them under the heading of good practice or poor practice.
Or
In groups, ask delegates to work through Activity 5 in the resource. They should work through the case studies, highlighting good practice and suggesting alternatives for those deemed to be poor practice.
Link the discussion of good and poor practice to codes of practice/conduct.
Ask delegates: What is the purpose of a code of practice/conduct? Are there any key principles that should be in all codes? How does/should their club or organisation use its code?
NB: If you are working with a sport-specific group, use the appropriate governing body of sport’s code of practice/conduct.
Summarise the discussion by talking through
Slide 14.
In pairs, ask delegates to work through Activity 6 in the resource to review their code of practice/conduct.
Use Slide 15 to focus on the RFL as an example of the potential simplicity of a code of practice/conduct. Highlight the code being presented in a positive way (ie not focusing on the negative).
Optional activity: In groups, ask delegates to work through Activity 7 in the resource, discussing the case study and deciding whether the activities are punishment or motivation and why. / Slide 7: Section 1
Learning Outcomes
Slide 8: Recall Exercise
1 Answers
Resource page 91–92
Slide 9: What is Reflection?
Resource page 2
Slide 10: What’s
the Difference between Safeguarding and
Child Protection?
Resource pages 31–32
Slide 11: Legislation
and Guidance
Resource pages 7–10
Slide 12: New Legislation
Slide 13: Safeguarding
and Protecting Children
in the Context of the
Legal Framework
Resource Section 5 under ’Local authorities’ (page 107) and Section 3.3: Who Else Needs to Know? Sharing Information (page 63)
Resource page 12
Resource Activity 4
(pages 16–17)
Resource Activity 5
(pages 18–21)
Slide 14: Code of Practice/Conduct
Resource Activity 6 (page 22)
Slide 15: RFL
Resource Activity 7
(pages 24–25)

Section Two: Identifying Signs of Abuse or Harm: Potential Misinterpretation of Signs and Indicators (60 minutes)

By the end of this section, delegates will be able to:

confidently recognise, respond to and make informed decisions about safeguarding children
consider a seven-step approach to assist with decision making.

Time

/ Outcome / Content Overview / Delivery Ideas and Notes /

Resources

60 minutes / Confidently recognise, respond to and make informed decisions about safeguarding children.
Consider a seven-step approach to assist with decision making. / Section 2
learning outcomes
Recap on signs and indicators of abuse
The seven-step approach / Clarify the terms: a sign is something like a cigarette burn (eg clearly abusive and not easily explained by alternative causes), whereas an indicator is something that may raise concerns, but require clarification or investigation in relation to the possible cause(s). Equally, a number of ‘indicators’ collectively may be pieces of the jigsaw that form a picture of concern about abuse.
Ask delegates to complete the reflection exercise (Recall Exercise 2, question 4) in the resource individually and then compare their answers with
a partner.
Feed back on the reflection exercise.
Lead a discussion on the topic: what is child abuse? Use Slide 18 to summarise the generic definition.
Link this to potential coaching examples in the
next activity.
In groups, ask delegates to work through Activity 8 in the resource, identifying which statements are truths and which are myths. Explain that a myth is something passed on through communities/families.
Alternative delivery:If you have a large space, you could try practical delivery, with delegates moving to one side of the room or the other depending on whether they think a statement is a truth or a myth.
Run through theanswers on Slide 21. Feed back on any issues or concerns delegates might have from their own experiences/club or organisation.

Or

In groups, ask delegates to work through Activity 9 in the resource. Allocate one or more examples to each group so all are addressed. They should identify whether each example demonstrates good practice, poor practice or abuse and give their reasons for
their decision.
Run through the answers to the activity and feed back on any issues or concerns delegates may have.
Recap the different types of abuse.
To recap signs and indicators of abuse, ask delegates to work through Activity 10 in the resource, identifying how signs or indicators of each type of abuse would become evident in their sport.
Lead a discussion to recap the effects of abuse on children. Invite delegates to contribute experiences they have had of concerns or incidents of harm. Try using Activity 11 in the resource to help delegates reflect on incidents.
Introduce the seven-step approach. Explain to delegates that it is designed as a framework to develop their confidence in dealing with situations where they have a concern about a child.
(If appropriate to the group, this may be used as an alternative activity at the beginning of the section, instead of the Reflection Exercise.)
Divide delegates into groups. Allocate a seven-step approach case study from the laminates to each group and ask them to apply the seven-step approach to it using the template at the end of Activity 12 in the resource. Feed back using Activity 12 in the resource. / Slide 16: Section 2
Learning Outcomes
Slide 17:
Reflection Exercise
Resource pages 29–31
Slide 18: What is
Child Abuse?
Resource page 32
Slides 19–20: Truth
or Myth?
Resource Activity 8
(page 33)
Slide 21: Truth or
Myth? Answers
Resource pages 97–99
Resource Activity 9
(pages 34–36)
Resource pages 100–102
Slides 22–24
Resource Activity 10 (pages 37–39)
Slide 25: The Impact of Abuse on Children
Resource Activity 11 (pages 40–41)
Slide 26: The
Seven-step Approach
Resource page 41
Laminates
Resource Activity 12 (pages 42–47)
Section Three: Taking Appropriate Action (45 minutes)
By the end of this section, delegates will be able to respond appropriately to a disclosure or concern.

Time

/ Outcome / Content Overview / Delivery Ideas and Notes / Resources
45 minutes / Respond appropriately to
a disclosure
or concern. / Section 3
learning outcome / Ask delegates to complete Recall Exercise 3 in the resource individually and compare their answers with a partner.
Run through the answers to the activity and feed back on any issues or concerns delegates may have.