TRAINER NOTES

TRAINER GUIDANCE NOTES FOR

CREATING SAFER SPACE – MODULE A

Safeguarding Children– A Basic course

i)INTRODUCTION

Methodist Conference 2007 adopted the report Creating Safer Space. This is a Connexional Safeguarding training framework. The aims of the framework are to:

Build on existing good practice with ecumenical and other partners;

Be flexible and use a variety of training methods;

Affirm previous learning in the Methodist Church and elsewhere;

Require minimum standards for all those with responsibilities in the Church;

Deliver training as locally as is possible and appropriate;

Greatly reduce the potential for mishandling Child Protection issues and any negative consequences for those concerned.

It is planned to have 4 main modules as part of the Framework, as illustrated in the diagram here:

Diagram of Modules[1]


MODULE A:BASIC MODULE

DEFINITION For the development of an understanding of the safeguarding, protection and welfare of children, and the promotion of policy and good practice among all those who work face to face with children and in positions of trust.

AIM:To enable participants to deal confidently and appropriately in safeguarding and promoting the welfare of children and young people in the church context.

Slide 3

LEARNING OUTCOMES:

  1. To understand what is meant by safeguarding and promoting the welfare of children and that there are different ways in which children and young people are harmed.
  1. To be familiar with relevant legislation, government guidance and denominational safeguarding procedures and good practice guidelines.
  1. To be able to make judgements about how to act to safeguard and promote the welfare of a child.
  1. To understand the necessity for information sharing and accurate recording within the context of safeguarding and promoting the welfare of a particular child.
  1. To know the boundaries of one’s own competence and responsibility and know when to involve others and where to get advice and support

TARGET GROUP:

The standards section of the report Creating Safer Space is in the Appendices of the report to Conference.

It is required for most posts listed here that the Basic Safeguarding course Module A will be compulsory for the following groups and all those doing similar work from end of the Connexional year 2010-11, (subject to anticipated Standing Orders, as agreed in principle by recommendations to conference in 2007). Some of those listed job titles have changed under Team Focus and/ other Connexional policy changes since 2007.

  • Presbyters and Deacons – all with pastoral charge or responsibility
  • Lay workers with pastoral responsibility
  • Pre-ordination (students and probationers)
  • Superintendent
  • Chairs of District
  • Children’s workers (paid or voluntary)
  • Youth Workers (paid or voluntary)
  • Helpers in children’s and youth work
  • Children’s holiday clubs
  • Junior Church teachers/ leaders/ assistants
  • Uniformed organisations etc.
  • Choir, Music group leaders & key church musicians (where children are involved
  • Drama group leaders
  • Appropriate users of the building
  • Parents/ Carer and Toddler leaders
  • Foundation Students/ equivalent(now EDEV)
  • Any other people who work with children
  • Evangelism/Mission enablers
  • Church/Circuit Stewards
  • Property Stewards
  • Church Council Secretary/Circuit Meeting Sec.
  • Preachers
  • Worship Leaders
  • Church and Circuit Safeguarding Reps
  • District Safeguarding Reps/Co-ordinators
  • District and Circuit Administrators
  • District Policy Committee/ District Council Members
  • Complaints and Discipline (panel members) and Mediators
  • Mission Partners
  • TOs and / DDEs (formerly TDOs)
  • Consultants, contractors, agencies[2]

The whole of the Connexional Team are to be encouraged to do Module A but it will be required for:

Children’s and youth work team

Red team (Co-ordinating Secretaries)

Green team (Team Leaders/ managers)

Practical points on the timing and delivery

The PowerPoint slide show for Module A is designed to be delivered in around 2 to 2 and ½ hours. 2 ½ hours is the optimum time. 2 hours is possible, if a bit rushed. This version involves 39 slides (some additional slides are hidden for this version[3]). With the main exercises which need significant time allocated being the ‘Values and Judgements’ quiz, ‘What is abuse?’ and the Scenarios. Other exercises may be included but will need to be pared to a simple brainstorm. However participants may have hard (printed) copies of the whole slide show if printed off as ‘Handouts’ in the normal way. The version that is 47 slides long may be delivered in full, if the time for the training event allows [– even in around 3 hours or up to a whole day, including more of the optionalexercises].

Our recommendation is that this is delivered as a ‘session’, i.e. morning, afternoon or evening only and that if a whole day/ two sessions is planned, other material from Modules B, C or D are planned alongside this one.

Altogether the complete four modules should be deliverable in around 12 hours in total.

The exact form of what is delivered is a matter for the District Safeguarding teams working collaboratively with the Training Officers to decide. The training officers are responsible for ensuring delivery and standards oftraining. The District Safeguarding teams are responsible for ensuring the standards of the Safeguarding content. There must be collaborative working on any locally authorisedcontent and the practicalities of delivery of a Module. These two groups working together should ensure that the content of delivery is in keeping with the objectives of the particular Module.

The minimum timings on the CONTENTS pages show timing for possible delivery within 2 hours. Any other timing applied is flexible, but the key exercises should have priority within a new timing scheme, especially the Scenarios.

ii) PREPARATION – Before delivering course

See check list Appendix 1

NB This is a tool and does not mean you need to do everything on it but is a prompt.

Prayer

  • Ask people to support you in prayer for your event
  • Send the date of your course and details to Deborah Miller for the Prayer Diary at Methodist and Church House

Venue

  • Book venue
  • Clarify lay out of room – seating, tables, equipment, required.
  • Confirm who will be opening up / setting up the room you or someone at the venue. Allow time for this.
  • Book training equipment required.
  • Book equipment / resources for participants with special needs.
  • Book or buy refreshments.

Advertise

  • Advertise course with a closing date for applicants.
  • Send out application form to potential participants.

Print / Photocopy

  • Appendix 3 - Power point presentation with room to write notes
  • Appendix 4 - Attendance list
  • Appendix 5 - Programme
  • Appendix 6 - Evaluation forms
  • Appendix 7 - Certificates

Handouts - Choose print and photocopy handouts from list of handouts that are relevant to your group

Participant Pack

See Appendix 2 for suggested handouts/ documents to be included in pack. To make up these packs ahead of time saves time in giving out handouts on the day. It also looks more professional.

Co Training

  • If co - training decide ahead of time who is delivering each section.
  • Pray together about event.

Pre Reading

  • Read accompanying trainer notes.
  • Read relevant sections in recommended documents in order to be well briefed on course content and questions that are likely to come up.
  • Order documents in advance

. See Appendix 1 Check List and Handout 16 Safeguarding Publications

iii)PREPARATION – 1 Hour before course starts

Pray

If you feel comfortable doing so pray for the event and for one another if

Co - training.

Venue

  • Set up venue before participants arrive:
  • PA system if large venue
  • Ensure loop system is working and any other equipment is available for participants with any special needs.
  • Power point presentation
  • Laptop / projector / screen
  • Alternative
  • Overhead projector / screen
  • Acetates
  • Flip chart stand / paper / marker pens
  • Arrange chairs in a semi circle for participants
  • 2 chairs at the front of the venue for trainers plus table for paperwork and resources
  • Place Participant Packs on all participants seats

Place on trainers table:

  • Attendance list
  • Certificates
  • Evaluation forms

Copy of documents to refer to:

  • Church Policy – The Methodist Church Safeguarding Policy
  • The London Child Protection Procedures
  • Working Together to Safeguard Children
  • Guidelines on Spirit Possession
  • Booklet - Summary of the Victoria Climbie Inquiry

Place on resources table:

Place on another table Safeguarding resources available.

Sample material (Make sure there are sample stickers on these so they do not walk!)

Leaflets to take away – Order in advance. Suggested materials are noted on Check Appendix 1 Check List and Handout 16 Safeguarding Publications. This is not inexhaustible.

Refreshments

Book ahead of time or bring on the day

Tea / coffee / milk / sugar / juice / water / biscuits

If providing lunch buy or book ahead of time

A 1. WELCOME AND INTRODUCTIONS

Timing from introduction - 20 mins including Ground Rules

Course titleSlides 1

Put first slide on your screen highlighting the course title.

Registration

Tick off participants as they arrive on attendance sheet during registration time. Hand each participant a training pack with programme for the day plus handouts that you want to include.

Offer them refreshments and make them welcome

Introduction Slide 2

This is the welcome start to the day, which begins with trainers reading a quote from the Methodist Safegarding Policy and introducing themselves, giving a little bit of information about their backgrounds and current roles within safeguarding.

Prayer / Devotions

Open the day with prayer and or reading /devotion if you feel comfortable doing this.

Housekeeping

Location of toilets, coffee room and fire exits, phones, general building rules etc.

Warning

The subject matter can often be distressing for participants to hear and they can leave the room if they need a breather. Also trainers are available during the breaks and at the end of the day if anybody wants to discuss issues that have come up during the day.

Aim of the session and outline of the day Slides 3 - 4

Explanation of the plan for the day. Refer also to the programme you have given participants in their packs and other handouts /documents.

Include estimated time for lunch and tea /coffee breaks.

Introduction of participantsSlide 5

This is where all the participants have the opportunity to introduce themselves and explain which church they are from and their role. You can also use this opportunity to ask participants about their child protection experience to date and what they hope to gain from the days training.

It is important to stress at this stage that the course is basic awareness and everyone has differing levels of experience.

NB If you are short of time do a short icebreaker and do not have feed back if you are a large group

Icebreakers

An icebreaker is what it says, it helps to break the ice and helps participants to relax before dealing with difficult subject matter such as safeguarding as well as giving participants the opportunity to get to know one another.

Ideas for Ice breakers

You may have your own!

A) Ideal favourite …

Divide participants into pairs. Ask them to guess what the other person’s favourite Chocolate bar is. Share with the group.

Other ideas:

Favourite Film / Drink / Car / Holiday

B) What would you rather be doing on a Saturday/ Thursday evening etc!!

Ask participants to talk to the person next to them find out what their role is and ask the above question.

Ground Rules

Slide 6 – 7

Timing - 5 minutes

Materials: Flip Chart / marker pen / blu tack

Invite participants to bring ground rules of their choice to the day in order to create a learning environment where participants feel safe.

Write on flip chart paper or use. Slide 7

These ground rules are suggestions. Feel free to add your own.

Some suggested ground rules:

  • Mobile phones off or on silent mode
  • Confidentiality

Participants may wish to share details about cases they have been involved with. Emphasise confidential information should stay within the group and not discussed outside. Participants may wish to change the names / places of those concerned to respect their anonymity.

  • Timekeeping

Reminder there is a lot of information to cover on the course and it would be helpful for everyone including trainers to keep to time returning from lunch / breaks etc so that the course finishes on time.

  • Please do not speak over one another

Inevitably some participants will want to speak more than others. As a trainer / facilitator ensue everyone who wants to has the opportunity to express their views or not. For some people the subject matter may bring up all sorts of emotions and they may need some space.

  • Respectful of difference of opinions and levels of knowledge and experience
  • Challenge / Encourage healthy debate
  • Respect for diversity

Disability / race /gender /age / religion

B 1. WHAT DO WE MEAN BY SAFEGUARDING AND CHILD PROTECTION? Learning Outcome 1

Time allowed if reading out definitions – 5mins

Task

Read out and explain the definitions we are using to give participants clarity on this terminology, which may be new to them.

  • SAFEGUARDING
  • CHILDPROTECTION
  • Introduce concept of SIGNIFICANT HARM actual or likely

Optional Tasks:

Materials: Flipchart / flipchart paper / marker pens / blu tack

Time allowed -15 minutes

Divide participants into groups to define SAFEGUARDING and CHILD PROTECTION brainstorming their ideas on flipchart paper.

Each group feeds back in turn.

Compare the groups ideas with the official definitions on Slide 8 - 10

Time allowed – 5 minutes

If short of time brainstorm from the front. Trainer writes answers from participants onto the flip chart.

BACKGROUND READING FOR TRAINERS

HM Government Working Together to Safeguard Children Glossary page 27, Key definitions and concepts page 34 –38.

Terminology in this area is complex and changes as services are reshaped.

Read out and explain the definitions we are using to give participants clarity on this terminology, which may be new to them.

Safeguarding and promoting the welfare of children is defined as:

  • Protecting children from maltreatment
  • Preventing impairment of children’s health or development
  • Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role so as to enable those children to have optimum life chances and to enter adulthood successfully.

Protecting children from maltreatment is important in preventing the impairment of health or development. Protecting children from maltreatment and preventing impairment of children’s health and development are necessary but not sufficient to ensure that children are growing up in circumstances consistent with the provision of safe and effective care.

Child Protection is defined as:

Child Protection is a part of safeguarding and promoting welfare. This refers to the activity that is undertaken to protect specific children who are suffering or are at risk of suffering or are at risk of suffering significant harm.

Significant Harm

For further information about the concept of ‘Significant Harm’ see Section 1.23 – 1.28 page 35 –37 Working Together …

The threshold for compulsory intervention.

B 2. SETTINGTHE SCENE

Learning Outcome 2

Time allowed – 5mins

Handout 1 – What Underpins Safeguarding – The Legal and Government Responses

Trainer explains what underpins Safeguarding and Child Protection working through the slides highlighting key points.

CHILDREN ACT 1989 Slide 12

  • The Children Act 1989 places a duty on Local Authorities to promote and safeguard the welfare of children in need in their area.

Key themes and responsibilities

  • The Child’s Welfare is Paramount
  • Section 17 – Child in Need - Duty to safeguard and promote the welfare of children - intervention optional
  • Section 47 – Child in need of protection due to risk of Significant Harm - intervention is compulsory within statutory work
VICTORIA CLIMBIE Slide 13 - 15Hidden

2003 Statutory inquiry into the death of Victoria Climbie by Lord Laming.

For those who do not remember or know about Victoria Climbie this is an opportunity to briefly tell her story. As a result of Victoria’s death Lord Laming led a public enquiry to establish how and why she died. The findings of the enquiry had strong parallels to previous child deaths. It needs to be stressed that safeguarding children is everyone’s responsibility.

Refer to booklet – Summary of the Victoria Climbie Enquiry

Trainers need to familiarise your selves with this inquiry by reading the booklet before delivering training.

Findings from inquiry Slide 14Hidden

Victoria was known to many different agencies and organisations including churches:

  • 2 Housing Departments
  • 4 Social Services Departments
  • 2 GPs
  • 2 Hospitals
  • An NSPCC Family Centre
  • A Childminder
  • Several Churches

Key Themes From The Victoria InquirySlide 15Hidden

  • Child Protection - a low priority
  • Staff inadequately trained in child protection
  • Problems n the way information was exchanged and understood
  • Communication issues
  • Welfare of the child is paramount

B 3. GOVERNMENT’S RESPONSES

Learning Outcome 2

Time allowed – 5 minutes

Task

Trainer works through slides highlighting the Government responses that have been made following Lord Lamings enquiry into the death of Victoria Climbie.

Green Paper – EVERY CHILD MATTERS Slide 16Hidden

  • Stay Safe
  • Be Healthy
  • Enjoy and Achieve
  • Make a Positive contribution
  • Achieve Economic well – being

This forms a useful acronym which spells SHAPE