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

2 Learning Agreement Personal safety Equity ConfidentialityProfessionalism Ownership Child-centred approach Personal safety – openly address the issue of potential impact (sometimes completely unexpected) of the material and activities. There is a high possibility of someone having experienced abuse as a child or adult, having personal or professional experience of abuse or knowing someone for whom this has been his or her experience. If delegates find themselves distressed or need time away from the group, reassure them that this is fine, but clarify where the appropriate place for them to go will be so that you can check that they are OK during the next activity or the break. No counselling attached to course, but can direct to support groups (Section 4 of the resource).

3 Workshop Outcomes By the end of this workshop, you 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 your role confidently recognise, respond to and make informed decisions about safeguarding children consider a seven-step approach to assist with decision making respond appropriately to a disclosure or concern

4 GIRFEC Indicators of wellbeingAbuse affects the whole child. We need to acknowledge that we work with the whole child. Sport has the potential to develop and influence every aspect of a childs life. Use the Wellbeing Wheel to emphasise this point. Ask participants to look at the wheel and consider and identify how they influence each section and how that contributes to the wellbeing of children. SPC2 Slide 6 4

5 Recall Exercise 1 Thinking about your own club’s code of practice/conduct, which of the following is not a key principle? Rights – Coaches must champion the rights of every individual to participate in sport Responsibilities – Coaches must focus on their own performance in their sport in order to provide a sound role model Relationships – Coaches must develop a relationship with performers based on openness, honesty, mutual trust and respect Answers on Slide 8 and in resource.

6 Recall Exercise 1 (cont’d)Which two of these are not part of the five Every Getting it right for every child outcomes for children and young people’s well-being? Being happy Being healthy Staying safe Enjoying and achieving Making a positive contribution Economic well-being Being a good citizen Which Act made a new offence of ‘abuse of trust’? Sexual Trust Act 2003 Sexual Offences of Trust Act 2003 Sexual Offences Scotland 2003 Sexual Abuse of Trust Act 2003 Every Child Matters encouraging the holistic approach to supporting a child to reach his or her full potential – sport key partner in this development. Answers on Slide 8 and in resource.

7 Recall Exercise 1 (cont’d)Being the designated person in a club or other sports-related setting means that he or she: investigates concerns about a young person when they arise goes out to meet the parents of the young person trains the organisation in child protection receives any concerns about possible harm of a child or young person and decides what steps to take Answers on Slide 8 and in resource.

8 Recall Exercise 1 AnswersResponsibilities ‘Being happy’ and ‘being a good citizen’ Sexual Offences Act 2003 Receives any concerns about possible harm of a child or young person and decides what steps to take

9 Section 1 Learning OutcomesFoundations 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

10 What does Reflection Mean?Thinking about something after the event Learning from it Changing/adapting behaviour in the future

11 What are Safeguarding and Child Protection?Safeguarding (the umbrella) –the proactive policies and procedures in place for the benefit of all children involved in our clubs and activities Child protection – one aspect of the safeguarding umbrella specific to children who are at risk or suffering significant harm All children have the right to be safeguarded and protected (ie they all sit under the umbrella). One panel represents those children already accessing additional support from agencies such as probation and children’s social care (ie child protection).

12 Legislation and GuidanceRelevant legislation for coaches and volunteers – underpinned by the Human Rights Act and the UN Convention on the Rights of a Child Child welfare and protection Children (Scotland) Acts 1995 Criminal offences against children Sexual Offences (Scotland) Act 2005, Sexual Offences (Scotland) Act 2009 Recruitment and selection of staff and volunteers Safeguarding vulnerable groups legislation (England and Wales; Northern Ireland; Scotland) Legislation in Scotland, Wales and Northern Ireland differs from that in England. Familiarise yourself with the appropriate legislation where you operate. What is the relevance of legislation to your role in sport?

13 Protection of Freedoms Act 2012New Legislation Protection of Freedoms Act 2012 Disclosure and Barring Service (DBS) Independent Safeguarding Authority (ISA) and Criminal Records Bureau (CRB) merged into one organisation called DBS To prevent unsuitable people from working with children and vulnerable adults New definition of ‘regulated activity’ to only cover ‘unsupervised’ coaching Each governing body of sport will be required to develop its own definition of ‘supervision’ Still two barred lists: one for working with children and one for working with vulnerable adults Any questions or concerns, signpost to governing body of sport/CSP and CPSU briefings.

14 Protection of Vulnerable Groups (Scotland) Act 2007Relevance for sport New scheme which will replace and improve upon the current disclosure system for people who work with vulnerable groups Individuals must register to become a ‘Scheme’ member to carry out regulated work with children or protected adults 2 lists – children’s and adult’s See briefing paper SPC2 Slide 14

15 Protection of Vulnerable Groups(s) Act 2007Types of Scheme Record Disclosures: Scheme Record Scheme Record Update Statement of Scheme Membership SPC2 Slide 15

16 Protection of Vulnerable Groups(s) Act 2007Information from a number of sources continually fed into scheme making the system more proactive Organisations still have a duty to refer individuals to Scottish Ministers where grounds for referral met (criteria expanded) Central Barring Unit will make decisions on barred status SPC2 Slide 16

17 Safeguarding and Protecting Children in the Context of the Legal FrameworkIf you represent your club or organisation as a coach for your sport, you have a legal duty of care If you are involved as an individual, you have a moral duty of care Duty of care With the children and parents/carers As a representative of your club or organisation, sport, profession and/or role Positions of trust LADO role set out in Working Together to Safeguard Children Should be alerted to all cases in which it is alleged that a person who works with children has: behaved in a way that has harmed, or may have harmed, a child; or possibly committed a criminal offence against children, or related to a child; or behaved towards a child or children in a way that indicates he or she is unsuitable to work with children. Applies to: paid; unpaid; volunteers; casual; agency or self-employed. LADO involved from initial phase to conclusion and should be contacted by designated lead for the organisation, not individual coaches. Provides advice and guidance and helps determine that allegation sits within the scope of the procedures. Helps coordinate information sharing with the right people – key role in making linkages. Monitors and tracks any investigation – expectation that it will be resolved as quickly as possible.

18 Code of Practice/ConductWorking document to support best practice in the club or organisation States the rights and responsibilities of individuals when participating Relationships between all parties that are open and honest Promotes positive behaviour, challenges poor behaviour Benchmark for raising concerns

19 Responsible Encouraging Sporting Positive Enjoyable ConsiderateTolerant With thanks to the RFL for their permission to reproduce the RESPECT cover

20 Section 2 Learning OutcomesIdentifying Signs of Abuse or Harm: the confusion 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

21 Reflection Exercise Think about an incident, or a situation that occurred over time, that caused you concern. Be specific in what it was that actually worried you and where it happened Give a description of the child (gender, age, ethnicity, any disability, his or her performance or any other general features of his or her membership of the club) What did you feel about the situation? What did you do? Did you talk to anyone? Was it helpful and in what way? What happened next? How did you feel about the outcome? What did you learn from the incident? Would you do anything different next time? Did your policy, procedures or code of practice/conduct help you?

22 What is Child Abuse? Term to describe harm to a young person (under 18) Harm is actively done Failure to protect a child Abuser is likely to be an adult Could be another young person Males and females abuse Prudent decisions need to be taken to minimise risk to children and adults

23 Truth or Myth? We don’t have any cases so it doesn’t happen in our sport Most of our sport is female so we don’t have any problems like that If our club or organisation uses a proactive system of recruitment and induction, it will help us recruit safely If we do DBS checks on everyone who comes into contact with the children, we don’t need to worry We support our coaches through their qualifications and ongoing professional development

24 Truth or Myth? (cont’d) Our club welfare officer can come to committee meetings if she has anything to say We have known all our coaches and volunteers for years so we don’t have any concerns Adults working as coaches and volunteers need to protect themselves from false allegations Children don’t often lie when they are telling someone they trust about an issue Our committee members don’t come into contact with children so it doesn’t apply to them

25 Truth or Myth? Answers Myth 6. Myth Myth 7. Myth Truth 8. TruthTruth Myth

26 What are the Different Types of Abuse?Physical Emotional Sexual Neglect Bullying

27 Types of Abuse Physical abuse Emotional abuse Sexual abuse Neglectoccurs when someone causes physical harm or injury to a child Physical abuse is a type of abuse in its own right and also present with the other forms of abuse is the emotional ill treatment of a child, resulting in severe and persistent adverse effects on emotional development Emotional abuse occurs when adults or other young people (both male and female) use children to meet their own sexual needs Sexual abuse occurs when adults fail to meet a child’s basic physical and/or psychological needs, and is likely to result in the serious impairment of the child’s health or development Neglect

28 Bullying is deliberately hurtful behaviour is usually repeated over a period of time occurs where it is difficult for those being bullied to defend themselves can be verbal, written or physical Bullying Give examples of signs and indicators of each type of abuse from your sport

29 Other circumstances leading to abuseOther forms of abuse can have a significant impact on physical, social and emotional wellbeing: Domestic Abuse Substance Misuse / Substance dependency Bullying (by adults and other children) Grooming / Internet Safety Abuse by other children Briefly highlight that more recently we have become aware that other types of abuse can also harm and affect children and we need to have some awareness. SPC2 Slide 30

30 The Impact of Abuse on ChildrenNB: Effects may be individual to the child Could include: Physical delayed development, lack of friends Emotional delayed development, difficulties in trusting Sexual general fearful outlook, withdrawal; conversely, overly affectionate Neglect delayed emotional and/or social development Bullying low self-esteem, difficulties in social relationships How might the effects show in your sessions?

31 The Seven-step ApproachWhat is your concern for the child? What might be the child’s worries or concerns? What are your worries and concerns? What are your options? What are the obstacles? What are your actions? Record, record, record!

32 Section 3 Learning OutcomeTaking Appropriate Action Respond appropriately to a disclosure or concern

33 Recall Exercise 3 If you have a concern that could be about child abuse, you should first: tell the child or young person about your concerns refer to the police and children’s social care for investigation tell the parents/carers speak to your club welfare officer, designated person or senior member of staff Say that anything he or she says will be kept confidential Reassure him or her that he or she is not to blame Find out as much as possible See if you can guess what the problem is Stay calm What are two of the four recommended responses when you have a concern about a young person? Answers on Slide 30 and in resource.

34 Recall Exercise 3 (cont’d)3. If you see a coach in your club displaying poor practice, what would be the two actions you could take? Tell the children in that group that the coach is rubbish Go directly to the coach and appropriately challenge what he has said or his actions Rush over to the coach and, in front of the children or young people, threaten to report him if he carries on Provide a verbal or written report to the club welfare officer, designated person or head coach of what you have seen and heard and why you were concerned Answers on Slide 30 and in resource.

35 Recall Exercise 3 AnswersSpeak to your club welfare officer, designated person or senior member of staff – unless the concerns relate to him or her, or there are concerns about a conflict of interest Reassure him or her that he or she is not to blame – children often blame themselves Stay calm – children need to see that you are in control Go directly to the coach and appropriately challenge what he has said or his actions – (depending on the issue) it may be the coach is unaware he is exhibiting poor practice Provide a verbal or written report to the club welfare officer, designated person or head coach of what you have seen and heard and why you were concerned – this will provide information to key members of the club so that the situation can be dealt with appropriately

36 What is a Disclosure? When someone (child or adult) tells you something, usually sensitive or personal Unlikely to be shared widely Reflects level of trust

37 Responding to a DisclosureConsiderations: Timing and location Responding to a child Recording the concern Any other sources of concern? Refer to your governing body of sport/county sports partnership (CSP) reporting procedures

38 Where you have ConcernsYou are not expected to be an expert, nor to start an investigation or to find additional evidence You have a responsibility to act if you have any concerns about the behaviour of an adult or a child towards another child

39 What is your Responsibility?Pass on your concerns to…? You have concerns + You’re not an expert – don’t start to investigate =

40 Information Sharing Check your governing body of sport/local authority/club or organisation policy and procedures Information on a need-to-know basis Confidentiality must be respected Club protection officer/designated person/head coach Governing body of sport/ lead officer for child protection Neither data protection nor human rights legislation overrides the responsibility to share information if there are potential concerns about the safety/welfare of a child/children Refer to the flow chart in the resource (page 64).

41 How do you use your parents code of practice/conduct?Greatest asset Celebrate the support How do you use your parents code of practice/conduct? Worst liability Challenge appropriately Parents Key cogs in the development and support of a performer or can work against the performer’s development if they lack interest or have ‘too much’ interest or emotional involvement. How much is too much? Is the parents code of practice/conduct a working document in the club or organisation?

42 Where Next? Additional activities and information in your Safeguarding and Protecting Children 2 resource For further information on safeguarding children, visit: For further information on the DBS, visit: For further information on sports coach UK workshops, visit:

43 Workshop Outcomes By the end of this workshop, you 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 your role confidently recognise, respond to and make informed decisions about safeguarding children consider a seven-step approach to assist with decision making respond appropriately to a disclosure or concern