RCC 3.

2: Understand how to safeguard and protect

children and young people in residential childcare
Unit reference T/506/8363
Unit level 3 Credit value 7
Guided Learning 63
Unit aim This unit provides the knowledge and understanding required to safeguard
and protect children and young people in residential childcare settings.

1 Understand the main legislation, guidelines, policies and procedures for

safeguarding children and young people

1.1 Define the term safeguarding in relation to children and young people.

The Government has defined safeguarding as: ‘the process of protecting children
from abuse or neglect, preventing impairment of their health and development, and
ensuring they are growing up in circumstances consistent with the provision of safe
and effective care that enables children to have optimum life chances and enter
adulthood successfully.’ Child protection is part of safeguarding and is there to
protect a child who is suffering from harm and/or abuse.

“Every child matters” reminds us everyone have a duty to safeguard children. A child
spends lots of their waking hours at school so it is important that they feel safe and
secure whilst there. They should feel cared for and valued and your role is to ensure
that you promote their best interests. When in their home environment a child can
still be vulnerable. They may live in poor housing, their parents may be unemployed,
they may have a disabled parent who they care for all of which can cause the child
emotional difficulties which in turn can affect their schooling. If a parent or carer fails
to provide a safe home and fail to protect and care for their child they can be taken to
court and the child may be placed in care.

The Common Assessment Framework (CAF) exists to help and support such
children and families when needed. It is there to support children who otherwise
would not succeed. Some children will already be flagged up as at risk and these will
be subject to an inter- agency child protection plan. They will be provided with extra
services and also regularly and carefully monitored by social workers.

At school, safeguarding includes things such as risk assessments. This means

ensuring the school is a safe environment for the child to be in. Making the school
safe means having policies and procedures which must be adhered to, regular fire
drills, regular updates to staff training, continuing assessments of all children to be
aware when the child needs extra support, passing on information to other agencies
etc.

Safeguarding means different things to different people and cultures. It is therefore

important that every child is assessed to the same standards and that professionals
are put in place to support those who need it

1.2 Explain how child protection relates to safeguarding.

Safeguarding Children is a concept that reaches beyond child protection to
incorporate the additional aims of preventing the harm of children's health and
development, ensuring children are growing up in circumstances consistent with the
provision of safe and effective care.
Safeguarding, and promoting the welfare of children, is a broader term. It
encompasses protecting children from maltreatment, preventing impairment of
children's health or development, and ensures children grow up in safe
circumstances.
Child protection is part of this definition and refers to activities undertaken to prevent
children suffering, or likely to suffer, significant harm.

1.3 Outline current legislation, national guidelines and policies affecting the
safeguarding and protection of children and young people
The United Nations Convention on the Rights of the Child (1989)
This treaty is a set of 54 articles regards the rights of children Included in those rights
are those which ensure that children are safe and looked after. Article 19 states
children’s rights to be ‘protected from all forms of physical or mental violence, injury
or abuse, neglect or negligent treatment, maltreatment or exploitation including
sexual abuse by those looking after them’. The UK signed up to the Treaty, and so is
legally bound to implement legislation which supports each of the articles .

Working Together to Safeguard Children (2010) applies to those working in

education, health and social services as well as the police and the probation service.
It is relevant to those working with children and their families in the statutory,
independent and voluntary sectors. The document covers the following areas:
 A summary of the nature and impact of child abuse and neglect.
 How to operate best practice in child protection procedures.
 The roles and responsibilities of different agencies and practitioners.
 The role of Local Safeguarding Children Boards (LSCBs).
 The processes to be followed when there are concerns about a child.
 The action to be taken to safeguard and promote the welfare of children
experiencing, or at risk of, significant harm.
 The important principles to be followed when working with children and
families.
 Training requirements for effective child protection.
It is not necessary for all practitioners to read every part of Working Together to
Safeguard Children in order to understand the principles and to perform their roles
effectively. However, those who work regularly with children and young people and
who may be asked to contribute to assessments of children and young people in
need should read Chapters 1, 2 (relevant sections, such as schools and further
education institutions), 5 and 11; it may also be helpful to read Chapters 6, 8, 9, 10
and 12.

Framework for the Assessment of Children in Need and their Families (2000)
provides a systemic framework to help professionals identify children and young
people in need and assess the best approach to help them and their families
What to do if you’re worried a child is being abused (2003) is a guide for
professionals working with children which explains the processes and systems
contained in Working Together to Safeguard Children and Framework for
Assessment of Children in Need and their Families.

The Protection of Children Act 1999 requires childcare organisations (including any
organisation concerned with the supervision of children) not to offer employment
involving regular contact with children, either paid or unpaid, to any person listed as
unsuitable to work with children on the Department of Health list and the Department
for Education and Employment’s List 99. The disclosure barring checks acts as a
central access point for criminal records checks for all those applying to work with
children and young people.

Children Act 1989

This Act identifies the responsibilities of parents and professionals who ensure the
safety of children. Two important sections of the act focus specifically on child
protection. They are:
Section 47 states that the Local Authority has ‘a duty to investigate when there is a
reasonable cause to suspect that a child is suffering, or likely to suffer, significant
harm’.
Section 17 states that services must be put into place to ‘safeguard and promote the
welfare of children within the area who are in need’.

Children Act 2004

This act was made as a result of the Victoria Climbie’s death inquiry. This provides
the legal framework for “Every child matters”
It includes the requirement for:
● services to work more closely, forming an integrated service
● a ‘common’ assessment of children’s needs
● a shared database of information which is relevant to the safety and welfare of
children
● earlier support for parents who are experiencing problems.

The Education Act 2002 (updated 2011)

This sets out the responsibilities of Local Education Authorities (LEAs), governing
bodies, head teachers and all those working in schools to ensure that children are
safe and free from harm. It provides guidance and sets out the responsibilities to
schools/colleges on how they should carry out their duties regards safeguarding and
promoting the welfare of children.

The Equality Act (2010)

Ensures the protection of everyone including children against unfair discrimination
including age, disability, gender reassignment, marriage and civil partnership,
pregnancy and maternity, race, religion or belief.

School Policies and safeguard

The Department for Education (DfE) provides guidance for local authorities including
schools. Schools use this guidance to develop their own policy and procedures
which must be followed. Schools must have policies which ensure the safety,
security and well-being of their pupils. They will give guidance to staff and detail their
responsibilities. The policies must include:
● safeguarding and protecting, and procedures for reporting
● e-safety
● bullying, including cyber-bullying

The DfE provides the following guidance:

Working Together to Safeguard Children (2006)
This is guidance which sets out the duties of organisations and how they must work
together to safeguard children and young people.

What to do if you’re worried that a child is being abused (2006)

This is guidance to help those working with children safeguard and promote their
welfare. It also looks at the actions which all adults working with children should take
if they are concerned.

E-Safety
The UK Council for Internet Safety was launched in 2008 to increase awareness of
how to stay safe on the internet and to protect children from accessing unsuitable
sites. Children should be encouraged to carry out activities to promote e-safety
awareness. Parents should also be involved and aware.

The Children’s Act 2004

sets many of the standards regards safeguarding of children. It makes it clear that
that all professionals and agencies work together to ensure the child is put first and
they promote what is in a child’s best interests. Each care organisation must have a
safeguarding policy. All members of the staff must also regularly attend safeguarding
training so that they are able to understand the signs and indicators of abuse or
neglect.
In line with the Children Act 2004 each area within the U.K. will also have its own
local safeguarding policy who are responsible for ensuring all agencies within the
area, who work with children, work with a common goal, to support the safety and
welfare of children within their area. They assist local agencies to set up appropriate
policies and procedures, raise awareness, monitor safeguarding and agencies
compliance and identify those who may be failing in some areas and promote
appropriate training.
Anyone who works with children must have a DBS check (Disclosure and Barring
service check) which helps employers make safer recruitment decisions and prevent
unsuitable people from working with vulnerable groups, including children. It replaces
the Criminal Records Bureau (CRB) and Independent Safeguarding Authority (ISA).
One of the main areas re safeguarding is good inter agency cooperation and the
sharing of information.
If you suspect or if abuse is disclosed to you, you must make a written record of this
and immediately report this to your safeguarding officer. All information must be kept
confidential and only shared on a need to know basis. Never keep this information “a
secret” it is vital that it is passed on to the appropriate people/agencies immediately.
This should be made clear to anyone who discloses abuse to you.
2. Understand policies and practices for the protection of children
and young people and the adults who work with them.
2.1. Explain why it is important to ensure children and young people are
protected from harm and abuse.
Safeguarding all children, is a legal duty.
The Children Act 2004 was enforced after the response to the 2002 Victoria Climbie
inquiry report. This contained “Every Child Matters” which says every child has a
right to be: “ Safe from maltreatment, neglect, violence and sexual exploitation Safe
from accidental injury and death Safe from bullying and discrimination Safe from
crime and anti-social behaviour in and out of school Have security, stability and are
cared for Parents, carers and families provide safe homes and stability”
After Lord Laming’s report legislation was updated to ensure:
• All agencies are to make arrangements to safeguard and promote the welfare of
children.
• Setting up of Local Safeguarding Children’s Boards (LSCBs)

Also The Children Act 1989 – Local authorities, courts and parents, together with
other agencies in the UK were allocated duties to ensure children and young people
are safeguarded, and to promote their welfare.
The Education Act 2002 – Made it a requirement that School governing bodies, local
education authorities and further education institutions have arrangements in place
to safeguard and promote the welfare of children and young people.
Apart from safeguarding being a legal duty, no child deserves to be abused or
neglected. If we protect children from harm and abuse they will grow and flourish into
responsible and caring members of society.
2.2. Explain how findings from official inquiries and serious case reviews are
used to inform practice.
Regulation 5 of the Local Safeguarding Children Boards Regulations 2006 requires
LSCBs to undertake reviews of serious cases. These reviews are known as serious
case reviews (SCRs). These take place when:
 a child or young person dies when abuse or neglect is suspected to have
taken place.
 if there are concerns regarding the way local professionals and services have
worked together to safeguard and protect a child’s welfare
They are also carried out when:
 A child or young person sustains a potentially life- threatening injury or serious
and permanent
Impairment of physical and mental health and development through abuse or
neglect.
 A child or young person has been seriously harmed as a result of being
subjected to sexual abuse.
 A parent or carer has been murdered and a domestic homicide review is
being initiated under the Domestic Violence Act 2004.
 A child or young person has been seriously harmed following a violent assault
perpetrated by another child, young person or an adult.
The reason a SCR takes place is to:
 establish what lessons are to be learned from the case about the way in which
local professionals and organisations work individually and together to
safeguard and promote the welfare of children and young people
 identify clearly what those lessons are both within and between agencies, how
and within what timescales they will be acted on, and what is expected to
change as a result
 improve intra- and inter- agency working, and better safeguard and promote
the welfare of children and young people. (DfE, 2010)
2.3. Identify policies and procedures that are in place to protect children and
young people and the adults who work with them.
In every organisation there are policies and procedures that the workforce has to
follow. They are there for the protection of both the children and also the adults who
work with them. Policies and procedures are written to meet current legislations,
guidelines and codes of practice affecting the safeguarding of children and young
people. Some of the legislations, policies and procedures and codes of practice
these meet are:
 UN Convention on the rights of the Child
 Education Act 2002
 Children Act 2004 and Childcare 2000
 Human Rights1998
 Health and Safety Executive (HSE)
 Every child matters
For more see the answer to 1.3
Depending on your own organisation and its purpose, there will be different policies
and procedures in place. These will cover areas such as your duty of care, physical
contact, whistleblowing, off site visits, power of position and trust, personal care,
physical contact, sharing concerns and recording / reporting incidents, smoking,
photographs and videos, accident/incident reporting, complaints procedure,
confidentiality etc. You will need to look through your workplace policies and
procedures to answer this question.
2.4. Analyse how working practices with children and young people reflect
national and local guidelines, policies and procedures for safeguarding.
Part of working practice and legislation/codes of practice is to ensure the voice of the
child or young person is heard. Every Child Matters and Next Steps provide the core
principles for this. This means providing an advocacy service for each child to
support them to express their views and wishes.
The Children Act 2004 places a duty on local authorities to ascertain the child’s
wishes and feelings and take them into consideration when making decisions during
child protection process, as far as is reasonable, practicable and consistent with
child’s welfare, the framework for involving children was laid out six years later in the
Working Together to Safeguard Children (2010) which recommends the
development of local protocols to actively involve children in the child protection
system.
In order to fulfil the commitment to safeguard and promote the welfare of children all
organisations that provide services for children, or work with children, need to have
in place clear policies and procedures to be followed and adhered to. This will
include things such as appropriate training, DBS checks for all staff, embrace multi-
agency working, whistleblowing procedures etc. Your workplace policies and
procedures will be individual to your place of work so you need to look at your own in
house details.
Appropriate risk assessments should be available and followed with regular reviews
and updates to ensure they continue to meet appropriate standards.
The five steps to risk assessment are:
 Looking for the hazards
 Deciding who might be harmed.
 Deciding the risks (high, low or medium) to see whether existing precautions
are adequate or whether more needs to be done.
 Recording your findings and what action might need to be taken.

2.5. Explain how following procedures helps protect team members from
allegations and complaints as well as protecting children and young people
from harm and abuse.
Policies and procedures are set in place to not only protect children and young
people but also adults who work with them. You must always follow your workplace
policies and procedures as these have been designed and written to ensure safe
working practice is followed. Any allegations or complaints should always be treated
seriously and the correct protocol followed.
If a child makes an allegation reassure them that it will be dealt with and make
written notes of what they say including names, times, dates etc. The child or young
person should be listened to in a calm and supportive manner which will allow them
to talk freely and openly, it is also imperative that they are reassured about telling
someone and how hard it must have been for them. You will then need to inform the
designated safeguarding officer. In order to safeguard yourself against false
allegations avoid being alone with a child and ensure there are always two members
of staff present whenever possible and avoid physical contact when possible. If a
child is old enough to understand it is a good idea to explain the rules regarding
dress, touching, privacy etc.
Policies and procedures provide legal protection for staff and enable the workforce to
clearly understand individual and team responsibilities and follow safeguarding
guidelines. If an allegation is mage against you - As an employee of a care service,
you may be asked to work in a different place or not to come into work while the
protection process is followed and any investigation takes place. You will be offered
support by your employer especially when being interviewed. It is best to avoid
unnecessary situations which could cause others to be suspicious or put yourself
into a situation where allegations could be made.
2.6. Explain the importance of building positive, trusting and consistent
relationships with children and young people who are vulnerable to harm or
abuse
There is a concern that professionals do not create or take opportunities to speak
with children, to see them alone or to form meaningful relationships with them
(Laming, 2003, 2009; Ofsted, 2011). The relationships of children and young people
at different stages of their journey into, through and transitioning out of care is an
issue of particular concern because it is clear that children and young people coming
into care have been exposed to abuse, neglect and harm. A key process in helping
them come to terms with their experiences is the development and experience of
trusting, stable and nurturing relationships (Happer et al, 2006; Munro, 2011; Care
Inquiry, 2013). Furthermore, under the United Nations Convention on the Rights of
the Child (UNCRC) (UN,1989) of which the UK is a signatory, children have rights to
have contact with and be supported in their relationships with others where this is
congruent with their best interests (UN, 1989; Winter, 2011; Munro, 2011). There is,
therefore, a growing body of evidence to suggest that more attention needs to be
paid to the development of high quality relationships between professionals, children,
young people and their families. Serious case reviews and child abuse inquires
highlight how crucial it is that teachers, health visitors, the police and social workers
all share responsibility for developing meaningful relationships with children with
whom they work (DfE, 2013; Children and Young People (Scotland) Act 2014). It is
within this context that there has been a growing emphasis on the shared
responsibility for safeguarding children and young people and a resurgence of
interest in the centrality of relationship within government-commissioned reports
across the UK (Happer et al, 2006; SWIA, 2006; SSIA, 2007; DCSF, 2009; Devaney
et al, 2013). This indicates that relationships should be at the heart of the care
system.
https://pure.qub.ac.uk/portal/files/14604133/iriss_insight28_020315.pdf
2.7. Describe systems and practices to ensure children and young people can
voice allegations, concerns and complaints and be confident these will be
addressed.
Any complaints procedure must be transparent and easily accessible. The
complainant must feel confident to speak up, the procedure should be simple to use,
and there should be regular updates as how the complaint is progressing and a time
period in which the complaint will be resolved. Complaint procedure details should
be readily available, e.g. leaflet in various areas of the workplace. All complaints
should be taken seriously and fully investigated. A complaints procedure which is an
open and well publicised way in which adults and children can voice concerns about
unacceptable and/or abusive behaviour towards children is vital to meet duties
regards safeguarding.
3. Understand the nature of abuse that can affect children and young people in
residential childcare.
3.1. Describe types of abuse that a child or young person may experience
and
3.2. Describe signs and indicators associated with each type of abuse.
Below are taken from the NSPCC website
Type of Behaviours Signs & Symptoms
abuse
Domestic  become aggressive withdrawn suddenly behaves
 display anti-social behaviour differently anxious clingy
 suffer from depression or depressed aggressive
anxiety problems sleeping eating
 not do as well at school - due disorders wets the bed soils
to difficulties at home or clothes takes risks misses
disruption of moving to and school changes in eating
from refuges. habits obsessive behaviour
nightmares drugs alcohol self-
harm thoughts about suicide
Sexual Stay away from certain people withdrawn suddenly behaves
differently anxious clingy
 they might avoid being alone depressed aggressive
with people, such as family problems sleeping eating
members or friends disorders wets the bed soils
 they could seem frightened of clothes takes risks misses
a person or reluctant to school changes in eating
socialise with them. habits obsessive behaviour
Show sexual behaviour that's nightmares drugs alcohol self-
inappropriate for their age harm thoughts about suicide

 a child might become sexually

active at a young age
 they might be promiscuous
 they could use sexual
language or know information
that you wouldn't expect them
to.

Have physical symptoms
  anal or vaginal soreness
 an unusual discharge
 sexually transmitted infection
(STI)
 pregnancy.
Neglect Neglect can have serious and long- withdrawn suddenly behaves
lasting effects. It can be anything differently anxious clingy
from leaving a child home alone to depressed aggressive
the very worst cases where a child problems sleeping eating
dies from malnutrition or being disorders wets the bed soils
denied the care they need. In some clothes takes risks misses
cases it can cause permanent school changes in eating
disabilities. habits obsessive behaviour
nightmares drugs alcohol self-
Neglect can be really difficult to harm thoughts about suicide
identify, making it hard for
professionals to take early action to
protect a child.

Having one of the signs or

symptoms doesn't necessarily mean
that a child is being neglected. But if
you notice multiple, or persistent,
signs then it could indicate there’s a
serious problem.

Children who are neglected may

have:

Poor appearance and hygiene

Health and development problems

Housing and family issues

Physical Bruises, scalds, Bite marks,
fractured or broken bones. Other
injuries or health problems
Emotional Emotional abuse is the ongoing
emotional maltreatment or emotional
neglect of a child. It’s sometimes
called psychological abuse and can
seriously damage a child’s emotional
withdrawn suddenly behaves
differently anxious clingy
depressed aggressive
problems sleeping eating
disorders wets the bed soils
clothes takes risks misses
school changes in eating
habits obsessive behaviour
nightmares drugs alcohol self-
harm thoughts about suicide
Babies and pre-school
children who are being
emotionally abused or
neglected may:
health and development. be overly-affectionate towards
strangers or people they
Emotional abuse can involve haven’t known for very long
deliberately trying to scare or lack confidence or become
humiliate a child or isolating or wary or anxious
ignoring them. not appear to have a close
relationship with their parent,
Children who are emotionally e.g. when being taken to or
abused are usually suffering another collected from nursery etc.
type of abuse or neglect at the same be aggressive or nasty
time – but this isn’t always the case. towards other children and
animals.
Emotional abuse includes: Older children may:
 humiliating or constantly
criticising a child use language, act in a way or
 threatening, shouting at a know about things that you
child or calling them names wouldn’t expect them to know
 making the child the subject for their age
of jokes, or using sarcasm to struggle to control strong
hurt a child emotions or have extreme
 blaming, scapegoating outbursts
 making a child perform seem isolated from their
degrading acts parents
 not recognising a child's own lack social skills or have few, if
individuality, trying to control any, friends.
their lives
 pushing a child too hard or
not recognising their
limitations
 exposing a child to distressing
events or interactions such
as domestic abuse or drug
taking
 failing to promote a child's
social development
 not allowing them to have
friends
 persistently ignoring them
 being absent
 manipulating a child
 never saying anything kind,
expressing positive feelings or
congratulating a child on
successes
 never showing any emotions
in interactions with a child,
also known as emotional
neglect.
3.3. Describe factors which increase the vulnerability of children and young
people in residential childcare.
Residential care has failings in relation to staff recruitment, training, and supervision;
ineffective management and systems of accountability; the development of
inappropriate institutional cultures; public ambivalence towards children in care; the
slow footed response to the threat posed to children and young people by dangerous
men and other youngsters in care; and the long-term policy failure to develop
coherent and integrated systems of child welfare in the UK. These all add to an
increased vulnerability for children in residential care.
Looked-after children and young people are not inevitably more vulnerable to harm
than other children, as vulnerability depends on the quality of care given. However,
there is evidence that there are still concerns for the safety and welfare of looked-
after children and young people in some placement settings. It is estimated that 8–
10% of social care provision for children in care is inadequate in helping them stay
safe (Children on care standards: children's views on national minimum standards
for children's social care Ofsted).
The Department for Education collects data on educational outcomes for looked-
after children compared with other children at Key Stage 2 and GCSE. While the
recent cohorts taking examinations do show improving outcomes, the gap remains
very wide and the educational attainment of children in care lags well behind that of
their peers. Another key concern is the mental health and wellbeing of children and
young people in public care. Children in care have significantly higher rates of mental
health problems than the general child population and this rate did not fall quickly
with longer time in care. Children and young people in care also have high levels of
risk-taking behaviours such as smoking, and alcohol and drug misuse.
Children and young people in care are also at increased risk of sexual exploitation,
as recent high-profile media cases have identified. Sometimes the care system can
add to distress, with looked after children moving placements too frequently and at
short notice. Some 23% of those changing were informed on the day of the move,
and 55% were given less than one week’s notice.
There is evidence from research to suggest that young people with learning
disabilities are more vulnerable to child sexual exploitation (CSE) than their non-
disabled peers. The reasons for this are multifaceted and complex. All of the
following elements are identified by the research as contributing to this increased
vulnerability: Impairment-related factors, including capacity to consent to sexual
activity, lack of cognitive ability to recognise exploitation or risk, impulsive behaviours
and needs associated with a different understanding of social interaction and
communication; Societal treatment of young people with learning disabilities,
including overprotection, disempowerment, isolation and not seeing them as sexual
beings, leading to little attention being given to informing them about healthy, sexual
relationships; A lack of knowledge, understanding and awareness of the sexual
exploitation of young people with learning disabilities among professionals, parents
and carers and the wider community; The lack of training received by professionals
addressing CSE and learning disabilities.
http://greatermanchesterscb.proceduresonline.com/chapters/p_sg_ab_sexual_exploi
t.html
3.4. Summarise common myths about people who harm and abuse children
and young people.
Myth: Children are usually sexually abused by strangers
Reality: Most children who are sexually abused are abused by someone they know.
Sexual violence by strangers is rare. 85% of sexual violence is committed by
someone known to the victim. Sexual assault by professionals who work with
children accounts for just three in 1,000 cases, with incidents of assault more usually
carried out by so-called boyfriends.

Myth: Most physical abuse is carried out by men, especially fathers

Reality: Physically abusive acts towards children are just as likely to be carried out
by mothers as fathers. Sexual abuse by fathers accounts for just four in 1,000 cases,
with abuse by brothers or step-brothers much more common.

Myth: Older men are typically the perpetrators of sexual abuse towards children
Reality: The median age for perpetrators is 30 years

Myth: Only men sexually abuse children

Reality: Whilst statistically more men do sexually abuse children than women,
women can also be perpetrators.
http://www.childmatters.org.nz/58/learn-about-child-abuse/myths-and-realities

Children are more likely to be sexually abused by people of their own age than by
adults, a major report reveals. A study carried out by the National Council for the
Prevention of Cruelty to Children (NSPCC) has found that most cases of child sexual
abuse involve brothers and not parents. It also found that incidents of sexual assault
are more likely to be carried out by friends and children of their own age. The
NSPCC said the findings shattered many myths around sexual abuse and it called
for changes to the way professionals deal with the problem.
http://news.bbc.co.uk/1/hi/health/1026797.stm

3.5. Describe known characteristics of perpetrators and their behaviours that

can make it difficult for children and young people to report harm or abuse and
for others to recognise and address abusive activity.
Perpetrators and their behaviours, e.g.:  position of power in the community or organisation 
celebrity status  fellow resident / peer  grooming (of the child or young person and those around
them)  threats of reprisals  promises of rewards  denial of behaviour as abusive  targeting boys
and young men (in relation to sexual abuse).

Perpetrators use tactics to hurt and/or frighten victims (coercion) and also tactics
designed to isolate and/or regulate them (control). Perpetrators can be good at
hiding the crimes, publicly presenting as kind, loving, charming and likeable, but
behave in cruel, violent, undermining and manipulative ways in private. Below are
some of the ways a perpetrator may use to make it difficult for a child to report harm
or abuse.
Perpetrators as fathers in respect of violence are likely to use controlling behaviours
and physical discipline, to display more anger with their children, to have unrealistic
expectations and poor developmental understandings of appropriate child behaviour
at different ages and stages. They often see their child as their investment or
possession, or as someone who should love them unconditionally. While a
perpetrator of violence might express love for his child, it is important not to mistake
this for empathy for his child’s needs and experiences. They can feel justified in
neglecting basic care and using violence against their children when they fail to
comply with their expectations. Other characteristics and behaviours of perpetrators
can be:
Intimidation and threats
• causing fear through threats;
• glares;
• destroying property;

Undermining confidence
• damaging self-esteem through humiliation, ridicule, and shaming; and
• intentional behaviours that make the victim doubt themselves.

Isolation
• cutting them off from friends or family; and
• physically preventing them from leaving the house.

Minimisation and denial

• saying it was ‘only’ and saying that the victim is overreacting;
• blaming alcohol/ stress/unemployment;

Victim blaming
• telling the victim they had asked for it or provoked him;

Sexual abuse
• sexually assaulting or raping the victim;
• blackmailing the victim with intimate knowledge or photographs.

Grooming happens both online and in person. Groomers will hide their true
intentions and may spend a long time gaining a child's trust. Groomers may try to
gain the trust of a whole family to allow them to be left alone with a child and if they
work with children they may use similar tactics with their colleagues.

Groomers do this by:

 pretending to be someone they are not, for example saying they are the same
age online
 offering advice or understanding
 buying gifts
 giving the child attention
 using their professional position or reputation
  taking them on trips, outings or holidays.

They may also use:
 secrets and intimidation to control children
 online social networks
https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/grooming/

People in positions of power or who have celebrity status impress us with something
called the halo effect. The halo effect is a type of cognitive bias in which our overall
impression of a person influences how we feel and think about his or her character.
Essentially, your overall impression of a person ("He is nice!") impacts your
evaluations of that person's specific traits ("He is also smart!"). One great example of
the halo effect in action is our overall impression of celebrities. Since we perceive
them as attractive, successful, and often likable, we also tend to see them as
intelligent, kind, and funny. This is not necessarily the case as demonstrated in
various abuse cases e.g. Jimmy Saville

4. Understand how to address concerns about abuse.

4.1. Outline the actions to be taken in line with policies and procedures if
abuse is suspected.
Specific responsibilities with regard to those living in Children’s Homes are contained
in regulations made under the Care Standards Act 2000 (section 22), and the
National Minimum Standards (section 23). The regulations and National Minimum
Standards cover Children’s Homes whether they are run by the local authority, an
independent provider or a voluntary agency.
Standard 17 – There are systems in place to promote the safety and welfare of
children and to ensure that children are protected from abuse, which are known and
understood by all staff (including junior, ancillary, volunteer and agency staff).
Your workplace policies and procedures should cover the following:
 What you should do if you suspect abuse is taking place including who you
should report to in the first instance;
 What you should do if it is not appropriate to raise your concerns with that
person;
 AND What you should do if you feel that your concerns have not been
addressed or if you experience a barrier in any part of the process.
Your policies and procedures may follow a similar format to below:
In an emergency situation you must take action to protect the safety and wellbeing of
the victim of abuse. If they need medical assistance you should call for a suitably
qualified worker, this will be different in a hospital to in the community where you
would call 999 for an ambulance. If you suspect that injuries are not accidental,
make the worker aware of this so they can preserve evidence which could be used in
a criminal case. You should speak to your manager about the next steps to take. If
an offence has been committed it may be necessary to contact the police and a
safeguarding investigation may need to be started immediately.

If an individual tells you that they have been, or are being been abused you must:
 Reassure them that you will take what they are saying seriously support them
to communicate in the best way for them;
 Tell them you cannot keep what they are telling you a secret as you have a
duty to protect them from harm
 Listen carefully to what they are telling you;
 Reassure them that they will be involved in decisions about what will happen;
 And finally do not be judgmental or jump to conclusions.
You should record what the person tells you. Where available you should use the
locally agreed form and use their own words where possible to ensure that it is non-
biased and you do not forget any details. The report should be factual and not
contain your views. Sign and date the report and make sure that the disclosure is
reported to your manager.
4.2. Explain the importance of early identification of abuse.
Early identification and treatment is important to minimize the long term effect of any
type of abuse. Whenever a child says he or she has been abused, it must be taken
seriously and immediately evaluated. Often the severe emotional damage to abused
children does not surface until adolescence or even later, when many abused
children become abusing parents. An adult who was abused as a child often has
trouble establishing lasting and stable personal relationships. These men and
women may have trouble with physical closeness, touching, intimacy, and trust as
adults. They are also at higher risk for anxiety, depression, substance abuse,
medical illness, and problems at school or work.
With babies NSPCC, says “We know that early intervention during this period can -
and does - transform life outcomes. Neuroscience, developmental psychology and
the emerging body of evidence surrounding pregnancy and the first year of life all
point to one answer: prevention is possible. The evidence presents an overwhelming
moral, social and economic case for early intervention services. Early identification
and treatment is important to minimize the long-term consequences of abuse”.
4.3. Explain why warning signs may be misinterpreted or ignored.
Child abuse victims ‘all too easily become invisible’ because adults expect
youngsters to tell them if they are having problems. This is not always the case so it
is important not to ignore warning signs or misinterpret them. Researchers found the
most common way that abused children came to the attention of their school or
social workers was through their behaviour and attitude, rather than seeking help.
This is why it is important to notice signs and symptoms of children and young
people’s distress and not rely on the child or young person to talk about their abuse.
Silence or denial does not mean abuse is not taking place.
Warning signs can be missed, or people spotted something but didn't report it, or
have doubts about the validity of their concerns. Sometimes the abuser may manage
to talk the person around and sow seeds of doubt in their mind that abuse or neglect
was actually happening.
Some signs could be misinterpreted or ignored for example:
 A child stealing from another’s lunch box or asking for several helpings of food
at school lunch times– hungry having not been fed, a child not knowing their
limits or bad behaviour?
 A child with bruises – neglect or just a little over zealous in the playground?
 A child not able to speak properly – a speech impediment or did their parents
never teach them?
 A child who never has a coat or jumper on – Maybe the parents cannot afford
them or are they just not bothered if their child is cold
 A child who bullies others – a cry for attention or just mimicking behaviour
seen at home?
 A child does not interact with adults well – are they shy or have they been
frightened into silence?
4.4. Explain reasons why a child or young person may not recognise that they
are being abused or exploited.
Due to the nature of the grooming methods used by their abusers, it is very common
for children and young people who are sexually exploited not to recognise that they
are being abused. Practitioners should be aware that particularly young people aged
17 and 18 may believe themselves to be acting voluntarily and will need practitioners
to work with them so they can recognise that they are being sexually exploited.
http://greatermanchesterscb.proceduresonline.com/chapters/p_sg_ab_sexual_exploi
t.html
Some young people may not recognise that they are in an exploitative relationship
although this may be clear to those around them. It may be very difficult for a child or
young person to accept that someone they trust is seeking to exploit and manipulate
them and they may need support to help them to deal with these issues.
http://www.gov.scot/Publications/2003/07/vcyp/4
4.5. Explain reasons why a child or young person may not disclose that they
are being abused or exploited.
Despite there being a range of people for children to talk to, it’s evident that many
child victims choose to keep their experiences of abuse hidden. This could be for a
variety of reasons and isn’t simply because keeping secrets is something that
children and teenagers ‘just do’. Children may keep quiet about abuse for various
reasons:
They may feel guilty or to blame
Children may blame themselves for what’s going on and may feel too guilty or
ashamed to tell someone. They may think that the abuse is their fault because
they’ve done something to deserve it. As a result, the details of what’s happening
may feel too embarrassing for them to talk about, making it easier for them to simply
say nothing.
They may love the abuser and think the abuse is normal
If the child is being abused by someone that they know, trust and love – a friend or
family member – then they may believe that the abuse is normal and not recognise
that anything is wrong. They may believe that they’re in control of the situation
because they have a positive relationship with the person in question.
They may be afraid of the consequences
Children often hold back from telling someone about the abuse they’re suffering
because they’re scared of what might happen next. They may worry that they’ll get in
trouble (with the person they’ve told or with the abuser) or that they’ll get the abuser
in trouble for ‘telling on them’. The child may also be concerned about the adult’s
reaction – that they’ll be angry, frightened or shocked, that they may go to the police
or that they’ll have the child put into care.
They may worry that they won’t be believed
It can take a lot of courage for a child to approach an adult and disclose information
about abuse, so it’s understandable that the child may choose not to say anything
just in case the adult doesn’t believe what they are being told. The child may prefer
to keep quiet rather than risk being humiliated, ignored or dismissed.
They may not have the ability to speak out
Younger children, or those who have a disability, may not have the words to describe
what is happening to them, let alone the ability to understand what is going on.
Children are vulnerable at any age but particularly so if they don’t have the skills to
recognise the abuse. This can easily lead to cases of abuse going undetected.
They may be hoping that the abuse will stop
A child may refrain from speaking out about the abuse they are suffering because
they believe that the situation is only temporary and that it will soon stop. The child
may think they are being punished for something, or that the abuse is just a part of
normal life, and may be waiting for the moment to pass.
They have never been asked
In some cases it may be that the child is simply waiting for someone to notice that
something isn’t right. The child may not have the courage or opportunity to speak out
and they may be hoping that a trusting adult will approach them and ask what’s
wrong. This makes it essential for adults to stay alert to the possible signs of abuse
and discuss the behaviours with the child when appropriate.
https://www.highspeedtraining.co.uk/hub/disclosure-child-abuse/
5 Understand policies procedures and practices to address
bullying.
5.1 Explain the effects of different types of bullying on children and young
people
Most children will be bullied at some time. It may take the form of name calling or a
kick or a hit or it could be much more aggressive such as threats of violence of
physically being attacked. All setting should have an anti-bullying policy in place.
Bullying is an act that physically or mentally hurts someone else such as name
calling, insults, or spreading rumours or hitting, kicking, stealing belongings. Bullying
usually takes place over a period of time. There are many different types of bullying:

Physical – Pinching, kicking, pushing, hitting, taking belongings

Verbal – name calling, insults, sarcasm, Spreading rumours, persistent teasing,
making offensive remarks
Emotional – excluding, tormenting, ridicule, humiliation, excluding from social groups
Cyber – mobile phones, internet, social media, chat rooms – sending malicious
emails & texts

Specific buying:
Homophobic – name calling
Gender based
Racist – name calling
Relating to special educational needs & Disabilities – name calling

The potential effects on children who are bullied is:

 Being afraid to go to school or playing truant
 Not doing as well at school
 Being nervous or loss of confidence
 Being withdrawn or stressed
 Problems with eating or sleeping
 Substance misuse
 Violent behaviour later in life

5.2. Outline the policies and procedures that should be followed in response to
concerns or evidence of bullying.
and
5.3. Explain why policies and procedures regarding bullying are necessary.
Everyone has a right to feel secure and happy which supports them to reach their full
potential. Bullying is anti-social, unacceptable and should not be tolerated. Children’s
homes should create an environment where children feel safe and secure, are free
from emotional and physical harm, have their opinions valued and their concerns
dealt with sympathetically and appropriately. Children’s homes should fully comply
with the United Nations Convention on the Rights of the child with particular
reference to Article 19 Abuse and Neglect (while in family or in care) and Article 34
Sexual Exploitation. The Department of Education is clear that no form of bullying
should be tolerated. The current anti-bullying guidance for schools is ‘Safe to Learn:
embedding anti-bullying work in schools’. The Education Act 2002 – places a duty on
schools to promote the safety and well-being of children and young people whilst at
school.
Specific responsibilities with regard to those living in Children’s Homes are contained
in regulations made under the Care Standards Act 2000 (section 22), and the
National Minimum Standards (section 23). The regulations and National Minimum
Standards cover Children’s Homes whether they are run by the local authority, an
independent provider or a voluntary agency. Bullying is covered in Standards 17 and
18 of the National Minimum Standards and Regulations for Children’s Homes.
Standard 17 – There are systems in place to promote the safety and welfare of
children and to ensure that children are protected from abuse, which are known and
understood by all staff (including junior, ancillary, volunteer and agency staff).
Standard 18.1 – The registered person and the staff create an atmosphere where
bullying is known to be unacceptable. There is a policy on countering bullying, which
is known to children and staff and is effective in practice.
Standard 18.2 – The registered person has a policy on countering bullying which
includes:
 a definition of bullying, which is reviewed frequently with staff and children,
and which includes bullying by staff and bullying that may occur elsewhere
than in the home and which covers different types of bullying, e.g. on the
grounds of race, gender, disability or sexual orientation, and which includes
name-calling;
 measures to prevent bullying and to respond to observed or reported bullying;
 training for staff in awareness of, and effective strategies to counter, bullying.
Standard 18.3 – This policy is available and known to both staff and children,
including junior, agency and recently appointed staff. The policy is implemented, and
monitored for effectiveness in practice. Steps are taken to ensure that the policy is
revised where necessary to ensure that staff reduce and respond to bullying
effectively.
Standard 18.4 – Children who are bullied are supported, and children who may bully
others are given suitable guidance.
Standard 18.5 – The registered person regularly carries out recorded risk
assessments of the times, places and circumstances in which the risk of bullying
(including bullying amounting to abuse by other children) is greatest, and takes
action where feasible to reduce or counteract the risk of bullying.
If children are being bullied, the achievement of all or any of the five Every Child
Matters outcomes may be seriously undermined. Tackling bullying is mentioned
explicitly under two of the Every Child Matters outcomes:
Outcome 2: Stay safe - Aim: Children and young people need to be safe from
bullying and discrimination.
Outcome 4: Make a positive contribution - Aim: Children and young people are
helped to develop positive relationships and choose not to bully or discriminate.
Every workplace involved in the care of children and young people is legally required
to have anti-bullying policies and procedures in place which identify and prevent
bullying. Your own workplace policies and procedures must meet the above
requirements and will be written with these in mind. Look at your own policies and
procedures and bullet point the procedures here.
http://www.schools.norfolk.gov.uk/view/NCC110339
5.4. Explain how to support a child or young person when bullying is
suspected or alleged.
Bullying can make a child scared. It can make them feel anxious, scared, isolated
and unhappy. They may have low self-esteem feel ashamed, a failure. It is important
to work with the child to help the child regain their confidence. By encouraging a
child to talk about their problems and listening to them. Give them reassurance and
explain it is not their fault. Ask them what they would like to happen. Give them
advice about how they should handle the situation if it happens again. Always make
it clear that it is not the child’s fault. Always pass on your concerns to the appropriate
colleague and follow your workplace policies and procedures. It may help them if you
refer them to “ChildLine” where they can speak to someone anonymously.

If a child persistently bullies others and becomes violent towards others, tough action
needs to be taken and sanctions should be used. It is important that the child knows
that bullying is unacceptable and will not be tolerated. It may be necessary to
arrange for mediation or counselling for the child.

6. Understand principles for e-safety.

6.1. Explain the risks and possible consequences for children and young
people from:
 social networking
 internet use
 buying and selling online
 electronic communication devices.

E-Safety is now part of safeguarding and it is your duty of care to ensure children are
safe when using mobile phones or the internet. It is your role to monitor the child’s
use of the internet to protect them from inappropriate and offensive material as well
as malicious emails, messages and scams. These days it is not practical to say a
child cannot use a mobile phone or the internet as it is now part of everyday life.
They are used for practical reasons such as keeping in contact with friends and
family, doing homework, playing games etc. So it is important that they learn how to
protect themselves on line and one way of doing this is to explain the risks and
possible consequences to them. The risks are:
 Coming across inappropriate content, including pornography
 Ignoring age restrictions on websites
  Friending or communicating with people they don’t know
 Grooming and sexual abuse
 Sharing personal information
 Gambling or running up debt
The consequences could be making children:
 Vulnerable to bullying
 Vulnerable to grooming
 Vulnerable to sexual abuse
 Vulnerable to exploitation

6.2. Describe ways of reducing risk to children and young people from:
 social networking
Children should be taught to NEVER give out their personal information and details
which would identify who they are and where they are. They should also be taught
NEVER make arrangements to meet up with someone who they have “met” in a chat
room. They must also be taught not to ask people they “met” in a chat room for
personal advice and never to continue to talk to anyone who makes them feel
uncomfortable or asks questions which make them feel uneasy. If this happens tell
them to always let you or another adult such as their teacher know. Another way to
reduce risks is to use parental controls to restrict access to certain websites and also
to monitor which sites the child visits. The best thing to do is to take an interest in
what the child is doing on social networks.
 internet use
There should be filters in place to ensure that children cannot access inappropriate
websites and materials and also the facility for children to report accidental access.
Internet safety should be taught and integrated into the curriculum. Regular
monitoring of all of a child’s internet activity is part of the way of reducing risks to
children when using the internet and try to talk to them about what they have been
doing on line. By keeping the computer in the main living area rather than in their
bedroom you can monitor what they are doing and who they are talking to. You can
then block any sites that are inappropriate and also limit the amount of time a child
spends online. Remember the importance of reminding children regards not trusting
or meeting people they have “met” on line, or give out information about themselves.
Any child not following the “rues” should have to face sanctions.
 buying and selling online
Probably the biggest risk of buying on line is identity fraud or hackers installing
malicious software on your computer. Always make sure your computer antivirus and
firewall are installed, running and up to date and any passwords you use are
regularly updated.
 electronic communication devices.
Because internet access is available on most mobile phones the same rules apply to
using a mobile phone as using the internet. In the UK mobile phone providers have
to provide filters to block accessing of materials unsuitable for children BUT you
have to ask the provider to activate these. Bluetooth enabled phones can talk to
each other which also means a child may receive unexpected and unwanted
messages from others in their locality. These people may also be able to access the
child’s contact list and other personal information. For these reasons Bluetooth
should be disabled on a child’s phone. Any malicious or nuisance calls, spam should
be reported to the provider to deal with. Ensure you teach the child the dangers they
may come across when using their mobile phones. Things such as:
 Don’t give out your mobile number to anyone and everyone
 If they receive rude, nasty or threatening texts, tell an adult immediately
 Careful what they download on their phones re viruses
 Only upload photos to the internet or send to others those they are happy for
everyone to see
Apart from theses safety issues when using a mobile phone there are also health
issues. There is a cancer/tumour risk. Try to use hands free or loud speaker where
possible. Another risk is that a child could be attacked and injured by someone
stealing their phone from them. This is most likely if they have an expensive up to
date phone.

7. Understand how to minimise risk of harm to a child or young

person who goes missing from care.
7.1. Describe the risks to a child or young person who goes missing from care.
There are no exact figures for the number of children who go missing or run away,
but estimates suggest that the figure is in the region of 100,000 per year Children
may run away from a problem, such as abuse or neglect at home, or to somewhere
they want to be. They may have been coerced to run away by someone else.
Whatever the reason, it is thought that approximately 25 per cent of children and
young people that go missing are at risk of serious harm. There are particular
concerns about the links between children running away and the risks of sexual
exploitation. Missing children may also be vulnerable to other forms of exploitation,
to violent crime, gang exploitation, or to drug and alcohol misuse.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/30786
7/Statutory_Guidance_-_Missing_from_care__3_.pdf
7.2. Outline actions to be taken in line with policies and procedures when a
child or young person goes missing.
The Children’s Homes and Looked after Children (Miscellaneous Amendments)
(England) Regulations 2013 and revised (January 2014) Statutory guidance on
children who run away or go missing from home or care emphasise that it is
essential that liaison between professionals (and police as applicable) in both the
‘home’ and ‘host’ authorities is well managed and co-ordinated. A notification
process for ‘missing’ and ‘away from placement without authorisation’ episodes
should be agreed between responsible and host local authorities’.
Safeguarding and promoting the welfare of children is a key duty on local authorities
and requires effective joint working between agencies and professionals. When a
child goes missing or runs away they are at risk. Safeguarding children therefore
includes protecting them from this risk. Local authorities are responsible for
protecting children whether they go missing from their family home or from local
authority carehttps://www.gov.uk/government/publications/children-who-run-
away-or-go-missing-from-home-or-care
Runaway and Missing From Home and Care (RMFHC) protocol 20. Local authorities
should agree with local police and other partners a protocol for dealing with children
who run away or go missing in their area. Where appropriate, they should also have
agreed protocols with neighbouring authorities or administrations. The protocols
should be agreed and reviewed regularly with all agencies and be scrutinised by the
LSCB. Police force operational areas often cover more than a single local authority
area. RMFHC protocols should therefore be agreed by agencies on a regional or
sub-regional basis to ensure a consistent approach.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/
307867/Statutory_Guidance_-_Missing_from_care__3_.pdf
If you click on the following link you will find statutory guidance on children who run
away or go missing from home or care Flowchart showing roles and responsibilities
when a child goes missing from care
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/27182
0/Flowchart_when_a_child_goes_missing_from_care.pdf
7.3. Explain the importance of prompt and persistent action when a child or
young person goes missing.
The quicker the child or young person can be found the least likely they are to
experience events that could have a lasting effect on them. The immediate risks
associated with going missing include:
 No means of support which could lead them in to high risk taking such as
getting involved in criminal activities
 Increased vulnerability leading to things such as becoming a victim of abuse
or crime. Also alcohol/substance misuse
Longer-term risks include:
 Homelessness
 Drug/alcohol dependency
 Poor mental and physical health
 Poor education
 Child sexual exploitation

8. Understand child sexual exploitation.

8.1. Define child sexual exploitation and its relationship to human trafficking.
According to the NSPCC:
Child sexual exploitation (CSE) is a type of sexual abuse. Children in exploitative
situations and relationships receive something such as gifts, money or affection as a
result of performing sexual activities or others performing sexual activities on them.
Children or young people may be tricked into believing they're in a loving,
consensual relationship. They might be invited to parties and given drugs and
alcohol. They may also be groomed and exploited online. Some children and young
people are trafficked into or within the UK for the purpose of sexual exploitation.
Sexual exploitation can also happen to young people in gangs.
Child trafficking and modern slavery are child abuse. Children are recruited, moved
or transported and then exploited, forced to work or sold. Children are trafficked for:
 child sexual exploitation
 benefit fraud
 forced marriage
 domestic servitude such as cleaning, childcare, cooking
 forced labour in factories or agriculture
 criminal activity such as pickpocketing, begging, transporting drugs, working
on cannabis farms, selling pirated DVDs and bag theft.
Many children are trafficked into the UK from abroad, but children can also be
trafficked from one part of the UK to another.
8.2. Describe how child sexual exploitation differs from nonabusive sexual
activity.
There are three factors that are useful in clinically differentiating abusive from
nonabusive acts—power differential; knowledge differential; and gratification
sdifferential. These three factors are likely to be interrelated. However, the presence
of any one of these factors should raise concerns that the sexual encounter was
abusive.
Power differential. The existence of a power differential implies that one party (the
offender) controls the other (the victim) and that the sexual encounter is not mutually
conceived and undertaken. Power can derive from the role relationship between
offender and victim. For example, if the offender is the victim’s father, the victim will
usually feel obligated to do as the offender says. Similarly, persons in authority
positions, such as a teacher, minister, or Boy Scout leader, are in roles that connote
power. Thus, sexual activities between these individuals and their charges are
abusive.
Knowledge differential. The act is considered abusive when one party (the offender)
has a more sophisticated understanding of the significance and implications of the
sexual encounter. Knowledge differential implies that the offender is either older,
more developmentally advanced, or more intelligent than the victim. Generally,
clinicians expect the offender to be at least 5 years older than the victim for the act to
be deemed predatory. When the victim is an adolescent, some persons define the
encounter as abusive only if the offender is at least 10 years older.16 Thus, a
consensual sexual relationship between a 15-year-old and a 22-year-old would not
be regarded as abusive, if other case factors supported that conclusion.
Gratification differential. Finally, in most but not all sexual victimization, the offender
is attempting to sexually gratify him/herself. The goal of the encounter is not mutual
sexual gratification, although perpetrators may attempt to arouse their victims
because such a situation is arousing to them. Alternatively, they may delude
themselves into believing that their goal is to sexually satisfy their victims.
Nevertheless, the primary purpose of the sexual activity is to obtain gratification for
the perpetrator.
8.3. Outline different patterns of child sexual exploitation in relation to:
 gangs
A relatively durable, predominantly street-based, social group of children, young
people and, not infrequently, young adults who see themselves, and are seen by
others, as affiliates of a discrete, named group who engage in a range of criminal
activity and violence, identify or lay claim to territory, have some form of identifying
structural feature, and are in conflict with similar groups.
While street gangs are a type of ‘group’ they are distinguishable from other groups
as street gangs are formed independently of child sexual exploitation. The violence
and hyper-masculinity of street gangs brings with it the sexual exploitation of girls
and young women, and on occasion boys and young men, who are gang-associated.
In cases of gang-associated CSE two broad motives are usually present.
Firstly the gang associated CSE where girls and young women would be passed
around by young men in a casual manner, and used as their sexual property,
motivated by a sense of entitlement.
Secondly other cases sexual violence was used to threaten, punish or control young
women, and on occasion young men, who were either associated with rival gangs, or
who were perceived to have ‘disrespected’ or upset members of the gang with which
they were associated.
Some girls and young women being bartered as part of an exchange or in exchange
for a boy or young man avoiding punishment for example to settle drug debts. This
motive was unique to gangs and applied to a range of girls and young women
including sisters, girlfriends, friends, cousins and daughters of gang members.
 groups
Two or more people of any age, connected through formal or informal associations
or networks, including, but not exclusive to, friendship groups.
In cases of group CSE, victims were linked to perpetrators as a result of the sexual
exploitation.
While there were occasions where victims were also connected through broader
friendship groups, or extended family members, in the majority of cases the
association between victim and perpetrator was predicated on abuse.
This is different from gang victims, who may be linked to a street gang for a multitude
of reasons independent of sexual exploitation.
 solo perpetrators.
Child Sexual Exploitation (CSE) is a form of sexual abuse that affects thousands of
children and young people every year in the UK, when young people under 18
receive ‘something’ (food, accommodation, drugs, alcohol, cigarettes, affection,
sweets, ice cream, gifts, money) in exchange for performing, and/or others
performing on them, sexual activities.
8.4. Describe typical behaviour patterns of those who sexually exploit children
and young people.
Some recognisable elements of child sexual exploitation:
 Children are ‘groomed’ and there is power and control held by the
perpetrator/s
 An ‘exchange’ (such as gift, food, money, drugs etc.) is present, this could be
to a third party and not always to the child themselves
 Sexual acts or the exchange of sexual images is present
 Sex offenders are overwhelmingly white males
 Most sex offenders were not sexually or physically abused as children
 Men are more likely to commit sexual violence in communities where sexual
violence goes unpunished
 Sex offenders minimise their number of victims
 Sex offenders are experts in rationalising their behaviour
 There is no “typical profile” of a rapist.

Male perpetrators personality characteristics:
 Lack of empathy
 Hostile masculinity
 Macho/aggressive and dominant and controlling personalities
 Impulsivity
 Emotional constriction
 Underlying anger and power issues with women
 Negative gender-based attitudes
 Heavy alcohol and/or drug use
 Heavy pornography consumption.

Alcohol can be a dis-inhibitor and increase sexual impulsivity, alcohol lowers
women’s detection of risk and impairs their ability to resist assault, Intercourse
cannot be consensual when a person is incapacitated due to intoxication or drugs.
8.5. Describe the support that should be offered to a child or young person
who has been the victim of child sexual exploitation.
When a child has been the victim of sexual exploitation can have a serious impact on
every aspect of the lives of children involved. It causes significant damage to both
their physical and mental health. There are many support groups available where the
child can discuss their feelings, confidentially. The health services can provide
sexual health services, mental health services or counselling. A counsellor can help
the child or young person in several ways.
 Help take the child through the things that are bothering them the most, one
small step at a time, so the whole experience is easier to handle and less
frightening. Our natural impulse is to want to ‘put the abuse behind us’ where
we can forget about it – or even deny that it ever happened. This is why those
who experienced child sexual abuse may have problems or symptoms they
don’t understand
 Help the child understand the complex and confusing emotions experienced
while the sexual abuse was taking place and after it ended
 Help free the child from the effects of the past so they can enjoy happier lives
in the future
 Provide age appropriate guidance / support.

When should counselling start?

Ideally, counselling should start as soon as possible after finding out about the
abuse. Research has shown that families are most open to counselling when they
are still in crisis. When families wait too long, they are much more likely to believe
that they can forget about the abuse or pretend that it isn’t important.
8.6. Explain the role of key partners in protecting children and young people
from sexual exploitation.
There are many key partners in protecting children and young people from
sexual exploitation. These will include:
The childs family or their carer
Social services/social worker - Children become looked after when their birth
parents are unable to provide ongoing care in either a temporary or permanent
capacity, the local authorities social services department will work in partnership with
their parents. The social worker will be the child or young person’s main contact in
social services. This person is trained to help young people and their families and
should take time to get to know the child and meet with them regularly
Ofsted - The Office for Standards in Education, Children's Services and Skills, they
report directly to Parliament and are independent and impartial. They inspect and
regulate services which care for children and young people, and those providing
education and skills for learners of all ages.
NHS re Sexual and mental health services, Gp’s, community health services,
including CAMHS, Drug and alcohol services - the Child and Adolescent Mental
Health (CAMHS) Looked after Children team offers consultations to any
professionals working with children who are Looked After by the local authority,
referrals must always be referred to the social worker as well. Health visitors - The
Looked after Children service ensures the coordination of health care assessments
of children who are looked after or in care. Most of these review assessments are
undertaken by health visitors or school nurses. The team provides advice to all
practitioners working with children and families as well as social workers on health
related matters. Doctor / GP’s – the local authority Primary Care Team has an
important role to play in the identification of the individual health care needs of
looked after children and young people. They must act as advocates for the health of
every looked after child and young person and make sure they have timely and
sensitive access to a general practitioner or other professional where appropriate,
including specialist services.
Police including CPS, youth offending services, probation service - Probation
service - The supervision of community sentences and post-custodial licences for
children and young people who are looked after and placed outside their home area
generally falls to the Youth Offending Team in the local authority where they are
resident. Some of the work remains the responsibility of the YOT in the local
authority placing the child or young person for example, attending children’s social
care reviews and monitoring progress. Police - Looked after children (LAC) are over-
represented within the youth criminal justice system, to address the issue of over
representation local authorities (LA), children’s home providers, the police and YOT’s
need to work together to identify any factors contributing to over representation and
to promote good practice. (CPS) – responsible for a charging decision must have all
relevant information, including the child’s LAC status so that they can make an
informed decision and refer to the relevant guidance when they apply the Code for
Crown Prosecutors.
Volunteer services – NSPCC Providing advocacy services for looked after children
help to support both the family and the child. They:
 Protecting children from sexual abuse and exploitation
 Providing specialist support for minority ethnic families
 Supporting children in care
 Providing tools to help social workers deal with neglect
 Helping families who misuse drugs and alcohol
 Reducing the impact of domestic abuse on children
 Working with families with parents with mental health problems
 Supporting young witnesses to give evidence in court
 Providing help lines like ‘Child Line’.

9. Understand the concept of multiagency working to safeguard

children and young people.
9.1. Explain what is meant by multi-agency working in the context of
safeguarding.
Multi-agency working means each person, agency, professional and service work
together and share information to ensure the safety, welfare and wellbeing of all
children and young people. This provides continuity of service and ensures
“everyone” is given any information necessary for them to provide safeguarding
where appropriate. Everyone will have a different role to play and different expertise
in safeguarding. Everyone involved forms a vital link and can collaborate with the
you to ensure a child achieves and reaches their full potential. Because so many
different people and agencies can be involved it is vital that there is good
communication between all those involved to ensure the best outcomes for the child.

A swift and timely response is necessary if a child is in any sort of danger so good
communication between agencies is crucial. Early intervention when there is a
problem is important otherwise a small problem can escalate into a serious issue. An
example could be when a family splits up. The lone parent could be depressed and
struggling to cope. It is much better to offer and get that parent support and help than
to let the situation decline. With good partnership working and communication
safeguarding works.

The common assessment framework (CAF) also ensures early intervention. The
assessment is shared with various professionals and agencies and centres on
promoting the childs welfare and safeguarding.

9.2. Identify multi agency forums which coordinate the safeguarding of

children and young people locally.
Multi agency forums, e.g.:  Local Safeguarding Children's Boards  Multi Agency Safeguarding Hubs.

The Children Act 2004 required each local authority to establish a Safeguarding
Children Board. Section 14 of the Children Act 2004 sets out the objectives of
LSCBs, which are:
 To coordinate what is done by each person or body represented on the Board
for the purposes of safeguarding and promoting the welfare of children in the
area; and
 To ensure the effectiveness of what is done by each such person or body for
those purposes.
Regulation 5 of the Local Safeguarding Children Boards Regulations 2006 sets out
that the functions of the LSCB, in relation to the above objectives under section 14 of
the Children Act 2004, are as follows:
Developing policies and procedures for safeguarding and promoting the welfare of
children in the area of the authority, including policies and procedures in relation to:
 The action to be taken where there are concerns about a child’s safety or
welfare, including thresholds for intervention;
 Training of persons who work with children or in services affecting the safety
and welfare of children;
 Recruitment and supervision of persons who work with children;
 Investigation of allegations concerning persons who work with children;
 Safety and welfare of children who are privately fostered;
Cooperation with neighbouring children’s services authorities and their Board
partners; At the local level Local safeguarding children boards (LSCBs) co-ordinate,
and ensure the effectiveness of, work to protect and promote the welfare of children. 
Each local board includes: local authorities, health bodies, the police and others,
including the voluntary and independent sectors. The LSCBs are responsible for
local child protection policy, procedure and guidance.
The Department for Education published an updated version of the key statutory
guidance for anyone working with children in England in March 2015. It sets out how
organisations and individuals should work together and how practitioners should
conduct the assessment of children. 
9.3. Describe the roles and responsibilities of the different organisations that
may be involved in situations where:
 harm or abuse is suspected or disclosed
 a child or young person has been abused or harmed
 a child or young person has gone missing from care

AGENCY ROLE IN SAFEGUARDING

Schools  Develop the child’s awareness of what and what is not
acceptable including e-safety
 Support and protect children on the “At risk register”
 Train staff re Safeguarding
 Provide policies and procedures re safeguarding
 Observe and repost any concerns
 Monitor, report, share and concerns with other agencies.
 The role of the staff is to create and maintain a safe
learning environment. 
 To identify any concerns and to act upon this information. 
 Staff to attend child protection and first aid courses . In
cases of special schools staff should have appropriate
training on medical issues on safeguarding all children.
 To protect children from harm and abuse. (including
bullying/cyberbulling)
 To help meet the health needs of children with medical
conditions and provide accurate information on the child’s
educational needs.
 The school designate a person that have had specific
training to deal with child protection issues
 They will be in contact with multi agencies to support the
child and attend case conferences.
 Under the childrens Act 1989 the school have a key role to
play referring children and providing information to the
police for future criminal proceedings that might take place
under child protection issues.
 The school should manage risks appropriately such as
internet etc.
 Provide policies and procedures to protect children etc
child protection, physical contact, safeguarding, risk
assessments, outings, injuries, illnesses and emergencies.
All policies And Procedures should be followed at all
times.
School nurses  School nurses have regular contact with children from the
ages of 5-19. 
 They are lead professionals for CAF (Common
Assessment Framework).
 School nurses provide a role in delivering the Healthy
Child Programme. They access children and implement
their needs such as individual or group needs
 School nurses work with parents or carers in the care and
treatment of vulnerable children. They can provide support
to the families to help them achieve better parental skills.
Childrens  Decide on the course of action when safeguarding has
Social Care been reported
 Provide social worker to assess the needs of the child and
parents
 Conduct interviews with the child and parents
 Liase with other agencies
 Take action if a child is in danger
 Provide support for vulnerable children
Police  Decide if a crime has been committed and investigate
 Gather evidence from all involved
 Moving the child if in immediate danger
 Giving evidence in court
 The main role of the Police is to prevent crime and
disorder and protect all individuals.
 The police have legislation to adhere to to protect the
children. Children have the right to be fully protected
(Children’s Act 2004 to safeguard and promote the welfare
of children).
 All investigations can be sensitive so the police investigate
and work with other organisations such as children’s social
care to gather information needed.
 The police investigate child abuse cases (they have
specialist training for this, Child Abuse Investigation Units
(CAIUs)
 They can access information through IMPACT Nominal
Index (INI) which enables them to get accurate information
very quickly. (including child protection, domestic violence,
crime,
 The Police need to gather information and work with other
agencies in case of criminal proceedings against
suspected child abusers. All information will be passed on
to the CPS (Criminal Prosecution Services).
 The Police also have powers to enter premises to ensure
that children are immediately protected against significant
harm.
Probation  The main role of a Probation officer is to supervise
officer offenders to help support them not to re-offend and to
protect others from harm. 
  They supervise a large amount of offenders that have
been identified as presenting potential risk of harm to
children and also to protect familys of their own, who might
be exposed to criminal or anti social behaviour.
 They also liase with Multi Agency Public Protection
Arrangements (MAPPA) such as safeguarding children,
procedures covering *** offenders, domestic abuse, child
protection procedures.
Health  Carry out medical examinations
professionals  Provide expert witness testimony as evidence
 The role of a GP is to maintain their skills in recognising if
a child is being abused or neglected. 
 They need to follow all correct procedures if abuse or
neglect is suspected. 
 All GP’s Should have regular training and update their
training when necessary.
Health visitor  A health visitor have crucial skills in protecting children
from harm and abuse, they are one of the first to
recognise children who are likely to be abused or
neglected. A health visitor plays a big part in all stages of
a child protection process including case reviews.
 Support the health of babies and children under the age of
five.
 They have contact with many multi agencies and they
support the work of the Local Safeguarding Children’s
Board (LSCB).
 They are trained to a high level to recognise any risks that
the child might be in.
 The health visitor will visit parents home so they will gather
information such as signs and symptoms this will enable a
health visitor to start the process of the signs and
concerns of abuse or neglect. The health visitor will need
to have access to ongoing contact with the family if abuse
or neglect is suspected.
 Health visitors should use their own judgement on when to
share information with other agencies.
 They support and guide parents of young children.
 Provide developmental checks on under fives.
NSPCC Is a charitable organisation which can:
 Support families and children
 Provide a helpline
 Raise awareness of abuse e.g. TV
 Work with different organisations e.g. social services,
police, family protection, education and health services
E-Safety  Has set out measures to protect children
 Increased awareness of internet safety
The Local  Oversee the work of other agencies
Safeguarding  Review any serious abuse cases
 children board
Child line  Helpline for children in distress or danger
Child and  To support children emotionally
adolescent
mental health
services
(CAMHS) &
Psychology
service 

10. Understand how to empower children and young people to develop

strategies to protect their own safety and wellbeing.
10.1. Explain the importance of building children and young people’s
resilience, self-confidence and self-esteem.
What is resilience? It is the ability to bounce back and overcome difficulties and feel
positive afterwards. Resilience belongs to the Social-Emotional Aspects of Learning
(SEAL) and it roots in learning the ability of managing emotions in difficult situations.
Everyone has to have some resilience in order to survive the ups and downs each of
us will face in life. If we are not resilient we can quickly become depressed and
disillusioned with life. It is important to develop resilience as a child so that we are
able to take this forward with us in to adulthood. It is important to learn at a young
age that maybe you won’t and can’t do things at the first attempt. This doesn’t mean
you have failed merely need more practice. It’s also important to be able to accept
that you may not be good at everything but you will be good at some things and that
this varies from person to person. We can’t all be good at the same things as we are
all individual’s with our own expertise. Learning independence is a large part of
resilience. Learning to stand on your own two feet and not relying on others. Overly
protective parents can hold their child back by not allowing them to make mistakes
and to learn from these. If we are never faced with a problem we will never learn how
to deal with them. A child who has learned to be resilient will cope better with change
and periods of transition. They will be more equipped to deal with failure and with
bullying because they will have the ability to rebuild their self-esteem. To support a
child to build this resilience we should always, help them achieve, use lots of praise,
see failed attempts as just practice, solve their own problems and make decisions,
promote independence, value themselves. Lack of resilience can lead to emotional
problems, depression, anxiety, self-harming and even suicide.
It is important to build a trusting relationship with children so that they feel
comfortable and happy to talk and confide in you, if they have any concerns or
worries. You should notice and be aware of changes in their behaviour or well-being.
Allowing a child to tell you when they are feeling down as well as when they are
feeling happy will encourage them to feel comfortable to talk to you whatever their
mood.Try to take an interest in them, remember their favourite hobby, their pet’s
name. This will let them know you listen to what they have to say and have a
genuine interest in them and are taking notice of what they have to say and that it is
important to you. Lots of praise and encouragement when trying new skills will help
them gain confidence. If the child is facing problems support them, encourage them,
make suggestions. Ways to support confidence and self-esteem are:
 Show interest
 Positive body language
 Listen to what is being said
 Use positive words
 Show genuine surprise and joy when the child has made a special effort
 Always be available for help and support

10.2. Describe ways to work with children and young people to enable them to
develop protective strategies.
“Life Education” is a new concept that is being built into the hidden curriculum of
schools, covering the necessary skills children have to acquire in order to stand their
ground against society’s challenges. It is important that children are able to identify
and recognise dangers and dangerous situations and have the knowledge and skills
to deal with this type of situation if or when it arises. All children need to be educated
about the dangers there are but at the same time you do not want them to be fearful
of everyone and everything in the world.
The UN Convention on Human Rights in 1990 stated that each child has the right to
grow in an atmosphere of love, happiness and understanding. It includes being
healthy, live in a safe environment and an opportunity to develop to the best of their
abilities. Life is full of risks and we face them every day. Crossing a road can be
dangerous, talking to strangers, approaching a dog, eating a meal. We cannot go
through life without facing risks. But we can learn how to reduce those risks by
learning the necessary skills to protect ourselves and this starts when we are
children. Children should not be wrapped up in cotton wool and protected. They
need to face some risks in order to learn how to deal with them. Our job is to equip
them with knowledge of what is dangerous and how to protect themselves. It can be
beneficial to encourage a child to take certain risks especially in a controlled
environment e.g. Trying new sports such as gymnastics or trampoline. Both can be
dangerous and have risks attached but the benefits are tremendous. They can
decide how much they want to do. They may just want to bounce or they may want
to try a somersault. Trying something new which has risks and becoming
accomplished at it can give a child immense confidence. When it comes to
safeguarding it is important that a child knows how to protect themselves. You
should reinforce what is correct behaviour and what is not e.g.
 Kissing a family member is ok but not being told to keep it secret.
 Someone trying to touch them in a place or way they dislike, they are allowed
to say no.
 Don’t talk to strangers when on their own.
 If someone hurts you shout and scream to attract attention.
 Never keep bullying a secret.
 Don’t accept sweets or presents from anyone without a parents permission
 If anything happens which you don’t like tell an adult who they trust.
Children need to know how to take responsibility for themselves and to understand
the consequences of their actions

10.3. Describe ways of empowering children and young people to make

informed choices that support their safety.
It can be easy for a child to be pressured into doing something by peer pressure.
The more confident a child is the less likely it is that they will be pushed into doing
something which they don’t wish to do. Making decisions is also a skill children need
to be encouraged with. Encouraging a child to be “involved” and make their own
decisions has to be taught to a child at an early age. An informed choice means
looking at all the options available and then thinking about the consequences of each
option. Positive choices are those which can benefit the child. It is important that a
child learns how to make their own choices without being influenced or pushed into
making decisions which are not beneficial to them. Being able to and having the
confidence to do this will support a child’s well-being and safety. Teaching a child
about their rights, that they have a right to be respected and cared for, how to do
things safely and minimise and risks involved, when they should ask for help and
ways they can avoid abusive situations are all important life skills as is learning to
trust your inner feelings about a person or situation. School can help children by
conducting role play situations so that the child feels practiced at handling a situation
should it occur in reality. Also Teaching a child about dangerous situations such as
taking drugs, getting drunk, going out alone or walking home alone in the dark,
taking a lift with a stranger. As a child grows they need to have some independence
and will take and be faced with more risky situations. If they have been taught
correctly and have learned to be an independent thinker they will be able to safely
explore the world and avoid potential dangers.

11. Understand process and procedures when there are concerns

about practice.
11.1. Explain how to report concerns about practice in the work setting.
If an employee has any concerns about practices in the work setting they can raise
these verbally or in writing, given full details such as names, the details such as what
their concern is, when it took place, dates/times etc. This should be taken up with
your direct line manager in the first instance or if the concerns involve that person
then they should be taken higher, to the next level.
11.2. Describe ways in which whistleblowers are protected in the work setting.
The Public Interest Disclosure Act 1998 - provides protection to "workers" making
disclosures in the public interest and allows such individuals to claim compensation
for victimisation following such disclosures. Further protection was afforded by The
Enterprise and Regulatory Reform Act 2013 (ERRA) which came into force in July
2013. Qualifying disclosures are disclosures of information where the worker
reasonably believes (and it is in the public interest) that one or more of the following
matters is either happening, has taken place, or is likely to happen in the future.
 A criminal offence
 The breach of a legal obligation
  A miscarriage of justice
 A danger to the health and safety of any individual
 Damage to the environment
 Deliberate attempt to conceal any of the above.
Workers who 'blow the whistle' on wrongdoing in the workplace can claim unfair
dismissal if they are dismissed or victimised for doing so. An employee's dismissal
(or selection for redundancy) is automatically considered 'unfair' if it is wholly or
mainly for making a protected disclosure. From 25th June 2013 if a case goes to a
tribunal and the tribunal thinks the disclosure was made in bad faith, it will have the
power to reduce compensation by up to 25%.

11.3. Explain why those whose practice is being questioned are also protected
and how this is achieved.
Confidentiality whilst any investigation is taking place is a right for those being
accused of poor practice. Both parties need to be kept up to date with how the
investigation is progressing and both should be provided with support. The accused
has a right to:
 Be informed about the seriousness of the allegation
 Advised of the procedures to be followed
 Be given an opportunity to respond to the allegation
 Be informed that they can be accompanied to interviews by a trade union rep.
 Where necessary the Standards Board will provide support, counselling or
mediation to those subject to investigation in order to ensure normal working
relationships are resumed as effectively as possible
11.4. Explain the process of escalating concerns about practice if they are not
being addressed.
If you have voiced your concerns to your employer and nothing has been done or it
wasn’t taken seriously, you can tell someone else. You can contact the Advisory,
Conciliation and Arbitration Service (Acas), the whistleblowing charity Public
Concern at Work or your trade union for more guidance.