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To enable participants to become familiar with the role and responsibilities of the multi-agency role within safeguarding children and develop competence and confidence in carrying out their role

Who is Safeguarding Children Level 3 aimed at?

Supervisors, Designated safeguarding leads, named leads and anyone who is required in their role to undertake this training

Course Length

2 days

Learning Outcomes

By the end of the course participants will be able to:

  • Describe the role of the designated safeguarding children officer and state key areas of responsibility
  • State their own values regarding child abuse and the impact of these on professional practice.
  • Describe the key legislation and guidance underpinning the organisation’s policy for responding to concerns about a child’s safety or welfare
  • Decide what steps the organisation needs to take to ensure the safety and welfare of children and young people with whom it has contact
  • State the blocks inhibiting children from disclosing abuse and respond effectively to a child who does disclose
  • State blocks to staff reporting concerns and how to overcome these
  • Make appropriate decisions about the action to take when informed of concerns about a child or young person
  • State what is likely to happen following a referral to children’s social care (or equivalent) and what further role they may have
  • Explain the issues in connection with recording and sharing of information, including that of confidentiality
  • Demonstrate an awareness of the emotional dimension of safeguarding work and identify a network for personal support
  • State the main tenets of their organisation’s policy and procedures
  • Understand the procedures in the country the organisation is based in (for International Schools and schools with foreign students)
  • Responsibilities in respect to FGM, Child Sexual Exploitation and Radicalisation and Extremism.
  • Understand the procedures on peer-on-peer abuse and online abuse and naked images in line with UKCIS advice.

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