Safeguarding children and young people training - level 2

According to your organisation's Safeguarding Children and Child Protection Policy, who should be your first step in seeking support, advice, progression and resolution of any concerns you may have or which are raised to you?

The Police

Social Services

Your DSL

The Child's Parent/s
Which of the following are not helpful ways to listen and respond to a child who is talking to you?

Being overly emotional, asking lots of inappropriate questions, filling in the blanks, not believing the child and/or keeping secrets

Being overly emotional, giving space to talk and listen, jumping to conclusions, letting the child know that you believe them

Stay calm, match eye contact, have open body language and really listen

Panic, match eye contact, have open body language and really listen
Should you always get the child's permission before sharing information?

Yes - the child's rights and wishes must be respected at all times and in all cases. This is known as the Paramountcy Principle

Only if the child is under 13 because otherwise they have the right to choose whether information is shared

It is the ideal and it is best to be upfront from the start that you won't be able to keep the information a secret. The best interests of the child are paramount though and you will need to share information and take action whether you have permission or not.

It is the ideal if you don't have permission, as this can cause problems later on in court if the child is caused to give any witness testimony
What is it important to do when writing down your record of what happened in relation to a child protection concern?

Edit out anything you don't feel is relevant

Use the words you heard as you heard them

Fill in any blanks in the information with what you guess might have happened but, to keep things consistent, make it look as though the child has said it

Don't write anything more than once even if the child repeated a phrase or sentence

Recording information - questions

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