Section 5: Be able to recognise and respond to potential indicators of child abuse and poor practice

In this section you will learn:

• How to identify different indicators of child abuse and poor practice.

• Where to identify suitable sources of advice and support in response to suspicion of child abuse or poor practice.

• How to follow the correct procedure(s) regarding safeguarding or child protection concern(s).

• How to demonstrate good practice and appropriate behaviour with children and young people.

Section introduction

In sections 1 through to 4 of this unit, you have gained the knowledge required to identify the different indicators of child abuse and poor practice and you have considered a range of policies and procedures that you should follow in terms of your own job role. You have also considered how to demonstrate good practice and appropriate behaviour when you work with children and young people. As part of your learning programme, you will need to be able to demonstrate all of the above in practice. This section helps you to gather the key knowledge and requirements to prepare for the practically assessed element for this unit.

Identify different indicators of child abuse and poor practice

Earlier in this document you learnt about the different signs and indicators of a range of types of abuse that children and young people may face. Read the case study below and complete the activity on the next page.

Case study - James James is a 12-year-old boy. He has been attending your after-school club at his own school since September. Sometimes, there are gaps of up to 4 weeks between when James attends the afterschool club sessions and when he does not. Another child called Katie says that when James is not attending the after-school club he has also not been attending during the school day. When James does attend, he is usually happy and engaged in the football games and other sports activities that you have planned. However, after a long gap, James does appear to be less engaged in the sporting activities than he usually would be. This generally only lasts for the first session of his return from a long gap. In a particular session that James joined you noticed some bruises on his legs when one of his football socks has slipped down. These bruises are on the backs of his legs and not on his shins. You asked James if he has hurt himself during the game as you are concerned that he may need some

help. He said he did not need help and did not remember how he got the bruises and he didn’t tell you any more information.

Activity

In this case study of James, what type of abuse do you think he may be experiencing, if any, and what would you do next? Remember to consider your setting policies and procedures and also remain within the boundaries of your own role in terms of this particular job that you have been given within this case study. You can use the space below to make notes.

Poor practice

Remember, poor practice is not necessarily purposeful abuse but left unchallenged and unchanged it becomes abuse. Be confident in your own practice to be able to challenge others so that children are always safe and secure in the setting.

Identify suitable sources for advice and support in response to suspicions of child abuse or poor practice

There are a range of places to go for further advice and support when you have concerns regarding safeguarding and child protection. While first and foremost you should follow your own organisations policies and procedures and work closely with your supervisors, you may wish to develop your own understanding and develop an awareness of the wider responsibilities and processes by researching some of the key sources of advice and support. These sources include:

• The Child Protection in Sport Unit (CPSU)

• National Society for the Prevention of Cruelty to Children (NSPCC)

• The National Institute for Health and Care Excellence (NICE)

• Local Authority Safeguarding team.

Activity

Visit the website of any two of the above sources (or another if you can think of on your own) and write down three key points about the wider topic of safeguarding that you have learned about.

Follow the correct procedure(s) regarding safeguarding or child protection concern(s)

We have mentioned several times throughout the course of this unit about the importance of understanding your own settings policies and procedures in terms of safeguarding and child protection. What you now need to be able to do is source these appropriate policies and procedures and recognise their requirements and who you need to go to for what reason and why? Remember the 4 Rs of Safeguarding: 1. Recognise: Use your knowledge of the signs and indicators of abuse to recognise when a child is at risk of harm. 2. Record: Write down what happened, what you saw and what was said. 3. Report: Follow procedures to report to the appropriate person and immediately where a child is at risk of being in danger.

4. Refer: The DSL may refer using the appropriate guidance to the appropriate services. Do your organisational policies and procedures follow this structure? Can you see the 4 Rs in practice via your policies and procedures?

Activity

Now that you have seen your policies and procedures, can you create a flowchart of what you would do in relation to James’s case study or a similar case study that you may know about for your own organisation. You need to include who you would go to in your own organisation and demonstrate that you understand your own organisation’s recording process too.

Demonstrate good practice and appropriate behaviour with children and young people

Earlier in this manual you learnt about the importance of developing appropriate and respectful relationships with the children and young people who you work with. You will need to be able to demonstrate this in your practice when working with the children and young people in your care. Below you will find a case study of a situation where the staff member and the young person know one another. Consider how you would approach this situation.

Case Study - Aneila Aneila is a 15-year-old girl who attends your summer holiday sports camp. You know Aneila’s family outside of work. Aneila has made it very clear to the other children in the summer camp that she knows you and has started to try to put this to her own advantage. She has developed a much more casual relationship with you than the other staff members on the summer camp. She attempts to ask to do things that other staff members would not allow. She also says to her friends that you will allow her to get away with things so they should all go and ask for things from you first.

One day on the camp, Aneila and her friends, say they that they have forgotten their lunch. They come to you to ask to leave the site so that they can go to the chip shop and purchase some food. It is against the policy on the summer camp to allow the children and young people to leave the site. However, Aneila and her friends cannot be left to go hungry.

What do you think you would do if you were the staff member in the above situation? Should you report anything to anybody? Should you allow Aneila and her friends to go to the chip shop offsite. After all you know her and you feel that she would be responsible enough to do so. How would you manage her behaviour and how she shows respect in front of the others in the summer camp?

Activity

In relation to Aneila’s case study, how would you effectively manage the behaviour issues exhibited while also maintaining boundaries and working to set policies and procedures? You can use the space below to make notes.