Safeguarding

Learning Activity
The purpose of this learning activity is to ensure all those
working for The Company Healthcare contribute to the
safeguarding and promotion of the welfare of children, young
people and adults at risk.
Safeguarding means protecting an adults right to live in safety,
free from abuse and neglect. It is about people and
organisations working together to prevent and stop both the
risks and experience of abuse or neglect, while at the same
time making sure that the adults wellbeing is promoted.

Background Reading
The Care Act 2014
The Care Act 2014 introduces new responsibilities for local
authorities and Safeguarding adults boards.
Safeguarding Vulnerable Groups Act 2006 and the
Protection of Freedoms Bill
The Safeguarding Vulnerable Groups Act 2006 was passed to
help avoid harm, or risk of harm, by preventing people who are
deemed unsuitable to work with children and gaining access to
them through their work.
Disclosure and Barring Service - DBS
Safeguarding vulnerable groups legislation enables
organisations to carry out background checks on individuals
that work or volunteer with vulnerable groups

2 DBS barred lists (previously ISA) makes it against the law

for employers to employ someone or allow them to volunteer
for this kind of work if they are on one of the barred lists.

Domestic Violence, Crime and Victims Act 2004

This act extends provisions to combat domestic violence and
created a new offence of causing or allowing the death of a
child or Adult at risk
Mental Capacity Act 2005
The Mental Capacity Act is designed to protect and empower
individuals who may lack the capacity to make their own
decisions.
The Deprivation of Liberty Safeguards
The Deprivation of Liberty Safeguards is an amendment to the
Mental Capacity Act 2005. The extra safeguards are needed if
restrictions and restraints are used in care homes or hospitals
which may deprive a person of their liberty.
Human Rights Act 1998
Abuse can be defined as a violation of an individuals human
and civil rights by any other person or persons
Everyone has the right to live their lives free from abuse and
this right is underpinned by the duty on public agencies under
the Human Rights Act to intervene proportionately to protect
the right of citizens.

What are the different forms of Harm?

Exercise 1: Provide 3 examples of each type of harm

Physical
Sexual
Psychological
Financial/Material
Neglect/Acts of omission
Discriminatory
Organisational
Restraint
Domestic Violence
Modern Slavery
Self - Neglect
Safeguarding of Children

What are the indicators of abuse?

Exercise 2: Provide 3 examples of signs or indicators of harm
Think about what you might see or hear

Physical
Sexual
Psychological
Financial/Material
Neglect/Acts of omission
Discriminatory

Organisational
Restraint
Domestic Violence
Modern Slavery
Self - Neglect
Safeguarding of Children

Remember when adults at risk have communication difficulties,

indicators of possible harm may only be shown initially by changes
in behaviour

What is my role in safeguarding adults at risk?

Exercise 3
Describe the range of policies, procedures and activities that are
designed to protect the individual in the workplace

Describe ways in which you personally ensure the protection of

individuals

Who would you report a safeguarding issue to? Which agencies

might you turn to for help?

Describe reasons why abuse might not be reported?

Consider what you would do if you suspected/witnessed a

safeguarding issue?

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Section 4: How to respond to safeguarding issues

Safeguarding raises difficult issues of confidentiality.
The company, through its safeguarding policy document, is clear that staff have
a professional responsibility to share information regarding abuse/harm with a
designated member of staff for safeguarding.
If a member of staff thinks that an individual is about to disclose abuse they
must gently point out to the individual that they are willing to listen but that they
may have to inform someone else.
Sometimes an individual may blurt out details of abuse, before you have a
chance to explain your responsibility. Tell the individual as soon as possible what
will happen next.

Listening and Recording

If an individual wishes to proceed: listen carefully, acknowledge the seriousness
of the situation and let the individual know that you understand.
Do not ask leading questions which may encourage the individual to change
his/her version of events.
For example say: Tell me what happened not Did they do X to you?
The main task at this time is to listen to the individual. When the individual
pauses and seems to have said what is important to them. Summarise what
they have said by writing short but accurate notes. Check the accuracy of your
notes with the individual.

The individual should be assured that the matter will be discussed only with the
people who need to know about it.
Individuals need to be advised as to what will happen next. Be honest about not
knowing in detail what will happen as far as other agencies or workers are
concerned, but offer if you are able to be there with the individual if they have
to talk to other professionals.

Section 4: How to respond to suspicion of

abuse/harm?
Suspicion of Abuse/harm

You notice signs or symptoms of possible abuse

It is important to maintain the individuals

privacy. It may be helpful to check your
concerns with your line manager.

Inform your Line Manager also

Keep a record of the signs and symptoms

You decide with line

manager not to
approach the
individual concerned

You decide with line

manager to
approach the
individual concerned

Your line manager will suggest strategies or

use external agencies to support you and
the individual

Your line managers will feedback to the person who made the referral.

SECTION 5: How to respond to disclosure of

abuse/harm
It is important to preserve the individuals privacy.
Speak only to your line manager for safeguarding.
You are told about abuse/harm

Early in the conversation tell

the person that you may need
to talk to someone else.
Listen to the person.
Record the relevant facts.

Inform Line Manager

Your line manager will consult

with Social Services.
Social Services will decide if
an investigation should take
place.

Keep the individual informed at

each stage

If the individual needs support

refer them to an allocated
counsellor

Your line managers will feedback to the person who made the referral.

Section 6: What evidence/records do I need to keep?

Different situations require a different response and if it is an emergency,
respond immediately and contact the appropriate services. Be aware of the
importance of preserving evidence. It is important to preserve evidence,
particularly in cases of sexual or physical

Abuse. Do not disturb the person (do not change their clothes, bath them or give
them a drink) and do not disturb the room (leave bedding and clothing as it is
and do not let other people into the room until the police arrive).
If it is not an emergency follow the procedure in Sections 7 and 8.
Whether someone has talked to you directly or you have observed an abusive
situation it is important to make a written record as soon as possible after
reporting your concerns. Good record keeping is part of good practice.
Write up your notes as soon as you can while the persons words and phrases, or
the situation you have observed, are still fresh in your mind.

Try to remember what the person said, using their own words and phrases,
and note this down.

Describe the circumstances in which you were told about the abuse.

Note the setting and anyone else who was there at the time.

Separate out factual information clearly from an expression of opinion.

If you have witnessed abuse, note the date and time, the people involved,
and the circumstances.

Make sure your writing is legible.

Sign, date and time your report.

Give the information to the designated person for safeguarding it will be

part of the information collected during the investigation.

Be aware that your report may be required later as part of legal action or a
management investigation.

Keep a copy.

Read the following scenario and answer in the box provided.

Rachael
Rachael is an 89-year-old lady who lives in a care home. She mixes well
with everyone but likes to spend a lot of her time on her own.
Every mealtime she seems to create some excuse why she does not
want to eat and drink with other residents. She has persuaded the staff
that she should eat in her own room and every lunchtime a tray is carried
through to her room.
Over a period of time it becomes clear that Rachael is losing weight and
becoming quite frail.
Jim, the manager, is not sure whether there is a possibility that Rachael
is deliberately not eating but doesnt want to act against her personal
wishes.

Questions:
1. Think about your SOVA legislation guidance. Is Rachael at risk of
harm?

2. If so what type(s) of harm is she experiencing?

3. What immediate action would you take?
4. How would you personally respond to the situation?

Duty of candour
What does it mean?
Candour means being open and honest in dealing with
incidents which have caused moderate harm, severe harm or
even death.
More generally, it is to be open and honest in everything that
you do at all times towards residents, relatives, other visitors
and staff.
Also follow-up investigations into such incidents to eliminate
risks that might cause further harm in the future

Duty of Candour Scenario

Scenario 1

A member of staff reports to you that Mrs Brown, who suffers from dementia,
has had a minor accident in a new bath hoist, which you know is in use in at
least one other The Company home. Mrs Brown is heavily built. She leaned
forward in the bath hoist chair and the supporting belt gave a little. She suffered
two minor abrasions and a bit of discomfort and shock. She is now cheerful and
settled, with no apparent discomfort. Looking at the bath hoist you believe there
is a fault with the belts fastening mechanism. Mr Brown can be very difficult and
has on a previous occasion threatened legal action. He is due to visit Mrs. Brown
shortly.

Q 1: Does the duty of candour apply and why?

Q 2: What actions will you take and why?
Q 3: Who will you contact and why?

The Prevent Duty

What is the Prevent Duty?

Section 26 of the Counter- Terrorism and Security Act 2015 places a duty on certain bodies, to have
due regard to the need to prevent people from being drawn into terrorism.
What is Terrorism?
In the UK, the Terrorism Act 2000 defines terrorism as:
The use or treat of action designed to influence the government or an international governmental
organisation or to intimidate the public, or a section of the public; made for the purposes of advocating
a political, religious, radical or ideological cause; and it involves or causes: serious violence against a
person; serious damage to a property; a threat to a persons life; a serious risk to the health and
safety of the public; or serious interference with or discretion to an electronic system.
What is Extremism?
The government has defined extremism in the Prevent Duty as:

Vocal or active opposition to fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect and tolerance of different faiths and beliefs. This includes calls
for the death of members of the British armed forces.
What is Radicalisation?
Radicalisation refers to the process by which a person comes to support terrorism and extremist
ideologies associated with terrorist groups.
What are British Values?
British values are defined as democracy, the rule of the law, individual liberty and mutual respect and
tolerance for this with different faiths and beliefs; institutions are expected to encourage students to
respect other people with particular regard to the protected characteristics set out in the Equality Act
2010. It is being mutually respectful and having tolerance of others.
What are the responsibilities of providers in FE and Skills?
Learning & Development have a legal responsibility under the Prevent Duty to make sure that:

They have undertaken training in the Prevent Duty as indicated by their managers including
the principle;

They are aware of when it is appropriate to refer concerns about learners or colleagues to a
Designated Safeguarding Person; this will be the Lead L & D Specialists,

They exemplify British values of democracy, the rule of law individual liberty and mutual
respect and tolerance for those with different faiths and beliefs

Completion of Workbook
I have completed the workbook and discussed it with my Operational Trainer
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Job Title
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I have seen the workbook completed byand I can confirm
that it is completed to a satisfactory standard.
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