We were commissioned in early 2017 by the Head of People and Talent Management for a large national group that provides co-education, independent specialist primary and secondary schools for pupils between 5-18 with a range of complex educational needs including speech, language and communication difficulties, attention deficit disorder, challenging behaviours and social and emotional difficulties, as well as mixed gender children’s homes for young people between 8-18.
We were tasked with developing and delivering training informing delegates about recognising, responding and reporting CSE and enabled some staff to complete a Train the Trainer qualification to disseminate knowledge to their frontline teams.
Delegates included their school and children’s home management teams, headteachers, teaching assistants, pastoral staff, counsellors, heads of therapeutic services and designated safeguarding leads and coordinators. The training was designed to ensure they had a good understanding of best practice response to dealing with potential cases of child sexual exploitation in their specialist schools and children’s homes. We also delivered our Train the Trainer course to enable the management staff to disseminate knowledge to their frontline teams.
The training included understanding the vulnerabilities of young people at risk of CSE, challenging myths and stereotypes relating to victims and perpetrators, common models, understanding the indicators and warning signs, the links to going missing, talking to young people about consent, and how to respond effectively to suspected CSE. The Train the Trainer part of the course also gave delegates techniques for responding to issues that are raised in their own training with their staff teams, and how to evaluate the effectiveness of their knowledge sharing.
Across two days of training with 40 delegates, feedback showed that knowledge and understanding of CSE increased by around 104%.
Some of the delegates learning aims for the training included “learn more about early intervention strategies”, “be able to inform staff and children about CSE issues, concerns, procedures and problems”, “gain skills to deliver effective CSE awareness to other staff and confidence supporting staff”, “gain new resources and lesson plans to use with young people.” All delegates said that their learning objectives were achieved as a result of the training.
Delegates said that as a result of the training, they would change or improve their practice in the following ways; “challenge stereotypes of both victims and perpetrators with staff”, “ensure my team are recording all indicators and concerns and sharing these with relevant agencies”, “try to help educate parents and carers of young people about signs and indicators”, “look more closely at presented behaviours and a wider range of signs to rule out rather than rule in”, “increased confidence in reporting”, “refresh the knowledge of longer term staff members”.
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