Safeguarding Training for Tutors (CPD-Accredited)

Go Gently

We're about to start talking about Child Protection and Safeguarding, and before we start I need to remind you that you must take care of your own wellbeing first. If this material is too difficult for you, if you find it triggering and if it disturbs you, know that you can reach out to the NSPCC and they will give you advice and support to make sure that you are okay in yourself.

Please understand that we approach this material with as much sensitivity as possible to make sure that we are guarding your wellbeing as well as the wellbeing of your students,

Talking about child abuse, safeguarding, and keeping children safe in education is a responsibility for every adult in society. The only way that we can keep our children safe is by working together and creating a safe culture around each child where risks are recognised.

Please note: A child is defined as anybody under 18, and we include in this remit looking after vulnerable adults also.

It's about being a trusted adult yourself, noticing the needs of the people around you and taking responsibility for them.

Be Vigilant

Abuse happens in every society, and so you must not think that this will not affect the children in your care that you are working with.

 According to the National Society for the Prevention of Cruelty to Children, the NSPCC, an estimated one in 20 children have been sexually abused. 

90% of sexually abused children were abused by somebody that they knew around. 

A third of sexual abuse is by other children, and young people and girls and older children are more likely to be abused than younger children. 

The best way to be able to support children and protect them from child abuse is to be able to identify the issues so that we can support them and guard them, and that's why we use this model: Recognize. Respond and Report. 

We have a responsibility to be able to recognize types of abuse and the symptoms that are associated with them. I will remind you again that if you find this material disturbing, you can access the material through the reading. You can contact a professional. We recommend the NSPCC. There are lots of people out there to support you. Please don't suffer alone. 

The documentation that we are mostly informed by, in our child protection and safeguarding training in the UK is Keeping Children Safe in Education, which is guidance for schools and educational institutions across the uk. It is updated every year and there are new focuses each year. It can be really interesting and informative to find out about those updates, and we will continue to keep people in the QT community abreast of any changes as they arise.

Types of Abuse

The main types of abuse are Physical Abuse, Sexual Abuse, Emotional Abuse and Neglect. Physical abuse is where a child is physically harmed. Sexual abuse is when they are sexually harmed. Emotional abuse is when they are hurt emotionally. Neglect is when their needs are not taken care of.

We often find that where there is one type of abuse, there are other types of abuse as well, and so we have regard for all the needs of the child, and we notice all the behaviours and characteristics that will be signalling that there is something wrong.

One of the most powerful things that you might recognize working closely with a student is changes in their behaviour or appearance, and that can be a key indicator that something concerning is going on with them right now.

If you notice changes with your student, if you notice bruises and cuts, if you notice over oversexualized behaviour, if you notice a fearfulness and an anxiety, if you notice a smell or an unkempt appearance or a student who seems hungry, what should you do to support them?

How you Respond to any safeguarding concern will depend on your tutoring context. If you're employed by an agency, organisation or school, there will be a Designated Safeguarding Lead (DSL). If you're an independent tutor, the lines are more blurred.

The first type of response is simply taking notes. Keep records objectively written with dates of any causes for concern that you have with your students. That's a really powerful way to be able to join patterns and notice what might be going on.

Since you're working so closely with young people, they may feel safe enough to tell you that they're being abused. This is called disclosure, and there's three behaviours that you must avoid. If your student makes a disclosure to you.

If they've trusted you, make sure that you keep an open mind. Don't express disbelief.
Don't promise confidentiality. You will not be able to keep that promise. And you will disappoint them. If you make that promise, you will need to be able to seek support to be able to help them, and you will need to be able to report this to a designated safeguarding lead to a local authority, or to a specialist or professional. You will not be able to keep this information to yourself, so do not promise confidentiality. And the last thing is don't ask leading questions. Do not put words in your student's mouth. It will contaminate the evidence and mean that it's harder to understand what they're really trying to tell you. And then in terms of do you do take notes, take clear and copious notes using the student's words, using dates, capturing.

As much objective information as you can, and if you would like to, you can read those notes back to the student to check that you've understood what they wanted to tell you.

Crucially, you will need to report any concerns you have.

If you're working with an agency, there will be a Designated Safeguarding Lead who will be able to support you, and follow through on any child abuse concerns that you might have to help you with your responsibility of keeping your children safe.

The DSL may well involve other organisations, whether that's the police, the council, the school, or the local authorities.

The NSPCC has lots of resources that are available to support a child and protect them from abuse. You'll never be laughed at for bringing a safeguarding concern to the attention of the designated safeguarding lead, you will always be thanked.

It is really important for us to notice even the smallest concerns and to record them. So the recognition and the response are about being vigilant.

If you have a concern, it is better to record it than to let it slide.

Don't assume that it wouldn't happen to this child.

Don't assume it wouldn't happen here.

Don't tell yourself that you must be making it up.

Do report it if you are not associated with an agency or a business.

If you are working as a freelance tutor, you have a few options: You may want to speak to the parents if you feel that that's appropriate and helpful, or you may want to get in touch with the school directly, if you think that the Designated Safeguarding Lead at the school would be a more appropriate response.

But of course, if you are afraid that your student is in immediate danger, the correct response is to call the police. The worst thing you can do is nothing at all.

There are three key safeguarding elements that schools are required to cover, making it important to share them with you here. These are County Lines, FGM, and Prevent Duty. We will explore these topics in depth, and at times, I will read directly from my slides to ensure you have all the information you need.

If you are completing our QT Level 2 Safeguarding Training, this information is essential for successfully completing your course.

Female Genital Mutilation, or FGM, is a procedure carried out before puberty where the female genitals are cut, injured, or altered. It is also known as female circumcision or cutting. The practice is deeply rooted in cultural and religious beliefs, with many communities believing it will benefit girls. In these societies, an uncut girl may be seen as unsuitable for marriage and could be perceived as promiscuous, unclean, less fertile, or as bringing bad luck.

There is no medical justification for FGM. It is often performed by non-medical practitioners without anaesthesia or antiseptic, using knives, scissors, scalpels, razors, or even glass. The consequences of FGM can be severe, leading to constant pain, discomfort, bleeding, cysts, abscesses, and repeated infections, which may result in infertility. It can cause problems with urination and incontinence, as well as emotional distress such as depression, flashbacks, and self-harm. During labour and childbirth, complications from FGM can put both the mother and baby at serious risk.

FGM remains a widespread issue, with 200 million girls and women living with its consequences worldwide. Each year, 4.1 million girls are at risk of undergoing the procedure. In countries where it is common, as many as 87% of females have experienced it. FGM is widely practised in around 31 countries, with high prevalence in Somalia, Ethiopia, Sudan, South Sudan, Nigeria, Kenya, Yemen, Indonesia, Kurdistan, Eritrea, Egypt, and Sierra Leone. Girls are also at risk in 90 countries across three continents, including in diaspora communities where the practice has spread.

Although FGM is not indigenous to the UK, it is estimated that around 137,000 women living in England and Wales have been affected by it. Since 1983, UK law has prohibited taking girls abroad to undergo the procedure.

There are several warning signs that FGM may take place. A relative or someone known as a cutter visiting from abroad could be an indication, as could a special ceremony where a girl is declared a woman or prepared for marriage. If a girl’s female relatives, such as her mother, sister, or aunt, have undergone FGM, she may be at risk. Other signs include a family arranging a long holiday abroad, an unexpected or extended absence from school, struggling to keep up in class, or showing signs of distress about leaving the country. Some girls may even attempt to run away from home.

It is also important to recognise the signs that FGM has already happened. A girl who has undergone FGM may have difficulty walking, standing, or sitting. She might spend longer than usual in the bathroom or toilet and could appear anxious, quiet, or depressed. Changes in behaviour following an absence from school may indicate something has happened. She may also show reluctance to visit the doctor or undergo routine medical examinations. Some girls may ask for help, although they might not be explicit about what has happened due to fear or embarrassment.

Prevent Duty

Prevent Duty is one of the four pillars of the UK government's counter-terrorism strategy, known as Contest 2015. The other three pillars are Pursue, Protect, and Prepare.

The main objectives of Prevent Duty are to respond to the ideological challenges of radicalism and extremism, to address the threat posed by individuals and groups who promote these ideologies, and to prevent people from being drawn into terrorism. This is achieved by providing support and advice through an early intervention approach that respects individual rights. Prevent Duty also involves working with specific authorities, sectors, and institutions to identify radicalisation and extremism within British society.

The purpose of Prevent Duty is to protect and promote fundamental British values, which include democracy, the rule of law, tolerance, and individual liberty.

Signs of Radicalisation

There are several signs that an individual may be undergoing radicalisation. Low self-esteem, confusion about faith, identity, or sense of belonging, experiences of bullying or discrimination, and feelings of isolation or loneliness can all contribute to vulnerability. Stress, depression, or going through a significant life transition may also increase susceptibility. Some individuals may express anger towards the government or wider society, develop hostility towards others, or begin talking in a scripted way that mirrors extremist ideologies.

There are further signs to be aware of. An individual who becomes increasingly secretive, particularly about their online activity, may be accessing extremist websites or materials. They may become unwilling to discuss their views, show increased levels of anger, or use extremist language to exclude others or incite violence. In some cases, they may express support for extremist or terrorist organisations, including political or religious grievances, or talk about becoming a martyr. Possessing material related to weapons, explosives, or military training can also indicate a risk of radicalisation.

It is important to note that the grooming process for radicalisation follows the same pattern as other forms of exploitation. Those who seek to radicalise young people use similar tactics to gain trust, isolate them from other influences, and manipulate their views over time.

Further Training on Prevent Duty

Further training on Prevent Duty is available through the UK government’s free online course. This training is quick to complete and highly effective.

The training can be accessed through the UK government's official website, which is shared in the resources.

It doesn't take long and it's very effective.

When you have completed the UK government course, you will be able to:

• describe what Prevent is and why it is important

• understand how it applies to your role

• identify the difference between radicalisation, extremism and terrorism

• apply the notice, check, and share procedure

(The link will take you to a government website where you can complete this training)

What is County Lines?

County lines is the exploitation of young people by urban gangs. These gangs coerce, persuade, or force young people into storing and transporting drugs and money. The drugs are often moved to markets in coastal towns, where the young people take the greatest risks while the gangs remain distanced. These gangs are highly organised and use sophisticated methods to groom young people into their operations.

The Role of Drugs, Alcohol, and Accommodation

Drugs and alcohol are commonly used to entice young people into the gang lifestyle. Once recruited, they are sent out carrying drugs and are often forced to stay in dangerous accommodations. These locations may have been "cuckooed" – a term used when a gang takes over the property of a vulnerable individual, such as an elderly or disabled person. These properties become hubs for drug use, criminal activity, and sexual exploitation.

The Risks and Consequences

Children involved in county lines are exposed to severe forms of abuse while operating within these environments. There is a strong link between county lines and violent crimes, including gun and knife crime, acid attacks, and homicides. Drugs are frequently transported in dangerous ways, such as being swallowed or "plugged" (inserted internally), putting young people at great physical risk.

How Gangs Target Vulnerable Children

County lines operations begin with gangs identifying and targeting vulnerable children. The most at-risk groups include those living in poverty or neglect, those who are homeless, children with learning disabilities, children in care, and those excluded from mainstream education. Gangs establish contact in various ways, including social media, mobile phones, direct interaction, or even through family members. To gain control, gangs may offer money or other incentives to young people, further luring them into criminal activity.

Warning Signs of County Lines Involvement

There are several key signs that a young person may be involved in county lines activity:

• Frequently going missing or travelling to unfamiliar locations without explanation

• Being secretive about their whereabouts and refusing to explain where they have been

• Acquiring money, expensive clothes, or possessions they would not typically be able to afford

• Receiving excessive calls or texts at all hours, often from multiple mobile phones

• Withdrawing from family and friends, showing signs of anxiety or distress

• Unexplained injuries, poor performance at school, or signs of self-harm

County Lines Update

For further information on county lines and how it operates, please watch the additional video in the Resources for this lecture.