5 Understand the importance of sharing information and what could act as a barrier to doing this. Understand that safeguarding requires working 6 effectively across teams, different agencies and professions, as well as with children, young people and families themselves. Be persistent in your response to safeguarding 7 needs, notice, check and share. Follow up with enquiries, escalate where necessary and ‘whistle blow’ as required. Understand what to do if your referral is not 8 accepted. Understand what might make some children more 9 vulnerable taking into account diversity, difference and promoting equality. 10 Have knowledge of safeguarding legislation, statutory and non-statutory guidance, as well as bodies/agencies appropriate to role ‘Safeguarding’ (such as the LSCB) Understanding of Child Development, to help to 11 identify changes in behaviour or progress, which may indicate abuse. Know how to lead and/or contribute to 24 assessments of children and/or parents/carers Ability to look holistically at children, families and 25 their communities considering: the child’s developmental needs; parenting capacity; and family and environmental factors.
5 Understand the importance of sharing information and what could act as a barrier to doing this. 6 Understand that safeguarding requires working effectively across teams, different agencies and professions, as well as with children, young people and families themselves. 7 Be persistent in your response to safeguarding needs, notice, check and share. Follow up with enquiries, escalate where necessary and ‘whistle blow’ as required. 8 Understand what to do if your referral is not accepted. 9 Understand what might make some children more vulnerable taking into account diversity, difference and promoting equality. 10 Have knowledge of safeguarding legislation, statutory and non-statutory guidance, as well as ‘Safeguarding’ bodies/agencies appropriate to role (such as the LSCB) 11 Understanding of Child Development, to help to identify changes in behaviour or progress, which may indicate abuse. 24 Know how to lead and/or contribute to assessments of children and/or parents/carers 25 Ability to look holistically at children, families and their communities considering: the child’s developmental needs; parenting capacity; and family and environmental factors.
specialist-frontline-practitioners-competency-evidence-log.docx