Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx

Safe
by Rachael Fabelurin
Submission dat e : 07 - Jan- 2019 12:02PM (UT C+0000)
Submission ID: 98321601
File name : 94 812_Rachael_Fabelurin_Saf e_506158_84
631664 2.do cx
Word count : 4 369
Charact e r count : 24 07 0
1
Int ro. Int ro brief
¶
LO1.1
LO1.1
¶
E and E.Equal considerat ion t o LO's
LO2.1

ref up t o dat e 1
Good point s needs ref erences. Ref erence t hroughout your
work
LO3.1
2
address immediat ely
RW
address immediat ely
4
LO1.1
Abbreviat ions
Good point s needs ref erences.
over-reliance
LO3.1
Abbr.
LO1.1

LO3.1
very good, however.....
6
8
LO1.1
9
LO3.1
analysis
LO3.1
LO3.1
RW
10
LO4.1
Good knowledge 1
11
LO3.1

LO4.1
12
LO4.1
E and E.
Det ail
Expa
Good point s needs ref erences.
desc wit h links f or analysis
LO4.1
Equal considerat ion t o LO's
LO4.1
LO4.1
Good
13

14
15
LO4.1
Good
Good
16
17
18
succinct
19
Good knowledge 1
analysis
LO2.1

repet it ion
20
ref -up t o dat e-1
21
avoid f irst , second....
Conc. conc t oo brief
abbr - end t ext
4%
SIMILARIT Y INDEX
3%
INT ERNET SOURCES
0%
PUBLICAT IONS
1%

ST UDENT PAPERS
1 1%
2 <1%
3 <1%
4 <1%
5 <1%
6 <1%
7 <1%
8 <1%
9
Safe
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Bolton Institute of Higher
Education
St udent Paper
www.ncb.org.uk
Int ernet Source
Submitted to Coventry University
St udent Paper
www.grandparentsplus.org.uk
Int ernet Source
angliaruskin.openrepository.com
Int ernet Source
www.sor.org
Int ernet Source

www.tandf online.com
Int ernet Source
www.childrensmapping.org.uk
Int ernet Source
core.ac.uk
<1%
10 <1%
11 <1%
12 <1%
13 <1%
14 <1%
15 <1%
Exclude quo tes Of f
Exclude biblio graphy On
Exclude matches Of f
Int ernet Source
kinderschutzf onds.ch
Int ernet Source
www.childprotectioninquiry.qld.gov.au
Int ernet Source
ssrg.org.uk
Int ernet Source

sro.sussex.ac.uk
Int ernet Source
kemsley.kent.sch.uk
Int ernet Source
www.publications.parliament.uk
Int ernet Source
FINAL GRADE
30/100
Safe
GRADEMARK REPORT
GENERAL COMMENTS
Instructor
T hank yo u f o r submitting yo ur essay, I can see that
then similarity sco re is 21% which is acceptable but
please try to paraphrase mo re ef f ectively to keep
this sco re to a minimum.
Please review co mments belo w which explain ho w
yo u met the learning o utco mes and any po ints f o r
f uture develo pment.
LO1: Critically analyse the co ncepts o f saf eguarding
children and child abuse in the co ntext o f yo ur
pro f essio nal ro le.
MET

Yo u have explained the so cial wo rkers ro les and
respo nsibilities in relatio n to saf eguarding children in
detail, ho wever, the discussio n is a descriptio n o f
the so cial wo rker ro le rather than a critical
discussio n abo ut the co ncepts o f children and
saf eguarding. T he discussio ns wo uld f ro m mo re
analysis and co uld be achieved by f o llo wing the
written and verbal guidance I pro vided during the
mo dule.
LO2: Analyse and critically evaluate indicato rs and
signs o f child abuse and the impact o f child abuse
o n children.
UNMET - Yo u have to uched upo n so me o f the signs
o f child abuse in yo ur discussio ns, ho wever, these
are extremely brief and yo u have no t pro vided any
evidence o f the indicato rs (risk f acto rs) o f child
abuse. We discussed these in lesso ns and I went
thro ugh the requirements o f the essay and I
pro vided written guidance. Yo u must pay clo se
attentio n to the requirements o f the assessment
brief and the learning o utco mes to ensure that yo u
meet them adequately in f uture.
LO3: Apply and critically evaluate the po licies that
underpin yo ur ro le in the reco gnitio n o f and
respo nse to child abuse.
MET
Yo u demo nstrate very go o d understanding o f the
legislatio n, guidance and po licies that underpin the
so cial wo rkers ro le, ho wever, the discussio ns are

descriptive rather than analytical.
T o achieve this yo u co uld have discussed ho w these
po licies and legislatio n inf o rm practice and why they
are impo rtant. Furthermo re, yo u co uld have
discussed whether they are always ef f ective o r if
they can so metimes restrict/inhibit ef f ective practice.
Fo r example, they may be to o prescriptive, so me
may be o utdated, so me may be vague, and so me
may no t allo w f o r f lexibility o r suppo rt decisio n
making ef f ectively. In additio n, so me are no t
statuto ry so it do esn't have to be adhered to rigidly
and this can create co nf usio n amo ngst practitio ners
and inco nsistencies between areas. T his co uld then
be f o llo wed up with a discussio n abo ut ho w they
have been impro ved with mo re up to date guidance,
po licy and legislatio n.
LO4 : Critically discuss the f acto rs that inhibit and
assist partnership wo rking when saf eguarding
children suggesting ho w yo ur pro f essio n’s
ef f ectiveness may be enhanced.
MET
Relevance - Go o d o n the who le but yo u f ailed to
meet all the requirements o f LO2.
Kno wledge and Understanding - Go o d o n the who le
but yo u f ailed to meet all the requirements o f LO2.
Argument/Analysis/Ref lectio n - satisf acto ry
Structure - Go o d

Presentatio n - Go o d
Written English - Go o d/very go o d
Research/Ref erencing - the ref erencing technique is
go o d, ho wever, yo u rely to o heavily o n a f ew
so urces so yo u must read mo re widely aro und the
to pics and use the reading material in yo ur wo rk.
Po ints f o r develo pment-
Separate paragraphs when yo u are discussing new
to pics so that yo ur wo rk f lo ws mo re co herently.
- Give equal co nsideratio n to all elements o f the
learning o utco mes and the assessment brief to
ensure that yo u meet them adequately. A way to
address this is to allo cate an equal number o f wo rds
to each.
· Impro ve critical analysis: these are the links
f o r critical analysis:
https://www2.so
utheastern.edu/Academics/Faculty/elejeune/critique.htm
https://www.tru.ca/__shared/assets/Critical_Analysis_T
emplate30565.pdf
Impro ve ref erencing: I have included so me links f o r
yo u to f o llo w regarding ref erencing belo w. Yo u can
access guidance via LEAP o nline o n the university

https://www2.southeastern.edu/Academics/Faculty/elejeune/criti
que.htm
https://www.tru.ca/__shared/assets/Critical_Analysis_Template
30565.pdf
web pages, I have bo o klets in my o f f ice so yo u can
sto p by and pick o ne up and I wo uld be happy to
suppo rt yo u if yo u require.
https://www.bo lto n.ac.uk/leapo nline/My- Academic-
Develo pment/My- Writing-
T echniques/Ref erencing/Level- 2/Harvard-
Ref erencing.aspx
http://educatio n.exeter.ac.uk/dll/studyskills/harvard_ref
erencing.htm
https://www.salf o rd.ac.uk/skills- f o r-
learning/ho me/using- and- ref erencing-
inf o rmatio n/ref erencing
Impro ve writing intro ductio ns – see co mments in text
and here is a link f o r yo u to f o llo w with hints and
tips f o r writing go o d intro ductio ns.
https://warwick.ac.uk/f ac/so c/al/glo balpad/o penho
use/academicenglishskills/writing/mo reinf o /
Impro ve writing co nclusio ns – see co mments in text

and here is a link f o r yo u to f o llo w with hints and
tips f o r writing go o d co nclusio ns.
https://warwick.ac.uk/f ac/so c/al/glo balpad/o penho
use/academicenglishskills/writing/co nclusio ns/
Overall the essay is go o d, ho wever, yo u have no t
met all the elements within LO2 so I am unable to
award a pass grade. Please arrange an appo intment
with me bef o re yo u re- submit so we can go thro ugh
what is required to pass the assessment.
Marked by Katie Bannister 24 .01.19.
https://www.bolton.ac.uk/leaponline/My-Academic-
Development/My-Writing-Techniques/Referencing/Level-
2/Harvard-Referencing.aspx
http://education.exeter.ac.uk/dll/studyskills/harvard_referencing
.htm
https://www.salford.ac.uk/skills-for-learning/home/using-and-
referencing-information/referencing
https://warwick.ac.uk/fac/soc/al/globalpad/openhouse/academic
englishskills/writing/moreinfo/
https://warwick.ac.uk/fac/soc/al/globalpad/openhouse/academic
englishskills/writing/conclusions/
QM
QM
QM

Second Marker's Comments.
Unfortunately this essay does not meet the
assessment criteria at this time. There are many good
points included, but you need to spend time
considering the feedback from the first marker and
book a tutorial so you are able to raise to a pass
standard.
Hassan Osman 28/01/2019
PAGE 1
PAGE 2
Comment 1
f acto rs that inhibit and enhance partnership wo rking....
Intro.
An intro ductio n is an impo rtant ro ad map f o r the rest o f
the paper. T he intro ductio n co nveys a
lo t o f inf o rmatio n to the readers. Autho rs can let readers
kno w what the to pic is, why it is
impo rtant, and ho w the autho r plans to pro ceed with the
discussio n.
In mo st academic disciplines, the intro ductio n sho uld co
ntain a thesis that will assert the main
argument. It sho uld also , ideally, give the reader a sense o f
the kinds o f inf o rmatio n the autho r
will use to make that argument and the general o rganizatio n o
f the paragraphs and pages that
will f o llo w. Af ter reading an intro ductio n, readers sho uld
no t have any majo r surprises in sto re
when they read the main bo dy o f the paper.

Intro brief
T he intro ductio n is brief and do es no t pro vide a lo t o f inf
o rmatio n abo ut what to expect. Please
see no tes to the lef t and in the side pane f o r guidance.
¶
New paragraph:
When a paragraph gets to o lo ng yo ur reaso ning may appear
jumbled and co nf used. Paragraphs
QM
QM
QM
QM
QM
QM
QM
are the steps that allo w yo ur reader to make pro gress thro ugh
yo ur paper. Witho ut eno ugh
steps, the argument beco mes dif f icult to f o llo w. Usually
there are subtle shif ts o f emphasis
within a lo ng paragraph that can beco me a paragraph break. T
ry to f igure o ut what yo ur
paragraph's main po int is so that yo ur reader do esn't have to .

LO1.1
Co nsideratio n o f learning o utco me 1
LO1.1
¶
New paragraph:
When a paragraph gets to o lo ng yo ur reaso ning may appear
jumbled and co nf used. Paragraphs
are the steps that allo w yo ur reader to make pro gress thro ugh
yo ur paper. Witho ut eno ugh
steps, the argument beco mes dif f icult to f o llo w. Usually
there are subtle shif ts o f emphasis
within a lo ng paragraph that can beco me a paragraph break. T
ry to f igure o ut what yo ur
paragraph's main po int is so that yo ur reader do esn't have to .
Additional Comment
Yo u must use new paragraphs whenever yo u are discussing a
new to pic, please co nsider this
thro ugho ut yo ur wo rk to develo p yo ur writing skills.
E and E.
It wo uld be usef ul to expand and explain the po ints in this
paragraph to demo nstrate a deeper
kno wledge and understanding.
Equal consideration to LO's
Yo u must give equal co nsideratio n to all elements o f the
learning o utco mes to ensure that yo u
meet them adequately. T his so metimes means yo u have to cut
do wn discussio ns o r take o ut
so me o f the co ntent in the lo nger discussio ns to make ro o

m f o r lengthier and mo re detailed
discussio ns elsewhere in yo ur wo rk.
Additional Comment
I no tice that yo u have discussed LO's 3 and 4 in much mo re
detail than LO's 1 and 2.
LO2.1
Additional Comment
Ho wever, this is very brief .
PAGE 3
ref up to date 1
Please ensure that when yo u are discussing current
practice/issues that the ref erence is up to
QM
QM
Please ensure that when yo u are discussing current
practice/issues that the ref erence is up to
date so that it f its with the co ntext o f the discussio n and is
relevant.
Good points needs ref erences.
So me go o d po ints but needs mo re ref erences to sho w a
deeper understanding and evidence o f
wider reading aro und the subject.

Ref erence throughout your work
All academic wo rk builds o n the ideas and disco veries o f
previo us scho lars. T his intellectual
debt must be ackno wledged in every instance with a clear and
accurate ref erence sho wing
readers exactly where the quo te, idea o r f act can be f o und. It
is no t eno ugh to include the
so urce at the end o f a paragraph o r in a biblio graphy at the
end o f an assignment.
What to ref erence
Ref erences sho uld be included in yo ur assignments wherever
yo u have emplo yed the wo rk o f
o thers, whether yo u are quo ting a passage directly o r using
their ideas to build an argument.
Ref erencing f acts and inf o rmatio n
Much o f the inf o rmatio n yo u will use in assignments at
university is no t the wo rk o f any
particular scho lar. T here will, ho wever, be many o ccasio ns
where yo u will f ind inf o rmatio n f o r
the f irst time in a certain bo o k o r article. Even tho ugh the f
act may be new to yo u, it was no t
that particular autho r's exclusive disco very, and there is theref
o re no need to cite yo ur so urce
f o r the inf o rmatio n.
Example
Winsto n Churchill was bo rn at Blenheim Palace o n 30th No
vember 187 4 (Jenkins 2001, p.5).
Winsto n Churchill's birthplace and birth date were no t the

exclusive disco very o f Ro y Jenkins, in
who se bo o k this inf o rmatio n was f o und, and so there is no
need to cite the so urce f o r this
particular f act. Yo u might, ho wever, want to cite Jenkins' bo
o k as a general so urce o f
inf o rmatio n o n the lif e o f Churchill.
Ho wever, so me f actual inf o rmatio n is the exclusive disco
very o f o ne o r a gro up o f scho lars. It
may, f o r example, be the result o f experiment o r research, o
r perhaps the explanatio n o f an
archaeo lo gical f ind. Autho rs will no rmally make it explicit
where this is the case.
Example
In the Ro man pro vince o f Belgica, the average size o f cattle
increased by up to 20 per cent
during the Ro man perio d, indicating market o rientated pro
ductio n (Lepetz 1996 cited Wo o lf
2001, p.56).
In this example, the f act that cattle increased in size during the
Ro man perio d in Belgica is the
exclusive disco very o f Lepetz, and so must be ref erenced.
If yo u are unsure whether a particular piece o f inf o rmatio n
is the wo rk o f a particular scho lar, it
is always best to be saf e and include a ref erence anyway. Yo
ur lecturer will po int o ut where
ref erences are unnecessary when the assignment is marked.
QM

QM
QM
QM
QM
QM
QM
QM
LO3.1
Co nsideratio n o f learning o utco me
Comment 2
It wo uld be usef ul to discuss the f igures to highlight the po
int.
address immediately
When yo u intro duce a to pic yo u must address it immediately
o r the reader will be lef t wo ndering.
Additional Comment
Either address the po int here by discussing it in mo re detail o r
leave it until later in the essay.
Strikethrough.
RW

co nsider rewo rding and pro o f read yo ur wo rk tho ro ughly
bef o re submissio n to eliminate
erro rs.
address immediately
When yo u intro duce a to pic yo u must address it immediately
o r the reader will be lef t wo ndering.
PAGE 4
Comment 4
T itles are no t required in an essay o f this style.
LO1.1
Abbreviations
Only use abbreviatio ns if yo u have previo usly written them
in f ull and abbreviated in the essay
PAGE 5
over-reliance
T ry to avo id o ver- reliance o f o ne so urce.
QM

QM
QM
QM
QM
QM
Additional Comment
and use a variety o f so urces to highlight the po ints.
LO3.1
Abbr.
Yo u must abbreviate e.g. Department o f Health (DH) (date),
the Natio nal Health Service (NHS)
(date), T he Ro yal Co llege o f Nursing (RCN) (date), the Care
Quality Co mmissio n (CQC) (date),
then yo u can use the abbreviatio n thro ugho ut the rest o f the
essay.
LO1.1
PAGE 6
LO3.1
very good, however.....

Very go o d, ho wever......
Additional Comment
Yo u demo nstrate very go o d kno wledge o f the ro le o f a so
cial wo rker but this is a descriptio n o f
their ro les and respo nsibilities rather than a critical discussio n
abo ut saf eguarding children.
Strikethrough.
Comment 6
Here is an o ppo rtunity to discuss the signs, sympto ms and
indicato rs o f abuse (LO 2).
Strikethrough.
Comment 8
such as?
PAGE 7
LO1.1
QM
QM
QM
QM

QM
QM
QM
Comment 9
need
LO3.1
analysis
T his sectio n/paragraph is very descriptive and lacks critical
analysis. T o achieve this I wo uld
advise that yo u read the views/o pinio ns o f o ther autho rs
and results o f research related to the
to pic and write abo ut them, yo u can co mpare and co ntrast
them to demo nstrate critical analysis.
Additional Comment
Yo u demo nstrate go o d understanding o f the legislatio n,
guidance and po licies that underpin the
so cial wo rkers ro le, ho wever, the discussio ns are descriptive
rather than analytical.
LO3.1
PAGE 8
LO3.1

RW
co nsider rewo rding and pro o f read yo ur wo rk tho ro ughly
bef o re submissio n to eliminate
erro rs.
Comment 10
What is the o ld guidance?
LO4.1
PAGE 9
Good knowledge 1
Yo u demo nstrate go o d kno wledge and understanding o f the
to pic discussed here.
Comment 11
child in need.
QM
QM
QM
QM
QM

QM
QM
QM
LO3.1
LO4.1
Comment 12
Why is it crucial?
LO4.1
E and E.
It wo uld be usef ul to expand and explain the po ints in this
paragraph to demo nstrate a deeper
kno wledge and understanding.
Additional Comment
T he po ints yo u make are relevant but wo uld it wo uld be
benef icial to discuss them in mo re
detail.
Detail
Yo u must pro vide eno ugh detail f o r the reader to understand
the co ncept and/o r co ntext o f the
discussio n. A way o f acco mplishing this is to presume that

the reader has little/no kno wledge o f
the to pics yo u are discussing. If yo u keep this in mind yo u
will be mo re likely to pro vide the right
level o f detail in yo ur writing.
Expa
It wo uld have been benef icial f o r yo u to expand o n this po
int to sho w deeper understanding.
PAGE 10
PAGE 11
desc with links f or analysis
T his/these sectio n(s) are descriptive rather than analytical and
require a mo re critical discussio n
abo ut the po ints.
T o address this I have pro vided so me links f o r yo u to f o
llo w belo w.
QM
QM
QM
QM

QM
https://www2.so
utheastern.edu/Academics/Faculty/elejeune/critique.htm
https://www.tru.ca/__shared/assets/Critical_Analysis_T
emplate30565.pdf
LO4.1
PAGE 12
Equal consideration to LO's
Yo u must give equal co nsideratio n to all elements o f the
learning o utco mes to ensure that yo u
meet them adequately. T his so metimes means yo u have to cut
do wn discussio ns o r take o ut
so me o f the co ntent in the lo nger discussio ns to make ro o
m f o r lengthier and mo re detailed
discussio ns elsewhere in yo ur wo rk.
Additional Comment
Altho ugh yo u have made so me go o d po ints abo ut the impo
rtance o f assessment, they weren't
necessary because yo u had already pro vided eno ugh inf o
rmatio n abo ut the ro le o f the so cial
wo rker and the po licies that underpin their ro le in the reco
gnitio n and respo nse to child abuse. It
wo uld have been better to replace the sectio ns abo ut the
assessment pro cess with
discussio ns that addressed LO2: Analyse and critically evaluate

indicators and signs of child
abuse and the impact of child abuse on children.
LO4.1
LO4.1
Good
Go o d
PAGE 13
Comment 13
2018
Comment 14
It do es pro hibit the sharing o f perso nal inf o rmatio n if it is
no t appro priate o r in the perso n's
best interests.
Comment 15
https://www2.southeastern.edu/Academics/Faculty/elejeune/criti
que.htm
https://www.tru.ca/__shared/assets/Critical_Analysis_Template
30565.pdf
QM
QM

QM
QM
QM
QM
What do yo u mean by this?
PAGE 14
LO4.1
Good
Go o d
Good
Go o d
Comment 16
Yo u do no t need to write this, just the year will suf f ice,
save yo ur wo rds f o r mo re impo rtant
discussio ns!!
Comment 17
what might these impacts be?
Comment 18
ho w?
PAGE 15

succinct
T his co uld have been written mo re succinctly to reduce the
number o f wo rds.
Comment 19
Yo u have already discussed the data pro tectio n act so this
sectio n was no t necessary.
PAGE 16
Good knowledge 1
Yo u demo nstrate go o d kno wledge and understanding o f the
to pic discussed here.
PAGE 17
analysis
T his sectio n/paragraph is very descriptive and lacks critical
analysis. T o achieve this I wo uld
QM
QM
QM
QM
QM

advise that yo u read the views/o pinio ns o f o ther autho rs
and results o f research related to the
to pic and write abo ut them, yo u can co mpare and co ntrast
them to demo nstrate critical analysis.
Additional Comment
T he po ints yo u make are relevant but descriptive.
PAGE 18
LO2.1
repetition
Yo u have already said this, yo u must avo id repetitio n in yo
ur wo rk.
Comment 20
I'm no t sure this is co rrect. Yo u have just explained ho w
impo rtant partnership wo rking is so it
do esn't make sense to say that partnership wo rking inhibits
the ro le o f a so cial wo rker.
ref -up to date-1
T his ref erence is o ld and may no t be relevant in current
practice. Yo u must ensure that when
yo u are discussing current issues that the ref erences are in co
ntext with the discussio n.
PAGE 19
Comment 21

One o f the aims o f partnership wo rking is to speed up
decisio n making pro cesses because they
are shared and based o n pro f essio nal and expert o pinio ns.
Yo u must validate yo ur claims with
so und evidence.
avoid f irst, second....
Avo id the use o f f irst, seco nd, third and just write sentences
witho ut them because they are
unnecessary.
PAGE 20
Conc.
T he f unctio n o f the essay's Co nclusio n is to restate the
main argument and summarise the
main po ints o f the essay. It reminds the reader o f the
strengths o f the argument: that is, it
reiterates the mo st impo rtant evidence suppo rting the
argument. Make sure, ho wever, that yo ur
co nclusio n is no t simply a repetitive summary as this reduces
the impact o f the argument yo u
have develo ped in yo ur essay.
T he co nclusio n pro vides a f o rum f o r yo u to persuasively
and succinctly restate yo ur thesis
given the reader has no w been presented with all the inf o
rmatio n abo ut the to pic.
QM
QM

T he co nclusio n sho uld match the intro ductio n in terms o f
the ideas presented and the argument
put f o rward. So metimes yo u will f ind that the pro cess o f
writing has changed what yo u have
argued and so it will be necessary to go back and rewo rd the
intro ductio n. Finally, the
co nclusio n is no t the place in yo ur essay to intro duce new
inf o rmatio n o r new ideas: these
sho uld be in the bo dy o f yo ur essay.
conc too brief
T he co nclusio n is very brief and do es no t summarize all the
po ints in the main bo dy. Please see
no tes to the lef t and in the side pane f o r guidance abo ut ho
w to impro ve writing co nclusio ns.
PAGE 21
abbr - end text
Yo u must write o rganisatio ns in f ull in the end text ref
erence list and yo u do no t need to
abbreviate.
PAGE 22
PAGE 23
Safeby Rachael FabelurinSafeORIGINALITY
REPORTPRIMARY SOURCESSafeGRADEMARK
REPORTFINAL GRADEGENERAL COMMENTSInstructor
REFERENCE PROPERLY
AND AVOID PLAGIARISM

Part One
Citations
ACTIVITY BOOKLET
· Do these activities after watching the PowerPoint presentation.
· If you need to refresh your memory while doing the activities
go back to the slides indicated at the beginning of each activity.
· Use the answer key or get help from your teacher to check
your answers.
ACTIVITY 1 [Slides 3-9 and slide 19]
Choose one option to complete the following sentences:
a) Plagiarism means that
you have used somebody else’s work without their permission
a
you have used somebody else’s work without acknowledging
that it was their work
b) Plagiarism is
a serious offence in academic and professional contexts
a serious offence only in professional contexts
c) You can avoid plagiarism by
indicating that you have used information that is not your own
and providing details about the source
mentioning at the beginning of your work that you have used
several sources to find information about the topic
d) The reader must be provided with
enough information to being able to find the original source
only the author and title of the source

e) Citations are references included
at the end of your work
within your work
f) Citations are presented
in brackets
in between commas
g) The three basic elements of a citation are
the name of the author, year of publication, page number (for
direct quotes)
the surname of the author, year of publication, page number
ACTIVITY 2 [Slides 9-12]
You are researching the topic of your assignment and have
selected a few ideas (see images) from a booktitledHow to
Manage, written by Jo Owen and published in 2006.
Complete the following citations and then answer the questions:
Owen (_______, _________) explains that the role of the coach
is not “to make all the tackles and score all the goals for the
team”

It has been pointed out that it is not the role of the coach to
make everything for the team members (___________,
__________).
According to Owen, the excuses many managers use to explain
why they do not delegate show that they do not trust their team
(__________, ________).
All the excuses given by managers to explain why they do not
delegate in their team members “come down to lack of trust in
the team and an inflated sense of the manager’s unique skill”
(___________, ___________, ________).
Activity 3 [Slide 14]
In your assignment you have included information from
Essential Study Skills. The Complete Guide to Success at
University (2012) written by Tom Burns and Sandra Sinfield.
· Two of the following citations are not correct. Which ones are
they and why are they not correct?
…………………………………………………………………………
…………………………………………………………………………
………………………………..

Working in groups helps participants to develop important skills
such as flexibility, diplomacy and the ability to listen and
compromise (Burns, T. and Sinfield, S., 2012, p121).
Some people are reluctant to work in a group, among other
things because they do not want to depend on members who in
their opinion do not pull their weight (Burns, 2012).
Burns and Sinfield (2012, p121) point out that in the case of
students an advantage of team work is that it can offer social
support and “break down the isolation often associated with
being a student”.
· What does et al. indicate in the citation below?

…………………………………………………………………………
…………………………………………………………………………
………………………………..
The study shows that people with low self-esteem “do things to
avoid feeling guilty or anxious or to satisfy others” (Kernis et
al., 2000, p1303).
Activity 5 [Slides 15-16]
You have used in your assignment this article published online
in the newspaper The Economist. Complete the citation and
answer the question below:
Falling bank shares
European banks are in the eye of a new financial storm
Feb 13th 2016
IF THE start of the year has been desperate for the world’s
stockmarkets, it has been downright disastrous for shares in
banks. Financial stocks are down by 19% in America. The
declines have been even steeper elsewhere. Japanese banks’
shares have plunged by 36% since January 1st; Italian banks’ by
31% and Greek banks’ by a horrifying 60% (see chart). The fall
in the overall European banking index of 24% has brought it
close to the lows it plumbed in the summer of 2012, when the
euro zone seemed on the verge of disintegration until Mario
Draghi, the president of the European Central Bank (ECB),
promised to do “whatever it takes” to save it.

In fact, the bank shares have plunged so dramatically that the
overall European bank index has come “close to the lows it
plumbed in the summer of 2012” (_________________,
_____________).
· Which of these two citations is correct? Explain why.
…………………………………………………………………………
…………………………………………………………………………
………………………………..
After sharp falls after the Brexit results, the financial markets
seem to be recovering (The Wall Street Journal, 2016).
seem to be recovering (http://www.wsj.com/europe, 2016,
online).
You are using this article published online in the newspaper The
Guardian. Complete the citation.
Rolls-Royce cuts dividend for first time in almost 25 years
The engineering group has slashed in half its final payment to
shareholders in the first dividend cut since 1992
Julia KolleweFriday 12 February 2016

Rolls-Royce has cut its dividend payment to shareholders for
the first time in almost 25 years and warned of further job cuts
to come. The final dividend payment to investors has been
slashed by 50%, to 7.1p a share. Analysts had expected a 30%
reduction.
But relief that the engineering group had not issued another
profits warning saw its shares jump 13%, to 602p, although the
share price has still halved in value over the past two years.
Sandy Morris, analyst at the company’s house broker Jefferies,
said: “The unchanged 2016 guidance should help stop the rot in
sentiment. The 50% cut in the final dividend is a painful step,
but Rolls makes a fairly clear commitment to a progressive
dividend policy.”
Rolls-Royce shareholders have not received good news this
week, after the company “cut its dividend payment for the first
time in almost 25 years” (________________,
______________).
You have used information from the Maersk website in your
assignment (http://www.maersk.com/en/markets). Complete the
citation.
Maersk is very present in the Asian continent supporting wealth
“through long-term investments and the transfer of critical
knowledge to local workforces (________________,
_____________).

Activity 9 [Slides 9 and 15-16]
You have used information from the Lego website in your
assignment (http://www.lego.com/en-us/aboutus/lego-
group/the_lego_history). Complete the citation.
LEGO is still in the hands of the family which founded the
company in 1932. Nowadays LEGO is owned by Kjeld Kirk
Kristiansen, a grandchild of its founder, Ole Kirk Kristiansen
(________________, _____________).
You have used information from one chapter of a book titled
Applied Linguistics and Material Development (2013), edited
by Brian Tomlinson. The authors of the chapter you have used
are Michael Byram and Hitomi Masuhara. Complete the
citation:
Cross-cultural training can be defined as the “broad field of
interest in international trading and, in more recent times, the
global economy and globalization” (________________,
_____________, p144).
In Essential Study Skills. The Complete Guide to Success at

University (2012) the authors, Tom Burns and Sandra Sinfield,
make reference to Tony Buzan’s work.
· Explain why the following citation is incorrect.
…………………………………………………………………………
…………………………………………………………………………
………………………………..
Tony Buzan points out the importance of active revision if we
do not want to forget 98% of what we have learned (Burns and
Sinfield, 2012, p385).
Now complete this citation:
do not want to forget 98% of what we have learned
(___________, 1989 cited in _______________, 2012).

REFERENCE PROPERLY
Part One
Citations
Harvard System of Referencing
This PowerPoint will help you prepare citations following the
Harvard System of Referencing.
After watching the presentation, do the activities in the
accompanying booklet to practice what has been presented here.
Before starting, remember that …
PLAGIARISM
means taking somebody else’s work or ideas and passing them
off as your own
is a serious offence in academic and profesional contexts
PLAGIARISM can be AVOIDED by
acknowledging that you have used somebody else’s work or
ideas
making those sources traceable by leading the reader to the
original source

This means REFERENCING.
REFERENCING
allows you to acknowledge your sources within the text by
using citations
also allows you to make those sources traceable in the
Reference list/Bibliography by providing their full details
For example,
Phillips (2014, p32) explains that “referencing must be done
consistently throughout your work”.
Phillips, M. (2014) How to reference, London, Pavilion Press
With this reference in the Reference list/Bibliography you are
providing full details, leading the reader to the original source.
With this CITATION you are acknowledging that these are not
your own words or ideas, but somebody else’s.
Now, let’s get started with citations!

The purpose of CITATIONS is to provide basic information
about your sources within your text (essay, report, etc).
They are presented in brackets.
They are included in the sentence/paragraph where you present
the information which is not your own.
CITATIONS normally include 3 elements:
Author’s surname
Year of publication
Page number(s) for
direct quotations
These are the basic “ingredients” of a citation.
In some cases this “recipe” might require some adjustments, but
for now let’s focus on the THREE BASIC INGREDIENTS.

Have a look at these basic examples of citations.
Williams (2009) argues that while the web can be a highly
valuable source of information it is crucial to evaluate the
information you uncover.
It has been suggested that while the web can be an invaluable
source of information, the user needs to assess its value
(Williams, 2009).
If you use the author’s surname in your sentence, just include
year of publication in brackets.
If you don’t use the author’s surname in the sentence, then
include it in brackets as well.
Williams (2009, p17) states that a “critical approach to reading
starts before you have read anything.”
It has been stated that approaching reading critically begins
before we have actually read anything (Williams, 2009).
You need a citation regardless of whether you are
quoting (first example),
paraphrasing (second example)
or summarising.

Sometimes the basic “recipe” of a citation (author’s surname,
year of publication, page number) will vary slightly.
For example,
It is recommended to use quotations sparingly and for a specific
purpose (Wilson and Kenny, 2007).
Williams et al. (2008) have identified time management as the
skill employers value the most.
Does your source have two authors? Include the surnames of
ALL the authors.
Does your source have more than two authors?
Write the surname of the first author and then et al. (in italics).
Et al. means “and others”.
Are you using a source with no named person as author
(e.g. newspaper, webpage or a company document)?
Write the title of the newspaper/website/company name instead.

It has been reported that strong growth in emerging markets has
boosted Vodafone’s profits (The Week, 2016).
For the second time, Apple has partnered with WWF to protect
the planet generating more than $8 million (Apple, 2016).
Remember NOT to write the web address in the citation, just the
website name.
The Guardian (2012) reported that the president of Hungary
resigned after being accused of plagiarism.
There are over 1,200 McDonald’s restaurants in the UK
(McDonald’s, nd.).
Are you using an online source with no page numbers available?
Write online instead of page numbers.
There is no date of publication available?
Use nd. instead of year of publication.
The higher education sector has recently undertaken job

evaluation processes in order to develop a single pay scale
(Thompson and Ryan, 2010).
Is your source one chapter of an edited book?
Use the surname of the author of the chapter you have used.
“… students will use sources inappropriately before they use
them appropriately” (Pecorari, 2003 cited in Davis and Carroll,
2009).

Is your source an author cited in another author’s work?
Include the following information: cited author, year of cited
source, cited in, author and year of source, page number.
Are you including in your assignment information or ideas
developed in the source as a whole and therefore not mentioned
on a specific page?
In this case it is not necessary to include page numbers.
Williams and Reid (2011) strongly believe that an important
study skill is time management and planning for the tasks that
you need to undertake.
Remember to include citations in your work
every time you use information or ideas which are not your own
and regardless of whether you quote, paraphrase or summarise.

Now it is time for you to practise what you have seen in this
presentation by doing the activities in the booklet.
Use the answer key to check your answers or check them with
your teacher.
Remember, PRACTICE MAKES PERFECT!!
REFERENCE PROPERLY
Part One
Citations
ACTIVITY BOOKLET
· Do these activities after watching the PowerPoint presentation.
· If you need to refresh your memory while doing the activities
go back to the slides indicated at the beginning of each activity.
· Use the answer key or get help from your teacher to check
your answers.
ACTIVITY 1 [Slides 3-9 and slide 19]
Choose one option to complete the following sentences:
a) Plagiarism means that
you have used somebody else’s work without their permission

a
you have used somebody else’s work without acknowledging
that it was their work
b) Plagiarism is
a serious offence in academic and professional contexts
a serious offence only in professional contexts
c) You can avoid plagiarism by
indicating that you have used information that is not your own
and providing details about the source
mentioning at the beginning of your work that you have used
several sources to find information about the topic
d) The reader must be provided with
enough information to being able to find the original source
only the author and title of the source
e) Citations are references included
at the end of your work
within your work
f) Citations are presented
in brackets
in between commas
g) The three basic elements of a citation are
the name of the author, year of publication, page number (for
direct quotes)
the surname of the author, year of publication, page number
ACTIVITY 2 [Slides 9-12]
You are researching the topic of your assignment and have

selected a few ideas (see images) from a booktitledHow to
Manage, written by Jo Owen and published in 2006.
Complete the following citations and then answer the questions:
Owen (_______, _________) explains that the role of the coach
is not “to make all the tackles and score all the goals for the
team”
It has been pointed out that it is not the role of the coach to
make everything for the team members (___________,
__________).
According to Owen, the excuses many managers use to explain
why they do not delegate show that they do not trust their team
(__________, ________).
All the excuses given by managers to explain why they do not
delegate in their team members “come down to lack of trust in
the team and an inflated sense of the manager’s unique skill”

(___________, ___________, ________).
In your assignment you have included information from
Essential Study Skills. The Complete Guide to Success at
University (2012) written by Tom Burns and Sandra Sinfield.
· Two of the following citations are not correct. Which ones are
they and why are they not correct?
…………………………………………………………………………
…………………………………………………………………………
………………………………..
Working in groups helps participants to develop important skills
such as flexibility, diplomacy and the ability to listen and
compromise (Burns, T. and Sinfield, S., 2012, p121).
Some people are reluctant to work in a group, among other
things because they do not want to depend on members who in
their opinion do not pull their weight (Burns, 2012).

Burns and Sinfield (2012, p121) point out that in the case of
students an advantage of team work is that it can offer social
support and “break down the isolation often associated with
being a student”.
· What does et al. indicate in the citation below?
…………………………………………………………………………
…………………………………………………………………………
………………………………..
The study shows that people with low self-esteem “do things to
avoid feeling guilty or anxious or to satisfy others” (Kernis et
al., 2000, p1303).
You have used in your assignment this article published online
in the newspaper The Economist. Complete the citation and
answer the question below:

Falling bank shares
European banks are in the eye of a new financial storm
Feb 13th 2016
IF THE start of the year has been desperate for the world’s
stockmarkets, it has been downright disastrous for shares in
banks. Financial stocks are down by 19% in America. The
declines have been even steeper elsewhere. Japanese banks’
shares have plunged by 36% since January 1st; Italian banks’ by
31% and Greek banks’ by a horrifying 60% (see chart). The fall
in the overall European banking index of 24% has brought it
close to the lows it plumbed in the summer of 2012, when the
euro zone seemed on the verge of disintegration until Mario
Draghi, the president of the European Central Bank (ECB),
promised to do “whatever it takes” to save it.
In fact, the bank shares have plunged so dramatically that the
overall European bank index has come “close to the lows it
plumbed in the summer of 2012” (_________________,
_____________).
· Which of these two citations is correct? Explain why.
…………………………………………………………………………
…………………………………………………………………………
………………………………..
seem to be recovering (The Wall Street Journal, 2016).

seem to be recovering (http://www.wsj.com/europe, 2016,
online).
You are using this article published online in the newspaper The
Guardian. Complete the citation.
Rolls-Royce cuts dividend for first time in almost 25 years
The engineering group has slashed in half its final payment to
shareholders in the first dividend cut since 1992
Julia KolleweFriday 12 February 2016
Rolls-Royce has cut its dividend payment to shareholders for
the first time in almost 25 years and warned of further job cuts
to come. The final dividend payment to investors has been
slashed by 50%, to 7.1p a share. Analysts had expected a 30%
reduction.
But relief that the engineering group had not issued another
profits warning saw its shares jump 13%, to 602p, although the
share price has still halved in value over the past two years.
Sandy Morris, analyst at the company’s house broker Jefferies,
said: “The unchanged 2016 guidance should help stop the rot in
sentiment. The 50% cut in the final dividend is a painful step,
but Rolls makes a fairly clear commitment to a progressive
dividend policy.”
Rolls-Royce shareholders have not received good news this
week, after the company “cut its dividend payment for the first
time in almost 25 years” (________________,

______________).
You have used information from the Maersk website in your
assignment (http://www.maersk.com/en/markets). Complete the
citation.
Maersk is very present in the Asian continent supporting wealth
“through long-term investments and the transfer of critical
knowledge to local workforces (________________,
_____________).
Activity 9 [Slides 9 and 15-16]
You have used information from the Lego website in your
assignment (http://www.lego.com/en-us/aboutus/lego-
group/the_lego_history). Complete the citation.
LEGO is still in the hands of the family which founded the
company in 1932. Nowadays LEGO is owned by Kjeld Kirk
Kristiansen, a grandchild of its founder, Ole Kirk Kristiansen
(________________, _____________).
You have used information from one chapter of a book titled

Applied Linguistics and Material Development (2013), edited
by Brian Tomlinson. The authors of the chapter you have used
are Michael Byram and Hitomi Masuhara. Complete the
citation:
Cross-cultural training can be defined as the “broad field of
interest in international trading and, in more recent times, the
global economy and globalization” (________________,
_____________, p144).
In Essential Study Skills. The Complete Guide to Success at
University (2012) the authors, Tom Burns and Sandra Sinfield,
make reference to Tony Buzan’s work.
· Explain why the following citation is incorrect.
…………………………………………………………………………
…………………………………………………………………………
………………………………..
do not want to forget 98% of what we have learned (Burns and
Sinfield, 2012, p385).

Now complete this citation:
do not want to forget 98% of what we have learned
(___________, 1989 cited in _______________, 2012).
REFERENCE PROPERLY
Part One
Citations
Harvard System of Referencing
This PowerPoint will help you prepare citations following the
Harvard System of Referencing.
After watching the presentation, do the activities in the
accompanying booklet to practice what has been presented here.
Before starting, remember that …

PLAGIARISM
means taking somebody else’s work or ideas and passing them
off as your own
is a serious offence in academic and profesional contexts
PLAGIARISM can be AVOIDED by
acknowledging that you have used somebody else’s work or
ideas
making those sources traceable by leading the reader to the
original source
This means REFERENCING.
REFERENCING
allows you to acknowledge your sources within the text by
using citations
also allows you to make those sources traceable in the
Reference list/Bibliography by providing their full details
For example,
Phillips (2014, p32) explains that “referencing must be done
consistently throughout your work”.

Phillips, M. (2014) How to reference, London, Pavilion Press
With this reference in the Reference list/Bibliography you are
providing full details, leading the reader to the original source.
With this CITATION you are acknowledging that these are not
your own words or ideas, but somebody else’s.
Now, let’s get started with citations!
The purpose of CITATIONS is to provide basic information
about your sources within your text (essay, report, etc).
They are presented in brackets.
They are included in the sentence/paragraph where you present
the information which is not your own.
CITATIONS normally include 3 elements:

Author’s surname
Year of publication
Page number(s) for
direct quotations
These are the basic “ingredients” of a citation.
In some cases this “recipe” might require some adjustments, but
for now let’s focus on the THREE BASIC INGREDIENTS.
Have a look at these basic examples of citations.
Williams (2009) argues that while the web can be a highly
valuable source of information it is crucial to evaluate the
information you uncover.
It has been suggested that while the web can be an invaluable
source of information, the user needs to assess its value
(Williams, 2009).
If you use the author’s surname in your sentence, just include
year of publication in brackets.
If you don’t use the author’s surname in the sentence, then
include it in brackets as well.

Williams (2009, p17) states that a “critical approach to reading
starts before you have read anything.”
It has been stated that approaching reading critically begins
before we have actually read anything (Williams, 2009).
You need a citation regardless of whether you are
quoting (first example),
paraphrasing (second example)
or summarising.
Sometimes the basic “recipe” of a citation (author’s surname,
year of publication, page number) will vary slightly.
For example,
It is recommended to use quotations sparingly and for a specific
purpose (Wilson and Kenny, 2007).

Williams et al. (2008) have identified time management as the
skill employers value the most.
Does your source have two authors? Include the surnames of
ALL the authors.
Does your source have more than two authors?
Write the surname of the first author and then et al. (in italics).
Et al. means “and others”.
Are you using a source with no named person as author
(e.g. newspaper, webpage or a company document)?
Write the title of the newspaper/website/company name instead.
It has been reported that strong growth in emerging markets has
boosted Vodafone’s profits (The Week, 2016).
For the second time, Apple has partnered with WWF to protect
the planet generating more than $8 million (Apple, 2016).
Remember NOT to write the web address in the citation, just the
website name.
The Guardian (2012) reported that the president of Hungary
resigned after being accused of plagiarism.

There are over 1,200 McDonald’s restaurants in the UK
(McDonald’s, nd.).
Are you using an online source with no page numbers available?
Write online instead of page numbers.
There is no date of publication available?
Use nd. instead of year of publication.
The higher education sector has recently undertaken job
evaluation processes in order to develop a single pay scale
(Thompson and Ryan, 2010).

Is your source one chapter of an edited book?
Use the surname of the author of the chapter you have used.
“… students will use sources inappropriately before they use
them appropriately” (Pecorari, 2003 cited in Davis and Carroll,
2009).
Is your source an author cited in another author’s work?
Include the following information: cited author, year of cited
source, cited in, author and year of source, page number.

Are you including in your assignment information or ideas
developed in the source as a whole and therefore not mentioned
on a specific page?
In this case it is not necessary to include page numbers.
Williams and Reid (2011) strongly believe that an important
study skill is time management and planning for the tasks that
you need to undertake.
Remember to include citations in your work
every time you use information or ideas which are not your own
and regardless of whether you quote, paraphrase or summarise.
Now it is time for you to practise what you have seen in this
presentation by doing the activities in the booklet.
Use the answer key to check your answers or check them with
your teacher.
Remember, PRACTICE MAKES PERFECT!!
Reply all| DeleteJunk|
FW: Essay draft
Subject: Essay draft

Hi Rachael,
I have looked at your essay and scanned and attached a copy
with the comments I have made for you.
You have made a good start and you have provided some
relevant and interesting points, however, there is a heavy focus
on learning outcome 4 and not as much on any of the others
(although there is some) and these need expanding if you are
going to meet them adequately. I have also attached the essay
guidance I gave to you; this outlines very clearly what is
required to meet each learning outcome adequately so please
follow this and you won’t go far wrong.
You must remember each learning outcome when you are
writing and a way to do this is by copying and pasting them to
the top of your work (make sure you delete them before you
submit though!!) or have them in sight when you are writing
and keep referring back to them, that way they are always in
your mind and you are more likely to write about them.
1 Critically analyse the concepts of safeguarding children and
child abuse in the context of your professional role Need a lot
more for this learning outcome
2 Analyse and critically evaluate indicators and signs of child

abuse and the impact of child abuse on children Need a lot more
for this learning outcome
3 Apply and critically evaluate the policies that underpin your
role in the recognition of and response to child abuse Use
research, policies and legislation as references to back up your
points and this will help to meet this learning outcome
4 Critically analyse the factors that inhibit and assist
partnership working when safeguarding children, suggesting
how safeguarding practice may be enhanced you have focused
too much on this learning outcome; I have made notes in your
essay attached to guide you.
People often get panicky when we talk about critical analysis
but it can be simplified by thinking about it like you are having
a discussion about different points of view and then writing
about them but using the research to highlight the points
because it is highly likely it has been written about already.
There are very few references in your work and that is a shame
because I can see you have done quite a lot of reading and there
is evidence of some critical analysis, however, without
references it is not clear if these are your own opinions or if
you have in fact read around the topics. I have attached a
PowerPoint presentation and a workbook about referencing for
you to complete, I think this will help you. In addition, I would
be happy to meet you for a tutorial to help you with your
referencing skills and also to discuss your essay draft, please let
me know if this is required.
Excerpt from: Reporting and acting on child abuse and neglect
Summary of consultation responses and Government action
(2018)

This section sets out the targeted action that the Government is
taking in response to
issues raised by consultation. In particular, we will address four
key issues around
reporting and acting on child abuse. These include the
importance of understanding and
reporting abuse, information sharing between agencies that
work with children, best
practice and professional training, and continuing to assess the
legal framework and
evidence to ensure the approach we are taking is effective and
adequate.
27. We have already overseen significant reforms to the child
protection system, following the
conclusion of the Munro Review of Child Protection in 2011,
but we want to do more to deliver
the best outcomes for children, and are doing so. The policy
paper Putting Children First
(2016) set out how we are transforming the children’s social
care system by delivering major
reforms under key pillars:
• people and leadership – bringing the best into the profession
and giving them the right
knowledge and skills for the challenging but hugely rewarding
work ahead, and developing
leaders equipped to nurture practice excellence;
• practice and systems – creating the right environment for
excellent practice and
innovation to flourish, learning from the very best practice, and
learning from when things
go wrong; and
• governance and accountability – making sure that what we are
doing is working, and
developing innovative new organisational models with the

potential to radically improve
services.
28. We are already taking steps to deliver improvements in
safeguarding and child protection
which we expect will bring real benefits to children. We also
recognise that there are more
steps we can take to enhance the likelihood of abuse and neglect
being recognised and
reported at an earlier point so that the appropriate action can be
taken.
29. We will address directly the issues raised by the
consultation through a combination of these
ongoing reforms and the following programme of action.
To ensure there is strong awareness of the risks and need to
report abuse, we are:
30. Launching a further phase of our communications campaign,
Together, we can tackle
child abuse. The third phase of the campaign continues to raise
awareness, improve
understanding and normalise reporting behaviour in
communities so that more children can be
kept safe from harm. The campaign builds public understanding
of how to interpret and act on
concerns, educating individuals about the signs of abuse and
neglect, and encouraging
reporting. Through the campaign we will also engage with local
authorities and practitioners in
areas such as police, health and education, to reinforce existing
professional duties to take
action if they have concerns about a child’s welfare, where
reporting a concern is more
important than protecting the reputation of an individual or
organisation.

31. Making Relationships Education and Relationships and Sex
Education (RSE)
mandatory in all schools. Given the increasing concerns around
child sexual abuse and
exploitation and the growing risks associated with growing up
in a digital world, there is a
particularly compelling case to act so that children are better
equipped to protect themselves.
That is why we are legislating to make the subjects of
Relationships Education mandatory in
all primary schools and RSE mandatory in all secondary
schools. Whilst we are clear that the
most pressing safeguarding concerns relate to Relationships
Education and RSE, it is evident
that wider concerns about child safety and wellbeing relate to
the core knowledge these subjects can teach, such as
understanding of the risks of drugs and alcohol, and
safeguarding physical and mental health. We therefore think it
is important that we have the ability to make Personal, Social,
Health and Economic Education (PSHE) mandatory as well,
subject to the outcome of thorough consideration of the subject.
The Department for Education has conducted a thorough
engagement process on the scope and content of Relationships
Education and RSE, including further consideration of PSHE.
This process involved engagement with stakeholders and a
public call for evidence, and will be followed by a formal
consultation on the resulting regulations and guidance.
Elsewhere the Government has also provided £2.3 million
funding for the second phase of the successful ‘Disrespect
Nobody’ campaign, which raises young people’s awareness of
healthy relationships and safe choices.
32. Increasing the effectiveness of Keeping Children Safe in
Education (KCSIE) guidance.
We plan to update this guidance for education professionals to
reflect current safeguarding
concerns and understanding of good practice, including an

already strong focus on the
importance of referrals and information sharing. We published a
public consultation into
proposed revisions to KCSIE on 14 December 2017, the
consultation closing on 22 February
2018. The intention is to publish revised guidance, for
information, in the summer term 2018 to
be effective from September 2018.
33. Targeting support for areas where abuse concerns are
emerging, including in sport. In
response to allegations of non-recent child sexual abuse that
surfaced in late 2016, the
Department for Digital, Culture, Media and Sport is working
with other government
departments and the sport sector to ensure that sports clubs and
organisations have strong
processes in place for dealing with any allegations of non-recent
abuse and to ensure that
current arrangements for safeguarding children and young
people in sports environments are
as robust as possible. Our Together, we can tackle child abuse
communications campaign
aims to reach practitioners and volunteers across a broad range
of sectors and communities,
including those not part of traditional child protection
arrangements, and in both regulated and
non-regulated professions and settings.
34. Creating a safe space for whistle-blowers. We have
established a whistleblowing helpline
for practitioners to raise concerns about their organisation’s
ability to protect children from
abuse and neglect. Such measures are vitally important to
counter the sort of behaviour
where it appears the imperative to report and act on child abuse

is wrongly counterbalanced,
or even outweighed, by a desire to safeguard personal status,
institutional reputation or
profitability.
To improve information sharing, we are:
35. Improving multi-agency working, in particular local
information sharing. Following the
passage of the Children and Social Work Act 2017, we will
introduce, during the current
parliament, new multi-agency safeguarding arrangements to
ensure shared and strengthened
ownership of local safeguarding, replacing Local Safeguarding
Children Boards. This is a
major reform of the fundamental workings of local child
protection. By supporting local areas
to develop stronger, bespoke working arrangements between
local authorities, health and the
police, we expect to see a step change in the quality of inter-
agency work to safeguard
children. The new arrangements will provide additional powers
to secure effective participation
from key agencies and agree plans to strengthen information
sharing. We know that the best
multi-agency arrangements are those which enshrine consistent
and effective information
sharing arrangements. These improvements to the system of
multi-agency working at a local
level will be coupled with new arrangements for reviewing
serious child safeguarding cases at
both the local and national level, as well as new child death
review arrangements.
36. In support, a public consultation was launched last autumn
on the related secondary
legislation and revised statutory guidance (Working Together to

Safeguard Children) which
closed on 31 December 2017. We are preparing for formal
commencement of the new
arrangements, and publication of the updated guidance later in
2018.
37. Tackling the barriers to information sharing, including
considering legislative
improvements to support more effective information sharing for
safeguarding purposes
between practitioners. We will also look again at the
Government’s information sharing
practice guidance to examine what more can be done to break
down common barriers to
sharing information. We will also look to strengthen the
forthcoming update of the NHS
Confidentiality Code to make it clear when information about
vulnerable children and young
people should be shared.
38. Supporting the Child Protection Information Sharing
project. This NHS Digital-led IT
system links information on looked after children and children
on child protection plans
between local authorities and unscheduled health settings (such
as emergency departments
or walk-in centres), in order to help practitioners make
decisions about how to keep children
safe. We are investing in an accelerator fund to support local
authorities and health settings to
implement the system.
39. Expanding and strengthening the information sharing
requirements in Working
Together to Safeguard Children. As part of our revisions we
have strengthened and

consolidated existing guidance for practitioners on sharing
information, including the guidance
for practitioners on referring concerns to local authority
children’s social care. The guidance,
incorporated from practice guidance now into statutory
guidance, makes clear that where
there are concerns about the safety and welfare of children all
practitioners should share
information without hesitation or concern for their individual or
organisational reputation.
Working Together is now also clear that action should be taken
by employers against
practitioners whose conduct and/or practice falls below
acceptable standards.
To improve practice and decision-making, we are:
40. Improving the skills and confidence of practitioners so that
they can better safeguard and
promote the welfare of children. A national assessment and
accreditation system for social
work will introduce a new practice-focused assessment to
establish the knowledge and skills
that child and family social workers need. Amongst other social
work workforce reforms set
out in our Putting Children First paper, we are establishing
through provisions in the Children
and Social Work Act 2017, a new specialist regulator for social
workers in England. Over time,
the regulator, Social Work England, will drive up standards in
social work education, training
and practice and operate a quality assurance system for
continuous professional development
ensuring all social workers remain fit to practice. We will also
consider how statutory guidance
supporting the new multi-agency safeguarding arrangements
could support the provision of

effective multi-agency safeguarding training within local areas.
Separately, we are also
committed to improving training for the police and health
service providers in the context of
tackling child sexual abuse. The Home Office has made £1.9m
available to the College of
Policing to deliver a package of specialist training for
vulnerability, essentially introducing a
‘licence to practise’ regime.
41. Increasing accountability in the child protection system. We
have put in place a new
system of joint targeted area inspections by Ofsted, the Care
Quality Commission, HMI
Constabulary and HMI Probation, as part of strengthening local
authority children’s services
inspections more widely.
42. Introducing a new Child Safeguarding Practice Review
Panel. Implementing the changes
in the Children and Social Work Act 2017, a new system of
national and local reviews will
create a national framework for considering the lessons of the
tragic events where a child is
seriously harmed or dies. Despite changes to improve serious
case reviews over a number of
years, a systemic suspicion persists that their main purpose is to
apportion blame. The new
system of child safeguarding practice reviews will be supported
by tighter regulation and
guidance. This will lead to a national learning framework
predicated on high quality, published,
local and national learning inquiries, with the clear purpose of
identifying improvements both
locally and nationally.

43. Building our knowledge of best practice in child protection.
We have a comprehensive
programme of work which by 2020 will create a new national
learning system for children’s
social care. This will see the strengthening of the evidence base
via the Children’ Social Care
Innovation Programme and Partners in Practice, along with
practice improvements identified
through a new Child Safeguarding Practice Review Panel and a
What Works Centre for
Children’s Social Care. We also need to do more to properly
understand the nature of child
sexual abuse and how best to address it. To this end, we
launched a new Centre of Expertise
on Child Sexual Abuse with £7.5m of long term funding, which
aims to identify, generate and
share high quality evidence of what works to prevent and tackle
exploitation to inform policy and practice.
44. Delivering a focused programme of reforms to tackle child
sexual abuse. In February
2017, the Government published its Tackling Child Sexual
Exploitation: Progress Report and
announced a £40m package of measures to protect children and
young people from sexual
abuse, exploitation and trafficking and to bring offenders to
justice.
45. We have prioritised child sexual abuse as a national policing
threat and are investing in
specialist policing capability to ensure children are better
protected. We provided significant
extra investment to transform the police approach to child
sexual exploitation (CSE), through
our Police Transformation Fund, and the National Crime

Agency has also received additional
funding which will help it to tackle online child sexual
exploitation even more effectively. The
NCA’s CEOP Command leads the law enforcement response to
online child sexual
exploitation and abuse and works with law enforcement
agencies in the UK and overseas, to
identify victims and pursue offenders engaged in grooming
children on the internet.
Specifically, £20 million has been provided to help combat
child sexual exploitation and
significantly increase our capability to target the online
grooming of children.
46. The new Centre of Expertise on Child Sexual Abuse will
also assess UK and international
evidence on prevalence, responses and what works in tackling
exploitation.
To ensure the action we are taking is effective and adequate, we
are:
47. Assessing whether the current legislative framework is able
to deal appropriately with
concerns about concealment of child abuse and neglect. As
noted above, a small number
of organisations that responded to the consultation suggested
that a specific criminal offence
in this area should be introduced. We will commit to scoping
this issue fully and identify
whether there are any gaps in the current statutory framework
during the current Parliament,
including working with representative organisations such as the
NSPCC and the Office of the
Children’s Commissioner. An appropriate offence would
constitute the strongest response in

terms of deterring and criminalising intentional cover-ups, such
as those that advocates of
mandatory reporting have pointed to in closed institutions. Such
an offence may allow us to
set a clearer bar in terms of targeting the most wilful and
egregious behaviour. This may
provide the strongest and most targeted response to address
cases where child abuse is not
reported due to a desire to protect personal position or
institutional position.
48. It should also be noted that the Independent Inquiry on
Child Sexual Abuse (IICSA) is looking
at a range of settings in which there may have been institutional
failings and high-profile
instances of child sexual abuse being covered up. The Inquiry is
hearing evidence currently
and will present its recommendations in due course, which we
will use to inform our future
considerations.
49. Continuing to monitor and evaluate the evidence.
Notwithstanding all of the arguments
and existing evidence set out in this response, the Government
remains committed to taking
whatever action is necessary to protect the safety of every child.
We recognise past failures
where children have been let down, and the progress still
needed to realise our vision of
services which always deliver the support children need at the
time they need it. It has been
valuable to explore these issues and to give proposed new
statutory measures thorough
consideration. However it is evident that there is not generally a
demand for this proposal from

those working in the sector or more generally from those
responding to our consultation. We
have also considered the effectiveness of the proposal under an
assumption that greater
resources could be made available, for instance for more social
workers working at the front
door of social care, or to fund assessment of a greater number of
children. Even approached
this way, at the current time, the case for a mandatory reporting
duty has not been made, but
we will remain open-minded should an emerging body of
evidence or a new policy landscape
change that.
50. We will continue to evaluate whether our reform programme
is having the intended impact
once fully implemented, in addition to continuing to assess any
new or different evidence on
mandatory reporting. The new Child Safeguarding Practice
Review Panel will identify
consistent and systemic errors in how children are protected,
including any recurring issues
around reporting, and this will be valuable to our ongoing
assessment. We will also in
particular be interested to understand evidence emerging from
the recent introduction of a
mandatory reporting duty in Wales placed at an organisational
level, and any other new
international evidence, to consider whether this alters the
conclusions we have drawn from the
current evidence. The same applies to the mandatory reporting
duty for female genital
mutilation, which came into force in 2015, informed by
monitoring the impact this has had in
practice. If the evidence strongly suggested that a mandatory
reporting duty was likely to

improve outcomes for children, whether now or at a future time,
the Government would not
hesitate to act to make the reforms necessary.
Categories of Abuse
Safeguarding children
Aims of the Session
To gain awareness of the categories ofabuse. To gain
understanding of the definitions of each category of abuse. To
introduce students to critical thinking in regards to identifying
indicators of abuse.
Learning Outcomes
By the end of the session students will be able to:
Define the different categories of abuse.
Be able to identify the category of abuse for given scenarios
What Is Abuse?
Group work.
Think about how you would define Abuse

Definition of AbuseA form of maltreatment of a child.
Somebody may abuse or neglect a child by inflicting harm, or
by failing to act to prevent harm. Children may be abused in a
family or in an institutional or community setting by those
known to them or, more rarely, by others (e.g. via the internet).
They may be abused by an adult or adults, or another child or
children.
(Definition provided by Working Together)
SafeguardingSafeguarding is a term which is broader than ‘child
protection’
It relates to the action taken to promote the welfare of children
and protect them from harm.
Safeguarding is everyone’s responsibility.
Safeguarding is defined in Working together to safeguard
children 2013 as:
protecting children from maltreatment
preventing impairment of children’s health and development
ensuring that children grow up in circumstances consistent with
the provision of safe and effective care and
taking action to enable all children to have the best outcomes
Group Work
In groups can you identify the different (main) categories of
abuse?
What examples can you give for each category?

Physical Abuse
A form of abuse which may involve;
hitting, shaking, throwing, poisoning, burning or scalding,
drowning, suffocating or otherwise causing physical harm to a
child.
Physical harm may also be caused when a parent or carer
fabricates the symptoms of, or deliberately induces, injury or
illness in a child.
http://www.youtube.com/watch?v=R55gL7zF8Rk&feature=em-
share_video_user
Emotional Abuse
The persistent emotional maltreatment of a child such as to
cause severe and persistent adverse effects on the child’s
emotional development.
May involve conveying to a child that they are worthless or
unloved, inadequate, or valued only insofar as they meet the
needs of another person.
It may include not giving the child opportunities to express
their views, deliberately silencing them or “making fun” of
what they say or how they communicate.
It may feature age or developmentally inappropriate
expectations being imposed on children.

Emotional Abuse cont.
These may include interactions that are beyond a child’s
developmental capability, as well as overprotection and
limitation of exploration and learning.
Or preventing the child participating in normal social
interaction.
It may involve seeing or hearing the ill-treatment of another.
It may involve serious bullying (including cyber bullying),
causing children frequently to feel frightened or in danger, or
the exploitation or corruption of children.
Emotional Abuse
Some level of emotional abuse is involved in all types of
maltreatment of a child, though it may occur alone.
http://www.youtube.com/watch?v=aR4CsbWTSCI&feature=em-
share_video_user
Sexual Abuse
Involves forcing or enticing a child or young person to take
part in sexual activities, not necessarily involving a high
level of violence, whether or not the child is aware of what
is happening.
The activities may involve physical contact,
including assault by penetration (for example, rape or oral

sex)
or non-penetrative acts such as masturbation, kissing,
rubbing and touching outside of clothing.
Sexual Abuse
They may also include non-contact activities, such as involving
children in looking at, or in the production of, sexual images,
watching sexual activities, encouraging children to behave in
sexually inappropriate ways
or grooming a child in preparation for abuse (including via the
internet).
Sexual abuse is not solely perpetrated by adult males. Women
can also commit acts of sexual abuse, as can other children.
http://www.youtube.com/watch?v=w6vYbZSUL5U&feature=em
-share_video_user
Neglect
The persistent failure to meet a child’s basic physical and/or
psychological needs, likely to result in the serious impairment
of the child’s health or development.
Neglect may occur during pregnancy as a result of maternal
substance abuse.
Once a child is born, neglect may involve a parent or carer
failing to:

*
Neglectprovide adequate food, clothing and shelter (including
exclusion from home or abandonment);
protect a child from physical and emotional harm or danger;
ensure adequate supervision (including the use of inadequate
care-givers); or ensure access to appropriate medical care or
treatment
Neglect
It may also include neglect of, or unresponsiveness to, a child’s
basic emotional needs.
Neglect and the brain development:
https://www.youtube.com/watch?v=bF3j5UVCSCA
How safe are our children? NSPCC (2015)
The most comprehensive overview of child protection in the
UKChild protection data for 2015 that exists across the 4
nations in the UK.
The report sets out 20 different indicators. Each indicator looks
at the question of 'how safe are our children?' from a different
perspective.
Also includes historic data, to help track progress over time
https://birthday.nspcc.org.uk/globalassets/documents/research-
reports/how-safe-children-2015-report.pdf

Key messages
More support is needed for the victims of abuse
Rise in the number of people coming forward about their
experiences of abuse. Support must match this increased
willingness to speak out.
We must not lose sight of neglect
While child sexual exploitation is dominating the media, it’s
important to remember that neglect remains the most common
form of child abuse across the UK. We need to continue to
gather evidence into what works in tackling neglect.
Early intervention is key
We need to intervene early to address problems before they
become more serious and entrenched. By intervening early we
can protect children more effectively and save money.
Key findings
All 4 countries in the UK have seen the number of recorded
sexual offences against children increase over the last year.
There’s been an increase in contacts to the NSPCC helpline and
ChildLine about sexual abuse.
Neglect remains the most common form of child abuse in the
UK.
The number of children dying as a result of homicide or assault
remains in long term decline
Current StatisticsThe number of children who were the subject
of a child protection plan at 31 March continues to follow the

upward trend of recent years
49,700 children were the subject of a child protection plan at 31
March 2015, compared with 39,100 six years ago when the
children in need census began.
The numbers starting and ending a child protecting plan in the
year both continue to increase.
https://www.gov.uk/government/uploads/system/uploads/attach
ment_data/file/469737/SFR41-2015_Text.pdf
(DfE, 2015)
So, does this mean child abuse on the rise?There are a number
of reasons why the amount of abuse being reported may
increase:
Improved training will lead to professionals being better at
recognising the signs of abuse
Increased awareness amongst the public will mean they
recognise the signs of abuse; they understand that they can play
a role in protecting children and they know how to report their
concerns
Increased awareness work with children and young people will
encourage them to tell someone about what is happening to
them
Continued…A high profile child abuse case in the media often
leads to increased referrals and the authorities being more likely
to intervene where there are concerns
An increase in the child population may lead to an increase in
abuse being identified and reported, simply because there are
more children.

Comparing the rates of children who are affected by abuse (so
the number per 10,000 children) allows us to say whether the
proportion of children identified is increasing or decreasing.
However…Official statistics might also show a decrease in the
amount of abuse being recorded. This might be due to:
Changes in what is recorded, or the way things are recorded
(this includes changes in thresholds because of pressure on
resources)
Changes in the way abuse is responded to, such as agencies
intervening at an earlier stage before concerns become more
serious (early intervention).
What kind of abuse is this?A child attended A&E for
examination aged 2 because mum dropped her while drunk
Home visit to a family, 2 children, 3 year old sat next to mum
being good but quiet, baby on mums knee. Mum goes on at
length about what a good baby she has then turns to the 3 year
old and tells you how evil and bad he is. 3 year then starts to
swear and misbehave
Child born with PKU mum fails to keep to his diet, blood
results always off the scale
3 year old at nursery sat listening to story, plays with penis
2 week old baby attends A&E with torn frenulum
Parents speeding away from the police in a car with children
inside, on stopping drunks found in car.

Parents shout and argue, some physical abuse to mother. Dad
comes home drunk every night, 4 year old always in bed
3 year old child in nursery observed in wendy house with
another boy putting his penis in his mouth
3 year old child smacked on bottom but did not leave a mark
3 year old child informs you that his daddy hits his mummy.
Shouting in an aggressive manner in a shop to a child aged 9
years.
Child 7 year old left home alone with a 2 year old sibling
Parents drunk and using drugs via a syringe in charge of
children in their own home.
Parents not attending health appointments for a child with
complex health needs.
Useful LinksWigan Safeguarding Children Board Bruising
Policy:http://www.wigan.gov.uk/WSCB/Professionals/Bruising-
in-infants.aspx
Latest
Guidance:http://www.wigan.gov.uk/WSCB/Professionals/Latest-
guidance.aspx

Thresholds of
Need:http://www.wigan.gov.uk/Docs/PDF/WSCB/WSCB-
Thresholds-of-Need-booklet.pdf
NSPCC (2015) How safe are our children?
https://birthday.nspcc.org.uk/globalassets/documents/research-
reports/how-safe-children-2015-report.pdf
ReferencesBeckett, C (2003) Child protection: An introduction.
London: SageBrowne, K (2002) Child abuse: defining,
understanding & intervening in Wilson, K & James, A (2007)
(eds) The Child Protection Handbook. (3rd ed) London: Balliere
TindallLawrence, A (2004) Principles of Child Protection:
Management & Practice Berkshire: Open University PressLyon,
C (2003) Child Abuse Bristol: Family LawHM Government
(2013) Working Together to Safeguard Children - A guide to
inter-agency working to safeguard and promote the welfare of
children. London: HM Government Press.White, R., Carr, P.,
Lowe, N (2002) The Children Act in Practice. (3rd Ed) London:
Butterworths
Safeguarding children professional responsibility and
partnership working activity.
According to Working Together to Safeguard Children (2018)
1. What is the definition of safeguarding and promoting the
welfare of children?
2. According to Working Together to Safeguard Children (2018)
what is the definition of a child?
3. How would you report a child protection concern if you were:
A) A professional?

B) A member of the general public?
4. What is the role of local authorities and their social workers
in relation to safeguarding children?
5. What is the purpose of an initial safeguarding assessment?
6. When a practitioner makes a safeguarding referral what
information should they provide for the referrer?
7. Why is information sharing important?
8. List 5 myths that may prohibit individuals from sharing
information and provide explanations as to why they are a myth.
9. Which section of the Data Protection Act (2018) outlines that
‘practitioners may share information without consent, if not
possible to gain consent, or if to gain consent would place a
child at risk’?
10. Who are the 3 safeguarding partners in a local authority and
what are their responsibilities (collectively)?
11. Explain the term ‘child centred approach’ in relation to
safeguarding children.
12. On page 10 you will find a list of requirements children
have asked for that should guide the behaviour of practitioners,
please name 5 and provide a brief explanation of each.
Local Government Education and Children's Services Research
Programme
LG

G
ro
u
p
r
e
se
a
rc
h
r
e
p
o
rt
safeguarding children –
literature review
Available in the Local Government
Education and Children's Services
Research Programme
Implementing outcomes based accountability in children’s
services: an overview of the
process and impact
Tamsin Chamberlain, Sarah Golden and Fiona Walker

ISBN 978 1 906792 61 9, free download
Local authority approaches to the schools admissions process
Peter Rudd, Clare Gardiner and Helen Marson Smith
Children and young people’s views on web 2.0 technologies
Peter Rudd and Matthew Walker
Local authorities’ experiences of improving parental confidence
in the special educational
needs process
Richard White, Shona Macleod, Jennifer Jeffes and Mary
Atkinson
The impact of the Baby Peter case on applications for care
orders
Shona Macleod, Ruth Hart, Jennifer Jeffes and Anne Wilkin
Safeguarding post-Laming: initial scoping study
Mary Atkinson

Supporting local authorities to develop their research capacity
Clare Southcott and Claire Easton
The Sustainable Communities Act: analysis of proposals
submitted by councils
Monica Hetherington, Gill Featherstone, Gill Bielby and
Rowena Passy
Provision of mental health services for care leavers: transition
to adult services
Emily Lamont, Jennie Harland, Mary Atkinson and Richard
White
Collaborative good practice between LAs and the FE sector
Tami McCrone, Clare Southcott and Kelly Evans
Mapping the terrain: 16–19 funding transfer
Tami McCrone Gill Featherstone Tamsin Chamberlain

safeguarding children –
literature review
K. Martin
J. Jeffes
S. MacLeod
How to cite this publication:
Martin, K., Jeffes, J. and MacLeod, S. (2010).
Safeguarding Children – Literature Review. Slough: NFER.
Published in December 2010
by the National Foundation for Educational Research,
The Mere, Upton Park, Slough, Berkshire SL1 2DQ
www.nfer.ac.uk
© National Foundation for Educational Research 2010
Registered Charity No. 313392
ISBN 978 1 906792 72 5
Executive summary
v
1 Introduction
1
1.1 Background
1

1.2 Methodology
1
1.3 About this report
2
2 Safeguarding practice: how have things developed?
2
2.1 Training and professional development
3
2.2 Capacity and recruitment
6
2.3 Relationships and understanding
9
2.4 Interagency working
12
2.5 Quality assurance and monitoring
16
2.6 SCRs
18
2.7 Referrals and assessments
21
3 Conclusion
24
References
25

Appendix
28
Contents
We would like to thank the LG Group for providing the NFER
with the opportunity to undertake this research, and
particularly Jess O’Brien for her direction. Our thanks also
extend to Jenny Hudson and Lynne Harris at the NFER for
their contributions.
Additional information
This literature review refers to documentation published before
the UK’s new Coalition Government took office in
May 2010. As a result, some of the practice outlined may not
reflect current government policy or guidance, and
may make reference to the Department for Children, Schools
and Families (DCSF), which has now been replaced by
the Department for Education (DfE).
Acknowledgements
iv safeguarding children – literature review
Background
In March 2009, Lord Laming published the findings of
a review investigating the progress being made across
the UK to implement effective arrangements for
safeguarding children. The review was commissioned by
the Secretary of State for Children, Schools and

Families in response to the case of Peter Connelly,
known as Baby Peter, being made public in November
2008. It stated the need for ‘a step change in the
arrangements to protect children from harm’ (DCSF,
2009, p.4).
In June 2010, Professor Munro was commissioned by
the new Coalition Government to conduct an
independent review of child protection in England. In
the review’s first report, published in October 2010,
Munro sets out the review’s intended approach and
the features of the child protection system that need
exploring in detail (Munro, 2010). Following initial
feedback from a wide range of stakeholders, Munro
suggested that ‘good practice thrives’ (p.42) in many
parts of the country despite the numerous system-level
challenges that are yet to be resolved.
Aims of the study
The purpose of this study is to identify any evidence of
changes and improvements in safeguarding practice
since the Laming review. It distils current learning
about the challenges and identifies factors which are
supporting improvements in safeguarding work. This
literature review builds on learning from an initial
scoping study carried out by the NFER for the LG
Association earlier in 2010, which set out relevant
literature on safeguarding practice published since the
Laming review in 2009 (Atkinson, 2010). It should be
noted that this review provides an indication of some
of the developments in safeguarding practice rather
than a comprehensive research evaluation of progress
in safeguarding activity per se.
Key findings

Training and professional
development
Training and professional development
of social workers
Ofsted’s first annual survey of social work practitioners
across local authorities in England suggested that the
training and professional development of social
workers has progressed considerably since the Laming
review (Ofsted, 2010a). The survey found that, in
general, social work practitioners are positive about
their training experiences in relation to safeguarding.
The majority of respondents also reported that such
training helps them to understand and meet the needs
of children and young people.
Supervision of social workers
Ofsted (2010a) offered a positive view of line
management arrangements for social work
practitioners. The majority of respondents reported that
their line manager supports them to manage risks
arising in their casework, access appropriate training
and manage their workload. However, improvements in
providing high-quality supervision may not be
widespread. Hunter (2009), cited in Burton (2009), for
example, reported that levels of appropriate supervision
are the same as they were following the first Laming
review in 2003 and, in some cases, the provision has
actually worsened.
Training and development of other
professionals

An Ofsted survey (2010b) found that third-sector
organisations are positive about the safeguarding
training available from their local safeguarding children
board (LSCB). Improved training for and development
of health professionals is also evidenced in a review of
the four NHS trusts involved in the Baby Peter case.
In other areas, however, the provision of safeguarding
training for health workers appears less encouraging,
safeguarding children – literature review v
Executive summary
particularly in relation to the allocation of safeguarding
training budgets, and the provision of safeguarding
training at levels 1 and 2 (Care Quality Commission,
2009).
Challenges
The challenges associated with training and
professional development in relation to safeguarding
include the need to encourage critical reflection. Social
workers can then increase their capacity to make
effective decisions by critiquing their own judgement
when considering cases (Burton, 2009). In addition,
Barlow and Scott (2010) reported that specific
safeguarding training is required to support
professionals working in multi-disciplinary teams.
Capacity and recruitment
Capacity and recruitment of social work
practitioners

There is a range of evidence to suggest that, following
the publication of the Laming review in 2009,
commitments have been made across both local and
central government to further support professionals in
safeguarding children, through greater investment in
resources, training and professional supervision. At a
policy level, for example, the previous government
responded to the recommendations of the Social Work
Taskforce (SWT) (HM Government, 2009, p.2) by saying
it would undertake wide-ranging and sustained reform
of the social work profession.
Capacity of other professionals
There have been developments at a policy level to
support other professionals who work with children.
For example, the Department of Health has committed
to the Action on Health Visiting Programme in response
to Laming’s recommendation that the numbers of
health visitors should be increased (Ly, 2009). However,
there is concern that, at ground level, the necessary
resources are not always available for implementing
policy recommendations.
Challenges
Perceptions about social workers and the public profile
of social work result in negative professional morale
(Barlow and Scott, 2010) and impact on the
recruitment and retention of social workers. Other
challenges relate to high workloads, which have
implications for the quality and timeliness of social
workers’ work (MacLeod et al., 2010). These are
compounded by bureaucracy constraints imposed by

electronic recording systems, management information
systems and the Integrated Children’s System (ICS).
Relationships and understanding
Methods used to develop relationships
and understanding
A recent report by the Children’s Commissioner (2010)
highlighted social care professionals’ qualities and skills
conducive to building relationships with children and
families. These include good communication skills and
being caring. However, the report also highlighted that
many social care staff feel that, given the short-term
nature of their work and being part of a system where
families are moved on following the completion of an
assessment, they do not always have the time required
to invest in and achieve good relationships.
Challenges
Developing good relationships and understanding with
parents is paramount. A number of sources identify the
challenges practitioners face when trying to engage
with families who are resistant to social care support or
are otherwise hard to reach. Challenges were also
identified when trying to engage with vulnerable
children and young people and children, thus placing
them at increased risk of harm.
Interagency working
Interagency communication and
information sharing
The findings of Holmes et al. (2010) suggested that

agencies are continuing to develop and improve their
information sharing. However, the same study also
suggested this can be improved further. Ofsted’s
(2010a) survey of social work practitioners found that
fewer than half of respondents agree that
communication and information sharing is effective
both within their local authority and with other
vi safeguarding children – literature review
organisations contributing to safeguarding children.
Within the health sector, the Care Quality Commission
(2009) found that just over a third of applicable acute
trusts do not have a policy in place for joint working
between maternity services and social services.
Interagency working
Barlow and Scott (2010), based on findings from their
literature review, reported that universal services1 are
ideal for assessing families, particularly during
pregnancy and the postnatal period. As such, they
argued that there is a need to establish trans-
disciplinary teams, which place social workers within
the heart of teams working in children’s centres,
schools and perinatal services. Barlow and Scott
identify local examples of the development of such
teams.
Challenges
The review found that effective interagency working
could be limited by historical and cultural differences
between professionals and disciplines. Accountability

Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx

Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx

Recommended

Recommended

More Related Content

More from rtodd599

More from rtodd599 (20)

Recently uploaded

Recently uploaded (20)

Safeby Rachael FabelurinSubmission dat e 07 - Jan- 201.docx