Safeguarding supported learning programme

Induction

The course will begin with a briefing about the supported learning programme process, expectations and practical elements.

The induction session last 2 hours and is aimed at talking participants through the SLP pack, web support pages and forums. 

There are practical elements to this course and participants will have a chance to access the web support.

Participants will also discuss the commitment that managers should be making to supporting them during the SLP process or taking up the buddy system of peer support if a manager is not available in their own organisation. 

Learning Outcomes

By the end of the course the participants will be able to:
1) Identify the key legislation, national and local policies and systems in elation to safeguarding and the Mental Capacity Act 2005
2) Identify the main forms of abuse
3) Describe the key safeguarding concepts and related principles of good practice
4) Explain how your organisation's safeguarding policies and guidance relate to regional and national guidance, policy and legislation
5) Explain your responsibility in recognising and reporting safeguarding alerts to protect children from abuse
6) Explain how to recognise and report unsafe practice
7) Explain the links between safeguarding adults and The Mental Capacity Act 2005
8) Plan and deliver effective safeguarding training within your work setting
9) Evaluate the training sessions you deliver to:
- Identify the influence to staff practice
- Meet the learning styles of participants
- Assess the strengths and identify areas of improvement within the course delivery
10) Identify and influence the future safeguarding and MCA training strategy and practice within your service

Links to Qualification Credit Framework Level 2 Unit 4222-205: Principles of safeguarding and protection in health and social care (HSC 024)

Outcome 1: Know how to recognise signs of abuse
Outcome 2:  Know how to respond to suspected or alleged abuse
Outcome 3:-  Understand the national and local context of safeguarding and protection from abuse
Outcome 4:-  Understand ways to reduce the likelihood of abuse
Outcome 5:-  Know how to recognise and report unsafe practices

Links to Qualification Credit Framework Level Five Unit 514:  |Safeguarding and protection of vulnerable adults (HSC 45, 430)

Outcome 1: Understand the legislation, regulations and policies that underpin the protection of vulnerable adults
Outcome 2: Be able to lead service provision that protects vulnerable adults 
Outcome 3: Be able to manage inter-agency, joint or integrated working in order to protect vulnerable adult
Outcome 4: Be able to monitor and evaluate he systems, processes and practice that safeguard vulnerable adults

Day 1 - Introduction

Task  one- Managers briefing (1½ hrs)

In preparation for the SLP you are required to meet with your line manager. The purpose of this briefing is to provide you with the time to discuss the commitments necessary for you to complete the Supported Learning Programme. 

During this briefing the focus for discussion will be to agree the level of support you will require for both your period of participation on the SLP and for your ongoing development as a trainer. This is also the place to agree what your individual development goals are, in relation to each of the learning objectives, and how you will be able to practically apply your learning within the organisation.

Task two - Knowledge Quiz (2 hrs)

To prepare you with some fundamental knowledge of safeguarding.

Task three- Safeguarding Standards (2 hrs)

How comprehensive do you think your standards for Safeguarding are?

Make comments or suggestions in your Reflective Diary.

Useful links have been provided to help you complete tasks throughout the SLP.

Reflective diary

Reflective practice is a very powerful learning tool. It helps you to understand how the new knowledge and skills you have gained fit with your own previous knowledge and understanding of concepts. It also allows you to conceptualise new information specific to your work environment and role. 

We encourage you to complete your reflective diaries throughout the course of the programme. You will be asked to submit your reflective diary on Day 4 of the course these will be returned to you with feedback from the trainer and your certificate within approximately three to four weeks.

Day 2

During this session you will be introduced to key safeguarding concepts through the use of the DVDs and our trainers Workbook.

The learning outcomes for this session will be to:

  • Identify the key legislation, national and local policies and systems  in relation to safeguarding and the Mental Capacity Act 2005
  • Identify the main forms of abuse
  • Describe the key safeguarding concepts and related principles of good practice
  • Explain how your organisation’s safeguarding policies and guidance relate to regional and national guidance, policy and legislation
  • Explain your responsibility in recognising and reporting safeguarding alerts to protect children from abuse
  • Explain how to recognise and report unsafe practice 
  • Identify individual and group anxieties around training delivery
  • Identify basic components of training delivery and become familiar with the training resources provided

Don’t forget to complete your reflective diary!

Exercises

Exercise A
Exercise B
Exercise C
Exercise D
Exercise E
Exercise E resource
Exercise F
Mini case scenarios

Reinforcing learning

As well as reinforcing and understanding safeguarding and the role of the MCA in decision making, this section will also introduce you to other aspects of training such as learning styles, facilitating learning and delivery practice.

Downloads

Task four – Reading relevant material (2 hrs)

The Government has issued Guidance, Codes of Practice and Policy on Safeguarding and the Mental Capacity Act which you will have covered in day 2.

Task five – Your learning style (1hr)

There are many theories on learning styles but the theory that we will be focusing on for this course is VAK (Visual, Auditory and Kinesthetic). This is quite a straight forward theory and commonly used among trainers. It is based on the early models of neuro-linguistic programming. 

That is not to say it is the only theory or the best. That would be up to you to decide. If you would like to know more about some of the other learning theories, we suggest you take a look at Honey and Mumford and Kolb's theory as well as multiple intelligence theory.

First complete the Representational questionnaire, then complete the VAK questionnaire. Once you have completed the scoring in both read the preferred representation styles and learning styles explanations and see if these actually apply to you.

Task six– Training Programme design (3hrs)

Using the information you have read, produce a draft training programme and learning outcomes for a Safeguarding Basic Awareness Session for your own service. (a free lesson plan/calculator tool is available from businessballs.com) Demonstrate how you have incorporated various learning styles and your thinking behind these decisions.  You will be asked to discuss this on day 3 and you will need to prepare a 5 minute training session to deliver on day 3.

Day 3

The session will explore in more detail the principles, policy and legislative framework around the safeguarding of adults and the Mental Capacity Act 2005.

During this session you will also have an opportunity to explore any issues that may have been raised through your development as a trainer so far and explore both practical and theoretical solutions to these.

You will discuss your draft training programme and learning outcomes with the group, demonstrate the inclusion of learning styles.

The learning outcomes for this session will be to:

  • Explain the links between safeguarding adults and The Mental Capacity Act 2005
  • Present a 5 minute safeguarding training session/exercise relevant to your work setting
  • Develop specific training skills / tools 
  • Identify challenges related to training delivery
  • Explore strategies to manage a group and to manage resistant behaviour
  • Identify different training methods to meet the learning styles of participants

Don’t forget to complete your reflective diary!

Learning in practice

Task seven- Plan for ongoing training evaluation (2 hrs)

In order for you to develop as a trainer and continuously monitor both the meeting of specific learning outcomes and support to implement good practice, you will need to develop a set of learning outcomes for your training and a short and long term plan of how you will evaluate and develop your training. This must be written with consideration to the staff you will be training, their own responsibilities, the aim / function of your organisation and your organisation’s responsibilities in relation to safeguarding and MCA. This should be discussed and agreed with your Manager and a practical document produced.

We would like you to include any feedback you have received from your manager in your reflective diary and an example of a training programme you have delivered and feedback you have received from participants. We have uploaded some templates that might be useful for you to gain brief feedback from those you are training or more detailed feedback from your manager or a close colleague. You can also track your progress in training by completing a training log. We will be asking your manager (or colleague) to provide us with feedback separately.

Don’t forget to complete your reflective diary!

Task eight– Course delivery (Time - variable)

Following day 3, you will able to start to deliver training on Safeguarding Adults and Mental Capacity Act basic awareness. We require that you deliver a session (no matter how small) before attending the follow-up workshop.

Support

If you are asked a difficult question or you would like us to provide you with more specific information please contact me with a question and I will forward this to our safeguarding expert (Maria Hayward).

Reflective diary (1 hr)

You will be asked to hand in your reflective diary on day 4.

Day 4

This session will provide you with the opportunity to discuss and evaluate your training experiences to date and troubleshoot any outstanding issues or gaps in knowledge. 

The learning outcomes for this session will be to:

  • Share experiences of delivering safeguarding and MCA training
  • Develop strategies to respond to issues presented during training
  • Reflect on the use of the learning materials
  • Learn from one another and share good practice experiences
  • Develop an Action Plan for influencing and implementing the future safeguarding and MCA training strategy and practice within your service
Sign off
On-going support is available from the PaCT website.