Discipleship and Lay Ministry

in the Diocese of Lincoln

Everybody Learning

Spring 2012

Developing Work

With Children

A learning programme to help church members develop their work with children

FACILITATORS’ NOTES

AND

PROGRAMME RUNNING INFORMATION

Session 6 Safe to Start

This programme was written by Dave Rose CA, Children and Youth Officer in association with Andrew Tyler, Discipleship and Lay Ministry Development Officer.

The Diocese of Lincoln, Minster Yard, LINCOLN, LN2 1PU youth@lincoln.anglican.org

In preparation for Session 6

Complete the ‘Safe to Start’ check list, paying especial note to the items marked StS

Session 6: Safe To Start

a one day session

The Aim of the Day is:

To enable participants to be clear about their responsibilities in organising and leading activities for children and young people.

Objectives:

By the end of the session participants should:

Be able to describe the importance of safe and effective management and practice within the context of pastoral care.

Be able to explain the importance to safe, effective working of:

Planning

Record keeping

Evaluation

Evidencing

Be able to describe the principal legal requirements for work with Children, and how they would apply them in their own settings.

Be able to complete a basic risk assessment for Children’s work in their own setting.

Content of Session

1000	Registration. (Refreshments available as participants arrive)

1015	Welcome ‘Welcome to the Sixth and Final session of Developing Work With Children’.

Opening Prayer

Timing, domestic, Contract.

The intention is that we shall finish by 1600 (4pm) – it’s quite a tight programme, so everyone’s cooperation is needed. There will be a break at 1100, and then a break is for Lunch, which is at …..

The Fire Escape is ………, and the toilets are …….

Some of the exercises provide the opportunity to share details about your life, how you got to be here and how you feel about life, the world & everything.

The level of sharing is entirely up to you, you disclose or not at the level that is comfortable to you. Also - what is said within this session stays within the session – we assume confidentiality.

The only exception to this will be over matters of safeguarding.

Any questions or comments?

1030	What should be in place – are they there?

Look at your preparation work, in pairs discuss the similarities and differences. (10mts)

Plenary – chart on the Flip Chart – identify what is missing?

1045	Getting Started.

Ask – How many of you ticked the box ‘Identifiable management and accountancy structures’ – OK. Those with their hands up – what sort of things are in place?

Chart the results. Things to look for:

Minute from the PCC (in church situation) giving authority for the work to exist

Aims & Objectives for the work

Each worker having a job description & agreement giving their duties, what they are responsible for & accountable to.

Identifiable line manager for each worker

If not already made clear – ASK – Who ‘owns’ the work that you do? In CofE this should be the PCC, OR a Management Committee answerable to a PCC or group of PCCs or similar. Vague un-constituted collectives just will not do.

1100	Break

1115	Safe Appointments

SAY: In the Diocese of Lincoln, there is strong guidance provided for the appointment of people to work with children. Who can tell me what the key elements are?

Chart what is said on the Flip Chart. It should include:

Job Description – each post should have a job description

Application for the job from the volunteer

Declaration – no spent convictions, criminal offence to lie

Referees. References taken up.

Interview AFTER references are taken up.

CRB – This is the LAST thing to happen, if everything else looks OK, NOT the only thing that happens.

Appointment for trial period

Review

ASK: whose responsibility is it to make sure that all of this happens?

Answer – the body who ‘owns’ the project – in a CofE context, the PCC. BUT, the process is confidential, the PCC do not have a right to see the Declaration, CRB etc. They appoint someone to act on their behalf, who would report back ‘Miss Weatherwax has been through the appointment procedure as recommended by the Diocese, and I recommend …’

The PCC then minutes their approval – this is important because until that minute is passed the worker is not working on behalf of the PCC & therefore NOT covered by the PCC’s insurance.

1145	Fictional Case Study (also on separate handouts)

St Ogg’s in the Fen is a small rural Parish, that does not do any direct work with children, but would quite like to see work happen in the Parish.

Rural Fun for Kids is a project that provides work with children in a number of venues around the Diocese. RFK employs a worker and owns the kit used for the work, but relies upon volunteers provided by local Churches, under the supervision of their employed worker, to actually deliver the work. In any one situation, the volunteers may have come from more than one congregation and more than one denomination.

The PCC would like RFK to provide a fortnightly session in their village, and will provide a couple of volunteers to join the team, who will act under the supervision of RFK, who will also provide basic training.

RKF is a registered charity and a company limited by guarantee.

In small groups (three or four people), answer the questions (Ten Minutes)

What are the issues?

What extra information do you need?

Call the Group together – chart the responses.

Things to look for:

Who ‘owns’ the work – the PCC or RFK?

If the PCC, then they are responsible for:

Appointing all the volunteers, regardless of which church they came from, in accordance with Diocesan Guidelines. NOTE CRBs are NOT transferable.

Checking to make sure that RFK have their own appointment procedures in place that are at lest as good as those of the Diocese, that they have insurance policies in place, that they have done appropriate risk assessments.

All risk assessments, health & safety, food hygiene, safeguarding & insurance for the project.

If RFK, then they are responsible for:

Appointing all the volunteers, regardless of which church they came from, in accordance with at least Diocesan Guidelines. NOTE CRBs are NOT transferable.

All risk assessments, health & safety, food hygiene, safeguarding & insurance for the project.

The ‘Life Insurance Act’ 1774 (which is not confined to life insurance) and the ‘Marine Insurance Acts’ of 1746 and 1778, codified in the Marine Insurance Act 1906, (not in fact confined to marine insurance), states that you can only insure against an actual loss or liability – this is called an insurable interest . http://www.hmrc.gov.uk/manuals/gimanual/gim1050.htm

If a Church sends volunteers to work under the direction and control of a third party, such as RFK, then they are not liable if things go wrong on the night, because they had no control over what took place, and the volunteers are acting on behalf of RFK, so the PCC has no insurable interest.

If the Church brings in a third party, such as RFK, to help them with the Parish’s work with children, and that third party works under the instruction of the PCC, then they do have an insurable interest, and needs to have appropriate cover. The third party would also need cover for the elements which they bring to the session.

1230	LUNCH

1315	Policy into Practice – Procedures

Say: Ok, so your project has been properly set up, the PCC have approved its existence, set parameters for its work, there are clear lines of accountability & management, all workers have been appointed in line with Diocesan Policy – You’re Ready to Go! Well – are you? What’s the next thing to do?

Plan! You need to do some planning: Now – what’s the starting point – or starting points – for your planning?

Chart ideas on the flip chart. You are looking for:

The parameters/outcomes as set by the PCC

The expressed wishes of the children (the first sessions may be ‘ask the kids’)

The staff team (talents, numbers, availability)

The Budget

The space (time & venue) that you have for your sessions

Planning takes different forms in different contexts & different points in the process, but should always start by asking the question – what do we wish to achieve?

You have decided what you wish to achieve – the next step is?

How to get there – Detailed planning – who will do what, when & how. Make sure that everyone knows what they are doing. Give out examples of long term planning & Session planning – the P of a PREE sheet.

ASK: What is the one thing that you know for sure about Planning?

Answer: Things do not usually go according to plan!

You Record what actually takes place. Who turns up, Children & Workers, Who does what – Children & Workers. Pure factual Record. Give out examples of Register & Recording sheet of PREE sheet.

The next question is important, but often gets missed out – Any Ideas what it may be?

Evaluation – did we do what we intended to do, if we did not – Why Not. What could be better, what are the implications for future activities etc etc.

Give out the E page of a PREE sheet.

The last part of the process is all about evidence. How do you KNOW that targets were reached etc. This is especially important if you are required to report to a sponsoring or funding body, but it is also important in your own self monitoring, because it can provide a discipline on your own assessment of achievement. REMEMBER – what children say about the session is important evidence when assessing a session.

NOTE – recording of what happened including any incidents is important evidence should you need to refer to it in the future. Trust the recording, not your memory!

ASK: What sorts of things constitute an incident?

Note on the flip chart – make sure that the following are covered:

Conflict, arguments, fights

Accidents – what happened, what you did, witnesses

‘Out of Character’ behaviour from a child/parent (this may be relevant for safeguarding)

Racist/Sexist etc comments – what happened, what you did etc

Disciplinary actions – including bullying incidents

Damage to kit or buildings, thefts ...

Unusual weather – Wind, fog, thunder – they can all effect they way children behave

You are concerned because you overhear or see something which may mean that a child is at risk

Accusations & complaints by children or staff, about children or staff

Disclosures about third parties – outside of the club (relatives, other children, other adults) NOTE workers MUST follow Diocesan guidelines. –

OK – quickly I assume that you have all done Safeguarding Training – How do you proceed about any of the last three?

Concerns or you receive an allegation –

Make a note.

Inform line manager

Seek advice from Child Protection & Vulnerable Adults Adviser

Do not talk to others or Investigate

You receive a Disclosure about abuse from the Victim

Keep Calm let child talk, DO NOT ask leading questions

Let Child know that you will have to pass the information on

Try to alleviate feelings of guilt

Seek medical Help if the child is injured

If the child is in immediate danger, call Children’s Services or the Police

Make detailed written record

Contact the DCP&VA Adviser – who will tell you what to do

If he is not around, contact the Archdeacon

DO NOT talk to others or investigate.

Anything unusual – you will know it when you see it!

1400	Policy into Practice – Working a Space

Exercise – How to be safe in a space.

Hand out plans of a building – emphasize that this is a real building that has been used for children’s work.

ASK: How many people would you say is the minimum number that you would need to safely work this building, for a general activities session for the eight to twelve age band?

In small groups discuss – how many adults & where would they be? – 10 minutes.

Plenary: Place a large version of the plan (A3) on the flip chart. Ask representatives of each group to come out & mark on the plan their worker disposition, giving reasons for their decisions. Make suggestions as per model answer (see diagram) Remind people that controlling space also means locking doors to restrict access as required.

Point Out the variables:

The space being used – complex or simple – lines of sight

Numbers of Children

Activity being undertaken – all sit down in a big group Vs small groups using sharp implements …

Nature of the children – you know the youngsters you will be working with

Nature of workers, competency & confidence – if you feel unsafe, then you are. If you feel safe, then you may be wrong!

Imponderable un-plan-ables – John is at war with Tom; Martha had a really bad day at school; Sonja’s Mum has walked out & has moved in with Albert’s Dad; There was a ‘Kung Fu’ cartoon on the TV this evening & three of the boys are determined to try out the move; thunder; high winds; Any combination of the above plus a whole load of stuff that you have not thought about …

Give out the handout on Safe Numbers

1430	Policy & Practice – H&S and Risk Assessment

Point out – this is an overview, this could be a full day – or longer – on its own!

Exercise: - Danger – children at play – Spot the Hazards!

Hand out pictures.

SAY: Look at the picture, as individuals circle the Hazards that you can see (10mts)

Plenary – A3 version on the Flip Chart – Ask: How many have you found?

Highest number gets to give ONE item – go round the group until all the ‘Hazards’ are ringed.

For each ‘Hazard’ Ask: - What damage could this cause & to who?

Ask: - Given the Hazard, the individual who might be at Risk & the potential for Harm, what would you do in response? Chart the responses.

Ask: - With these responses – what are you trying to do? Make the point that you are NOT trying to eliminate Risk – you are trying to manage it.

Methods of management will include:

Procedures to screen out external threat (appointing staff etc)

Supervision – staff & children

Training – staff & children

Employing experts to run specialist activities

Visual check of the space & kit (especially important with multi use buildings)

Regular specialist checks & maintenance (Gas, Electricity …)

Isolation of Risk (Sharps, asbestos, access to kitchen, locking cupboards & store rooms …)

Follow good working practice, (minimum of two workers; watching each other’s backs; use of PREE; permissions & medical details, especially allergies; policies about internet etc …)

Any other idea?

Ask:- what do you do next? Record everything, use the Register to record that a visual check has been done, write every thing down, date & sign it.

Then keep the whole process under constant review.

Example from Life (Separate handout)

St Ogg’s in the Fen Kids Chaos (8-11 year olds) decide to organise an activity day out at a local woodland venue. The Leader in Charge (LiC) decides to make a pre-visit to do a risk assessment and to aid planning.

The venue has a wooded area, a well constructed ‘camp fire’ area with fenced off fire pit, a pond with a gentle sloping grassed approach, picnic tables and a large open space where ball games could be played. The team plan a day that includes rounders, a treasure hunt, a picnic lunch and pond dipping (small groups, heavily supervised). The children & their parents are given an outline programme (remember – parental consent needs to be informed consent), and the children are excited about the trip.

Five weeks later the group arrives. The following has happened:

The Grass has grown – a lot.

Ducks (lots of ducks), have moved onto the pond, and obviously use the grassed bank to roost

It rained over night

Ask:- What should the LiC now do? Chart the answers.

Things to look for:

Do another risk assessment on the basis of the new situation.

Is the Rounders space now too slippery for the planned game?

Is the bank (wet, long grass, duck mess), now too much of a slip hazard for pond dipping?

What is the state of the picnic tables? (Ducks do like to eat left over sandwiches)

Can the woodland still be used for a treasure hunt, if it can are there any further instructions that need to be given to the children & does extra supervision need to be in place?

Anything Else?

The LiC did cancel the pond dipping & the rounders – in the face of opposition from one of the assistant leaders. A game that did not involve running replaced the rounders. Kitchen Towel was used to put under picnics & the children were told NOT to feed the ducks, anti-sceptic hand wash was used before lunch. The treasure hunt went ahead, with the usual warnings about not playing with Fungi, not eating any fruit that they may find …

Say: - The exercises that you have just done have followed the Health & Safety Executive guideline Five Point Risk Assessment. (There is a handout – so no need to try & get all this written down)

STEP 1: Look for the hazards

STEP 2: Decide who might be harmed and how

STEP 3: Evaluate the risks and decide whether the existing precautions are adequate or whether more should be done

STEP 4: Record your findings and your actions

STEP 5: Review your assessment and revise it if necessary

In slightly more detail:

Step 1. If you are using equipment, there may be hazards associated with it – read any instructions, especially safety notes. Try and think ‘what COULD go wrong’. Get advice if need be, ask your co-workers for their opinion, do not be afraid to ask the children what they think – their experience will be different than yours; try to imagine that you are their size, with their lack of knowledge.

Step 2. Age, ability, disability, new and expectant mothers, children, co-workers, parents, visitors, the person next door, third parties who may be effected by what you are doing. Anyone if there is a chance they could be hurt by your activities.

Step 3. Consider how likely it is that each hazard could cause harm. It may cause death or serious damage, but be very unlikely to happen, OR it may cause very little harm indeed (a mall fright) but be quite likely to happen. In either situation these would probably be LOW RISK. This will determine whether or not you need to do more to reduce the risk. Even after all precautions have been taken, some risk usually remains, and a totally risk free environment is probably as unhealthy for a child’s development as one where the child is at risk to life or limb. What you have to decide for each significant hazard is whether this remaining risk is high, medium or low. First, ask yourself whether you have done all the things that the law says you have got to do. For example, was best practice followed in appointing adult workers? Then ask yourself whether generally accepted standards of work with children are in place. But don’t stop there - think for yourself, because the law also says that you must do what is reasonably practicable to keep you, your co-workers and the children - your workplace - safe. (NOTE Health & Safety legislation does NOT differentiate between a volunteer or an employed worker, the requirements that come with a duty of care are exactly the same) Your real aim is to make all risks small by adding to your precautions as necessary. If you find that something needs to be done, draw up an ‘action list’ and give priority to any remaining risks which are high and/or those which could affect most people. In taking action ask yourself:

Can I get rid of the hazard altogether?

If not, how can I control the risks so that harm is unlikely?

In controlling risks apply the principles below, if possible in the following order:

try a less risky option

prevent access to the hazard (e.g. by guarding)

organise work to reduce exposure to the hazard

issue personal protective equipment

provide welfare facilities (e.g. washing facilities for removal of contamination and first aid)

Improving health and safety is NOT about not doing things that are fun, and most normal situations in a children’s work context can be covered by training, supervision, the correct kit and protective clothing, in many situations the only cost is to your time and imagination ... Remember - failure to take simple precautions can cost you a lot more if an accident does happen.

Step 4. Keep a record. Make a note of what you saw, what you decided needing doing & what you did about it. Be as detailed as you can, including ‘risks’ that you felt needed no further intervention – make a not of what & why. Date & sign it, then make sure that everyone who needs to know does know. This would include co-workers, line manager etc.

Step 5. Things change, including your understanding of the situation. Be prepared to change your mind, your assessments, and your responses. Make a note of any changes that you make, and if have a review with no changes; make a note of that as well.

Each Church should have a Health & Safety Policy. EIG has a model policy available on their web site. See the handout for the Web Address.

4

1530	Summation

I hope that what I have done is provide an overview of what it means to be safe.

Safe practice follows a natural path through all of our work with Children:

Starts with the Decision to work with Children and a responsible body taking charge

The Safe appointment of volunteers, with recognised leaders in charge

Clear setting of objectives, accountability & management structures

Planning that includes risk assessments and all workers knowing what they are doing, whilst being trained to the level required for the task and responsibility that they have, including what to do in the case of a safeguarding incident.

Records being kept, including permissions, medical details, registers, incidents, full & completed PREE forms, all safely and respecting confidentiality; financial details as required by the PCC treasurer ..

Evaluating what happened, so that we lean from both triumphs & disasters, anything that affects future planning, including any issues raised or behaviour problem.

Self evaluate, have supervision & annual assessment in place to identify any training or support needs.

What we do, we do in the name of God & His Church. The way that we relate to the children, the way that we care for them, should reflect and exemplify God’s Love for them.

Any Questions?

1550	Reflection & Worship

God’s Love is boundless. His Care is Absolute.

Read Matt: 25:31-46 Time of Silence.

Dear Lord –

Your love for us is total and absolute

You command us to follow you,

To love as you love,

To love our neighbour as ourselves,

To treat them as we would be treated,

To treat them as we would treat You.

Help us to see You in the children that we see before us,

To never be satisfied with less that we would wish to give to You

To see your Gospel in the mundane and the routine

That your Love may be seen in the care that we give

We thank you Lord,

Amen