Thinking aloud: decentralisation and safeguarding in English schools

Baginsky, Mary; Driscoll, Jenny; Manthorpe, Jill

doi:10.1108/jica-09-2015-0037

Cited by 5 publications

(9 citation statements)

References 29 publications

(28 reference statements)

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“…In order to strengthen education as part of multi-professional team working the government recently made a commitment to giving schools a greater role in forthcoming statutory guidance for safeguarding children (HM Government, 2018). Despite this emphasis ‘Surprisingly little attention has been paid to the inter-organizational information exchange in the educational context’ (Baginsky et al, 2015, p. 355) which this article seeks to examine. The United Kingdom government’s statutory guidance for schools and colleges titled ‘Keeping children safe in education’ (Department for Education [DFE], 2016) emphasizes that safeguarding children is everyone’s responsibility.…”

Section: Domestic Violence Schools and Multi-agency Workingmentioning

confidence: 99%

“…His mother’s experiences of the ‘toxic trio’ of domestic violence, substance misuse, and mental ill-health complicated matters further still. Lack of professional confidence among child protection workers can be a barrier to multi-agency working as in the case of Daniel Pelka ‘where uncertainty and apprehension lead to inaction’ (Baginsky et al, 2015, p. 355). Effective child protection requires understanding of collaborative roles: ‘children are best protected when professionals are clear about what is required of them individually and how they need to work together’ (Holt, 2014, p. 56).…”

Section: Domestic Violence Schools and Multi-agency Workingmentioning

confidence: 99%

“…Academies and free schools are attended by over two-thirds of secondary school students and a quarter of primary school students (Department for Education [DFE], 2017b). Despite academy and free schools still being expected to liaise closely with local authorities on matters such as child protection and safeguarding, they have greater self-determination in shaping the relationship they have with local authorities (Baginsky et al, 2015). …”

Section: The Paradox Of Greater School Autonomy and Working Togethermentioning

confidence: 99%

“…Research with teachers shows such changes are negatively impacting teacher-student relationships and student wellbeing, with teachers reporting having less time to attend to the needs of individual students, and reporting that their own stress levels sometimes adversely affect their interaction with students (Hutchings, 2015). Baginsky et al (2015, p. 358) discern tension between the prioritization of examination results and children’s wellbeing:…”

Section: Domestic Violence and Student Wellbeing Within An Attainmentmentioning

confidence: 99%

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Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools

Lloyd

2018

Front. Psychol.

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This article examines how domestic violence impacts the lives and education of young children, children, and young people and how they can be supported within the education system. Schools are often the service in closest and longest contact with a child living with domestic violence; teachers can play a vital role in helping families access welfare services. In the wake of high profile cases of child abuse and neglect, concerns have been raised about the effectiveness of multi-agency responses to children living with abuse. In the United Kingdom, the case of 4-year-old Daniel Pelka who died in 2012 following abuse and starvation by his mother, who experienced domestic violence, and her partner, led to a serious case review. It found recording systems in Daniel’s school were not used consistently, and details held by different agencies were not collated to enable the formation of a coherent assessment. The lack of integrated working cited in the report echoes findings from previous serious case reviews. A strong correlation exists between domestic abuse and child abuse, with approximately half of all domestic violence situations involving direct child abuse. Children can also be affected indirectly by violence occurring in their home by seeing or hearing it taking place. This article examines the impact of domestic violence on the mental health of children, and the impact on their education. Violence in children’s lives often causes disruption to their schooling and harms the quality of their educational experiences and outcomes. The abuse children experience can result in emotional trauma, physical and psychological barriers to learning, and disruptive behavior in school, while the underlying causes of these problems remain hidden. Knowing when and how to seek advice from multi-agency professionals is an essential part of effective practice among school staff. Despite their vital role in identifying signs of abuse and signposting referral pathways, research indicates teachers often lack confidence and knowledge for such work. The article examines how the professional learning and professional confidence of teachers can be developed, and how recent policy and practice developments in the United Kingdom have the potential to influence work in this area.

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Section: Domestic Violence Schools and Multi-agency Workingmentioning

confidence: 99%

Section: Domestic Violence Schools and Multi-agency Workingmentioning

confidence: 99%

Section: The Paradox Of Greater School Autonomy and Working Togethermentioning

confidence: 99%

Section: Domestic Violence and Student Wellbeing Within An Attainmentmentioning

confidence: 99%

See 2 more Smart Citations

Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools

Lloyd

2018

Front. Psychol.

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“…Emerald does not grant permission for this article to be further copied/distributed or hosted elsewhere without the express permission from Emerald Group Publishing Limited. 4 achieve for a variety of complicated organisational, cultural and contextual factors (Baginsky et al, 2015;Cameron and Lart, 2003;Cameron et al, 2014).…”

Section: What Is the Issue?mentioning

confidence: 99%

Diffusion theory and multi-disciplinary working in children’s services

Bostock

Lynch

Newlands

et al. 2018

JICA

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PurposeThis paper explores how innovation in children's services is adopted by staff within new multidisciplinary children's safeguarding teams. It draws on diffusion of innovations (DOI) theory to help us better understand the mechanisms by which successful implementation of multi-disciplinary working can be best achieved. Design/methodologyIt is based on interviews with 61 frontline safeguarding staff, including social workers, substance misuse workers, mental health workers and domestic abuse workers. Thematic analysis identified the enablers and barriers to implementation. FindingsDOI defines five innovation attributes as essential for rapid diffusion: relative advantage over current practice; compatibility with existing values and practices; complexity or simplicity of implementation; trialability or piloting of new ideas; and observability or seeing results swiftly. Staff identified multi-disciplinary team working and group supervision as advantageous, in line with social work values and improved their service to children and families. Motivational interviewing and new ways of case recordings were less readily accepted because of the complexity of practicing confidently and concerns about the risks of moving away from exhaustive case recording which workers felt provided professional accountability. Practical implicationsDOI is a useful reflective tool for senior managers to plan and review change programmes, and to identify any emerging barriers to successful implementation. Originality/valueThe paper provides insights into what children's services staff value about multidisciplinary working and why some aspects of innovation are adopted more readily than others, depending on perception of diffusion attributes. Paper typeResearch paper

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A qualitative study of the perspectives of designated safeguarding leads responding to child protection concerns in fee‐paying schools

2023

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This article explores the experiences and perspectives of designated safeguarding leads (DSL) in fee‐paying schools to better understand how they engage affluent parents when there are safeguarding and child protection concerns. The research employed a roundtable data gathering methodology, with 33 DSLs from a range of fee‐paying schools in southern England participating in the study. A primary objective of the research was to understand the factors that influence how DSLs in fee‐paying schools engage parents from affluent backgrounds. The findings showed that a major concern is that affluent parents are adept at using their power and privilege to avoid statutory interventions, which meant that the DSLs' safeguarding role was often fraught with difficulties. This article addresses factors that enable or hinder DSLs' conversations with affluent parents and offers some critical reflections on the challenges posed for their duty to safeguard the children in their care. For the purpose of this article, three key themes will be addressed: the interpretation of harm thresholds; communication issues; and mental health issues. Overall, the analysis contributes to a greater understanding of how DSLs in fee‐paying schools navigate their engagement with parents when familial risks are identified.

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Thinking aloud: decentralisation and safeguarding in English schools

Cited by 5 publications

References 29 publications

Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools

Domestic Violence and Education: Examining the Impact of Domestic Violence on Young Children, Children, and Young People and the Potential Role of Schools

Diffusion theory and multi-disciplinary working in children’s services

A qualitative study of the perspectives of designated safeguarding leads responding to child protection concerns in fee‐paying schools

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