Safeguarding

Overview

Framework:
RQF
Level:
Level 3
Unit No:
D/650/2112
Credits:
4
Guided learning hours:
24 hours

Assessment Guidance

Relevant legislation: learners should consider how different legislation relate to
and influence Safeguarding practices. This may include, but is not limited to:
▪ Liberty Protection Safeguards
▪ Mental Capacity Act 2005
▪ Human Rights Act 1998
▪ Equality Act 2010
▪ Mental Health Act 1983
▪ Health and Social Care Act 2012
▪ Care Act 2014.

Principles: including, but not limited to, the 6 principles of safeguarding
embedded within the Care Act 2014: Empowerment , Prevention, Proportionality ,
Protection, Partnership, Accountability.

National policies and frameworks: including, but not limited to: Making
Safeguarding Personal

Local systems may include:
▪ employer/organisational policies and procedures
▪ multi-agency adult protection arrangements for a locality.

Whistle blowing: where a person (the whistle blower) exposes any kind of
information or activity that is deemed illegal, unethical, or incorrect.

Factors may include:
▪ a setting or situation
▪ the individual and their care and support needs.

Domestic abuse: learners should consider acts of control and coercion.

Indicators: learners should consider different kinds of abuse/neglect and the
physical, emotional, behavioural and social indicators that suggest they may be
occurring or have occurred.

Individual/s: in this context, ‘individual’ will usually mean the person supported by
the learner but it may include those for whom there is no formal duty of care.

Person centred values: values include individuality, rights, choice, privacy,
independence, dignity, respect, care, compassion, courage, communication,
competence, partnership.

Active participation: a way of working that recognises an individual’s right to
participate in the activities and relationships of everyday life as independently as
possible; the individual is regarded as an active partner in their own care or
support, rather than a passive recipient.

Actions: these actions constitute the learner’s responsibilities in responding to
disclosures or suspicions of abuse in line with internal policies and procedures.
They include actions to take if the disclosure or suspicion implicates:
▪ a colleague
▪ someone in the individual’s personal network
▪ the learner
▪ the learner’s line manager
▪ others.

Unsafe practices may include:
▪ poor working practices
▪ resource difficulties
▪ operational difficulties.

Wellbeing: well-being is broad concept referring to an person’s quality of life
taking in to account health, happiness and comfort. It may include aspects of
social, emotional, cultural, spiritual, intellectual, economic, physical and mental
well-being.

Aim

The aim of the unit is to ensure that the learner has a thorough understanding of their roles and responsibilities in relation to safeguarding. Learners will know how to spot signs of abuse and what to do if they identify abuse or an individual discloses abuse. Learners will understand the risks related to online activity and know how to reduce the risk.

Unit Learning Outcomes

1

Understand the national and local context of safeguarding and protection from abuse and neglect

Assessment Criteria

  • 1.1

    Summarise relevant legislation, principles, national policies and frameworks and local systems that relate to safeguarding and protection from abuse and neglect

  • 1.2

    Describe the roles of different agencies in safeguarding and protecting individuals’ right to live in safety and be free from abuse and neglect.

  • 1.3

    Analyse reports into serious failures in upholding individuals’ rights to live free from abuse and neglect and how they influence current practice.

  • 1.4

    Identify sources of information and advice about own role in safeguarding, including whistle blowing.

  • 1.5

    Explain own accountability for decision making and information sharing.

2

Know how to recognise signs of abuse and neglect.

Assessment Criteria

  • 2.1

    Explain the terms:

    • safeguarding
    • abuse
    • harm.
  • 2.2

    Analyse the factors that contribute to an individual being more at risk of abuse or neglect.

  • 2.3

    Explain what is meant by abuse and neglect, including: 

    • physical abuse
    • domestic abuse
    • sexual abuse
    • psychological abuse
    • financial/material abuse
    • modern slavery
    • discriminatory abuse
    • organisational abuse
    • neglect/acts of omission
    • self-neglect.
  • 2.4

    Identify indicators that an individual may be being abused.

  • 2.5

    Identify indicators of perpetrator behaviour.

3

Understand ways to reduce the likelihood of abuse or neglect occurring.

Assessment Criteria

  • 3.1

    Explain how the likelihood of abuse may be reduced by:

    • working with person centred values
    • enabling active participation
    • promoting choice and rights
    • working in partnership with others. 
  • 3.2

    Explain the importance of an accessible complaints procedure for reducing the likelihood of abuse.

4

Know how to respond to suspected or disclosed abuse and neglect.

Assessment Criteria

  • 4.1

    Describe the actions to take if there are suspicions an individual is being abused or neglected.

  • 4.2

    Explain how to respond if an individual discloses that they are being abused.

  • 4.3

    Analyse issues relating to consent to share information.

  • 4.4

    Explain how to share information about suspicions or disclosures of abuse or neglect.

  • 4.5

    Explain how to keep the individual and others appropriately informed and involved about their safeguarding concern in line with policies and procedures.

  • 4.6

    Describe ways to ensure evidence is preserved.

  • 4.7

    Explain how and when to seek support in relation to responding to safeguarding concerns.

  • 4.8

    Explain how to respond to suspicion or disclosure that a child or young person is being abused or neglected.

5

Know how to recognise and report unsafe practices.

Assessment Criteria

  • 5.1

    Identify unsafe practices that may affect individuals’ wellbeing.

  • 5.2

    Explain the actions to take if unsafe practices have been identified.

  • 5.3

    Explain the action to take if suspected abuse or unsafe practices have been reported but no action taken in response.

6

Understand the principles of online safety.

Assessment Criteria

  • 6.1

    Analyse the importance of balancing online safety measures with the benefits individuals can gain from accessing online systems, and the individual’s right to make informed decisions

  • 6.2

    Evaluate the potential risks to individuals presented by:

    • use of electronic communication devices
    • use of the internet
    • use of social networking sites
    • carrying out financial transactions online
  • 6.3

    Identify ways of working inclusively with individuals to reduce the risks presented by each of these types of activities.