Inter-Agency Safeguarding Training 2016 - 17
Quarter 1 Monitoring Report
LSCB Objectives
What was delivered?
Leicester LSCB: ‘Core Business Priorities’
 Priority 7 – ‘Training, Learning & Development’: Coordination
of Training Strategy & Multi-Agency Programme
 Priority 2 – ‘Safeguarding Effectiveness’ & 9 - ‘Communication
& Raising Awareness’: Embedding learning & safeguarding
priorities
Leicestershire & Rutland LSCB: ‘Business Priorities’
 Priority 5 – ‘To be Assured that the Workforce is Fit for
Purpose’: Relevant & effective training, evaluating impact
 Priority 4 – ‘To be assured that our Learning & Improvement
Framework is raising…outcomes for CYP and adults’
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6 Inter-Agency Safeguarding Training sessions delivered-4
sessions less than the same period 2015-16
304 people trained during Quarter 1: 96% attendance rate;
based on 318 original registrations. Although actual numbers
are lower than Q1 2015-16 (339 trained out of 381) the
attendance rate is considerably higher (83% 2015-16
20 No Shows & 29 Cancellations, (6% and 9% of registrations
respectively). 35 unscheduled attendees.
Adult only workforce comprised (9) 3% of attendance which is
lower than the same period 2015-16 when it equaled 5%
‘Sickness’ & ‘Personal Commitments’ key reasons for nonattendance.
What are the Outcomes?
 Improved communication with other agencies regarding risk cases.
 Facebook campaign to highlight the dangers and early signs of
grooming.
 Post Training improvements in Knowledge, Skills and Confidence
& actions identified to improve working practices.
 3 Month Evaluation: 22% reported improvements in joint working
& 49% in information sharing either within their own organisations,
with external organisations or personal practice. Actions taken to
‘Take specific Action’ (19%) and ‘Increasing Awareness’ (15%)
 CYP Outcomes: Ability to have productive and honest
conversations with parents about difficulties at home improved
outcomes.
 Effectiveness of Competency Framework: ‘Excellent tool to identify
training needs and improve knowledge and record that knowledge.’
Issues for Learners
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1
‘Lack of Capacity/Time’ & ‘Difficulty accessing training/
availability of training’
32% of respondents reported a need for further
developments including: increased availability of
training, more in-depth discussions on the subject
matter.
Need for further reflection on case studies at different
stages
Training and development restricted by time
Inter-Agency Safeguarding Training 2014 -15 – Quarter 4 Monitoring Report
Section One – Attendance
This report outlines the key evaluation findings and attendance data from April to June 2016, demonstrating the continued growth of the programme, its key
strengths and ways in which the training is meeting the needs of the CYP workforce. The following areas are covered in this section
 Courses Delivered
 No Shows & Cancellations
 Clients
 Course Capacity and Attendance
 Areas of Work
 Attendance by Agency
Table 1: Quarter 1 Course Delivery (April – June 2016)
Course Title
Fabricated or induced Illness
LSCB Learning Event
YP DASH Risk Assessment
Assessing Competency & Effectiveness
Introduction to CSE
Domestic Violence & Substance Misuse
Dates & Number of
Sessions
14th April
Number of
Attendees
Original Course
Capacity
Attendance
Rate
8
23
35%
231
280
83%
8
15
53%
12
20
60%
31
40
78%
14
15
93%
Total Trained - Quarter 1
304
393
77%
Total No Shows
20
Total Cancellations
29
4th May
2 sessions
12th May
1 session
7th June
1 session
21st June
1 session
23rd June
1 Sessions
Course take up is concernedly low at 77% compared to 88% for the previous quarter and 91% for the comparable period last year
Table 2: Quarter 1 Attendance by Course & Organisation (See following page)
2
Leicestershire County
Council
Leicester City Council
Rutland County Council
Hinckley & Bosworth BC
Blaby District Council
North West Leicestershire
Charnwood Borough
Council
Oadby
Harborough District Council
Melton Borough Council
Leicestershire Partnership
Trust
UHL
Clinical Commissioning
Group
Leicestershire Police
Leicestershire YOS
Leicester City YOS
DLNR Probation Trust
Education - City
Education - County
Education - Rutland
Voluntary
Independent
Private
Cafcass
Other
TOTAL
Unscheduled
Attendees
Total ‘No Shows
Cancellations
*Total Number
of Attendees
Total Bookings
Registered
Partner Agency
% Of Total Attendance for Q1
88
90
6
4
12
99
11
101
10
15
1
5
22
2
2
1
1
Fabricated
or Induced
Illness
14.04.16
1
4
LSCB
Learning
Event
04.05.16
AM
LSCB
Learning
Event
04.05.16
PM
28
55
5
33
35
4
3
1
1
1
YP Dash
Risk Asses
12.05.16
Assessing
Competency
07.06.16
2
Intro to Child
Sexual
Exploitation
21.06.16
17
3
DV
Substance
Abuse
23.06.16
8
1
1
1
38
28
7
5
2
2
2
1
5
3
1
2
4
3
3
1
2
4
2
18
9
26
18
9
24
1
318
304
1
3
1
14
5
9.2%
13
1.6%
0.7%
1
2
1
1
1
1
1
2
1
2
29
20
35
1
1
3
1
5
7
5
9
8
122
109
3
33.2%
3.3%
0.0%
0.7%
0.0%
0.0%
0.3%
0.0%
1
7
29.6%
0.3%
1
1
1
% Of Total
Attendanc
e for Q1
8
1
3
3
2
1
6
3
1
3
12
31
14
1.0%
1.0%
0.3%
0.7%
1.3%
0.0%
0.0%
5.9%
3.0%
7.9%
0.0%
0.0%
100%
Table 5: Quarter 1 No Shows, Cancellations & Repeat No Shows
Quarter 1 No Shows
Quarter 1 Cancellations
20
29
Highest number of No Shows originated from:
 Leicester City Council - 25%
 Although lower than the number of no shows
for the same period in 2015-16 (34), there has
been a considerable increase since the previous
quarter (5)
 Leicester City Council continues to present the
highest number of no-shows
 LSCB Learning Event – 75% of total no-shows
Highest number of Cancellations originated from:
 Leicester City Council – 52%
 LSCB Learning Event – 76% of total
cancellations are from the event
 The number of cancellations has doubled
from the previous quarter (14) and virtually
equals the cancellations for the same period
last year (30)
12 reasons provided for Non-attendance:
 Sickness – 58%
 Personal/Unforeseen Circumstances - 34%
 Other work priorities – 8%
13 reasons provided for Cancellations:
 Personal Commitments – 46%
 Other Work Priorities – 39%
 Staff Shortages – 15%
Total Recorded
Trends by Agency
& Course
Reasons
provided
Response rate - 45%
Response rate -60%
0 repeat No Shows during Quarter 1
Table 6: Quarter 1 - Area of Work Covered (Information from
229 attendees)
Table 7: Quarter 1 - Client Base (Information from 229 attendees)
Quarter 1: Area of Work
Leicester
Leicestershire
111 (49%)
Rutland
7 (3%)
Leicester & Leicestershire
7 (3%)
Quarter 1: Individuals attendees work with
Children & Young People (CYP) 105 (46%)
CYP & Parents
37 (16%)
CYP, Parents & Adults Who
76 (33%)
May Be Parents
CYP & Adults Who May Be
2 (1%)
Parents
88 (38%)
4
Leicestershire & Rutland
Leicester, Leicestershire &
Rutland
TOTAL
Parents
Adults Who May Be Parents
4 (2%)
12 (5%)
229
Parents & Adults Who May Be
Parents
1 (0%)
6 (3%)
2 (1%)
Q1 Attendance Summary
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304 practitioners trained during Quarter 1, achieving an attendance rate of 96%
Highest proportion of attendance from Leicester City Council (33.2%), followed by Leicestershire County Council (29.6%) and
Leicestershire Partnership Trust (9.2%)
VCS organisations comprised 5.9% of attendees which is considerably less than both the previous quarter (13%) and the same
quarter for 2015-16 (11.2%)
20 No Shows and 29 Cancellations recorded; equating to 6% and 9% of registrations respectively – both of these figures are
higher than the previous quarter (3% and 8%) with less no-shows (9%) and slightly more cancellations (8%) than Q1 last year.
0 Repeat No Shows recorded
The Adult (only) workforce equated to 3% of attendance (where information was provided).
5
Section Two – Training Delivery & Personal Learning: Evaluation Data
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Pre & Post Training KSC Scores
Actions Identified for the Workplace
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Scores for Training Delivery
Scores for Administration & Resources
Competency Framework
2.1 Knowledge, Skills & Confidence
Table 8: Course Averages for Knowledge, Skills & Confidence (Pre & Post Training)
Course Title
Fabricated or Induced Illness
LSCB Learning Event (combined)
YP DASH Risk Assessment
Assessing Competency & Effectiveness
Introduction to CSE
Domestic Violence & Substance Misuse
Quarter 1: Average Scores
Knowledge
Skills
Confidence
Pre
Post
Pre
Post
Pre
Post
2.6
3.1
3.0
3.3
2.8
3.1
3.0
3.6
3.9
3.5
4.6
4.0
4.0
3.9
2.3
3.3
3.0
3.3
2.8
2.9
2.9
3.5
3.8
4.0
4.3
3.9
3.9
3.9
1.7
3.2
3.0
3.0
2.8
3.1
2.8
3.6
3.9
3.9
4.3
4.0
3.9
3.9
2.2 Course Averages for Training/Learning Objectives & Facilitation
Table 9: Quarter 1 Course Objectives & Delivery - (5-point scale: 1 = ‘Strongly Disagree’ and 5 = ‘Strongly Agree’).
Course Title
Fabricated or induced Illness
LSCB Learning Event (combined)
YP DASH Risk Assessment
Assessing Competency & Effectiveness
Introduction to CSE
Domestic Violence & Substance Misuse
Quarter 1: Average Scores
Average Scores for
Training/Course Objectives
Average Scores for
Learning Objectives
Average Scores for Course
Delivery
Average Scores for
Standard of Resources
3.9
3.8
4.0
3.9
4.7
4.0
4.1
4.0
3.8
4.1
4.2
4.6
4.1
4.1
4.0
3.7
4.6
4.4
4.8
4.8
4.4
4.4
3.5
4.1
4.5
4.6
4.0
4.2
6
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Quarterly averages show 4.1 for Training and Personal Learning Objectives – which is slightly lower than the previous quarter’s average of 4.4 for
training and 4.3 for Personal Learning Objectives. The data for the same period in 2015-16 showed 4.0 average for both Training and Learning
Scores (across 6 courses) indicate participant satisfaction with all aspects of course delivery, especially the ‘Introduction to CSE’ and the ‘Domestic
Violence & Substance Misuse’ course. Lower scores were noted for the ‘LSCB Learning Event’ specifically reflecting the feedback in relation to the
standard of resources (i.e. not enough handouts provided and poor acoustics during speakers presenting.)
2.3 LLR Competency Framework: ‘Current Understanding’
Table 10: Quarter 1 Feedback for Competency Framework
Course Title
Fabricated or induced Illness
LSCB Learning Event (combined)
YP DASH Risk Assessment
Assessing Competency & Effectiveness
Introduction to CSE
Domestic Violence & Substance Misuse
Quarter 1: Average Scores
Average Scores Pre-event
Average scores post event
3.1
3.1
3.8
3.0
2.8
3.0
4.1
3.6
4.1
3.2
3.7
3.9
3.1
3.8
The average pre-and post training understanding score demonstrates an increase of .7 which is comparable to the .8 differential shown for both the previous
quarter and Q1 in 2015-16
7
2.4 Pre-Event Administration, Resources and Facilities
Figure 1: Quarter 1 Scores for Factors relating to the Training Courses
The most noticeable difference in the scores for this quarter
compared to the previous one is for the quality of handouts
that has reduced from 4.2 to 3.8
2.5 Identifying Future Actions for the Workplace
Table 11: Key Actions Identified by Quarter 1 Participants (based on 615 comments/actions)
Category
1 - Identifying Abuse
2 - Increasing Awareness of Literature, Policies, Procedures & New Legislation
3 - Taking Specific Action: Referrals, Recording Info & Joint Working
4 - Further Learning & Cascading Learning
5 - Revising Internal Working Procedures & Practices
8
Action 1
Action 2
Action 3
Overall %age
15
36
122
28
6
12
26
160
23
2
11
35
122
17
0
6%
16%
66%
11%
1%
Personal Learning Summary:
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Evaluation response rate of 75% achieved during Quarter 1;This is considerably lower than the 96% post-course evaluation for the
previous quarter and the 82% feedback received in the first quarter 2015-16
Improvements in Knowledge, Skills and Confidence (pre and post training) achieved across all courses; with greatest improvements
observed for ‘Introduction to CSE’ & ‘Fabricated or Induced Illness’
Average score ‘4.1’ achieved for both Training Objectives and Learning Needs which is slightly lower than the scores [provided for
the previous quarter (4.4 and 4.3 respectively). The average score for course delivery was also down slightly on the previous
quarter -4.4 to 4.5 whilst scores for the standard of resources remained constant at 4.2
The ‘LSCB Learning Event’ received the lowest valuation scores for training and learning reflecting delegate comments relating to
‘poor resources’ and ‘difficulties with technical issues and acoustics’
Scores demonstrate an increase in understanding of the Competency Framework after training has taken place that remains stable
when compared to previous quarters
‘Taking Specific Action’ & ‘Increasing Awareness’ are the most common forms of action identified for the future; reflecting the
number of the large- scale awareness raising briefings delivered. ‘Further Learning & Cascading Learning’ is also a strong choice of
action reflecting ongoing recognition of need to apply improvements in the workplace.
9
Section Three – 3 Month-Follow Up Evaluation
37 participants from Quarter 4 (January – March 2016) provided a 3-month evaluation response detailing their learning and skills in relation to inter-agency
training attended. 164 individuals were approached equating to a response rate of 23%. This is a higher response rate than the previous quarter (15%) and
considerably higher than the response rate for the same period during 2015-16 (12%)
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‘3-Month’ Scores for Knowledge, Skills & Confidence
Key ‘Follow Up’ Actions Undertaken in the Workplace
Emerging Impacts on Practice
Professional Challenges & Solutions
3.1 Improvements in Knowledge, Skills & Confidence
Table 12: Average ‘3-Month’ Scores for Knowledge, Skills & Confidence - Quarter 4 (2015-16)
Course Title
Fabricated or Induced Illness
14.01.16
Knowledge
PrePost3 Month
Training Training
PreTraining
Skills
PostTraining
3 Month
Confidence
PrePost3 Month
Training
Training
2
4
3.6
2
3.8
3
1
3.4
3
Assessing Competency 26.01.16
3.2
4
4.6
3
4
4.6
3
4
4.6
Neglect: Essential Awareness
17.02.16
3.0
4.4
4.1
3.1
4.1
3.8
3.0
4.3
3.8
Allegations Against Adults 19.02.16
3.0
4.3
4.0
3.0
4.3
4.0
3.0
4.3
4.0
Introduction to CSE 25.02.16
3
4.5
4.5
2.5
4
4
3
4
3.5
DA: Engaging Families 25-26.02.16
3
4
5
3
4
4.5
3
4
4
3.0
4.3
4.3
3.0
4.3
4.0
3.0
4.3
4.3
Parenting Capacity 10.03.16
10
DASH 14.03.16
3.0
4.0
4.0
3.0
4.3
4.0
3.0
4.3
4.0
Working with Hostile & Evasive
Families 16.03.16
3.0
3.7
3.7
3.0
3.7
3.7
3.0
3.7
3.7
Quarter 4 (Yr4) Average Scores
2.9
4.1
4.2
2.8
4.1
4.0
2.8
4.0
3.9
There is a noticeable reported reduction in attendees’ perception of their knowledge, skills and confidence level at the 3-month post training evaluation for
three of the sessions (Fabricated or Induced Illness; Neglect Essential Awareness; Allegations Against Adults) and for skills and confidence on the DASH
course. Evaluation feedback identifies this reduction as being the result of lack of opportunity to apply the learning into practice.
3.2 Actions Undertaken in the Workplace
Table 13: Key ‘Follow Up’ Actions Undertaken in Relation to ‘Original Actions’ Identified
OOriginal Actions Is
Identified
Action Implemented
Identifying Abuse
Increasing Awareness
Taking Specific Action
Further Learning &
Cascading Learning
Revising Internal Working
Procedures & Practices
Total
5
15
27
3 Month Update
Action Not Implemented
Action Implemented in Part
1
10
1
8
11
9
11
3
61
The 3-month data confirms that 23% of attendees from Quarter 4 (Year 4) have implemented at least one of their actions in the workplace. (This is based on the number of
responses received and does not reflect all attendees from that period). This is a considerable increase to the previous quarter when the data received identified only 11%
of attendees as having implemented an identified action in the workplace. It also demonstrates an increasing trend on the number of attendees identifying they have
applied learning to workplace practice as the data from the two preceding quarters presented as 8% and 5% respectively
11
Table 14: Reasons for Actions Implemented/Not Implemented
Comments regarding ‘Actions Implemented’
Comments regarding ‘Actions Not Implemented’
The following comments reflect the nature of the types of actions implemented in Participants identified the following reasons for not implementing their actions:
the workplace:
 Lack of time to implement
 “Creating dialogue with families around accumulative neglect which has
 No cases presented or chance to use tools/put learning into
enabled deeper understanding of its effects and what it is”
practice
 “It has helped me to assess where the family are within the cycle and look at
 Need to undertake further reading (theory) before implementation
how they are able to move themselves forward to make sustainable and
 Challenges remain; further preparation required before
effective changes to their circumstances”
implementing
 “It has been useful to look at the perpetrator and see why and when they
commit violence. I have been able to signpost them to the relevant
 68% (25) of the respondents experienced no difficulties implementing their
organisations to get them support if they are willing to accept this
actions. This percentage has decreased significantly compared to the 86%
 “Case discussed at SOS POD - the chronology proved helpful to put the
reporting no difficulties in the previous quarter
situation in context. Held an SOS meeting with family and other agencies to
identify areas of concern and agree safety plan, using Word and Pictures
 27% (10) did experience difficulties relating to:
with family which was really helpful”
o Lack of time and constraints
 “Using open questions to get parents to open up and be honest to us
o Sourcing appropriate information for actions identified
professionals e.g. ‘‘how are things at home?' What have you been up to this
This percentage has increased significantly compared to the previous two
weekend? Is there any further assistance you require?’”
quarters (11% and 20%)
The apparent reversal in terms of percentage of attendees reporting experiencing no
difficulties/difficulties in applying learning into the workplace/practice will need to
be monitored over subsequent quarters
12
3.3 Improvements in Understanding of LLR Competency Framework
Table 15: Understanding of the Competency Framework
The emerging effectiveness of the Competency Framework has been captured in the following feedback from 3-month respondents.
Average Scores (Based on 22 complete responses)
3 Month
Pre Training
Post Training
Update
3
4
4
Supporting Roles & Learning
81% (30) of respondents stated that the Competency Framework has
supported their role and identification of learning. This demonstrates an
increasingly upward trend compared to previous quarters
Key examples included:
 Refreshing knowledge of competencies
 Identifying relevant & targeted learning opportunities.
 Clear understanding of level of training and awareness is necessary for
roles
One respondent highlighted that, although the level of work taken when
completing the competency logs initially daunted them, it meant that as they
embarked on the logs, a clear picture of staff competencies emerged and gaps
were identified and addressed.
3.4 Key Outcomes & Emerging Impacts on Practice
Table 16: 3 month Improvements in Inter-Agency Working, Information Sharing & Working Together
Inter-Agency Working
Information Sharing
22% of respondents felt the training had helped to improve joint working whereas Respondents provided examples of improved information sharing in the workplace
38% did not communicate any such an improvement. 40% made no comment. These as a direct result of learning from inter-agency training. Of the 37 respondents:
figures are lower than those of the both the previous quarter and for the
 19% felt that information sharing had improved within their organisation
comparable quarter in 2015-16.
 16% felt it had improved with other professionals/organisations
 14% identified improvements in their personal working practices
The following are key examples of improved inter-agency working were provided:
The above figures show a concerning decrease from the previous quarter which
 Regular conversing with a range of agencies
showed a 46%; 21%; 39% perception of improvement of information sharing in the
 Continued closer working relationships & attendance at cross-network
respective categories. The figures are also considerably less than those provided for
meetings
the same period in 2015-16 which totaled 52%, 34% and 40% for the same 3 areas
 Improved communication with other agencies regarding risk cases
The following types of information were shared:
 Positive joint working across multiple agencies
13




Frequent communication with professionals
Information recording system implemented for better consistency
Signposting families & individuals to agencies
Good practice
Specific improvements included; ‘Facebook campaign to highlight the dangers and
early signs of grooming.’
Outcomes for Children & Young People
Knowledge of Other Roles & Confidence to Work Together
27% of respondents observed improved knowledge of other roles and the Of the 37 respondents, 24% provided examples of important factors which may have
confidence to work together with other agencies. This is a concerning drop in the contributed towards improved outcomes for children and young people:

Knowledge of other agencies, roles & responsibilities
statistic provided in the previous quarter when 71% had noted an improvement in

Integrated working skills
these areas and for the same period last year when 76% had identified an

Increased confidence to signpost to parents & individuals
improvement
Respondents undertook the following actions to achieve outcomes:
 Raised concerns – 22%
 Targeted support for Parents/CYP – 22%
 Improved communication with CYP or Professionals – 22%
 Sharing information/Working together – 22%
 Use of tools and new knowledge from training – 11%
Professionals described a number of methods to further their knowledge of different
roles and improve joint working:



Undertaking multi-agency safeguarding supervision
Increased awareness of other roles and agencies & working together to
safeguarding children and families
Closer working relationship with other professionals on safeguarding issues
Specific outcome:
‘By encouraging a more honest exchange of information about incidents a member of staff
has been able to gain necessary information to support the work of a school therapist with
the child.’
3.5 Professional Challenges & Solutions
Table 17: Summary of Professional Challenges & Solutions
Professional barriers in the workplace
Potential Solutions
68%of responders stated that barriers do exist and 5% did not provide an answer. Half of the participants who identified barriers in the workplace provided potential
solutions to address these barriers.
Those who identified barriers provided the following examples.




 Lack of capacity/time to attend training – 20%
 Difficulty accessing training/ availability of training – 16%
 Difficulty prioritising training 8%
14
Increased capacity - 33%
Prioritising training – 25%
Increased availability of training – 25%
Staff development and training –17%
Quarter 4 (Year 4) - 3-Month Evaluation Summary:


3-month response rate of 23% achieved from Quarter 4 (Year 4) attendees providing an upward trend in the follow-up response
rate
A sustained improvement in Knowledge, Skills and Confidence reported at 3 month stage; with the Assessing Competency &
Effectiveness course observing an increase from the previous Quarter:
Q4 2015-16
Q1 2016-17
Knowledge
3.8
4.6
Skills
3.5
4.6
Confidence
3.5
4.6
It is interesting to note that in the previous quarter, knowledge, skills and confidence regarding assessing competence and
safeguarding effectiveness had dropped from the immediate post training score when reported at the 3-month post training
feedback whereas in the current quarter the 3-month post-training feedback, the score shows an increased and sustained
evaluation in participants knowledge, skills and confidence
 The majority of actions implemented in the workplace relate to ‘Taking Specific Action’ and ‘Increasing Awareness’, with
‘Further Learning & Cascading Learning’ also featuring strongly.
 ‘Lack of Capacity/Time’ and the ‘Difficulty accessing training/ availability of training’ are reported as common workplace
barriers.
 Whilst wider benefits achieved through inter-agency training continue to be identified, including:
o 22% observed improvements in joint working
o 19% felt that information sharing had improved within their organisation
o 27 % reported improved knowledge of other roles and the confidence to work with other agencies
It should be noted that these figures appear to be showing a downward trend and need to be closely monitored over forthcoming
quarters
 81% of respondents felt the Competency Framework has supported their role and identification of learning, encouraging
consistency in approach and creative approaches to learning. This is a very positive upward trend that has been demonstrated
during each subsequent quarter.
15