The implementation of learning from all cases, either for individual agencies or the partnership, irrespective of the decision to proceed to a CSPR, is overseen by the RAG with regular updates given to the LSCP Executive. Learning themes are included within the LSCP learning and development offer and dissemination is in line with the Learning and Improvement Framework.
Assurance is sought from partners in relation to their individual response to learning themes via the new annual self-declaration.
From the cases this year there have been several themes identified, which will be considered in the appropriate sub-groups in terms of implementation of learning and evaluation of impact. This has been ongoing work throughout the year and will continue into 2025-26. It is important to stress that the themes set out below relate issues from a very small number of cases where children have suffered serious harm or died as a result of abuse of neglect.
Professional curiosity
The theme of professional curiosity in its widest sense, continues to be a learning theme. The work commenced last year has continued and new areas for development have been explored.
As well as the commissioning of training by David Shemmings, a ‘Three Boards’ working group, alongside Leeds Safeguarding Adults Board and Safer Leeds, is developing resources aimed at encouraging practitioners to adopt a more professionally curious approach in their practice.
As a starting point, to ensure the resource was meaningful and accessible, the working group prioritised authentic engagement with frontline practitioners, avoiding a top-down approach, gathering practitioners' views to understand their perspective on professional curiosity, its relevance to their daily work, obstacles to adopting this approach, and potential supportive resources.
Initially, a pilot survey was first undertaken to refine the questions before a wider survey was disseminated across all 3 partnerships. The survey revealed a positive response from practitioners, particularly frontline workers, who are generally familiar with the term "professional curiosity," which is included in safeguarding training. Despite this, a lack of professional curiosity remains an issue across all three partnerships in cases subject to review. While the suggested definition of professional curiosity, previously agreed across the three safeguarding partnerships in the city, was well received, some respondents found it lengthy and repetitive, suggesting it needs revision. The survey underscored the importance of professional curiosity in effective practice, highlighting factors that enable and inhibit it. Addressing these factors can help organisations foster a culture of curiosity, improving service delivery and outcomes.
Frontline practitioners expressed being able to exercise professional curiosity was best supported by provision of regular high quality reflective and analytical supervision and through trust and support offered by managers and leaders. The survey provided an opportunity for practitioners to request more supportive environments from their leaders, emphasising the need for effective supervision, teamwork, and peer support. Initially, the project aimed to develop a video resource, but the survey indicated that this was the least valuable option for frontline workers, leading to a shift in focus towards more effective resources.
The findings of this work are being considered by both the Learning and Development and Policy and Practice groups and work will be developed throughout the coming year.
Neglect
Evidence of neglect at some point in the child’s life continues to be evident in some cases subject to case review.
The review of the neglect strategy and supporting guidance and tools has taken place this year and will be published early in 2025-26.
Audits have also been undertaken in relation to neglect which has supported the response to the learning themes and are outlined in the Audit and Review Group section.
Effective supervision
The lack of effective supervision and the impact that this has on decisions made and outcomes for children has been identified in some cases. Although the LSCP does have a best practice guidance in place this is not well utilised, and consideration has been given to whether this is best method of support for practitioners and managers.
The submission by partners within their annual declaration will be reviewed in relation to good practice within the system and a resource of tools and models will be developed which will support a more flexible but robust approach to supervision which fits with the various needs of partners.
Maintaining a focus on the needs of the child
Some reviews this year have identified that at times the complex needs of the parent is resulting in the needs of the child sometimes being overlooked or not addressed in a timely way. There is working ongoing in relation to ensuring that this is captured within the learning and development offer and will be monitored over the coming year.
Domestic abuse
Current or historic domestic abuse remains a theme within some reviews and in view of the significant and long terms impact remained a priority for the LSCP and the ongoing work in relation to this can be found in this section.
The impact of bereavement
Although this year bereavement and loss have not been as significant in terms of learning, as they were last year, the My Health My School data demonstrates that a significant number of children in the city have experienced a recent bereavement /loss. In the 2023- 24 survey, 42.8% of primary and secondary school children reported that in the past 12 months someone close to them had died and 29.57% of post 16 young people reporting the same thing.
In view of the previous learning theme and the data, work has continued throughout the year in relation to understanding and responding to the impact of bereavement for children and families.
The National Bereavement Service have been commissioned to work with the LSCP on strengthening the knowledge and confidence of practitioners when supporting families and children when bereavement and loss have been experienced.
This work will include the delivery of webinars early in 2025-26, the development of resources that will support understanding and reflection and the development of 5 short videos which relate to individual learning areas, such as the language to use, child development and cultural differences.