Standard 5

5.2 Are the areas detailed in the guidance notes, covered within your organisation's safeguarding induction programme?

Organisations should include the Think Family Work Family approach within their induction process. Please see our Think Family Work Family web page and use the Team Briefing paper for one of your team meetings.


5.8 Does your organisation measure the impact of safeguarding training back in the workplace and on outcomes for children and young people?

In this question, impact refers to the change in practice eg; how has the training increased your ability to respond to any safeguarding concerns and how is the impact of training on staff performance assessed?

Your organisation can measure the impact of training in the following ways:

  • Through supervision/appraisal;
  • at team meetings;

6 months after the training has taken place, record the difference it has made to your practice within supervision/appraisal notes; and/or changes in the way you deliver your service.

Suggestions of good practice include:

  • Training is regularly discussed in staff supervision and learning from it recorded.
  • Training and relevant learning is discussed within annual reviews / appraisals
  • Training is discussed within staff meetings. Staff who have recently been on training should share their learning with the rest of the team.
  • Staff asked to write a reflection on any training they have attended and how it will impact their practice.
  • All staff asked to regularly complete training evaluation records.


Case study – Basis

Basis staff have supervision every 6 weeks which include review of any training needs for individual staff members or as a team. Training needs are also identified in reflective practice sessions held as a team.

Line managers or staff pro-actively seek out or recognise training possibilities that match this need and attend. Our YP team attend on average 3-4 training events /year (in addition to any mandatory safeguarding training including a regular refresher training up to Level 3 and Safer Recruitment.

Once training has been attended, learning is shared across the team and reviewed in supervision how learning from training has impacted on work with young people. Where relevant and able, our learning as a team is also shared through our own training delivery to LCC Children’s Service.

In the past year, we have particularly benefited from learning on work with young people from BAME communities; in addition to training received locally, a conference attended by a staff member on this topic in Bradford led to further specific and impactful input from one of the key notes speakers at this conference (who also represents the Truth Project on working with young people from ethnic minority backgrounds) to further improve our support delivery for this young woman.