Following a 10-month trial, the nurse Lucy Letby was convicted of the crimes by a jury. The 33-year-old former neonatal nurse was convicted in Aug 2023 of seven murders and attempting to murder six others in the neonatal unit of the Countess of Chester Hospital in 2015 and 2016.  She will face a retrial on an outstanding charge of attempting to murder a baby girl in June 2024.  Letby is now known as Britain’s worst child serial killer.

Motive

The trail judge Mr Justice Goss told the jurors they did not have to be sure of the motive or motives for deliberately harming a baby, He said: “Motives for criminal behaviour are sometimes complex and not always clear. You only have to make decisions on those matters that will enable you to say whether the defendant is guilty, or not, of the particular charge you are considering.”

I am sure many of us working in professional safeguarding have thought Letby’s motive was Fabricated or Induced Illness in which a carer can physically harm a child. As published in the Independent on 18 Aug 2023, psychological profiles were not sourced as the investigation team had not found any evidence to do so.  This horrific case made me think back to my police career and how many cases of Fabricated or Induced Illness (FII) I had been involved in as part of a Child Abuse Investigation Team. 

FII is very complex and perceived to be rare, as experts still do not have a clear picture of how this form of child abuse occurs. This blog takes a closer look at the current research, guidance, and literature available on FII and Perplexing Presentations (PP).  I strongly believe ALL safeguarding training needs to include FII and PP and I have done so in my courses for many years.

Terminology

Since Professor Sir Roy Meadow first described the condition ‘Munchausen Syndrome by Proxy’ (MSP) in 1977, a number of terms have been introduced, all of which essentially refer to the same entity.  The Royal College of Paediatrics and Child Health (RCPCH) adopted the term ‘Fabricated or Induced Illness by Carers’ (FII) in 2002, now this is the correct term widely used in the UK by professionals. However, there is a debate regarding the terminology, and I still hear professionals in training refer to this as Munchausen Syndrome by Proxy (MSP) as it is known in the USA.

The Royal College of Paediatrics’ and Child Health (RCPCH) published new guidance in March 2021 called Perplexing Presentations (PP) Fabricated or Induced Illness (FII) in Children >

This guidance, provides best practice advice for paediatricians in the medical management of PP and FII cases to obtain better outcomes for children and has been adopted by Safeguarding Children’s Partnerships and Healthcare.  I am still surprised how little is known about this guidance and the terminology used.

It is widely recognised and acknowledged across the health, police and social care economies that Fabricated and Induced Illness by Carers (FII) is one of the most challenging areas of Child Protection in which to work. Practitioners have to make extremely exacting professional judgements and can experience various levels of stress when addressing the complex issues inherent in such cases.

The definition of Fabricated or Induced illness (FII)

FII is a clinical situation in which a child is, or is very likely to be, harmed due to parent(s)/caregivers’ behaviour and action, carried out to convince doctors that the child’s state of physical and/or mental health and neurodevelopment is impaired (or more impaired than is actually the case).

FII results in physical and emotional abuse and neglect, as a result of parental actions, behaviours or beliefs and from doctors’ responses to these. The parent does not necessarily intend to deceive, and their motivations may not be initially evident.

The guidance makes a point that it’s important to distinguish between FII and non-accidental Injury (NAI)/ physical abuse, paediatric guidance says, “In order for this physical abuse to be considered under FII, evidence will be required that the parent’s motivation for harming the child is to convince doctors about the purported illness in the child and whether or not there are recurrent presentations to health and other professionals. This particularly applies in cases of suffocation or poisoning.”

The term Perplexing Presentations (PP) has been introduced in this guidance when there are alerting signs of possible FII (not yet about to significantly harm).  Alerting signs may be discrepancies between reports, presentations of the child, independent observation of the child, implausible descriptions and unexplained findings or parental behaviour.

A third key term referred to in RCPCH guidance is Medically Unexplained Symptoms (MUS) where the child genuinely complains of unexplained symptoms but are not explained by any pathology but with likely underlying factors in the child (Psychosocial nature).

Hobbs et al. refer to FII as ‘a deceptive, secretive and interactional liaison which has at its centre the child, the doctor or other professional and the perpetrator’.

Is FII as Rare as we Think?

FII is one of the most complex forms of child abuse and recovering data is difficult which makes it hard to understand the prevalence.  Many experts suggest this is very rare and opinions vary.  Other experts suggest that the guidance and literature focuses on the more severe cases and therefore FII appears to be rarer than it is.

Alerting Signs of FII & PP

Within the RCPCH guidance there is a flowchart  explaining the definitions and the response required by professionals, which isn’t necessarily an immediate referral to social care.

RCPH guidance states “Unless there is significant risk of immediate, serious harm to the child’s health or life, the need for sharing information between different professionals involved in the child’s life should be discussed with the child/young person and their parents”.

Alerting Signs in the Child include:

• Reported physical, psychological, or behavioural symptoms and signs not observed independently in their reported context.
• Unusual results of investigations (e.g., biochemical findings, unusual infective organisms).
• Inexplicably poor response to prescribed treatment.
• Some characteristics of the child’s illness may be physiologically impossible e.g., persistent negative fluid balance, large blood loss without drop in haemoglobin.
• Unexplained impairment of child’s daily life, including school attendance, aids, social isolation.

Harm to the Child

• The child undergoes repeated, unnecessary medical appointments, examinations, investigations, which are often distressing to the child.
• This can affect the day-to-day development of the child.
• This may affect the child’s wellbeing and psychological health.

Alerting Signs of Parent Behaviour include: 

• Parents’ insistence on continued investigations instead of focusing on symptom alleviation when reported symptoms and signs not explained by any known medical condition in the child. 
• Parents’ insistence on continued investigations instead of focusing on symptom alleviation when results of examination and investigations have already not explained the reported symptoms or signs.
• Repeated reporting of new symptoms. 
• Repeated presentations to and attendance at medical settings including Emergency Departments. 
• Inappropriately seeking multiple medical opinions. 
• Providing reports by doctors from abroad which are in conflict with UK medical practice.
• Child repeatedly not brought to some appointments, often due to cancellations.

For the full list please refer to the RCPCH Guidance >

Parent / Caregiver Motivation & Behaviour of FII

According to the RCPCH, FII is based on the parent’s underlying need for their child to be recognised and treated as ill or more unwell/more disabled than the child actually is (when the child has a verified disorder, as many of the children do). FII may involve physical, and/or psychological health, neurodevelopmental disorders and cognitive disabilities. There are two possible, and very different, motivations underpinning the parent’s need: the parent experiencing a gain and the parent’s erroneous beliefs. It is also recognised that a parent themselves may not be conscious of the motivation behind their behaviour. Both motivations may be present although usually one predominates.

Key findings:

• The mother is nearly always involved or is the instigator of FII.
• The father may be unaware, suspicious but side-lined or may be actively involved.
• Rarely foster carers have been involved in FII.
• Parents experience some sort of gain, psychologically or material.
• Some parents benefit from sympathetic attention.
• Parents who struggle with the management of their child seek inappropriate mental health diagnosis such as attention deficit hyperactivity disorder (ADHD) OR Autism Spectrum Disorder
• Material gains include financial support for the care of their child.

For more information please refer to the RCPCH Guidance >

Royal College of General Practitioners (RCPCH) Survey

A survey was completed in 2018 by 216 members of the Royal College of General Practitioners (RCPCH) 92% of the 216 recalled seeing at least one presentation of Perplexing Presentations over a 12-month period and 30% recalled seeing 5.

The survey highlighted 69 different condition presentations. The most common presentations were:

• Feeding difficulties
• Challenging behaviour
• Musculoskeletal symptoms and gait disorders

Child Abuse Review (CAR) Survey

A research study published in the Child Abuse Review (CAR) Journal on the 13^th of December 2020 was seeking information from 147 local safeguarding Partnerships on FII. There was a low response of 18 out of 147.  Surprisingly, 17 challenges were identified from 18 respondents, which included the lack of training, poor multi-agency collaboration, and uncertainties and anxiety amongst professionals tasked with identifying FII.  More information here >

PANS PANDAS UK Survey

Most concerning is that some charities are raising awareness that parents of disabled children are increasingly being accused of FII (published article 25^th April 2023 Children and Young People Now).  PANS PANDAS UK is a charity supporting children and families living with neuropsychiatric conditions PANS and PANDAS.  PANS and PANDAS are conditions that often appear very suddenly and affect the physical and mental health of children and young adults. They develop in the wake of common infections (such as Covid-19, chicken pox, influenza, or strep A in PANDAS cases), when the infection subsequently causes a misdirected immune response and/or brain inflammation.  In a PANS PANDAS UK survey of 217 parents, 5% reported formal accusations of FII, 12% reported formal safeguarding procedures.

PANS PANDAS UK has produced a guide relevant to healthcare, social work and educational professionals who may come into contact with children and young people presenting with acute onset neuropsychiatric symptoms. It introduces the medical disorders termed PANS and PANDAS and explores the reasons why a disproportionate number of UK families living with these conditions are subject to safeguarding referrals and allegations of Fabricated or Induced Illness (FII).  PANS, PANDAS & Fabricated or Induced Illness: A Guide for Social Work, Healthcare & Education Professionals 2023 >

Professor Luke Clements, Cerebra Professor at Law and Justice in Leeds University undertook a survey last July, with disabled children’s charity Cerebra, whereby 380 parents reported being accused of FII, the majority from the NHS followed by schools and social services. 

Fiona Gullon-Scott, doctor of psychology at the University of Newcastle, who co-authored a recent academic paper on FII and PP, says that allegations of FII are reported to have “increased substantially” against parents of autistic children and children with SEND, with families being “pulled into the child protection system” despite “little or no evidence” to substantiate the claims.

In 2022 the British Association of Social Workers (BASW) published guidance on Fabricated and Induced Illness or Perplexing Presentation’s.  BASW Guide > This guidance says that the behaviour of autistic and neurodivergent children can often be mistaken for FII as is the case in multisystemic conditions such as Myalgic Encephalomyelitis and Ehlers Danlos Syndrome. 

Recommendations for Social Workers Include:

• Social workers need to understand that complex investigations in suspected FII can often be due to rare or misdiagnosed illnesses.
• It is essential to work with parents /caregivers and determine what support is required and to ensure specialists with knowledge of relevant conditions are involved.
• Social workers need to accept the potential for interprofessional differences about FII and be confident in their skills to promote a social perspective.

Within this guide is an excellent checklist for practitioners which is co-produced by parent/carer feedback and incorporates questions for the practitioner to consider before moving into the child protection arena.

Conviction

Researching convictions for FII can prove to be very difficult as they rarely end up in the criminal courts unless severe.  Here is a link to the learning form one of the reginal and national serious case reviews published in July 2023: Teeside Safeguarding Adults Board >

From my practitioners experience over 24 years, when investigating suspected FII, I have encountered cases of FII.  For example, other siblings in the family who had similar health issues which have been missed as possible FII. I have known parents fabricate their own illnesses such as diabetes and a heart condition, and one fabricate a disability for financial gain.  I have known a young mum who was struggling to cope with a premature baby, physically abuse her young child.  I have known a parent fabricate sexual abuse of their child, and mental health conditions of their children resulting in the children receiving medication without any assessment.  

Summary

It is clear from the guidance and literature that I have researched that FII is very complex, and we still do not have a clear picture of how common this form of child abuse is.

What is also clear is misdiagnosis can happen with children with medically unexplained illnesses or children with disabilities. This means that professionals need to engage with experts in this field for a clear assessment of the child.

The Nursing and Midwifery Council (NMC) has seen a surge in referrals and enquiries in the aftermath of the conviction of nurse Lucy Letby, as fitness to practise (FtP) cases hit a record high.  The regulator’s caseload now stands at 5,500.

Awareness & Training

I strongly believe safeguarding training needs to include FII and Perplexing Presentations, I have always included this in all of my training courses and have experience over many decades in this field.  FII and PP will be thoroughly covered in our next online training course next week.  Please see the below or contact me to find out more.

Online 2-day Combined Safeguarding Children & Adults Complex (Level 4) Training Mon 27^th & Tues 28^th Nov 2023

Online tickets: https://safeguardingcombined.eventbrite.co.uk/

About Us:

For more information on resources to develop knowledge of safeguarding please contact us.

We offer consultancy, video conferencing, interactive training and blended learning on a wide range of safeguarding topics.  To find out more about the services and training courses delivered please visit our services >>  or contact us >>

Reporting and Investigation of Rape and Sexual Offences – Operation Soteria

Most of my police career I was trained to respond to victims of serious sexual offences for children and adults.  In my latter years I qualified as a trainer to deliver sexual offences training and Achieving Best Evidence (ABE) training amongst other courses. Like many officers who were trained to respond to victims it was a hard job, and many officers became burnt out and felt unsupported, some even suffered with secondary post-traumatic stress.

Without Consent

In 2002 Her Majesty’s Inspectorate of Constabulary and Her Majesty’s Crown Prosecution Service Inspectorate published a joint thematic inspection report known as Without Consent which was a joint review of the investigation and prosecution of rape offences. The report made a total of 18 recommendations and three suggestions to improve the investigation of rape cases by the police, guidance, and training for both the police and prosecutors, the decision making and the prosecution of rape offences, and the treatment of victims and witnesses. I was really pleased to read and see the changes being implemented, an important change was the implementation of Sexual Assault Referral Centres and a thorough training programme for police officers wishing to take up this role.

I remember how hard we all worked in crime training at the time to improve the training programme, and change mindsets of officers regarding victims and investigations. We spent a lot of time helping officers understand the meaning of true consent.

Before the Sexual Offences Act of 2003 went live there was no clear definition of consent, thankfully this legislation provided a clear definition, however, I have found through my training over many years, there is still little knowledge out there about what is meant by true and informed consent.

Operation Soteria Bluestone is a national project which will ensure investigations are victim-centred and suspect-focused.

I was deeply saddened to read the findings of the Op Soteria Bluestone Report published on the 14^th of April 2023, a huge amount of hard work has been achieved with an aim to improving outcomes for victims of rape and sexual offences.  Having read the report it felt like police forces had gone back twenty years since the publication of Without Consent.

All 43 forces in England and Wales support the scheme, which was launched on Monday, 10 July 2023. The national operating model ensures investigations are victim centred, suspect focused and context led.

My key aspects from the Op Soteria Bluestone Report: –

• One in three reported rapes occurs in the context of domestic abuse.
• There is a substantial overlap between sexual offences and domestic abuse.
• Trust and confidence were placed at the centre of Op Soteria.
• There was a lower rate of trust from people with different backgrounds for example people with disabilities.
• There is a large difference in rates of rape recorded between police forces.
• Police investigations continually focused on victims’ credibility whilst equal importance should be focused on offender’s behaviours.
• Inexperienced investigator’s.
• Poor support for police officers investigating these serious crimes.
• Further understanding is required relating to grooming methods, manipulation and coercion.
• Most reported rapes are male offenders, and most victims are female.
• Men can be victims and women can be perpetrators.
• Both men and women are perpetrated by men and women are perpetrated by men.
• The usual myths of what constitutes a ‘real rape stereotype’.
• A true sexual assault can only involve a stranger attacking victims in dark alleyways whereas most sexual assaults are perpetrated by someone the victim had known.

There is much more to this report, the link is attached below >

Operation Soteria Year 1 Report

About Us:

For more information on resources to develop knowledge of safeguarding please contact us.

We offer consultancy, video conferencing, interactive training and blended learning on a wide range of safeguarding topics.  To find out more about the services and training courses delivered please visit our services >>  or contact us >>

West Country Women

I was  delighted to be invited to celebrate being a West Country Women Award-winner recently and share my experiences.

Alexis Bowater OBE interviewed Sarah Newberry from the YMCA, Francesca Hampshaw from Peaky Digital. and I in a Podcast at Fresh Air Studios.  We discussed what being award winners means to us, our stories and our inspirations. 

Some of the highlights of the discussion included how I felt when I won my award. It was (and still is!) a real honour and a compliment to be recognised in these prestigious awards! > 

We also discussed why lived experiences are so important.  I loved my old job as a police officer and leaving the police after 24 years of service was such a big challenge for me.  Nowadays I’m grateful to be able apply my knowledge and expertise to my safeguarding training and consultancy >

If you’d like to view the full West Country Women Podcast – Episode 1 is here >

I was also delighted to attend an awards lunch where I was interviewed by the BBC about my experiences as a West Country Women in business.  You can listen to the interview here > 

Nominations are open for 2023 please use this link to vote > West Country Women Awards.

This year there is a collection of 16 categories and it’s not just about business, this is a celebration of everybody’s business.  Nominations must be in by August 25th and you need to complete an application by September 1st. The applications will then be sent to Judges to shortlist ready for the Semi Final, this is not a public vote.

Photography by Poppy Jakes

About Us:

For more information on resources to develop knowledge of safeguarding please contact us.

We offer consultancy, video conferencing, interactive training and blended learning on a wide range of safeguarding topics.  To find out more about the services and training courses delivered please visit our services >>  or contact us >>

The Reality of Dignity in Care – when a person-centred approach is not met

Mum recently passed away and I felt the need to write this blog. I was honoured to provide end of life care for my mum with the help of my amazing sister.

Mum was a phenomenal woman. She successfully raised three children on her own without any financial assistance, whilst working a full-time job as a nurse in the NHS for 40 years. I am incredibly proud of her, she brought up three very strong women. Not long after qualifying as a nurse mum specialised and became a Theatre Nurse and Sister, mum was also promoted to what was then referred to the Nursing Manager of a Theatre Department and Outpatients.

Before I write about my mum’s short experience of her end of life care in hospital, I would like to mention that I am a huge supporter of all in healthcare, having worked as a Health Care Assistant many years ago before joining the Police, and we also a family tradition of working in healthcare.

Mum was admitted to hospital reluctantly due to jaundice, which was within days diagnosed as inoperable pancreatic cancer. My family were in shock as she had no obvious symptoms. Each day I would drive a three-hour round trip to the hospital to visit mum, which I was happy to do.

Mum was a very proud women and didn’t like to ask for help, she had poor eyesight due to macro degeneration, which meant she needed help to walk to the bathroom and also had a very specific diet due to a separate health condition. Mum had full mental capacity when she was admitted into hospital.

At the start of mums stay at hospital I asked her if she had managed to have a wash, she hadn’t for a quite a few days which was very unusual for mum. I could see from my daily hospital visits that the staff were busy, I took on the role of showering mum and helping her to the toilet whilst acknowledging that she didn’t like to ask for help.

Each day a member of staff would ask what mum would like for a meal and every time we would explain that due to mums heath condition she needed a specialist diet. Each time the staff member said they would make a note of it, but nothing changed and so I decided to bring food in for mum as at least I felt reassured she was eating some food, albeit in small amounts.

During mums stay in hospital, mum mentioned she hadn’t had any fresh water for a few days which I was surprised at, each day I would make sure it was changed, it was also clear that mum was barely drinking anything, but again she wouldn’t ask even though she had full mental capacity, she could see how busy the staff were.

Mum had been in the hospital for nearly two weeks when I was informed by a member of staff caring for mum that there was nothing on her records regarding macro degeneration and the specific dietary requirements amongst her other personal needs.

Our concerns peaked to breaking point when mum rang me one evening and begged me to get her out of hospital as she didn’t feel safe. That is when my sister and I worked hard to get mum discharged from hospital into our own private care at home. I was very concerned about mums’ care being neglected in hospital.

You may ask why am I sharing such personal information? What became clear to me, having been a Health Care Assistant many years ago before joining the Police and now delivering Safeguarding Adults training courses, was that there was a lack of dignity in care, promotion of her wellbeing, a lack of a person centred approach and making safeguarding personal. These are things I always raise awareness about in my training.

My recent personal experience has reinforced the importance of delivering an understanding of not only the statutory requirements outlined in the Care Act of 2014, The Mental Capacity Act and but also the supporting guidance to name but a few. 

What Does Promoting a Persons Wellbeing Mean?

What is Making Safeguarding Personal?

Making Safeguarding Personal sits firmly within the Department of Health’s Care and Support Statutory Guidance, as revised in 2017. It means safeguarding adults:

·        is person-led

·        is outcome-focused

·        engages the person and enhances involvement, choice and control

·        improves quality of life, wellbeing and safety (Paragraph 14.15)1.

·        Making Safeguarding Personal must not simply be seen in the context of formal safeguarding enquiries as defined in the Care Act as a Section 42 enquiry but in the whole spectrum of safeguarding activity.

Everyone has the right to live in safety, free from abuse and neglect. Abuse and neglect can occur anywhere: in your own home or a public place, while you’re in hospital or attending a day centre, or in a college or care home (words taken from this NHS website Abuse & Neglect of Vulnerable Adults).

My experience has made me even more passionate and determined to make a difference to safeguard adults. At the end of the day, it is everyone’s responsibility.

For help and advice regarding safeguarding Adults and the services we offer please visit our website www.safe-guarding.co or email info@safe-guarding .co or ring 07980 264671.

Why Learner Feedback is Important

This week I had the great pleasure of delivering an advanced Safeguarding Children (Level 3) face to face training course.  Some of the learner delegates were new to this course and some attended this course as a refresher.  Despite this mix of delegates they were all attentive, working effectively in their groups, positively exploring topics, discussing, posing queries and using realistic social learning group exercises.

There were lots of questions, the delegates were very engaged and eager to learn. In fact, learner input is an intentional part of our safeguarding course design.  We actively encourage learners to find and integrate content into their training courses. 

Why do we evaluate learning and development (L&D) activities?

Course feedback is something I never shy away from, simply put, it helps ensure that each course delivered is successful in meeting its aims.  It provides organisations with the return on investment confidence that their staff are “knowing the right things to do things right”. 

How do we evaluate feedback? 

The most influential model for evaluating learning and development (L&D), was first published in the 1950s by Kirkpatrick. It outlines four levels for evaluating training:

• Reactions – reaction to a training intervention.
• Learning – ‘principles, facts etc absorbed’.
• Behaviour – ‘using learning gained on the job’.
• Results – ‘increased production, reduced costs, etc’.

There are many different evaluation models, but some were developed to assess the value of individual training programmes not an holistic approach to the impact on the organisation. 

The first level of evaluation is the learner’s reaction to the learning itself

The most recognisable way to get feedback is commonly called a ‘happy sheet’ which looks at learner satisfaction levels of, for example, the facilitator, materials, venue etc. This is not the approach Kirkpatrick advised in the first level of evaluation –  the first level is the learner’s reaction to the learning itself, which is the approach I also agree with.

Does formal facilitated learning work for your organisation?

Measuring the impact, transfer and engagement of L&D activities can’t be done just by a ‘happy sheet’, end of course questionnaire, knowledge quiz or post-training survey.  Practitioners must work closely with client stakeholders to agree success criteria. I take great pleasure in getting to know each client professionally thus ensuring each course fits each organisation and isn’t just a “the same course off the shelf “course regardless of the organisation or client, whilst also maintaining the course aim and learning outcomes comply with statutory requirements.

The AGES model, produced by Davachi et al, draws on established psychological principles. It suggests that learning is effective when these factors are considered in training course design and delivery:

• A (Attention): We need to ensure minimal distractions and avoid cognitive overload. Novelty and varied techniques and approaches enhance attention.
• G (Generation): We maximise the likelihood of positive engagement and formation of long-term memories when learning has personal meaning and significance. Practitioners need to align learning to existing knowledge to support meaningful associations and applications.
• E (Emotion): This is key in fostering attention and enhancing memory function. Generating positive emotional experiences and social activities helps learning transfer. Conversely, if leaners have a negative emotion associated with learning, such as a fear of failure, they are less likely to engage.
• S (Spacing): It’s better to distribute learning in discrete blocks delivered over short time periods than cram lots of content into a prolonged session to aid long-term memory retention.

There is so much to consider about training course design including digital delivery ‘v’ face to face, social learning – learning takes place through interaction with others in a social context and all of this whilst understanding the importance of learning being a stress-free and enjoyable experience for effective outcomes (The neuroscience of joyful education by Willis).

Learning underpinned by research and evidence:

Sometimes feedback speaks for itself…

“Fiona explained everything well and made sure everyone understood what was being talked about, written activities helped learning”.

“Very good at covering everything and exploring things to those new to safeguarding training”.

“She was really helpful and explained in detail each part and gave space for questions”.

“Laws surrounding this subject were clearly outlined. Outlined Mash referral process and different levels and thresholds that I was unaware of before”.

“This course has been very informative, and I will certainly use the knowledge gained in my role going forward”.

“I enjoyed working with Fiona at Safe-guarding.co in delivering specialist Level 4 safeguarding training for GPs.  The high-quality conferences that she delivered were met with very positive feedback from delegates. Fiona is well organised and helped with the logistics to run the training efficiently and sensitively”.

“I have known Fee Lee for many years as we served together in the same police force. I have been her student and also worked alongside her as a trainer. Fee’s knowledge in sexual offence investigations was outstanding and she went above and beyond her role to improve police response to victims.
Fee excelled further in Child Protection and is an expert in Safeguarding.”

“I have recently attended some of Fee’s training sessions – she remains extremely passionate about her work, and this shines through in her training delivery. She is friendly and engaging and her training is current, practical and realistic. I have no hesitation in recommending Fee”.

“Very good safeguarding teaching. Lots new to learn” 

‘’I have worked in social care for 28 years and health for 2 years and this is the best safeguarding training that I have attended. It revisited core principles around recording, legislation, risk assessment whilst keeping the content fresh and up to date. The use of media clips and exercises helped to make the training varied and I came away with 35 points for follow up!’’

‘’Excellent trainer. Plenty of opportunity to ask questions, share knowledge and experience. Case studies relevant and a valuable means of consolidating understanding and reflecting on practice.’’

‘’Great session, very informative. and interactive.’’

‘’Really well organised and executed course. Really enjoyed it! Great trainer!’’

‘’Was surprised how well zoom worked for a face-to-face course. Really good way of doing it, no travel and at home really good.’’

‘’Really like Zoom it really does work for training and the breakout rooms were great. Difficult topic made interesting thank you.’’

‘’The trainer was excellent, appreciated real case examples to highlight and illustrate the points that she was making.’’

Why do we follow up the follow up?

According to the CIPD, evaluating learning and development (L&D) covers 3 key areas:

• Impact – L&D working with the organisation to show how learning has impacted on performance – including links to key performance indicators (financial and operational).
• Transfer – L&D working with the organisation to show how any learning has been transferred back into the employee’s role and work area – these can include performance goals and how new skills and knowledge have been used.
• Engagement – L&D demonstrating how stakeholders are engaged with learning, this can be at an organisational level where a positive learning environment is the goal, at team levels or at an individual level.

So this is why I’ll be following up on the training impact with my clients in a few weeks time.

Meanwhile my next online Safeguarding Children Level 4 is now available for bookings here

https://safeguardingchildren.eventbrite.co.uk >

Buy Tickets

About Us:

To find out more about the courses we deliver and how we can tailor them to your organisational needs please email info@safe-guarding.co or ring 07980 264671

We offer consultancy, video conferencing, interactive training and blended learning on a wide range of safeguarding topics.  To find out more about the services and training courses delivered please visit our services >>  or contact us >>