Child Protection Training for Newly Qualified Teachers
The extent of child protection advice given to students during their teacher training course is often very limited – and sometimes non-existent. This course is an excellent vehicle for addressing the concern that new entrants to the profession have insufficient knowledge or understanding of child protection. This training is particularly important as these teachers typically are often those to whom young people most relate, and share their problems with.
This one day course is designed purely for newly or recently qualified teachers. It will give clear, straightforward guidance on how to handle child protection concerns and confidentiality issues – and clarify the responsibilities of teachers in schools today. It is crucial that new teachers do not feel that they have to work alone and that they fully understand the network of support that surrounds them.
The last part of the day looks at the classroom practice and management. There is exploration of methods of dealing with vulnerable children ‘on the chalk face’ and how teachers can recognise and support those children most at risk of abuse.
Aims of ‘Child Protection Training for Newly Qualified Teacher’
To ensure a broad understanding of child protection
To give confidence in dealing with child protection issues
To promote best practice working within a protective ethos
To consider how to protect the vulnerable child in school
Learning Outcomes of ‘Child Protection Training for Newly Qualified Teacher’
To understand the legal framework of child protection
To recognise all four categories of abuse
To consider referral and record keeping of nagging doubts / concerns / allegations
To familiarise participants with the basic process of placing a youngster on a Child Protection Register
To be given guidance on how to react when receiving a disclosure from a child
To explore issues around children’s reluctance to talk about abuse
To question teacher’s own safety from false allegations in school
To analyse classroom practice and communication with children, especially when dealing with vulnerable pupils
