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Resolve is an emotional health and wellbeing service for young people aged 5 to 18 in Manchester.

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Getting advice

This means receiving info and guidance on what activities or services are available in your community - to help you manage your emotional wellbeing. This might be a particular sport that you have an interest in, a hobby or services that can help you with any general emotional issues you may be dealing with. We may also do some 1-1 work with you to show you how you can better manage your emotional health.

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Getting help

This means that you might need to be supported into more targeted interventions to help support any issues that you may be dealing with. These interventions will be short but effective in improving your emotional wellbeing.

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Getting risk support

This means that sometimes we will have to contact crisis services to keep you safe before you can get the right help.

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Getting more help

This means that we need to talk to other more specialised services - we can then discuss with them and yourself which type of help is the best for you, that cannot be given at our hubs.

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Close This means receiving info and guidance on what activities or services are available in your community - to help you manage your emotional wellbeing. This might be a particular sport that you have an interest in, a hobby or services that can help you with any general emotional issues you may be dealing with.

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M Thrive in Education Local Offer: An overview for professionals

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Childhood Trauma and the Brain | UK Trauma Council

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How does domestic abuse impact babies, children and young people?

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Child protection: an introduction - The signs and indicators of abuse | NSPCC Learning

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Online Safety for kids- parent information

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Online Safety for kids- parent information

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Online Privacy for Kids - Internet Safety and Security for Kids

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#lookcloser to protect children from exploitation

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Higher Openshaw Community School Designated Safeguarding Leads

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Higher Openshaw Community School Designated Safeguarding Leads

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Freedom Arch is a private healthcare service run by a team of highly trained staff. We work hard and dedicate our time to ensure the well-being of our clients.

We understand how difficult mental health disorders can be with many of our team seeking help themselves in the past. Whilst it can feel overwhelming opening up, there are lots of benefits. If you are ready to enter recovery, contact our friendly team today.

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Freedom Arch - Drug & Alcohol Rehab in Manchester

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Discover a range of addiction therapies to help you or a loved one beat substance misuse. Residential and outpatient treatments for a range of addictions. Call today.

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Help with the cost of living crisis | Manchester City Council

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Helping hands - advice on debt, bills and making your money go further

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Live Fear Free - The Effect of Domestic Abuse on Children

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ADVICE, Referrals and Advocacy

African Voice in Moston Offers Supports of all sorts through Advice, signposting, referrals and advocacy making sure information are delivered through the relevant channel as deem fit to empower individuals and families within their community.

The "Collect & Go" is a Harpurhey food Bank project is set out to help struggling families and individuals in need. we are based at 54 Kilnside Drive, M9 5QP, every Thursday from 1pm to 3 pm. Referrals are welcome from all agencies dealing with families/individuals in crises and food emergencies. Ring 07440775115.

Outreach and Counselling

Working in partnership with various charities, local authorities and like-minded community groups through networking to enable cohesion, cultural understanding and quality support to families and individuals to avoid isolation but promote volunteering and training.

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ADVICE, Referrals and Advocacy African Voice in Moston Offers Supports of all sorts through Advice, signposting, referrals and advocacy making sure information are delivered through the relevant channel as deem fit to empower individuals and families within their community. The "Collect & Go" is a Harpurhey food Bank project is set out to help struggling families and individuals in need.

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The new AFRUCA Psychotherapy service provides online, short-term, one to one, confidential and culturally appropriate therapy service for children (10-18 years) who have been involved in the local authority child protection system because of child/domestic abuse and who are being reunified with their birth parents after a period in foster care. The aim is to support children to help them readjust following time away in foster care, build emotional well-being, rebuild trust, emotional bond and attachment with their birth parents. The aim is to strengthen the process of reunification with less likelihood of child protection issues recurring and less likelihood of children returning into care.

We are holding a launch event on 26 October 2023 to promote our new service and its outcomes and share further information, including our clinical approaches and referral pathways

This is an online event. Please click below to register to attend

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The new AFRUCA Psychotherapy service provides online, short-term, one to one, confidential and culturally appropriate therapy service for children (10-18 years) who have been involved in the local authority child protection system because of child/domestic abuse and who are being reunified with their birth parents after a period in foster care.

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Please meet our Family Support worker and member of our Senior Leadership Team & DSL/attendance Lead Mrs Hutchinson

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Please meet our Family Support worker and member of our Senior Leadership Team & DSL/attendance Lead Mrs Hutchinson

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Buddy Says abuse is not ok !

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CAMHS  Emotional Regulation Parent Information

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CAMHS  Emotional Regulation Parent Information

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What is Lego therapy and how can it help?

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What is Lego therapy and how can it help?

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Lego therapy supports social communication skills and Language. It also supports relationship building.

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Our Nurture Award is completed in Partnership with Bridgelea. See the enclosed information on what this means for our pupils.

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Our Nurture Award is completed in Partnership with Bridgelea. See the enclosed information on what this means for our pupils.

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We meet with children to support and challenge unhelpful and negative beliefs about themselves and build resilience.

The development of social and emotional skills is at the heart of our curriculum.

We use positive reinforcement and nurturing opportunities to recognize and manage their emotions.

We act on the pupil's voice through questionnaires, class assemblies, circle time, and school council meetings.

Transitions are carefully planned and supported.

Children feel safe at Bridgelea and are supported to develop their emotional literacy

We understand the children learn and develop at different ages and stages and this is reflected in our curriculum and approaches.

Some of the things happening at Bridgelea:

Gold Rights Respecting School; we empower children to know and realise their rights and the rights of others

Using Emotion Coaching to help children make sense of their big emotions

Reinforcement of all positive behaviours

SRE curriculum that focuses on qualities that underpin emotional wellbeing

Use of the Emotional Scale to support children to understand emotional vocabulary

Use of Elklan strategies to ensure we are continually communication friendly for all our children and families

Ways you can work with us to support your child:

Attend your child's review and share your ideas

Ensure that we have up-to-date contact information so we can communicate with you about your child. Join Class Dojo and School Spider.

Join us for school events such as the talent show and assemblies as our children tell us that they feel proud and happy when their parents are in school.

Encourage your child to tell you about their learning and what they enjoy at school

Talk with your child about their feelings

We Nurture Parents:

We make visitors feel safe in our school.

We work with parents/ carers and other agencies to support the family around the child.

We will keep you updated regularly about your child's progress and development in school.

We Nurture Staff:

We have a developing wellbeing offer including a wellbeing team, a supervision offer, and access to the school's advisory service.

Staff are able to access relevant and current training and professional development linked to nurture.

Staff feel respected, valued, and supported.

We

We Nurture Other Manchester Schools:
Files to Download

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We meet with children to support and challenge unhelpful and negative beliefs about themselves and build resilience. The development of social and emotional skills is at the heart of our curriculum. We use positive reinforcement and nurturing opportunities to recognize and manage their emotions.

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What are the benefits of school gardening for students and children?

The importance of gardening cannot be understated as it contributes to the conservation of insects and biodiversity. In addition to environmental benefits, gardening has a big effect on children and early years pupils as they go through physical, emotional and social development.

Below are just some of the ways in which gardening benefits school children, from new skills to improved academic performance:

Physical activity.

Responsibility and independence.

Self-confidence.

Teamwork and communication.

Literacy, numeracy and biology.

Healthy lifestyles.

Environmental awareness.

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Calm, spirituality and resting our minds !

Yoga Improves Concentration

It empties the mind for the children. This gives them renewed focus, attention and enthusiasm for learning new things later in the day. Children practise yoga not only gain an improved level of concentration and calmness but they also increase their attention span too

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Our pupils practicing the art of Yoga.

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Emotion regulation is important because our emotions are closely connected to how we think and feel. Our thoughts and feelings help us to decide how to respond to a situation and what actions to take. In other words, our thoughts and feelings influence our behaviour.

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These sessions support our pupils to develop strategies to emotionally regulated, developing strong relationships and emotional vocabulary.

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Quiet breakfast enables our pupils time to become classroom ready providing a calm start to a busy day. Our pupils enjoy socialising and setting their learning goals for the day !

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Meet Mrs Hockenhull who is our lead inclusion practitioner. 

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Meet Mrs Hockenhull who is our lead inclusion practitioner. 

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Mrs Hockenhull delivers a wide range of mental health and Inclusion schemes ensuring all pupils have a voice and are included in all aspects of school life. Mrs Hockenhull works closely with the Safeguarding Team delivering targeted interventions.

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We encourage postive self esteem by enabling our pupils to recognise what makes them special amd unique and adding this to our positivity tree.

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Nurture Principle 6. The importance of transition in our lives any changes.

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Nurture Principle 6. The importance of transition in our lives any changes.

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Change happens all the time. It can be exciting but it can also be scary. Remember, it's good to talk to people you trust about how you're feeling about any changes.

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Nurture principle 5. All behaviour is communication.It's not always easy to express how we feel in words. 

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Nurture principle 5. All behaviour is communication.It's not always easy to express how we feel in words. 

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The way we behave towards other people says a lot about how we're feeling.If someone in your class is misbehaving or not listening to the teacher's instructions, it's helpful to ask yourself:
How might they be feeling?
Why might they be behaving that way?
Are they feeling angry or frustrated? Or upset?
When we try to put ourselves in other people's shoes and imagine how they are feeling, this is called empathy

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Nurture Principle 4. Language is a vital means of communication

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Nurture Principle 4. Language is a vital means of communication

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What we say to people tells them a lot about us and how we're feeling. Talking to someone you trust, like a teacher or classroom assistant, about how you feel can help them understand you and make you feel better too.

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Nurture Principle 3. The importance of nurture for the development of wellbeing. Looking after ourselves and other people makes us feel good in mind and body.

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Nurture Principle 3. The importance of nurture for the development of wellbeing. Looking after ourselves and other people makes us feel good in mind and body.

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One way of doing this is showing kindness. When we are kind to other people, it makes them feel happy. It is good for your health too. Another example of nurture making us feel good is celebrating our achievements, no matter how small they might seem. When someone tells us we've done a good job, that makes us feel positive about ourselves. That's what nurture is all about.

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Nurture Principle 2. The classroom offers a safe base. School should be a calm, safe environment for everyone. 

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Nurture Principle 2. The classroom offers a safe base. School should be a calm, safe environment for everyone. 

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Things are designed to keep everyone healthy and safe and to reassure you while you’re at school.

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Nurture Principle 1. Our learning is understood developmentally. We are all individuals. 

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Nurture Principle 1. Our learning is understood developmentally. We are all individuals. 

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That means not everyone learns at the same rate or time.It's important not to get too worried or frustrated if you get stuck at something. Try not to compare yourself to others. It’s better to be patient and kind to ourselves. Try your best and be proud of what you can do.

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What is the nurture award and what does this mean for our pupils?

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What is the nurture award and what does this mean for our pupils?

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To nurture means to care for and protect something or someone while it is growing.

We can all do this. Parents, carers, and other family members nurture children. Teachers and other school staff nurture their pupils. Maybe you nurture a younger sibling or a pet?

What does nurture do?

Helps us to develop our social and emotional skills

Supports us as we grow

Builds our resilience and makes us feel better about ourselves.

There are six principles that explain how nurture can help our pupils and others.

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Good touch and Bad touch by wow kids Preschool

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My Body Safety Rules - 5 things every child should know

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Over the past year, the pandemic has limited the things that we can do and the places we can visit. We know that many children & young people with Special Educational Needs and/or Disabilities (SEND)

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Helping Shape and Develop Services Available to Children Manchester Parent Carer Forum works to represent the 'voice' of parents and carers of children and young people aged 0-25 with Special Educational Needs and Disabilities (SEND). We are a group of volunteer parents and carers.

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Working Together to Safeguard Children 2023

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Working Together to Safeguard Children 2023

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Keeping Children Safe in Education document 2025

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Keeping Children Safe in Education document 2025

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Fields marked * cannot be left blank

Yes

No

How can we make this page better? *

Feedback submitted to us on this form is monitored but you won’t receive a reply. In an emergency, visit our emergency contact details page. Please don't include any personal or financial information, for example your National Insurance or credit card numbers.

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School admissions | Manchester City Council

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Start here to find a school, apply for a primary or secondary school place, or appeal a school place decision.

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On Thursday 30 November from 2:30am - 7:30am, you won't be able to contact Childline whilst we do some important maintenance to our systems. This means that 1-2-1 chats, calling and messages to Childline will be unavailable. You'll still be able to use the Childline website for advice and information.

If you're in danger or it's an emergency, you should always call 999

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Get help and advice about a wide range of issues, call us on 0800 1111, talk to a counsellor online, send Childline an email or post on the message boards.

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This factsheet explains what a non-molestation order is, how it can protect victims of domestic abuse, and how to apply for one.

Men's Advice Line evaluation survey

Have you spoken to our Advisors? Tell us about your experience

Take our survey

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Domestic Abuse Helpline for Men | Men's Advice Line UK

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The Men's Advice Line is for male victims of domestic abuse. We offer confidential advice, non-judgmental support, practical information and help

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Video title: Refuge's 24-hour, Freephone National Domestic Abuse Helpline
Video duration: 1 minute 20 seconds
Description: Information video on what it is like to call the National Domestic Abuse Helpline and who can call it.

Refuge's 24-hour, Freephone National Domestic Abuse Helpline 'Transcript'

[Background music plays]

Soft down beat music

[Animated sequence]

Animation in hand-drawn style showing a woman in a house standing behind a man on a sofa. The woman looks worried and the man appears angry, a speech bubble comes out of the man's mouth.

[Text displays]

!*!!*!!

[Female voice over]

I was walking on eggshells around my partner didn't know where to turn.

[Animated sequence]

The door in the background slams shut. We zoom in on it and it turns into a smart mobile phone in the women's hand. The phone displays the details of the National Domestic Abuse Helpline Number and a green phone icon. Her finger hovers over the phone icon.

[Text displays]

Refuge National Domestic Abuse Helpline 0808 2000 247

[Female voice over]

I'd read about refuges National Domestic Abuse Helpline, but I was hesitant to call.

[Animated sequence]

The scene transitions to the woman sitting on a couch to the left of the screen, and another woman, the Helpline adviser, sitting on the right on a computer. They are facing each other. The screen is split into two different backgrounds with a window in the background that crosses over both.

[Female voice over]

The woman I spoke to really understood my situation though, it was such a relief just to talk.

[Animated sequence]

The woman begins to smile. The blinds in the window open up to show a sun and both rooms become brighter.

[Animated sequence]

Scene transitions to a top down view of the Helpline worker writing on lined paper.

[Female voice over]

I was reassured that it was a confidential and non-judgmental service run by a charity.

[Text displays]

Confidential

Non-judgemental

[Female voice over]

She said I could ring at any time, even if I just wanted to talk about what I was going through

[Text displays]

Any time

Just talk

[Female voice over]

It's free and open 24 hours a day.

[Text displays]

Free

24 hours

[Animated sequence]

Scene zooms out to show a group of five women of mixed races and ages including the Helpline adviser from the earlier scene.

[Female voice over]

It was comforting to know that the helpline is staffed by an all female team of experts,

[Animated sequence]

Scene zooms out to show smart mobile phone showing an animation of the live chat page on nationaldahelpline.org.uk. The women's finger begins to type.

[Female voice over]

and that I can also contact them using live chat.

[Sound effect]

Keys tapping

[Animated sequence]

The phone fades away and four framed picture swing into view. They show four women of various ages and races, one of who is pictured with a child, including the women from the first scene.

[Female voice over]

I was told that the helpline is open to any woman who is afraid of her partner,

[Sound effect]

Glass cracking

[Animated sequence]

The glass in one of the picture frames cracks

[Text displays]

[Female voice over]

whether you're being physically abused or not

[Animated sequence]

The picture of the woman from the first scene is zoomed in on. She picks up her mobile phone as the frame turns into a circle. Another circular frame, showing the Helpline adviser, comes into view and begins to merge with the woman's frame. The woman and the Helpline worker turn to face each other and hold hands.

[Female voice over]

The Helpline advisor helped me realise I'm not alone and reassured me it wasn't my fault.

[Text displays]

I'm not alone

[Animated sequence]

Scene scrolls across to show the woman looking in a mirror and hugging herself. She begins to smile.

[Female voice over]

That was really empowering and I began to believe in myself again.

She made me feel like I had choices.

[Background music plays]

Music becomes more upbeat

[Animated sequence]

Scene zooms in on mirror until the frame is not visible. The background transitions to show a countryside scene with rolling hills, trees and butterflies. The woman lifts a hot drink to take a sip and closes her eyes.

[Female voice over]

From that moment on, I could see a life free from violence and fear.

That phone call was the beginning of the rest of my life.

[Animated sequence]

The woman opens her eyes and looks up.

[Animated sequence]

Scene fades to show black text on a white background below the Refuge pink and black logo.

[Text displays]

Refuge's Freephone, 24 hour, National Domestic Abuse Helpline.
Call us on 0808 2000 247
Or visit wwww.nationaldahelpline.org.uk for information and support, including our live chat and secure online contact form.

We know our lines are often busy but we really want to hear from you.

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Home | Refuge National Domestic Abuse Helpline

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Video title: Refuge's 24-hour, Freephone National Domestic Abuse Helpline Video duration: 1 minute 20 seconds Description: Information video on what it is like to call the National Domestic Abuse Helpline and who can call it.

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Team around the child meetings - Justins story

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Team around the child meetings - Justins story

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0:00 / 6:25•Watch full video

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The Signs of Safety Model embraces “the voice of the child” as a central focus during safety planning work with young people and the family. Mrs Hutchinson ensures that as a school pupil voice is at the heart of keeping our children safe.

We use an array of tools as part of the signs of safety model including the three houses, words and pictures and all about me.

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The Pantosaurus Song! | #TalkPANTS | NSPCC

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0:00 / 3:43•Watch full video

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Anti-Bullying KS1 | What is Peer Pressure?  | OpenView Education

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Feeling Happy, Feeling Safe - Feeling Safe

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0:00 / 1:13•Watch full video

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South & West Hertfordshire Family Centre Service

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Early warning signs - Protective behaviours

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Signs and Safety how we promote working together in partnership with families

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Signs and Safety how we promote working together in partnership with families

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0:00 / 4:40•Watch full video

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Overview of the Signs and Safety Webinar

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Early Help Communication EHA Form_With active fields_Final

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Central Government Covid-19 restrictions have been lifted, however we wish to ensure, by following the current guidance and advice, that we continue to prioritise keeping families and workers safe. There may continue to be some changes, as to how we contact families and share information as part of a multi-agency Early Help response. Please note that whilst we will endeavour to respond in a timely fashion to all Requests for Early Help Support, there may still be occasions, when we take a little bit longer to get back to you regarding your Request. We will however respond to all requests for Early Help Support.

Early Help means supporting children, families and communities to build networks within communities, resulting in individuals, families and the wider community building a 'resilience' that leads to a sense of well-being and greater quality of life.

Early Help means identifying needs within families early, and providing preventative support and intervention before problems become complex and entrenched.

Early Help means both early in life, offering support to very young children, and early after the emergence of a particular need. It includes both universal interventions and targeted interventions to prevent needs from escalating.

Early Help allows for support to be put in place at the right time to meet families' needs prior to issues reaching crisis point. It draws upon families' own skills and promotes self-reliance.

Early Help approaches mean using approaches that promote and strengthen community, children and family assets, building on the strengths of individuals and communities to develop new ways of thinking about and responding to difficulties.

You can contact your local early help hub for general advice, guidance and information via phone:

North
North - 0161 234 1973
e-mail - earlyhelpnorth@manchester.gov.uk

Central
Central - 0161 234 1975
e-mail - earlyhelpcentral@manchester.gov.uk

South
South - 0161 234 1977
e-mail - earlyhelpsouth@manchester.gov.uk

How to Register

To register an account please completed an Early Help Assessment by sending an email to:

eha@manchester.gov.uk,

*** Sharing information Securely. When sharing information (via email) with our Early Help Hubs, please use an EGRESS account. Further information on how to obtain/access an account can be found in our list of downloadable documents. ***

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What is Early Help & how to contact your Hub

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Please use this link to view our Accessibility Statement If you require any of our current Early Help products (September 2021 onwards) as produced from this time onwards, in a more accessible format, then please do email us: jeff.burns@manchester.gov.uk or Anthony.gilfillan@manchester.gov.uk Central Government Covid-19 restrictions have been...

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There are lots of different ESOL courses in Manchester. To join any of them you need to do an assessment with the Manchester ESOL Advice Service.

Watch this video to find out more about an assessment for an ESOL course and then have a look below at the places where you can learn English in Manchester.

You need to submit ONE application only.

MAES has classes from Pre-entry to Level 1 in various locations across the city. The adult learning centres with ESOL courses are:

Abraham Moss Adult Learning Centre, Crumpsall, M8 8UF

Greenheys Adult Learning Centre, Upper Lloyd Street, Moss Side, M14 4HZ

Longsight Library and Learning Centre, 519 Stockport Road, Longsight, M12 4NE

Sacred Heart Sure Start Children's Centre, Glencastle Road, Gorton, M18 7NE

Levenshulme Inspire Centre, 747 Stockport Road, Levenshulme, M19 3AR

Ida Kinsey Centre, 17 Guidepost Road, Ardwick, M13 9HP

Forum Learning Centre, Wthenshawe Forum, Simonsway, Wythenshawe, M22 5RX

Withington Adult Learning Centre, 24A Burton Road, Withington, M20 3ED

There is an opportunity to get qualifications on some courses. Courses are either two or four classes per week.
Visit their website to find out more about Manchester Adult Education Service

Tel: 0333 322 2444

The Manchester college has ESOL classes from Pre-entry to Level 2.
The classes are at various locations across the city:

St John's Centre, Quay Street, M3 3BE

Openshaw Campus, Ashton Old Road, Openshaw, M11 2WH

Northenden Campus, Sale Road, Northenden, M23 0DD

Harpurhey Campus, Rochdale Road, Harpurheey, M9 4AF

Courses are 12 hours per week, and learners can work to achieve qualifications in English, maths, employability and ICT.
Visit The Manchester College website here

Talk English Manchester runs ESOL sessions in community centres all over the city for Pre-entry and Entry 1 learners to help them gain confidence in speaking English, as well as to improve reading and writing skills. Classes are designed to encourage learners to access local services, explore local areas, and get more involved in their local community. There is also the opportunity to go on trips out to places such as art galleries, museums and libraries. The classes provide a friendly environment for people to practise English and meet new people.

Volunteering opportunities are also available for higher level learners.

Visit their website to find out more about Talk English courses

Tel: 0161 6965472
The WEA are the UK's largest voluntary sector provider of adult education, helping students to develop their English skills for all aspects of life and work. Courses range from Pre-entry to Level 2, where learners can achieve City and Guilds qualifications in ESOL, maths and English. Their information, advice and guidance service is an important part of all courses to help students find further learning and progression opportunities. The majority of classes are delivered online via Zoom, and a small number in community centres around Manchester.
Visit their website to find out more about WEA

247 Wilmslow Road, Rusholme, M14 5LW
Alexandria Library is a charity based on the Curry Mile, which provides free English classes for all levels. They have a range of classes, including English grammar for beginners, learning English through stories, and English conversation classes. Downstairs, there is a bookshop where you can find books in many languages, including English, Arabic, Farsi, Urdu, and many others.
Visit their website to find out more about classes at Alexandria Library

47-49 Carnarvon St, Cheetham Hill, Manchester M3 1EZ Tel: 0161 795 9513
First Asian Support Trust (FAST) at Community Point Resource Centre in Manchester has been delivering provision within the local community in Manchester and the surrounding areas since 2003. The centre provides education and training in Pre-entry, Entry Level and Entry 1 ESOL, as well as digital and employment support for those who are socially excluded within the local community.

66-68 Swan Street, Manchester, M4 5JU Tel: 0161 833 0377
Wai Yin Society specialises in providing education and social welfare services to communities in various centres across Manchester.

There is a focus on community based learning to engage learners, reduce isolation and develop self-confidence. Blended learning programmes are offered to embed ESOL with vocational activities so learners can enjoy learning English as well as integrating into the community and adapting to British culture.

They are also a Trinity Secure English Language Tests (SELTs) course provider and Trinity ESOL Skills for Life exam centre.
Visit their website to find out more about Wai Yin Society

Mustard Tree, 110 Oldham Road, Ancoats, M4 6AG Tel: 07984078193
Caritas Refugee Education works alongside refugees and asylum seekers in order to assist them with their academic and career aspirations, and in doing so, help them rebuild their lives and give back to their new community.

We do this through our unique model of integration which consists of:

High quality language courses and qualifications

- Courses include ESOL Pre Entry , Entry 1, Entry 2, Entry 3, Level 1

- Functional Skills Level 2.

- IELTS courses and OET support classes

Mentoring into Higher Education and Careers.

Wrap around well-being services.

Find out more about Caritas Refugee Education and visit their website To join a course with Caritas Refugee Education, you can complete this online form

Central Hall Buildings, Oldham Street, M1 1JQ Tel: 0161 237 1427
Migrant Support aims to provide language skills to individuals in order to access training, gain employment and participate in society. Learners are offered both accredited a and unaccredited courses for ESOL learners, as well as free confidential advice.

Watch this short video about Migrant Support. It explains the services they offer and how they raise funds to keep providing support to the most vulnerable refugees, unemployed migrants and asylum seekers living in Greater Manchester.

St Aidan's Centre provide weekly conversational English sessions to empower ESOL students to increase confidence and aid integration. The aim of the classes are to bring people together from their local community and reduce isolation and loneliness. They also offer preparation services for Life The UK exam for learners with ESOL levels Entry 1 to Entry 3.

In addition, they run a "food bridge" to facilitate links between local people and asylum seekers by cooking each other meals, sharing stories and forming friendships.
Visit their website to find out more about St Aidan's Centre

372 Dickenson Rd, Longsight, M13 0WQ Tel: 0161 224 4564 Impact for All is a not for profit community organisation based in Longsight, providing support aimed at raising self confidence and motivation. They currently run a successful voluntary work club as well as mixed level ESOL sessions, in partnership with a private training provider based at the same premises. They also provide a mix of accredited Level 1 and unaccredited employability skills programmes for llocal residents. In house IAG support is also available to help service users with career related advice. Visit their website to find out more about Impact For All

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There are lots of different ESOL courses in Manchester. To join any of them you need to do an assessment with the Manchester ESOL Advice Service. Watch this video to find out more about an assessment for an ESOL course and then have a look below at the places where you can learn English in Manchester.

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Claim benefits and support, check what you are entitled to and check your account. Including: Housing Benefit, Council Tax Support, Free school means and discretionary housing payments

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Shelter - The housing and homelessness charity

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Shelter believes everyone should have a home. More than one million people a year come to us for advice and support via our website, helplines and national network of services.

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Volunteer with us

Over 16,000 highly trained volunteers support the delivery of our service. Our volunteers come from a range of backgrounds and find volunteering rewarding, challenging and fun. We have a range of roles in local Citizens Advice and Witness Service, want to find out more?

Our volunteer opportunities

Find your local Citizens Advice

For more information and advice

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Online free advice from Citizens Advice to help you find a way forward, whatever the problem. Our research enables us to campaign on issues affecting people's lives.

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This page explains the law relating to the situation whereby a child goes to live with a person who is not their parent , a person with parental responsibility or a relative. It explains the duties of the local authority to assess the suitability of the prospective private foster carer and provide support where necessary.

The law regarding private fostering changed greatly following the death of Victoria Climbie in 2000 who was privately fostered by her Great Aunt. Legislation introduced after Victoria's death requires local authorities to be proactive in investigating potential private fostering arrangements.

What is private fostering?

Private fostering is an arrangement whereby a child under the age of 16 (or 18 if the child has a disability) is living with and cared for by a person for 28 days and the person is not the child's parent, a person who has Parental Responsibility for the child or a relative of the child. This is definition is provided in S.66 Children Act 1989.

Private foster carers can be from the extended family, e.g. a cousin or a great aunt, but cannot be a relative as defined under the Children Act 1989, section 105:
'A relative under the Children Act 1989 is defined as a 'grandparent, brother, sister, uncle or aunt (whether full blood or half blood or by marriage or civil partnership) or step-parent'.
If you meet the definition of a 'connected person', please see our page on Family and Friends Care.

It is imperative that the Local Authority are notified if a child is living with someone who is not their parent, a person who has Parental Responsibility for the child or a relative as defined above for longer than 28 days. The Local Authority need to be satisfied that the placement is suitable and the child is safe. To be defined as 'private fostering', the child must be living with that person for longer than 28 days and this should be continuous but can include occasional short breaks.

What is the relevant legislation for private fostering?

The Children (Private Arrangements for Fostering) Regulations 2005 and the National Minimum Standards for Private Fostering (NMS) issued under section 7 of the Local Authority Social Services Act 1970 are key pieces of legislation and guidance governing the area of private fostering. The NMS is general guidance and does not have the full force of statute, but should be followed unless there are exceptional local circumstances to justify a variation.

What are the obligations of a private foster carer to notify the Local Authority of the arrangement?

A person who proposes to foster a child must notify the appropriate Local Authority at least six weeks before the arrangement is to begin. The Local Authority must be notified immediately if the arrangement is to begin within six weeks. If the parent or other person with Parental Responsibility is arranging for the child to be privately fostered, or is aware of the situation, they are under an obligation to notify the Local Authority as soon as possible.

If a private carer was not aware of the need to inform the Local Authority they should do so as soon as they become aware of the situation. In order to understand the child and to care for him or her it is advisable for the foster carer to be given as much information as possible about the child and this information should be passed on to the Local Authority when giving notification. This information should include:

The child's history which can include the child's name, sex, date and place of birth

Information regarding the child's health

Eating preferences

Education

Religious, cultural or ethnic background

Hobbies

The person notifying the Local Authority should give them as much information as possible. This information including what has been outlined above should also include:

The name and current address of the person giving notice, the parent or anyone else with and that of the proposed or current private carer and his/her addresses within the previous five years

The date on which the intended private fostering arrangement will start or when it started

Any conviction, disqualification or prohibition imposed on the private foster carer or any other person living or employed at his/her household

Any court orders relating to the child.

The private foster must also notify the appropriate Local Authority of any change of their circumstances regarding the above. The Local Authority should also be notified if the child has a new private foster carer.

What are the duties of the Local Authority once notified of a private fostering arrangement?

Once the Local Authority receives notification of a prospective private fostering arrangement they must arrange for a social worker to carry out the following checks within seven days to establish whether the arrangement is suitable:

visit the premises where it is proposed that the child will be cared for and accommodated

visit and speak to the proposed private foster carer and people living with the foster carer

visit and speak to the child alone to ascertain the child's wishes and feelings unless the officer considers it inappropriate

speak to and, if it is practicable to do so, visit the parent or person with Parental Responsibility for the child

investigate any other matters the social worker believes to be relevant such as whether an agreement for financial arrangements and for the care and maintenance of the child have been reached, arrangements for the child's education etc.

The social worker must ensure that the intended duration of the fostering arrangement is understood and agreed by both the parents of the child and the proposed private foster carer.

Will I get Parental Responsibility as a private foster carer?

The foster carer becomes the main carer of the child and can make day to day decisions, however they will not get Parental Responsibility. Those with Parental Responsibility, such as the parent, retain their Parental Responsibility and would continue to exercise it. Those with Parental Responsibility can delegate certain responsibilities but the overarching responsibility to safeguard and promote the welfare of the child remains with the parent or any other person with Parental Responsibility. (See our information page on Parental Responsibility for more information on who has Parental Responsibility).

What role will the Local Authority have during a private fostering arrangement?

Once the Social Worker has undertaken enquiries they must prepare a written report to the Local Authority detailing their recommendations. If the Local Authority determines that an arrangement is unsuitable but the child cannot be returned to his or her parents, the Authority must decide what action to take in order to safeguard the child's welfare. This may mean providing support to the carer or, in some circumstances, finding alternative Local Authority accommodation.

The Social Worker will offer advice on how to claim benefits, as well as parenting support and assistance in bringing families closer together. If the arrangement is ongoing, the Local Authority must arrange to visit the child at least every 6 weeks during the first year and at least every 12 weeks after the first year. The social worker must complete a report after every visit and can also visit the child if the child requests this, or if the parents request a visit.

The foster carer will have to make the Local Authority aware of certain changes in circumstances, such as change of address, any criminal convictions they acquire or anyone living at the address acquires, loss of employment etc.

What support is available to a private foster carer?

The parent or person with Parental Responsibility will remain financially responsible for the child. The private foster carer should be able to claim benefits such as Child Tax Credit and Housing benefit for the period the child lives with them.

It is key to distinguish a private fostering arrangement from accommodating a child under section 20 of the Children Act 1989. A section 20 agreement is an agreement between the Local Authority and the parent for the Local Authority to accommodate the child. The Local Authority may then decide to place the child with a third party. In such circumstances the Local Authority are responsible for providing the necessary support to the person caring for the child and this does include financial support. For a private fostering arrangement, the Local Authority have not placed the child and the child does not obtain looked after status. The Local Authority do not need to pay the private foster carer a fostering allowance.

Where the Local Authority consider the child to be a 'child in need' as specified under section 17(1) of the Children's Act 1989, then the Local Authority must provide services and support to increase the capacity of the private foster carer to care for the child.

The Local Authority also have a legal duty to open and maintain a register of disabled children in their area, this register and services should identify, diagnose, assess and treat privately fostered children who are disabled. This can include the provision of equipment such as communication aids and interpreters.

What should I do if a private fostering arrangement comes to an end?

The foster carer should advise the Local Authority in writing within 48 hours if the arrangement comes to an end. They should also notify the Local Authority of the name and address of the person who will be taking on care of the child. It will not be necessary to notify the Local Authority if the private foster carer intends to resume the arrangement after an interval of not more than 27 days. However, if during the interval the foster carer decides not to resume the arrangement then the Local Authority should be notified within 48 hours of abandoning this intention.

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This page explains the law relating to the situation whereby a child goes to live with a person who is not their parent , a person with parental responsibility or a relative. It explains the duties of the local authority to assess the suitability of the prospective private foster carer and provide support where necessary.

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The pre-proceedings process is a phase of work aimed at avoiding care proceedings. It is sometimes described as a 'last chance' for parents to make the changes they need to, otherwise children's services may need to go to court to start care proceedings.

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A date for a review meeting should be agreed at the end of the first pre-proceedings meeting. The parents' solicitors will attend these meetings as well.

Once assessment reports have been received, the parents should arrange to see their solicitor to go through the report. Parents may find it helpful to note down what they think about what is in the report. They can then take these notes with them when they meet their solicitor.

The parents should update their solicitor on how helpful they have found any of the support that has been put in place.

What happens next will depend on the situation. And on the outcome of any assessments. It may be that at the review meeting:

The parents and family may have been positively assessed. And it is clear they can now safely care for their child. Or extra help and support put in place may have been all that was needed to reduce children's services' concerns. The review meeting can be used to discuss whether children's services want the family to continue to engage them in some way. For example, with the child on a child in need or child protection plan.

The meeting would be used to review the outcome of any assessment and agree next steps. The written agreement might be updated. A date for a further review meeting should be agreed.

Care proceedings are going to be issued

If the outcome of the pre-proceedings process is that the child is still likely to suffer significant harm at home, children's services may feel that they need to apply to the Family Court to start care proceedings. If this is the case, they should provide the parents with a letter of issue.

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A date for a review meeting should be agreed at the end of the first pre-proceedings meeting. The parents' solicitors will attend these meetings as well. Once assessment reports have been received, the parents should arrange to see their solicitor to go through the report.

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A Child Protection Plan is made when a child is judged to be at risk of significant harm, significant harm being a level of harm that affects the health, welfare and development of a child. The Plan will say what the specific risks are to the child and the actions that will be needed to keep the child safe.

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After a child protection conference, the people who were there will make a plan to protect your child - this is called a 'child protection plan'. Check who can go to a child protection conference.

You'll get a copy of the plan from a social worker. If the plan changes later, you should get copies of the changes.

Check what's in the child protection plan

The child protection plan includes:

The plan will include any important dates - for example child protection review conferences, to see how things are going. These will take place every 3 to 6 months if social workers think they're needed.

Ending a child protection plan

The child protection plan ends when one of the following happens:

If you're moving to a different local council area

Contact the local council where your new home is. Tell them you're moving into the area and your child has a child protection plan. This will make sure your child still gets the protection they need after you move.

The local council will arrange a child protection conference to decide what happens next.

If the child protection plan isn't working

If the people who made the plan think it isn't enough to keep your child safe, your local council might apply to the court for a care order. If they get a care order your child might be taken into care.

You can find out about what will happen if the local council applies for a care order.

If you're unhappy with the child protection plan

You should talk to a social worker about why you're unhappy with the child protection plan.

You might be unhappy about a child protection plan because you think:

If you're still unhappy after talking to a social worker, you should get legal advice from a specialist.

Page last reviewed on 02 July 2020

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If there's a child protection plan for your child

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After a child protection conference, the people who were there will make a plan to protect your child - this is called a 'child protection plan'. Check who can go to a child protection conference. You'll get a copy of the plan from a social worker.

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A child in need plan is voluntary for families and gives children failing to thrive extra services, beyond what every child receives, to help them develop safely. A child in need plan operates under section 17 of The Children Act 1989 and doesn't have statutory framework for the timescales of the intervention.

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This page explains the duty of Children's Services under section 17 Children Act 1989 to provide services to children in need in their area. It explains the definition of a child in need, the assessment process and child in need plans and the types of services available.

All children and young people are unique and have differing needs. Similarly, parents also differ in their capability to respond to and meet their child's needs.

Children's Services are expected to provide help and support to children in their area as part of a continuum:

Early Help services

Section 17 Children Act 1989 support for more complex needs

Action under section 47 if there is reasonable cause to suspect that a child is suffering or likely to suffer significant harm.

A 'child in need' assessment under section 17 will identify the needs of the child and ensure that the family are given the appropriate support in enabling them to safeguard and promote the child's welfare.

What is the legal definition of a child in need?

Under Section 17 Children Act 1989, a child will be considered in need if:

they are unlikely to achieve or maintain or to have the opportunity to achieve or maintain a reasonable standard of health or development without provision of services from the Local Authority;

their health or development is likely to be significantly impaired, or further impaired, without the provision of services from the Local Authority;

they have a disability.

Disability includes blindness, hearing impairments, mental disorders and permanent illnesses, injuries or congenital deformities.

Children in need may be:

children with SEND;

young carers (see our page on Young Carers);

children who have committed a crime;

children whose parents are in prison; or

asylum seeking children.

What is the duty of Children's Services under section 17 to a child in need?

It shall be the general duty of every Local Authority:

to safeguard and promote the welfare of children within their area who are in need; and

so far as is reasonably consistent with that duty, to promote the upbringing of such children by their families, by providing a range and level of services appropriate to those children's needs.

Local authorities are only under a duty in relation to a child within their area. However, 'within their area' simply means that a child has to be physically present in the geographical area of the Local Authority to trigger the section 17 duty.

Any service provided by a Local Authority may be provided for the family of a particular child in need or for any family member, if it is provided with a view to safeguarding or promoting the child's welfare ( section 17 (3)).

How can a request be made for a child in need assessment?

We advise that a request for a section 17 assessment be made in writing and that the correspondence make particular reference to the child's needs and the type of support which is required.

Each Local Safeguarding Children Board must produce a threshold document which sets out the criteria and level of need for when a case should be referred to social care for an assessment.

A parent or child can also ask a doctor, GP, health visitor to contact Children's Services on their behalf.

What will be considered as part of a child in need assessment?

The assessment will address the following questions:

What are the developmental needs of the child?

Are the parents able to respond appropriately to the child's identified needs?

Do the parents have the capacity to respond to the child's needs?

Are the parents able to promote the child's health and development?

What impact are the family functioning and history, the wider family and environmental factors having on the parents' capacity to respond to their child's needs and the child's developmental progress?

Is there any evidence of domestic violence?

Are there any other children in the household or elsewhere who should be included in the assessment?

What is a child in need plan?

A child in need plan will contain the support which is being provided to a child and/or family by Children's Services.

The plan should set out:

what is working well within the family;

what support is required and why;

which agencies will provide the required services;

what the child and/or family agree to do;

what the expected outcomes are;

what the timeframe of the plan is and when it will be reviewed. The first review should be held within 3 months of the start of the child in need plan and further reviews should take place at least every 6 months thereafter.

Which type of support can be provided to a child in need?

The Local Authority can provide a range of services for a child in need. These can include:

day care facilities for children under 5;

advice, guidance and counselling;

occupational, social, cultural and recreational activities;

assistance for the child and family to have a holiday;

family centres, where parents can receive family support and practical parenting advice, while children have a safe space to play;

financial assistance, which may be in the form of a loan, a cash payment, or payment in kind, for example, vouchers for a particular shop, or an item of food, clothing or furniture;

respite care (temporary relief care for the family, where the children are placed with a carer on a regular or one-off basis); and

accommodation.

Going further

If you wish to initiate a complaint against Children's Services, detailed information can be found in our How-to Guide. Please note that a fee is charged for this service.

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This page explains the duty of Children’s Services under section 17 Children Act 1989 to provide services to children in need in their area. It explains the definition of a child in need, the assessment process and child in need plans and the types of services available.

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Find out how to access NHS mental health services and where to get urgent help.

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YoungMinds | Mental Health Charity For Children And Young People

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YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

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Kooth is your online mental wellbeing community. Access free, safe and anonymous

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Drugs and Alcohol Services for young people

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Drugs and Alcohol Services for young people

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Eclypse helps young people in Manchester who would like advice or support for their own, or someone else's drug or alcohol use.

How we can help

Do you...

Want to cut down or stop your alcohol or drug use?

Want advice on how to reduce your risk of harm when using drugs or alcohol?

Want to talk to someone about a family member or friend's drug or alcohol use?

If so, Eclypse can help.

Eclypse is a free and confidential service for young people 25 and under in Manchester. We provide support for anyone who is concerned about their own or somebody else's drug or alcohol use. Our friendly team is on hand to provide advice and tailored support plans to help you achieve your goals. We're a confidential service, which means we won't inform anyone of your involvement with us unless there was a risk of harm to yourself or somebody else. We work in a way that suits you - that might be having appointments over the phone, in-person at our base or your place of choosing, or online via Zoom.

To find out more, you can get in touch using the details at the bottom of this page.

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Eclypse helps young people in Manchester who would like advice or support for their own, or someone else's drug or alcohol use. Do you... Want to cut down or stop your alcohol or drug use? Want advice on how to reduce your risk of harm when using drugs or alcohol?

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Use our range of resources on peer-on-peer sexual abuse and healthy relationships for schools and anyone who works or volunteers with children and young people

Protecting children from harmful sexual behaviour

Read our information about how to recognise, respond to and prevent harmful sexual behaviour.

Healthy sexual development of children and young people

Find out about developmentally appropriate and healthy child sexual behaviour and how to respond to inappropriate sexual behaviour.
> Show me more
Take our harmful sexual behaviour in schools training

Our updated elearning courses will help you to manage harmful sexual behaviour in primary or secondary schools in the UK.

> Find out more

Listen to our podcast

We have a series of episodes discussing different aspects of harmful sexual behaviour:

Assess your safeguarding practice

Harmful sexual behaviour framework

Use our evidence-informed framework to help local areas develop and improve multi-agency responses to children displaying harmful sexual behaviour (HSB).
> Find out more
Safeguarding self-assessment tool

Use our free tool to audit your school's child protection arrangements and ensure your organisation meets best practices. Covers the measures schools should have in place to prevent and respond appropriately to all forms of peer-on-peer abuse.
> Find out more
Resources on promoting healthy relationships

We've also got lots of information and resources for teachers and group leaders on talking to children and young people about healthy relationships.
> Tell me more
Recognising and responding to abuse

What to do if you have concerns that a child you know through your work or volunteering has experienced abuse and neglect and how to respond if a child discloses abuse to you.
> Find out more
Let children know you're listening

Our resources share learning about how to respond if a child tells you they have experienced abuse and ensure children always feel listened to.
> Show me more
Managing allegations made against a child

Explains how an allegation of abuse may be made against a child, how people who work with children can respond and how to decide if a concern is a child protection issue.
> Find out more
Sexting: advice for professionals

Advice about sexting and what to do to help a young person who has received or sent an explicit image, video or message.
> Read advice
Protecting children from sexual abuse

Information to help you understand how to recognise indicators and learn how to respond to concerns.
> Read information
How to have difficult conversations with children

Guidance on how to prepare for having difficult conversations with children and young people and what you need to keep in mind when discussing sensitive topics.
> Read guidance
Research and evidence briefings

NSPCC helplines report: peer sexual abuse

"Is this sexual abuse?" is a report into the concerns being raised to the NSPCC helpline and Childline about peer sexual abuse; how it takes place, the impact it has, and how to best provide support.
> Read report
Harmful sexual behaviour: learning from case reviews

Lessons from case reviews published since 2010, where harmful sexual behaviour was highlighted as a significant issue.
> Read briefing
Harmful sexual behaviour: statistics briefing

Briefing on the data available about harmful sexual behaviour (HSB), including scale of the issue, technology-assisted HSB and characteristics of young people who display HSB.
> Find out more
Harmful sexual behaviour: research briefing

A summary of messages from research into harmful sexual behaviour published in 2016 and 2017.
> Read briefing
Report Abuse in Education helpline

Young people who have experienced abuse at school and parents and teachers who are concerned about sexual abuse in education settings can call the Report Abuse in Education helpline on 0800 136 663 or email help@nspcc.org.uk
> Share details of the Report Abuse in Schools helpline with your school community
For anyone with concerns about a child outside of an education setting, contact the NSPCC helpline on 0808 800 5000 or email help@nspcc.org.uk. You can call Monday to Friday 8am to 10pm or 9am to 6pm at the weekends, or email at any time.

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Resources on peer-on-peer sexual abuse in education and healthy relationships | NSPCC Learning

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Use our range of resources on peer-on-peer sexual abuse and healthy relationships for schools and anyone who works or volunteers with children and young people Protecting children from harmful sexual behaviour Read our information about how to recognise, respond to and prevent harmful sexual behaviour.

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How to identify the signs and symptoms of abuse

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How to identify the signs and symptoms of abuse

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Introduction

It can be very hard for children and young people to speak out about abuse. Often they fear there may be negative consequences if they tell anyone what's happening to them.

Some may delay telling someone about abuse for a long time, while others never tell anyone, even if they want to.

It's vital that children and young people are able to speak out and that whoever they tell takes them seriously and acts on what they've been told.

Even if a child doesn't tell someone verbally about what's happened to them, there may be other indicators that something is wrong. People who work with children need to be able to recognise the signs and know how to respond appropriately.

This page outlines best practice for recognising and responding to abuse and some of the issues which may arise when working with children who have been abused.

You should use this information when writing your group or organisation's child protection procedures.

Looking to write a safeguarding policy statement but unsure where to start?

Our advice covers what your safeguarding and child protection policies and procedures should include, as well as tips for writing a policy statement and links to relevant legislation.

Identifying concerns

Identifying concerns

Disclosure

Disclosure is the process by which children and young people start to share their experiences of abuse with others. This can take place over a long period of time - it is a journey, not one act or action.

Children may disclose directly or indirectly and sometimes they may start sharing details of abuse before they are ready to put their thoughts and feelings in order.

Not all disclosures will lead to a formal report of abuse or a case being made or a case being taken to court, but all disclosures should be taken seriously.

It takes extraordinary courage for a child to go through the journey of disclosing abuse.

It's vital that anyone who works with children and young people undertaking this journey is able to provide them with the support they need.

How disclosure happens

Children and young people may disclose abuse in a variety of ways, including:

directly- making specific verbal statements about what's happened to them

indirectly - making ambiguous verbal statements which suggest something is wrong

behaviourally - displaying behaviour that signals something is wrong (this may or may not be deliberate)

non-verbally - writing letters, drawing pictures or trying to communicate in other ways.

Children and young people may not always be aware that they are disclosing abuse through their actions and behaviour.

Sometimes children and young people make partial disclosures of abuse. This means they give some details about what they've experienced, but not the whole picture. They may withhold some information because they:

are afraid they will get in trouble with or upset their family

want to deflect blame in case of family difficulties as a result of the disclosure

feel ashamed and/or guilty

need to protect themselves from having to relive traumatic events.

When children do speak out it is often many years after the abuse has taken place (McElvaney, 2015).

Barriers to disclosure

There are many reasons why children and young people might find it hard to talk about their experiences of abuse or neglect. They might be reluctant to seek help because they feel they don't have anyone to turn to for support. They may have sought help in the past and had a negative experience, which makes them unlikely to do so again or they may not have the knowledge or words to describe their experience.

Some children and young people may also:

blame themselves for the abuse or feel shame or guilt - feelings which can be made worse through the use of 'victim-blaming' language or labelling

experience feelings of isolation

be afraid of negative reactions from parents, caregivers, peers and professionals

worry they will be causing trouble and making the situation worse

be concerned about confidentiality

feel too embarrassed to talk to an adult about a private or personal problem

feel that they will not be taken seriously

lack trust in the people around them (including parents) and in the services provided to help them

find formal procedures overwhelming

not know about the support services available to them, or be unable to access these services

(Allnock and Kiff, 2023; Mental Health Foundation and Camelot Foundation, 2006).

Not all children and young people realise they have experienced abuse, for example if they have been groomed.

Spotting the signs of abuse

Children and young people who have been abused may want to tell someone, but not have the exact words to do so. They may attempt to disclose abuse by giving adults clues, through their actions and by using indirect words (Allnock and Miller, 2013; Cossar et al, 2013).

Adults need to be able to notice the signs that a child or young person might be distressed and ask them appropriate questions about what might have caused this.
> Read more about the different types of child abuse and neglect
> Read our factsheet on the definitions and signs of child abuse

Child protection training can help increase adults' confidence in recognising the indicators of abuse and understanding the different ways a child might try to share what they have experienced.
> Learn more about child protection training requirements and how you can continually update your knowledge > See our child protection training courses
You should never wait until a child or young person tells you directly that they are being abused before taking action. Instead, ask the child if everything is OK or discuss your concerns with your organisation's designated safeguarding lead, or the NSPCC helpline.

Waiting for a child to be ready to speak about their experiences could mean that the abuse carries on and they, or another child, are put at further risk of significant harm (Cossar et al, 2013).

Not taking appropriate action quickly can also affect the child's mental health. They may feel despairing and hopeless and wonder why no-one is helping them. This may discourage them from seeking help in the future and make them distrust adults.

Helping children disclose abuse

Helping children disclose abuse

It's important to create an environment where children and young people are comfortable about speaking out if anything is worrying them. They need to:

be able to recognise abuse and know it is wrong

know who they can talk to about it.

The people they choose to disclose to need to listen, understand and respond appropriately so the child gets the help, support and protection they need.

Talking PANTS (the underwear rule) is a simple way to talk to children as young as four about staying safe from sexual abuse. It helps children to:

name their body parts and know which parts should be private

know the difference between appropriate and inappropriate touch

understand they have the right to say "no"

think about who they trust and who they can ask for help.

> See the PANTS resources for schools and teachers > Find Talk PANTS resources for parents on the NSPCC website
Our Speak out Stay safe service for primary schools helps children understand abuse in all its forms and know how to protect themselves.
> Find out more about Speak out. Stay safe
Our Childline service offers children and young people confidential help and advice. Calls to 0800 1111 are free and children can also contact Childline online or find advice on the Childline website.
> Visit the Childline website > Download or order Childline posters and wallet cards
Encouraging children and young people to seek help and support

Many children and young people will seek help because they know where to go and believe that it will make a difference.

Others may not have the confidence to seek support or be too scared to ask for help. They may not get the help they need until they reach crisis point (Garvey et al, 2009).

Make it as easy as you can for young people to find and take up the offer of help.

Reinforce positive messages about those who seek help - seeking help is a sign of strength.

Encourage parents to support their children in seeking help.

Be positive about young people, their capacity for change and their resilience.

Listen to the people you help - improve your services using feedback from service users.

Shout about your work - lack of awareness is a significant barrier to young people seeking help.

See the whole person - engage with young people both in terms of their strengths and their weaknesses.

Build trust - treat young people with respect.

Help young people to help each other - equip young people with the skills and tools to support their friends/peers and family members.

Consider the role of new technologies - these should be complementary to other ways of supporting young people.

(Garvey et al, 2009).
> Read our tips on having difficult conversations with children and young people
Through Childline, children and young people can access a range of support including:

information and advice

online and telephone counselling

peer support message boards

therapeutic tools.

> Visit the Childline website

Responding to disclosures

Responding to disclosures

We carried out research to find out how adults can better respond to a child who is disclosing abuse (Baker et al, 2019). We found three key interpersonal skills that help a child feel they are being listened to and taken seriously:

show you care, help them open up: Give your full attention to the child or young person and keep your body language open and encouraging. Be compassionate, be understanding and reassure them their feelings are important. Phrases such as 'you've shown such courage today' help.

take your time, slow down: Respect pauses and don't interrupt the child - let them go at their own pace. Recognise and respond to their body language. And remember that it may take several conversations for them to share what's happened to them.

show you understand, reflect back: Make it clear you're interested in what the child is telling you. Reflect back what they've said to check your understanding - and use their language to show it's their experience.

> Download our free poster to help you remember these skills and embed them in your practice

If a child tells you they are experiencing abuse, it's important to reassure them that they've done the right thing in telling you. Make sure they know that abuse is never their fault.

Never talk to the alleged perpetrator about the child's disclosure. This could make things a lot worse for the child.

Watch our animation on how to respond to a child's disclosure of abuse

Non-biased approach

It's vital that any child who is trying to disclose abuse feels that they are being listened to and taken seriously.

But there can be a risk that if professionals just believe the child's account without thoroughly investigating the situation, this can lead to unfair bias against the alleged abuser as formal investigations progress (Child Protection Resource, 2021; Transparency Project, 2018).

This means it's important to maintain an unbiased approach when responding to disclosures and follow your organisation's procedures to ensure each case is treated in a fair and transparent manner and that the child gets the protection and support that they need.

Making notes

It's important to keep accurate and detailed notes on any concerns you have about a child. You will need to share these with your nominated child protection lead.

Include:

the child's details (name, age, address)

what the child said or did that gave you cause for concern (if the child made a verbal disclosure, write down their exact words)

any information the child has given you about the alleged abuser.

For more information about child protection and how to record concerns, sign up for one of our child protection elearning courses.
> Find out more about how people who work or volunteer in schools should respond to concerns about abuse > Contact the NSPCC helpline to get advice or share your concerns about a child

Information sharing

Information sharing

Why information sharing is important

Sharing information about a child's welfare helps professionals build a clearer picture of the child's life and gain a better understanding of any risks the child is facing.

Information sharing helps to ensure that an individual receives the right services at the right time and prevents a need from becoming more acute and difficult to meet (DfE, 2018a).

General principles of best practice for information sharing are outlined below. Refer to your organisation's procedures as well as local multi-agency arrangements to ensure you are following the information sharing processes that are most appropriate for your role.
> Find out more about best practice for multi-agency working
When to share information

Timely information sharing is key to safeguarding and promoting the welfare of children.

People who work with children, whether in a paid or voluntary role, may need to share information about the children and families they are involved with for a number of reasons. These include:

you are making a referral to arrange additional support for someone in the family

someone from another agency has asked for information about a child or family

someone in the family has asked to be referred for further help

a statutory duty or court order requires information to be shared

you are concerned that a child or a member of their family may be at risk of significant harm

you think a serious crime may have been committed or is about to be committed which involves someone in the family.

You must always have a clear and legitimate purpose for sharing a child's personal information. Keep a record of the reasons why you are sharing or requesting information about a child or their family.

You should also make sure you are not putting a child's safety and welfare at risk by sharing information about them.

Some professionals have a legal duty to share information relating to safeguarding concerns. More information about this is available in the Mandatory reporting tab.

Always seek consent to share information about a child and their family. However if consent isn't given, you can still share information with relevant professionals under certain circumstances, for example if you are protecting a child from significant harm. The Data Protection Act 2018 and General Data Protection Regulation (GDPR) do not affect this principle.

To learn more about getting permission to share information, see the Consent tab.
> Find out more about GDPR and children
What information to share

You need to decide what specific information is appropriate to share and who to share it with.

Prioritise the safety and welfare of the child and anyone else who may be affected by the situation.

Make sure you share the information quickly and securely. The sooner you report your concerns the better. This means the details will be fresh in your mind and action can be taken quickly.

Identify how much information should be shared. This will depend on the reasons for sharing it.

Use language that is clear and precise. Different agencies may use and understand terminology differently.

Make sure the information you are sharing is accurate. Make it clear what information is factual and what is based on opinion (yours or other people's).

Facts and opinions

When working with children and families you will gather information from a variety of sources. How you interpret this information can depend on:

any previous information received

your knowledge of research and theory

your own frame of reference.

When recording information you should be as factual as possible. If you need to give your own or somebody else's opinion make sure it is clearly differentiated from fact. You should identify whose opinion is being given and record their exact words.
> Contact the NSPCC helpline to share your concerns about a child

Seeking consent to share information

Children should be given the opportunity to decide whether they agree to their personal information being shared. If a child doesn't have the capacity to make their own decisions ask their parent or carer (unless doing so would put the child at risk of harm).

The Gillick competency and Fraser guidelines help professionals to assess whether a child is mature enough to make decisions.
> See our guidance on the Gillick competency and Fraser guidelines
You should always seek consent to share information about an adult.

Tips for getting consent:

be open and honest

make sure the person you're asking for consent understands what information will be shared and why

explain who will see the information and what it will be used for

make sure the person you're asking for consent understands the consequences of their information not being shared

get the consent in writing, in case there are any disputes in the future. If it's only given verbally, make a written record of this

make sure the person knows they can withdraw consent at any time.

Sharing information without consent
If consent is refused or if you're unable to seek consent, you can still share information with relevant professionals if this is in the public interest.
This includes protecting children from significant harm and promoting the welfare of children.

The Data Protection Act 2018 and General Data Protection Regulation (GDPR) do not affect this principle.
> Find out more about GDPR and children
When deciding whether to share information without consent, you should consider each case individually.

Decide if the need to share information is in the public interest and whether it outweighs the need to maintain confidentiality.

Consider all the implications of sharing the information, for example if you are sharing sensitive details about a person's life.

If you're not sure what to do, contact the NSPCC helpline for advice.

Make sure you are following the relevant legislation and guidance. More information about this is available in the Legislation and guidance tab.

If you're sharing information without consent keep a written record explaining:

what steps you took to get consent

the person's reasons for not giving consent (if known)

why you felt it was necessary to share information without consent.

Pass a copy of this record on to the agency/agencies you're sharing the information with.
> Contact the NSPCC helpline to share your concerns about a child
Confidentiality

Never promise a child that you will keep the things they're telling you a secret. Explain that you need to share what they've told you with someone who will be able to help.

If a child or young person needs confidential help and advice direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online.

Reporting concerns

Reporting concerns

If a child is suffering or at risk of suffering significant harm, you can share information with appropriate agencies or professionals without the child's or their parent's consent
If a child is in immediate danger, call the police on 999. If a child is not in immediate danger:
Follow your organisation's safeguarding policies and procedures as soon as possible. These should provide clear guidelines on the steps you need to take if a child discloses abuse. They will state who in your organisation has responsibility for safeguarding or child protection and who you should report your concerns to.
> Find out more about the role of the nominated child protection lead

Contact your local child protection services. Their contact details can be found on the website for the local authority the child lives in.

Contact the police. They will assess the situation and take the appropriate action to protect the child.

Contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk. Our trained professionals will talk through your concerns with you, give you expert advice and take action to protect the child as appropriate. This may include making a referral to the local authority.

> Read about what happens when you contact the NSPCC Helpline on the NSPCC website > Find out more about how people who work or volunteer in schools should respond to concerns about abuse
If you have made a verbal referral to local children's services you should follow this up with a written referral as soon as possible, ideally within 48 hours.

If your organisation doesn't have a clear safeguarding procedure or you're not comfortable with how your organisation has responded to your report, contact the Whistleblowing Advice Line to discuss your concerns.
> Find out about the Whistleblowing Advice Line on the NSPCC website
Further information
> How the children protection system work in each UK nation > Managing allegations of abuse against a member of staff or volunteer > How to respond to concerns about abuse if you work or volunteer in a school

Support and protection

Support and Protection

In line with your organisational safeguarding procedures, any new concerns should be added to existing information about the child and their family. A decision should then be made about next steps.

If you or your organisation made a referral to the local authority, that local authority must assess the concern alongside other information. If the local authority makes the decision that action should be taken, a meeting will take place to identify how local agencies can work together to safeguard the child or young person.

If you still have concerns following a referral, you can follow up to ask what action has been taken.

Child protection response

If a decision is made that is made that the child or young person is at risk of significant harm, following an assessment by the relevant agencies, child protection measures will be put in place. The response will differ depending on which of the UK's four nations you are in.

Read more about the child protection system in:

Other safeguarding responses

Every local area, and each nation, has its own safeguarding arrangements and follows its own procedures. For this reason, responses to safeguarding will differ depending on the area.

Child in need or receiving support

All local authorities have a duty to ensure that children assessed as in need of care and support have services made available to them in England under the Children Act 1989, in Northern Ireland under the Children (Northern Ireland) Order 1995, in Scotland under the Children (Scotland) Act 1995 and in Wales under the Social Services and Well-being Wales Act 2014.

Early help or early intervention

If a concern does not meet the threshold for a statutory intervention, a child or family may still be offered support through early help or intervention services.
> Read more about early help and early intervention
Childline

Children and young people can contact Childline for free and confidential support about anything, including abuse they may have experienced. Childline can be contacted online or by phone.

Children can also be signposted to Childline as a source of support following disclosure of abuse, or if a safeguarding referral has been made or is on-going.

Local services

Your organisation should also be aware, and keep staff and volunteers informed, of local services you can direct children and families to for further help and support.

The NSPCC provides a number of specialist services for children and families who have experienced, or are at risk of experiencing, abuse and neglect.
> Read more about NSPCC direct services
The NSPCC also trains and supports local organisations to adopt, implement and deliver our evidence-based services.
> Read more about delivering NSPCC services in your area
Working with children who have experienced abuse or neglect

All children, especially those who have experienced trauma or abuse, benefit when organisations promote their mental health and wellbeing.
> Find out more about promoting mental health and wellbeing
Being aware of the impact abuse or neglect can have on children can help you to understand and support them.
> Learn more about how childhood trauma affects child brain development
It's also helpful to consider how to support children who have experienced abuse or neglect. Our self-assessment tool helps schools identify the actions they should take to meet best safeguarding and child protection practices. Section 4 is focused on supporting children and families, including those who have experienced abuse.
> Use our self-assessment tool

Mandatory reporting

Mandatory reporting

Female genital mutilation (FGM)

It is illegal to carry out FGM in the UK. It is also a criminal offence for UK nationals or permanent UK residents to perform FGM overseas or take their child abroad to have FGM carried out.

In England and Wales, regulated health and social care professionals and teachers must make a report to the police, if, in the course of their duties:

they are informed by a child under the age of 18 that they have undergone an act of FGM

they observe physical signs that an act of FGM may have been carried out on a child under the age of 18.

In Wales, professionals who identify cases of FGM need to make a report to both the police and the local authority.
> Find out about FGM
Criminal Law (Northern Ireland) Act 1967

Under Section 5 of the Criminal Law (Northern Ireland) Act 1967 it is an offence to fail to report a 'relevant offence' to the police. This includes:

knowing or believing that an offence has been committed

having information which could lead to the apprehension, prosecution or conviction of an offender.

This legislation covers offences against children and adults.

Duty to report in Wales

"Relevant partners" are required to inform the local authority if they have reasonable cause to suspect a child within the local authority's area is at risk of experiencing abuse, neglect or other types of harm. This includes people who work for the local authority such as teachers and social work practitioners, health practitioners, the police, probation services and others.
> More information about reporting concerns and the child protection system in Wales
Obligation to report in the Catholic church

Under a law issued by Pope Francis in May 2019, all clerics in the Catholic Church are obliged to inform Church authorities if they are aware of or suspect sexual abuse, sexual assault or a cover-up in the management of abuse. Anyone experiencing and reporting abuse will be protected. Dioceses or Eparchies must establish a public and accessible system for reporting, and laypeople are encouraged to use these systems to report violence and abuse.

Whistleblowing

Whistleblowing

Whistleblowing is when someone reports wrongdoing on the basis that it is in the public interest for the wrongdoing to be brought to light. This is usually something they've seen at work but not always. The wrongdoing might have happened in the past, be happening now, or be something the whistleblower is concerned may happen in the near future (Gov.uk, 2019).

Our Whistleblowing Advice Line offers free advice and support to professionals with concerns about how child protection issues are being handled in their own or another organisation.

Contact the Whistleblowing Advice Line on:

Contact the Whistleblowing Advice Line if:

your or another organisation doesn't have clear safeguarding procedures to follow

concerns aren't dealt with properly or may be covered up

a concern that was raised hasn't been acted upon

you are worried that repercussions are likely to arise if you raise a concern.

This applies to incidents that happened in the past, are happening now, or may happen in the future.
> Find out more about the Whistleblowing Advice Line on the NSPCC website > Find out more about the legislation and guidance for whistleblowing

Legislation and guidance

Responding to concerns and sharing information

Key legislation

Article 16 of the UN Convention on the Rights of the Child (PDF) states that all children have a right to privacy.

The convention also states that children should be protected from abuse and that their best interests should be prioritised when making decisions that affect them.

This means that, if a child is at risk of harm, it is in their best interests for an adult to share information with relevant agencies - even without the child's consent.

In England, Northern Ireland, Scotland and Wales, the Data Protection Act 2018 sets out how personal information should be processed under the General Data Protection Regulation (GDPR).

The introduction of GDPR does not affect the principle that adults should share child protection information with other agencies in order to keep a child safe.

Key guidance

Statutory guidance across the UK highlights the responsibility of those in the education, community and care sectors to safeguard children from all forms of abuse and neglect. It explains how practitioners should respond to concerns and how agencies should work together to protect children.

The National Institute for Health and Care Excellence (NICE) has published a quality standard on child abuse and neglect. This describes how child abuse and neglect should be recognised, assessed and responded to by health and social care practitioners in England (NICE, 2019).

There is also specific guidance on data protection and sharing personal information.

The Information Commissioner's Office (ICO) has provided a Data sharing code of practice (PDF) to help UK organisations that need to share personal data (ICO, 2011).

In England, the Department for Education (DfE) provides guidance for sharing information relating to children's services in Information sharing: advice for practitioners providing safeguarding services to children, young people, parents and carers (PDF) (DfE, 2018a).

In Northern Ireland, Chapter five of the Code of practice on protecting the confidentiality of service user information (PDF) by the Department of Health, Social Services and Public Safety (DHSSPS), covers disclosing personal information relating to children (DHSSPS, 2012).

The Department of Health has also provided Guidance on information sharing for child protection purposes (Department of Health, 2021).

In Wales, the Government has produced non-statutory guidance on information sharing to safeguard children (Welsh Government, 2019).

Guidance for schools

In England and Wales, the Data protection: toolkit for schools provides guidance on how schools should process and record personal information in compliance with the General Data Protection Regulation (GDPR) (DfE, 2018b).

In Northern Ireland, the Think data online resource hub hosts resources that schools can use to ensure they are GDPR compliant (Education Authority, 2021).

In Scotland, Getting it right for every child (GIRFEC): information sharing sets out guidance on information sharing for schools (Scottish Government, 2021).

Guidance for charities

In England, The Department for Digital, Culture, Media and Sport (DCMS) has created an online portal to help charities manage allegations of abuse or harm made against an employee or volunteer.

Complaints and whistleblowing

If you are worried that your organisation or another organisation is not responding to or sharing child protection information appropriately, it's vital that you share your concerns to keep children safe.

Legislation across the UK ensures that you shouldn't be treated unfairly or lose your job because you 'blow the whistle' (Gov.uk, 2021).

In England, Scotland and Wales, whistleblowers are protected by law under the Public Interest Disclosure Act 1998.

In Northern Ireland, The Public Interest Disclosure (Northern Ireland) Order 1998 protects workers who 'blow the whistle' over wrongdoing.

The government provides guidance on whistleblowing for employees in England, Scotland and Wales (Gov.uk, 2021).

The Department for the Economy in Northern Ireland provides guidance on the Public Interest Disclosure (Northern Ireland) Order 1998 (Department for the Economy, 2023).

Ofsted provides guidance on sharing concerns about children's social care services in England (Ofsted, 2019).
> Contact the Whistleblowing Advice Line if you have concerns over how child protection issues are being handled in your own or another organisation

References and resources

References and resources

Allnock, D. and Kiff, J. (2023) Listening to children and young people's experiences of disclosing child sexual abuse: Insights for the proposed mandatory reporting duty in England and Wales (PDF). London: NSPCC.

Allnock, D. and Miller, P. (2013) No one noticed, no one heard: a study of disclosures of childhood abuse. London: NSPCC.

Baker, H. et al (2019) Let children know you're listening: the importance of an adult's interpersonal skills in helping to improve the child's experiences of disclosure. London: NSPCC.

Child Protection Resource (2021) Mind your language - what's the problem with 'disclosure'?. [Accessed 07/09/2021].

Cossar, J. et al (2013) 'It takes a lot to build trust'. Recognition and telling: developing earlier routes to help for children and young people (PDF). London: Office of the Children's Commissioner.

Department for Education (DfE) (2018a) Information sharing: advice for practitioners providing safeguarding services to children, young people, parents and carers (PDF). [London]: DfE.

Department for Education (DfE) (2018b) Data protection: toolkit for schools. [London]: DfE.

Department for the Economy (2023) Guide to the Public Interest Disclosure (Northern Ireland) Order 1998 (amended February 2023). [Belfast] [Accessed 18/04/2023]

Department of Health (2021) Guidance on information sharing for child protection purposes. [Accessed 07/09/2021].​

Department of Health, Social Services and Public Safety (DHSSPS) (2012) Code of practice on protecting the confidentiality of service user information. [Belfast]: DHSSPS.

Education Authority (2021) Think data online resource hub. [Accessed: 07/09/2021].

Garvey et al (2009) Help-seeking behaviour in young adults. London: NFP Synergy.

Gov.uk (2021) Whistleblowing for employees. [Accessed: 07/09/2021].

Information Commissioner's Office (ICO) (2011) Data sharing code of practice (PDF). Cheshire: Information Commissioner's Office (ICO).

McElvaney, R. (2015) Disclosure of child sexual abuse: delays, non-disclosure and partial disclosure. What the research tells us and implications for practice. Child Abuse Review, 24: 159-169.

Mental Health Foundation and Camelot Foundation (2006) Truth hurts: report on the national inquiry into self-harm among young people. London: Mental Health Foundation.

National Institute for Health and Care Excellence (NICE) (2019) Child abuse and neglect: quality standard [QS179]. [Accessed 07/09/2021].

Ofsted (2019) Sharing concerns and information with Ofsted about children's social care services. [Accessed: 07/09/2021].

Scottish Government (2021) Getting it right for every child (GIRFEC) information sharing. [Accessed 07/09/2021].

The Transparency Project (2018) Things children say - disclosure, allegations and why language matters. [Accessed 07/09/2021].

Welsh Government (2019) Social Services and Well-being (Wales) Act 2014. Working together to safeguard people: Information sharing to safeguard children. Non-statutory guide for practitioners (PDF). [Cardiff]: Welsh Government.

Childline

If a child or young person needs confidential help and advice direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online.

You can also download or order Childline posters and wallet cards.

Elearning

Our online and face-to-face training courses can help develop your understanding of how to protect children from abuse and respond to disclosures:

Further reading

For further reading about parental mental health, search the NSPCC Library catalogue using the keywords "disclosure", "child abuse identification", "child abuse reporting", "reporting laws", "whistleblowing".
> Find out more about the Library and Information Service

Introduction

It can be very hard for children and young people to speak out about abuse. Often they fear there may be negative consequences if they tell anyone what's happening to them.

Some may delay telling someone about abuse for a long time, while others never tell anyone, even if they want to.

It's vital that children and young people are able to speak out and that whoever they tell takes them seriously and acts on what they've been told.

Even if a child doesn't tell someone verbally about what's happened to them, there may be other indicators that something is wrong. People who work with children need to be able to recognise the signs and know how to respond appropriately.

This page outlines best practice for recognising and responding to abuse and some of the issues which may arise when working with children who have been abused.

You should use this information when writing your group or organisation's child protection procedures.

Looking to write a safeguarding policy statement but unsure where to start?

Our advice covers what your safeguarding and child protection policies and procedures should include, as well as tips for writing a policy statement and links to relevant legislation.

Identifying concerns

Identifying concerns

Disclosure

Disclosure is the process by which children and young people start to share their experiences of abuse with others. This can take place over a long period of time - it is a journey, not one act or action.

Children may disclose directly or indirectly and sometimes they may start sharing details of abuse before they are ready to put their thoughts and feelings in order.

Not all disclosures will lead to a formal report of abuse or a case being made or a case being taken to court, but all disclosures should be taken seriously.

It takes extraordinary courage for a child to go through the journey of disclosing abuse.

It's vital that anyone who works with children and young people undertaking this journey is able to provide them with the support they need.

How disclosure happens

Children and young people may disclose abuse in a variety of ways, including:

directly- making specific verbal statements about what's happened to them

indirectly - making ambiguous verbal statements which suggest something is wrong

behaviourally - displaying behaviour that signals something is wrong (this may or may not be deliberate)

non-verbally - writing letters, drawing pictures or trying to communicate in other ways.

Children and young people may not always be aware that they are disclosing abuse through their actions and behaviour.

Sometimes children and young people make partial disclosures of abuse. This means they give some details about what they've experienced, but not the whole picture. They may withhold some information because they:

are afraid they will get in trouble with or upset their family

want to deflect blame in case of family difficulties as a result of the disclosure

feel ashamed and/or guilty

need to protect themselves from having to relive traumatic events.

When children do speak out it is often many years after the abuse has taken place (McElvaney, 2015).

Barriers to disclosure

There are many reasons why children and young people might find it hard to talk about their experiences of abuse or neglect. They might be reluctant to seek help because they feel they don't have anyone to turn to for support. They may have sought help in the past and had a negative experience, which makes them unlikely to do so again or they may not have the knowledge or words to describe their experience.

Some children and young people may also:

blame themselves for the abuse or feel shame or guilt - feelings which can be made worse through the use of 'victim-blaming' language or labelling

experience feelings of isolation

be afraid of negative reactions from parents, caregivers, peers and professionals

worry they will be causing trouble and making the situation worse

be concerned about confidentiality

feel too embarrassed to talk to an adult about a private or personal problem

feel that they will not be taken seriously

lack trust in the people around them (including parents) and in the services provided to help them

find formal procedures overwhelming

not know about the support services available to them, or be unable to access these services

(Allnock and Kiff, 2023; Mental Health Foundation and Camelot Foundation, 2006).

Not all children and young people realise they have experienced abuse, for example if they have been groomed.

Spotting the signs of abuse

Children and young people who have been abused may want to tell someone, but not have the exact words to do so. They may attempt to disclose abuse by giving adults clues, through their actions and by using indirect words (Allnock and Miller, 2013; Cossar et al, 2013).

Adults need to be able to notice the signs that a child or young person might be distressed and ask them appropriate questions about what might have caused this.
> Read more about the different types of child abuse and neglect
> Read our factsheet on the definitions and signs of child abuse

Child protection training can help increase adults' confidence in recognising the indicators of abuse and understanding the different ways a child might try to share what they have experienced.
> Learn more about child protection training requirements and how you can continually update your knowledge > See our child protection training courses
You should never wait until a child or young person tells you directly that they are being abused before taking action. Instead, ask the child if everything is OK or discuss your concerns with your organisation's designated safeguarding lead, or the NSPCC helpline.

Waiting for a child to be ready to speak about their experiences could mean that the abuse carries on and they, or another child, are put at further risk of significant harm (Cossar et al, 2013).

Not taking appropriate action quickly can also affect the child's mental health. They may feel despairing and hopeless and wonder why no-one is helping them. This may discourage them from seeking help in the future and make them distrust adults.

Helping children disclose abuse

Helping children disclose abuse

It's important to create an environment where children and young people are comfortable about speaking out if anything is worrying them. They need to:

be able to recognise abuse and know it is wrong

know who they can talk to about it.

The people they choose to disclose to need to listen, understand and respond appropriately so the child gets the help, support and protection they need.

Talking PANTS (the underwear rule) is a simple way to talk to children as young as four about staying safe from sexual abuse. It helps children to:

name their body parts and know which parts should be private

know the difference between appropriate and inappropriate touch

understand they have the right to say "no"

think about who they trust and who they can ask for help.

> See the PANTS resources for schools and teachers > Find Talk PANTS resources for parents on the NSPCC website
Our Speak out Stay safe service for primary schools helps children understand abuse in all its forms and know how to protect themselves.
> Find out more about Speak out. Stay safe
Our Childline service offers children and young people confidential help and advice. Calls to 0800 1111 are free and children can also contact Childline online or find advice on the Childline website.
> Visit the Childline website > Download or order Childline posters and wallet cards
Encouraging children and young people to seek help and support

Many children and young people will seek help because they know where to go and believe that it will make a difference.

Others may not have the confidence to seek support or be too scared to ask for help. They may not get the help they need until they reach crisis point (Garvey et al, 2009).

Make it as easy as you can for young people to find and take up the offer of help.

Reinforce positive messages about those who seek help - seeking help is a sign of strength.

Encourage parents to support their children in seeking help.

Be positive about young people, their capacity for change and their resilience.

Listen to the people you help - improve your services using feedback from service users.

Shout about your work - lack of awareness is a significant barrier to young people seeking help.

See the whole person - engage with young people both in terms of their strengths and their weaknesses.

Build trust - treat young people with respect.

Help young people to help each other - equip young people with the skills and tools to support their friends/peers and family members.

Consider the role of new technologies - these should be complementary to other ways of supporting young people.

(Garvey et al, 2009).
> Read our tips on having difficult conversations with children and young people
Through Childline, children and young people can access a range of support including:

information and advice

online and telephone counselling

peer support message boards

therapeutic tools.

> Visit the Childline website

Responding to disclosures

Responding to disclosures

We carried out research to find out how adults can better respond to a child who is disclosing abuse (Baker et al, 2019). We found three key interpersonal skills that help a child feel they are being listened to and taken seriously:

show you care, help them open up: Give your full attention to the child or young person and keep your body language open and encouraging. Be compassionate, be understanding and reassure them their feelings are important. Phrases such as 'you've shown such courage today' help.

take your time, slow down: Respect pauses and don't interrupt the child - let them go at their own pace. Recognise and respond to their body language. And remember that it may take several conversations for them to share what's happened to them.

show you understand, reflect back: Make it clear you're interested in what the child is telling you. Reflect back what they've said to check your understanding - and use their language to show it's their experience.

> Download our free poster to help you remember these skills and embed them in your practice

If a child tells you they are experiencing abuse, it's important to reassure them that they've done the right thing in telling you. Make sure they know that abuse is never their fault.

Never talk to the alleged perpetrator about the child's disclosure. This could make things a lot worse for the child.

Watch our animation on how to respond to a child's disclosure of abuse

Non-biased approach

It's vital that any child who is trying to disclose abuse feels that they are being listened to and taken seriously.

But there can be a risk that if professionals just believe the child's account without thoroughly investigating the situation, this can lead to unfair bias against the alleged abuser as formal investigations progress (Child Protection Resource, 2021; Transparency Project, 2018).

This means it's important to maintain an unbiased approach when responding to disclosures and follow your organisation's procedures to ensure each case is treated in a fair and transparent manner and that the child gets the protection and support that they need.

Making notes

It's important to keep accurate and detailed notes on any concerns you have about a child. You will need to share these with your nominated child protection lead.

Include:

the child's details (name, age, address)

what the child said or did that gave you cause for concern (if the child made a verbal disclosure, write down their exact words)

any information the child has given you about the alleged abuser.

For more information about child protection and how to record concerns, sign up for one of our child protection elearning courses.
> Find out more about how people who work or volunteer in schools should respond to concerns about abuse > Contact the NSPCC helpline to get advice or share your concerns about a child

Information sharing

Information sharing

Why information sharing is important

Sharing information about a child's welfare helps professionals build a clearer picture of the child's life and gain a better understanding of any risks the child is facing.

Information sharing helps to ensure that an individual receives the right services at the right time and prevents a need from becoming more acute and difficult to meet (DfE, 2018a).

General principles of best practice for information sharing are outlined below. Refer to your organisation's procedures as well as local multi-agency arrangements to ensure you are following the information sharing processes that are most appropriate for your role.
> Find out more about best practice for multi-agency working
When to share information

Timely information sharing is key to safeguarding and promoting the welfare of children.

People who work with children, whether in a paid or voluntary role, may need to share information about the children and families they are involved with for a number of reasons. These include:

you are making a referral to arrange additional support for someone in the family

someone from another agency has asked for information about a child or family

someone in the family has asked to be referred for further help

a statutory duty or court order requires information to be shared

you are concerned that a child or a member of their family may be at risk of significant harm

you think a serious crime may have been committed or is about to be committed which involves someone in the family.

You must always have a clear and legitimate purpose for sharing a child's personal information. Keep a record of the reasons why you are sharing or requesting information about a child or their family.

You should also make sure you are not putting a child's safety and welfare at risk by sharing information about them.

Some professionals have a legal duty to share information relating to safeguarding concerns. More information about this is available in the Mandatory reporting tab.

Always seek consent to share information about a child and their family. However if consent isn't given, you can still share information with relevant professionals under certain circumstances, for example if you are protecting a child from significant harm. The Data Protection Act 2018 and General Data Protection Regulation (GDPR) do not affect this principle.

To learn more about getting permission to share information, see the Consent tab.
> Find out more about GDPR and children
What information to share

You need to decide what specific information is appropriate to share and who to share it with.

Prioritise the safety and welfare of the child and anyone else who may be affected by the situation.

Make sure you share the information quickly and securely. The sooner you report your concerns the better. This means the details will be fresh in your mind and action can be taken quickly.

Identify how much information should be shared. This will depend on the reasons for sharing it.

Use language that is clear and precise. Different agencies may use and understand terminology differently.

Make sure the information you are sharing is accurate. Make it clear what information is factual and what is based on opinion (yours or other people's).

Facts and opinions

When working with children and families you will gather information from a variety of sources. How you interpret this information can depend on:

any previous information received

your knowledge of research and theory

your own frame of reference.

When recording information you should be as factual as possible. If you need to give your own or somebody else's opinion make sure it is clearly differentiated from fact. You should identify whose opinion is being given and record their exact words.
> Contact the NSPCC helpline to share your concerns about a child

Seeking consent to share information

Children should be given the opportunity to decide whether they agree to their personal information being shared. If a child doesn't have the capacity to make their own decisions ask their parent or carer (unless doing so would put the child at risk of harm).

The Gillick competency and Fraser guidelines help professionals to assess whether a child is mature enough to make decisions.
> See our guidance on the Gillick competency and Fraser guidelines
You should always seek consent to share information about an adult.

Tips for getting consent:

be open and honest

make sure the person you're asking for consent understands what information will be shared and why

explain who will see the information and what it will be used for

make sure the person you're asking for consent understands the consequences of their information not being shared

get the consent in writing, in case there are any disputes in the future. If it's only given verbally, make a written record of this

make sure the person knows they can withdraw consent at any time.

Sharing information without consent
If consent is refused or if you're unable to seek consent, you can still share information with relevant professionals if this is in the public interest.
This includes protecting children from significant harm and promoting the welfare of children.

The Data Protection Act 2018 and General Data Protection Regulation (GDPR) do not affect this principle.
> Find out more about GDPR and children
When deciding whether to share information without consent, you should consider each case individually.

Decide if the need to share information is in the public interest and whether it outweighs the need to maintain confidentiality.

Consider all the implications of sharing the information, for example if you are sharing sensitive details about a person's life.

If you're not sure what to do, contact the NSPCC helpline for advice.

Make sure you are following the relevant legislation and guidance. More information about this is available in the Legislation and guidance tab.

If you're sharing information without consent keep a written record explaining:

what steps you took to get consent

the person's reasons for not giving consent (if known)

why you felt it was necessary to share information without consent.

Pass a copy of this record on to the agency/agencies you're sharing the information with.
> Contact the NSPCC helpline to share your concerns about a child
Confidentiality

Never promise a child that you will keep the things they're telling you a secret. Explain that you need to share what they've told you with someone who will be able to help.

If a child or young person needs confidential help and advice direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online.

Reporting concerns

Reporting concerns

If a child is suffering or at risk of suffering significant harm, you can share information with appropriate agencies or professionals without the child's or their parent's consent
If a child is in immediate danger, call the police on 999. If a child is not in immediate danger:
Follow your organisation's safeguarding policies and procedures as soon as possible. These should provide clear guidelines on the steps you need to take if a child discloses abuse. They will state who in your organisation has responsibility for safeguarding or child protection and who you should report your concerns to.
> Find out more about the role of the nominated child protection lead

Contact your local child protection services. Their contact details can be found on the website for the local authority the child lives in.

Contact the police. They will assess the situation and take the appropriate action to protect the child.

Contact the NSPCC Helpline on 0808 800 5000 or by emailing help@nspcc.org.uk. Our trained professionals will talk through your concerns with you, give you expert advice and take action to protect the child as appropriate. This may include making a referral to the local authority.

> Read about what happens when you contact the NSPCC Helpline on the NSPCC website > Find out more about how people who work or volunteer in schools should respond to concerns about abuse
If you have made a verbal referral to local children's services you should follow this up with a written referral as soon as possible, ideally within 48 hours.

If your organisation doesn't have a clear safeguarding procedure or you're not comfortable with how your organisation has responded to your report, contact the Whistleblowing Advice Line to discuss your concerns.
> Find out about the Whistleblowing Advice Line on the NSPCC website
Further information
> How the children protection system work in each UK nation > Managing allegations of abuse against a member of staff or volunteer > How to respond to concerns about abuse if you work or volunteer in a school

Support and protection

Support and Protection

In line with your organisational safeguarding procedures, any new concerns should be added to existing information about the child and their family. A decision should then be made about next steps.

If you or your organisation made a referral to the local authority, that local authority must assess the concern alongside other information. If the local authority makes the decision that action should be taken, a meeting will take place to identify how local agencies can work together to safeguard the child or young person.

If you still have concerns following a referral, you can follow up to ask what action has been taken.

Child protection response

If a decision is made that is made that the child or young person is at risk of significant harm, following an assessment by the relevant agencies, child protection measures will be put in place. The response will differ depending on which of the UK's four nations you are in.

Read more about the child protection system in:

Other safeguarding responses

Every local area, and each nation, has its own safeguarding arrangements and follows its own procedures. For this reason, responses to safeguarding will differ depending on the area.

Child in need or receiving support

All local authorities have a duty to ensure that children assessed as in need of care and support have services made available to them in England under the Children Act 1989, in Northern Ireland under the Children (Northern Ireland) Order 1995, in Scotland under the Children (Scotland) Act 1995 and in Wales under the Social Services and Well-being Wales Act 2014.

Early help or early intervention

If a concern does not meet the threshold for a statutory intervention, a child or family may still be offered support through early help or intervention services.
> Read more about early help and early intervention
Childline

Children and young people can contact Childline for free and confidential support about anything, including abuse they may have experienced. Childline can be contacted online or by phone.

Children can also be signposted to Childline as a source of support following disclosure of abuse, or if a safeguarding referral has been made or is on-going.

Local services

Your organisation should also be aware, and keep staff and volunteers informed, of local services you can direct children and families to for further help and support.

The NSPCC provides a number of specialist services for children and families who have experienced, or are at risk of experiencing, abuse and neglect.
> Read more about NSPCC direct services
The NSPCC also trains and supports local organisations to adopt, implement and deliver our evidence-based services.
> Read more about delivering NSPCC services in your area
Working with children who have experienced abuse or neglect

All children, especially those who have experienced trauma or abuse, benefit when organisations promote their mental health and wellbeing.
> Find out more about promoting mental health and wellbeing
Being aware of the impact abuse or neglect can have on children can help you to understand and support them.
> Learn more about how childhood trauma affects child brain development
It's also helpful to consider how to support children who have experienced abuse or neglect. Our self-assessment tool helps schools identify the actions they should take to meet best safeguarding and child protection practices. Section 4 is focused on supporting children and families, including those who have experienced abuse.
> Use our self-assessment tool

Mandatory reporting

Mandatory reporting

Female genital mutilation (FGM)

It is illegal to carry out FGM in the UK. It is also a criminal offence for UK nationals or permanent UK residents to perform FGM overseas or take their child abroad to have FGM carried out.

In England and Wales, regulated health and social care professionals and teachers must make a report to the police, if, in the course of their duties:

they are informed by a child under the age of 18 that they have undergone an act of FGM

they observe physical signs that an act of FGM may have been carried out on a child under the age of 18.

In Wales, professionals who identify cases of FGM need to make a report to both the police and the local authority.
> Find out about FGM
Criminal Law (Northern Ireland) Act 1967

Under Section 5 of the Criminal Law (Northern Ireland) Act 1967 it is an offence to fail to report a 'relevant offence' to the police. This includes:

knowing or believing that an offence has been committed

having information which could lead to the apprehension, prosecution or conviction of an offender.

This legislation covers offences against children and adults.

Duty to report in Wales

"Relevant partners" are required to inform the local authority if they have reasonable cause to suspect a child within the local authority's area is at risk of experiencing abuse, neglect or other types of harm. This includes people who work for the local authority such as teachers and social work practitioners, health practitioners, the police, probation services and others.
> More information about reporting concerns and the child protection system in Wales
Obligation to report in the Catholic church

Under a law issued by Pope Francis in May 2019, all clerics in the Catholic Church are obliged to inform Church authorities if they are aware of or suspect sexual abuse, sexual assault or a cover-up in the management of abuse. Anyone experiencing and reporting abuse will be protected. Dioceses or Eparchies must establish a public and accessible system for reporting, and laypeople are encouraged to use these systems to report violence and abuse.

Whistleblowing

Whistleblowing

Whistleblowing is when someone reports wrongdoing on the basis that it is in the public interest for the wrongdoing to be brought to light. This is usually something they've seen at work but not always. The wrongdoing might have happened in the past, be happening now, or be something the whistleblower is concerned may happen in the near future (Gov.uk, 2019).

Our Whistleblowing Advice Line offers free advice and support to professionals with concerns about how child protection issues are being handled in their own or another organisation.

Contact the Whistleblowing Advice Line on:

Contact the Whistleblowing Advice Line if:

your or another organisation doesn't have clear safeguarding procedures to follow

concerns aren't dealt with properly or may be covered up

a concern that was raised hasn't been acted upon

you are worried that repercussions are likely to arise if you raise a concern.

This applies to incidents that happened in the past, are happening now, or may happen in the future.
> Find out more about the Whistleblowing Advice Line on the NSPCC website > Find out more about the legislation and guidance for whistleblowing

Legislation and guidance

Responding to concerns and sharing information

Key legislation

Article 16 of the UN Convention on the Rights of the Child (PDF) states that all children have a right to privacy.

The convention also states that children should be protected from abuse and that their best interests should be prioritised when making decisions that affect them.

This means that, if a child is at risk of harm, it is in their best interests for an adult to share information with relevant agencies - even without the child's consent.

In England, Northern Ireland, Scotland and Wales, the Data Protection Act 2018 sets out how personal information should be processed under the General Data Protection Regulation (GDPR).

The introduction of GDPR does not affect the principle that adults should share child protection information with other agencies in order to keep a child safe.

Key guidance

Statutory guidance across the UK highlights the responsibility of those in the education, community and care sectors to safeguard children from all forms of abuse and neglect. It explains how practitioners should respond to concerns and how agencies should work together to protect children.

The National Institute for Health and Care Excellence (NICE) has published a quality standard on child abuse and neglect. This describes how child abuse and neglect should be recognised, assessed and responded to by health and social care practitioners in England (NICE, 2019).

There is also specific guidance on data protection and sharing personal information.

The Information Commissioner's Office (ICO) has provided a Data sharing code of practice (PDF) to help UK organisations that need to share personal data (ICO, 2011).

In England, the Department for Education (DfE) provides guidance for sharing information relating to children's services in Information sharing: advice for practitioners providing safeguarding services to children, young people, parents and carers (PDF) (DfE, 2018a).

In Northern Ireland, Chapter five of the Code of practice on protecting the confidentiality of service user information (PDF) by the Department of Health, Social Services and Public Safety (DHSSPS), covers disclosing personal information relating to children (DHSSPS, 2012).

The Department of Health has also provided Guidance on information sharing for child protection purposes (Department of Health, 2021).

In Wales, the Government has produced non-statutory guidance on information sharing to safeguard children (Welsh Government, 2019).

Guidance for schools

In England and Wales, the Data protection: toolkit for schools provides guidance on how schools should process and record personal information in compliance with the General Data Protection Regulation (GDPR) (DfE, 2018b).

In Northern Ireland, the Think data online resource hub hosts resources that schools can use to ensure they are GDPR compliant (Education Authority, 2021).

In Scotland, Getting it right for every child (GIRFEC): information sharing sets out guidance on information sharing for schools (Scottish Government, 2021).

Guidance for charities

In England, The Department for Digital, Culture, Media and Sport (DCMS) has created an online portal to help charities manage allegations of abuse or harm made against an employee or volunteer.

Complaints and whistleblowing

If you are worried that your organisation or another organisation is not responding to or sharing child protection information appropriately, it's vital that you share your concerns to keep children safe.

Legislation across the UK ensures that you shouldn't be treated unfairly or lose your job because you 'blow the whistle' (Gov.uk, 2021).

In England, Scotland and Wales, whistleblowers are protected by law under the Public Interest Disclosure Act 1998.

In Northern Ireland, The Public Interest Disclosure (Northern Ireland) Order 1998 protects workers who 'blow the whistle' over wrongdoing.

The government provides guidance on whistleblowing for employees in England, Scotland and Wales (Gov.uk, 2021).

The Department for the Economy in Northern Ireland provides guidance on the Public Interest Disclosure (Northern Ireland) Order 1998 (Department for the Economy, 2023).

Ofsted provides guidance on sharing concerns about children's social care services in England (Ofsted, 2019).
> Contact the Whistleblowing Advice Line if you have concerns over how child protection issues are being handled in your own or another organisation

References and resources

References and resources

Allnock, D. and Kiff, J. (2023) Listening to children and young people's experiences of disclosing child sexual abuse: Insights for the proposed mandatory reporting duty in England and Wales (PDF). London: NSPCC.

Allnock, D. and Miller, P. (2013) No one noticed, no one heard: a study of disclosures of childhood abuse. London: NSPCC.

Baker, H. et al (2019) Let children know you're listening: the importance of an adult's interpersonal skills in helping to improve the child's experiences of disclosure. London: NSPCC.

Child Protection Resource (2021) Mind your language - what's the problem with 'disclosure'?. [Accessed 07/09/2021].

Cossar, J. et al (2013) 'It takes a lot to build trust'. Recognition and telling: developing earlier routes to help for children and young people (PDF). London: Office of the Children's Commissioner.

Department for Education (DfE) (2018a) Information sharing: advice for practitioners providing safeguarding services to children, young people, parents and carers (PDF). [London]: DfE.

Department for Education (DfE) (2018b) Data protection: toolkit for schools. [London]: DfE.

Department for the Economy (2023) Guide to the Public Interest Disclosure (Northern Ireland) Order 1998 (amended February 2023). [Belfast] [Accessed 18/04/2023]

Department of Health (2021) Guidance on information sharing for child protection purposes. [Accessed 07/09/2021].​

Department of Health, Social Services and Public Safety (DHSSPS) (2012) Code of practice on protecting the confidentiality of service user information. [Belfast]: DHSSPS.

Education Authority (2021) Think data online resource hub. [Accessed: 07/09/2021].

Garvey et al (2009) Help-seeking behaviour in young adults. London: NFP Synergy.

Gov.uk (2021) Whistleblowing for employees. [Accessed: 07/09/2021].

Information Commissioner's Office (ICO) (2011) Data sharing code of practice (PDF). Cheshire: Information Commissioner's Office (ICO).

McElvaney, R. (2015) Disclosure of child sexual abuse: delays, non-disclosure and partial disclosure. What the research tells us and implications for practice. Child Abuse Review, 24: 159-169.

Mental Health Foundation and Camelot Foundation (2006) Truth hurts: report on the national inquiry into self-harm among young people. London: Mental Health Foundation.

National Institute for Health and Care Excellence (NICE) (2019) Child abuse and neglect: quality standard [QS179]. [Accessed 07/09/2021].

Ofsted (2019) Sharing concerns and information with Ofsted about children's social care services. [Accessed: 07/09/2021].

Scottish Government (2021) Getting it right for every child (GIRFEC) information sharing. [Accessed 07/09/2021].

The Transparency Project (2018) Things children say - disclosure, allegations and why language matters. [Accessed 07/09/2021].

Welsh Government (2019) Social Services and Well-being (Wales) Act 2014. Working together to safeguard people: Information sharing to safeguard children. Non-statutory guide for practitioners (PDF). [Cardiff]: Welsh Government.

Childline

If a child or young person needs confidential help and advice direct them to Childline. Calls to 0800 1111 are free and children can also contact Childline online.

You can also download or order Childline posters and wallet cards.

Elearning

Our online and face-to-face training courses can help develop your understanding of how to protect children from abuse and respond to disclosures:

Further reading

For further reading about parental mental health, search the NSPCC Library catalogue using the keywords "disclosure", "child abuse identification", "child abuse reporting", "reporting laws", "whistleblowing".
> Find out more about the Library and Information Service

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Recognising and responding to child abuse and neglect | NSPCC Learning

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What to do if you have concerns that a child you know through your work or volunteering has experienced abuse and neglect. How to respond if a child discloses abuse to you. What information you should record and how to report your concerns.

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The Children And Parents Service (CAPS) - Royal Manchester Children's Hospital

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Centers for Disease Control and Prevention (CDC)

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Female Genital Mutilation (FGM)

Female Genital Mutilation (FGM) is a procedure where the female genitals are intentionally cut, injured or changed, but where there is no medical purpose for this to be done. FGM is typically carried out on young girls between infancy and the age of 15, most commonly before puberty starts. It is very painful and can seriously harm the health of women and girls. It can also cause long-term problems with sex, childbirth and mental health.

Religious, social or cultural reasons are sometimes given for FGM. However, FGM is child abuse, it is dangerous and a criminal offence. It is also a criminal offense to carry out vaginal tattoos and piercings on children under the age of 18.

What we do

Buttercups is committed to take action if we suspect that a learner is at risk of FGM. Where it is thought that a learner is at immediate risk, the police will be contacted or the Foreign and Commonwealth Office, if the learner has already been taken abroad

We have a Safeguarding and Welfare Team who you can contact if you are worried about FGM

We review our learners' welfare regularly via telephone reviews and/or learner welfare visits (for 16-19 year old learners)

We will continue to make our staff aware of FGM through our Safeguarding Training

We provide advice and information on the Stay Safe section of our website including details of national organisations that can help

What you will do

I will talk to someone if I think that I am/will be a victim of FGM

I will talk to someone if I think someone else is a victim of FGM

I know that I can report my concerns to the Safeguarding and Welfare Team at Buttercups

If you are worried or have any concerns, please contact the Buttercups Safeguarding and Welfare Team.

OFFICE HOURS: 0115 937 4936
OUT OF HOURS: 07483 038898
EMAIL: safeguarding@buttercups.co.uk

OTHER USEFUL RESOURCES

NHS

Female Genital Mutilation (FGM) is illegal in England and Wales under the FGM Act 2003. It is a form of child abuse and violence against women. FGM comprises all procedures involving partial or total removal of the external female genitalia for non-medical reasons.

WEBSITE: www.nhs.uk/fgm

TELEPHONE:0800 028 3550

NSPCC

The National Society for The Protection of Cruelty to Children advises supports and offers information on all aspects of child abuse and support, including FGM.

WEBSITE: www.nspcc.org.uk

TELEPHONE FOR CHILDREN:0800 1111

TELEPHONE FOR CONCERNED ADULTS:0808 800 5000

HALO

Provides support for victims and advice for agencies. Halo work with our partner organisations, public bodies and other services to enable the best possible protection and safety from harm for victims of any age or gender. Our first priority is to keep you safe from perpetrators of honour based violence, forced marriage and FGM. We also have experience in helping people who are victims of trafficking, sham marriages and domestic violence.

WEBSITE: www.haloproject.org.uk

TELEPHONE:080 81788 424 (Freephone)

PHARMACIST SUPPORT

Pharmacist Support is an independent charity set up to provide help and support to pharmacy students, pre-registration (pharmacist) trainees, pharmacists, retired pharmacists and their families in times of need.

WEBSITE: www.pharmacistsupport.org

TELEPHONE: 0808 168 2233

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Buttercups Training Stay Safe Resources - FGM

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We have been developing tools and resources in Wales to help identify and engage young people at risk of Child Sexual Exploitation (CSE) and Child Sexual Abuse (CSA).

Our work

Better Futures Cymru is a service that provides assessment and longer term therapeutic intervention services for children and young people with sexualised histories across Wales.

We know that building trust and establishing a positive relationship is crucial to any successful intervention. Research has shown that young people who are abused, exploited, or who engage in risky sexual behaviours often feel guilt and shame. They may feel defined by this behaviour - which affects their level of openness and willingness to engage.

We want to develop a trusting and non-judgemental relationship with the young person. From the start, we focus on problem free discussions and activities in order to establish a meaningful connection in which both participants feel valued and have worth in the relationship.

A high percentage of the children we work with have experienced significant trauma. That might be sexual abuse, physical abuse, emotional abuse, domestic abuse or neglect. Our work takes these factors into consideration, and includes therapeutic approaches and techniques to address the issues that may occur as a result of these experiences.

In supporting young people to process their past trauma, we are able to allow them to develop healthy romantic and sexual relationships in their future.

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Resources to help identify and engage young people at risk of sexual abuse and exploitation

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We have been developing tools and resources in Wales to help identify and engage young people at risk of Child Sexual Exploitation (CSE) and Child Sexual Abuse (CSA). Better Futures Cymru is a service that provides assessment and longer term therapeutic intervention services for children and young people with sexualised histories across Wales.

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County Lines and Child Criminal Exploitation

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County Lines and Child Criminal Exploitation

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What is county lines?

County lines is the police term for urban gangs supplying drugs to suburban areas and market and coastal towns using dedicated mobile phone lines or "deal lines".

The gang activity is highly associated with violence, drug dealing and exploitation; having a devastating impact on young people, vulnerable adults and local communities. Gangs will use children, and vulnerable people, to move drugs and money, criminally exploiting them (CCE); they will also seek to establish a base in target locations, typically taking over the homes of local vulnerable adults by force or coercion - this is referred to as 'cuckooing'.

County lines is a major, cross-cutting issue involving and linking into:

drugs

violence/weapons

gang affiliation

criminal and sexual exploitation

modern slavery

missing/trafficked

safeguarding risks

Who is vulnerable to county lines exploitation?

The national picture continues to develop but there are recorded cases of:

Children as young as 10 years old being exploited to courier drugs out of their local area

Both males and females being involved: av. age = 13-17 years old

Gangs targeting children not of the 'stereotype', perceiving likely to evade police detection.

Increased use of social media to make initial contact with children: 'grooming'

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County Lines: Criminal Exploitation of Children

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County lines is the police term for urban gangs supplying drugs to suburban areas and market and coastal towns using dedicated mobile phone lines or "deal lines". The gang activity is highly associated with violence, drug dealing and exploitation; having a devastating impact on young people, vulnerable adults and local communities.

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Knife crime lesson plans and resources

Our resources explore the real, lived experience of people affected by knife crime and youth violence

These PSHE lesson plans for schools teaching KS2, KS3 and KS4 are based on video testimony from ex gang members, victims and offenders. The lessons include all the worksheets, activities and film that you need to run a successful lesson.

We have worked with respected PSHE practitioners to ensure the lessons are appropriate and suitable.

We would like to extend our thanks to Lorraine King, Health Improvement Adviser for PSHE (primary), Islington Health and Wellbeing Team, School Improvement Service, who gave feedback and advice on the the KS2 extension lesson on love and loss, 'Communicating the impact of knife crime'.

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Resources for teachers and practitioners | The Ben Kinsella Trust

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PSHE lesson plans for primary and secondary schools explore knife crime and include videos from ex gang members, victims, offenders and front line workers

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Designed as a whole-school approach, Jigsaw PSHE / Health and Well-being provides a detailed and comprehensive scheme of learning for ages 3-16.  Jigsaw makes teachers’ lives easier by providing well-structured, progressive lesson plans with all teaching resources included.

Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.

https://www.jigsawpshe.com/

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Project Chameleon is a 10-week program delivered by our ex-Police Officer trainers. We educate KS2 (Key Stage Two) pupils about different aspects of law and crime, helping them to make positive choices going forward.

Each week, we go into schools to look at a different area, absolutely perfect to enrich the British values 'Rule of Law' curriculum. Our delivery includes workbooks to complete, fun group activities, videos to watch and other engaging ways to help children learn.

Find out more about the program by watching this video:

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Project Chameleon - Global Policing Limited

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Project Chameleon is a 10-week program delivered by our ex-Police Officer trainers. We educate KS2 (Key Stage Two) pupils about different aspects of law and crime, helping them to make positive choices going forward. Each week, we go into schools to look at a different area, absolutely perfect to enrich the British values 'Rule of Law' curriculum.

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0:00 / 1:42•Watch full video

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Speak Out. Stay Safe. | Online Version | NSPCC

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Our Pupil have the opportunity to learn how to keep themselves safe and ensure their voices are heard at all times. We do this by creating a culture where safeguarding is at the heart of our school.

Children have a very diverse curriculum that equips them with the skills and stratagies to ensure their own personal safety.

We work alongside a number of agencies including the Manchester City Council, NSPCC, GMP and Global Policing to deliver a range of workshops.

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Early Help Assessments and what they are

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Early Help Assessments and what they are

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Safeguarding children is a complex process. There are many initiatives in place to support to young people and their families, but determining the best action to take can often be a difficult decision.

Safeguarding issues are not always clear cut and a safeguarding concern can come to your attention in many different ways.

One safeguarding initiative that aims to uncover what support a child may need is a Common Assessment Framework, now known as an Early Help.

An Early Help Assessment is an initial assessment and planning tool that facilitates and coordinates multi-agency support. It assesses the situation of the child or young person and their family and helps to identify the needs of both the children and the adults in the family.

It is a shared tool that multiple agencies can use to develop a coordinated response. This improves involvement between agencies and ensures that the child and their family are getting all the support that they need from wherever they need it. By doing this, the assessment aims to resolve any problems in their early stages and therefore removes the need for the intervention of social care.

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Safeguarding children is a complex process. There are many initiatives in place to support to young people and their families, but determining the best action to take can often be a difficult decision. Safeguarding issues are not always clear cut and a safeguarding concern can come to your attention in many different ways.

One safeguarding initiative that aims to uncover what support a child may need is a Common Assessment Framework, now known as an Early Help Assessment.

What is the Common Assessment Framework and Is it Still in Use?

The Common Assessment Framework (CAF) is a national approach to assessing any unmet needs that a child might have. It involves deciding how these needs can be identified and how they can be met effectively.

The CAF is an assessment tool that practitioners and professionals, in any organisation or establishment, can use to support early intervention for a child or young person and their parents. It provides evidence for referrals to targeted and specialist services and helps to inform decisions about whether further assessments are necessary for the child.

The CAF provides a realistic picture of a child's needs across all aspects of their life, including medically, at home, and at school. If it's identified that a child needs additional support in a range of areas, then the assessment provides a strong ground for multi-agency working. This is because multiple agencies and disciplines will all share a common understanding about the issues they're working to address.

To complete a CAF, all practitioners who are working with a child or their family should fill in the national standard form. Within this form, they should record information on:

The child or young person and their parents/carers.

Their situation, circumstances, and behaviours.

Their strengths and needs.

This information should then be analysed and a plan for delivering multi-agency, integrated services should be implemented.

What is an Early Help Assessment?

In recent years, the Common Assessment Framework has been replaced by an Early Help Assessment (EHA). The EHA is based on the same principles as the CAF but it is much simpler and more straightforward to use.

An Early Help Assessment is an initial assessment and planning tool that facilitates and coordinates multi-agency support. It assesses the situation of the child or young person and their family and helps to identify the needs of both the children and the adults in the family.

It is a shared tool that multiple agencies can use to develop a coordinated response. This improves involvement between agencies and ensures that the child and their family are getting all the support that they need from wherever they need it. By doing this, the assessment aims to resolve any problems in their early stages and therefore removes the need for the intervention of social care.

Who Would Benefit from an Early Help Assessment?

Early Help Assessments are most beneficial for children or families that have low level needs which can be met through short-term intervention. This is because an EHA allows professionals to effectively identify any emerging needs of children. If children do have emerging needs that require action, then these children are generally referred to as having additional needs.

Examples of additional needs that the EHA may identify are:

A child who has a mental health problem.

Parents who have a mental health problem may need additional help with their children.

Parents who are having relationship difficulties which are affecting the child.

A child at risk of radicalisation or exploitation.

A child who has special educational needs.

A young person misusing drugs or alcohol.

Parents misusing drugs and alcohol which is affecting the child.

How Does an EHA Differ to CAF?

The Early Help Assessment doesn't differ drastically to CAF. The main differences that you will see with the EHA are:

It's shorter and more straightforward. This means that it is quicker to complete and interventions can reach the child and their families sooner.

It is more strength based. It allows you and the family to work out what they do well rather than focusing simply on their challenges.

The focus is on change and reaching a solution. It is very practical and looks to examine the root of the issues before implementing practical steps to help.

It's more conversational and no longer based on a rigid set of questions. This opens up a discussion between practitioners and families and allows them to explore issues together.

Who Can Carry Out Early Help Assessments?

A lead professional, who already provides support to the child and family, should undertake the Early Help Assessment. For example, a GP, support worker, or teacher.

Before you carry out an EHA, you must have agreement from both the child and their parents/carers. You must also involve the child in the assessment and discussion, as well as their family and other professionals who work with them.

Do I Need Training to Complete an Early Help Assessment?

You do not need specific training to complete an Early Help Assessment. However, it's important that if you do undertake this role you have some previous experience with the child and their family.

Ideally, you should undertake safeguarding training so you know what to look out for and how to respond. You should feel confident in your safeguarding knowledge and be able to offer help and support to the child and their family.

What If a Child is at Immediate Risk?

If you reach a conclusion that a child is at risk of harm, then you should make a referral to social care straight away. If you suspect that a child at immediate risk and is in danger, then you should contact the police without delay.
The Early Help Assessment is a very useful tool for deciding whether a child and their family needs help and support. It should be a multi-agency support mechanism that focuses on a family's strengths as well as their issues, and it should give practical and positive help.
What to Read Next:

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What is an Early Help Assessment | Replacing the CAF

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Safeguarding children is a complex process. There are many initiatives in place to support to young people and their families, but determining the best action to take can often be a difficult decision. Safeguarding issues are not always clear cut and a safeguarding concern can come to your attention in many different ways.

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0:00 / 1:00•Watch full video

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What is Early Help? By Lily, Year 10, Acland Burghley School

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0:00 / 2:51•Watch full video

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Effective Early Help is essential to improve the life chances of Manchester's children, young people and their families. The aim of the Manchester Early Help Service is to build capacity in communities that will prevent crime, support education and enterprise, and keep children, young people and their families healthy and safe. We aim to do this by working with other agencies and directly with people from local communities.

Please click on the relevant buttons to see how you can access appropriate guidance & services.

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Effective Early Help is essential to improve the life chances of Manchester's children, young people and their families. The aim of the Manchester Early Help Service is to build capacity in communities that will prevent crime, support education and enterprise, and keep children, young people...