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Creating Safer Organisational Cultures, November 2022

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Creating Safer Organisational Cultures, November 2022

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Creating Safer Organisational Cultures Web

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Handout - The 7 Essential Adult Safeguarding Questions (Shropshire)

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Handout - The 7 Essential Adult Safeguarding Questions (Shropshire)

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Useful Tool to refer to when considering if something is an adult safeguarding concern rather than requiring referral elsewhere or signposting.

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Handout - The 7 Essential Adult Safeguarding Questions (Telford and Wrekin) 

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Handout - The 7 Essential Adult Safeguarding Questions (Telford and Wrekin) 

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Handout - PowerPoint Presentation, March 2022

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Handout - PowerPoint Presentation, March 2022

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Please note this is provided to support your on-going reflections following attendance on the webinar in March 2022.

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Final TWSAB Developing a Positive Safeguarding Culture WEB

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The Role of Safer Recruitment in Creating Safer Cultures – Safeguarding Matters

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The Role of Safer Recruitment in Creating Safer Cultures – Safeguarding Matters

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Posted by Elliot Davies in Safeguarding Adults
Joanne talks with DBS and RFU about how safer recruitment can help create safer cultures.
Guests on this Safeguarding Matters podcast include Cathy Taylor, Engagement Advisor at DBS, and Kath Bennet, Safeguarding Case Manager at Rugby Football Union.

Cathy discusses how DBS supports national organisations with anything they'd like to know about safer recruitment:

We are the people you can contact for help and support, and we will try our best to help and support you.

Listen below:

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The Role of Safer Recruitment in Creating Safer Cultures - Safeguarding Matters - Ann Craft Trust

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Joanne talks with DBS and RFU about how safer recruitment can help create safer cultures. Guests on this Safeguarding Matters podcast include Cathy Taylor, Engagement Advisor at DBS, and Kath Bennet, Safeguarding Case Manager at Rugby Football Union. Cathy discusses how DBS supports national organisations with anything they'd [...]

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Safeguarding is Everyone’s Responsibility- Would You Know How to Spot the Signs of Harm and Abuse and How to Respond?

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Safeguarding is Everyone’s Responsibility- Would You Know How to Spot the Signs of Harm and Abuse and How to Respond?

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Handout - Safeguarding Adults - Principles and Making Safeguarding Personal cards 

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Handout - Safeguarding Adults - Principles and Making Safeguarding Personal cards 

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Handout - Raising an Effective Safeguarding Adults Concern about the Abuse of an Adult with Care and Support Needs with the Local Authority. 

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Handout - Raising an Effective Safeguarding Adults Concern about the Abuse of an Adult with Care and Support Needs with the Local Authority. 

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A handout to support individuals and organisations to raise effective safeguarding adult concerns.

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Raising an Effective Safeguarding Adults Concern with the Local Authority October 2025 v8

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Training Course - Developing a Positive Safeguarding Culture, Shropshire Partners in Care.  

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Training Course - Developing a Positive Safeguarding Culture, Shropshire Partners in Care.  

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Partners in Care is a not-for-profit membership organisation offering a wide range of services for adult social care providers in Shropshire, Telford & Wrekin.

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Handout - Professional Curiosity -  Professional Curiosity Management & Practice Guidance

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Handout - Professional Curiosity -  Professional Curiosity Management & Practice Guidance

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Tricky Friends Animation Telford and Wrekin

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Tricky Friends Animation Telford and Wrekin

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CC501 031 Telford and Wrekin ED  Version subbed

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Shropshire Tricky Friends with Subtitles

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SaTH Adult Safeguarding Supervision Framework. Shared with permission from Kathy George, Head of Adult Safeguarding, MCA Lead and Prevent Lead, SaTH.

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SaTH Adult Safeguarding Supervision Framework. Shared with permission from Kathy George, Head of Adult Safeguarding, MCA Lead and Prevent Lead, SaTH.

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3 Ways to Create Safer Cultures in Organisations

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3 Ways to Create Safer Cultures in Organisations

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Telford and Wrekin Safeguarding Partnership - Professional Curiosity - Best Practice Guidance 

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Telford and Wrekin Safeguarding Partnership - Professional Curiosity - Best Practice Guidance 

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Handout - Safeguarding Adults - Information, Definitions and Contacts  

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Handout - Safeguarding Adults - Information, Definitions and Contacts  

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Safeguarding Adults Identification Definitions and Contacts December 2025 V16 STW

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Handout - Safeguarding Adults - Principles and Making Safeguarding Personal cards 

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Handout - Safeguarding Adults - Principles and Making Safeguarding Personal cards 

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A positive culture

Care homes that encourage open conversations about safeguarding, and where suspected or alleged abuse and neglect can be readily reported, will be well placed to prevent incidents and respond effectively.

Make support available for anyone raising concerns. This could include having safeguarding champions.

Encourage staff to look out for changes in residents' mood or behaviour, as this could indicate abuse or neglect. Any changes or other concerns should be recorded and shared as soon as possible and immediate action taken if abuse or neglect is considered or suspected.

Ask residents and their families about their experience of raising safeguarding concerns - how do they feel about how their concerns were identified, reported, managed and resolved?

Make any changes needed in response to this feedback and let people know what action has been taken.

Use team meetings and supervision to enable all staff, including those who
work alone or at night, to:

Share best practice in safeguarding and learn from any relevant Safeguarding Adults Reviews, which should be available from your local Safeguarding Adults Board.

Challenge poor practice or discuss uncertainty around practice.

Talk about the differences between poor practice (which may not be a safeguarding issue) and abuse or neglect.

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Care homes that encourage open conversations about safeguarding, and where suspected or alleged abuse and neglect can be readily reported, will be well placed to prevent incidents and respond effectively. Make support available for anyone raising concerns. This could include having safeguarding champions.

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NICE - Good practice in safeguarding training

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NICE - Good practice in safeguarding training

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What to cover in mandatory training

Mandatory safeguarding training should cover a range of topics to ensure staff understand key principles as well as what they need to do in practice. Training should be fully accessible and easy to understand, with a clear explanation of concepts and terminology.

As a minimum, mandatory training should include:

Safeguarding and legal principles under the Care Act 2014 and supporting statutory guidance.

The 6 core principles of safeguarding and the Making Safeguarding Personal framework.

Being open and honest when things go wrong (duty of candour).

Specific safeguarding responsibilities and accountabilities for all staff in the care home.

The different forms of abuse and neglect (including organisational abuse).

The differences between poor practice and abuse and neglect.

The care home's whistleblowing policy and procedure, including the support and information available.

Acting on and reporting suspected abuse or neglect.

Dealing with and preserving evidence.

Raising safeguarding concerns in the care home and what response to expect.

Escalating concerns if staff are not satisfied with the response, or if the concern is about the actions of the manager.

Confidentiality and data protection.

Duties under the Public Interest Disclosure Act 1998.

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Mandatory safeguarding training should cover a range of topics to ensure staff understand key principles as well as what they need to do in practice. Training should be fully accessible and easy to understand, with a clear explanation of concepts and terminology.

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Busting myths that surround Making Safeguarding Personal

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published on

Eleven episodes exploring and busting the myths that can prevent practitioners from making safeguarding personal for service users. Podcast hosts combine practitioner experience and service user experience to begin to makes sense of what it means to make safeguarding personal for every service user. Esi Hardy is founder and Managing Director of Celebrating Disability - a disability inclusion and equality business. Esi has worked in the public and not-for-profit sector developing and implementing policies to support disabled people to assert choice and control over every aspect of their lives. Esi is a seasoned direct payment service user having had experiences of going through the adult safeguarding concern processes. Using her lived and professional experience, Esi has Chaired and advised many groups, panels and conferences. Current relevant positions include: co-chair of the Personalisation Expert Panel and member of the Making Safeguarding Personal Advisory Group. Michael Preston-Shoot is Professor (Emeritus) Social Work at the University of Bedfordshire. He is a Fellow of the Academy of Social Sciences and a Senior Fellow of the Higher Education Academy. His publications, research and training have concentrated on law and social work. His latest research has focused on adult safeguarding, completing with Suzy Braye and David Orr major studies for the Department of Health on governance of adult safeguarding and on effective practice with adults who self-neglect. He is currently Independent Chair of Lewisham and of Brent Safeguarding Adults Boards. He has authored safeguarding adult reviews, has researched reviews of self-neglect cases and has completed thematic reviews of safeguarding adult reviews.

Genre

Learning

Contains tracks

License: cc-by

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Busting myths that surround Making Safeguarding Personal by Research in Practice

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Eleven episodes exploring and busting the myths that can prevent practitioners from making safeguarding personal for service users. Podcast hosts combine practitioner experience and service user experience to begin to makes sense of what it means to make safeguarding personal for every service user.

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Safeguarding Adults Review Library (searchable) National Network for Chairs of Safeguarding Adults Boards   

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Safeguarding Adults Review Library (searchable) National Network for Chairs of Safeguarding Adults Boards   

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North West England North East England South East England London South West England Eastern England Yorkshire and the Humber East Midlands West Midlands England

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Webinar - New Schools Network - Creating and maintaining a safeguarding culture

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Webinar - New Schools Network - Creating and maintaining a safeguarding culture

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Creating and maintaining a safeguarding culture

# data[].attributes.headline
NICE - Good practice in safeguarding training

# data[].attributes.subject
NICE - Good practice in safeguarding training

# data[].attributes.attachment_link.readable_text
What to cover in mandatory training

Mandatory safeguarding training should cover a range of topics to ensure staff understand key principles as well as what they need to do in practice. Training should be fully accessible and easy to understand, with a clear explanation of concepts and terminology.

As a minimum, mandatory training should include:

Safeguarding and legal principles under the Care Act 2014 and supporting statutory guidance.

The 6 core principles of safeguarding and the Making Safeguarding Personal framework.

Being open and honest when things go wrong (duty of candour).

Specific safeguarding responsibilities and accountabilities for all staff in the care home.

The different forms of abuse and neglect (including organisational abuse).

The differences between poor practice and abuse and neglect.

The care home's whistleblowing policy and procedure, including the support and information available.

Acting on and reporting suspected abuse or neglect.

Dealing with and preserving evidence.

Raising safeguarding concerns in the care home and what response to expect.

Escalating concerns if staff are not satisfied with the response, or if the concern is about the actions of the manager.

Confidentiality and data protection.

Duties under the Public Interest Disclosure Act 1998.

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Mandatory safeguarding training should cover a range of topics to ensure staff understand key principles as well as what they need to do in practice. Training should be fully accessible and easy to understand, with a clear explanation of concepts and terminology.

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Leading a safeguarding culture, John Woodhouse, December 2019

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Leading a safeguarding culture, John Woodhouse, December 2019

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Aimed at Children's sector but there are some useful pointers for those working with adults as well I think.

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Safeguarding Network - confidence in safeguarding

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This is part of our safeguarding insights section. Our aim is to provide you with a broader understanding of a specific topic through a researched and referenced article that contributes towards your professional development and ensures that you can support your staff accordingly.

Safeguarding is everyone's responsibility, or so we are told in Keeping Children Safe in Education, but a culture of safeguarding doesn't simply evolve. This article explores how we understand the nature of our safeguarding culture in schools and colleges, then how to influence your setting's approach through effective strategy and leadership.

Safeguarding Network provides Designated Safeguarding Leads with monthly training materials to deliver in-house training to their staff, covering every area of Keeping Children Safe in Education. Each pack includes presentations, quizzes and scenarios and makes the task of ensuring all staff know, understand and can apply the guidance much less time-consuming, while ensuring it is robust and systematic. We also offer training on a wide range of topics, provide safeguarding audits and safeguarding supervision and have a wide-ranging free resource base.

60 second read

There is much guidance around safeguarding in schools, a huge set of requirements for knowledge, a raft of national, local and organisational procedures, a mandate for every school or college to designate and hold safeguarding at senior leadership and board levels, and guidance that every member of staff must know the statutory guidance and be effectively and regularly trained in safeguarding children. What could possibly go wrong?

This article applies a very established organisational development model, the McKinsey 7-S Framework, to how schools and colleges develop a "positive culture and ethos where safeguarding is an important part of everyday life" ( Ofsted, 2019). We explore the role of leadership and ask key questions about each element beginning with the underpinning area of value base

Values

Whether explicit or implicit, values guide decision-making. We've mentioned one common to all settings already - safeguarding is everyone's responsibility - but while this might exist in your policy, is the understanding value the same at governance, leadership or staff levels and in your student group?

Perkins (2019) offers four questions in exploring your values and culture:

1. Review your stories - what do people say about safeguarding activity in your setting? When a culture reflects on the stories the members tell we sometimes gain insight into the context and drivers that affect the behaviour of the culture as a whole.

One academy setting judged inadequate for leadership and safeguarding heavily invested resources, training and skills in their safeguarding team. This led to a strong, accountable culture that prioritised children and their needs: a good judgement followed, more and more issues were passed to the team and they began to be overwhelmed. We worked with the safeguarding team to reflect on their story, recognising that a dependency culture had been created and the safeguarding team were dealing with wider welfare concerns. This was at odds with the need to empower their staff and was affecting the quality of the safeguarding work. The setting recognised that now they were past the crisis they could improve their strategy and developed clearer guidance and provided support to the wider staff group to hold their pastoral responsibilities more effectively.

2. Explore how staff perceive safeguarding leadership - we think we know what we want to achieve and hope we communicate our vision and values to our staff, but is that how we are seen? For example, we might talk about valuing every child, but do the staff team see and feel this, or do they think that your setting's focus on results and inspection outweigh the priority given to individual children? They are difficult questions to ask, but exposing these divergences allows work to be undertaken to adapt and improve with more effective results for children as a result.

Observe behaviours - do your values come through in the work that is undertaken. What do you see your staff doing? Are they approachable? Do they truly listen empathically to young people? Do they have an 'it could happen here' around their colleagues? Are there some staff who exempt themselves from the behaviour of the rest of the system?Data provides another perspective on behaviour - domestic abuse prevails across class and cultural boundaries, but do your staff come to you with concerns, or does it remain hidden. We worked with one school who were proud there had been no complaints for 10 years. On reflection there was recognition that raising challenge was difficult and painful in this organisation, so parents and staff felt unable to raise concern leaving children exposed.

Discuss together how safeguarding values are interpreted - "Communication leads to community" (Rollo May) and a shared approach to safeguarding. Regular conversations about how you safeguard children are important. Safeguarding Network's approach, using monthly scenarios, presentations and quizzes to explore safeguarding topics together, is a good example of how to create the conversations that model how you want your staff team to respond. There's a free set of materials for discussing domestic abuse at safeguarding.network/domestic.

Cultural style

When thinking about safeguarding cultures within schools it is interesting to reflect on the differing priorities. Groysberg et al (2018) consider how the priorities of an organisation might affect their 'cultural style'. The relative importance of flexibility and independence create different operating environments for organisations - an organisation that encourages radical, free thought might create a diverse range of learning opportunities, while one focused on stability and interdependence may ensure a more focused, cohesive approach.

Schools and colleges don't always operate within the 'learning' cultural style (!), but our work does tend to be oriented towards the left half of the chart - learning, enjoyment, results and authority. Safeguarding on the other hand is aligned with safety, care, purpose and order (following procedures while attending to individual need). Organisations can hold oppositional goals, but this requires time and resources which, when scarce, force implicit choices to emerge.

Culture is a significant factor, although individuals within any culture are also shaped by their own history and beliefs. Not everyone will hold the same ideas, the same values or the same priorities.

How are the conflicting cultural styles of safeguarding and learning managed within your school culture?

Is there a recognition that safeguarding requires a different kind of response?

How does your safeguarding team/SLT bridge this gap, respond to the challenge that may bring and provide the time and resource to respond?

Wider dynamics

Our shared value base is a key driver in creating a safeguarding culture, but other attributes of your organisation also affect behaviour, performance and capacity to develop.

The McKinsey 7-S framework is an approach to understanding organisations. Centred on shared values it considers six other elements that exist in organisations, from the IT system and software you might use, such as the roll out of a mobile app for MyConcern, to the skills and capacity of staff at all levels of the organisation

We will explore each area and key questions to explore in your setting, but the linkage between each of the elements is also very important. For example, is the strategy of your setting understood by staff, are the systems and skills in place to carry it out and does it accord with your organisational values? While you may have in place tools, techniques and change strategies, other aspects of organisational culture might inhibit impact ( Cameron & Quinn, 2006).

There are some useful templates and further questions to ask to support your analysis at Mindtools - we will explore each element and the implications for safeguarding tailored to early years, schools and college settings.

Strategy

While safeguarding work is bound by much guidance and procedure, healthy organisational development is underpinned by effective strategy. This sets direction and priorities, keeps people together, informs decision-making and ensures everyone is on the same page ( Wilkinson, 2011). Keeping Children Safe in Education requires a child protection policy, but a safeguarding strategy captures the range of safeguarding requirements, reflects on contextual safeguarding issues, features of the student group (such as age, development, culture), your staff group, the wider organisational priorities and the history of your setting in addressing abuse or neglect to create an improvement track you can support and monitor.

Do you understand the strengths and development areas for safeguarding in your setting?

Does your setting have a safeguarding strategy?

What are your key development goals and how will you know when you meet them?

Does your strategy align with your setting's values, structure, skills and resources?

Structure

This explores how staff and resources are organised in your setting, perhaps through a structure chart or similar. Under Keeping Children Safe in Education the Designated Safeguarding Lead must be an "appropriate senior member of staff, from the school or college leadership team ". We talk about safeguarding being everyone's responsibility, but how is this understood in terms of connection to governors, the head teacher or SLT? What are the boundaries around roles? Does the safeguarding team have sufficient authority when working alongside teachers and other parts of the organisation? Smaller settings have an advantage here: the larger your organisation the more time should be spent thinking about this communication.

Supervision is vital and highlighted within the new inspection framework:

Staff and other adults receive regular supervision and support if they are working directly and regularly with children and learners whose safety and welfare are at risk.

Ofsted (2019)

Designated Safeguarding Leads should ensure there is a structure in place to ensure everyone in direct work roles has regular supervision, that informal supervision opportunities are available but approached with the same rigour around recording and decision-making, and that lines of accountability are clear and effective. Supervision should demonstrably improve the safety and welfare of children, enhance staff skills, compliance and approach, and contain the emotional aftermath of working with trauma. DSLs and head teachers must also consider their own supervision arrangements, including the need to seek expert external support.

Is the structure of your safeguarding team clearly set out?

How does the safeguarding team operate in relation to other parts of the organisation?

Is everyone clear about their role? Do they understand the limits of their competence and authority?

How does your setting communicate about safeguarding, both explicitly and implicitly

Do all relevant staff receive effective, regular supervision?

Systems

These are the daily activities, procedures and resources you use to get the job done. This begins with the child protection policy (safeguarding policy in early years settings) which should set out what people should do if they're worried about a child. Sometimes these policies are administrative, overweight and don't set out what to do when worried about a child at an early stage. What does this communicate to parents, staff or regulators about the importance of safeguarding in your organisation?

The inspection framework has an improved emphasis on risk assessment and response - have staff had training in undertaking a risk assessment? Does their approach link to your local safeguarding children partnership threshold tool? Does the safeguarding team have access to up to date guidance on assessing the level of risk and the best response to neglect, child criminal exploitation or fabricated or induced illness? A good starting point for safeguarding teams are the free resources on Safeguarding Network - each area under Keeping Children Safe in Education has an article setting out what it is, what to look for and what to do. Members also have access to a magazine and sometimes further tools to audit their practice.

Recording should be a tool for analysis and communication. In our reviews of case records we sometimes find it difficult to see the child's experience, or to follow the thread of a school or college's actions. Sometimes records can be disorganised, taking time to manage and creating safeguarding or data protection risks. Systems such as MyConcern can streamline this approach saving time, improving analysis and ensuring information about children is indexed and secure. It is still important to consider how you integrate these systems into your organisational culture - structuring the records to align to your school or college structure, ensuring prompts support safe practice rather than staff "feeding the machine" and that you use the reporting and analysis functions to improve safeguarding across your setting.

Is your child protection policy up to date, is it used and is it effective?

Is there a consistent and effective risk mitigated approach to case management?

Do staff have access to safeguarding knowledge, resources and audit tools?

Is your recording structured and clear?

Do you use your records to improve safety and welfare of students?

Styles

How leaders in your organisation approach safeguarding will affect the way in which the task is carried out. In our experience the quality of safeguarding is inextricably linked to the effectiveness of leadership and management so have welcomed the integration of these judgements in the inspection framework. The attention to safeguarding by school leaders will influence the emphasis on a "culture of vigilance" throughout the organisation "where safeguarding is an important part of everyday life in the setting". Their reflective practice will shape views on whether "it could happen here" ( Ofsted, 2019). Whether leaders listen to staff feeds into whether you have a listening organisation and staff and young people's confidence about coming forward with their concerns.

Safeguarding is a bottom-up activity, listening to children and acting on their concerns, but without clear steerage the emotions and other priorities in the organisation can push your practice from its course.

For better and worse, culture and leadership are inextricably linked... The best leaders ... are fully aware of the multiple cultures within which they are embedded, can sense when change is required, and can deftly influence the process

It's complicated, but it is about helping everyone keep a strong focus on children and young people and their individual experiences, having a structured approach that is pro-active rather than always reactive, and ensuring the school are able to deliver on your safeguarding vision.

How is safeguarding fully owned at governance and senior leadership levels?

Do you understand your safeguarding culture, where it is strong and where it needs attention?

What are your key goals? How are leaders shaping and influencing practice towards these?

Staff

This area explores the general competence people bring to safeguarding work and the roles they hold. We've widened this to think about relevant staff in other agencies.

Do your staff have sufficient time to become familiar with the range of safeguarding procedures? Are there any specialisms required or roles not held at present? When a safeguarding issue arises this can consume hours of time - how does the school balance this with the core task of educating all the children?

The guidance stresses safeguarding is not a single agency activity, but is about Working Together. Effective organisations are able to network and draw on other organisations' skills, particularly when those skills are specialist. This becomes increasingly difficult as every agency is affected by the national and media focus on safeguarding within the context of shrinking resources and growing needs.

Do you have the staff time to commit to the safeguarding task?

Are there vacancies and how are these being covered?

Are you effective in developing an interagency team around the child approach?

Skills

Schools, colleges and early years settings are required to ensure "there are clear and effective arrangements for staff development and training... at every level" and for staff to be able to "demonstrate knowledge" in their work with children and young people ( Ofsted, 2019). A document setting out training and learning requirements is a useful addendum to a safeguarding strategy or child protection policy - Safeguarding Network members can access this on our training grid, including requirements for specific roles such as interviewing candidates or being a governor.

Keeping Children Safe in Education has over forty different topic areas that staff should have read about in Part 1 and Annex A. The emphasis on implementation and impact rather than simply intent is clear in the inspection framework: staff must be able to apply this knowledge to identify young people at risk of harm and take the right action to keep them safe. This presents a significant challenge to DSLs, to ensure their knowledge is sufficient around each subject and to design CPD for their teams. Research by the NSPCC on delivering effective CPD to teachers around safeguarding work highlighted the importance of a supportive school culture and drawing on external expertise, together with the need to sustain training over time and create space of reflection. Safeguarding Network supports an in-house safeguarding training curriculum for our members. We provide the materials in monthly, bite-size chunks, saving much time and ensuring materials delivered are up-to-date, robust and systematic.

The guidance is even more prescriptive about the skills required and training frequency of the DSL. It is helpful to use Annex B, the Role of the designated safeguarding lead, as a checklist. We are exploring the potential to develop an accredited course for DSLs - please contact us if you are interested in a pilot.

Safeguarding is an area where people often lack confidence. Creating opportunities for staff to practice their safeguarding skills is one way to build confidence, such as through scenario-based discussions. This also creates an opportunity to review the quality of practice - did the team handle the scenario well? Where there have been safeguarding concerns taking a robust approach to reviewing skills through root cause analysis identifies factors that underly problems that occur allowing the organisation to learn and effect change.

Do you have a clear and effective arrangements for safeguarding learning for your staff?

Do staff feel confident in recognising abuse or neglect?

Are staff always skilled in responding to concerns about abuse and neglect?

Is the DSL suitably skilled and supported to undertake their role?

What strengths do you have in dealing with safeguarding issues? Where are the gaps?

How do you monitor and assess the skills of your staff, your DSL and your governors?

What have you learned from safeguarding incidents in your setting to prevent recurrence?

Conclusion

We've explored a range of models and their application to culture and organisational development within a safeguarding context. We hope this article has created a structure to help you see and reflect on the culture of your organisation and provided some additional tools to shape your strategy around the safeguarding work you do.

If you would like to talk through any aspects of the article, consider an independent safeguarding audit or think about the support you need in your setting, please do not hesitate to get in touch.

To access the members materials mentioned in this article you will need to join Safeguarding Network. Visit safeguarding.network/landing

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Leading a safeguarding culture | Safeguarding Network - confidence in safeguarding

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This is part of our safeguarding insights section. Our aim is to provide you with a broader understanding of a specific topic through a researched and referenced article that contributes towards your professional development and ensures that you can support your staff accordingly. 15 minute read DSLs and Safeguarding Teams Safeguarding is everyone's responsibility, or [...]

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Michael West: collective leadership for culture change. 

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Michael West: collective leadership for culture change. 

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Collective leadership is a leadership in which all staff take responsibility for ensuring high quality patient care and all are accountable – for example, by speaking up when they see unsafe or inappropriate behaviour, regardless of the seniority of the staff concerned.

Michael West is a Senior Fellow at The King's Fund.

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Michael West, Senior Fellow at The King's Fund, explains that to continually improve health and social care, we must design collective leadership into NHS strategy - encouraging the participation and involvement of all NHS staff.

Collective leadership is a leadership in which all staff take responsibility for ensuring high quality patient care and all are accountable - for example, by speaking up when they see unsafe or inappropriate behaviour, regardless of the seniority of the staff concerned.

Download the transcript from this presentation:
Michael West: collective leadership for culture change

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Michael West: collective leadership for culture change

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Michael West, Senior Fellow at The King's Fund, explains that to continually improve health and social care, we must design collective leadership into NHS strategy - encouraging the participation and involvement of all NHS staff.

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Webinar - Ofsted News (1/3/2022) Effective culture of safeguarding in schools

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Webinar - Ofsted News (1/3/2022) Effective culture of safeguarding in schools

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Effective culture of safeguarding in schools

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Talking About Culture - Conversation Starters. You could develop this for your organisation.

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Talking About Culture - Conversation Starters. You could develop this for your organisation.

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https://www.anncrafttrust.org/wp-content/uploads/2021/10/Culture-Conversation-Starters.pdf