What is Section 11?

Section 11 of the Children Act 2004 places duties on a range of organisations and individuals to ensure their functions, and any services that they contract out to others, are discharged having regard to the need to safeguard and promote the welfare of children.

What Does Safeguarding and Promoting the Welfare of Children Mean?

Safeguarding and promoting the welfare of children means:
Protecting children from maltreatment
Preventing impairment of children’s health and/or development
Ensuring that children are growing up in circumstances consistent with the provision of safe effective care, and
taking action to enable all children to have the best outcomes.
What is the Responsibility of Wirral Safeguarding Children Board?

All organisations have a general duty to promote and safeguard children. Wirral Safeguarding Children Board (WSCB) is a statutory body that oversees these arrangements and in order to measure the effectiveness of these duties the Board has developed standards with indicators which can support a judgement.

What is the responsibility of schools/education settings?

Section 175 of the Education Act 2002 places a duty on local authorities (in relation to their education functions and governing bodies of maintained schools and further education institutions, which include sixth-form colleges) to exercise their functions with a view to safeguarding and promoting the welfare of children who are pupils at a school, or who are students under 18 years of age attending further education institutions. The same duty applies to independent schools (which include Academies and free schools) by virtue of regulations made under Section 157 of the same Act.

In order to fulfil their duty under sections 157 and 175 of the Education Act 2002, all educational settings to whom the duty applies should have in place the arrangements set out in paragraph 4, chapter 2 (included below). In addition schools should have regard to specific guidance given by the Secretary of State under sections 157 and 175 of the Education Act 2002 namely, Safeguarding Children and Safer Recruitment in Education and Dealing with allegations of abuse against teachers and other staff.

Completing and Scoring the Self-assessment
 This year, the WSCB has developed a new model for Section 11 and 175 to include shorter audits throughout the year. Agencies will have the opportunity to upload key documents as evidence and use the findings from the audit to create their own action plan. The audits consist of a series of questions which relate to specific arrangements, including policies, procedures, managing allegations and training which help safeguard children and young people.
When agencies have completed their audit, a blank Action Plan template can be downloaded from the WSCB website and populated with any areas requiring further improvement. The WSCB will dip sample action plans on an annual basis.

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* 1. Please select your setting from the options below

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* 2. Please provide details of the professional completing this audit

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* 3. How does your agency ensure that the views and wishes of children and young people are gathered, considered and incorporated into the service you deliver?

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* 4. Does your school/setting use any tools or mechanisms to capture and encourage young people to share their views?

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* 5. If yes, please tell us about the mechanisms or tools your setting uses

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* 6. Please use the box below to upload evidence of your school's/setting's work with children and young people (1 document)

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* 7. Are there any barriers to seeking the views of children and young people?

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* 8. If yes, please tell us about the barriers and how your school/setting has overcome them

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* 9. The supporting Families Enhancing Futures (SFEF)  approach promotes gaining insight to the lived experience of the child to learn about their needs. The WSCB has published guidance and prompt sheets for professionals working with young people and their families. Are your staff encouraged to utilise these resources?

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* 10. Does your agency have a mechanism in place for children to raise complaints?

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* 11. Does your agency ensure that children have access to independent advice and support (for example, through advocates or children's rights officers) to be able to express their views and influence decision-making?

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* 12. How does your school/setting consider issues arising with children and young people in relation to identity, diversity, culture, faith, sexual orientation language, disability, low confidence and trust?

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* 13. If you have any evidence to support your response to this topic, please use the upload feature below or e-mail Kat Ryan with your evidence.

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