1 00:00:03,120 --> 00:00:06,059 INTRO: Welcome to the NSPCC Learning Podcast, where 2 00:00:06,060 --> 00:00:08,959 INTRO: we share learning and expertise in child protection 3 00:00:08,960 --> 00:00:12,399 INTRO: from inside and outside of the organisation. 4 00:00:12,400 --> 00:00:15,459 INTRO: We aim to create debate, encourage reflection and 5 00:00:15,460 --> 00:00:18,179 INTRO: share good practice on how we can all work together 6 00:00:18,180 --> 00:00:21,099 INTRO: to keep babies, children and young people safe. 7 00:00:24,260 --> 00:00:27,039 KAREN SQUILLINO: Hello and welcome everybody to this NSPCC 8 00:00:27,040 --> 00:00:28,999 KAREN SQUILLINO: Learning Podcast. 9 00:00:29,000 --> 00:00:32,258 KAREN SQUILLINO: I'm Karen Squillino and I am a trustee 10 00:00:32,259 --> 00:00:34,779 KAREN SQUILLINO: at Lift multi-academy trust. 11 00:00:34,780 --> 00:00:36,779 KAREN SQUILLINO: It's a role that I've held for five years 12 00:00:36,780 --> 00:00:39,819 KAREN SQUILLINO: now. I'm also the chair of 13 00:00:39,820 --> 00:00:42,639 KAREN SQUILLINO: the wellbeing and safeguarding committee. 14 00:00:42,640 --> 00:00:44,579 KAREN SQUILLINO: In addition to my role at Lift as 15 00:00:44,580 --> 00:00:46,499 KAREN SQUILLINO: trustee, I'm also the Local Services 16 00:00:46,500 --> 00:00:49,559 KAREN SQUILLINO: Director here at the NSPCC with a 17 00:00:49,560 --> 00:00:51,579 KAREN SQUILLINO: responsibility for our local campaigning 18 00:00:51,580 --> 00:00:54,109 KAREN SQUILLINO: work, our direct delivery to children and 19 00:00:54,110 --> 00:00:56,069 KAREN SQUILLINO: young people in communities, but also our 20 00:00:56,070 --> 00:00:58,049 KAREN SQUILLINO: work in schools. So there's some real 21 00:00:58,050 --> 00:01:00,089 KAREN SQUILLINO: connection between my trustee role and 22 00:01:00,090 --> 00:01:03,109 KAREN SQUILLINO: the day role. And I have with me today 23 00:01:03,110 --> 00:01:06,009 KAREN SQUILLINO: colleagues from Lift, Habib and Jill. 24 00:01:06,010 --> 00:01:07,969 KAREN SQUILLINO: So I'd like to ask you to introduce 25 00:01:07,970 --> 00:01:09,569 KAREN SQUILLINO: yourselves now, if you could. 26 00:01:09,570 --> 00:01:10,169 KAREN SQUILLINO: Jill? 27 00:01:10,170 --> 00:01:11,509 JILL FULLER: Hello, my name is Jill Fuller. 28 00:01:11,510 --> 00:01:14,129 JILL FULLER: I'm the Head of Safeguarding for Lift Schools 29 00:01:14,130 --> 00:01:16,709 JILL FULLER: and I've been in this role for almost two 30 00:01:16,710 --> 00:01:19,109 JILL FULLER: years now, but I've been with Lift Schools 31 00:01:19,110 --> 00:01:21,169 JILL FULLER: for 10 years in total. 32 00:01:21,170 --> 00:01:22,649 HABIB HUSSAIN: Hi there, I'm Habib Hussain. 33 00:01:22,650 --> 00:01:25,289 HABIB HUSSAIN: I'm a deputy headteacher at a school in 34 00:01:25,290 --> 00:01:27,229 HABIB HUSSAIN: North London called Aylward Academy, but I 35 00:01:27,230 --> 00:01:29,429 HABIB HUSSAIN: also do a regional [safeguarding] role for 36 00:01:29,430 --> 00:01:32,220 HABIB HUSSAIN: Lift Schools, and I oversee London and the 37 00:01:32,221 --> 00:01:32,809 HABIB HUSSAIN: South. 38 00:01:32,810 --> 00:01:35,869 KAREN SQUILLINO: I'm really excited to be talking to 39 00:01:35,870 --> 00:01:38,949 KAREN SQUILLINO: Habib and Jill today because there's some 40 00:01:38,950 --> 00:01:41,149 KAREN SQUILLINO: really great work going on at Lift and we 41 00:01:41,150 --> 00:01:42,549 KAREN SQUILLINO: thought this would be a wonderful 42 00:01:42,550 --> 00:01:44,769 KAREN SQUILLINO: opportunity to share what we're doing at 43 00:01:44,770 --> 00:01:47,129 KAREN SQUILLINO: Lift around safeguarding and wellbeing. 44 00:01:47,130 --> 00:01:48,709 KAREN SQUILLINO: I think the listeners are going to be 45 00:01:48,710 --> 00:01:50,609 KAREN SQUILLINO: really interested to know more about the 46 00:01:50,610 --> 00:01:52,589 KAREN SQUILLINO: roles and responsibilities of a 47 00:01:52,590 --> 00:01:54,469 KAREN SQUILLINO: multi-academy trust when it comes to 48 00:01:54,470 --> 00:01:57,449 KAREN SQUILLINO: safeguarding and pupils in their schools. 49 00:01:57,450 --> 00:01:59,429 KAREN SQUILLINO: Just by way of context, at Lift we've got 50 00:01:59,430 --> 00:02:02,439 KAREN SQUILLINO: 57 schools and around 34,000 51 00:02:02,440 --> 00:02:04,979 KAREN SQUILLINO: children. So Jill, could you just give us 52 00:02:04,980 --> 00:02:07,069 KAREN SQUILLINO: an explanation around that? 53 00:02:07,070 --> 00:02:09,948 JILL FULLER: Yes, I can. And I think what's important is 54 00:02:09,949 --> 00:02:12,249 JILL FULLER: that multi-academy trust schools have the 55 00:02:12,250 --> 00:02:14,389 JILL FULLER: same statutory responsibilities for 56 00:02:14,390 --> 00:02:16,449 JILL FULLER: safeguarding as any other school. 57 00:02:16,450 --> 00:02:19,769 JILL FULLER: So we are governed by statutory documents, 58 00:02:19,770 --> 00:02:21,629 JILL FULLER: Keeping Children Safe in Education (KCSIE), 59 00:02:21,630 --> 00:02:24,169 JILL FULLER: which is updated annually, and also Working 60 00:02:24,170 --> 00:02:26,049 JILL FULLER: Together to Safeguard Children. 61 00:02:26,050 --> 00:02:28,949 JILL FULLER: And we work with all multi-agency partners as 62 00:02:28,950 --> 00:02:30,709 JILL FULLER: any school would. 63 00:02:30,710 --> 00:02:32,629 JILL FULLER: Sometimes there's a little bit of confusion 64 00:02:32,630 --> 00:02:35,529 JILL FULLER: about multi-academy trusts and do they have 65 00:02:35,530 --> 00:02:37,989 JILL FULLER: the same safeguarding requirements, and we 66 00:02:37,990 --> 00:02:39,569 JILL FULLER: absolutely do. 67 00:02:39,570 --> 00:02:42,289 JILL FULLER: But the way we've structured ourselves at 68 00:02:42,290 --> 00:02:45,429 JILL FULLER: Lift Schools is we have a very clear 69 00:02:45,430 --> 00:02:48,569 JILL FULLER: safeguarding assurance framework, which is 70 00:02:48,570 --> 00:02:50,169 JILL FULLER: consistent for all our schools. 71 00:02:50,170 --> 00:02:52,949 JILL FULLER: That is supported by a safeguarding 72 00:02:52,950 --> 00:02:55,386 JILL FULLER: dashboard, safeguarding operating procedures 73 00:02:55,387 --> 00:02:58,369 JILL FULLER: and in every single one of our 74 00:02:58,370 --> 00:03:00,449 JILL FULLER: schools, we have what's called a designated 75 00:03:00,450 --> 00:03:02,069 JILL FULLER: safeguarding lead. 76 00:03:02,070 --> 00:03:05,289 JILL FULLER: You may know of that term as a 77 00:03:05,290 --> 00:03:08,869 JILL FULLER: DSL. So we have 57 designated 78 00:03:08,870 --> 00:03:11,209 JILL FULLER: safeguarding leads with teams in schools 79 00:03:11,210 --> 00:03:13,349 JILL FULLER: working on safeguarding and complex 80 00:03:13,350 --> 00:03:15,689 JILL FULLER: safeguarding issues every day. 81 00:03:15,690 --> 00:03:18,769 JILL FULLER: And then to supplement the work in 82 00:03:18,770 --> 00:03:21,169 JILL FULLER: the schools and to support that, we have what 83 00:03:21,170 --> 00:03:24,189 JILL FULLER: are called regional designated safeguarding 84 00:03:24,190 --> 00:03:26,489 JILL FULLER: leads and you might hear me refer to those as 85 00:03:26,490 --> 00:03:27,829 JILL FULLER: our RDSLs. 86 00:03:27,830 --> 00:03:30,809 JILL FULLER: We have five of those because Lift schools is 87 00:03:30,810 --> 00:03:33,829 JILL FULLER: split into five regions and 88 00:03:33,830 --> 00:03:36,789 JILL FULLER: a DSL in one of the schools 89 00:03:36,790 --> 00:03:39,989 JILL FULLER: in the region will support other 90 00:03:39,990 --> 00:03:43,129 JILL FULLER: schools in that region and also support the 91 00:03:43,130 --> 00:03:46,249 JILL FULLER: central inclusion team in driving a 92 00:03:46,250 --> 00:03:48,479 JILL FULLER: culture of excellence in our schools. 93 00:03:48,480 --> 00:03:51,159 KAREN SQUILLINO: So just thinking about multi-academy 94 00:03:51,160 --> 00:03:53,039 KAREN SQUILLINO: trusts generally then, before we get into 95 00:03:53,040 --> 00:03:55,799 KAREN SQUILLINO: what we're doing at Lift, how does 96 00:03:55,800 --> 00:03:58,359 KAREN SQUILLINO: safeguarding traditionally work within a 97 00:03:58,360 --> 00:04:00,119 KAREN SQUILLINO: large multi-academy trust? 98 00:04:00,120 --> 00:04:02,439 KAREN SQUILLINO: Because we've got schools up in the north 99 00:04:02,440 --> 00:04:04,399 KAREN SQUILLINO: of England and right down to the south. 100 00:04:04,400 --> 00:04:07,499 KAREN SQUILLINO: So what, in your view, would 101 00:04:07,500 --> 00:04:09,929 KAREN SQUILLINO: it traditionally look like? 102 00:04:09,930 --> 00:04:13,269 JILL FULLER: I think traditionally it probably has a 103 00:04:13,270 --> 00:04:15,629 JILL FULLER: central team or a central lead and then we'll 104 00:04:15,630 --> 00:04:18,588 JILL FULLER: have a DSL in each school who will report 105 00:04:18,589 --> 00:04:21,049 JILL FULLER: into the principal, because ultimately a 106 00:04:21,050 --> 00:04:22,969 JILL FULLER: principal is responsible for safeguarding in 107 00:04:22,970 --> 00:04:26,109 JILL FULLER: their school. I don't think that there are 108 00:04:26,110 --> 00:04:28,529 JILL FULLER: many other multi-academy trusts with the 109 00:04:28,530 --> 00:04:30,509 JILL FULLER: spread geographically that we have and 110 00:04:30,510 --> 00:04:33,429 JILL FULLER: therefore will have set up the regional model 111 00:04:33,430 --> 00:04:35,769 JILL FULLER: that we had to support our schools. 112 00:04:37,660 --> 00:04:40,399 JILL FULLER: Our network is such that we've got 57 DSLs. 113 00:04:40,400 --> 00:04:43,019 JILL FULLER: They sit in our five regions, as you said, 114 00:04:43,020 --> 00:04:46,099 JILL FULLER: Karen, from the north to the midlands, to the 115 00:04:46,100 --> 00:04:48,219 JILL FULLER: south and everything in between. 116 00:04:48,220 --> 00:04:51,459 JILL FULLER: And those regional DSL's work and network 117 00:04:51,460 --> 00:04:54,399 JILL FULLER: with the DSL. So they can look very much at 118 00:04:54,400 --> 00:04:56,639 JILL FULLER: the complexity of the cases, the regional 119 00:04:56,640 --> 00:04:59,639 JILL FULLER: themes within the area that they are 120 00:04:59,640 --> 00:05:01,479 JILL FULLER: set, and that will take account of all the 121 00:05:01,480 --> 00:05:03,979 JILL FULLER: local context that is going on in the 122 00:05:03,980 --> 00:05:05,619 JILL FULLER: communities around our schools. 123 00:05:05,620 --> 00:05:08,379 KAREN SQUILLINO: Habib, I'm going to come to you next as 124 00:05:08,380 --> 00:05:11,219 KAREN SQUILLINO: one of our regional DSLs. 125 00:05:11,220 --> 00:05:13,739 KAREN SQUILLINO: Can you talk to us about the process that 126 00:05:13,740 --> 00:05:15,999 KAREN SQUILLINO: you've been a part of to create this 127 00:05:16,000 --> 00:05:18,839 KAREN SQUILLINO: regional DSL structure? 128 00:05:18,840 --> 00:05:21,099 KAREN SQUILLINO: And then I'd be really interested to 129 00:05:21,100 --> 00:05:23,339 KAREN SQUILLINO: understand more about what it looks like 130 00:05:23,340 --> 00:05:25,569 KAREN SQUILLINO: in practice on the ground. 131 00:05:25,570 --> 00:05:27,129 HABIB HUSSAIN: Yeah, sure. 132 00:05:27,130 --> 00:05:29,189 HABIB HUSSAIN: I've been with Aylward Academy, which has 133 00:05:29,190 --> 00:05:31,229 HABIB HUSSAIN: been part of Academies Enterprise Trust and 134 00:05:31,230 --> 00:05:33,489 HABIB HUSSAIN: now Lift Schools for 19 years, this is my 135 00:05:33,490 --> 00:05:36,209 HABIB HUSSAIN: 20th year, and I've been DSL now for over 136 00:05:36,210 --> 00:05:38,549 HABIB HUSSAIN: 10 years. About three years ago, I was 137 00:05:38,550 --> 00:05:40,709 HABIB HUSSAIN: approached by Jill and the trust, because 138 00:05:40,710 --> 00:05:42,069 HABIB HUSSAIN: we obviously wanted to look at this 139 00:05:42,070 --> 00:05:44,549 HABIB HUSSAIN: regional model, and we talked about why 140 00:05:44,550 --> 00:05:46,609 HABIB HUSSAIN: that would be a great idea. 141 00:05:46,610 --> 00:05:48,829 HABIB HUSSAIN: Before we set up this model, schools were 142 00:05:48,830 --> 00:05:50,389 HABIB HUSSAIN: kind of working in silos. 143 00:05:50,390 --> 00:05:51,969 HABIB HUSSAIN: Even though we're part of such a huge trust, 144 00:05:51,970 --> 00:05:54,289 HABIB HUSSAIN: which you've just referred to, 57 schools 145 00:05:54,290 --> 00:05:56,639 HABIB HUSSAIN: and so many students and we had schools 146 00:05:56,640 --> 00:05:58,999 HABIB HUSSAIN: within a two-mile radius on my school, but 147 00:05:59,000 --> 00:06:01,279 HABIB HUSSAIN: I didn't know who those DSLs were. 148 00:06:01,280 --> 00:06:03,399 HABIB HUSSAIN: And we would only reach out to Jill in 149 00:06:03,400 --> 00:06:05,379 HABIB HUSSAIN: crisis. It shouldn't be that way. 150 00:06:05,380 --> 00:06:07,539 HABIB HUSSAIN: When you are such a big trust, you need to 151 00:06:07,540 --> 00:06:08,879 HABIB HUSSAIN: look at the strengths of that, and one of 152 00:06:08,880 --> 00:06:10,859 HABIB HUSSAIN: the strengths of that is having people like 153 00:06:10,860 --> 00:06:12,879 HABIB HUSSAIN: myself — and I'm not the only one; when you 154 00:06:12,880 --> 00:06:14,719 HABIB HUSSAIN: start to look around, you see just how much 155 00:06:14,720 --> 00:06:15,720 HABIB HUSSAIN: experience is there. 156 00:06:17,020 --> 00:06:19,379 HABIB HUSSAIN: Being a DSL is a very challenging job. 157 00:06:19,380 --> 00:06:21,559 HABIB HUSSAIN: You have to deal with all sorts of very 158 00:06:21,560 --> 00:06:22,925 HABIB HUSSAIN: challenging and very emotionally, kind of, evoking 159 00:06:24,630 --> 00:06:26,689 HABIB HUSSAIN: cases on a day-to-day basis. 160 00:06:26,690 --> 00:06:28,669 HABIB HUSSAIN: And what I've found, since taking this 161 00:06:28,670 --> 00:06:31,049 HABIB HUSSAIN: regional role, is just how grateful 162 00:06:31,050 --> 00:06:33,269 HABIB HUSSAIN: everyone is to finally have someone who's 163 00:06:33,270 --> 00:06:35,209 HABIB HUSSAIN: kind of the glue to bring everyone 164 00:06:35,210 --> 00:06:37,869 HABIB HUSSAIN: together. And that's what it needed: to 165 00:06:37,870 --> 00:06:40,249 HABIB HUSSAIN: make everyone realise that being part of a 166 00:06:40,250 --> 00:06:42,709 HABIB HUSSAIN: trust really can have so many benefits in 167 00:06:42,710 --> 00:06:44,769 HABIB HUSSAIN: terms of making sure that you can just pick 168 00:06:44,770 --> 00:06:47,029 HABIB HUSSAIN: up a phone; and now with modern technology, 169 00:06:47,030 --> 00:06:48,989 HABIB HUSSAIN: like Google classrooms and Google chats and 170 00:06:48,990 --> 00:06:51,349 HABIB HUSSAIN: things like that, just in an instance, if 171 00:06:51,350 --> 00:06:53,129 HABIB HUSSAIN: something happens and you're unsure, you 172 00:06:53,130 --> 00:06:54,749 HABIB HUSSAIN: can just put it in there and you can get 173 00:06:54,750 --> 00:06:56,849 HABIB HUSSAIN: five, six, seven, eight, nine, 10 different 174 00:06:56,850 --> 00:06:59,609 HABIB HUSSAIN: responses about what can happen and how you 175 00:06:59,610 --> 00:07:01,369 HABIB HUSSAIN: can deal with things. So it's been 176 00:07:01,370 --> 00:07:04,369 HABIB HUSSAIN: unbelievably positively welcomed by all the 177 00:07:04,370 --> 00:07:07,429 HABIB HUSSAIN: DSLs. It has been created with one thing in 178 00:07:07,430 --> 00:07:09,709 HABIB HUSSAIN: mind and that is support, and it's not been 179 00:07:09,710 --> 00:07:12,149 HABIB HUSSAIN: there to do checks and to make people feel 180 00:07:12,150 --> 00:07:15,169 HABIB HUSSAIN: like it's another level of checking on 181 00:07:15,170 --> 00:07:18,149 HABIB HUSSAIN: schools. It is there as a support and 182 00:07:18,150 --> 00:07:20,639 HABIB HUSSAIN: it is as and when you need, but we've also 183 00:07:20,640 --> 00:07:22,859 HABIB HUSSAIN: got a model where I go and see every school 184 00:07:22,860 --> 00:07:25,319 HABIB HUSSAIN: at least once a term and all the other 185 00:07:25,320 --> 00:07:27,699 HABIB HUSSAIN: regional DSLs do the same thing as well. 186 00:07:27,700 --> 00:07:29,939 HABIB HUSSAIN: And if there are any areas of improvement, 187 00:07:29,940 --> 00:07:32,219 HABIB HUSSAIN: then everyone is grateful to have a 188 00:07:32,220 --> 00:07:34,299 HABIB HUSSAIN: friendly face come along and work with 189 00:07:34,300 --> 00:07:35,739 HABIB HUSSAIN: them. So you don't just tell them this needs 190 00:07:35,740 --> 00:07:37,719 HABIB HUSSAIN: doing, you can actually work with him to 191 00:07:37,720 --> 00:07:39,239 HABIB HUSSAIN: get the improvements and move from that 192 00:07:39,240 --> 00:07:40,979 HABIB HUSSAIN: compliance to excellence. 193 00:07:40,980 --> 00:07:42,999 HABIB HUSSAIN: And everyone, all the schools that the 194 00:07:43,000 --> 00:07:44,519 HABIB HUSSAIN: regional DSLs have worked with, you can 195 00:07:44,520 --> 00:07:46,659 HABIB HUSSAIN: look at the track record in terms of all 196 00:07:46,660 --> 00:07:49,899 HABIB HUSSAIN: the visits and all the inspections 197 00:07:49,900 --> 00:07:51,779 HABIB HUSSAIN: and everything have been unbelievably 198 00:07:51,780 --> 00:07:54,079 HABIB HUSSAIN: positive, you know, in terms of outcomes. 199 00:07:54,080 --> 00:07:55,839 HABIB HUSSAIN: So it shows that it's working in terms of 200 00:07:55,840 --> 00:07:57,959 HABIB HUSSAIN: the feedback, but also when we have 201 00:07:57,960 --> 00:08:00,139 HABIB HUSSAIN: external audits and visits, the outcomes 202 00:08:00,140 --> 00:08:02,349 HABIB HUSSAIN: are clear for everyone to see as well. 203 00:08:02,350 --> 00:08:04,949 KAREN SQUILLINO: Great, so real early evidence that it's 204 00:08:04,950 --> 00:08:06,529 KAREN SQUILLINO: making a difference for children and 205 00:08:06,530 --> 00:08:07,789 KAREN SQUILLINO: young people. 206 00:08:07,790 --> 00:08:09,689 KAREN SQUILLINO: So hearing from you there about the 207 00:08:09,690 --> 00:08:12,849 KAREN SQUILLINO: impact of having that collective there, 208 00:08:12,850 --> 00:08:15,309 KAREN SQUILLINO: that being mobilised by the centre and 209 00:08:15,310 --> 00:08:17,189 KAREN SQUILLINO: supported by the centre. 210 00:08:17,190 --> 00:08:19,369 KAREN SQUILLINO: Did you have any challenges in terms of 211 00:08:19,370 --> 00:08:21,489 KAREN SQUILLINO: recruiting to the regional DSL post? 212 00:08:21,490 --> 00:08:23,309 KAREN SQUILLINO: Because they're quite meaty jobs, aren't 213 00:08:23,310 --> 00:08:24,749 KAREN SQUILLINO: they? They're quite big jobs. 214 00:08:24,750 --> 00:08:26,349 KAREN SQUILLINO: Just talk to us about what it looked like 215 00:08:26,350 --> 00:08:29,389 KAREN SQUILLINO: bringing the regional DSLs in. 216 00:08:29,390 --> 00:08:32,269 JILL FULLER: Clearly, the regional DSL has got to have 217 00:08:32,270 --> 00:08:33,989 JILL FULLER: credibility and experience. 218 00:08:33,990 --> 00:08:35,469 JILL FULLER: I mean, that's the most important thing, 219 00:08:35,470 --> 00:08:38,168 JILL FULLER: because for all that Habib has said, they 220 00:08:38,169 --> 00:08:40,729 JILL FULLER: have got to be out there and actually 221 00:08:40,730 --> 00:08:43,069 JILL FULLER: bringing in that improvement and impact with 222 00:08:43,070 --> 00:08:45,329 JILL FULLER: the DSLs that they're working with. 223 00:08:45,330 --> 00:08:48,409 JILL FULLER: So, we advertised the secondment, and 224 00:08:48,410 --> 00:08:50,329 JILL FULLER: we did... 225 00:08:50,330 --> 00:08:53,049 JILL FULLER: I think we needed to contact DSLs to outline 226 00:08:53,050 --> 00:08:54,730 JILL FULLER: the role, because when you just put out, 227 00:08:54,731 --> 00:08:57,269 JILL FULLER: "it's a regional DSL, here's a spec, here's a 228 00:08:57,270 --> 00:08:59,609 JILL FULLER: bit of an advert or some wording". 229 00:08:59,610 --> 00:09:02,249 JILL FULLER: I think a lot of DSLs wanted to know what 230 00:09:02,250 --> 00:09:05,149 JILL FULLER: that meant and also what it would mean for 231 00:09:05,150 --> 00:09:06,989 JILL FULLER: them being out of their school for a day a 232 00:09:06,990 --> 00:09:10,829 JILL FULLER: week, because, as we've said, we have 34,000 233 00:09:10,830 --> 00:09:13,109 JILL FULLER: children and young people in our schools. 234 00:09:13,110 --> 00:09:15,029 JILL FULLER: Schools are a universal service, though 235 00:09:15,030 --> 00:09:17,769 JILL FULLER: children aren't in school all the time, and 236 00:09:17,770 --> 00:09:19,949 JILL FULLER: obviously that safeguarding role in a school 237 00:09:19,950 --> 00:09:22,189 JILL FULLER: is absolutely crucial. 238 00:09:22,190 --> 00:09:24,629 JILL FULLER: I think it was that discussion around what 239 00:09:24,630 --> 00:09:27,729 JILL FULLER: might it look like if a DSL was out for 240 00:09:27,730 --> 00:09:30,659 JILL FULLER: a day a week, and would the school, the 241 00:09:30,660 --> 00:09:32,359 JILL FULLER: safeguarding in the school, not suffer any 242 00:09:32,360 --> 00:09:34,759 JILL FULLER: detriment? But no, we did successfully 243 00:09:34,760 --> 00:09:37,959 JILL FULLER: recruit in every region and we also 244 00:09:37,960 --> 00:09:40,502 JILL FULLER: have primary and secondary-phased 245 00:09:41,580 --> 00:09:44,079 JILL FULLER: regional DSLs. So the team is a mix of 246 00:09:44,080 --> 00:09:45,799 JILL FULLER: primary and secondary. 247 00:09:45,800 --> 00:09:48,299 JILL FULLER: That's been really, really important because 248 00:09:48,300 --> 00:09:51,239 JILL FULLER: if we have a particular critical incident, 249 00:09:51,240 --> 00:09:53,079 JILL FULLER: something that is really very serious in a 250 00:09:53,080 --> 00:09:55,469 JILL FULLER: school that has happened, because it's in a 251 00:09:55,470 --> 00:09:57,709 JILL FULLER: region, it doesn't mean that we won't draw on 252 00:09:57,710 --> 00:10:01,389 JILL FULLER: another regional DSL who has really specific 253 00:10:01,390 --> 00:10:03,249 JILL FULLER: topic knowledge. 254 00:10:03,250 --> 00:10:05,149 JILL FULLER: And that's where we've been able to build 255 00:10:05,150 --> 00:10:08,469 JILL FULLER: this regional model, and through the network, 256 00:10:08,470 --> 00:10:11,629 JILL FULLER: the safeguarding network, we can also now 257 00:10:11,630 --> 00:10:14,609 JILL FULLER: signpost to DSLs in schools who have 258 00:10:14,610 --> 00:10:17,589 JILL FULLER: particular experience or expertise. 259 00:10:17,590 --> 00:10:20,669 JILL FULLER: I think it's that collective knowledge and 260 00:10:20,670 --> 00:10:23,839 JILL FULLER: expertise and sharing of that, rather than 261 00:10:23,840 --> 00:10:25,979 JILL FULLER: saying "there is one person who will know 262 00:10:25,980 --> 00:10:29,079 JILL FULLER: everything, always", because safeguarding is 263 00:10:29,080 --> 00:10:31,979 JILL FULLER: too complex for any one person to be 264 00:10:31,980 --> 00:10:35,019 JILL FULLER: able to tackle every single thing that will 265 00:10:35,020 --> 00:10:37,169 JILL FULLER: happen in a school around safeguarding. 266 00:10:37,170 --> 00:10:39,149 KAREN SQUILLINO: That's really interesting. 267 00:10:39,150 --> 00:10:41,229 KAREN SQUILLINO: As you said, safeguarding is complex and 268 00:10:41,230 --> 00:10:43,849 KAREN SQUILLINO: schools are dealing with an array of 269 00:10:43,850 --> 00:10:45,789 KAREN SQUILLINO: complex issues that they weren't dealing 270 00:10:45,790 --> 00:10:48,969 KAREN SQUILLINO: with, say even five, 10 years ago. 271 00:10:48,970 --> 00:10:51,189 KAREN SQUILLINO: It's much more multi-layered and 272 00:10:51,190 --> 00:10:52,671 KAREN SQUILLINO: challenging out there, so [it's useful] 273 00:10:52,672 --> 00:10:55,829 KAREN SQUILLINO: to have a system whereby you've 274 00:10:55,830 --> 00:10:58,069 KAREN SQUILLINO: got expertise across the piece that you 275 00:10:58,070 --> 00:11:00,869 KAREN SQUILLINO: can call upon. But is there also a 276 00:11:00,870 --> 00:11:04,009 KAREN SQUILLINO: position whereby the DSLs will be leaning 277 00:11:04,010 --> 00:11:06,889 KAREN SQUILLINO: in to new levels of complexity with 278 00:11:06,890 --> 00:11:09,549 KAREN SQUILLINO: specific safeguarding scenarios, that 279 00:11:09,550 --> 00:11:11,569 KAREN SQUILLINO: they will be taking the learning from and 280 00:11:11,570 --> 00:11:13,609 KAREN SQUILLINO: sharing along the way? 281 00:11:13,610 --> 00:11:16,029 KAREN SQUILLINO: How have you built that in; that ongoing 282 00:11:16,030 --> 00:11:17,019 KAREN SQUILLINO: learning? 283 00:11:17,020 --> 00:11:18,599 JILL FULLER: So we built it in through two ways. 284 00:11:18,600 --> 00:11:20,459 JILL FULLER: First of all, we have a safeguarding network 285 00:11:20,460 --> 00:11:23,619 JILL FULLER: and we meet twice termly. 286 00:11:23,620 --> 00:11:26,479 JILL FULLER: We will utilise case studies, which we will 287 00:11:26,480 --> 00:11:28,939 JILL FULLER: share with the DSL network. 288 00:11:28,940 --> 00:11:30,879 JILL FULLER: We also take learning from our critical 289 00:11:30,880 --> 00:11:32,739 JILL FULLER: incidents, which I've said are some of the 290 00:11:32,740 --> 00:11:34,659 JILL FULLER: most serious things that can impact on 291 00:11:34,660 --> 00:11:37,079 JILL FULLER: safeguarding in a school, and we we'll share 292 00:11:37,080 --> 00:11:39,659 JILL FULLER: those back through the DSL network. 293 00:11:39,660 --> 00:11:42,059 JILL FULLER: But one of the other areas, which I think is 294 00:11:42,060 --> 00:11:45,359 JILL FULLER: quite new and innovative, is we have 295 00:11:45,360 --> 00:11:48,599 JILL FULLER: developed a model of supervision which 296 00:11:48,600 --> 00:11:51,659 JILL FULLER: is dealt with on a group basis. 297 00:11:51,660 --> 00:11:54,219 JILL FULLER: So it's group supervision in each of the 298 00:11:54,220 --> 00:11:57,539 JILL FULLER: regions and that again means that immediately 299 00:11:57,540 --> 00:11:59,999 JILL FULLER: themes are being taken through learning that 300 00:12:00,000 --> 00:12:01,759 JILL FULLER: we can feed into training. 301 00:12:01,760 --> 00:12:04,179 JILL FULLER: We pick up topics which we can very quickly 302 00:12:04,180 --> 00:12:06,019 JILL FULLER: put into the next safeguarding network 303 00:12:06,020 --> 00:12:08,142 JILL FULLER: meeting. So I think that's one of the areas — 304 00:12:08,143 --> 00:12:09,519 JILL FULLER: and I know we're going to go on and probably talk 305 00:12:09,520 --> 00:12:11,380 JILL FULLER: about supervision but I don't know, Habib, if 306 00:12:11,381 --> 00:12:13,109 JILL FULLER: there was anything you wanted to add there. 307 00:12:13,110 --> 00:12:14,769 HABIB HUSSAIN: Yeah, I mean, I think on a day-to-day 308 00:12:14,770 --> 00:12:17,889 HABIB HUSSAIN: basis, just having a group chat on Google 309 00:12:17,890 --> 00:12:19,889 HABIB HUSSAIN: where if something comes up and someone 310 00:12:19,890 --> 00:12:22,459 HABIB HUSSAIN: isn't quite sure how to deal with it, if 311 00:12:22,460 --> 00:12:24,879 HABIB HUSSAIN: you put it into the group chat, there will 312 00:12:24,880 --> 00:12:26,639 HABIB HUSSAIN: ultimately be someone who has come across 313 00:12:26,640 --> 00:12:28,739 HABIB HUSSAIN: something and they will have some guidance 314 00:12:28,740 --> 00:12:30,059 HABIB HUSSAIN: or they will be able to put you in touch 315 00:12:30,060 --> 00:12:32,919 HABIB HUSSAIN: with some agency or with some piece of 316 00:12:32,920 --> 00:12:35,179 HABIB HUSSAIN: evidence that will help you to navigate 317 00:12:35,180 --> 00:12:38,159 HABIB HUSSAIN: that very complex path to get to the 318 00:12:38,160 --> 00:12:40,419 HABIB HUSSAIN: outcome that you want to get to a whole lot 319 00:12:40,420 --> 00:12:42,019 HABIB HUSSAIN: quicker, and with a whole a lot more 320 00:12:42,020 --> 00:12:43,879 HABIB HUSSAIN: confidence, than you would have if you were 321 00:12:43,880 --> 00:12:47,129 HABIB HUSSAIN: left on your own. But also, with myself and 322 00:12:47,130 --> 00:12:48,609 HABIB HUSSAIN: all the other regional DSLs, having their 323 00:12:48,610 --> 00:12:51,589 HABIB HUSSAIN: phone number. So in that real moment of 324 00:12:51,590 --> 00:12:53,429 HABIB HUSSAIN: need you can just pick up the phone and 325 00:12:53,430 --> 00:12:55,269 HABIB HUSSAIN: just say "Habib, I need this". 326 00:12:55,270 --> 00:12:57,609 HABIB HUSSAIN: And if I can't answer it then I can put it 327 00:12:57,610 --> 00:12:59,169 HABIB HUSSAIN: out to the other regional DSLs and suddenly 328 00:12:59,170 --> 00:13:02,309 HABIB HUSSAIN: you've got DSLs up and down the country — 329 00:13:02,310 --> 00:13:04,469 HABIB HUSSAIN: I can virtually guarantee that someone 330 00:13:04,470 --> 00:13:07,629 HABIB HUSSAIN: across that network of 56, or however many 331 00:13:07,630 --> 00:13:09,229 HABIB HUSSAIN: other DSLs that we've got up and done the 332 00:13:09,230 --> 00:13:11,669 HABIB HUSSAIN: country, someone will be able to say I can 333 00:13:11,670 --> 00:13:13,629 HABIB HUSSAIN: help you right now and you will have 334 00:13:13,630 --> 00:13:16,299 HABIB HUSSAIN: someone who's got very good expertise and 335 00:13:16,300 --> 00:13:17,879 HABIB HUSSAIN: will have dealt with something very similar. 336 00:13:17,880 --> 00:13:19,599 HABIB HUSSAIN: It might not be exactly like that, but will 337 00:13:19,600 --> 00:13:21,479 HABIB HUSSAIN: be able to talk you through step-by-step 338 00:13:21,480 --> 00:13:24,299 HABIB HUSSAIN: and make that person feel reassured. 339 00:13:24,300 --> 00:13:25,699 HABIB HUSSAIN: They won't do it for them. 340 00:13:25,700 --> 00:13:28,179 HABIB HUSSAIN: It's about making sure that they experience 341 00:13:28,180 --> 00:13:30,079 HABIB HUSSAIN: it, but you will have someone who is there 342 00:13:30,080 --> 00:13:32,019 HABIB HUSSAIN: to guide you and help you and support you 343 00:13:32,020 --> 00:13:33,479 HABIB HUSSAIN: through that whole process. 344 00:13:33,480 --> 00:13:35,519 HABIB HUSSAIN: And then ultimately, it is through what 345 00:13:35,520 --> 00:13:36,999 HABIB HUSSAIN: Jill just talked about, you know, during our 346 00:13:37,000 --> 00:13:39,119 HABIB HUSSAIN: supervision — the feedback that we have got 347 00:13:39,120 --> 00:13:41,239 HABIB HUSSAIN: on the back of those first supervision 348 00:13:41,240 --> 00:13:43,419 HABIB HUSSAIN: sessions has been that people are so 349 00:13:43,420 --> 00:13:45,819 HABIB HUSSAIN: grateful and just see how powerful that is 350 00:13:45,820 --> 00:13:49,599 HABIB HUSSAIN: to share and understand what goes on. 351 00:13:49,600 --> 00:13:51,279 HABIB HUSSAIN: You start to link the common themes, 352 00:13:51,280 --> 00:13:53,279 HABIB HUSSAIN: especially because we're in a region; we 353 00:13:53,280 --> 00:13:55,319 HABIB HUSSAIN: can start to contextualise what are those 354 00:13:55,320 --> 00:13:57,759 HABIB HUSSAIN: themes and what can we do as a region but 355 00:13:57,760 --> 00:14:00,019 HABIB HUSSAIN: then maybe even as a trust to start putting 356 00:14:00,020 --> 00:14:02,319 HABIB HUSSAIN: in that network of support around key 357 00:14:02,320 --> 00:14:05,399 HABIB HUSSAIN: themes and key ideas and key problems and 358 00:14:05,400 --> 00:14:07,639 HABIB HUSSAIN: issues, and make sure that we tackle them 359 00:14:07,640 --> 00:14:09,908 HABIB HUSSAIN: as a whole rather than individuals. 360 00:14:09,909 --> 00:14:11,869 KAREN SQUILLINO: Great, so that collective resource there; 361 00:14:11,870 --> 00:14:13,669 KAREN SQUILLINO: so not reinventing wheels every time 362 00:14:13,670 --> 00:14:15,269 KAREN SQUILLINO: there's a different issue in the school. 363 00:14:15,270 --> 00:14:17,029 KAREN SQUILLINO: So what I'm hearing there is the regional 364 00:14:17,030 --> 00:14:20,669 KAREN SQUILLINO: DSL is connecting that and being a 365 00:14:20,670 --> 00:14:23,569 KAREN SQUILLINO: conduit to information sharing across the 366 00:14:23,570 --> 00:14:26,129 KAREN SQUILLINO: piece. So Jill, could you talk to us a 367 00:14:26,130 --> 00:14:27,929 KAREN SQUILLINO: little bit more about the supervision 368 00:14:27,930 --> 00:14:29,230 KAREN SQUILLINO: model that you've implemented? 369 00:14:30,290 --> 00:14:32,029 JILL FULLER: As you know, most people dealing with 370 00:14:32,030 --> 00:14:35,049 JILL FULLER: safeguarding have some form of supervision. 371 00:14:35,050 --> 00:14:37,349 JILL FULLER: When we looked at this as a trust, as a 372 00:14:37,350 --> 00:14:40,269 JILL FULLER: network of Lift schools, we saw lots 373 00:14:40,270 --> 00:14:42,629 JILL FULLER: of different models that were probably pulled 374 00:14:42,630 --> 00:14:46,029 JILL FULLER: together either as online or had been 375 00:14:46,030 --> 00:14:48,169 JILL FULLER: based on social work or children's social 376 00:14:48,170 --> 00:14:50,669 JILL FULLER: care, and there was nothing bespoke to 377 00:14:50,670 --> 00:14:53,289 JILL FULLER: education, which actually looked at the role 378 00:14:53,290 --> 00:14:55,469 JILL FULLER: of a designated safeguarding lead in 379 00:14:55,470 --> 00:14:57,029 JILL FULLER: education. 380 00:14:57,030 --> 00:15:00,269 JILL FULLER: So, just over a year ago, we trained all 381 00:15:00,270 --> 00:15:03,389 JILL FULLER: our regional DSLs and DSLs in our own 382 00:15:03,390 --> 00:15:06,329 JILL FULLER: bespoke supervision model, specifically 383 00:15:06,330 --> 00:15:09,269 JILL FULLER: for education and schools. 384 00:15:09,270 --> 00:15:12,169 JILL FULLER: And from that, we now have what Habib 385 00:15:12,170 --> 00:15:14,909 JILL FULLER: has referred to as group supervision. 386 00:15:14,910 --> 00:15:17,329 JILL FULLER: We have a process and programme. 387 00:15:17,330 --> 00:15:20,429 JILL FULLER: The benefit of that is every single DSL 388 00:15:20,430 --> 00:15:23,169 JILL FULLER: is able to access supervision. 389 00:15:23,170 --> 00:15:25,409 JILL FULLER: We have a way of recording it and the actions 390 00:15:25,410 --> 00:15:28,249 JILL FULLER: from it. I think the most important thing is 391 00:15:28,250 --> 00:15:31,109 JILL FULLER: it's dedicated time for a designated 392 00:15:31,110 --> 00:15:34,449 JILL FULLER: safeguarding lead in a school to reflect. 393 00:15:34,450 --> 00:15:37,329 JILL FULLER: So not always to deal with something 394 00:15:37,330 --> 00:15:40,409 JILL FULLER: immediately as they very often have to 395 00:15:40,410 --> 00:15:43,249 JILL FULLER: and react. They are able to bring their cases 396 00:15:43,250 --> 00:15:45,929 JILL FULLER: — and these are their complex cases — they 397 00:15:45,930 --> 00:15:49,009 JILL FULLER: are to reflect, look at the learning 398 00:15:49,010 --> 00:15:51,489 JILL FULLER: they get from it, share that learning. 399 00:15:51,490 --> 00:15:54,569 JILL FULLER: and then collectively agree actions or review 400 00:15:54,570 --> 00:15:57,089 JILL FULLER: the actions that they've already taken. 401 00:15:57,090 --> 00:16:00,449 JILL FULLER: And the DSL's wellbeing is also 402 00:16:00,450 --> 00:16:03,689 JILL FULLER: supported through this because they are able 403 00:16:03,690 --> 00:16:06,809 JILL FULLER: to just reflect, have some space 404 00:16:06,810 --> 00:16:08,909 JILL FULLER: and dedicated time. And I'm gonna pass to 405 00:16:08,910 --> 00:16:10,809 JILL FULLER: you, Habib, because you've actually run a 406 00:16:10,810 --> 00:16:12,219 JILL FULLER: group supervision session. 407 00:16:12,220 --> 00:16:13,679 HABIB HUSSAIN: Yeah, I mean, what I'd say on the group 408 00:16:13,680 --> 00:16:15,419 HABIB HUSSAIN: supervision is that, like I said, I've been 409 00:16:15,420 --> 00:16:18,059 HABIB HUSSAIN: a DSL at school for many years and it can 410 00:16:18,060 --> 00:16:20,439 HABIB HUSSAIN: be a lonely place. It can be a very, very 411 00:16:20,440 --> 00:16:21,879 HABIB HUSSAIN: stressful place when ultimately you're 412 00:16:21,880 --> 00:16:23,859 HABIB HUSSAIN: making decisions that you know could have 413 00:16:23,860 --> 00:16:26,879 HABIB HUSSAIN: significant impact on the lives of these 414 00:16:26,880 --> 00:16:29,759 HABIB HUSSAIN: young people. I honestly believe that it 415 00:16:29,760 --> 00:16:31,239 HABIB HUSSAIN: was very, very important to get everyone 416 00:16:31,240 --> 00:16:32,939 HABIB HUSSAIN: into a room face-to-face. 417 00:16:32,940 --> 00:16:34,699 HABIB HUSSAIN: And initially it was a bit of, well, that's 418 00:16:34,700 --> 00:16:36,959 HABIB HUSSAIN: a long way to travel. But after three hours 419 00:16:36,960 --> 00:16:38,839 HABIB HUSSAIN: of our session, at the end of it, every 420 00:16:38,840 --> 00:16:40,639 HABIB HUSSAIN: single person said they couldn't wait for 421 00:16:40,640 --> 00:16:42,699 HABIB HUSSAIN: the next session. It really showed the 422 00:16:42,700 --> 00:16:44,339 HABIB HUSSAIN: power of it, and it was very emotional. 423 00:16:44,340 --> 00:16:46,399 HABIB HUSSAIN: I don't think people have ever been in a 424 00:16:46,400 --> 00:16:49,099 HABIB HUSSAIN: room and actually been asked to talk 425 00:16:49,100 --> 00:16:50,959 HABIB HUSSAIN: through their most difficult and most 426 00:16:50,960 --> 00:16:52,759 HABIB HUSSAIN: challenging cases that they've ever 427 00:16:52,760 --> 00:16:55,079 HABIB HUSSAIN: encountered and given the opportunity to 428 00:16:55,080 --> 00:16:56,459 HABIB HUSSAIN: reflect on their practice. 429 00:16:56,460 --> 00:16:59,079 HABIB HUSSAIN: I think it was just refreshing for our DSLs 430 00:16:59,080 --> 00:17:01,579 HABIB HUSSAIN: to know that they have people who care and 431 00:17:01,580 --> 00:17:04,019 HABIB HUSSAIN: who understand and who can offer help and 432 00:17:04,020 --> 00:17:06,338 HABIB HUSSAIN: advice. We look at how things can be done 433 00:17:06,339 --> 00:17:08,219 HABIB HUSSAIN: differently, sometimes better. 434 00:17:08,220 --> 00:17:10,799 HABIB HUSSAIN: There are common themes and common traits 435 00:17:10,800 --> 00:17:13,439 HABIB HUSSAIN: around what is going on in our region and 436 00:17:13,440 --> 00:17:15,699 HABIB HUSSAIN: if we didn't have this model, that may 437 00:17:15,700 --> 00:17:16,939 HABIB HUSSAIN: never have been picked up on. 438 00:17:16,940 --> 00:17:19,040 HABIB HUSSAIN: We've already started to work on this with 439 00:17:19,041 --> 00:17:21,439 HABIB HUSSAIN: certain schools. So we've got three special 440 00:17:21,440 --> 00:17:24,098 HABIB HUSSAIN: schools who are in the same region but I 441 00:17:24,099 --> 00:17:26,399 HABIB HUSSAIN: didn't even know who the DSLs were; and 442 00:17:26,400 --> 00:17:28,819 HABIB HUSSAIN: after that supervision session all three of 443 00:17:28,820 --> 00:17:30,719 HABIB HUSSAIN: them have been in regular contact and are 444 00:17:30,720 --> 00:17:32,879 HABIB HUSSAIN: now sharing practice and are sharing 445 00:17:32,880 --> 00:17:34,699 HABIB HUSSAIN: experiences and asking advice of one 446 00:17:34,700 --> 00:17:36,159 HABIB HUSSAIN: another and they've been doing that 447 00:17:36,160 --> 00:17:38,699 HABIB HUSSAIN: regularly over the last six or seven weeks. 448 00:17:38,700 --> 00:17:40,239 HABIB HUSSAIN: So, on the back of that one session, there 449 00:17:40,240 --> 00:17:42,659 HABIB HUSSAIN: was so much positivity and people really 450 00:17:42,660 --> 00:17:45,719 HABIB HUSSAIN: felt almost rejuvenated; making 451 00:17:45,720 --> 00:17:47,819 HABIB HUSSAIN: them feel like there's people at trust 452 00:17:47,820 --> 00:17:50,579 HABIB HUSSAIN: level that do care and that we do want the 453 00:17:50,580 --> 00:17:52,339 HABIB HUSSAIN: best for them and we are looking out for 454 00:17:52,340 --> 00:17:53,529 HABIB HUSSAIN: their wellbeing as well. 455 00:17:53,530 --> 00:17:55,389 KAREN SQUILLINO: It's brilliant to hear from you both 456 00:17:55,390 --> 00:17:57,649 KAREN SQUILLINO: about the impact that you're seeing 457 00:17:57,650 --> 00:18:00,549 KAREN SQUILLINO: already and the willingness of staff 458 00:18:00,550 --> 00:18:02,929 KAREN SQUILLINO: to engage within that and they can see 459 00:18:02,930 --> 00:18:05,249 KAREN SQUILLINO: the benefit. I'd like to ask you both 460 00:18:05,250 --> 00:18:07,869 KAREN SQUILLINO: about challenges to that, because it has 461 00:18:07,870 --> 00:18:09,329 KAREN SQUILLINO: been quite a shift in models. 462 00:18:09,330 --> 00:18:11,589 KAREN SQUILLINO: When you're operating within a single 463 00:18:11,590 --> 00:18:13,989 KAREN SQUILLINO: school but knowing that, as part of a 464 00:18:13,990 --> 00:18:16,329 KAREN SQUILLINO: multi-academy trust, there is a a 465 00:18:16,330 --> 00:18:18,129 KAREN SQUILLINO: centralised structure, but what you've 466 00:18:18,130 --> 00:18:20,919 KAREN SQUILLINO: done here is really regionalise that 467 00:18:20,920 --> 00:18:23,319 KAREN SQUILLINO: support. So you talked earlier about 468 00:18:23,320 --> 00:18:25,139 KAREN SQUILLINO: recruiting to those designated 469 00:18:25,140 --> 00:18:27,119 KAREN SQUILLINO: safeguarding leads, the regional posts, 470 00:18:27,120 --> 00:18:30,039 KAREN SQUILLINO: but how did you bring the school on 471 00:18:30,040 --> 00:18:31,799 KAREN SQUILLINO: board with, okay we're going to be 472 00:18:31,800 --> 00:18:34,019 KAREN SQUILLINO: working more in a regional way around 473 00:18:34,020 --> 00:18:36,019 KAREN SQUILLINO: safeguarding now, to strengthen it. 474 00:18:36,020 --> 00:18:37,699 KAREN SQUILLINO: How was it sort of sold into the school? 475 00:18:37,700 --> 00:18:39,679 KAREN SQUILLINO: How was it presented? And I'm thinking 476 00:18:39,680 --> 00:18:41,919 KAREN SQUILLINO: particularly about— there will be other 477 00:18:41,920 --> 00:18:44,239 KAREN SQUILLINO: people from other academy trusts thinking 478 00:18:44,240 --> 00:18:46,259 KAREN SQUILLINO: now, "okay we might want to think about 479 00:18:46,260 --> 00:18:48,309 KAREN SQUILLINO: this". So I just want to dig into some of 480 00:18:48,310 --> 00:18:49,829 KAREN SQUILLINO: the challenges and how it was 481 00:18:49,830 --> 00:18:51,909 KAREN SQUILLINO: communicated and how you brought people 482 00:18:51,910 --> 00:18:52,910 KAREN SQUILLINO: along with you. 483 00:18:53,970 --> 00:18:56,709 HABIB HUSSAIN: In terms of getting on board and looking at 484 00:18:56,710 --> 00:18:59,329 HABIB HUSSAIN: this in terms of a region, I mean, it 485 00:18:59,330 --> 00:19:00,869 HABIB HUSSAIN: wasn't really a hard sell. 486 00:19:00,870 --> 00:19:03,309 HABIB HUSSAIN: It was, we are buying into something or 487 00:19:03,310 --> 00:19:05,409 HABIB HUSSAIN: buying into a model where we are getting 488 00:19:05,410 --> 00:19:08,489 HABIB HUSSAIN: all of this network and all of this 489 00:19:08,490 --> 00:19:11,009 HABIB HUSSAIN: support and all this experience, and it's 490 00:19:11,010 --> 00:19:13,469 HABIB HUSSAIN: not costing us anything. It's there for us. 491 00:19:13,470 --> 00:19:16,069 HABIB HUSSAIN: And it's just about creating the links with 492 00:19:16,070 --> 00:19:17,339 HABIB HUSSAIN: us and other schools. 493 00:19:17,340 --> 00:19:18,999 HABIB HUSSAIN: And the most amazing thing on the back of 494 00:19:19,000 --> 00:19:20,939 HABIB HUSSAIN: that has been that although this started 495 00:19:20,940 --> 00:19:23,839 HABIB HUSSAIN: off as a regional DSL role, 496 00:19:23,840 --> 00:19:25,699 HABIB HUSSAIN: the amount of people that I put in contact 497 00:19:25,700 --> 00:19:28,339 HABIB HUSSAIN: at schools to create different networks 498 00:19:28,340 --> 00:19:31,439 HABIB HUSSAIN: now, to make sure that this contact between 499 00:19:31,440 --> 00:19:33,879 HABIB HUSSAIN: academies is not just for safeguarding 500 00:19:33,880 --> 00:19:36,259 HABIB HUSSAIN: reasons, it goes beyond that now. 501 00:19:36,260 --> 00:19:37,579 HABIB HUSSAIN: You know, when we start looking at 502 00:19:37,580 --> 00:19:39,159 HABIB HUSSAIN: trauma-informed practices in terms of 503 00:19:39,160 --> 00:19:41,619 HABIB HUSSAIN: behaviour. Although I go in there with the 504 00:19:41,620 --> 00:19:44,539 HABIB HUSSAIN: hat of a regional DSL, part of the visit 505 00:19:44,540 --> 00:19:47,689 HABIB HUSSAIN: is that I will offer to look at, you know, 506 00:19:47,690 --> 00:19:50,429 HABIB HUSSAIN: attendance; how people are registered and 507 00:19:50,430 --> 00:19:52,309 HABIB HUSSAIN: then deregistered and make sure that 508 00:19:52,310 --> 00:19:53,789 HABIB HUSSAIN: processes and systems are in place for 509 00:19:53,790 --> 00:19:55,929 HABIB HUSSAIN: that. I will offer to look at people's 510 00:19:55,930 --> 00:19:58,009 HABIB HUSSAIN: behaviour policies to make sure they are 511 00:19:58,010 --> 00:20:00,209 HABIB HUSSAIN: inclusive and make sure that we're looking 512 00:20:00,210 --> 00:20:03,169 HABIB HUSSAIN: at how suspensions are given and how 513 00:20:03,170 --> 00:20:04,409 HABIB HUSSAIN: we can reduce those. 514 00:20:04,410 --> 00:20:07,629 HABIB HUSSAIN: So it has been one step, but it has 515 00:20:07,630 --> 00:20:09,629 HABIB HUSSAIN: led to so many different conversations 516 00:20:09,630 --> 00:20:11,639 HABIB HUSSAIN: happening with other schools. 517 00:20:11,640 --> 00:20:13,559 HABIB HUSSAIN: In terms of going into other schools, the 518 00:20:13,560 --> 00:20:15,559 HABIB HUSSAIN: big challenge was I'm a DSL. 519 00:20:15,560 --> 00:20:17,139 HABIB HUSSAIN: I'm a deputy head at a school. I was going 520 00:20:17,140 --> 00:20:19,319 HABIB HUSSAIN: into some schools where the DSLs are head 521 00:20:19,320 --> 00:20:22,779 HABIB HUSSAIN: teachers. So I went in there and I had to 522 00:20:22,780 --> 00:20:24,239 HABIB HUSSAIN: remind myself that this is the head teacher 523 00:20:24,240 --> 00:20:25,659 HABIB HUSSAIN: and this is a new role. 524 00:20:25,660 --> 00:20:27,399 HABIB HUSSAIN: And I had go in there and I had to convince 525 00:20:27,400 --> 00:20:29,159 HABIB HUSSAIN: people that I'm not there to spy on people. 526 00:20:29,160 --> 00:20:31,579 HABIB HUSSAIN: I'm not there to check up on people in that 527 00:20:31,580 --> 00:20:33,759 HABIB HUSSAIN: sense; that this a supportive measure and 528 00:20:33,760 --> 00:20:35,739 HABIB HUSSAIN: that we're trying to create a network to 529 00:20:35,740 --> 00:20:37,919 HABIB HUSSAIN: help not only support you, but you might be 530 00:20:37,920 --> 00:20:39,719 HABIB HUSSAIN: able to support me and other people as 531 00:20:39,720 --> 00:20:40,498 HABIB HUSSAIN: well. 532 00:20:40,499 --> 00:20:42,359 JILL FULLER: That's what safeguarding is, it's about 533 00:20:42,360 --> 00:20:44,339 JILL FULLER: learning. But I think the other thing that 534 00:20:44,340 --> 00:20:47,259 JILL FULLER: gave real credibility was that a 535 00:20:47,260 --> 00:20:50,419 JILL FULLER: regional DSL is a designated safeguarding 536 00:20:50,420 --> 00:20:52,499 JILL FULLER: lead, DSL, in their own right. 537 00:20:52,500 --> 00:20:55,459 JILL FULLER: They are in a school every day dealing 538 00:20:55,460 --> 00:20:58,219 JILL FULLER: with those issues. So it's not somebody, say, 539 00:20:58,220 --> 00:21:00,579 JILL FULLER: from a central team that might be perceived 540 00:21:00,580 --> 00:21:03,459 JILL FULLER: as "you sit in an office somewhere and you 541 00:21:03,460 --> 00:21:05,019 JILL FULLER: don't see these children and young people 542 00:21:05,020 --> 00:21:06,579 JILL FULLER: every day and their families", because I 543 00:21:06,580 --> 00:21:08,629 JILL FULLER: think that's the other important thing. 544 00:21:08,630 --> 00:21:10,769 JILL FULLER: Designated safeguarding leads in schools and 545 00:21:10,770 --> 00:21:13,429 JILL FULLER: the regional DSLs in schools see the young 546 00:21:13,430 --> 00:21:15,629 JILL FULLER: children and their families regularly. 547 00:21:15,630 --> 00:21:17,509 JILL FULLER: They know the families, they know the 548 00:21:17,510 --> 00:21:20,409 JILL FULLER: communities. I think the regional DLS bring 549 00:21:20,410 --> 00:21:23,209 JILL FULLER: that credibility when they go out and do 550 00:21:23,210 --> 00:21:25,989 JILL FULLER: these visits because they live and breathe 551 00:21:25,990 --> 00:21:28,809 JILL FULLER: those jobs themselves in their schools, every 552 00:21:28,810 --> 00:21:29,810 JILL FULLER: single day. 553 00:21:29,920 --> 00:21:32,339 KAREN SQUILLINO: It certainly, from listening to you both 554 00:21:32,340 --> 00:21:34,539 KAREN SQUILLINO: speak, it certainly feels like something 555 00:21:34,540 --> 00:21:36,679 KAREN SQUILLINO: that is being responded to really 556 00:21:36,680 --> 00:21:40,539 KAREN SQUILLINO: positively and the opportunity there to 557 00:21:40,540 --> 00:21:42,799 KAREN SQUILLINO: share information amongst professionals 558 00:21:42,800 --> 00:21:45,668 KAREN SQUILLINO: to assist in defensible decision-making; 559 00:21:45,669 --> 00:21:48,759 KAREN SQUILLINO: that will serve 560 00:21:48,760 --> 00:21:51,299 KAREN SQUILLINO: to strengthen the safeguarding across the 561 00:21:51,300 --> 00:21:52,799 KAREN SQUILLINO: ascademy trust. 562 00:21:52,800 --> 00:21:54,579 KAREN SQUILLINO: And the reason we wanted to do this 563 00:21:54,580 --> 00:21:57,399 KAREN SQUILLINO: podcast — and Jill, you and I spoke about 564 00:21:57,400 --> 00:21:59,869 KAREN SQUILLINO: it, didn't we — was because this is about 565 00:21:59,870 --> 00:22:02,729 KAREN SQUILLINO: sharing with other multi-academy trusts 566 00:22:02,730 --> 00:22:05,329 KAREN SQUILLINO: about what we're doing at Lift. 567 00:22:05,330 --> 00:22:07,469 KAREN SQUILLINO: And it's really great to hear about how 568 00:22:07,470 --> 00:22:09,529 KAREN SQUILLINO: this has landed and the impact that it's 569 00:22:09,530 --> 00:22:13,369 KAREN SQUILLINO: having. But what would you share from 570 00:22:13,370 --> 00:22:15,349 KAREN SQUILLINO: your own learning about putting this 571 00:22:15,350 --> 00:22:18,029 KAREN SQUILLINO: process in place with other multi-academy 572 00:22:18,030 --> 00:22:19,509 KAREN SQUILLINO: trusts that will be listening and thinking, 573 00:22:19,510 --> 00:22:20,889 KAREN SQUILLINO: "right, we may want to do something 574 00:22:20,890 --> 00:22:23,089 KAREN SQUILLINO: similar". What are the watch-outs with 575 00:22:23,090 --> 00:22:24,039 KAREN SQUILLINO: this? 576 00:22:24,040 --> 00:22:27,199 JILL FULLER: I think the most important thing is we didn't 577 00:22:27,200 --> 00:22:30,099 JILL FULLER: want to be perceived as another tick box 578 00:22:30,100 --> 00:22:33,479 JILL FULLER: check-in. We didn't this team to 579 00:22:33,480 --> 00:22:36,459 JILL FULLER: be: we're coming in to do more checks. 580 00:22:36,460 --> 00:22:38,799 JILL FULLER: So when we do those checks, I think it's very 581 00:22:38,800 --> 00:22:41,219 JILL FULLER: important how you communicate that out and 582 00:22:41,220 --> 00:22:44,259 JILL FULLER: the framework that a regional DSL has 583 00:22:44,260 --> 00:22:45,979 JILL FULLER: when they go into a school. 584 00:22:45,980 --> 00:22:49,359 JILL FULLER: The takeaways for me is the credibility of 585 00:22:49,360 --> 00:22:51,619 JILL FULLER: those that take a regional role on. 586 00:22:51,620 --> 00:22:55,099 JILL FULLER: They've got to be credible, I think, 587 00:22:55,100 --> 00:22:56,999 JILL FULLER: and have an expertise. 588 00:22:57,000 --> 00:23:00,199 JILL FULLER: It's got to be communicated really 589 00:23:00,200 --> 00:23:02,759 JILL FULLER: clearly and effectively about what that role 590 00:23:02,760 --> 00:23:04,879 JILL FULLER: is and that it's a supportive role. 591 00:23:04,880 --> 00:23:07,699 JILL FULLER: And it's one where you build trust — because 592 00:23:07,700 --> 00:23:10,039 JILL FULLER: I think that's really important — and it's 593 00:23:10,040 --> 00:23:12,539 JILL FULLER: not around, we're coming in to catch you out. 594 00:23:12,540 --> 00:23:14,899 JILL FULLER: It's supportive. It's about developing, 595 00:23:14,900 --> 00:23:17,499 JILL FULLER: sharing and learning around safeguarding. 596 00:23:17,500 --> 00:23:19,779 JILL FULLER: The other thing we do have to recognise is 597 00:23:19,780 --> 00:23:22,929 JILL FULLER: there will be occasions where there will be 598 00:23:22,930 --> 00:23:24,969 JILL FULLER: a difference of opinion about how you might 599 00:23:24,970 --> 00:23:27,649 JILL FULLER: deal with a particular safeguarding issue or 600 00:23:27,650 --> 00:23:30,709 JILL FULLER: where somebody has a way of working that they 601 00:23:30,710 --> 00:23:33,629 JILL FULLER: are particularly keen on maintaining. 602 00:23:33,630 --> 00:23:36,349 JILL FULLER: We sometimes have to say, we get all of that, 603 00:23:36,350 --> 00:23:39,369 JILL FULLER: but we are a trust of 57 604 00:23:39,370 --> 00:23:42,389 JILL FULLER: schools and we do need to have certain 605 00:23:42,390 --> 00:23:44,109 JILL FULLER: consistency around what we're doing. 606 00:23:44,110 --> 00:23:46,369 JILL FULLER: Otherwise we can't measure, we can't see the 607 00:23:46,370 --> 00:23:48,949 JILL FULLER: impact, we can't get the insights we need. 608 00:23:48,950 --> 00:23:50,729 JILL FULLER: And sometimes that has been one of the 609 00:23:50,730 --> 00:23:52,829 JILL FULLER: challenges, around saying "we're just moving 610 00:23:52,830 --> 00:23:54,949 JILL FULLER: to that, there is a reason we're doing this 611 00:23:54,950 --> 00:23:57,709 JILL FULLER: and you have got a brilliant way of recording 612 00:23:57,710 --> 00:24:00,609 JILL FULLER: this and it's really good, but it doesn't 613 00:24:00,610 --> 00:24:02,209 JILL FULLER: sit with all the other ways that we're 614 00:24:02,210 --> 00:24:03,969 JILL FULLER: recording across our other schools". 615 00:24:03,970 --> 00:24:05,989 JILL FULLER: And it's little things like that, but I think 616 00:24:05,990 --> 00:24:08,249 JILL FULLER: it's the manner in which the message is 617 00:24:08,250 --> 00:24:09,821 JILL FULLER: delivered, which is very important. 618 00:24:09,822 --> 00:24:11,309 JILL FULLER: That would be the takeaway for me. 619 00:24:11,310 --> 00:24:12,729 JILL FULLER: I don't know if you've got anything to add 620 00:24:12,730 --> 00:24:13,429 JILL FULLER: Habib. 621 00:24:13,430 --> 00:24:14,829 HABIB HUSSAIN: No, I completely agree. It's when you go into 622 00:24:14,830 --> 00:24:18,269 HABIB HUSSAIN: a school and you share your practices, or 623 00:24:18,270 --> 00:24:20,029 HABIB HUSSAIN: practices that you've found, or that have 624 00:24:20,030 --> 00:24:22,029 HABIB HUSSAIN: been agreed. That if you follow this, you 625 00:24:22,030 --> 00:24:24,489 HABIB HUSSAIN: will be compliant, and if you go above and 626 00:24:24,490 --> 00:24:25,909 HABIB HUSSAIN: beyond this, you will be making your way 627 00:24:25,910 --> 00:24:28,189 HABIB HUSSAIN: towards excellence. Sometimes people, who 628 00:24:28,190 --> 00:24:29,549 HABIB HUSSAIN: have worked incredibly hard on some 629 00:24:29,550 --> 00:24:31,689 HABIB HUSSAIN: systems, might have created something that 630 00:24:31,690 --> 00:24:34,009 HABIB HUSSAIN: they feel is fit for purpose and they find 631 00:24:34,010 --> 00:24:35,569 HABIB HUSSAIN: it difficult to let go. You have to be very 632 00:24:35,570 --> 00:24:37,409 HABIB HUSSAIN: sensitive to that and you have to give 633 00:24:37,410 --> 00:24:39,229 HABIB HUSSAIN: people transition time. 634 00:24:39,230 --> 00:24:40,689 HABIB HUSSAIN: Sometimes you can't just go in and say, 635 00:24:40,690 --> 00:24:42,369 HABIB HUSSAIN: "you have to do it now, here, right now". 636 00:24:42,370 --> 00:24:44,369 HABIB HUSSAIN: You can't have those hard and fast 637 00:24:44,370 --> 00:24:46,169 HABIB HUSSAIN: deadlines that this is going to happen this 638 00:24:46,170 --> 00:24:47,889 HABIB HUSSAIN: way when I say so. 639 00:24:47,890 --> 00:24:49,129 HABIB HUSSAIN: Unless it has to be done. 640 00:24:49,130 --> 00:24:51,109 HABIB HUSSAIN: Obviously, if there's a real concern, then 641 00:24:51,110 --> 00:24:52,449 HABIB HUSSAIN: you have make someone understand. 642 00:24:52,450 --> 00:24:54,389 HABIB HUSSAIN: But there has to that transition period and 643 00:24:54,390 --> 00:24:57,009 HABIB HUSSAIN: you have be sensitive to the fact that 644 00:24:57,010 --> 00:24:58,869 HABIB HUSSAIN: people work incredibly hard. Anyone who's 645 00:24:58,870 --> 00:25:00,669 HABIB HUSSAIN: dealing with safeguarding works incredibly 646 00:25:00,670 --> 00:25:02,849 HABIB HUSSAIN: hard and they do things with the right 647 00:25:02,850 --> 00:25:04,869 HABIB HUSSAIN: intentions. And sometimes when you show 648 00:25:04,870 --> 00:25:06,719 HABIB HUSSAIN: people a different way of doing something, 649 00:25:06,720 --> 00:25:09,339 HABIB HUSSAIN: sometimes it lands well and people can see 650 00:25:09,340 --> 00:25:11,019 HABIB HUSSAIN: that this is going to work better and they 651 00:25:11,020 --> 00:25:12,899 HABIB HUSSAIN: welcome it with open arms; but sometimes 652 00:25:12,900 --> 00:25:15,679 HABIB HUSSAIN: people feel that this is just a different 653 00:25:15,680 --> 00:25:17,199 HABIB HUSSAIN: way of doing it and they don't understand 654 00:25:17,200 --> 00:25:19,139 HABIB HUSSAIN: that because we are part of a trust, and we 655 00:25:19,140 --> 00:25:21,019 HABIB HUSSAIN: need that consistency to be able to measure 656 00:25:21,020 --> 00:25:23,399 HABIB HUSSAIN: impact across the academy, you have to make 657 00:25:23,400 --> 00:25:25,019 HABIB HUSSAIN: them understand the bigger picture, not 658 00:25:25,020 --> 00:25:26,879 HABIB HUSSAIN: just on a school level but on a trust 659 00:25:26,880 --> 00:25:29,039 HABIB HUSSAIN: level. That was something that in some 660 00:25:29,040 --> 00:25:30,679 HABIB HUSSAIN: areas took a little bit more work. 661 00:25:30,680 --> 00:25:32,539 HABIB HUSSAIN: You do need to spend a bit more time and 662 00:25:32,540 --> 00:25:34,379 HABIB HUSSAIN: make people understand why you're doing 663 00:25:34,380 --> 00:25:35,899 HABIB HUSSAIN: what you're doing. It's not just to be difficult. 664 00:25:35,900 --> 00:25:37,639 HABIB HUSSAIN: It's not just a tick box exercise. 665 00:25:37,640 --> 00:25:40,019 HABIB HUSSAIN: It is there to make sure that all of those 666 00:25:40,020 --> 00:25:41,679 HABIB HUSSAIN: checks and balances are in place, and this 667 00:25:41,680 --> 00:25:43,799 HABIB HUSSAIN: is ultimately going to safeguard you when 668 00:25:43,800 --> 00:25:45,579 HABIB HUSSAIN: it comes to making those decisions, when it 669 00:25:45,580 --> 00:25:47,339 HABIB HUSSAIN: come to those really complex cases, to make 670 00:25:47,340 --> 00:25:49,039 HABIB HUSSAIN: that you've got all of those different 671 00:25:49,040 --> 00:25:50,619 HABIB HUSSAIN: layers of checks, to make sure that you 672 00:25:50,620 --> 00:25:52,959 HABIB HUSSAIN: ultimately get to the right outcome; but 673 00:25:52,960 --> 00:25:54,899 HABIB HUSSAIN: also to make sure that there's logic and 674 00:25:54,900 --> 00:25:57,099 HABIB HUSSAIN: you follow the correct sequence to get to 675 00:25:57,100 --> 00:25:59,879 HABIB HUSSAIN: that. We have got certain pro formas that 676 00:25:59,880 --> 00:26:02,499 HABIB HUSSAIN: we now ask all of our schools to use. 677 00:26:02,500 --> 00:26:05,719 HABIB HUSSAIN: We have a dashboard and key areas such as 678 00:26:05,720 --> 00:26:07,859 HABIB HUSSAIN: CPOMS — we use a platform called CPOMS to 679 00:26:07,860 --> 00:26:10,819 HABIB HUSSAIN: record and monitor trends and to record any 680 00:26:10,820 --> 00:26:12,979 HABIB HUSSAIN: safeguarding issues. We also have a 681 00:26:12,980 --> 00:26:14,899 HABIB HUSSAIN: dashboard where we record all of our 682 00:26:14,900 --> 00:26:16,979 HABIB HUSSAIN: alternative provision students, to make 683 00:26:16,980 --> 00:26:19,159 HABIB HUSSAIN: sure that we track and monitor and just 684 00:26:19,160 --> 00:26:21,339 HABIB HUSSAIN: because they're out of sight, they're not out of mind. 685 00:26:21,340 --> 00:26:24,219 HABIB HUSSAIN: So there's crucial areas that we do insist 686 00:26:24,220 --> 00:26:26,539 HABIB HUSSAIN: that all of out schools follow a certain 687 00:26:26,540 --> 00:26:28,499 HABIB HUSSAIN: process and make sure that we all are doing 688 00:26:28,500 --> 00:26:30,559 HABIB HUSSAIN: the same things to ensure consistency but 689 00:26:30,560 --> 00:26:33,679 HABIB HUSSAIN: also to make sure that we are 690 00:26:33,680 --> 00:26:35,839 HABIB HUSSAIN: compliant in all those areas and that there 691 00:26:35,840 --> 00:26:38,899 HABIB HUSSAIN: isn't 692 00:26:38,900 --> 00:26:39,799 HABIB HUSSAIN: any question if we do have any visits or any inspections. 693 00:26:39,800 --> 00:26:42,799 JILL FULLER: One of the other things around having so 694 00:26:42,800 --> 00:26:45,819 JILL FULLER: many schools which is really good, is each of 695 00:26:45,820 --> 00:26:47,939 JILL FULLER: them has a slightly different structure. 696 00:26:47,940 --> 00:26:50,779 JILL FULLER: So there's no one model, because the 697 00:26:50,780 --> 00:26:52,839 JILL FULLER: structure will be built up on the resources 698 00:26:52,840 --> 00:26:54,439 JILL FULLER: in the school, the number of pupils, all 699 00:26:54,440 --> 00:26:55,939 JILL FULLER: kinds of things. 700 00:26:55,940 --> 00:26:57,819 JILL FULLER: One of things that we bring through this 701 00:26:57,820 --> 00:27:00,239 JILL FULLER: framework is what we call an inclusion team, 702 00:27:00,240 --> 00:27:03,206 JILL FULLER: because safeguarding doesn't sit on its own, 703 00:27:03,207 --> 00:27:05,839 JILL FULLER: and Habib referred to this, as a silo. 704 00:27:05,840 --> 00:27:07,699 JILL FULLER: It does cross over with attendance. 705 00:27:07,700 --> 00:27:11,079 JILL FULLER: It does cross over with the PSHE 706 00:27:11,080 --> 00:27:13,299 JILL FULLER: curriculum. It does cross over with 707 00:27:13,300 --> 00:27:16,099 JILL FULLER: behaviour. It does crossover with SEND. 708 00:27:16,100 --> 00:27:19,399 JILL FULLER: So it's really, really important that 709 00:27:19,400 --> 00:27:22,079 JILL FULLER: each of those moving components 710 00:27:23,080 --> 00:27:26,059 JILL FULLER: understand their role in safeguarding. 711 00:27:26,060 --> 00:27:27,639 JILL FULLER: We've done a lot of work around those 712 00:27:27,640 --> 00:27:30,299 JILL FULLER: operating models and structures in schools. 713 00:27:30,300 --> 00:27:32,439 JILL FULLER: We haven't changed the structure necessarily. 714 00:27:32,440 --> 00:27:34,859 JILL FULLER: It's more about bringing that as an inclusive 715 00:27:34,860 --> 00:27:37,699 JILL FULLER: team. And one other point I think I'd bring 716 00:27:37,700 --> 00:27:40,859 JILL FULLER: in as well: our size means that we work with 717 00:27:40,860 --> 00:27:42,899 JILL FULLER: a lot of different local authorities — I 718 00:27:42,900 --> 00:27:45,259 JILL FULLER: think we've got 25 or 26. 719 00:27:45,260 --> 00:27:47,199 JILL FULLER: Now, each of those is different and 720 00:27:47,200 --> 00:27:49,559 JILL FULLER: individual, and each of our schools has to 721 00:27:49,560 --> 00:27:51,559 JILL FULLER: develop that relationship with that local 722 00:27:51,560 --> 00:27:54,239 JILL FULLER: authority and their multi-agency partners. 723 00:27:54,240 --> 00:27:56,319 JILL FULLER: So I think it's also being mindful when you 724 00:27:56,320 --> 00:27:58,759 JILL FULLER: go— even in Habib's region, for instance, 725 00:27:58,760 --> 00:28:00,819 JILL FULLER: there's probably three different local 726 00:28:00,820 --> 00:28:03,339 JILL FULLER: authority that the schools within that work 727 00:28:03,340 --> 00:28:05,879 JILL FULLER: with, and we have to recognise that. 728 00:28:05,880 --> 00:28:07,779 JILL FULLER: I wouldn't call it a challenge, but it has to 729 00:28:07,780 --> 00:28:10,459 JILL FULLER: be recognised and we have to work within the 730 00:28:10,460 --> 00:28:12,799 JILL FULLER: constraints of that local authority and their 731 00:28:12,800 --> 00:28:15,239 JILL FULLER: escalation, which is something when you have 732 00:28:15,240 --> 00:28:17,839 JILL FULLER: a very, very complex case where you might be 733 00:28:17,840 --> 00:28:20,799 JILL FULLER: escalating up through a range of multi-agency 734 00:28:20,800 --> 00:28:22,639 JILL FULLER: partners and we mean by that children's 735 00:28:22,640 --> 00:28:24,459 JILL FULLER: social care, police. 736 00:28:24,460 --> 00:28:27,499 JILL FULLER: So that was part of what we had to 737 00:28:27,500 --> 00:28:29,859 JILL FULLER: factor in when we were looking at developing 738 00:28:29,860 --> 00:28:30,860 JILL FULLER: this regional model. 739 00:28:31,920 --> 00:28:33,919 KAREN SQUILLINO: That's great. It's really fascinating because, 740 00:28:33,920 --> 00:28:35,939 KAREN SQUILLINO: thinking about the importance of that 741 00:28:35,940 --> 00:28:37,946 KAREN SQUILLINO: local context for the schools, you've 742 00:28:39,160 --> 00:28:42,159 KAREN SQUILLINO: created that consistency, which is then 743 00:28:42,160 --> 00:28:45,079 KAREN SQUILLINO: enabling that culture to develop. 744 00:28:45,080 --> 00:28:47,299 KAREN SQUILLINO: That's been predicated on really good 745 00:28:47,300 --> 00:28:48,579 KAREN SQUILLINO: communication. 746 00:28:48,580 --> 00:28:50,019 KAREN SQUILLINO: So you're not just communicating within 747 00:28:50,020 --> 00:28:51,919 KAREN SQUILLINO: the schools now, there's communication 748 00:28:51,920 --> 00:28:54,259 KAREN SQUILLINO: right across the network, which has added 749 00:28:54,260 --> 00:28:56,839 KAREN SQUILLINO: some really much needed capacity for 750 00:28:56,840 --> 00:28:59,989 KAREN SQUILLINO: safeguarding, which ultimately will 751 00:28:59,990 --> 00:29:02,149 KAREN SQUILLINO: impact the lives of children and young 752 00:29:02,150 --> 00:29:04,289 KAREN SQUILLINO: people really positively. 753 00:29:05,970 --> 00:29:08,349 KAREN SQUILLINO: So Habib, Jill, thank you so much for 754 00:29:08,350 --> 00:29:09,809 KAREN SQUILLINO: your time this afternoon. 755 00:29:09,810 --> 00:29:11,509 KAREN SQUILLINO: It's been really fascinating to hear 756 00:29:11,510 --> 00:29:13,989 KAREN SQUILLINO: about the approach that's been taken at 757 00:29:13,990 --> 00:29:15,949 KAREN SQUILLINO: Lift in terms of safeguarding and hearing 758 00:29:15,950 --> 00:29:17,809 KAREN SQUILLINO: about the supervision model has been 759 00:29:17,810 --> 00:29:21,009 KAREN SQUILLINO: really fascinating. And I hope it's given 760 00:29:21,010 --> 00:29:23,049 KAREN SQUILLINO: other multi-academy trusts some thoughts 761 00:29:23,050 --> 00:29:25,749 KAREN SQUILLINO: and ideas about taking that model forward 762 00:29:25,750 --> 00:29:28,989 KAREN SQUILLINO: for themselves. So thank you once again 763 00:29:28,990 --> 00:29:31,209 KAREN SQUILLINO: for joining us and goodbye. 764 00:29:31,210 --> 00:29:31,689 JILL FULLER: Thank you. 765 00:29:31,690 --> 00:29:32,690 HABIB HUSSAIN: Thank you. 766 00:29:36,290 --> 00:29:38,649 OUTRO: Thanks for listening to this NSPCC learning 767 00:29:38,650 --> 00:29:40,049 OUTRO: Podcast. 768 00:29:40,050 --> 00:29:42,529 OUTRO: At the time of recording, this episode's content 769 00:29:42,530 --> 00:29:45,309 OUTRO: was up to date, but the world of safeguarding and 770 00:29:45,310 --> 00:29:46,450 OUTRO: child protection is ever-changing. 771 00:29:47,670 --> 00:29:49,689 OUTRO: So if you're looking for the most current 772 00:29:49,690 --> 00:29:52,489 OUTRO: safeguarding and child-protection training, 773 00:29:52,490 --> 00:29:55,549 OUTRO: information or resources, please visit our 774 00:29:55,550 --> 00:30:00,231 OUTRO: website for professionals at nspcc.org.uk/learning.