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The Safeguarding Competency Framework: Minimum Requirements for Safeguarding Children Learning

From April 2014, the minimum requirements for Children's Safeguarding Learning will be determined by the Safeguarding Competency Framework 2014. Set levels of training with fixed learning outcomes, are replaced by Competency Indicators for nine different groups of the 'workforce', whose role requires mandatory safeguarding children learning. Download the Competency Framework.

There is an expectation that organisations will ensure that all staff providing a service know how to respond to concerns in line with local and national agendas. Keeping children safe is everyone's responsibility.

Some individuals will work in settings which provide both universal and specialist services for Children's and Adults. It is the responsibility of the organisation to determine the knowledge and learning that is required.

The Competency Framework is for use by the Leicester, Leicestershire and Rutland Children's Workforce to support individuals and organisations to undertake their Safeguarding roles and responsibilities in a confident and competent manner.

This Competency Framework is for use by:

  • The Children's Workforce defined as "….everyone who works or volunteers with children and young people and their families, or who is responsible for improving their outcomes.
  • Adult Workforce Practitioners who may be in a position to contribute to assessments of parenting capacity.
  • Staff that support a 'Whole Family' / 'Think Family' approach.
  • Other individuals, who have contact with children and their families in their role, however do not work directly with children or their families e.g. housing maintenance staff, community centre receptionists etc.

The Strategy and Competency Framework (see document below) support:

  • A range and variety of learning opportunities being recognised and acknowledged, allowing for a flexible approach.
  • A focus and emphasis on how the learning is being embedded into practice and the effectiveness of this learning, in terms of outcomes for children and young people.
  • A pragmatic approach where the required knowledge that is accessed via learning is relevant, meaningful and accessible and the content is proportionate to the requirements of the learner.
  • The use of existing systems and processes to provide evidence that the competency has been met, for example, induction, probation periods, annual appraisal systems.

The Competency Framework document has been structured to include guidance on how to use, and the competency indicators for Groups 1–9. You can access the whole document, or alternatively refer to the section for each group which will have of the key information that you need to use the Framework.

The Leicester, Leicestershire & Rutland Learning, Development & Training Strategy and associated documents are the intellectual property of Leicestershire & Rutland and Leicester City Safeguarding Boards, and cannot be used without expressed permission of those LSCB's, and must not be reproduced or used for commercial or financial gain.