Higher competency framework for safeguarding children and children in care (level 4)

Respondents to the survey were very clear – whilst there are some competencies that primarily or more effectively developed once you are in role, there are many things that you can do (depending on whether you are pre- or post-CCT) prior to undertaking a role to gain necessary experience that will be useful when applying for these roles.

Examples given included:

• Shadowing prior to undertaking the role
• Self-initiating opportunities (such as attending local safeguarding partnership meetings, shadowing multi-agency colleagues)
• Formal training within paediatric sub-specialty training
• Attending courses (including those for multi-agency teams) on topics such as advanced communication, court skills
• Participating in dedicated safeguarding training delivered at Deanery level
• Doing child protection medicals and report writing under supervision
• Participating in peer review sessions
• Attending multi-agency meetings
• Presenting to different audiences and teaching
• Reading journals and research to stay updated
• Accessing support from more experienced colleagues.

Specific examples for gaining experience with children and young people in care:

• Undertaking community paediatrics rotations
• Observing or conducting (under supervision) individual health assessments and adoption medicals
• Participating in ad hoc training (e.g. CoramBAAF health assessment days)
• Leading meetings and communicating with social workers.

The competencies described in the intercollegiate document and the resources within the higher competency framework will apply whether you are in training, post-CCT/portfolio pathway (usually working as a Consultant) or in a specialty or specialist post.

The RCPCH can only offer advice to doctors delivering safeguarding leadership for children and young people. Many skills are transferable to other areas of leadership and safeguarding with equivalent experience, meetings, networks etc eg adult safeguarding. Many skills and resources are also pertinent for other health professionals, such as nurses, delivering leadership and support in safeguarding children and children in care however professionals must follow the professional guidance and statutory duties specific to their role.

This framework and accompanying resources are not a SPIN module or equivalent that can be undertaken in a formal way – it will not give you a qualification. It is meant only as a guide to direct doctors to resources, and lived experience and recommendations to make the job of safeguarding leadership easier and more fulfilling. A special interest is denoted by additional training and experience in a clinical area and the RCPCH recognises this can be done outside of the RCPCH paediatric training pathway. Describing and demonstrating your higher competence can be used in job applications and within appraisal and job planning in established roles.

Absolutely – this should be part of your portfolio or appraisal.

Undertaking these activities can be a challenge. Survey respondents reported lack of organisational support and recognition, lack of protected time against competing demands, limited access to structured training and funding constraints has issues that had affected their ability to develop their competencies.

To help support your discussions with your organisation, the RCPCH has developed this letter [link to template] that you can adapt to support your request to pursue these activities.

There is no formal sign-off by the RCPCH for the higher competency framework. You should document and reflect on your experiences in your ePortfolio or CPD diary. The RCPCH has developed this letter [link to template] that you can use for appraisal or ARCP and share with your head of service as evidence of gaining higher competencies.