Training

• Know how to identify perpetrators and respond to disclosures or suspicions of abusive behaviour
• Understand motivational interviewing, trauma informed practice and rolling with resistance
• Build an awareness of specialist support available to perpetrators of domestic abuse and referral pathways

• Understand stalking behaviours and cyberstalking.
• Analyse the main ways that someone can use technology to stalk thier victim.
• Safety planning for victims of cyber stalking.

• Have an understanding of what the homicide timeline is and how it was developed
• Understand the link between coercive control, stalking and homicide
• Have an overview of the different stages of the homicide timeline and how to apply the model in practice

• Understand of the impact of domestic abuse on children, including physical and emotional impacts, and recognising DA as an ACE (Adverse Childhood Experience)
• Know how to respond to disclosures or suspicions that a child has witnessed or experienced domestic abuse
• Gain an awareness of specialist support available to children witnessing DA and how to refer to appropriate services, including safeguarding responsibilities 

• Identify and assess risk associated with domestic abuse and related harms, including patterns of escalation and coercive control.
• Apply trauma-informed safety planning approaches that centre the needs, choices, and safety of victim-survivors and their children.
• Contribute effectively to multi-agency responses, demonstrating professional curiosity and an understanding of safeguarding responsibilities.

• Increase knowledge of how unhealthy and abusive behaviours present in young people's relationships.
• Increase confidence in creating space for disclosure and responding appropriately.
• Understand the unique impact social media has on young people's relationships, including young people's experience of stalking and harassment.
• Understand support available for young people experiencing and using harmful behaviours in their relationships.. 

• When and how to share information with vulnerable members of the public about people in their life for safeguarding reasons without the consent of the subject.
• What the Data Protection Act says about sharing information without consent
• Clare’s Law (DVDS) and Sarah’s Law (CSODS) – the Right to Ask and the Right to Know
• Where to find guidance from the government about when and how to share this information appropriately.
• The protections that exist for you if you share such information without consent in an appropriate manner.

• Understand what constitutes child to parent violence/adolescent to parent/carer abuse (CAPVA)
• Understand how to respond and support parents/carers, children and young people who are living with CAPVA, including acknowledgement of the difficulties parents face in reporting CAPVA
• Develop an awareness of the impact of CAPVA on parents/carers, children and young people
• Recognise the links between ACEs and CAPVA
• Be aware of sources of support and referral pathways

• Gain a comprehensive understanding of the key terms, concepts, and legislation related to coercive controlling behaviour, including the provisions of the Domestic Abuse Act 2021.
• Understand coercive control in the wider context of domestic abuse.
• Recognise and describe coercive and controlling behaviours.
• Develop understanding of key terms, concepts and legislation.
• To understand how coercive control links with risk and how to respond effectively.
• Be confident to provide initial support to victim/survivors and refer on appropriately.

Course aims:

• Understand the dynamics of an abusive relationship as it relates to LGBTQ+ couples and identify LGBTQ+ specific tactics of power and control.
• Navigate language and definitions relating to LGBTQ+ identities and understand the historical and national legislation that has and continues to influence LGBTQ+ people’s lives.
• Understand the key issues in LGBTQ+ relationships, recognise the barriers and challenges that the LGBTQ+ people experience within society.
• Improve confidence for professionals in responding to and discussing domestic abuse within LGBTQ+ relationships.
• To recognise and reframe how your work might intersect with LGBTQ+ survivor experiences.
• Develop the skills to offer initial support to victims/ survivors and confidently refer them to appropriate local domestic abuse services using established referral pathways. 

• Develop an understanding of key terms/concepts and legislation around Domestic Abuse. 
• Understand the domestic abuse experiences of men and unique barriers to accessing support.
• Gain skills in responding appropriately to male victim-survivors.
• Identify additional challenges and help-seeking barriers for LGBTQ+ men or men from specific ethnic and cultural backgrounds.
• Identify dynamics, risk factors, protective factors, and warning signs.
• Develop the skills to offer initial support to victims/ survivors and confidently refer them to appropriate local domestic abuse services using established referral pathways..

• Recognise Diverse Forms of Domestic Abuse: Understand and identify the various forms of domestic abuse, with a focus on those that disproportionately affect individuals from minoritised ethnic and cultural backgrounds.
•  Apply Cultural Competency: Implement culturally sensitive and unbiased approaches when engaging with survivors, ensuring respectful and effective communication that considers the survivor's background and experiences.
•  Identify and Address Harmful Practices: Recognise signs of harmful cultural practices and understand their impact on victims, enabling appropriate and informed responses. Harmful practises including forced marriage, child marriage, FGM, breast ironing, corrective rape, acid attacks, widow rituals will be included in the training
•  Utilise Intersectional Approaches: Strengthen their practice by applying intersectional approaches that address the unique challenges faced by Black and minoritised communities, ensuring interventions are safe, effective, and culturally appropriate.
• Know how to signpost and refer to other (specialist) organisations and agencies using the local referral pathway.

• Gain an understanding of forms of domestic abuse which may continue after a relationship has ended, including coercive control
• Understand the longer-term nature of coercive control within domestic abuse cases
• Gain an understanding of risk factors following separation and safety planning options for child contact
• Develop knowledge around child arrangement orders and continuing abuse
• Identify sources of support and how to signpost to support

• To develop an understanding of what constitutes domestic abuse
• To have an understanding of best practice when responding to disclosures of domestic abuse
• To know what support is available to victims and perpetrators of domestic abuse and how to signpost or refer

• Understand economic abuse within the wider context of domestic abuse
• Develop an awareness of the extent and complexity of economic abuse
• Acknowledge the limitations for the victim on their ability to escape and understand the impact of those limitations 
• Know where to go for support

• Understand what dual allegations are and why they occur.
• Recognise the typologies of domestic abuse.
• Understand the impact of dual allegations.
• Learn strategies for communicating with people using harmful and abuse behaviours safely and effectively.
• Be able to identify the correct pathways for each party involved.

• Consider the impact of pregnancy on the incidence of Domestic Abuse (DA)
• Explore the brain development of unborn babies in the context of being exposed to stress/abuse, and the long-term impact of toxic stress
• Consider the physical, emotional and behavioural impact of DA during pregnancy on a child’s development and wellbeing

• To understand Coercive and controlling behaviour (CCB) and the effects it has on victims and their families.
• Identify red flags in a controlling relationship.
• Understand the terminology used around Domestic abuse and CCB.
• Explore the question, why don’t victims leave?
• Discussing the links between CCB and stalking. Know how and where to refer victims to for support.

17th September 2026, 9:30am - 1:30pm, The Learning Centre, Westridge, Ryde
15th October 2026, 1:00pm - 5:00pm, The Learning Centre, Westridge, Ryde
24th November 2026, 9:30am - 1:30pm, The Learning Centre, Westridge, Ryde
19th January 2027, 1:00pm - 5:00pm, The Learning Centre, Westridge, Ryde
2nd February 2027, 9:30am - 1:30pm, The Learning Centre, Westridge, Ryde
18th March 2027, 1:00pm - 5:00pm, The Learning Centre, Westridge, Ryde

• The course will combine information and activities to help participants understand the importance of the DASH risk assessment (Domestic Abuse, Stalking and ‘Honour’-Based-Violence Risk Identification Checklist)
• To give you the confidence and knowledge to comprehensively complete the DASH risk assessment
• To provide understanding around the questions; why we ask them.
• To demonstrate  how to ask the questions.

Thursday, 17th September, 2-5pm, at the Learning Centre, Westridge
Thursday, 15th October, 9.30am-12.30pm, at the Learning Centre, Westridge
Tuesday, 24th November, 2-5pm, at the Learning Centre, Westridge
Tuesday, 19th January, 9.30am-12.30pm, at the Learning Centre, Westridge
Tuesday, 2nd February, 2-5pm, at the Learning Centre, Westridge
Thursday, 18th March, 9.30am-12.30pm, at the Learning Centre, Westridge

• Understand how the toolkit can strengthen professional practice when supporting children and families, so that support is focused on problems affecting the whole family.
• Know how to access training for professionals in your local area and access resources and support for children and their families.
• Be able to access local and national learning to inform your practice.

• Identify how a range of risk factors and vulnerabilities co-exist within families 
• Understand the cumulative impact of these on children and adults at risk 
• Understand the impact of risk and vulnerability on an adult’s capacity to parent, care for others and themselves
• Understand the relevant legislative and statutory frameworks for adults and children
• Explore themes including Protective Factors, Restorative Practice, Strength Based Approach, Person Centred Working, Mental Capacity, Professional Curiosity and Transition
• Explore learning arising from Local Safeguarding Child Practice Reviews and Safeguarding Adult Reviews
• Understand the application of the Family Approach Protocol 
• Explore the resources available under the toolkit 
• Understand the importance of sharing of information in the context of the family approach

• Learn about the existing barriers to having honest conversations
• Understand the possible consequences of not having honest conversations  
• Understand how planning honest conversations in advance can support outcomes

Training Level:
Contributes to meeting the outcomes at Levle 3

• To know more about what the recovery service provides and how to access treatment.
• To have a better picture of the drug and alcohol issues faced on the Island.
• To gain a basic knowledge of drugs and what support is available.
• To gain a basic knowledge of alcohol misuse and what support is available.
• To gain an insight of the services open to young people on the Island and what services are available

• To be able to identify any individuals and families you provide care or support service to, who are vulnerable to having a fire, or who are at 'greater risk' of serious injury or death due to fire.
• To provide an overview of the recently launched 4LSAB Multi-Agency Fire Safety Framework and how this can help you.
• To understand how and when to refer individuals and families to the Hampshire and Isle of Wight Fire & Rescue Service [HIWFRS] for a Safe and Well visit.
• To understand the interventions HIWFRS can offer for children and young people.

• To gain understanding of the structure of the Day in My Life Tools and the areas covered in the tools for different age groups.
• To build confidence in using the Day in My Life Tools as a resource to guide conversations, contribute to assessments of need and support identification of thresholds.
• To consider how use of the Day in My Life Tools can support professionals in understanding a child’s lived experience.
• To understand how the Day in My Life Tools can be used to support professionals when completing an Inter-Agency Referral Form to communicate an identified safeguarding concern.

Training Level:
This is an information session

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• Support professionals to understand the importance of engaging adults who live with or regularly care for children
• Understand the benefits and risks of other adults living in the household/ caring for children
• Understand the barriers to engagement and how practitioners can engage with children and families
• Provide general principles and top tips which can be utilised within multi-agency partners' practice

• Understand how the toolkit can support professional practice when identifying and supporting children who may be at risk of harm from an adult that agencies are not aware of or engaging with.
• Know how to access training for professionals in your local area and access resources and support for children and their families
• Be able to access local and national learning to inform your practice.

• Understanding the importance of professional curiosity when working with families.
• Recognise some of the barriers to curiosity.
• Understand what 'disguised compliance' is and when it might occur.
• Understand the challenges faced when working with families where 'disguised compliance' occurs.
• Gain an overview of what practitioners can do to engage with families and keep the focus on the needs of the child.

• Understand the definition of ‘missing’
• Understand the process of reporting a child missing and responses
• Understand the purpose of Return Home Interviews/Missing Conversations and how these help inform planning
• Understand the role of push and pull factors
• Highlight some of the risks which can be associated with missing episodes
• Reflect on professional considerations for practice
• Provide details of Local Authority points of contact in relation to missing children

• Develop or strengthen understanding of safeguarding in the context of children’s lives and their use of social media
• Become more confident in identifying how our most vulnerable children can be supported with going online
• Explore a range of applications currently used by children
• Develop an enhanced awareness of how children can be exploited and/or abused online, including the tactics and technology used by perpetrators
• Develop your ability to support children in staying safe online, formulating prevention and intervention strategies with children and their families
• Explore the role of parents/carers in keeping children safe online, including the importance of consent when posting content and images (sharenting)
• Explore how professionals can raise awareness around online safety and support families with online risks and behaviours

• Increase understanding of when childhood obesity becomes a safeguarding concern and the role of professionals in identifying this.
• Introduction to some of the literature and concepts to be aware of when safeguarding children with excessive weight.
• Gain awareness of the current health services available to support children with excessive weight.
• Understand the findings of the recent HIPS Obesity audit.
• Embed learning through exploration of relevant case studies.

• Understand how the toolkit can support community, voluntary and faith groups when supporting children and families who may be at risk of harm.
• Know how to access training in your local area and access resources and support for children and their families
• Be able to access local and national learning to inform your practice.

Training Level:
Level 4

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• To consider how places and spaces impact on children's safeguarding
• To understand the processes used within Hampshire to safeguard exploited children
• To outline of the benefits of joint multi-agency working and Contextual work
• To consider the benefits of ‘fit for purpose’ MET/Context tools.

• Understand cyber-dependent crime and relevant legislation
• Recognise the relationship between young people and cybercrime
• Identify associated risk indicators
• Understand safeguarding obligations under KCSiE
• Understand SEROCU Cyber Choices do and how to make a referral

• Know how to effectively engage with and respond to adolescent safeguarding
• Be able to identify protective factors
• Recognise the strengths and vulnerabilities of adolescents
• Hear findings from local and national reviews
• Understand safeguarding themes that are specific to adolescents, including abuse and neglect
• Understand how to prevent abuse and neglect of adolescents

• Understand how the toolkit can support professional practice when supporting adolescents who may be at risk of harm.
• Know how to access training for professionals in your local area and access resources and support for children and their families
• Be able to access local and national learning to inform your practice.

• Explore the current legislation, guidance and context relating to children with a disability including local policies and procedures.
• Understand the particular circumstances which make disabled children more vulnerable to abuse
• Understand/recognise the signs presented by disabled children who may have been subjected to abuse, including any potential for confusion in interpretation
• Understand the factors which may influence when disabled children need help and protection
• Ensure that interventions remain focused on the best interests of the child whilst working in complex situations

• To have an awareness of the vulnerabilities of infants, including the emerging themes from National Child Safeguarding Practice Reviews.
• To have an understanding of the Isle of Wight Safeguarding Children Partnership’s initiatives to safeguarding and protect infants:
  • ICON
  • Protocol for the management of actual or suspected bruising or other injury in infants who are not independently mobile
  • Every Sleep Counts
  • Unborn/New-born Baby Protocol
• For practitioners to be well informed of the risk of overlay and the law around co-sleeping with non-prescription drugs or alcohol
• To feel more confident in applying the Isle of Wight Safeguarding Children Partnership’s policies, procedures and toolkits in practice.
• To be able to apply this learning to your own practice.

• Understand how the toolkit can support professional practice when supporting unborn babies and infants under the age of one who are at risk of harm.
• Know how to access training for professionals in your local area and access resources and support for children and their families.
• Be able to access local and national learning to inform your practice.

• To understand the role and function of the Isle of Wight Multi-Agency Safeguarding Hub (MASH)
• What happens to information when it is received by MASH
• The purpose of MASH and how it operates
• What you can expect from MASH and expectations of multi-agency partners.

• Understand the categories of MAPPA offenders
• Understand the three levels of MAPPA management
• Increase understanding of how the police and National Probation Service manage offenders
• Understand the process of Disclosure including limitations
• Understand how practitioners from all agencies can contribute to multi agency risk management plans and become familiar with four pillars risk management planning

• A brief introduction to the LADO role, allegation criteria and process.
• Increase awareness of the LADO role and function. 
• Improve understanding of those working with children of their role and responsibilities when it comes to allegation management. 

• Understand how conferences sit within the wider safeguarding system, including thresholds and escalation pathways.
• Identify the roles and responsibilities of all professionals within the conference process.
• Understand expectations regarding preparation, attendance, information sharing and professional accountability.
• Contribute relevant, proportionate and evidence-based information to conferences.
• Apply appropriate challenge and escalation where there are concerns regarding decision-making, thresholds or drift.
• Understand the purpose and structure of Child Protection Plans and Core Group processes.

• Gain an understanding of why it is important to know about families who move across county borders where there may be a safeguarding concern
• Understand the processes/ roles and responsibilities of other agencies when families move across county borders
• Be aware of the importance of including information passed from another area in any referrals made

Training Level:
Contributes to meeting the learning outcomes at Level 3

• Understand information sharing and why it is an essential part of safeguarding children.
• Gain knowledge on the legal basis for information sharing.
• Build awareness of what information to share and how information can be shared effectively to ensure its meaning for the child is understood.
• Recognise the benefits of effective information exchange between organisations.
• Explain the role of practitioners in informing families when information is being shared.

• When and how to share information with vulnerable members of the public about people in their life for safeguarding reasons without the consent of the subject.
• What the Data Protection Act says about sharing information without consent
• Clare’s Law (DVDS) and Sarah’s Law (CSODS) – the Right to Ask and the Right to Know
• Where to find guidance from the government about when and how to share this information appropriately.
• The protections that exist for you if you share such information without consent in an appropriate manner.

Training Level:
This is an information session.

• In what circumstances the form should be used
• When to call 999/101 to report a crime and when to do a CPI instead
• The importance of sharing information with police and how this relates to GDPR and the data protection act
• The journey of a CPI – what can the results be?
• How the form should be completed
• Common errors seen when partners complete the forms
• How we protect the details of the source of any such information

Training Level:
Contributes to meeting the learning outcomes at Level 2.