NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170430
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0264-3944
'It's a Big Ask When Your Job Is to Teach Children to Read, Write and to Count': The Experiences of School Staff in Early Help and Child Protection
Richards, Clare
Pastoral Care in Education, v36 n1 p44-56 2018
Considers the experiences of designated safeguarding staff in primary aged schools (4-11 years). The study used semi-structured interviews to explore with professionals their experiences of "multi-agency" working to safeguard "children", of factors in making decisions around "reporting" concerns to statutory "social work" services and their role in delivering "early help" services in one region of the U.K. Professionals raised concerns about their understanding of decisions made by "social workers", but nevertheless said that these decisions affected their future reporting of "safeguarding" concerns. Professionals raised concern about how current "safeguarding" processes triage concerns around "neglect", and as the effect was cumulative, felt that it could be minimised or overlooked.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A