getting started training – part 1 essential information david grant – local training manager

Getting Started Training – Part 1

Essential Information

David Grant – Local Training Manager

Session 1 Objectives:

• Outline the Purpose, Values and Method of Scouting and explain how they can be implemented within your role.

• Outline the Promise and Law and how these translate the Fundamentals for all Members.

• Demonstrate an understanding of TSA Equal Opportunities Policy (2013); and explain how it can be implemented within your role.

• Demonstrate an understanding of Policy, Organisation and Rules in relation to your role and the role of others in Scouting.

The Fundamentals of Scouting consist of:

• The Purpose- what we do• The Values- guiding our Scouting • The Method- how we Scout

The Purpose- what we do

‘...Scouting exists to actively engage and support young people in their personal development, empowering them to make a positive contribution to society.’

The Values- guiding our Scouting

As Scouts we are guided by these values:• Integrity • Respect• Care• Belief• Cooperation

The Method- how we Scout

...Scouting takes place when young people, in partnership with adults, work together based on the values of Scouting and:

• enjoy what they are doing and have fun;• take part in activities indoors and outdoors;• learn by doing;• share in spiritual reflection;• take responsibility and make choices;• undertake new and challenging activities;• make and live by their Promise.

The Promise

‘...On my honour, I promise that will do my best,

To do my duty to God and to the Queen,

To help other people and to keep the Scout Law.’

The Scout Law• A Scout is to be trusted.• A Scout is loyal.• A Scout is friendly and considerate.• A Scout belongs to the worldwide family of Scouts. • A Scout has courage in all difficulties.• A Scout makes good use of time and is careful of

possessions and property. • A Scout has self-respect and respect for others.

Session 2 Objectives• Describe how your role fits within the structure

of the group/ District/ County and identify the support networks available within it.

• Outline the types of support and information offered by the Scout Information Centre, and explain how to access it.

The structure of Scouting in the UK

Session 3 Objectives:• Demonstrate an understanding of the Safety Policy; the

importance of a leader in charge; and identify the structures and support in place to ensure safe Scouting.

• Explain of The Scout Association’s approach risk assessment and the support available to deliver safe Scout activities within relevant rule and guidance.

• Explain of The Scout Association’s approach risk assessment and the support available to deliver safe Scout activities within relevant rule and guidance.

...’It is the policy of The Scout Association to provide Scouting in a safe manner without risk to health, so far as is reasonably practicable.’

Everyone is responsible for ensuring that they adhere to the policy, including adults and young people.

Safety

• The Purple Card• Reporting accidents and incidents• InTouch• Near Misses

Safety Quiz – True or False?

1. The section leader is the person responsible for coordinating the work of other volunteer adults to ensure the safe delivery of a specific activity or event.

2. Risk assessments need only be carried out for outdoor activities.

3. If a Scout chips a tooth on camp and subsequently visits a dentist then an Incident Report Form must be completed.

4. The purpose of a risk assessment is to fulfill The Scout Association’s legal obligations.

Safety Quiz – Do I report it?• During an indoor activity with a group of Cubs,

an incident takes place and someone calls an ambulance. Luckily, as it turns out, no one has actually been injured. Should you report this incident?

Session 4a Objectives:• Implement and understand the importance of The Scout

Association’s child protection code of behaviour, The Yellow Card.

• Demonstrate an understanding of your role in protecting young people from harm within Scouting.

• Name the categories of child abuse and neglect; and be able to recognise the core signs and indicators of each.

• Know how to respond to concerns about the safety and welfare of young people using Scouting’s child protection guidance and procedures.

Safeguarding: child protection

• The Child Protection Policy• Who counts as a child?• The Yellow Card

Promotion• Provide a safe environment for young people to

Scout in.• Develop a culture of openness and trust,

encouraging young people to share their concerns and report anything they are concerned about.

• Keep adult awareness up to date by ensuring adults complete their training requirements and feel supported and supervised in their roles.

Identification• Identify when rules and processes that

ensure young people are kept safe are not being followed.

• Challenge poor and unsafe practices.• Identify instances where there are grounds for

concern about the welfare of young people or the behaviour of adults.

Response• You must respond to all child protection

concerns by reporting to your line manager or UK HQ

Safe Practice Scenarios

1. A Scout Leader is struggling to get the attention of his Group during a lively activity, so he shouts at them.

2. An adult volunteer is assisting some Cub Scouts with an archery activity. She stands behind one of the Cubs to demonstrate how to use the bow and arrow.

3. A Scout ‘adds’ their leader as a friend on a social networking site. The leader accepts their Friend request and chats with the Scout in a private chat function.

Session 4b Objectives:• Be equipped with the knowledge, skills and

confidence to identify and prevent bullying within Scouting.

Prevention

• Respectful environment • Positive behaviour• Build it into the programme

Identification and Response

• Observe• Act• Supporting young people

During a recent summer camp, a disco was held for the Scouts. Many young people were taking photos and sharing them on social media sites, including some pictures of Pierre, a Scout, dancing with a Scout from another Group.

It is now three weeks after the camp and Pierre hasn’t been at Scouts since. The leaders overhear that Pierre has been teased at school for having an ‘ugly girlfriend’.

Preventative Actions:

1. Support the young people to create a revised anti-bullying code.

2. The leaders should review the anti-bully code.

3. Reassure the young people to come forward with any concerns they have.

4. Ban the use of smart phones whilst Scouting.

5. The leaders could run an awareness raising session on cyber bullying.

6. The leaders should act as role models for good behaviours.