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Training and resources for professionals


The workforce development of the partnership is overseen by a multi-agency partnership workforce development group.  This reports to the Practice Development Group (PDG) and then onward to the Partnership Executive. The partnership’s Local Child Safeguarding Practice (LCSP) review group will make recommendations, following rapid reviews and LCSP reviews, to the PDG. The PDG will then commission training and workforce skills development from the multi-agency workforce development group.

The PDG will receive from the workforce group an evaluation of training impact on an annual basis. And an overview of multi-agency planned workforce training in line with the strategic priorities of the Children and Young Peoples Plan 2019-2022.

The terms of reference for the workforce development group are here [Currently being updated].

We are committed to a culture of continuous learning and practice improvement to ensure that we learn from experience and drive forward the policy and practice improvements that will have an impact on Children. Our approach is anchored within the wider Quality Assurance Framework of the DCFP.

Identify, Embed, Evaluate

To achieve the priorities of the plan the partnership is assessing learning needs in line with the model below.  This enables full assessment of workforce skill, design of coaching, training or supervision to strengthen practice across the workforce. From police officers, to teachers, to nursing and clinical staff to social workers.

Identifying, embedding and evaluating learning are the three steps taken for our strategic approach.

Identifying learning

  • Experiences of children and families
  • Multi and single agency audits
  • Performance
  • Frontline intelligence
  • Performance data
  • Quality assurance framework
  • Ofsted and inspectorates
  • Local and national research
  • Local Child Safeguarding Practice Reviews

Embedding learning

  • Reflective practice and supervision
  • Analytical decision making
  • Individual and collective responsibility for development
  • Performance management
  • Collaborative working across partners
  • Ensuring the right development activity is available at the right time
  • A clear understanding of the purpose of development activity
  • Supporting individuals to prioritise their learning
  • The use of supervision and appraisal will be key in identifying and embedding learning for each individual and hence for each organisation.

Evaluating learning

  • The degree to which participants acquire the intended knowledge, skills, attitudes, confidence and commitment based on their participation in learning.
  • The degree to which learners apply what they have learned when they are back on the job, this will be by observation/discussion by line managers, peers and clients.
  • The evaluation model, which looks at the impact of training on outcomes (Kirkpatrick 4 stage model)

If you are concerned that a child is being abused please call

0345 155 1071

or email

Professionals should complete the MASH contact form.

If it’s an emergency call 999