BME Friends of NSPCC Summer Forum Conference Report

Wednesday 29th June 2011, Springfield Conference Centre, Blakelaw

Newcastle, 9.30am-3.00pm

October 2011

1. Background

One of the characteristics of Local Campaigning in the North East is that it has evolved

from a fundraising programme to a local campaign activity and is now focussing on training

and practical support for communities.

The objectives are:

1. Direct campaigns on safeguarding in specific ethnic communities; and

2. Providing tailor-made safeguarding awareness programmes offered with the

support and involvement of SCF.

3. Working in close partnership with Newcastle City Council; Newcastle SCB has

created a planning forum for future safeguarding developments in Newcastle

There is a cycle of activity in which one campaign and subsequent safeguarding

programme leads to further demand, after which the volunteers and parent participants

recruit further parents for new programmes.

(a) The Nature of Campaigns and Safeguarding ProgrammesCampaigns have been carried out in communities through information, presentations,

open meetings; presentations and weekend events in primary schools; meetings in faith

settings and taking part of regular community events to promote safeguarding. This is then

followed by a recruitment drive for volunteers to assist with the delivery of safeguarding

programmes and a recruitment drive for parents to take part in the safeguarding

programmes. The main toolkit used for the delivery to ethnic parents is the SafeNetwork

resource for BME communities which was formerly a pilot programme offered by the

NSPCC before the launch of SafeNetwork.

In addition to core activity in traditional ethnic communities we have embarked upon an

agency led campaign in refugee communities in Middlesbrough fifty miles south of

Newcastle upon Tyne. The campaign is planned with the North of England Refugee

Service (NERS); The Regional Refugee Forum (RRF) Cleveland Police and the University

of Teesside.

The campaign process in this particular programme consists of the NERS and RRF

identifying capable refugee volunteers to assist with campaigning in their own

communities.

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We are also leading on a safeguarding training programme in Gateshead for Muslim

women and have been invited to play a lead role in South Shields with the LSCB

Community Network. This will lead to safeguarding programmes for the Bangladeshi and

Refugee community in South Shields in the first instance. Over 340 Muslim parents

attended an open meeting in South Shields on the 6thh March and we will be holding a

similar event for refugees in South Shields on the 18th May.

The other dimension to campaigning in ethnic communities has been the creation of a

Young BME Voices model for participation and consultation programmes. We are

coordinating the work of Young Voices (Muslim Community) and we are now planning a

Young Chinese; Young Hindu and Young Africa group. The Participation Unit at Newcastle

City Council are the other partners in this initiative.

(b) BME ConferencesSince 2007 we have held Conferences in Newcastle upon Tyne planned and delivered by

BME Friends of the NSPCC; Newcastle City Council and Newcastle Safeguarding

Children Board to bring together professionals and practitioners working in BME and

refugee communities as well as community leaders and other BME representatives. We

have developed an Action Plan which we use to report on progress at each subsequent

conference and also to make adjustments to the Action Plan in the light of new initiatives

and developments.

(c) Volunteer Development: BME Friends Executive (Newcastle upon Tyne)The BME Friends Executive is responsible for the oversight of work and part of City

Council/NSCB Steering Group for BME Safeguarding. It is made up of 18 members who

are community leaders, professionals and business leaders

from ethnic communities. Seven of the BME Friends Executive are now Honorary

Members of Annual Council.

(d) NSPCC Safeguarding ChampionsNSPCC Ethnic Safeguarding Champions are recruited by NSPCC colleagues and BME

Friends members. We have been able to offer programmes with the support of SCF. A

major development has been the recruitment and training of Refugee Safeguarding

Champions in Tees Valley.

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We are also trusted by vulnerable communities, especially amongst asylum seeker and

refugee communities. Bini Araia, NERS and Herbert Dirahu, RRF are able to promote the

Safe Network BME resource with confidence knowing that we can provide tailor made

programmes and expertise as well as endorsements from traditional ethnic communities.

2. Aims of the summer conference:

To report back on the progress that has been made over the past two years

To explore ways in which we can work together to support parents, carers and families in BME communities

To give a special focus to Safeguarding children in BME communities

To ‘Give a Voice’ to local BME Communities by exploring key issues and concerns

To overcome barriers to accessibility of local provision

To share good practice and information on toolkits and other resources

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3. Programme

9.30 Registration and refreshments

10.00 Welcome & opening remarks

10.10 National and regional context

10.30 Parental Involvement in their Children’s Education

11.00 Local update

11.15 Break

11.30 Table discussions

12.30 Lunch

1.30 Feedback from table discussions

1.55 Themed Workshops

2.40 Feedback in full group

3.00 Concluding remarks and finish

Themed workshops 1.55pm

Accessing and using resources in BME communities

Community safeguarding champions

Violence against women and the impact on children

Private fostering

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4. Guest speakers

June Foster - The Arthur’s Hill Federation of Primary Schools – Newcastle-upon-TyneI have been a Headteacher for 24 years. I am currently the Executive Headteacher of the

Arthur’s Hill Federation of Primary Schools which consists of Moorside Community and

Westgate Hill Primary Schools and was formed in September 2009. Moorside is judged by

OFSTED to be outstanding and is recognised by NCSL as a National Support School, I am

a National Leader in Education (NLE). Currently I am

An NLE

A School Improvement Partner

OFSTED inspector

My previous roles have included

Registered Inspector of Nurseries

Work force reforms consultant

Primary Leadership Programme Consultant

HT representative for the Northern Region for the DCFS Community Cohesion

Working Party.

Teaching Awards judged me to Headteacher of the year for the North East of

England in 2009

Shah Amin – Commissioning Officer, South Tyneside CouncilShah joined South Tyneside Council in 2008 and works in the Children, Adults and

Families Group. One of the roles which Shah was asked to undertake was promoting

good practice across faith and minority ethnic communities. Shah believes that keeping

children safe and educational achievement has a direct link and therefore is very

passionate about promoting safeguarding awareness in minority ethnic communities. In

2010, Shah initiated the ‘Strengthening Partnerships – Safeguarding Children’ project in

South Tyneside. This project has enabled local Madrasahs to implement safeguarding

procedures within their Mosques. He also led on a successful consultation event in which

over 340 Muslim parents attended. He was published in the Learning & Skills Council

Muslim Role Models magazine in 2009. Prior to South Tyneside Council, Shah has

worked in the Prince’s Trust where he was responsible for various projects to support

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disaffected young people. Shah studied at Northumbria University and gained a BA (Hons)

in Marketing Management.

Carol Long - Director of Services for Children and Families. joined the NSPCC as

Director of services for children and families in March of this year. She is responsible for

the strategic development of operational services delivered by the NSPCC across the UK

(England Scotland Wales and Northern Ireland). Carol graduated in Psychology from the

University of York and after working with children in a secure unit in London following

university she subsequently qualified as a social worker from the LSE in 1986. Carol has

worked for a number of Local Authorities both in London and the North East of England for

over 20 years. She held a number of roles both as a practitioner and then in management,

working in child protection, with looked after children, youth offending, drug and alcohol

services and fostering and adoption. She was Chief Executive of Care Visions Fostering

and Care Visions residential services, the largest independent provider of therapeutic

residential homes for children in Scotland from 2005 until 2011 before joining the NSPCC.

Ash Chand - Head of Strategy and Development (children from black and minority ethnic communities) - Ash Chand joined the NSPCC in April 2011 from the Government

Office for the West Midlands (GOWM) where he was a programme manager responsible

for six work streams involving the 14 local authorities in the West Midlands' region. The six

pilots have an underlying theme focused on the retention and improvement of children's

social workers in child protection, following recommendations from a range of sources

including serious case reviews (SCRs) involving child abuse fatalities like Baby Peter; the

Social Work Reform Board; the Munroe Review; and current research and literature on

best policy and practice.  The programme is funded by the Department for Education

(DfE). Prior to this, Ash was an academic in social work for over ten years.  His most

recent position was at the University of Warwick as an Associate Professor.  His specialist

area was the welfare and protection of children from minority ethnic backgrounds in which

he taught, researched, and published extensively.  His publications include:

Chand, A. (2008) 'Every Child Matters? A Critical Review of Child Welfare Reforms

in the Context of Minority Ethnic Children and Families', Child Abuse Review, 17 ,

pp. 6-22

Chand, A. (2005) 'Do You Speak English? Language Barriers in Childcare Social

Work with Minority Ethnic Families', British Journal of Social Work, 35(6) , pp. 807-

821

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Thoburn, J., Chand, A. & Procter, J. (2005)  Child Welfare Services for Minority

Ethnic Families: the Research Reviewed, London: Jessica Kingsley Publishers

- request this book from the library  

Whilst at the University of Warwick, Ash was also seconded to the Audit Commission as a

research manager, funded by the Economic and Social Research Council (ESRC).  Ash

has also sat on a number of advisory panels including a Commission on Children's Social

Workers chaired by the then Shadow Children's Minister Tim Loughton.  This panel

received and reviewed over 80 written responses from organisations,  local authorities,

professionals and individuals which were analysed and synthesised collectively,

culminating in a report published in 2007 entitled 'No more Blame Game: The Future of

Children's Social Work'.  Ash began his career as a children's social worker in 1994 at

Warwickshire County Council where he worked mainly in front line child protection teams. 

Ash is also a member of a Social Work Reform Board (SWRB) working party, focusing on

the supply and demand of social workers for the future, in England. 

John Hinman - John worked in the retail trade in Middlesbrough as a salesperson for

eight years and attended York University at the age of twenty three (Degree in Politics).

He then qualified as a teacher. John spent eighteen years in Further Education, the last

ten years of which were spent in senior management positions in two colleges. During this

time John gained a Masters in Education (Social Education). In 1995 John decided to

embark on a career in the voluntary sector and has worked in a variety of management

positions for the NSPCC since that time.

Since January 2007 John has worked in the Campaign Development Unit to develop

campaign and training programmes in Minority Ethnic Communities including refugee

communities. John is currently seconded to NSPCC Child Protection Consultancy as a

Development Consultant in Equality and Diversity. In his spare time John has established

humanitarian projects in Iraq and Albania and also organised Study Days with MEP’s and

MP’s to facilitate a better understanding of political engagement and social justice in faith

communities.

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5. Table questions and discussion feedback

Q 1 How can the NSPCC encourage the participation of minority ethnic young people and children to ensure services reflect their needs and aspirations?

Open up opportunities for voluntary work within the NSPCC – CAB have an excellent framework for supporting volunteers

Young people may not know what the NSPCC is, so use other partnerships/services. “Piggy back on to other services”.

NSPCC should identify “good practice” of consultation /participation/services Mosques - major sites of community participation Practice manuals/tool kit Workshops in schools that raise issues such as domestic violence Representation of BME people/staff within the NSPCC – i.e. BME staff need to

represent service users as this is really important in terms of aspiration Volunteers, role models, cultural sensitivities and barriers for BME Open days to encourage people to come forward (Police use this model), not just ticky

box – let people know and give feedback Go out into the community, into schools, youth groups Not just “usual suspects” community leaders Training with community members on what NSPCC does, what it can offer Go into schools, community centres, mosque, after school clubs, play centres Representation is important Contact directly – welcoming What can the NSPCC offer – we don’t know. Can young people attend? Is it fun? Is it

a service that is free? What are the services? NSPCC need to tell us what they are and how services can be

accessed Identify existing groups where young people do attend – go to them Ask young people and children themselves at right level for them and where they are

comfortable – FUN Make it interesting Explain what is reason and ask their views Show them the result of the services Building trust – services disappoint NSPCC participation in Community Centre Partnership of the various services – Barnardo’s, Youth Council etc NSPCC should encourage parents to participate with children Recognise cultures Language barrier – difficult issue Locating BME families in an appropriate location NSPCC needs to know about BME community and culture Understand cultures Identify key persons in communities to access young people and children – Community

Leaders Use of IT Use the Community Champion – more people as Champions NSPCC Youth Board working with the NSCB to recognise the youth needs (Newcastle) Specific young people, children and parents’ website

Summary9

Make it interesting and fun for young people and children and show the results Build trust – you need to involve parents, at least initially Go out into communities – school, mosque, community centres, wherever children and

young people are - locate new communities Tell people what you do and what services you have – is it what children and young

people want? Are you explaining in an accessible way? Language barriers Offer volunteering opportunities Representation of BME staff in projects – role models will raise aspirations NSPCC needs to be culturally responsive and sensitive Use IT Establish a City wide Youth Board that works with the Safeguarding Board – a strategy

Q2 Drawing on your experiences, what are the ways forward to engage with minority ethnic children and their families effectively with children’s services?

‘Mistakes’ made when move to new countries because:

Language / rules / too many different services (too complicated and whose responsibility) / lack of confidence / lack of communication (language and cultural) in schools (what about those who do not attend school?) / barriers

Children and young people have more information and use it against their parents because:

They have easier access to language support and culture / IT / visibility of Social Workers and outreach extended services in the communities

Interpreter – using key people in communities Must include voluntary sector Some families do not ‘trust’ social workers Stigma Helpful support not a ‘threat’ Needs greater clarity of what children’s services are and bust the myths – build trust

and confidence

Ideas

Use local free newspapers to publicise what Children’s Trusts are Use face to face contact Use Community Champions Identifying what the services are – make themselves known, tel. nos. etc Use of free newspapers Schools (particularly Nurseries) – SWs attached to schools can be student workers Community profile – educating children’s services / SWs should understand what exists

so they can support families and build confidence Get parents involved so they support their children Some ME groups we do not engage with – diversity within ME groups > Gypsy, Roma,

African Refugee, emerging communities Practitioners come into school to tell them about what they do Need another level – no good just telling them what services exist Need more ME workers in such services – language, cultural understanding

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Language communication needs to be improved e.g. interpreters> accessible and affordable

Recognising individual communities and the best means of engagement. Target specific groups under ME heading

Being there and building trust Explaining the benefits of service Face to face conversations > word of mouth Getting workers out into the community Services need to be visible. Where is NSPCC located? Need to build awareness of

what the service is, how they can help. Services need to be welcoming. Work sessions in schools Having credibility and building up relationships with religious leaders, e.g. attending

worship and celebration events Making it clear what service is and how they can access it in their own language and

level Finding out information about the community and what issues they face, so you know

where they are coming from Educating parents on how to engage with children Services need to share positive outcomes Services need to be on community doorstep Raising awareness of the services, how to contact them, use promotion stressing how

the service can help the family Having a worker to go into the community and build relationships/trust over time, e.g.

sometimes with worker outside the community or teachers, an independent person Training and educating professionals e.g. social workers to engage with different

cultures

Summary

Need to be a non-threatening organisation / person:

- Trusted- Not always in that community- VCS suggested several times- Stigma/myths of statutory services- Community Champions- Need for more ME workers in statutory services- Build relationship- Need to share positive outcomes

Support workers need more support and training to work with ME:

- Research community – what jobs they do and when they might be available- Know what also exists in communities so that they can inform communities

Services need to be easily identifiable:

- Tel nos- Language, both cultural and appropriate- Use of free newspapers- Attend sessions in schools- Face to face- In communities – outreach- SWs in schools and communities

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- Acknowledgement that not all ME services reach all groups – Roma, Gypsy, African refugee, emerging communities

Q3 What do you think the priorities should be for the BME action plan?

Development of education – UK system of what’s acceptable and not. Difference in Eastern and Western culture.

Support network Food (lunch given to school children) Lack of education in social workers More training for volunteer champions with other group of EM All groups must have information available to them Training on what is acceptable in UK Statutory authorities should make resources available Parenting information Using existing resources, e.g. SS Children’s Centres Education in schools and childcare nurseries

- Parents- Awareness raising- Signposting to available services

Concern on what actions to take, if concern over child arises Communicate with parents and children better Eastern European communities need support in accessing mainstream services Raising awareness with professionals to better understand other communities Raising awareness of services in communities via schools and SS Children’s Centres Retention of BME staff to pursue priorities Agencies to be more accessible Effective co-ordination

Action Plan

Challenging disadvantage and inequality: Poverty / access to employment / health / housing

Cultural differences: Boundaries / what is acceptable in different communities / community life and norms / community within community ‘diversity’

Communication: Language / Understanding / Media (Govt statements undermining integration and communities, loss of trust)

Power Language - BME Action Plan racially offensive name – ‘reminding me I am black’ Cultural integration Culture / Media - Pictures on street advertising, of women, in bus stops Some things accepted in homes e.g. discipline, doesn’t mean right Language Employment – within organisations / re communication and interpreting Information – sharing / increasing understanding of services in minority ethnic

communities Parenting – environment in home is not UK but may be from country of origin

Practical

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Target agencies who work with minority ethnic community Lack of awareness of key policy and practice issues in large organisations Equality legislation awareness ‘Institutional’ issues Front line talking to each other Trust – too many involved, targeted, many different professionals visiting Integration / assumptions Lots of difference within community/family conflicts Honour based violence – female gender mutilation

Summary

Very diverse subject Name was racially offensive Challenging disadvantage and inequality:

- Poverty- Access to employment- Health- Housing- What is acceptable in different communities- Understanding wider diversity of minority ethnic communities- Positive promoting employment in organisations

Language – communication- Understanding communities- Media issues – offensive images displayed in bus stops / advertising

Increasing understanding of the role of services in minority ethnic communities Understanding that the environment in home might be different to outside community Agencies – increasing awareness of key policy and practice issues, including equality

legislation Trust was highlighted as key issue

Q4 What are your needs as parents in supporting your children with their learning and how can we help you? Can you think of some activities which you could use in your daily lives to support your child in reading, writing, spelling and maths?

Parents feel disenfranchised Gaps in culture and language Children more aware of systems/culture Professionals need to understand the different needs of the cultures they work with Housing issues Schools to encourage children to integrate Create the environment for parents to participate Parents need to change to new environment when coming from another country New emerging communities where learning culture is different e.g. understand National

Curriculum? Information / starter packs in different languages, contact nos. etc, use of pictures School to have designated contact for parents including outreach support More ethnic minority teachers – role models Parental workshops in school and inclusion Need to understand community – profile of ME Utilise Sure Start resources – early years / delivery of parenting programmes

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Establish Parents’ Groups in schools – Family Learning Model Support parents to develop numeracy / literacy skills Make adult and community learning more accessible – location, tiles, delivery Accessibility and transport to venues e.g. Jesmond, NSPCC service Language, childcare Families need to drop in and out of contract as and when convenient Parent Partnerships / peer support – parents mentoring each other Teacher at Asylum Seeker Drop-in on Tuesday Parents’ own needs/dialects Education updates so that parents understand Peer support for parents so that they can go other parents The integration process is different for different groups and even within communities

e.g. depending on geog. origin/professionals Support and events evenings and weekends Parents to be made to feel comfortable going into schools Involving men Ensuring parents are clear that safeguarding is an issue Clear re expectations of parents e.g. timescales and punctuality Children’s age makes a difference under 10/>. When parents are less involved who

else can take over the roles? Early on, more contact. Parents need to have it spelled out why it makes a difference to the child

Needs

Do activities out of hours e.g. weekends in community venues (time, venue, cost) Develop strong links with school/teachers and parents – establish partnership, learning

happens at home, too What learning is like today as opposed to in previous generations – not all tests, exams How children learn best – fun

Activities

Read together Go to Library Only takes 10 minutes of quality time Interaction Get involved in school life e.g. go on trips, volunteer at fayres, social events, gardening

club

Needs

Reading and writing club for parents and children together inc. basic and ESOL More varied after school ‘fun’ clubs e.g. art, craft, cooking, exercise, sports Competitions e.g. reading and writing to do together Coffee morning/drop-in for parents to talk to each other

Activities

Read signs on buses, packets Write shopping list Washing Training on the above with guidelines

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Summary

Learning starts before school and is all around us. We need to ensure we enable parents to support their children as early as possible and widely. For example Nurseries, SSCC, Family Centres.

Professionals need to understand the different cultural issues relating to parents’ skills and knowledge which affects their ability to help children.

Give parents a toolkit/workshops/after school clubs to enable them to help their children

Create safe environments (welcoming and friendly) in school, nursery, community groups, centres, so parents feel confident to build links and partnerships with those professionals in their children’s lives.

Lack of consistency – what’s on offer/approach – needs to be addressed. Affects parents and ultimately children.

6. Next steps and action plan 2012/13

BME champions event 20th March 2012

Develop links with new communities e.g. gypsy and roma

Clarify future BME Friends partnership and working with NSPCC

Inclusion of young voices

Parental involvement

Widen partnership working across Newcastle

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7. Evaluation

43 Evaluation forms return from approximately 100 participants (although not all areas were commented on in some cases)

How well were the Conference Objectives met? Not Met

Partially Met

Mostly Met

Fully Met

To explore ways in which we can work together and develop partnership activity to safeguard children in BME communities

0 12 22 8

To ‘Give a Voice’ to local BME Communities by exploring key issues and concerns

3* 10 18 11

To overcome barriers to accessibility of local provision 1* 15 21 4

To share good practice and information on resources 3* 11 19 9

* One participant marked “Not Met” for objectives 2, 3 and 4 and did not comment on objective 1, however, this participant only attended the afternoon session

How informative did you find the presentations? Poor

Fair Good ExcellentChild Protection – Engaging with Communities and Working

ThroughIssues

15 19 8

BME Perspective on Child Protection – Working Together 1 7 22 13

Awareness – What is the Reality: Good Practice 1 11 25 5

What do you think were the most successful and/or useful aspects of the Workshops? Well attended. Good discussions and lots of issues raised and highlighted in feedback The morning workshop was much interesting and very useful To raise awareness of child protection within BME communities I think all aspects were useful if not all successful. What was needed is forum to put the issues

raised today on the table – in the open. We need to delve into them more in order to make it meaningful

I enjoyed working with colleagues in small groups and the networking opportunities The chance to talk and hear views from a range of people from different organisations The morning workshop was far more effective than the afternoon session – no definable

outcomes The discussion in the group work, networking First one real tangible comments, second one vague platitudes and dominated by the facilitator

who spoke for 60% of the time Workshops too big and hard to hear. Would have liked less workshop time and more from

specialized speakers Meaningful talking to delegates in other organisations in Newcastle and beyond Representation from broad spectrum of agencies and groups. People felt able to talk Difficult as there were so many views – large groups – not enough time to go into detail Having specific questions to address assisted discussion across such diverse range of people/

experience/view Networking. Finding out how other organisations work. Presentations good. The workshops encouraged discussion and everyone was given an opportunity to speak Good discussion and helpful sharing

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A good amount of time was allowed for discussion – not too long, not too short as to interrupt the flow of discussion

Both workshops and opening speeches established good foundation for conference and safeguarding issues

Talks from different individuals from various organisations Awareness, attitudes, negative attitudes to language and colour. Funding need attached to

positive results Being able to highlight issues, share practice Meeting other delegates and having excellent discussion Recognising this is the first step and we will continue working together on these issues Meeting other participants from wide sector – health/education/social work. Norbert Marjolin –

very interesting to look at issues affecting UK not only locally Very useful to get together with a range of different professionals and from different communities The participants – diverse backgrounds, roles, also the common grounds between all All were useful and gave ideas that would be useful in practice Talking about issues with my practitioners Groups very large but people seemed to feel able to contribute. Group dominated by scribe Having open dialogue and sharing of views and good practice Finding out about good practice Well chaired, recorded and summarized Networking with members of different communities and faith settings Discussion – sharing knowledge Using smaller groups enabled everyone to contribute To network and discuss common issues Most of it Work and share together regarding BME information Working together and sharing good practice Delegate list would have been helpful. However, felt meeting various community groups was

excellent!!

What, if anything, would you recommend the presenter(s) or facilitators to revise, delete or add?Revise: Separate rooms for workshops More small group work More group work/less on large group feedback Groups too large for meaningful discussion Ensure that recommendations to do similar activity with young people is acted on and taken

forward Bit cold! First two presentations too overarching Number of speakers Contamination of revised all the time Too many speakers at beginning Too many speakers initially More/smaller groups. Facilitators/scribes knowing and respecting roles Use of very large groups for discussion. Some groups split into smaller groups, others didn’t All issues Very helpful dayDelete:

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Presentation about lead nurse and doctor role for me was very basic It was all interesting Third presentation good key points but could have been developed Slow in flow of information which detail on sources in education and health and jobsAdd: The structures of child protection network in the region BME communities are not homogeneous, inclusive and egalitarian. We need to reach out to the

most vulnerable within these communities. How – when for a long time they have been socialized to be behind the scenes, to be seen and not heard. The dominant in these communities work as gatekeepers? A challenge!!

Need to work at some issues raised in much more detail Facilitator did not need to comment on everything More sharing of good practice – could have had more stalls with information from communities

groups or market place type thing Additional time to speakers e.g. speakers from BME community Actual child experiences from the viewpoint of a child. This was mainly presented from the

viewpoint of adults Perhaps more information – background, objectives of the day Discussions need to fill out the context more fully. In some ways, presentations too short Evidence of numbers of BME living in Newcastle. What happens to children who are victims of

trafficking More discussion time/smaller groups Professional organisations to recognize different cultures Presentations were good in timers of right length Think, in time, how children and young people can be involved in planned, “non-tokenistic” way More time for the speakers Circulate details and contact information of delegates, their roles and responsibilities – keep

communication Facilitators need to facilitate and not dictate discussion More handouts of information used in presentations, list of delegates, contacts listAny other comments, including suggestions for other Conference topics/issues

Future conference which will include children participation Bring women and children from BME communities (taking care to include difference classes, age

groups, educational levels) The food specifically the curries were not authentic – could have been provided by outside

caterers? There could have been more of an emphasis on the “Voice of the Child”. Fantastic opportunity to network. I will follow up on contacts and information learned today. This was a very good starting point but resources and commitment to early intervention and prevention needs to be addressed in Children’ Services

With reference to comment by John Hinman, it will be interesting to have young people at the conference

Rather than discuss things abstractly, I think it would have been far more effective to “case study” or at least use good or even bad examples rather than allude to them. There are a huge number of agencies present, it would have been useful to have contact information shared, delegates should be encouraged to be points of contact for their organisations

In the second session group one never really discussed the question although not many were sure what it meant. Summary did not reflect what was said. This was a good opportunity that has failed to deliver what it promised. Too self congratulatory, real solutions not found

Showcasing BME groups who have good practice. Hearing from social services and teachers. Questions and answers from keynote speakers. I would have liked guidance on safeguarding. I

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would have liked to see more agencies with stalls Was good to see feedback come together into one document and have opportunity to revise/add

to this – make comments etc A good start Migrant workers (illegal) and destitute asylum seekers with children. How do we find these

children and offer them a service? They are “hidden” currently. All the “missing children”. Child protection circulars are now LIASC, migrant workers, failed asylum seekers, illegal immigrants. Rarely will they access established BME groups. They are in a dangerous position. How do we access and give information to minority language groups within BME community itself? E.g. Czech, polish, Romanian, French, Portuguese, Swahili, Arabic, Somali, Farsi, tigranian. There are currently no Somali interpreters in the north east. How do we as professionals practice safely in these circumstances? NSPCC toolkit is not in any of these languages. Working with asylum seekers who do not have a voice they are vulnerable to poor practice. Who do they complain to and how? The NHS funds very poorly health workers. There is some good practice and areas that are very sadly lacking due to no funding/no commitment and no understanding at board level. How can the NSPCC help with this and is it their role? I work half time as specialist HV for an asylum population of 600-1000 inc refugees. There are probably hundreds of children 5-17 year olds not immunized properly. Once they are 5 GPs don’t get paid to do it so no-one cares. We now have 3 BME mental health community development workers where I work. I struggle to immunize/TB screen/refer to hospital/register with GPs/health access children from 0-17 years. It seems to me basic health needs are not being met but what is currently fashionable attracts the funding

Generally useful day – good exchange of views in workshops. A delegate list would be useful. Thank you

Good for multi-agency workers to learn more about BME and needs and awareness of communities

Main speakers – just the right length of time to put main points across. An excellent day which enabled me to hear about good practice and concerns throughout the communities. Excellent organisation and location

Involving children. Early years focus. Asylum seekers and refugee focus This the first time seen or heard of, we need more Good opportunity for networking. Useful – good but would be better with other communities

joining in e.g. polish etc. Also parents and children I thought this was a useful day and it is only the beginning of a journey. I heard repeated

comments ie “who are community leaders”; are we sure we are consulting communities and not just one or two key people?

Very well organized. Good information. Networking exercises linking good practice and information. More of today! Representation from

Newcastle’s Children and Young People here at the conference. They have an invaluable contribution to make

To implement this is to practice by building links with BME community groups, parents and carers of children and special needs children. To get BME staff who has knowledge of working with families and has insight of children safeguarding system and to education and support their families by preventative work. To get BME children involved to have their points of view

I feel that some of the issues discussed are already being done by voluntary sectors which should be more recognised and supported ie funding

Need further information regarding child protection issues to meet the needs of BME children. It needs more conferences and for their discussion to follow future development

Police perspectives? Service user involvement more – maybe more on police perspectives would have helped the day although overall good – though-provoking discussions

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Would you like to receive information about the next phase of the consultation Yesprocess and be kept informed and involved in future developments on Safeguarding Noin BME Communities?

If yes, please add your name and address/contact details:

Malik Chaudhry, 4 Warenford Place, Fenham, Newcastle upon Tyne, Tel: 0191 433 2369 email: malikchaudhry@gateshead.gov.uk

Musa Hassan Ali, St Philip’s Close, Newcastle upon Tyne NE4 5JE tel: 0191 273 7482 or 07958 526 126, email: hassanali38@hotmail.com

Furious Chitongo, 7 St Anthony’s House, Walker, Newcastle upon Tyne NE6 3SE email: fchitongo@yahoo.co.uk

Susan Ley, Families First, Wesley House, Bond Street, Benwell, Newcastle upon Tyne NE4 8BA Tel: 0191 272 4990 email: susan.ley@nch.org.uk

Poli Begum, NSPCC, 17 Brighton Grove, Fenham tel: 0191 226 0155 email: pbegum@nspcc.org.uk

Mick Jewitt, c/o Newcastle Community Relations Unit, Westgate Road Police Station, Newcastle upon tyne NE4 8RP Tel: 0191 221 8315 email: Michael.jewitt.717@northumbria.pnn.police.uk

Maggie Wedgewood, email: margaret.wedgewood@newcastle.gov.uk Ruth Chesterman, Tyneside Foyer, 114 Westgate Road, Newcastle upon Tyne NE1

4AQ Tel: 0191 260 6100 email: ruth.chesterman@homegroup.org.uk Theresa Lovegreen, Play and Youth Service, Heaton Complex, Trewhitt Road,

Newcastle upon Tyne Tel: 0191 278 2835 email: theresa.lovegreen@newcastle.gov.uk Irene Boyd, 4 Thorp Cottages, Ryton NE40 3AU Tel: 0191 239 0820 Email:

iboyd@nspcc.org.uk Rachel Andrew, Specialist HV Asylum Seekers and Refugees/Specialist Nurse TB

Control, c/o Asylum and Refugee Team, Civic Centre, Regent Terrace, Gateshead NE8 1HH Tel: 0191 433 3927, email: rachelandrew@gateshead.gov.uk or rachel.andrew@ghpct.nhs.uk

Deborah Walker, 4 Hill Court, Pitt Street, Newcastle upon Tyne NE4 5SX Tel: 0191 277 1739, email: deborah.walker@newcastle.gov.uk

Ginette Tweddle, The Children’s Society Help and Hope Project, Lynnwood Business Centre, Lynnwood Terrace, Newcastle upon Tyne NE4 6UL Tel: 0191 256 5037 email: ginette.tweddle@childrenssociety.org.uk

Sharon Napier, Education Welfare Service, Council Offices, Shibdon Road, Gateshead Tel: 0191 433 6276 email: sharonnapier@gateshead.gov.uk

Bon Ndili – Tel: 01332 717 817 email: bon.ndili@derby.gov.uk Robena Gany, Wingrove Primary School, Fenham, Newcastle upon Tyne tel: 0191 273

5466 email: robena.gany@wingrove.newcastle.sch.uk Rachael Johnson, NSPCC, 17 Brighton Grove, Fenham, Newcastle upon Tyne NE4

5NS Tel: 0191 226 0155 email: rachaeljohnson@nspcc.org.uk Becky Dunn, Children’s Services, Newcastle City Council, Civic Centre NE1 8PU Tel:

0191 211 5391 email: becky.dunn@newcastle.gov.uk Nasim Ali, 5 Lincoln Street, Gateshead NE8 4EE email: nasimali@gateshead.gov.uk Pam Clarke, SENSS, Dryden Centre, Evistones Road, Low Fell, GAteshead Tel: 0191

433 8543 email: pamclarke@gateshead.gov.uk L Dolman, 18 Hiddleston Avenue, Benton, Newcastle upon Tyne NE7 7NJ Tel: 0191

292 1167 email: robdolman1@yahoo.co.uk Alan Holden, 70 Tanmeads, Nettlesworth, Chester-le-Street, County Durham DH2 3PY

Tel: 07762 270 373 email: alankholden@aol.com or alanholden@gateshead.gov.uk or alanholden@chester-le-street.gov.uk

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Gerard New, Holy Jesus Hospital, City Road, Newcastle upon Tyne NE1 2AS Tel: 0191 255 7610 email: Gerard.new@nationaltrust.org.uk

Paula Telford, Kaleidoscope, NSPCC, 172 Newcastle Road, Sunderland SR5 1NW Tel: 0191 516 4600 email: ptelford@nspcc.org.uk

Andrew Hay c/o NSPCC 17 Brighton Grove, Fenham, Newcastle upon Tyne Tel: 0191 226 0155 email: ahay@nspcc.org.uk

Reshmin Alam, Education Welfare Service, Springfield Centre, NE5 3HU tel: 0191 277 4500 email: reshmin.alam@newcastle.gov.uk

Martyn Burn, YHN House, Benton Road, Newcastle upon Tyne Tel: 0191 277 1146 email: martyn.burn@yhn.org.uk

Anne-Marie Lawless, NSPCC Therapeutic Team, 17 Brighton Grove, Fenham NE4 5NS Tel: 0191 226 0155 email: alawless@nspcc.org.uk

Lisa McWiggan, CWD Team, NGH, West Road, Newcastle upon Tyne email: lisa.mcwiggan@newcastle.gov.uk

Eileeen Wardhaugh c/o Accident and Emergency Department, Newcastle General Hospital, Westgate Road, NE4 6BE Tel: 0191 256 3091 email: eileenwardhaugh@nuth.nhs.co.uk

Zahida Saleem, CwD Team, Newcastle General Hospital, Westgate Road, NE4 Tel: 0191 256 3510 email: zahid.saleem@newcastle.gov.uk

Vinh Qvoc Ngo, Leaving Care Team, Rivendale, 1a Jubilee Road, Malbourne Street, Newcastle upon Tyne NE1 2JJ Tel: 0191 278 2700 email: vihn.qvoc.ngo@newcastle.gov.uk

Pat Oliver, Clinical Supervisor, c/o Albion Road Clinic, North Shields, NE45 5RZ Tel: 0191 219 6717

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