A Safe Space Level 1 - Introduction Trainers' toolkit - Girlguiding
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A Safe Space Level 1
A Safe Space
Level 1 - Introduction
Trainers’ toolkit
Version 1 © Girlguiding 2021 Registered charity number 306016
www.girlguiding.org.uk 1A Safe Space Level 1
Contents Page
Introduction .......................................................................................................................................................... 3
Training overview ................................................................................................................................................... 9
90-minute session ................................................................................................................................................... 9
1. Introductions and icebreakers (10 mins) .................................................................................................................... 11
2. My role (25 mins) ............................................................................................................................................... 15
3. Safeguarding (25 mins) ........................................................................................................................................ 22
4. Safety (20 mins) ................................................................................................................................................ 30
5. Reflection and close (10 mins) ............................................................................................................................... 41
Appendices ......................................................................................................................................................... 44
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Introduction
This toolkit has everything you need as a trainer to run Girlguiding’s Level 1 A Safe Space training, including a structured training plan and
engaging activities.
The toolkit is easy to use, with step-by-step instructions. The volunteers who do your course will leave with a solid introduction to creating
a safe space to protect the young members and adults they work with.
All four levels of our A Safe Space training have the same three theme areas: my role, safeguarding and safety. Level 1 training is all about
remembering, Level 2 is about understanding, Level 3 is about applying, and Level 4 is about evaluating and analysing.
Level 1 and Level 2 can be completed by either a face-to-face session OR via an e-learning module which is available onliner. Participants
can choose either method to complete the training.
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Aim, objectives and outcomes
Aim
To introduce volunteers to Girlguiding’s policies and processes for creating a safe place for girls, young women and volunteers, and
volunteers’ role in this.
Objectives
By the end of the level participants will have:
1. Discovered the policies section of the Girlguiding website
2. Explored common concerns and behaviours relating to safeguarding and safety
3. Read Girlguiding’s volunteer code of conduct and considered how their actions relate to creating a safe place
Outcomes
After the session, participants should be able to:
My role Safeguarding Safety
1. Show how their behaviour relates to 1. Recall the process for reporting 1. Find the relevant policies for
the Girlguiding volunteer code of conduct concerns, allegations and disclosures managing risk, and health and safety
2. List what behaviours could lead to 2. Find the relevant policies for 2. Define when to use a risk
concerns, allegations and disclosures being safety and safeguarding assessment and how to identify hazards
raised and risks for an activity
3. Describe how their role relates to the 3. Define what health and safety
wider responsibility to keep members and responsibilities they have in their role
themselves safe
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What your session should look like
• Your session should be 90mins, this doesn’t include any breaks
• You must have another trainer or adult member (with knowledge of safeguarding in Girlguiding) with you during the session.
• Make sure the session itself is a safe space (see the information below).
• Throughout the session you should check learning.
• Ask for feedback at the end of the session.
Resources
Alongside this toolkit you should have:
• A set of PowerPoint slides
• A copy of the Safeguarding Pocket Card (ask participants to bring along their copy and make sure you have some pares, contact
safeguarding@girlguiding.org.uk to get this) or access online and print off.
• Code of Conduct cards
• Code of Conduct behaviour examples hand out
• Risk Assessment Example
• You may want to bring had copies of the Safeguarding and Digital Safeguarding policies downloaded from the Girlguiding website
What you need for every session:
• A space for participants to go if they need to leave the room
• A risk assessment for the session, including all the activities you’re going to do
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After the session
Following the session, you’ll need to:
• Arrange for GO to be updated for those who attended (this will be done by the County’s GO Coordinator)
• Provide a certificate of attendance for participants – you can download this from the training resources page on the Girlguiding
website
• Gather feedback from attendees
• Fill in your own feedback form
• Ensure you are reimbursed for any expenses - these will be discussed with the training organiser before the session
Creating a safe space
It’s important that your training session is a safe environment for the volunteers taking part. You’ll be covering sensitive topics which
volunteers may have personal experience of. This could make them feel uncomfortable or upset. Don’t avoid topics because they might be
upsetting but do warn participants about the content.
Suggest that participants take a break whenever they need to. The other trainer or adult helping with your session can make sure
participants can step out if they need to. This person is really important, and they can help by welcoming participants to the session and
help with any set up as well.
Confidentiality and reporting concerns
Make sure everyone respects each other’s confidentiality during and after the session.
There will be lots of discussion, and because of the sensitive nature of some topics it’s important that participants only share general
information. Remind your group not to talk about anything personal or sensitive in the session (for example, that might lead to a young
person or adult being identified). Although Level 1 is an introductory training it is still important to be aware of this.
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By only sharing general information, participants can still talk about real-life situations and others can learn from their experience.
Participants can also talk about what they’ve learned outside the group later, helping to share the learning while knowing they’re not
breaching confidentiality.
The only time you may need to break confidentiality is if a participant shares something that leads you to believe someone may have been
harmed or is at risk of harm. You should deal with this through the appropriate safeguarding reporting routes.
You should also be prepared for participants to speak to you about concerns, allegations or disclosures, because the session may make them
think about their own experiences differently. However, it’s important to remind participants you’re not a counsellor. The session isn’t an
appropriate forum for discussing personal trauma relating to abuse.
Be careful not to get drawn into individual cases or circumstances or to discuss specific issues raised by participants. They should use the
appropriate process to deal with these concerns. Don’t discuss ongoing investigations, as you could jeopardise the outcome and
confidentiality.
If anyone feels they need emotional support after the session or wants to discuss anything related to the topics covered, they should speak
to their commissioner. They can also contact the Safeguarding team at Girlguiding HQ if they don’t feel comfortable talking to their
commissioner. The Safeguarding team will help them find the right support.
Volunteers who attend but don’t participate
If a volunteer comes to your session but doesn’t engage with the activities or you feel they won’t meet the outcomes following the session,
start by discussing this with them (if appropriate). Check in with them as soon as you notice they aren’t engaging and ask them why they
aren’t taking part.
If you can’t resolve the problem and get them engaged after this discussion, you may decide you can’t certify that they’ve completed the
course. If this is the case, make the participant and their commissioner aware and explain your decision in writing to them.
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Meeting participants’ needs
Make sure the training organiser gives you details of any special requirements participants have, for example:
• Needing a wheelchair-accessible venue
• Needing overlays or printed copies of slides (these can be useful for people with dyslexia or learning difficulties)
• Needing large print versions of resources or needing them to be sent in advance
• Adjusting timings or time of breaks to fit in with prayer times
• Adjusting activities to suit mobility issues
It’s important to ask volunteers what they need rather than making assumptions. Also, try to make adjustments that don’t single specific
people out. For example, if you’re playing a game where people have to move around and you have a participant with mobility issues,
consider changing the game for the whole group instead of asking that person to sit out or do something different.
You can find out more about the reasonable adjustments you need to make by law for people on the Girlguiding website
(https://www.girlguiding.org.uk/making-guiding-happen/running-your-unit/including-all/including-members-with-additional-needs/making-
reasonable-adjustments/).
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Training overview
90-minute session
Time Activity Outcomes Resources needed
10 mins 1. Introduction and icebreakers • Introduce the trainer and participants to • Optional: flipchart paper
one another. and markers
• Welcome, housekeeping and
• Get everyone feeling comfortable and
introductions
at ease.
• Aims and objectives of the session
• Explain what the training will cover.
• Creating a safe space
• Discuss ways of working to create a
supportive learning environment.
25 mins 2. My role • Show how their behaviour relates to the • Safeguarding Pocket Guide
Girlguiding volunteer code of conduct. • Code of conduct cards
• Volunteer code of conduct
• List what behaviours could lead to • Code of conduct behaviour
• Keeping yourself and others safe
concerns, allegations and disclosures examples
• Concerning signs and behaviours to being raised.
be aware of
• Describe how their role relates to the
wider responsibility to keep members
and themselves safe.
25 mins 3. Safeguarding • Recall the process for reporting • Safeguarding Pocket Guide
concerns, allegations and disclosures. • Optional: hard copies of
• Process for reporting concerns
• Find the relevant policies for safety and the Safeguarding and
• Scenario activity
safeguarding. Digital Safeguarding
• Key safeguarding policies policies and procedures
downloaded from the
Girlguiding website.
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20 mins 4. Safety • Find the relevant policies for managing • Optional: Copy of risk
risk, and health and safety. assessment example
• Key safety policies
• Define when to use a risk assessment
• Risk assessments
and how to identify hazards and risks
• Scenario activity for an activity.
• Safety responsibilities • Define what health and safety
responsibilities they have in their role.
10 mins 5. Reflection and close • Recap key points from the session.
• Review objectives.
• Recap key points
• Reflect on learning.
• Knowledge check
• Reflect on learnings
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1. Introductions and icebreakers (10 mins)
Outcomes for this section
1. Introduce the trainer and participants to one another.
2. Explain what the training will cover.
3. Discuss ways of working to create a supportive learning environment.
Resources/equipment needed
• Slides
• Flipchart paper and markers (optional)
Overall key messages for Level 1
• There is a Girlguiding volunteer code of conduct which outlines the behaviour and conduct expected from volunteers involved with
Girlguiding.
• Girlguiding has policies and procedures on our website to promote the safety and wellbeing of young members and volunteers.
• Everyone has a duty to safeguard and report any concerns they have.
• It’s important to recognise and be aware of safeguarding concerns and know where to find more information on them.
• It’s important to provide a safe space for girls, yourself and other volunteers.
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Session plan
Training Resources
Time Activity Comments
method needed
5 mins Welcome participants Talk You may have a mix of
experienced volunteers doing
• Introduce yourself and any other trainers or volunteers this session as a refresher, and
supporting you. people new to Girlguiding or
• Go over housekeeping information such as where the fire their role. Find out about
assembly point is, whether there are any fire alarms planned, people’s experience and use this
and where participants can find the toilets and refreshments. during activities.
• Ask participants to introduce themselves. You could ask them
to say where they’re from, what they do in Girlguiding, and
explain any experience they have in safeguarding and health
and safety.
Depending on the time available and group size you may want to run
a short icebreaker here too.
2 mins Aims and objectives Talk The outcomes for each session
are for the trainers’ reference,
Present a short overview of the training, including the objectives and
you don’t need to explicitly
ways of working.
share them with your
Mention that the overall aim of Level 1 is to introduce volunteers to participants.
Girlguiding’s policies and processes for creating a safe place for girls,
young women and volunteers, and participants’ role in this. By the
end of the level participants will have:
• Discovered the policies section of the Girlguiding website
• Explored common concerns and behaviours relating to
safeguarding and safety
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• Read Girlguiding’s volunteer code of conduct and considered
how their actions relate to creating a safe place
Explain that the training has three sections: your role, safeguarding
and safety. Depending on their role at Girlguiding, they will explore
these more in detail in other levels of A Safe Space training.
3 mins Creating a safe space Talk
Explain to participants that:
• The training covers some emotive subjects that may make
you or others feel uncomfortable or upset.
• The training isn’t designed to shock or surprise you, but to
make you aware of your responsibilities and how to keep
yourself and others safe.
• There are no distressing images included in the training.
Whole Flipchart
Explain that the session should be a supportive learning environment.
group and
Ask participants to share what this might mean – you may want to
discussion markers
write ideas up on a flipchart.
(optional)
If participants don’t mention them, draw out these ideas:
• Respect, listen and show understanding to each other and
ourselves.
• Be positive role models and encourage everyone to take part.
• Take a break or seek support from others if you feel
uncomfortable, worried or upset about anything during or
after the training.
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Highlight to participants that whilst you’re not counsellors, the Talk
training team can provide or signpost to help and support if they
need it.
Explain to participants that we encourage people to share
experiences during the session, however:
• Any stories or experiences shared should remain general.
Participants shouldn’t share anything personal, sensitive or
specific (for example, that might lead to a young person or
adult being identified).
• This training isn’t the right forum for discussing personal
trauma relating to abuse.
• If participants share something that leads the trainers to
believe someone may have been harmed or is at risk of harm,
this will need to be dealt with through the appropriate
reporting procedure.
• If anyone needs more support they should speak to the trainer
or their local commissioner.
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2. My role (25 mins)
Outcomes for this section
1. Show how their behaviour relates to the Girlguiding volunteer code of conduct.
2. List what behaviours could lead to concerns, allegations and disclosures being raised.
3. Describe how their role relates to the wider responsibility to keep members and themselves safe.
Resources/equipment needed
• Slides
• Safeguarding Pocket Guide
• Code of conduct cards
• Code of conduct behaviour examples
Key messages
• The volunteer code of conduct explains what behaviour and conduct is acceptable and unacceptable in Girlguiding.
• All adults who volunteer with Girlguiding are expected to read and follow the volunteer code of conduct.
• Creating safe spaces means girls, young women and adults will be able to have fun, learn new things, make friends and grow.
• Looking after your own wellbeing is an important part of creating a safe space at Girlguiding.
• You should be alert to noticing behaviours, signs and indicators in girls and other volunteers/adults that may lead to a concern,
allegation or disclosure.
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Session plan
Outcome Show how their behaviour relates to the Girlguiding volunteer code of conduct.
Training Resources
Time Activity Comments
method needed
5 mins The volunteer code of conduct Talk Safeguarding As part of this training
Pocket Guide all volunteers must
Explain:
read over the code of
• At Girlguiding all volunteers are expected to follow our volunteer code conduct, even if
of conduct. they’ve been with
• The code of conduct is in place to keep volunteers and girls safe. Girlguiding for a long
time.
There’s a copy of the code of conduct in the Safeguarding Pocket Guide,
which all participants should have, and in appendix 1 at the end of this
toolkit. Show the code of conduct on the slide – read it out or give people a
few moments to read it themselves.
Explain:
• As a Girlguiding volunteer you must not act fraudulently or
dishonestly.
• When someone doesn’t follow the code of conduct Girlguiding will
investigate and may restrict their membership.
8 mins Volunteer code of conduct activity Small Volunteer You can find a copy of
group code of the resources with the
• Split participants into groups of 3-5. activity conduct correct answers in the
cards
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• Give each group a set of behaviour examples and ask them to match Code of appendix at the end of
them to the volunteer code of conduct cards, deciding if each is an conduct this toolkit.
example of acceptable or unacceptable behaviour. behaviour
You could run this
• Check all the groups have the right answers and answer any questions. examples
activity without
• For more experienced volunteers, ask them to share some of their
resources by reading
own examples of when they’ve seen the code of conduct being applied
out the examples from
or not. Remember not to identify any individuals.
the appendix or
showing them on the
slide and asking groups
to note down or call
out the answers.
Highlight that this isn’t
an exhaustive list of
appropriate behaviour,
just some examples.
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List what behaviours could lead to concerns, allegations and disclosures being raised.
Outcome
Describe how their role relates to the wider responsibility to keep members and themselves safe.
Resourc
Training
Time Activity es Comments
method
needed
3 mins Creating a safe space Talk
Explain to participants that:
• As volunteers, they have a key role in keeping girls safe and creating a
safe space at Girlguiding.
• We care about the physical and emotional safety and wellbeing of
girls and adult volunteers, including their mental health.
• You may only help once or twice a term, or not have a face-to-face
role with girls very often. But girls will still think of you as being
someone they can trust because of your links with Girlguiding.
Explain that creating a safe space for others also means keeping yourself Participant
safe. Ask participants to share some examples of what this might mean. Make questions
sure you cover the best practice answers below. and
answers
Best practice answers
• Following the code of conduct
• Being aware of your own wellbeing
• Having other adults present and avoiding being alone with girls if
possible
• Avoiding physical contact when it isn’t appropriate
• Using appropriate language
• Discouraging infatuation and favouritism
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Explain that if participants see or hear about any adult within Girlguiding
acting in a concerning way, they must report this. This could include
someone:
• Endangering the safety of others
• Not taking action to stop others being harmed or potentially harmed
• Breaking the volunteer code of conduct
• Behaving in conflict with Girlguiding’s values and Promise
• Behaving in a way that could harm Girlguiding’s reputation
Optional: For volunteers new to guiding or who may need further
examples of appropriate volunteer behaviour, read out the following
examples and ask them to identify if the behaviour is OK or not OK:
• Lying on a Brownie’s bed when she’s homesick and asks for this
level of comfort (not OK)
• A Guide wanting to talk to you alone, so you go with her into a
separate room with door open in view of other volunteers (OK)
• A volunteer sharing details of a personal incident which the girls
may find distressing (not OK)
• A Guide being dropped off to the meeting hall, parents leave,
you’re the only volunteer present, so you wait outside with her
until others arrive (OK)
• Leader appropriately challenging young members who are using
offensive/distressing language (OK)
7 mins Recognising behaviours Talk Depending on who’s in
your session, you may
Explain to participants that as volunteers they’re in a position of trust. They
need to adapt the
should watch out for signs and indicators of abuse and other wellbeing or
message. It’s important
mental health issues in both young people and other adults.
that everyone feels they
can contact the HQ
Safeguarding team
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If they see any signs, indicators or behaviours that may suggest something is directly. However, if
wrong, they need to report them. someone is unsure about
contacting the team, or
Explain that:
perhaps only an
• We have a central Girlguiding Safeguarding team who are available occasional helper, it’s
until 10pm in case of an emergency. Any volunteer can contact them better to let someone
with any concerns or questions. like their unit leader
• Volunteers can also talk to their unit leader or commissioner about know so they can help to
concerns and discuss if and who should contact the HQ Safeguarding support them making
team. decisions and reporting
• If something is concerning you, the most important thing is to tell the concerns.
someone. The volunteer themselves or their commissioner should
inform the HQ Safeguarding team.
Scenarios Scenario
Read out the following scenarios and show them on the slides. Ask activity and
participants if each one is something they should be concerned about and discussion
why.
Depending on time, you may want to split participants into small groups or
pick one or two scenarios to discuss in more detail.
At this point participants
• You notice a girl on a camp hasn’t been eating during mealtimes. don’t need to think
• A normally chatty girl has recently been turning up to unit meetings about what they should
withdrawn and not wanting to talk. do about the situation,
• During a Zoom call with your Brownie unit you overhear her parents only if it’s something
arguing aggressively in the background. they should be worried
• A girl is turning up to unit meetings in dirty clothes. about and why.
• You notice a Ranger having more money than normal and a new
mobile phone. She won’t explain where the money/phone came from.
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In the discussion you can highlight to remember that for every scenario, you
won’t always have the full picture as a volunteer. The important thing is that
these scenarios could be evidence of abuse. Participants should discuss how
to approach the situation with their unit leader or commissioner. All these
issues should be reported to the HQ Safeguarding team, who will give more
advice.
Highlight the indicators that something concerning may be happening in a Talk
young person’s life:
• Unexplained changes in behaviour or personality This is about changes in
• Becoming withdrawn or anxious behaviour from when
• Becoming uncharacteristically aggressive that person joins us.
• Lacking social skills
• Knowledge of adult issues inappropriate for their age
These don’t necessarily mean a child is being abused. However, they could
be a cause for concern. Volunteers should discuss the situation with their unit
leader, commissioner or the Safeguarding team at HQ if they’re not sure.
Explain that in the next section we’ll look at the process for responding to
concerns.
2 mins Wrap-up
Wrap up this section by highlighting that in any role at Girlguiding you have a In the next section you’ll
responsibility to keep yourself and others safe. Whether you’re a explore the safeguarding
Check in for
commissioner or occasional helper, we all have a responsibility to keep girls reporting process in
outstanding
safe from harm both on and off the programme. more detail, so you
questions
might answer some
Answer any questions that participants have on the areas you’ve covered so
participants’ questions
far.
later.
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3. Safeguarding (25 mins)
Outcomes for this section
1. Recall the process for reporting concerns, allegations and disclosures.
2. Find the relevant policies for safety and safeguarding.
Resources/equipment needed
• Slides
• Safeguarding Pocket Guide
• Optional: hard copies of the Safeguarding and Digital Safeguarding policies and procedures downloaded from the Girlguiding website
Key messages
• Safeguarding is everyone’s responsibility and volunteers have a duty of care to look after children and adults at risk.
• You must report any allegation, concern or disclosure, or any signs or indicators of potential harm or abuse, to your unit leader,
commissioner or the Girlguiding HQ Safeguarding team. It’s better to discuss a feeling/instinct with someone than to not report at
all.
• Girlguiding has policies and procedures on our website which you’re expected to read and understand. These are to promote the
safety and wellbeing of young members and volunteers.
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Session plan
Outcome Recall the process for reporting concerns, allegations, and disclosures.
Training Resources
Time Activity Comments
method needed
2 mins Safeguarding introduction Talk Check everyone knows
who their local
Introduce this section by explaining to participants:
safeguarding lead is. Even
occasional helpers should
have someone other than
• Safeguarding is a broader term than just ‘child or adult protection’. It’s their unit leader to
about how we protect and promote the safety and wellbeing of children contact if they need to.
or adults when they’ve been harmed or are at risk of harm. For most this will be the
• Safeguarding is the shared responsibility of everyone in Girlguiding. commissioner.
• You’ll have a Safeguarding lead for your country or region
• The Safeguarding team at HQ will take the lead in managing and dealing
with any concerns, allegations or disclosures. However, volunteers may This safeguarding lead is
be in the position of having to report something or respond to a appointed by country or
disclosure. We have a process which explains how to manage this, and region and they work with
your commissioner is there to support you. country or region team
and safeguarding team to
progress, manage and
support volunteers
through allegations,
concerns and disclosures
8 mins Process for managing a disclosure or reporting a concern Talk/discu Safeguardin If you’re running this for
ssion g Pocket BGO members, see the
Make sure everyone has a copy of the Safeguarding Pocket Guide.
Guide appendix for adaptions.
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Explain to participants:
• If a young person tells you about an allegation, concern or disclosure, or It may be better to
if you have a concern about a young person’s physical, sexual or suggest that occasional
emotional wellbeing, it’s YOUR responsibility to seek advice and support helpers first contact their
from your unit leader (if you are not this person) commissioner or the unit leader or the leader
Girlguiding HQ Safeguarding team, and to follow the reporting process. in charge if they have any
• If you’re concerned about a girl or volunteer you do NOT need anyone’s safeguarding questions or
permission or consent to talk to the Safeguarding team at HQ, but you concerns – they might not
should let your commissioner know. feel comfortable
• The Safeguarding team will tell you whether you need to go back to the contacting a
girl’s parents/carers or other volunteers to seek permission if more commissioner. The
information is needed. important thing is that
• The team may also advise you that you need to inform the parent/carer, they tell someone.
young person or volunteer that there are concerns, and that the
Safeguarding team has advised you these need to be referred on to a
statutory agency, such as the police or children or adult services. There
is a support network to help with this if you’re not confident in having
this conversation.
• If you’re not sure if something is a safeguarding concern, start by
speaking to your commissioner (or unit leader), and they can contact the
HQ Safeguarding team.
Explain:
• If a young person tells you something about themselves that indicates
any harm, potential harm or abuse this is called a disclosure and must be
reported.
• Even if the incident happened in the past you should still treat it the
same way.
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• A young person may want to talk to you individually about something
specific or mention something in a group setting – both are classified as a
disclosure.
Participan
Ask a participant to read out the following dos and don’ts for handling a
t-led
disclosure and making a report. Ensure everyone understands the points, clarify
anything and check their understanding.
Dos and don’ts for handling a disclosure and making a safeguarding report
DO
• Listen carefully and trust that what is being said is correct.
• Offer immediate support and reassurance.
• Record a factual account of the conversation immediately, using the
person’s actual words wherever possible. Sign, date and keep the record
safe.
• Share the report with your unit leader immediately and contact your
commissioner or the Safeguarding team at HQ to report the disclosure.
BGO has a slightly
different process in its
pocket guide – make sure
DON’T you highlight this to
relevant members.
• Tell the person that you can keep it a secret. Do explain that you may
need to pass the information on to keep them, or other people, safe.
• Panic, overreact, be judgmental or make assumptions
• Investigate, repeatedly question or ask the individual to repeat the
disclosure.
• Discuss the disclosure with people who do not need to know
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Explain to participants:
• If you’re concerned about a volunteer or girl, or notice any
signs/indicators/behaviour that seem unusual, suspicious or that might
indicate abuse, harm or potential harm you need to report it.
• Safeguarding concerns include mental health, wellbeing, unusual
behaviour, changes in behaviour as well as more obvious signs of abuse.
If in any doubt always seek advice and support from your
commissioner/unit leader or the HQ Safeguarding team.
Highlight that volunteers should NOT investigate any concerns, and their reports
should state facts, not opinions. Ask participants to explain what they think this
means, as it can be confusing.
• An example of investigating would be to ask leading questions, like ‘Are BGO members will have
those bruises because someone hit you?’ or including opinions in reports their own emergency
such as ‘Her mother is always rude to me and I don’t think they have a services to contact. We
good family situation at home’. also recommend
• A good question to ask e.g if someone turns up at a Unit meeting injured contacting the British
is ‘how did you break your arm?’ Embassy for life-
• It’s important to understand the context of what you’re being told so you threatening incidents.
can include this in any subsequent reports.
Ask everyone to find the process for disclosures in their pocket guide and talk
through the steps.
Process as outlined in the guide
• Is there an emergency or risk of significant harm?
For those not in a leader
role, in most cases they
would speak to their unit
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• Yes – contact the emergency services then call the HQ Safeguarding leader and together make
team, complete a written report and email to the HQ Safeguarding team the call.
and copy in your commissioner as soon as practical within 24 hours.
• No – complete a written report and email to the HQ Safeguarding team
and copy in your commissioner. (You can also discuss with your unit
leader if you are unsure.)
• In all cases the HQ Safeguarding team record and manage all allegations,
concerns and disclosures. They will advise volunteers if they are required
to be part of any follow-up discussion or action.
Highlight to participants that:
• A written report can be as simple as a list of bullet points, including
things like time, date, location, people involved. membership numbers if
possible (facts – not opinions).
• The Safeguarding team will come back to you if they need more details
or clarification.
• If you’re an occasional helper, speak to your unit leader who can make
the report with you. Contact your commissioner if you’re concerned
about your unit leader.
Emphasise to participants that if someone is in immediate risk you must always
call 999 first. For example if:
• A girl says she intends to self-harm or is having suicidal thoughts.
• Someone who is causing a girl harm is coming to collect her at the end of
an activity.
10 mins Disclosure scenario Scenario
activity
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Split the group into pairs. Read out the following scenario (and show it on the
PowerPoint slide):
You’re running an activity at your normal meeting place with a group of eight
Brownies. The girls are chatting about home and school life. One of the girls
says to you that her mum locks her in her room when she’s naughty.
Ask the pairs to discuss the following:
1. What would they do as the volunteer in the moment?
2. What would they do after the activity/meeting?
3. Who are the key people they’d need to contact?
Ask for feedback from the group, and make sure you cover the best practice
answers during the feedback.
Outcome Find the relevant policies for safety and safeguarding.
Training Resources
Time Activity Comments
method needed
5 mins Safeguarding policies Talk Optional: you may want
to hand out hard copies of
Explain to participants:
policies and procedures so
• Girlguiding has a Safeguarding policy and procedures and a Digital participants can see what
Safeguarding policy and procedures. they cover. Note that the
• The procedures support the policies and show how to implement them, so other levels of A Safe
it’s important to read both. Space training explore
• You should know where to find these documents and read them after this these documents in more
training. detail. Due to time
constraints encourage
participants to go away
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• We also have the volunteer code of conduct and the Guide Promise/Law to and read them in their
show behaviours we expect from all members. own time.
Highlight the key points from the Digital Safeguarding policy:
• When operating online we need to put more safeguarding measures in
place.
• The policy covers running virtual guiding activities, using social media and
how to get girls’ consent for photos and communicating online.
• While the same principles apply online, we strongly recommend volunteers
take Girlguiding’s digital safeguarding e-learning course and read through
the policy online.
Show
Show the slide with a screen shot showing where to find the policy page on the
website. Or if you have internet, directly show the website on the screen.
Highlight to participants that all our policies and procedures are available on the
website and it’s their responsibility to read any related to their role.
Answer any questions participants have about the information in this section.
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4. Safety (20 mins)
Outcomes for this section
1. Find the relevant policies for managing risk, and health and safety.
2. Define when to use a risk assessment and how to identify hazards and risks for an activity
3. Define what health and safety responsibilities they have in their role
Resources/equipment needed
• Slides
• Optional: copy of risk assessment example if you prefer this to showing it on slides
Key messages
• All volunteers are responsible for health and safety while taking part in Girlguiding activities and have a responsibility to manage
risk, even if this means stopping an activity once it’s started if it’s unsafe.
• You need to read and understand our Health and Safety policies on the Girlguiding website.
• Everyone is responsible for reading and following risk assessments at Girlguiding and putting in place any mitigations and actions to
manage risk.
• Everyone should continuously try to think ahead, dynamically assessing situations and making any necessary changes to activities,
events and plans.
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Session plan
Outcome Find the relevant policies for managing risk, and health and safety.
Training Resources
Time Activity Comments
method needed
4 mins Explain to participants that as volunteers they have several health and safety Talk
responsibilities. They should read over the following policies on the Girlguiding
website:
• Health, Safety and Welfare
• Equality and Diversity
• Risk Assessment
• Anti-bullying and Harassment
• Whistleblowing
Show a screen shot of where to find the policy pages on the website (in the slides).
Read out each of the policy statements below and show them on the slide. Ask
participants to call out what policy they think the statements come from. You could
also create a printed resource with cards to match up the definitions if you prefer.
Statement Correct policy This activity isn’t
As a volunteer you must create and maintain Health, Safety and Welfare intended for participants
Activity
safe and healthy environments for our to go through each policy
members, volunteers and other people who and find the statements,
may take part in or be affected by our but to make a guess to
activities. This includes taking reasonable care give people an idea of the
of yourself. types of things in each
No one involved in guiding should behave Equality and Diversity policy.
towards someone in a way that violates their
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dignity, or creates a degrading, humiliating,
hostile, intimidating or offensive environment.
If you bring information about a serious Whistleblowing
concern to the attention of Girlguiding, you
are protected in certain circumstances… so
people can speak out if they find a serious
concern in an organisation, without fear of
reprisal or detriment.
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Outcome Define when to use a risk assessment and how to identify hazards and risks for an activity.
Training Resources
Time Activity Comments
method needed
4 mins Risk assessments
Ask participants if anyone has written or followed risk assessments before to Q&A
get an idea of experience in the room.
Ask participants this question: We know rock climbing can be dangerous, so
why would we even think about doing it?
Hopefully, they’ll say rock climbing has benefits and the risk can be managed
so on balance, the risk is worth the reward. We don’t want to scare
volunteers away from running activities – but they need to manage them well.
Explain to participants:
Talk Participants going on to
• All activities carry some risk. We can’t always eliminate that risk, but do Levels 2, 3 and 4 will
we can manage it. look at risk assessments
• We want to encourage activities that have appropriate/manageable in more detail.
risks, to challenge our girls in a positive way and help them build new
skills.
• We always use risk assessments for Girlguiding activities. You must
always check these and carry out the mitigations.
• Depending on your role, you may be just following risk assessments,
writing them or checking others.
Emphasise that everyone, regardless of their role, needs to know about, be
aware of and follow risk assessments.
Explain that:
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• Hazards are sources of potential harm, such as moving traffic, hot
water, heights or extreme temperatures.
• Risk is the chance that a hazard will actually cause somebody harm.
• Mitigations are what you can do to minimise harm.
If there was a chainsaw lying in the middle of this room, what would be the Discussion
hazard, the risk and the mitigation? Ask participants to call out the answers.
Answers:
• Hazard: chainsaw
• Risk: injury from the chainsaw
• Mitigation: safely move it away to another room or locked area
Optional activity (if time allows):
• Have a scale on the wall or floor with ‘high risk’ labelled at one
end and ‘low risk’ at the other.
• Ask participants to write on a sticky note something they’ve done
personally that was risky and place it appropriately on the scale.
• Ask participants to share what they did to mitigate the risk.
This activity highlights that we all manage risk every day in our own lives
and that risk levels can change. Risk assessments are a way of
documenting this.
Show the example Girlguiding risk assessment in the slides and explain that
this is the document they should expect to see.
Ask participants if they know what a dynamic risk assessment is and why and
when you might use one.
• Dynamically risk assessing a situation means you are constantly looking Ask and Copy of risk Note that all risk
out for hazards and risks and making changes to keep people safe. A share assessment assessments MUST be on
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risk assessment can’t cover every eventuality and circumstances can example. the Girlguiding
change – for example, there’s an unexpected delivery truck blocking You can template, which you can
the entrance to a venue, or unexpected extreme weather. print this download from the
out or show website.
Ask someone (or the group as a whole) to dynamically risk assess the training
on the
space you’re in right now. Explain that you, as a trainer, have risk assessed
slides
the space already and coming into a room like this you would expect most
You may want to
things to be covered in a standard risk assessment. However, you might, for
intentionally create
example, end up in a room or venue that you didn’t plan on using and
some unexpected
therefore isn’t covered by your standard risk assessment.
hazards in the room to
Areas that might come up include: demonstrate things that
wouldn’t be in a
• Are the cables on the floor taped down? standard risk
• Are the fire exits labelled clearly? assessment. You could
• Does everyone knows the fire assembly point? put some bags in the
• Are there any trip hazards that could be moved? way of where people
• Are there things like hot water urns that may easily be tipped over? need to go, or ask
people for examples of
They key thing is, if you see something that’s unsafe, do something about it!
unexpected situations
that might happen and
would need dynamic risk
assessment.
7 mins Scenario activity Scenario-
based
Read out the scenario below and show it on the slides. This is a good chance to
activity
reiterate that if they are
You’re taking a group of Brownies on a bowling trip. Parents will be dropping
someone who only needs
off and picking up the girls in the car park next to the bowling alley. You’ll
to do Level 1 training
also visit a pizza restaurant next door.
they wil not be expected
to write a RA but will be
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In groups of 2-4, ask participants to identify what hazards, risks and expected to know there
mitigations they’d expect to see in a risk assessment for this trip. is one and follow it.
This activity helps to
After a few minutes, ask groups to feedback ideas using the following as
think what they should
examples of best practice answers. Bear in mind that these are just a small
expect to see in an RA.
selection of potential good answers.
Best practice answers
Hazard: Drop-off/pick-up time
Risk: Accident in the car park as girls exiting cars
Mitigations: Allocate a designated area for pick-up and drop-off, make sure
girls supervised walking across the car park
Hazard: Bowling activity
Risk: Injury, slips, trips or falls
Mitigations: Wear appropriate clothing/footwear including removing
jewellery, give safety briefing to the girls before starting, volunteers to
supervise when using heavy balls.
Hazard: Hot food at pizza restaurant
Risk: Allergies, scalding
Mitigations: Collect details of what allergies girls have in advance, check
restaurant menu for dishes girls with allergies can eat, check the restaurant
on arrival for how hot food is served and put measures in place (supervising
girls around hot plates, for example)
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Hazard: Being outside normal meeting place around members of the public
Risk: Girls getting lost, interacting with members of the public who could act
inappropriately
Mitigation: Carry out frequent headcount, have a buddy system, make sure
you have the right ratios of volunteers, girls supervised by volunteers at all
times, have a safety briefing that tells volunteers to flag any inappropriate
behaviour from the public
Note that mitigations include both things you can do in advance (checking
allergies, driver insurance), and things you do on the day.
As a follow-up question ask the group what sort of things they might need to
dynamically risk assess on the trip.
Best practice answers
• Wet weather – unexpected heavy rain/storms etc could change the
risk level
• Maybe the coach is late to collect the girls, is there somewhere safe
to wait?
• The coach can’t park in the designated place and the group needs to
cross a busy road; how would you manage this?
Highlight to participants that most health and safety issues arise when
volunteers write good risk assessments but then fail to put the mitigations
they identified into place.
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Outcome Define what health and safety responsibilities they have in their role.
Training Resources
Time Activity Comments
method needed
5 mins Explain to participants that everyone has responsibility for the safety of members, but Talk Slides
some roles will have different areas and thresholds of responsibility.
Highlight Girlguiding’s Health, Safety and Welfare policy to participants and explain
that it outlines the following key responsibilities for all volunteers:
• Promote and manage the health, safety and welfare of everyone involved
• Eliminate or reduce the likelihood of accident, injury or illness
• Promote appropriate and measured risk management
• Be competent to carry out your role – including being mindful of your own
mental and physical health
• Establish and maintain effective systems for managing and reporting incidents
• Make sure equipment and resources are safe
• Use risk assessments for activities
Explain that some roles have specific responsibilities. Show the list of responsibilities Activity You could also
on the slide and ask participants to identify who/what role might be responsible for run this in small
each. groups depending
on numbers. Or
Responsibility list Correct answer
you could create
Writing risk assessments for activities Unit leaders, perhaps with support
from the rest of their team a handout to use
Reading risk assessment in advance and Everyone with matching
applying mitigation cards and
Dynamically risk assessing activities Everyone answers as a
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Briefing teams of volunteers on health Unit leaders different activity
and safety style.
Holding regular fire drill practices Unit leaders
Ensuring the appropriate ratios are Unit leaders
adhered to
Checking unit risk assessments before a Commissioners
residential trip
Reporting accidents Unit leaders
Making sure GO is kept up to date with Unit leader
parent/carer details and emergency
contact details
Ensuring that all volunteers have Individuals and commissioners
completed the required level of A Safe
Space training
Keeping fire exits clear Everyone
Checking girls are collected by the Unit leadership team
designated person
We expect all participants to:
• Be accountable
• Think first
• Be alert
• Take action
• Set a positive example
• Be open and honest
Ask participants to give some examples of what this might mean in their role. You
could do this in small groups or as a whole group. Here are some examples:
• Be accountable: Don’t assume someone else has done a risk assessment. Ask Discussion
to see it and challenge people if it’s missing.
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• Think first: Is this activity safe? Have I considered all the risks?
• Be alert: Are there changes to the environment I need to be aware of?
• Take action: Stop an activity if you think it’s dangerous, even if a qualified
instructor is leading it.
• Set a positive example: Wear your seatbelt, move hazards out of the way,
keep your space clean and tidy.
• Be open and honest: If there’s an incident, report all the facts honestly even
if you think you might have done something incorrectly.
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5. Reflection and close (10 mins)
Outcomes for this section
1. Recap key points from the session.
2. Review objectives.
3. Reflect on learning.
Training Resources
Time Activity Comments
method needed
2 mins Recap the key points from the session or ask participants to share what they’ve Recap
learned.
• Everyone has a responsibility to create a safe space for girls and volunteers at
Girlguiding.
• All volunteers must follow the volunteer code of conduct.
• Volunteers should be alert to any behaviours, signs and indicators of abuse or
other concerning incidents involving girls or other volunteers.
• Always follow processes and report any concerns or disclosures to the
Girlguiding HQ Safeguarding team.
• Risk assessments are one of the main ways to manage the safety of girls and
volunteers and all volunteers need to follow these.
• All policies and procedures are on our website and volunteers should read
these carefully.
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5 mins Knowledge check Activity Think about the
roles in your group
Read out the statements below and ask participants if they’re true or false.
and how confident
Participants can either stand up and move to different parts of the room depending
they would feel
on their answers, write down their answers or call them out.
doing this activity.
Statements The intention is to
recap some of the
• The volunteer code of conduct outlines behaviours that Girlguiding expects key points, not to
all volunteers to follow – TRUE catch anyone out
or ‘fail them’. Use
• The HQ Safeguarding team should be notified about any safeguarding this activity to
concerns, allegations or disclosures – TRUE (note that volunteers can also tell check participants’
their unit leader or commissioner if they’re unsure, need support or prefer to knowledge of key
do so) points.
• If a girl in your unit has a panic attack during a meeting this would be
counted as a medical incident, not a safeguarding incident – FALSE
• If a girl discloses abuse that happened ten years ago, you don’t need to
report this – FALSE
• A safeguarding report doesn’t need a specific form and can be as simple as a
few bullet points with the key information – TRUE
• Your commissioner is your local Safeguarding lead – TRUE
• Being aware of your own mental and physical health is a key responsibility in
the Health, Safety and Welfare policy – TRUE
• You can use a dynamic risk assessment instead of a written one – FALSE
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