I trained as a cultural critic in a previous career as an academic. The fields of literature, cultural studies and critical theory do not appear, at first glance, to offer much in the way of transferable skills to a role in safeguarding children. I have come to understand, however, in my practice as DSL in SEND, and as a consultant to various statutory and non-statutory organisations, that the skill-set has direct and important application.
I’m not suggesting that all DSLs need academic training, this is clearly not the case; what I do think, though, is that the ability to think critically is key to the professional curiosity essential in safeguarding vulnerable people, and this can be learned.
In 2003 Lord Laming referred to the ‘respectful uncertainty’ which he believed should be integral to social work practice, and which could have prevented the suffering and death of Victoria Climbié.[1] Out of this concept, the term ‘professional curiosity’ emerged, and it is now accepted as a crucial component in effective safeguarding and child protection. In a significant number of Serious Case Reviews conducted since 1998[2], a lack of professional curiosity is identified as a key factor in failures leading to death or serious harm.[3]
These days safeguarding training at all levels includes a section on the importance of professional curiosity; what is more difficult, though, is ensuring professionals have the critical thinking skills which equip them to analyse complex situations, consider varying view points and challenge their own assumptions. I would argue that a focus on these aspects is essential if we are to develop professionals with the ability to function effectively in their roles.
I learned critical thinking through a process of open questioning and challenge; this began in an academic setting, but it has been honed over many years in professional teams. A robust safeguarding culture must include reflective practice and an environment where mistakes can be acknowledged and lessons learned, where assumptions and safeguarding decisions can be challenged safely across the organisational hierarchy. It’s a recipe for disaster if people are afraid to admit to mistakes or to question safeguarding decisions, and processes should be in place to ensure the culture of the organisation transparently foregrounds safeguarding – top down and bottom up. Organisational culture must establish the principal of professional curiosity as the bedrock of practice, and this should be visible at all times. It should be routine for staff who work with children to consider professional experience critically in relation to the impact of their decisions and actions. Basic safeguarding training should equip staff with the tools to apply professional curiosity – the questions to ask themselves in their day to day interactions with children and families. CPD should include opportunities to hone critical thinking skills through case studies and PPRs, as well as debriefs and internal reviews of incidents and complex cases.
None of these measures will happen without strong ethical leadership. It is only through a thoughtful and proactive approach that we can become effective agents of curiosity; this is not easy, and it must be ongoing and consistent – but it’s essential that we do if we are to safeguard the children in our care.
[1] Laming, Lord H. (2003) The Victoria Climbié Inquiry Report, Cm. 5370, London: TSO. Online: https://www.gov.uk/government/publications/the-victoria-climbie-inquiry-report-of-an-inquiry-by-lord-laming.
[2] ,Since 2023 SCRs have been known as Local Child Safety Partnership Practice Reviews
[3] See ‘Re-envisaging professional curiosity and challenge: Messages for child protection practices from reviews of serious cases in England, Dickens, J, Cook, L, Cossar, J, Okpokiri, C, Taylor J, Garstang, J, Children and Youth Services Review, 152, 2023
