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Increasing Attendance at

Online Safeguarding Children Training

Debbie Greaves & Joe Elliott (Social Workers)

Supported by Maria Emilsson & Norma Cairns

SBNI Safeguarding Children Level 2 training is traditionally

delivered face-to-face and is classed as mandatory.

This training ensures the workforce is adequately prepared to

safeguard some of the most vulnerable in society.

The COVID-19 pandemic prevented face-to-face training and

necessitated a move to online delivery. However, online

attendance was diminished which could ultimately impact on

the quality of service provided to service users and carers.

Outcome

We achieved an improvement from 67% to 70% attendance.

Process

We ran 7 test cycles and measured attendance after each

change idea.

Balancing

Personalised emails were sent to individual staff and

managers rather than generic auto generated emails from the

training platform. These were tasks not previously carried out

which led to an increase in administration.

• Continue testing and collecting data, including feedback.

• Continue to measure number of staff who attend post registration as more data

points are needed to determine if changes are making a sustained improvement.

• Test if changing the learning platform to reduce practical and functionality barriers

has an impact on the improvement initiative.

• Share outcome with team colleagues via 'Team Teach' event and make data available

to wider Learning & Development colleagues.

• Spread effective changes to other training delivered by the wider team.

Why is this important to service users and carers?

Measures

Next steps

Aim

Our goal of 85% was affected by the global COVID-19 pandemic as some Social Work teams

were redirected to other service areas and some were impacted by shielding/selfisolating/sickness.

However, we have achieved a moderate increase in attendance following

registration.

The most effective change idea was test cycle 6 which was more authoritarian and

highlighted to individual staff that managers would be notified of non-attendance. Although

this increased attendance it did not reflect our values regarding how we seek to work in

partnership and deliver training, and was discordant with adult learning theories.

The astronomical point of 100% attendance was a mandatory session for students

embarking on their first practice learning opportunity.

This project has helped us to understand barriers and change the way we communicate with

staff to help them prepare and engage in online training.

What has it achieved?

What did we do and why?

Attendance at online training was notably lower than face-toface

and we needed to understand why staff registered and

subsequently failed to attend. To establish baseline data we

measured the number of staff who registered but did not attend

over a period of 5 events.

We surveyed 67 staff and obtained an improved understanding

of the barriers, as demonstrated in the Pareto below. This

informed our change ideas.

Change Ideas that we tested:

Test 1: Sent group generic reminder to all registered staff 1 week before

event.

Test 2: Sent group generic reminder to all registered staff 1 hour before

event.

Test 3: Sent email to staff upon registration recommending they allocate

time to prepare for training.

Test 4: Sent a personalised email to individual staff members and their

managers upon registration with preparation guidance.

Test 5: Sent email to individual staff with pictorial instructions on how to

access the materials from the training platform to prepare for the training.

Test 6: Emailed registered staff highlighting that managers will be notified

of non-attendance.

"To increase the percentage of Social

Work and Social Care (NISCC

Registered) staff in the WHSCT who

register and subsequently attend online

safeguarding children training from 67%

to 85% by December 2020"

Our PDSA cycles targeted the barriers as identified in our Pareto.

The Run Chart shows the change in attendance following each test.

Making

online

learning

accessible

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