Safeguarding Children booklet - Hampshire and Isle of Wight LPC

Solent NHS Trust
NHS Portsmouth
NHS Southampton City
Everyone’s
responsibility
Safeguarding
Children
Practitioner
Handbook

Good parenting involves caring for children’s basic
needs, keeping them safe and protected, being
attentive and showing them warmth and love,
encouraging them to
express their views and
consistently taking
these views into
account, and
providing the
stimulation
needed for
their development
and to help them
achieve their
potential, within
a stable
environment
where they
experience
consistent
guidance and
boundaries.
(HM Government, 2010)

Safeguarding Children: Practitioner Handbook
Welcome to the Safeguarding and Child Protection Practitioner
Handbook. The handbook 1 has been written for all health care
staff and complements organisational policies on safeguarding
children. Importantly, it aims to provide information, help and
advice in dealing with concerns about the safety and
well-being of a child or young person.
The starting point is that safeguarding children is ‘Everyone’s
Responsibility’ and that, as part of your role, you have a
statutory duty to safeguard and promote the welfare of children
and young people. This applies to you whether you work
directly or indirectly with children and young people, or with
their parents or carers. You also belong to a local community
and may find yourself concerned about a child, young person or
their family outside of your work. You can be the one to make a
difference.
In understanding your safeguarding role it can be helpful
to consider what it is that children and young people need
to ensure that they have a good journey throughout their
childhood. In most cases these needs will be met by parents:
‘Good parenting involves caring for children’s basic needs,
keeping them safe and protected, being attentive and
showing them warmth and love, encouraging them to
express their views and consistently taking these views
into account, and providing the stimulation needed for their
development and to help them achieve their potential,
within a stable environment where they experience
consistent guidance and boundaries.’
(HM Government, 2010) 2
1
This booklet is an updated version of the Practitioner Handbook
circulated to Portsmouth City PCT staff in 2009.
2
See http://www.workingtogetheronline.co.uk/index.html

Whilst there are some indications that the situation in the
United Kingdom (UK) is improving, a significant minority 3
of children and young people will experience
some form of child maltreatment (abuse and
neglect) during their childhood, with
parents and carers as the most
likely people responsible.
The risk of
maltreatment
is greater
where parents
have multiple
and complex
needs; especially
the ‘toxic trio’ of
substance abuse,
mental health
problems and
domestic abuse. Many
practitioners will meet
patients and clients
with such issues in the
course of their work.
Where practitioners are providing care to these vulnerable
people it is always important to make an assessment of the
needs and best interests of any children in the household
and to seek help and share information accordingly.
3
NSPCC (2011) Child Cruelty in the UK 2011: An NSPCC study into
childhood abuse and neglect over the past 30 years. London: NSPCC

Although child deaths from maltreatment (child abuse and
neglect) are a rare event, they are important in terms of
learning lessons to prevent future tragedies. As part of the
Government response to the much publicised death of a toddler,
widely known as ‘Baby Peter’, Lord Laming published a review
of child protection in England 4 . In his report, Laming delivers
four messages that support excellence in safeguarding children
practice. These are to:
• Put yourself in the place of the child & consider first and
foremost how the situation must feel for them;
• Be aware of how easy it is to find yourself justifying and
reassuring yourself that all is well, rather than taking a
more objective consideration of what has occurred;
• Recognise that sympathy for the parents
can lead to your expectations of their
parenting being set too low;
• Remember that
whatever role you
have (i.e. working
with the child or
their parents/carers or
as a member of the
public) be clear that it is
not acceptable to do
nothing when a child
may be in need of help.
4
Laming, Lord (2009) The Protection of Children in England:
A Progress Report. London: The Stationery Office

These messages are at the heart of keeping children safe
and are reflected in our vision for safeguarding children and
young people. Safeguarding children is indeed ‘Everyone’s
responsibility’.
Whether you are a frontline practitioner, or a manager, or you
provide the crucial support services that enable the delivery
of high quality health services, we hope that this practitioner
handbook will help you to feel more confident in your
safeguarding and child protection role and responsibilities.
The information in this handbook is presented in ‘Q & A’
format. We have attempted to cover the most commonly asked
questions about safeguarding and child protection; this
includes what to do if you need to know
more and how to access advice
and support.
Catherine Powell
Consultant
(Designated) Nurse
Safeguarding
Children
Lindsay Voss
Designated Nurse
Safeguarding Children
March 2011

What is ‘safeguarding and child protection’ and
why is it important
Health services have a statutory duty to safeguard and promote
the welfare of children and young people. This duty is reflected
in the Children Act of 1989 and 2004. Safeguarding children
is defined in national guidance as: ‘protecting children from
maltreatment; preventing impairment of their health and
development, and ensuring that they are well-cared for’ (HM
Government, 2010) 5 . The Care Quality Commission (2010)
requires health service providers to safeguard people who use
services from abuse. This is Outcome 7.
Many safeguarding children activities are part of routine
daily practice in health settings; for example pre-employment
checks to ensure the suitability of staff to work with children;
the protective effect of a practitioner’s support to vulnerable
parents; positive parenting advice provided by a health visitor;
the assessment of a child’s well-being as part of the Care
Programme Approach and the advice provided by a sexual
health worker to help support a young person’s choices in
becoming sexually active. Such timely and helpful activities can
ensure that children and young people stay safe and healthy.
Professor Eileen Munro who has undertaken a review of child
protection for the Government, reports that she prefers the term
‘early help’ to ‘early intervention’. This is because she believes
that it carries a stronger connotation of working with families
and supporting their aims and efforts to change. However,
she adds that this does not take away from the fact that child
protection work requires authoritative and, at times, coercive
action to protect children and young people 6 .
5
Care Quality Commission (2010) Essential Standards of quality and
safety. London: CQC.
6
Munro, E. (2011) The Munro Review of Child Protection Interim Report:
The Child’s Journey. London: Department for Education.

Safeguarding children is also about protecting children from
maltreatment (abuse and neglect) and recent policy appears to
be returning to the use of the concept of ‘child protection’ to
cover the ‘sharp end’ of safeguarding. A person may abuse or
neglect a child by inflicting harm, or by failing to act to prevent
harm.
Children and young people may be abused in a family or in an
institutional or community setting; by those known to them or,
more rarely, by a stranger. Because of the range and spread
of health services, practitioners are in a good position not only
to recognise situations that may indicate that a child is ‘at risk’
of maltreatment, but also to offer early help where there are
concerns about the welfare of a child.
Most people will recognise that children can
be harmed by a single traumatic
event such as a non-accidental
injury. However, it is also important
to recognise that, more commonly,
‘significant harm’ 7 to a child results
from a compilation of adverse events
that impact on, change or damage
their health and development.
This includes situations where children’s
health and developmental needs are
neglected. An important example of this
is missed health appointments and we
expect that all services will have a clear
process to follow when children are ‘not
brought’ to their appointment.
7
The Children Act 1989 introduced the concept of Significant Harm as the
threshold which justifies compulsory intervention in family life in the
best interests of children.

How is ‘a child’ defined in law
The legal definition of ‘children’
applies to those persons under 18
years of age. This is important
because young people aged 16 and
17 years may be accessing ‘adult’
health services and facilities. This
may include employment and
volunteering. Whilst ‘unborn
children’ are not included in the legal
definition of children, intervention to ensure their
future well-being is encompassed within safeguarding
children practice.
Good practice in caring for children and young people means
taking a ‘child-centred’ approach, seeking their views and
listening to, and respecting, what they have to say. Some of
the worst failures in safeguarding and child protection have
occurred when professionals have lost sight of the child and
concentrated instead on their relationship with the adults.
Where a child is at risk of, or suffering from significant harm,
the interests of the child override those of their parents or carers
(Children Act 1989).
Is child maltreatment common
It is important to remember that the majority of children are
well cared for, with many parents and carers succeeding in
providing good parenting despite their own vulnerabilities and
challenges. It is difficult to be certain about how many children
suffer from child maltreatment at any one time (after all this
is largely a hidden problem), nevertheless the NSPCC research
with children and young adults and adult ‘survivors’ suggests
that one in four children and young people suffer some form
of maltreatment during their childhood. Whilst this includes
physical, sexual and emotional abuse, the most common form of
maltreatment is neglect.

Which children are ‘at risk’ from being abused or
neglected
Although any child can potentially be ‘at risk’ of suffering harm
from maltreatment, recent research has highlighted the impact
of parental difficulties such as domestic abuse, adult
mental health problems and substance misuse on
children’s health and development. Social isolation of
families can also be a factor.
These research findings are important, because they
mean that those of you who work primarily with
adults have a responsibility to consider how the
nature of their health or social problems impact
on the ability to parent and to consider what this
means for their children. Furthermore, we all
need to be aware that risk of child maltreatment
is greater for younger children and also those
children who are disabled or have long-term
conditions. These children are likely to have
frequent contact with a range of health services.
What can I do to offer early help where
there are additional needs in families
It is important that services work with children
and families in a ‘joined-up’ way. This
could mean adult and children’s healthcare
practitioners working together to provide a
seamless service to a family, or it could mean
working with those from other agencies and organisations, such
as early years, schools, children’s social care and the voluntary
sector. Involving children, young people and their families in
finding solutions is empowering, helpful and productive.

The Common Assessment Framework (or ‘CAF’) was developed
as part of the Every Child Matters policies of the last government
to ensure that the estimated 20-30% of children who have
‘additional needs’ receive timely support. ‘Additional needs’
often include risk factors for child maltreatment, and help and
support at an early stage can reduce the risk of children being
harmed; it may even save a child’s life.
The CAF is a shared assessment and
planning framework that can be used
across all children’s services. It aims to
empower and engage families in the early
identification of additional needs and
promote co-ordinated service provision to
meet them. This process is managed by
a ‘lead professional’ (health professionals
are often ideally placed to take this role),
will work with the family and multi-agency
‘team around the child’ (a TAC). Munro
recognises that there is strong support for
shared thinking and assessment using a format
common to all agencies and she adds that the
voice of the child is crucial to this process.
Working with other agencies is an important
aspect of safeguarding children. Local
Safeguarding Children Boards (LSCB) bring
together leads from agencies and organisations
who work with children and families and
provide strategic leadership and monitoring of
safeguarding children activity. In partnership with
the Isle of Wight and Hampshire, Portsmouth and
Southampton LSCBs also provide procedural
guidance to underpin local inter-agency working to safeguard
and protect children 8 .
8
http://www.4lscb.org.uk/

Would I recognise child maltreatment
In our experience, practitioners and others working in the
health service are both well placed, and well able, to recognise
children and young people who are at risk of, or suffering from
child maltreatment. There is a wealth of research and literature
in the field that helps with the identification of child abuse
and neglect; and many of you will be aware of the ‘signs and
symptoms’. We strongly commend the National Institute for
Health and Clinical Excellence (NICE) clinical guidance on child
maltreatment 9 .
9
National Institute for Health and Clinical Excellence (2009) When to
suspect child maltreatment: Clinical Guideline 89. London, NICE

In addition to outlining the key health indicators of physical and
sexual abuse, neglect and emotional abuse, the document also
provides information on when to consider or suspect fabricated
or induced illness and concludes with a useful section on harmful
parent-child interactions.
However, there are recognised and important barriers to
recognising and responding to child maltreatment. These have
been usefully summarised in a recent document from the Royal
College of General Practitioners/NSPCC 10 .
Their summary highlights some of the barriers already
mentioned in this handbook; such as the hidden nature of harm,
the tendency for the child’s needs to be overshadowed by those
of the parents and the difficulties in taking an objective view.
In addition, it also mentions the impact of the upsetting nature
of child abuse, the feelings of a betrayal of the trust held in
therapeutic relationships with the family and the practicalities
and challenges of inter-agency working. Those of you who have
been at the forefront of a child protection referral will recognise
the difficulties and challenges, as well as the personal impact.
10
RCGP, NSPCC (2009) Safeguarding Children and Young People in
General Practice: A Toolkit

How can I ensure that my safeguarding children
practice is sound
Good practice in safeguarding children reflects the importance
of child-centred assessment, keeping clear and contemporaneous
records in which you record your observations and what you
have been told, by whom, and when and why this is of concern.
We do not expect all practitioners to be experts on ‘signs and
symptoms’ of child abuse and neglect, but we do expect you to
seek advice and support when you are worried about a child.
In many cases reviewing your concerns, together with child and
family information that may be known by other professionals,
will help to build a fuller picture that can more accurately
determine whether or not a child is at risk of harm.
An understanding of the context of normal child care and
development is particularly helpful.
It is also important that you keep up to date with safeguarding
children through learning and development activities. Drawing
on national guidance and recommendations from the Royal
Colleges and Department of Health 11 , we have a learning and
development strategy that outlines the level of training required
by each member of staff and the frequency with which you are
expected to update your knowledge.
11
Royal College of Paediatrics and Child Health et al. (2010)
Intercollegiate Document Safeguarding and Protecting Children
and Young people: roles and competences for health care staff.
London: RCPCH

Importantly, we recognise that practitioners may
choose to attend in-house and interagency
‘training sessions’
or achieve
the learning
outcomes
through
other means,
such as
e-learning,
conference
attendance,
higher
education
programmes
or self-directed
study.
However, all
learning should
be recorded in
your portfolio,
monitored at your
personal development
review as well as
recorded centrally
with the learning
and development
department to ensure
compliance with
mandatory requirements.
The following table will
help you to plan your
safeguarding learning.

The Learning & Development Framework
Target Group as per Working
Together (p.125-131)
Key Learning outcomes
Group 1
Staff with infrequent contact
with children, young people
and/or parents/carers who may
become aware of possible abuse
or neglect e.g. receptionists,
administrative and facilities staff
(i.e. non-clinical staff)
• Define child abuse and
neglect
• Recognise key indicators of
concern
• Appreciate normal child
development
• Maintain a child focus
• Know what to do if
concerned about a child
Group 2
All clinical staff who have any
contact with children, young
people and/or parents/carers i.e.
all clinical staff who are not in
Group 3
As above, plus:
• Documentation and
sharing of concerns
• CAF/Framework for
Assessment
• Own safeguarding roles
and responsibilities

Methods of delivery
Delivered by
Benchmark with
Intercollegiate
Document (RCPCH
et al., 2010)
New staff:
All new staff to receive
‘Safeguarding Children
Basic Awareness’ session on
Corporate Induction (1 hour)
Existing staff:
All staff will receive an
update/refresher on Essential
Training Update (ETU)
Safeguarding Children
element delivered 3 yearly
Safeguarding
Children Team
Safeguarding
Children Team
Level One
New Staff:
All new staff in Group 2
will attend a ‘Safeguarding
Children for Health
Professionals’ following
Corporate Induction
Existing Staff:
All Group 2 staff will access a
refresher at least every three
years
Staff may also attend relevant
Inter-agency Integrated
Working & Safeguarding
training provided by both
Portsmouth & Southampton’s
Children’s Trusts
Various within
programme
Level Two

The Learning & Development Framework
Target Group as per Working
Together (p.125-131)
Key Learning outcomes
Group 3
Clinical staff who work
predominately with children,
young people and/or their
parents/carers e.g. GPs, urgent
and unscheduled care staff,
mental health staff, learning
disability staff, substance misuse
staff, paediatric allied health
professionals, sexual health
staff, school nurses, health
visitors, children’s community
nurses, CAMHS and paediatric
dentists
As above, plus
• Working together to
identify and assess the
needs of children where
there are safeguarding
issues
• Impact of parenting
issues such as substance
misuse, domestic abuse
• Recognising the
importance of family
history and functioning
• Working with children
and family members,
including addressing lack
of co-operation and
superficial compliance
Group 4
Safeguarding leads
Specialist Practitioners
As above, plus
• Supporting S.47 enquiries,
roles and responsibilities
• Using professional
judgement
• Taking emergency action
• Working with complexity
• Communicating with
children
• Supervising and
supporting staff

Methods of delivery
Delivered by
Benchmark with
Intercollegiate
Document (RCPCH
et al., 2010)
Inter-agency training (via
LSCB/Children’s Trust) specific
to staff in Group 3 and
Service-specific/bespoke
training
Refresher at least every
three years
Various via
Interagency
programme
Solent
Safeguarding
Children Team
Level
Three
Inter-agency training.
Service-specific/bespoke
training
Professional development
activities.
Refresher at least every
three years
Level Three/Four

The Learning & Development Framework
Target Group as per Working
Together (p.125-131)
Key Learning outcomes
Group 5/6
Named Professionals
Designated/Consultant
Professionals
Operational managers of
children’s services
As above, plus
• Promoting effective
practice
• Effecting change
• Managing performance
Group 7
Strategic managers
Board members
As per content for Groups1-3,
plus
Section 11 responsibilities
Group 8
LSCB members
As per content 1-3, plus
Expectations of members
Current Policy, research and
practice developments
Lessons from Serious Case
Reviews

Methods of delivery
Delivered by
Benchmark with
Intercollegiate
Document (RCPCH
et al., 2010)
Education, training and
learning in a three year
period (including leadership,
management, appraisal and
supervision training)
Designated professionals:
As above, plus
Participate in local, regional
and national events
Refresher at least every
three years
Various via
Interagency
programme
Solent
Safeguarding
Children Team
Level
Three
Briefing events
LSCB Induction Programme
Self-directed learning
Refresher at least every
three years
N/A
LSCB Induction Programme
LSCB Development Days
National Leadership
Programme
Refresher at least every
three years

What do I do if I am worried about a child
Concerns about the safety and welfare of a child or young
person should always be shared. In this respect it is important to
avoid making a promise of confidentiality to a child. If you are
worried about the well-being of a child you should first speak to
your manager or a senior practitioner.
You can also contact designated and named health
professionals and their teams (details are provided
at the end of this handbook).
If concerns remain, further
discussion can also take place
with Children’s Social Care or the
Police, who should be the first
point of contact in an emergency.
A decision may be made to make
a formal referral to Children’s
Social Care.
Health professionals are expected
to contribute their expertise to the
assessment and planning for the
child’s safety and should be clear in
detailing their concerns and the reason
for referral.
The SAFER tool, designed for use by
health visitors, but applicable to other
health professionals is helpful in this
respect 12 . Telephone referrals to Childrens Social Care should be
followed up in writing, within 48 hours, using an Inter-Agency
Referral form. Children’s Social Care operates an ‘Emergency
Duty Service’ outside of office hours.
12
http://www.unitetheunion.org/pdf/NHS%20Safer%20tools.pdf

Children’s Social Care may decide
to convene an early ‘strategy discussion’, normally involving
the referring agency and the police. Further enquiries may take
place prior to a multi-agency Child Protection Conference, which
may result in putting in place a ‘Child Protection Plan’ to address
concerns of risk of harm.
Health professionals play a crucial role in contributing to child
protection (or ‘s47’) enquiries and Child Protection Conferences.
This will include the provision of a written report, which will
normally be shared with parents in advance of the Conference.
The 4LSCB Safeguarding Children Procedures provide guidance
on referral and response in line with Working Together.
If you are worried about a child, it is crucially important to be
open and honest with parents, and where age-appropriate the
child or young person, as to the nature of your concerns and the
need to involve other agencies, unless to do so would place the
child or others at greater risk.
The vast majority of children who are subject to a Child
Protection Plan will remain in the family home, and parents
have the key role and responsibility for ensuring their future
protection from harm.

How do I ensure that I share information
appropriately
There are now excellent guidelines available to help you
to understand when you should, and should not, share
information 13 . The guidelines include the seven ‘Golden Rules’
for information sharing.
We have included these rules
in this handbook because of
their importance in practice.
Where possible seek
consent if you wish to share
information. However, the
notion of ‘public interest’
means that you can share
information without
consent if you make a
balanced professional
judgement that this is
necessary to protect an
individual, promote
their well-being or
prevent a crime.
13
This can be downloaded as a ‘pocket guide’ http://www.dcsf.gov.uk/
everychildmatters/resources-and-practice/IG00340/

The seven ‘Golden Rules’ of information sharing
1. Remember that the Data Protection Act is not a barrier
to sharing information but provides a framework to
ensure that personal information about living persons
is shared appropriately.
2. Be open and honest with the person (and/or their family
where appropriate) from the outset about why, what, how
and with whom information will, or could be shared, and
seek their agreement, unless it is unsafe or inappropriate
to do so.
3. Seek advice if you are in any doubt, without disclosing
the identity of the person where possible.
4. Share with consent where appropriate and, where
possible, respect the wishes of those who do not consent
to share confidential information. You may still share
information without consent if, in your judgement, that
lack of consent can be overridden in the public interest.
You will need to base your judgement on the facts
of the case.
5. Consider safety and well-being: Base your information
sharing decisions on considerations of the safety and
well-being of the person and others who may be affected
by their actions.
6. Necessary, proportionate, relevant, accurate, timely and
secure: Ensure that the information you share is necessary
for the purpose for which you are sharing it, is shared
only with those people who need to have it, is accurate and
up-to-date, is shared in a timely fashion, and is shared
securely.
7. Keep a record of your decision and the reasons for it -
whether it is to share information or not. If you decide
to share, then record what you have shared, with whom
and for what purpose.

How can clinical supervision help
Clinical supervision plays an important role in providing support
and developing expertise in safeguarding children practice. It
can serve to address some of the barriers and ensure a
child-centric approach.
We advocate that clinical supervision is ‘action-oriented’ and
that each session begins with a review and evaluation of actions
from the previous meeting.
Where a child is known to be at risk, clinical supervision provides
a key opportunity to review the progress of child protection
plans and to address any continuing or emergent concerns.
All practitioners should have regular
clinical supervision in
accordance
with the local
policy. An overarching
message
for making
safeguarding
children ‘Everyone’s
responsibility’ is that
you should not act in
isolation.
We end by providing
details of the
professional support
available to you and
contact details for
statutory agencies.

What happens if
my concerns are not
taken seriously
Because we understand
how difficult it can be
for a practitioner to
consider or suspect child
maltreatment, we always
take such concerns seriously.
However, we do know
that sometimes it can be
challenging to ensure that
there is a proportionate
response. Your skills in
assessment, communication and
documentation will help
others to understand what
the concerns are, and help
to ensure the best outcome
for the child.
Written communication, that sets out clearly the concerns, risk
factors and any protective factors within the family is crucial to
ensuring a helpful response.
However, if the response from your manager, senior practitioner,
safeguarding professional or statutory agency leaves you
with continuing concerns then it is important that these are
‘escalated’ to those with more seniority. We would be very
happy to help you and/or your manager to achieve this.

How can I get help
Safeguarding Children offices
Solent East (Portsmouth) 023 9281 6740
Solent West (Southampton) 023 8071 6671
Supported by Safeguarding Children administrators, the offices
are staffed by Consultant (Designated) Nurses, Named Nurses
and Specialist Practitioners.
The key roles of these professionals include statutory
responsibilities for supporting and developing safeguarding
children practice through partnership working with other
key agencies. The teams offer clinical supervision, advice and
support to health practitioners; this can range from a discussion
of the nature of concerns about a child to support with
procedural aspects of safeguarding.
They also play a significant role in supporting your learning and
development in this field.
Child Protection Medical Helpline
Solent East 023 9247 2948
Solent West 023 8071 6629
Under the leadership of the Designated and Named Doctors,
the community paediatric medical team provide advice and
undertake child protection medicals as required.

Other key contacts:
Portsmouth Children’s Social Care 023 9283 9111
Emergency Duty Service 0845 600 4555
Southampton Children’s Social Care 023 8083 3336
Emergency Duty Service 023 80233344
Police 0845 0454545
Portsmouth Hospitals NHS Trust 023 9228 6000
Safeguarding Office: Ext 4312/4314
Southampton University Hospitals 023 8079 8409
NHS Trust Safeguarding Office
South East Hampshire 023 9268 3802
Safeguarding Office
‘It is important for professionals to trust their feelings
when they perceive children to be suffering, and not
make assumptions that others have also perceived it and
are better placed to act.
It is simpler to lift the telephone than to live with the
regret of not having done so.’
Serious Case Review Executive Summary: Baby Peter
(February, 2009)

Could this be child maltreatment
• A District Nurse finds an eight year-old providing the
overnight care of her grandfather.
• A three year-old with speech and language delay has
missed three appointments with the therapist.
• A four month-old infant was noted to have bruising
on his cheek.
• A health professional telephoning to change an
appointment was told by a six year-old ‘Mummy’s not here’.
• A 13 year-old disclosed that she thought she might be
pregnant.
• A toddler presents in clinic with small burns on each hand.
• On a hot day a child is noted to be somewhat ‘overdressed’.
• A client’s child always seems to be there when you call.
• The parents of a child with a life-limiting illness have
rejected conventional medicine and are treating her with
homeopathy.
• An expectant mother is smoking small quantities of
cannabis.
What else would you need to know In all these cases further
information needs to be gathered. The focus of decisionmaking,
however, must always be on the impact on, and
perspective of, the child.

Tell us about it
We are always trying to improve our service and welcome any suggestions,
comments or complaints. In the first instance please bring them to the
attention of the Service Manager on 023 9281 6740. Alternatively speak
or write to our Patient Experience Service (PES). You can also pass on your
comments via our website.
Patient Experience Service
PES support line: 0800 0132 319
Email: soc-pct.SCHpatientexperience@nhs.net
Website: www.solent.nhs.uk/about/pes
Dr Catherine Powell
Consultant Nurse Safeguarding Children
Somerstown Health Centre
Blackfriars Close
Southsea
PO5 4NJ
Production No
04_2011_111
Publication date 04_2011
Review date 04_2012
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