Recognising a Stroke Quickly Can Save a Life.

A stroke can happen suddenly, and every minute counts. The FAST message is a simple way for anyone in the community to spot the early warning signs. 

Face drooping on one side.

Arm weakness or difficulty lifting both arms.

Speech that sounds slurred or unusual are all urgent red flags.

Time to act.

If you notice any of these symptoms, it’s Time to call emergency services immediately. Acting fast can reduce long‑term damage and greatly improve someone’s chance of recovery. Stroke awareness isn’t just medical knowledge — it’s a lifesaving skill we can all share. 

A Growing Concern in the UK.

Anaphylaxis is a severe and potentially life‑threatening allergic reaction, and the UK now has some of the highest allergy rates in the world. More than 20% of the population is affected by allergic conditions, placing increasing pressure on families, schools, workplaces and community services. Early recognition and rapid treatment are essential. By improving awareness, ensuring access to adrenaline auto‑injectors, and promoting high‑quality first aid training, communities can play a vital role in preventing serious harm and supporting those at risk. 

1. Strengthening National Safeguarding Awareness (Group A)

Group A includes all staff and volunteers across public, private and voluntary sectors. Their role is foundational: recognising concerns and knowing how to report them.

This group ensures Wales has a baseline safeguarding culture, where every worker — from receptionists to volunteers — understands what safeguarding means and what to do if something feels wrong.

• Group A practitioners are trained to spot signs of harm and report concerns appropriately.

• This universal awareness reduces the risk of missed warning signs and ensures concerns are escalated early.

Impact on Wales:

• Creates a nationwide safety net where safeguarding is everyone’s responsibility.

• Ensures early detection of concerns, reducing escalation into serious harm.

• Supports compliance with Welsh safeguarding legislation and procedures.

2. Improving Frontline Protection and Early Intervention (Group B)

Group B practitioners work directly with people — often in one‑to‑one or group settings — and therefore need deeper safeguarding knowledge.

Examples include teachers, care home workers, nursery staff, childminders and domiciliary care workers.

Their enhanced training means they can:

• Recognise subtle or emerging safeguarding concerns.

• Record and report concerns accurately.

• Build trusting relationships that encourage disclosure.

• Discuss concerns with safeguarding leads or social services.

Impact on Wales:

• Strengthens early intervention by ensuring frontline workers can identify and act on concerns quickly.

• Improves the quality of safeguarding referrals to social services.

• Enhances protection for vulnerable groups, especially children and adults at risk.

• Supports consistent safeguarding practice across education, health, social care and community settings.

3. Enhancing Multi‑Agency Decision‑Making and Risk Management (Group C)

Group C practitioners hold direct safeguarding responsibility and often act as designated safeguarding persons (DSPs).

They assess risk, make decisions about protective actions, and coordinate with other agencies.

Their responsibilities include:

• Determining whether concerns can be managed internally or require referral to social services.

• Advising Group A and B staff.

• Participating in strategy meetings and multi‑agency safeguarding plans.

• Contributing to assessment, planning, intervention and review processes.

Impact on Wales:

• Ensures complex safeguarding cases are managed by trained professionals with decision‑making authority.

• Strengthens multi‑agency collaboration — a key requirement of Welsh safeguarding legislation.

• Improves consistency and quality of safeguarding responses across organisations.

• Supports preventative approaches by identifying additional support needs before risks escalate.

Overall Impact on Wales’ Safeguarding Landscape

A. A Consistent National Framework

The introduction of Groups A–C ensures that safeguarding training is aligned with Welsh legislation such as the Social Services and Well‑being (Wales) Act 2014 and the Wales Safeguarding Procedures.   

This creates a unified approach across all sectors.

B. Better Protection for Children and Adults at Risk

With clear expectations for each group, Wales benefits from:

• Faster identification of risk

• More accurate reporting

• Stronger multi‑agency responses

• Better outcomes for vulnerable individuals

C. Professionalisation of Safeguarding Roles

Group B and C training deepens practitioner competence, ensuring safeguarding is not just reactive but proactive and preventative.

D. Improved Organisational Accountability

Organisations must now identify which staff fit into each group and ensure they receive the correct level of training.   

This strengthens governance and compliance across Wales.

Conclusion

Safeguarding Groups A, B and C have transformed safeguarding practice in Wales by creating a structured, consistent and legally aligned framework.

• Group A builds universal awareness.

• Group B strengthens frontline protection.

• Group C ensures expert decision‑making and multi‑agency coordination.

Together, they create a safer Wales where concerns are recognised early, acted upon appropriately, and managed by the right people at the right level — ultimately improving outcomes for children, young people and adults at risk.

Who should access the B or C training?

Childcare / Early Years 

• Group B example roles – Childcare assistants, Childminding Assistants, Parent Volunteers.

• Group C example roles - Designated or Deputy Safeguarding Lead / Person within the organisation, Responsible Individual, Childminders.

Schools / Education (Primary & Secondary)

• Group B example roles – Teachers, TA’s, Playleaders, Parent Volunteers.

• Group C example roles - Designated or Deputy Safeguarding Lead / Person within the organisation, Headteacher, Deputy Headteacher, Chair of Governors, Catering staff, Caretakers.

Health & Social Care

• Group B example roles – Carers, Catering staff, Cleaners, Caretakers.

• Group C example roles - Designated or Deputy Safeguarding Lead / Person within the organisation, Headteacher, Senior Management.

Third Sector

• Group B example roles – Project staff, Volunteers.

• Group C example roles - Designated or Deputy Safeguarding Lead / Person within the organisation, Senior Management, Trustees / Board Members with Safeguarding responsibilities.

Guidelines

If you encounter someone who appears to be unresponsive, follow the 3 steps to save a life:

1. Check  

• Is it safe to approach?

• Is the person conscious?

2. Call 999 immediately if they are unresponsive.  

• Assess breathing.

• If you are unsure, the ambulance service call handler will assist you.

3. CPR: Start CPR immediately if they are unresponsive with abnormal breathing.  

• As soon as an AED is available, attach it and follow the AED instructions.

• If you are unsure, the ambulance service call handler will assist you.

When and how to use an AED

• Use an AED as soon as it is available.

• Open the AED case (if present). Some AEDs automatically turn on when opened. If not, identify the power button and turn it on.

• Follow the audio/visual prompts from the AED.

• Attach the electrode pads to the person’s bare chest according to the position shown on the AED (or AED pads). 

• Removing a bra before defibrillation: Rescuers should prioritise correct pad placement and contact with bare skin. If this can be quickly achieved without removing the bra, then it is acceptable to keep the bra in place. If the bra interferes with correctly locating the pad position, then the bra should be removed. Rescuers should not be concerned about exposing the person's chest to apply the pads and should prioritise life-saving interventions.

• If more than one rescuer is present, continue CPR while the pads are being attached.

• Ensure that nobody touches the person whilst the AED is analysing the heart rhythm.

• If a shock is indicated, ensure that nobody is touching the person.  

• Some AEDs (fully automatic AEDs) will deliver a shock automatically, while others (semi-automatic AEDs) will require the rescuer to press the shock button to deliver the shock.

• After the shock has been delivered, immediately restart chest compressions.

• If no shock is indicated, immediately restart chest compressions.

• Continue to follow the AED instructions.  

• Usually, the AED will instruct the rescuer to perform CPR, then, after a set time interval, the AED will instruct the rescuer to pause CPR to undertake rhythm analysis.

RCUK launches free ReSPECT Essentials e-learning to champion person-centred emergency care

Resuscitation Council UK (RCUK) has launched a free, national e-learning course to help healthcare professionals confidently use the Recommended Summary Plan for Emergency Care and Treatment (ReSPECT). 

Developed in response to growing demand for consistent, high-quality training, the course equips professionals with the knowledge and skills to apply the ReSPECT process effectively in clinical practice. It replaces outdated or variable local resources and promotes a unified, person-centred approach to emergency care and treatment planning across the UK. 

Raising the standard for ReSPECT education 

The ReSPECT process supports person-centred, timely conversations between people and healthcare professionals about future emergency care and treatment recommendations. This new course sets a national standard for how ReSPECT should be understood and applied in practice. 

It’s designed for healthcare professionals who read and follow plans in their roles, as well as those responsible for guiding ReSPECT conversations and writing plans. This includes staff working in hospitals, care homes, and primary care. The resource is built with accessibility, equality, and inclusion at its core. 

Grounded in clinical experience 

The course content was developed with input from a wide range of subject matter experts, ensuring its content is accurate, relevant and rooted in real clinical experience of how the ReSPECT process is used across the UK. 

Adam Benson Clarke, Director of Clinical & Service Development at RCUK, said: “We know how vital the ReSPECT process is in making sure patients receive care that reflects their needs and values. This new course will give healthcare professionals the confidence to have meaningful, person-centred conversations and make informed decisions in emergency situations. It also ensures we deliver a consistent national message about how ReSPECT should be used.” 

Course highlights 

• Consists of three interactive and informative modules

• Covers use of ReSPECT across a range of care settings and age groups

• Certificate of completion provided

• Allows learners to reflect and feedback about their learning experience

• Inclusive design with built-in accessibility features 

Learners are encouraged to complete this course as a foundation, followed by local or organisation-specific training to understand how ReSPECT is implemented in their setting. 

Accessible across the UK 

To support best practice in the use of ReSPECT across the UK, the ReSPECT Essentials e-learning course has been made free for learners to access through the NHS Learning Hub.