rities and voluntary, charity and social enterprise organisations, the Youth Service, and colleagues working in education, health, and policing, recognising that some of these organisations can help to meet the needs of children and young people. How practitioners should achieve this outcome in practice • Practitioners understand the distinction between safeguarding, which includes all activity to promote the welfare of children, and child protection, which is focussed on addressing the significant harm that children might experience. Practitioners make use of local processes to take rapid action to protect children and young people. Practitioners consider how children’s experiences within their families and family networks can interplay with harm outside of the home and identify what needs to change to protect children. • Practitioners are confident to use their knowledge and skills to respond to actual or likely significant harm. Practitioners conduct enquiries, and working with partner agencies, to consider the duration, severity, and frequency of harm. Practitioners develop robust and manage plans to protect children and young people and are mindful to avoid drift and delay. • Practitioners draw on the expertise and insights of colleagues in children’s social care and partner agencies, to enrich their understanding of families’ needs. Practitioners recognise the limits of their own knowledge and skills and ask for help when they need it. Practitioners confidently provide and seek critical challenge, engaging with colleagues in their organisation and other agencies, to challenge assumptions and test plans to protect children and young people from harm. • Practitioners are confident to build strong relationships with children, young people and families, to understand 