About Mandy Parry

Mandy Parry has been Freelance Training since June 2008. She is an extremely experienced, confident and engaging Child Protection and Safeguarding trainer, offering high quality Child Protection and Safeguarding training to the children’s workforce. Her mission within Mandy Parry Training is to continue to produce of range of training that will ensure that children are supported to reach their full potential. To ensure this happens, our training is driven by a clear and defined list of values to ensure it is high quality, relevant and truly effective.

Mandy Parry Training works with a range of organisations and Associate Trainers to ensure that our training can also be highly flexible and responsive to the needs of clients in the South West.

More about Mandy

Mandy has a degree in Dramatics Arts from Leeds University, a post graduate teaching certificate in Social Studies at the Institute of Education in London, and a MSc diploma in  Women’s Studies at Bristol University. Her previous academic background has meant that her training is always well researched and evidence based.

Mandy worked in London for many years as an actress and political campaigner for women’s rights organisations. She moved to Bristol to work as a teacher in a challenging comprehensive school. Mandy left teaching to work for a number of  training organisations, including a private NLP training company, and then later the Prince’s Trust Volunteers. The latter involved leading teams of mainly disaffected young people in outdoor pursuits and community projects and gave her a keen interest in teambuilding. Mandy excels at making controversial information accessible and clear to a variety of audiences.

Mandy’s Skills, Knowledge and Experience

Mandy began working for Bristol City Council in April 2001, when she was appointed as training manager for the newly established Knowle West Sure Start. This involved the recruitment, induction and training of the entire staff team in Child Protection. She gained considerable experience of child protection case work in a disadvantaged community, as well as group facilitation, partnership working and participative working with service users. Mandy’s training is embedded in her practical work with children and families.

Mandy has worked as a Trainer for the Social Care Training Department Children and Young People’s Services within Bristol City Council, with special responsibility for developing and delivering training in Child Protection, Equalities, Total Respect, the Common Assessment Framework and skills for managers.

Most recently, Mandy worked as the Training Coordinator for the multi-agency sexual health training programme, based within the Sexual Health Team at the National Health Service, Bristol Public Health Department. This role gave her further experience of Child Protection with regard to sexual health. Mandy’s training benefits from an extensive knowledge of Child Protection and Safeguarding practices in a variety of different agencies and age groups. Mandy believes that training is not just be a vehicle to learn new skills and gain new knowledge from the trainer; it should also be a valuable opportunity to meet and build relationships with other practitioners, sharing good practice and supporting each other through the inevitable challenges we face in our work.

Our Values

Safeguarding and Child Protection Training should:
  • Be quality assured or verified wherever possible.
  • Be relevant to the participants – appropriate for the setting and specific to its locality.
  • Be of a consistently high standard.
  • Be up-to-date, evidence-based, and reviewed and updated regularly.
  • Be linked to the ultimate aim: training the children’s workforce to safeguard children and young people.
  • Have clear aims and learning outcomes agreed with the setting.
  • Have agreed ground rules to ensure that the participants feel safe and supported to learn.
  • Be really engaging in order for the participants to be able to learn.
  • Include a variety of learning styles to be accessible to all the participants.
  • Always give the participants the opportunity to feedback on what they thought and to action plan on what they will do next.
  • Be respectful, non-judgemental and sensitive.
  • Focus on the development of knowledge, skills and values to ensure it is holistic, learner-centred and ultimately useful.
  • Explore inequalities in society and embrace diversity and understand how these issues can affect safeguarding of children.
  • Challenge discrimination and prejudice.
Trainers should be:
  • Be quality assured or verified wherever possible.
  • Experienced, skilled, knowledgeable and passionate about what they do.
  • Receive regular supervision.
  • Clear about professional boundaries.
  • Able to take up opportunities to continue their own professional development to ensure their knowledge and skills are truly up to date.