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“A very informative course.”

Lewis, Kedleston Schools, Wings School, Cumbria

Course Summary

Child Sexual Exploitation (CSE) remains one of the most significant challenges for those working in social care. As technology evolves, so do the tactics of abusers. This comprehensive Level 3 programme is designed to give practitioners a "real-world" toolkit for identifying and responding to exploitation, including the emerging threat of AI-generated abuse and automated grooming.

During this session, we strip away the corporate jargon to look at the actual experiences of children in care, those with SEND, and LGBTQ+ youth who are often disproportionately targeted. You will learn how to spot the subtle shifts in a child’s digital footprint and emotional state that suggest they are being coerced, whether by a "boyfriend model" abuser or an AI-driven persona. We focus heavily on trauma-informed practice, ensuring that the language we use helps—rather than hinders—a child’s recovery.

Modern Safeguarding: Navigating the AI Grooming Line

Offenders are now using AI chatbots, deepfakes, and automated scripts to accelerate the grooming process. We explore how these tools work in practice and what you need to look for. To help you stay ahead of these trends, we dive deep into three essential concepts:

  • Legal Literacy: Understanding your duties under the Online Safety Act (2023) and the Children’s Homes Regulations.
  • Multi-Agency Working: How to effectively use MASA (Multi-Agency Safeguarding Arrangements) to ensure a child isn't lost between different services.
  • Protective Networks: Practical ways to build digital resilience and safety plans with parents, carers, and the children themselves.

Key CSE Terms We Cover

AI-Enabled Grooming
The use of artificial intelligence to automate predatory messages or create synthetic "peer" profiles. This allows offenders to target multiple children simultaneously with highly convincing, manipulated content.

Transitional Safeguarding
Exploitation doesn’t suddenly stop when a young person turns 18. This approach focuses on protecting young people as they move into adulthood, ensuring the 'cliff-edge' of care-leaving doesn't leave them vulnerable to continued or renewed exploitation.

Trauma-Informed Language
The practice of using non-victim-blaming terminology. Instead of describing a child as "making risky choices," we look at how grooming and coercion remove their agency, ensuring our records reflect the reality of their exploitation.

Course Learning Outcomes

Review the learning objectives below. Expand each aim to view the detailed criteria this course covers.

1Understand what child sexual exploitation is, including AI‐enabled child sexual exploitation and abuse
  • 1.1Describe the meaning of child sexual exploitation, including reference to statutory definitions and current national guidance.
  • 1.2Define the terms: Abuse, Exploitation, Grooming, Trafficking, Child sexual abuser, Professional perpetrator, AI‐enabled child sexual exploitation, AI‐generated child sexual abuse, AI‐enabled child sexual abuse material (AI‐CSAM).
  • 1.3Explain the distinction between: CSE, CSEA, CSA, Online‐facilitated abuse, Technology‐assisted harmful sexual behaviour (TA‐HSB).
  • 1.4Identify children and young people who may have additional vulnerabilities to the risk of CSE and CSEA, including those with SEND, care‐experienced children, LGBTQ+ young people, and those experiencing contextual safeguarding risks.
  • 1.5Explain how emerging technologies can increase risk for children and young people including: AI chatbots, Deepfakes, Synthetic media, Image‐to‐image generation, Voice cloning, Platforms such as character.ai
  • 1.6Describe how offenders use AI‐driven grooming, algorithmic targeting, and automated persona creation to exploit children.
  • 1.7Identify key principles of relevant legislation including: The Sexual Offences Act (2003), The Online Safety Act (2023), The Children Act (1989/2004), The Modern Slavery Act (2015).
  • 1.8List the key regulations relating to child sexual exploitation within the Children’s Homes Regulations (2015) and Quality Standards.
  • 1.9Explain the importance of language, including trauma‐informed, non‐victim‐blaming terminology (e.g., avoiding phrases such as “risky behaviour”, “puts themselves at risk”).
  • 1.10Describe the role of multi‐agency safeguarding arrangements (MASA) and how CSE/CSEA fits within local safeguarding partnership responsibilities.
2Understand influences, vulnerabilities and indicators of concern, including AI‐enabled CSE/CSEA
  • 2.1Describe influences that increase vulnerability, including adverse childhood experiences (ACEs), trauma, attachment disruption, poverty, peer pressure, online disinhibition, and contextual safeguarding environments.
  • 2.2Analyse influences from an artificial intelligence perspective, including the use of chatbots, AI‐generated personas, automated grooming scripts and synthetic peer profiles.
  • 2.3Assess the impact that any type of child sexual abuse can have on a child or young person, including trauma responses, dissociation, shame, self‐blame, and long‐term relational impacts.
  • 2.4Identify signs and indicators that may raise concern that a child is experiencing CSE/CSEA, including behavioural, emotional, digital, relational, and environmental indicators.
  • 2.5Consider how child sexual abuse can impact behaviours, emotions and relationships, including withdrawal, hyper‐sexualised behaviour, avoidance, fear responses, changes in online behaviour, and difficulty trusting adults.
  • 2.6Explain the concept of digital footprints, metadata, and online behavioural patterns that may indicate exploitation.
  • 2.7Describe how AI‐generated CSAM can be created without a real child being present, and why this still constitutes child sexual abuse and exploitation.
  • 2.8Explain the role of coercion, control, manipulation, and power imbalance in both human‐led and AI‐assisted exploitation.
3Understand models of child sexual exploitation and the stages of the grooming line
  • 3.1Explain the four stages of the grooming line.
  • 3.2Evaluate the grooming line from both a human and artificial/technology‐assisted perspective, including how AI tools can replicate or accelerate grooming behaviours.
  • 3.3Compare and explain the characteristics associated with the following models of CSE: Boyfriend model, Gang model, Peer model, Online model, Familial model, Opportunistic model, Trafficking model, AI‐enabled model.
  • 3.4Describe how hybrid models (e.g., online + peer, familial + trafficking) increasingly reflect real‐world exploitation patterns.
  • 3.5Explain how offenders use AI‐generated deepfake images, synthetic nudes and manipulated content to blackmail or coerce children.
  • 3.6Describe the role of networked offending, dark web communities, and encrypted platforms in facilitating exploitation.
  • 3.7Explain how algorithmic amplification and platform design can unintentionally increase exposure to harmful content or offenders.
  • 3.8Describe the difference between contact abuse, non‐contact abuse, image‐based abuse, and technology‐facilitated sexual coercion.
4Understand preventative ways of working, raising concerns, safeguarding and supporting vulnerable children
  • 4.1Describe different ways of preventative working to reduce the risk of CSE/CSEA, including: Trauma‐informed practice, Relationship‐based practice, Digital resilience education, Contextual safeguarding approaches, Safety planning and protective behaviours.
  • 4.2Explain ways of supporting children who have been victims of CSE/CSEA, including therapeutic support, advocacy, specialist services and multi‐agency planning.
  • 4.3Confirm the process for reporting concerns of child sexual abuse, including internal safeguarding procedures, LADO processes, and multi‐agency escalation.
  • 4.4Confirm the CEOP procedure for reporting online concerns, including those involving AI‐generated content, chatbots, and synthetic media.
  • 4.5Describe the importance of supporting staff who work with vulnerable children through supervision, debriefing, reflective practice and wellbeing support.
  • 4.6Explain the importance of accurate, objective, trauma‐informed recording, including how to document concerns involving AI‐generated material.
  • 4.7Describe how to work with parents, carers and professionals to build protective networks around children.
  • 4.8Explain the role of professional curiosity, challenge and escalation when concerns are minimised or dismissed.
  • 4.9Describe how to maintain professional boundaries in digital spaces, including safe use of messaging platforms, social media, and AI tools.
  • 4.10Explain the importance of cultural competence, anti‐discriminatory practice and intersectional safeguarding when supporting children at risk of CSE/CSEA.

Who is this course for?

This CSE training course is essential for residential care staff, social workers, and foster carers who are on the front line of child protection. It is also highly valuable for DSLs in education settings who need to understand how technology-assisted harmful behaviour is impacting the young people in their care.

Duration

1 day course - we can be flexible on start and finish times to suit your needs such as school run friendly times.

Availability

This Child Sexual Exploitation (CSE) and AI-Enabled Child Sexual Abuse Training Course is offered in two delivery formats:

  • Remote Online: Led by a live tutor via Zoom or Microsoft Teams, allowing participants to join remotely. (Also known as virtual classroom training)
  • Face-to-Face: Delivered in person at your location or a venue you arrange. (Also referred to as on-site training)

View a comparison of Remote and in-person face to face training .
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Certification

Each learner completing this course will receive a digital (PDF) certificate of learning.

Accreditation

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

Remote or Face to Face

Choose the learning environment that works best for you: our expert-led training is offered in two convenient formats - remote tutor led online or in person face to face.

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1 Day Course

Flexible start and finish times to suit you. Contact us for available dates.

Accredited

The course contents are accredited by the Open College Network (OCN) Credit4Learning as a Level 3 course.

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Course FAQs

Why do I need Level 3 CSE training if I’ve already done basic safeguarding?

Basic training often focuses on reporting obvious signs of abuse. Level 3 training is about professional curiosity and analysis; it gives you the skills to understand complex grooming models, navigate the legal system, and challenge other professionals if concerns are being minimised.

How relevant is the AI-enabled exploitation section to my daily work?

It is becoming more relevant every day. Offenders are increasingly using deepfakes and AI chatbots to trick children into sharing images. If you don't understand how these tools work, it is almost impossible to spot the digital indicators of this specific type of abuse.

Will this CSE course help us meet Ofsted and Quality Standards?

Yes. The course specifically covers the Children’s Homes Regulations (2015) and Quality Standards. It demonstrates a commitment to high-level staff competency in a priority area for inspectors.

What is the benefit of the 'trauma-informed language' focus?

Using the wrong language (like 'risky behaviour') can lead to children being blamed for their own exploitation. Learning to write objective, trauma-informed reports ensures that children get the right support and that legal cases against abusers are not undermined.

Can this CSE training help with 'closed cultures' in residential settings?

Absolutely. By bringing in external, up-to-date national guidance and encouraging professional challenge, the course helps teams break out of internal 'groupthink' and ensures that the child's safety always remains the primary focus.
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