WF5 2.2 & 3.1

• Early years
• Further Education (Key Stage 5)

WF5 2.2 & 3.1

WF5

Safeguarding & Welfare Requirements 

Today we will........

2.2 Explain why safeguarding & security systems are an important part of keeping babies and children safe

3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe to include:

• the appropriate supervision of others

• health and safety, 

•safeguarding and security systems

• child protection

• duty of care

•reporting and confidentiality of information

• safeguarding staff

Recap - last lesson we ........

Recap

2.1 Summarise legislation, policies & procedures in relation to keeping children & colleagues safe in an early years setting, to include

Safeguarding & Welfare Requirements, Child Protection(including keeping children safe online),Discrimination & Whistleblowing

2.3 Describe own role with regard to local & national safeguarding policies & procedures as set out in statutory & non-statutory guidance

2.4 Outline reasons the early years educator must stay updated with changes to legislation

1.1 Describe signs of harm & abuse to include but not limited to:

 Neglect, Physical, Emotional, Online, Domestic and Sexual Abuse

2.1 Summarise legislation, policies & procedures in relation to keeping children & colleagues safe

2.3 Describe own role with regard to local & national safeguarding policies & procedures as set out in statutory & non-statutory guidance

2.4 Outline reasons the early years educator must stay updated with changes to legislation

1.1 Describe signs of harm & abuse to include but not limited to:
Neglect, Physical, Emotional, Online, Domestic and Sexual Abuse

Case Studies

In your groups look at the case studies given and state the type of abuse if any and discuss

2.2 Explain why safeguarding & security systems are an important part of keeping babies and children safe

what security systems do we use to keep children safe?

Why is safeguarding important part of keeping children safe ?

2.2 Explain why safeguarding & security systems are an important part of keeping babies and children safe

----------------------------------------------------

In your groups 

EYFS section 3 - what does this state? how does this apply to your practice 

• suitable people
• staff qualifications
• key person
• staff to child ratios
• health and accidents
• managing children's behaviour
• Safety and suitability of premises environment
• risk assessment - hazards, fire & food safety,

• PPE and personal safety
• special education needs
• information and records confidentiality
• Emergency

• staff - smoking/vaping, medication
• Paediatric first aid - training and skills
• supervision of staff
• English Language Skills
• Concerns about children safety and welfare

• child protection
•  policies & procedures
• Legislation 
• Safeguarding Systems - CAF, TAC, inter- agency child protection plan
• prevent
• British Values
• online safety

Potential consequences - short and long term

Examples to support your assignment 

WF5 2.2 & 3.1

WF5

Safeguarding & Welfare Requirements 

Thursday 14.11.24

Today we will........

3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe to include:

• safeguarding and security systems

• health and safety, 

•the appropriate supervision of others

• child protection

• duty of care

•reporting and confidentiality of information

• safeguarding staff

Recap - last lesson we ........

The role and responsibilities of the early years educator to keep babies and children safe:
security systems & safeguarding

3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe: 

security systems & safeguarding

Analyse - break down the subject into separate parts and examine each part. Show how the main ideas are related and why are important. (Reference to current research theory may support the analysis)

Harvard referencing

Security systems & safeguarding

now analyse....

1. Briefly introduce the role of the early years practitioner and highlight the importance of safeguarding and security in early years settings.

2. Mention any key frameworks or legislation relevant to safeguarding, such as the Children Act 1989, EYFS Statutory Framework, or the Keeping Children Safe in Education guidance.

3. State what your analysis will cover, such as responsibilities, legislation, and practices.

4. Provide a clear definition of safeguarding and security specific to early years.

5. Discuss why safeguarding and security are critical for young children and how they contribute to a safe learning environment.

6.Discuss the legislation, policies, and procedures that govern safeguarding in early years settings (e.g., the EYFS Statutory Framework and Children Act).

7. Briefly explain the practitioner's legal obligations to understand and implement these frameworks in daily practice.

8.Safeguarding Responsibilities: Outline the practitioner's duties to identify and respond to signs of harm and abuse, ensure  that all staff follow safeguarding procedures, and know the pathways for reporting concerns.

9.Security Systems: Discuss the role in maintaining physical security measures, such as access control, supervision, and ensuring secure premises to protect children from external threats.

10. Partnership with Other Agencies: Explain the importance of working with agencies like social services and the police to protect children effectively.

Analyse cont.

11.Detail the specific skills and knowledge practitioners need to fulfil safeguarding roles, such as understanding signs of abuse, being aware of different types of abuse, and knowing how to support children and families.

12.Address the importance of continuous training to stay up-to-date with policies and best practices.

13.Introduce relevant theories like Maslow’s Hierarchy of Needs, to discuss the child’s need for safety as a foundation for well-being and learning.

14.Discuss how Ainsworth's attachment theory might relate to the need for stable, secure relationships with caregivers in early years settings.

15. Highlight examples of best practices in safeguarding, such as the use of child protection policies, regular safeguarding audits, and training.

16. Reflect on potential challenges that practitioners face, like balancing safeguarding with promoting independence, confidentiality issues, and dealing with sensitive situations.

17. Summarise the practitioner’s vital role in safeguarding and ensuring the security of children.

Abraham Maslow's Hierarchy of Needs is a psychological framework that outlines the progression of human needs, from basic physiological requirements to higher-level psychological aspirations. In early years education, this hierarchy offers valuable insights into creating environments that support children's holistic development.

Maslow's Hierarchy of Needs

Maslow's model is typically depicted as a pyramid with five levels:

Physiological Needs: Basic necessities such as food, water, sleep, and shelter.

Safety Needs: Security, stability, and a safe environment.

Love and Belongingness Needs: Emotional relationships, affection, and a sense of belonging.

Esteem Needs: Recognition, self-esteem, and respect from others.

Self-Actualization Needs: Realising personal potential and self-fulfilment.

Understanding and addressing these needs are crucial for educators:

Physiological Needs: Ensure children have access to nutritious meals, adequate rest, and a comfortable environment. For example, providing balanced meals and regular nap times supports children's physical health and readiness to learn. 

Safety Needs: Create a secure and predictable environment where children feel safe. This includes child-proofing spaces, maintaining consistent routines, and fostering trusting relationships with caregivers. 

Love and Belongingness Needs: Foster positive relationships among children and between children and educators. Encouraging group activities and inclusive practices helps children develop social skills and a sense of community. 

Esteem Needs: Recognise and celebrate children's achievements to build their confidence. Providing opportunities for children to make choices and succeed at tasks enhances their self-esteem. 

cont.

Self-Actualization Needs: Support children's individual interests and creativity. Incorporating creative expression and tailored educational programs helps children realise their potential.

By aligning educational practices with Maslow's hierarchy, educators can create nurturing environments that address children's comprehensive needs, laying the foundation for effective learning and development.

Attachment Theory (John Bowlby): Emphasises the importance of secure relationships between children and caregivers, highlighting the need for consistent and responsive care to promote healthy development

Mary Ainsworth's contributions to attachment theory, particularly through her development of the "Strange Situation" assessment, have significantly influenced early years education and the role of educators in ensuring children's safety and well-being.

Understanding Attachment Styles

Ainsworth's research identified distinct attachment styles—secure, anxious-ambivalent, and avoidant—that describe how children interact with their caregivers. Recognising these styles enables educators to tailor their approaches to meet individual children's emotional and developmental needs. For instance, children with secure attachments are more likely to explore their environment confidently, while those with insecure attachments may require additional support to feel safe and engaged.

By applying Ainsworth's insights into attachment, early years educators can create nurturing environments that promote secure attachments, which are foundational for children's overall development and well-being.

Now continue ....

3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe: 

• the appropriate supervision of others

• health and safety,

• child protection

• duty of care

•reporting and confidentiality of information

• safeguarding staff

Analyse - break down the subject into separate parts and examine each part. Show how the main ideas are related and why are important. (Reference to current research theory may support the analysis)

Harvard referencing

Security systems & safeguarding

As an Early Years Educator, your primary responsibility is to ensure the safety and well-being of babies and young children. This multifaceted role encompasses several critical areas:

Duty of Care

Duty of care refers to the legal and moral obligation to ensure the safety and well-being of children. This involves acting in the best interests of the child, preventing harm, and providing a standard of care that promotes their development. Understanding and fulfilling this duty is fundamental to the role of an educator. 

Reporting and Confidentiality of Information

When concerns arise, it's imperative to report them promptly while maintaining confidentiality. This means sharing information only with those who need to know, in accordance with data protection laws and organizational policies. Accurate record-keeping and secure storage of sensitive information are vital components of this responsibility.

Safeguarding Staff

Supporting and safeguarding staff involves providing regular training, ensuring manageable workloads, and fostering a supportive work environment. This enables educators to perform their duties effectively and maintain their own well-being, which in turn benefits the children in their care.

By diligently addressing these areas, Early Years Educators create a safe and nurturing environment that supports the holistic development of children

As an Early Years Educator, your primary responsibility is to ensure the safety and well-being of babies and young children. This multifaceted role encompasses several critical areas:

Appropriate Supervision of Others

Effective supervision is fundamental to child safety. It involves maintaining appropriate adult-to-child ratios, actively monitoring children's activities, and being vigilant to prevent accidents or incidents. Supervision also extends to overseeing the practices of colleagues and support staff, ensuring that all adhere to established safety protocols and maintain a secure environment. Regular team meetings and training sessions can help reinforce these standards.

Health and Safety

Maintaining a safe environment requires conducting regular risk assessments to identify and mitigate potential hazards. This includes ensuring that equipment is in good condition, facilities are clean, and emergency procedures are in place and understood by all staff. Adhering to health and safety policies is crucial in preventing accidents and promoting a healthy setting for children.

Child Protection

Recognizing and responding to signs of abuse or neglect is a critical aspect of child protection. Educators must be trained to identify indicators of harm and follow established procedures for reporting concerns to the appropriate authorities. Maintaining up-to-date knowledge of child protection laws and guidelines is essential. 

Example -3.1 Analyse the role and responsibilities of the early years educator to keep babies and children safe:

security systems & safeguarding

Linking Maslow’s Hierarchy of Needs, Bowlby’s and Ainsworth’s Attachment Theories to EYFS Section 3

Creating a Safe and Secure Environment (EYFS 3.4-3.8)

Section 3 of the EYFS (2024) requires that early years settings provide a safe, secure environment where children are protected from harm and neglect. Maslow’s (reference needed) hierarchy of needs directly supports this by emphasizing that children’s basic physiological and safety needs are foundational to their well-being and development. According to Maslow(year)  children must have access to secure shelter, nutritious food, and a consistent, caring environment to feel safe. Meeting these needs is the first step in safeguarding.

Application to EYFS: By ensuring basic needs are met, educators fulfill EYFS’s safeguarding requirements for maintaining a safe environment and preventing risks. For example, safe sleep practices, nutritional food provision, and a clean and organised physical setting align with the EYFS’s emphasis on children’s welfare and Maslow’s foundational needs.

Ainsworth’s (year) research on attachment styles further supports this by highlighting the importance of secure attachment in making children feel emotionally safe, which encourages exploration and trust in their caregivers. According to Ainsworth( year), children in secure environments show confidence and are less likely to exhibit anxiety-driven behaviours, which aligns with EYFS (year) focuses on ensuring children feel protected and are free to explore safely.

Example cont. - Training and Development of Staff (EYFS 3.20-3.21)

The EYFS(year) mandates that staff members receive regular safeguarding training to recognise and respond to signs of harm and abuse. Bowlby’s Attachment Theory (year)reinforces this requirement by emphasising that educators are key attachment figures in a child’s life. Training allows educators to better understand the behaviours associated with different attachment styles, enabling them to recognise when a child may feel insecure, anxious, or distressed—signs that could indicate potential safeguarding issues.

 Bowlby’s theory (reference needed) supports EYFS’s (2024) emphasis on the importance of staff training, as it enables educators to build and maintain secure attachments with children, a key element in safeguarding. Training also ensures that staff are equipped to address attachment needs in a responsive, supportive manner, fulfilling both Maslow’s(reference needed) safety needs and Ainsworth’s (reference needed) criteria for fostering secure attachments.

Identifying and Responding to Signs of Abuse and Neglect (EYFS 3.7-3.8)

The EYFS stresses the importance of understanding indicators of abuse or neglect and having clear procedures for responding to them. Both Ainsworth and Bowlby provide insights into how secure attachments help children feel safe enough to express themselves, which is essential for disclosing concerns.

Ainsworth’s work on attachment styles is instrumental here; children with secure attachments are more likely to communicate distress or discomfort. This aligns with the EYFS (2024) requirement to observe and assess children’s behaviour as part of safeguarding. Educators, through their training, can use this understanding to identify concerning changes in behaviour that may indicate harm, meeting the EYFS’s aim of early intervention in cases of abuse or neglect.

Next session we will.......

4.1 Discuss signs to recognise when a baby or child is in danger or at risk of abuse, including online, and the procedure to follow to protect them in an early year setting

   

5.1 Discuss how the early years educator would apply legislation, policy and procedure to ensure the safety and wellbeing of everyone in the setting, demonstrating vigilance and professional curiosity

5.2 Explain ways the early years educator can stay updated on employer, local and national safeguarding policies and procedures as set out in statutory and non-statutory guidance.

6.1 Refer to policy to discuss Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation. This might be about activity that is illegal, risks others’ health and safety, is about poor practice or fails to meet statutory requirements