WF5 1.1 2.12.2 2.3 2.4

• Early years
• Further Education (Key Stage 5)

WF5

Safeguarding & Welfare Requirements 

1.1, 2.1,2.2, 2.3, 2.4

Readiness to Learn

Notes to be taken

bags and coats to hang up - Health and Safety

Water only 

lanyards to be worn

Recap Last Lesson we .........

Using your notes - what did we cover last lesson?

WF1 2.1  Reflect on prior learning and experience as appropriate to describe the role of the early years

educator in the following aspects:

● confidentiality

● information-sharing

● use of technology

● referring development concerns

● protecting self (for example, media and online presence)

● staff health and safety, including mental

● health and wellbeing support and supervision

Ensure you use capitals where needed

Today we will .....

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

2.2 Explain why safeguarding & security systems are an important part of keeping babies and children 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 legislation1.1 Describe signs of harm & abuse to include but not limited to:

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

Set yourself a target of what you would like to achieve today

Consider what you could focus on ........

Starter 

Spend 5 minutes reviewing the EYFS, what does it state about own role in promoting the safeguarding and welfare requirements of babies and young children 

Be prepared to feedback 

what does it state about own role in promoting the safeguarding and welfare requirements of babies and young children
in EYFS

thehub.bathnes.gov.uk

DOE have clarified that the 'Childminder EYFS Framework' applies to childminders both with, and without, domestic premises. We have also confirmed that childminders who are registered without domestic premises need to inform parents and carers that they cannot provide any provision from domestic premises (unless they hold a separate domestic premises registration for the specific premises). On the 'EYFS statutory framework for group and school-based providers' we have clarified the qualification requirements for staff counting in the level 6 staff:child ratios in early years settings. Minor changes to both frameworks include clarifications to existing policy, spelling and grammar.

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

 to include:

•safeguarding and welfare requirements

• child protection (including keeping children safe online)

• discrimination

• whistleblowing

What does the term Discrimination mean?

Think - Pair - Share

• Consider direct and indirect discrimination
• give examples to support your response

age

gender reassignment

being married or in a civil partnership

being pregnant or on maternity leave

disability

race including colour, nationality, ethnic or national origin

religion or belief

sex

sexual orientation

Direct discrimination occurs when someone is treated less favourably because of a protected characteristic, such as race, gender, disability, sexual orientation, or religion. e.g  An employer not promoting someone because of their gender.

Indirect discrimination happens when a policy, rule, or practice applies to everyone but particularly disadvantages people with a specific eg A workplace requiring all employees to work full-time, which may disadvantage women who are more likely to have caregiving responsibilities. protected characteristic. Even if it’s unintentional, it can still be unlawful if it disproportionately affects certain groups without a justifiable reason.

 harassment - unwanted behaviour linked to a protected characteristic that violates someone’s dignity or creates an offensive environment for them

victimisation - treating someone unfairly because they’ve complained about discrimination or harassment

Recap 

Think - Pair - Share

What is legislation ?

What are policies?

What are Procedures?

Give examples 

There is specific legislation in the UK that helps protect those that are the most vulnerable, disadvantaged and discriminated against. This legislation helps ensure that the treatment of those concerned is fair, equal and lawful.

Policies provide guidelines on the way childcare workers should work in order to ensure that children are safe and that they receive the best standards of care and education. Policies state what can and cannot be done in a setting and state its standards and beliefs.

Procedures describe the steps to be taken in order to accomplish specific tasks and who is responsible at each stage. Childcare workers are expected to follow their workplace's policies or procedures. They are usually developed to reflect and comply with legislation.

WHITE PAPERS  are issued by the Government as statements of policy, and often set out proposals for legislative changes, which may be debated before a Bill is introduced. Some White Papers may invite comments. GREEN PAPERS se(consultation)t out for discussion, proposals which are still at a formative stage.

Legislation

Policies and Procedures

Research - group work

You are now to research and present -  legislation, policy and procedures in relation to keeping children and colleagues safe in an early years setting

You will be assigned one of the following  - 

 

1. Safeguarding and welfare requirements
2. Child protection ( including keeping children safe online)
3. Discrimination  - (what is discrimination?)
4. Whistleblowing

Be prepared to feedback 

The Children Act 2004 is a development from the 1989 Act. It reinforced that all people and organisations working with children have a responsibility to help safeguard children and promote child welfare across the UK.

Useful resources 

• https://www.eyalliance.org.uk/policies-and-procedures
• https://www.trulyscrumptiousnursery.co.uk - policies and procedures
• Equality Act 2010

The Equality Act 2010 legally protects people from discrimination in the workplace and in wider society. It replaced previous anti-discrimination laws with a single Act, making the law easier to understand and strengthening protection in some situations.

The Public Interest Disclosure Act 1998 (PIDA) protects any whistleblowing worker who discloses their concerns in the public interest. If a worker experiences any form of reprisal or mistreatment from their employer after raising a concern, they have the right to compensation at an employment tribunal.

Presenting your Research

Suggestion - Consider displaying your findings in a table

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

What is your role?

-consider what we have discussed and your role within the setting

What is the role of the Designated Safeguarding Lead(DSL)?

how could you find this out?

Understanding Statutory and Non-Statutory Guidance

1.Your Role in Safeguarding/

DSL role

 2.Awareness and Implementation of Safeguarding Policies

3.Identifying Signs of Abuse or Neglect

4.Reporting Concerns

5.Supporting Children and Families 

6. collaborating with colleagues and agencies

consider supervision of others

HASAW 

 safeguarding and security systems

push button doors, keyless systems, speaker - entry phone CCTV 

see job role of DSL

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

Why do we need to stay up to date?

What would happen if we did not ?

Who states we must do this?

 Outline - A general description/broad account/summary of something showing essential features/outline the case briefly but not the detail.

1.1 Describe signs of harm & abuse

Working in pairs -  research signs of :

• Neglect 
• Physical
• Emotional
• Online
• Domestic  
• Sexual Abuse

Be prepared to feedback 

Accidental or non-accidental Injuries

Neglect

• Types of Neglect

Physical , Educational, emotional, medical 

• Sign of Neglect 

Underweight – Overweight – Illness left untreated – Poor hygiene – Dirty clothing - wrong clothing for weather – Hungry/Over eating – Unusually tired – Taking food from others - dental decay - health and development problems- missed appointments - housing & family issues - being left alone for sometime- taking on the role of carer or other family members - poor language or social skills - skin issues(sores, rashes, scabies or ringworm) - thin or swollen tummy -

Neglect can be really difficult to spot. Having one of the signs doesn't necessarily mean a child is being neglected. But if you notice multiple signs that last for a while, they might show there's a serious problem. 

• becoming clingy-becoming aggressive-being withdrawn-depressed or anxious-changes in eating habits
• displaying obsessive behaviour-finding it hard to concentrate or take part in activities-missing school
• showing signs of self-harm-using drugs or alcohol.

Neglect can occur during pregnancy if the mother abuses drugs or alcohol which can have serious effect 

Physical neglect

A child's basic needs, such as food, clothing or shelter, are not met or they aren't properly supervised or kept safe.

Educational neglect

A parent doesn't ensure their child is given an education.

Emotional neglect

A child doesn't get the nurture and stimulation they need. This could be through ignoring, humiliating, intimidating or isolating them.

Medical neglect

A child isn't given proper health care. This includes dental care and refusing or ignoring medical recommendations.

Physical 

Physical abuse is when someone hurts or harms a child or young person on purpose.

• Signs of physical abuse

Physical Abuse and Injury – Bruises – Grazes – Grasp marks – Cigarette burns – Bruising – Bite marks – Scalds – Finger marks – Pinch Marks & Abrasions- fractures (skull & limbs) - drowning

Fabrication of illness when a parent fabricates the symptoms of an illness in a child. for example giving too much salt

• Bumps and bruises don't always mean a child is being physically abused. All children have accidents, trips and falls. And there isn't just one sign or symptom to look out for. But it's important to be aware of the signs.
• If a child regularly has injuries, there seems to be a pattern to the injuries or the explanation doesn't match the injuries, then this should be reported.
• Head injuries in babies and toddlers can be signs of abuse so it is important to away of signs such as vomiting, seizures, breathing
• effects pf shaking a baby or infant - fractures- internal injuries- learning problems-seizures- hearing and speech problems- brain damages - death

Emotional

Emotional abuse is any type of abuse that involves the continual emotional mistreatment of a child. It's sometimes called psychological abuse. Emotional abuse can involve deliberately trying to scare, humiliate, isolate or ignore a child.

Signs of Emotional Abuse

• Emotional Abuse – Failure to thrive – Disruptive behaviour – Withdrawn – No signs of emotional response – Bedwetting or frequent toileting accidents for older children – Sleep disorders – Unusual fears - few or no friends- lack of social skills
• Be overly-affectionate to strangers or people they don't know well- seem unconfident, wary or anxious-not have a close relationship or bond with their parent-be aggressive or cruel towards other children or animals.
• The parent having expectations that are well outside what is suitable for the child's age and development
• Criticising the child for his or her failures
• Preventing a child from participating in normal social interaction with other children  - fearful or controlling
• Failing to protect the child from witnessing the mistreatment of others 
• Emotional neglect means that children do not receive love and affection from the adult. They may often be left alone without the company and support of someone who loves them

Online

Online abuse is any type of abuse that happens on the internet, using technology like computers, tablets, mobile phones, games consoles and other internet-enabled devices. Children can become victims of abuse on the internet through online games, social networking sites and apps such as Facebook, Instagram and Snapchat, which they can access through devices including tablets, mobile phones and games consoles. Children and young people may experience several types of abuse online, including: bullying or cyberbullying.

Types of online abuse

• Cyberbullying- emotional abuse- grooming- sexting- sexual abuse- sexual exploitation 

Signs of online abuse

• Children can be at risk of online abuse from people they know or from strangers. It might be part of other abuse which is taking place offline, like bullying or grooming. Or the abuse might only happen online.
• Cyberbullying or online bullying is any type of bullying that happens online. Unlike bullying that takes place offline, online bullying can follow the child wherever they go and it can sometimes feel like there's no escape or safe space.

Domestic 

Domestic abuse is any type of controlling, bullying, threatening or violent behaviour between people who are or have been in a relationship. It can also happen between adults related to one another. It can seriously harm children and young people, and experiencing domestic abuse is child abuse.  If children regularly witness harm or threat of harm, it is likely to mean that children themselves are being abused if they are in a household where domestic abuse takes place.

Signs of Domestic Abuse

• aggression or bullying - anti-social behaviour, like vandalism - anxiety, depression or suicidal thoughts-attention seeking - bed-wetting, nightmares or insomnia- constant or regular sickness, like colds, headaches and mouth ulcers- drug or alcohol use- eating disorders - problems in school or trouble learning - tantrums - withdrawal.

Effects of Domestic Abuse

• Living in a home where domestic abuse happens can have a serious impact on a child or young person's mental and physical wellbeing, as well as their behaviour. This can continue after the adults' relationship has come to an end, and post-separation abuse and  controlling behaviours can continue to remain a factor in the child’s life. The impact can last into adulthood.

What's important is to make sure the abuse stops and that children have a safe and stable environment to grow up in.

Sexual Abuse

When a child or young person is sexually abused, they're forced, tricked or manipulated into sexual activities. They might not understand that what's happening is abuse or that it's wrong for the abuser to do this to them. They might be afraid to tell someone or behave as though this is normal for them to experience, both are valid for the child to be displaying. Sexual abuse can happen anywhere – and it can happen in person or online. It's never a child's fault they were sexually abused – it's important to make sure children know this.

Sexual Abuse – Behaviour and remarks are inappropriate to child’s age/stage – Compulsive behaviour – Explicit Sexual terms – Indicate they may have seen sexual Acts – Torn stained underclothing – Pain itching or swelling – Difficulty sitting/walking – Pain Urinating - Bruises, Bleeding, discharge, pains or soreness in their genital or anal area, sexually transmitted infections, including in the throat. pain/soreness in throat, pregnancy. difficulty in walking/sitting that are not usual for the child.

Next session we will .......

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

How would you use this in the future?

Part timers - please complete and padlet and share

Apprentices - complete on the job learning

Share - how did you meet your target?