The document discusses legislation and policies relating to safeguarding children. It covers: - Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing. - Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage. - Types of abuse, signs and symptoms, case studies, and how abuse can impact development. - Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead. - The roles of support agencies like social services, the common assessment framework, and team around the child approach.

1. Understand
legislation
relating to the
safeguarding,
protection and
welfare of
children
Unit 2
Session 1
2/3/15

2. Starter Activity
 Feelings and beliefs quiz
 Your lecturer will read the statements
stand on the
 green square if you agree,
 Yellow not sure
 Red disagree

3. Learning outcomes
 List current legislation and guidelines for the
protection and welfare of children.
 Identify policies and procedures relating to
the safeguarding, protection and welfare of
children.
 Describe what policies and procedures you
need to follow in your setting
 Explain why it is important to teach children
about the PANTS rule
 Explain what is meant by the term
‘whistleblwing’

4. Legislations you must adhere
to
 Working together to safeguard children
(2013)
- Team around the Child (TAC)
 Protection of Children Act (1999)
 The disclosure and Barring Service (DBS)
 The Children’s Act (2004)
- Common Assessment Framework (CAF)
 Early years foundation stage section 3

5. What policies and procedures
have you seen in your
placement’s in relation to
child protection?
 Log onto your placement’s website and
list the policies and procedures

6. Why do settings have a no
mobile phone policy?
 https://www.youtube.com/watch?v=ZBcTj
iW0unc&list=PLUAyY2ajbjXoYGFzo5PogKiC
C1yuvzm9G

7.  http://www.nspcc.org.uk/preventing-
abuse/keeping-children-safe/underwear-
rule/
 Produce a display board to teach
children about the PANTS rule.

8. Safeguarding and Child
Protection
Safeguarding is the care and meeting
health and safety needs in the setting
Child protection is recognising when a child
is in danger or at risk from abuse and how
to act to protect them.
What is the role of the adult in both
situations?

9. Abuse
 Abuse can happen as a one time event
or a reoccurrence
 Abuse can take place any where and at
any time
 Abuse can take place by anyone,
majority of abuse is carried out by
someone the child knows

10. Whistleblowing
 Encourages staff, volunteers, students to
share genuine concerns about a
colleagues behaviour
 It is not a complaint or grievance
 You are a witness to misconduct that
threatens other people or children
 1.3

11. Whistleblowing
 Could be because of:
Child welfare
Safeguarding concerns
Financial malpractice
Danger
Illegality
Other wrongdoing

12. Understand
legislation
relating to the
safeguarding,
protection and
welfare of
children
Unit 2
Session 2
2/3/15

13. www.kidscape.org.uk
Starter Activity
Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?

14. www.kidscape.org.uk
Recognition & Response
Identifying perpetrators…
CAN YOU IDENTIFY WHICH INDIVIDUALS ARE
CONVICTED PERPETRATORS OF
CHILD ABUSE?

15. What are the five types of
abuse?
 Physical
 Neglect
 Sexual
 Domestic abuse
 Emotional

16. Physical abuse
A child may be physically hurt or injured.
Hitting, kicking, beaten with objects,
thrown, shaked.
This will cause pain, cuts, bruising, broken
bones and sometime death.

17. Signs and symptoms
 Unexplained recurrent injuries or burns
 Wearing clothes to cover injuries , even in hot
weather
 Refusal to undress for games
 Bald patches of hair
 Repeated running away (when older)
 Fear of medical examination
 Aggression towards others or self
 Fear of physical contact (shrinks, flinches) 3.1

18. Body maps
Bruising or
grasp marks
Bruising or
grasp marks
Bruising
Bruising or
finger marks
Bruising or
grasp
marks
Scalds, burns,
broken fingers
Linear
bruising,
outline of
buckles,
scalds, burns
Grasp marks
Bruising
Torn fenulum
Pinch marks,
bruising

19. Case study
• Hugh (5) has been away from school because his
Mother said he was ill. You are helping him get
changed for PE when he jumps when taking off
his jumper. You notice his arms and back are
covered in deep purple bruising. When you ask
him what happened, he shrugs and says he feel
off his bunk bed.
– What should you do now?
– What should you not do?
– Who should you talk to about this?
– Who should you not talk to?

20. Emotional abuse
A child may not be given love, approval or
acceptance.
The child may be constantly criticised,
blamed, sworn, and shouted out. Told
other people are better than he or she is
and rejected by those the child looks to
for affection.

21. Signs and symptoms
 Delayed development
 Sudden speech problems, for example stammering
 Low self esteem
 Fear of any new situations
 Neurotic behaviour (hair pulling, rocking, self harm)
 Extremes of aggression or withdrawal 3.1

22. Activity
• Think of a time when someone has criticised
or blamed you.
– Write a short description of the event
– How did it affect you at the time?
– Has it affected you in later life? How?
– How could it have been dealt with better?
– How will you change your own practice now?

23. Neglect
Can result in failure to thrive, when the
parents, carers or guardians looking after
the child do not provide the child with
proper food, warmth, shelter, clothing,
care and protection.

24. Signs and symptoms
 Constant hunger
 Poor personal hygiene
 Constant tiredness
 Poor state of clothing
 Unusual thinness
 Untreated medical problems
 No social relationships
 Stealing food
 Destructive tendencies

25. Case Study
• Toby (6) and Sam (11) are siblings. Sam often
picks Toby up from school and looks after him,
their parents are both alcoholics. Sometimes
there is nothing in the house to eat and both
children wear clothes that are dirty for days
on end. Both look thin and tired. One day
Sam comes to pick Toby up and bursts into
tears with the teacher.
– What do you think Toby’s teacher should do?
– What do you think should have already
happened?

26. Sexual abuse
Is when a child is forced or persuaded into
sexual acts or situations by others.
Children may be encouraged to look at
pornography, be harassed by sexual
suggestions or comments, be touched
sexually or forced to have sex.

27. Signs and symptoms
 Sexual knowledge or behaviour
 Medical problems, such as chronic itching, pain in
the genitals or STI
 Depression, self harm, suicide attempts, running
away, anorexia
 Personality changes such as becomes insecure or
clinging
 Regression
 Lack of trust or fear of certain people
 Drawing explicit pictures
 Tries to hard 3.1

28. Domestic abuse
 Domestic violence is caused by an
abuser’s desire to gain power and control
over their partner. Abusers use a range of
different tactics – physical, emotional,
sexual, financial – to achieve this.
 Children may witness this.
 A child may or may not be harmed.

29. Signs and symptoms.
 emotional and psychological damage.
 Bedwetting
 Stomach-aches
 Disturbed sleep
 Older children can become withdrawn
 Exhibit extreme behaviour, such as
misusing alcohol or drugs. 3.1

30. Signs and symptoms
 Various evidence can highlight that a child may
be being abused. It is important NOT to jump to
conclusions.
 If you feel a child is being abused your concerns
HAVE to be shared so it can be investigated
through the correct procedures.
 Many signs and symptoms can be linked to various
types of abuse or possible illnesses.
 Any issues should be dealt with sensitively.

31. How can abuse impact
development
Social
Physical
Intellectual
Communication
Emotional

32. 3.2
 What action would we take if harm of
abuse is suspected or disclosed?
 https://www.youtube.com/watch?v=VDT
0nxrDliM
 Watch the clip and take notes

33. Actions for recording and
reporting child protection
concerns
 In two groups on the floor design a flowchart
to show the procedures that you would need
to follow when recording and reporting
 Think about what would need to be
considered and why.
 Everyone to contribute
HM Government Working together to safe guard
children

34. Whistleblowing
 Could be because of:
Child welfare
Safeguarding concerns
Financial malpractice
Danger
Illegality
Other wrongdoing
What would
the role of the
practitioner be
in relation to
whistleblowing
? 3.3

35. Understand
legislation
relating to the
safeguarding,
protection and
welfare of
children
Unit 3
Session 1
19/3/15

36.  http
Catch 22
Starter Activity
Research how these
agencies support?

37. Learning outcomes
 Identify agencies available for support
 Explain the roles and responsibilities in relation
to safeguarding, protection and welfare of
children.
 Explain the boundaries of confidentiality in
relation to safeguarding, protection and
welfare of children.
 Explain the benefits of working with others in
the context of safeguarding, protection and
welfare of children
 Explain why serious case reviews are required

38. CAF

39. CAF
To support everyone working together to
meet the needs of the child and the family.
Everyone has a duty of care
Role of the practitioner to complete the
CAF form

40. Team around the child
(TAC)
 Complete the pre assessment checklist
from the CAF
 Only to proceed if gained informed
consent from the parents

41. Allegations : Do
 remain calm, accessible and receptive
 listen carefully without interrupting
 communicate with the child in a way that
is appropriate to their age,
 understanding and preference – this is
especially important for disabled
 children and for children whose preferred
language is not English

42. Do
 be aware of the non-verbal messages you
are giving
 make it clear that you are taking them
seriously
 acknowledge their courage and reassure
them that they are right to tell
 reassure them that they should not feel guilty
 let them know that you are going to do
everything you can to help and what may
happen as a result

43. Do
 make a note of what was said and who
was present, using the child's actual words
wherever possible. Pass to the CPO
- What do you need to consider when you
are writing ‘your notes’?
- What may ‘your notes’ be recorded on?

44. Don’t
• allow your shock or distaste to show
• probe for more information than the child
offers
• speculate or make assumptions
• ask leading questions or put words in to
the child’s mouth
• physically examine the child or young
adult or remove, look under or
open a child’s/young adult’s clothes

45. Don’t
• make any comments about the alleged
abuser
• make any promises that you cannot keep
• agree to keep the information a secret
• delay getting emergency help if needed

46. If you suspect:
 You would write your information factual
and exact (see or hear)
 Discuss your concerns immediately with
the CPO– no matter how busy they are.

47. Reports
 Any records made at the time of the
disclosure can become court evidence, it is
therefore important that such records are
clear, legible, free from biased opinion and a
true reflection of actually what happened
 Use the child’s own words/phrases and
vocabulary even though they may not make
sense, and not your interpretation of them.
Record words/phrases that are repeated.

48. Reports
 record your verbal and non verbal responses
 record the environmental context in which
the disclosure was made and the emotional
state of the child
Confidentiality is paramount
Working together to safeguard children March
2013

49. Child Protection Officer
If you see, hear or are told something that
makes you concerned about a child's safety or
welfare, record it and report it to the
designated member of staff with responsibility
for safeguarding children.
They will decide to contact social services if
they believe that the child may be in need or at
risk of significant harm and will follow this up with
a written referral.

50. The designated member of staff will probably
want you to explain to the child the action you
are taking and what is likely to happen next.
They will also want to involve parents or carers
unless this would place the child at greater risk.
It is important at this stage to ensure that the
information is only shared with other individuals
on a purely need to know basis.
From this point onwards it is important to act
only on the advice from the child protection
officer.

51. Thresholds Chart
 Please look at your document

52. Referral - within 48 hours.
 Once concerns have been referred to
children's’ social services, it is their
responsibility to assess the needs of the child
and, if necessary, undertake a child
protection enquiry.
 They have a responsibility to inform the setting
of the action they are taking and the outcomes
of any enquiry.
The designated member of staff will share with
you what you need to know
to continue to work with the child.

53. Responses could include:
 No action – a parent/main carer has
been spoken to and gives a reasonable
explanation
 Universal - could give parent advice to
support them i.e. child has more of an
appetite, maybe have more
carbohydrates in diet to fill them up.

54. Responses could include
 Support offered- parent may admit that
they are finding caring for their child too
much and may accept support from local
groups i.e. parenting groups, psychologist
 Targeted Early Help - Referral to family
support at a local children’s centre
 Referral to Children’s Social Care.

55. You
 You must ensure you complete the
following
 Protect yourself
 Get support for yourself
Consider the child if you did not take action

56. Rights of the child and their
parent/carer
From observations of your key worker child
you have noticed that the child is
becoming more reluctant to join in with
activities, likes to have cuddles and quiet
time with you. You have also noticed that
when you need to wake the child from
sleep it takes along time to wake her.

57. Rights of the child and their
parent/carer
You speak to the mother and she informs
you that your key child shares a room with
her disabled brother who needs round the
clock care and sometimes sleep is
disturbed.
The family are feeling the stresses of caring
for the brother that maybe sometimes
positive attention is not always given to the
child.

58. The rights of the child
In cases of alleged harm:
 To be protected against significant harm
 Not to be subjected to repeated medical
examinations or questions following suspected
abuse
 To be involved in decisions that are being
made about them
 To be fully informed of processes involving
them, while being allowed to express their
own views and opinions.

59. Wherever the possible the child is to stay in
the family home and partnership working
with the parents is achieved.
If the child is suffering from physical or
sexual abuse then they will be removed
from their home to protect them from
further harm.

60. The rights of the parents/carers
 The rights of the parents/carer are
modified by their responsibilities towards
their children
 In cases of alleged abuse they will have
the right to be informed about what is
being said and to contribute their own
views and opinions.
 If significant harm then they will have no
immediate rights.

61. The Public Interest Disclosure
Act 1998

62. Working together to safeguard
children 2013
 all organisations have appropriate
whistleblowing procedures
 Encourage a culture of whistleblowing
 Can relate to past, present or future
events
 Everyone must be aware of the
whistleblowing policy

63. Reporting procedures
 Manager/head teacher
 HSO/CPO
If nothing is done you will ‘blow the whistle’
In writing you will contact
 Children’s services
 Ofsted
 NSPCC

64. The law
 You are safeguarding a child’s welfare so
you are protected by the law.
You are protected from
 Being bullied
 Sacked
 Being disciplined

65. Serious Case Reviews
 TAC and TAF meeting
 Threshold from Local Safeguarding and
Children’s Trust.
 In pairs read your serious case review