PO4_ Lesson one.pptx
Performance outcome 4: Safeguard and promote the health, safety and wellbeing of children
Lesson 1:
Understanding Safeguarding and Abuse in Early Years Settings
Following Safeguarding Policies and Procedures & Conducting Risk Assessments
Onderdelen in deze les
Performance outcome 4: Safeguard and promote the health, safety and wellbeing of children
Lesson 1:
Understanding Safeguarding and Abuse in Early Years Settings
Following Safeguarding Policies and Procedures & Conducting Risk Assessments
“What does safeguarding mean to you?”
Learning objectives
By the end of the lesson, students will be able to:
Explain the key principles of safeguarding in early years settings.
Identify and describe different types of abuse.
Recognise a range of associated signs of abuse.
Identify and explain key safeguarding-related policies and procedures used in early years settings
Complete a basic risk assessment aligned with setting policies
Today’s lesson is covering a sensitive topic for some learners, if you need to take a moment at of the classroom, please do so
Key Principles of Safeguarding
The Paramountcy Principle is a key concept in safeguarding and child welfare that means:
“The welfare of the child is the most important consideration in all decisions and actions that affect them”.
It originates from the Children Act 1989, which states: “The child’s welfare shall be the paramount consideration.”
In practice, this means:
When making decisions (e.g., about care, education, health, or protection), the child's needs, safety, and well-being must come first, even above the needs or wishes of adults.
Practitioners must always prioritise what is best for the child, not what is most convenient for staff, parents, or the setting.
If there’s any concern that a child may be at risk, action must be taken immediately—not delayed for adult convenience.
Key Principles of Safeguarding
Early Intervention in safeguarding means taking action as soon as there are signs that a child may be at risk of harm or not developing well, rather than waiting until problems get worse.
It focuses on identifying and responding to concerns early—whether they are about safety, health, behaviour, or development.
The goal is to prevent problems from becoming more serious or long-lasting.
Early intervention can involve working with the child, family, or other professionals to provide the right support at the right time.
Why it's important:
Protects children from harm – acting early can stop abuse or neglect from continuing.
Supports development – helps children achieve their potential by addressing issues like delayed speech, poor emotional regulation, or neglect.
Reduces long-term impact – early help can reduce the need for more serious interventions later (like social care or hospitalisation).
Key Principles of Safeguarding
“Everyone’s responsibility” in safeguarding means that every adult working in an early years setting — no matter their role — has a duty to help keep children safe.
Safeguarding is not just the job of managers or safeguarding leads. Whether you're a teacher, cleaner, lunchtime supervisor, or volunteer, you have a role to play.
Anyone who sees or suspects abuse or neglect must take action—this could mean reporting a concern, recording observations, or speaking up about something that feels “not quite right.”
You don’t need to be certain—you just need to raise concerns so they can be properly investigated.
Why is it important:
Children may disclose or show signs of harm to any adult they trust, not just their key worker.
Failing to report something could mean a child remains in danger.
Sharing information helps build the bigger picture of a child’s safety and well-being.
Key Principles of Safeguarding
The EYFS (Early Years Foundation Stage) guiding principles are the core values and beliefs that shape how practitioners work with babies and young children. They help ensure children are safe, happy, and learning in a secure and supportive environment.
There are four key principles:
1. Every child is a unique child
2. Positive relationships
3. Enabling environments
4. Learning and development
Activity 1 -
Create a mind map for each type of abuse, write everything you know about it
Signs of physical abuse
Signs of emotional abuse
Signs of sexual abuse
Signs of neglect
Signs of domestic abuse
Understanding different types of abuse
Physical Abuse
When a child is deliberately hurt or injured, such as hitting, biting, burning, or shaking.
Neglect
When a child’s basic needs are not met, such as not being given enough food, proper clothing, medical care, supervision, or emotional support.
Emotional Abuse
Ongoing emotional mistreatment that damages a child’s self-esteem or emotional development, such as constant criticism, rejection, or ignoring.
Sexual Abuse:
When a child is forced or encouraged to take part in sexual activities, whether or not they understand what’s happening. This includes inappropriate touching, language, or exposing them to sexual material.
Domestic Abuse
When a child sees, hears, or is affected by violence or abuse between adults at home. This is now recognised as a form of harm to the child, even if they are not directly hurt.
Activity 2 -
You will be given 5 different case studies of different types of abuse that may occur in a setting. You will rotate around the room, considering the type of abuse, as well as the potential signs that as a practitioner you need to be aware of.
What type of abuse could be present?
Could this be more than one issue?
What might your concerns be and why?
Why is it important for practitioners to be familiar with their own setting’s versions?
Policies and procedures
Child Protection Policy
Focuses specifically on what to do when there is a concern that a child is being abused or is at risk.
Includes procedures for reporting to the Designated Safeguarding Lead (DSL), record-keeping, and contacting external agencies.
Safeguarding Children Policy
Outlines how the setting protects children from harm, abuse, and neglect.
Includes staff responsibilities, how to recognise abuse, and steps to take if there are concerns.
Risk Assessment Policy
Outlines how the setting identifies, assesses, and manages risks to keep children safe. Includes how and when to do risk assessments, who is responsible, and how often checks are reviewed.
Policies and procedures
Health and Safety Policy
Explains how the setting keeps children, staff, and visitors safe from accidents, injuries, and hazards.
Covers safe use of equipment, cleanliness, staff responsibilities, and emergency procedures.
Administering Medicine Policy
Details the safe procedures for giving medication to children while in the setting.
Includes storage, written parent consent, recording doses, and who can administer medicines.
Whistleblowing Policy
Protects staff who raise concerns about unsafe or abusive behaviour by other staff or management.
Encourages staff to speak up and explains who they can go to if they feel uncomfortable raising concerns internally.
Policies and procedures
Complaints Procedure
Gives parents and carers a clear way to raise concerns or complaints about the setting.
Includes steps for informal and formal complaints, how they are recorded and responded to, and the timescales involved.
Accident and Emergency Procedure
Explains what to do if a child is injured or there's a serious incident.
Includes first aid, informing parents, completing accident forms, and calling emergency services if needed.
Illness/Infectious Disease and Exclusion Policy
Describes how the setting prevents the spread of illness and when children should be kept at home.
Covers symptoms to look for, exclusion periods (e.g. 48 hours for sickness/diarrhoea), and reporting infectious diseases.
Safeguarding vs Child Protection
Child protection is a part of safeguarding that deals with specific concerns about abuse or harm.
It is reactive – it responds when something has already gone wrong or is suspected.
Includes:
Reporting concerns about abuse
Following child protection procedures
Referring to social services
Keeping records of disclosures
Safeguarding is the bigger picture. It refers to everything we do to keep children safe, healthy, and well in all aspects of their care.
It is proactive – it prevents harm before it happens.
Includes:
Health and safety
Supervision and staff training
Safer recruitment (e.g. DBS checks)
Internet safety
Preventing accidents
Promoting wellbeing
You will now be given scenarios, identify whether it is safeguarding or child protection
To do....
When you are next in placement, you need to enquire about policies and procedures that they have, including:
Safeguarding children policy
Child protection
Health and Safety policy
Risk assessment policy
Administering medicine policy
Whistleblowing Policy
This is going to be important for your project brief 1
Illness/ infection disease and exclusion
Complaints procedure
Accident and emergency procedure
Practical Risk Assessment Task
You will create a real life scenario that you may come across in placement. Consider hazards that you may come across, which could cause injury to yourself or others.
You will then complete a four step risk assessment on the handout, which includes:
Identify the hazards (e.g. hot drinks, sharp corners, unlocked gates)
Identify who is at risk
Evaluate the level of risk (low/medium/high) and suggest control measures
Record findings and present their plan to the class or display it
“How can Maslow's Hierarchy of needs apply to safeguarding?”
Project brief 1
You need to evidence your knowledge over the last two weeks.
(K4.1, K4.2, K4.5 towards S4.12, S4.13, S4.17)
Part 1: Welcome leaflet for a new staff member, outlining key principles and types of abuse they will need to be aware of when working with children
Part 2: You will be provided a case study of a child, and you will write a report to identify and explore potential causes for concerns. This will be linked to your setting's policies and procedures, explaining how this will influence staff members decisions on the situation. You will create a full 4 step risk assessment, to prevent any further incidents occurring at the setting. Relate to theory, Maslow's Hierarchy of needs... How can this impact a child's development?
Due date: (2 weeks)
