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Unit312217

  1. 1. Unit 3 Providing safe environments for children © Hodder & Stoughton Limited
  2. 2. CACHE Level 3 Early Years Educator Starter activity LO1 Understand safeguarding D1 • Time: 15 mins © Hodder & Stoughton Limited https://www.youtube.com/watch?v=WsbYHI -rZOE Snowball activity Complete a list of words that relate to safeguarding Open the paper what do the words mean?
  3. 3. CACHE Level 3 Early Years Educator Starter activity D2 © Hodder & Stoughton Limited https://www.yo utube.com/wat ch?v=TGddyTW 5eMc
  4. 4. CACHE Level 3 Early Years Educator • D1 Explain what is meant by safeguarding. • D2 Explain how safeguarding: • Keeps children safe • Values children’s needs • Protects children. © Hodder & Stoughton Limited
  5. 5. CACHE Level 3 Early Years Educator • To safeguard: To protect something from harm. • The welfare of the child is paramount. • Practitioners have a duty to keep children safe and to protect them from harm, abuse or neglect. • Policies and procedures will support practitioners to keep children safe. https://www.youtube.com/watch?v=CVJypjuSDJc • What is the meaning safeguarding © Hodder & Stoughton Limited LO1 Understand safeguarding D1
  6. 6. CACHE Level 3 Early Years Educator Pairs activity • Time: 15 mins • Discuss how practitioners keep children safe on a day-to-day basis in your setting. • Consider: • Outdoor play • Adequate supervision • Policies and procedures • Roles and responsibilities • Reporting concerns. https://youtu.be/XRn1a82tdHM © Hodder & Stoughton Limited LO1 Understand safeguarding D1, D2
  7. 7. CACHE Level 3 Early Years Educator Group activity • Time: 15 mins • Share your discussions from the Pairs activity. • Consider: • How does your setting keep children safe from harm or abuse? • Would you know what to do if you suspected a child was in danger? © Hodder & Stoughton Limited LO1 Understand safeguarding D2
  8. 8. CACHE Level 3 Early Years Educator • Practitioners will keep children safe by ensuring they come to no harm when taking part in activities and experiences. • Keeping children safe in relation to safeguarding requires practitioners to know when a child is in danger of harm or abuse. • Practitioners will need to know the signs, symptoms and indicators and respond to these accordingly. • Keeping children safe © Hodder & Stoughton Limited LO1 Understand safeguarding D2
  9. 9. CACHE Level 3 Early Years Educator • Children need love and adequate care in order to thrive. • Children need to be supported and nurtured to grow and develop. • This care is usually best provided by a loving, supportive family. • Some parents/carers may need support to give their child or children the best possible care. • In some cases the needs of the child can only be met if the child is removed from the family home. • Values children’s needs © Hodder & Stoughton Limited LO1 Understand safeguarding D2
  10. 10. Health and safety risks What is a Hazrard ? What is a risk? Sorting activity Risk assessment’s involve • Identifying a hazard • Assessing the likelihood of a hazard poising a risk • Estimate the severity of the consequences • Developing an action plan to eliminate the hazard or minimise the effect through control measures
  11. 11. Why do we put risk assessments in place? • Encourages staff to think about the environment in which they work in • The situation can be controlled before accidents or illness can occur • Staff must be up to date with the relevant legal requirements
  12. 12. By law formal risk assessments must be carried out in every workplace Hazard Control measure Sand thrown about Constant supervision ‘no throwing sand’ rule Falling from climbing frame Broken or damaged toys or equipment Choking on food Posing by cleaning materials Lifting children Unattended children Sickness or diarrhoea
  13. 13. CACHE Level 3 Early Years Educator • Child protection is an integral part of the safeguarding process. • It further promotes the welfare of children. • It refers to the actions that may need to be put into place when there is reasonable belief that a child is suffering or is likely to suffer significant harm. • Protecting children © Hodder & Stoughton Limited LO1 Understand safeguarding D2
  14. 14. CACHE Level 3 Early Years Educator • Group 1 safety requirements toys and equipment • Group 2 Outdoor safety • Group 3 - Maintain a safe environment – staff to child ratio, ensure there is enough room to play, safety and security of the setting registration and collection times, make links to section 3 EYFS Statutory framework. • Group 4 Safety during outings make links to statutory frame work. • Group 5 Cleanliness and hygiene – How to prevent cross infection, why and how to wash hands • Make a fact sheet to put into a booklet. Include a child’s individual needs. How to protect children from harm. Research task © Hodder & Stoughton Limited
  15. 15. • To achieve D1 you are required to provide information that explains safeguarding to: • show accurate understanding of the meaning of safeguarding • relate safeguarding to working with children. • To achieve D2 you are required to provide an explanation that includes information that explains how safeguarding can: • keep children safe • meet children’s individual needs • protect children. Assignment Task © Hodder & Stoughton Limited
  16. 16. CACHE Level 3 Early Years Educator • Complete D1 and D2 • D2 Add:- • how we keep children safe (maintaining a safe environment , including safe working practices) • Meet individual needs (how to create an inclusive environment) • Protect children (welfare requirements of children) • Track most recent observation • Complete Placement work to date • Make links to section 3 EYFS Statutory framework Directed Study Task © Hodder & Stoughton Limited
  17. 17. CACHE Level 3 Early Years Educator 1. Describe the term safeguarding in one sentence. 2. What do children need in order to thrive and develop? 3. What does NSPCC stand for? 4. Name two services the NSPCC offer to help families to support the needs of their child or children. © Hodder & Stoughton Limited
  18. 18. CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 3 Providing safe environments for children © Hodder & Stoughton Limited
  19. 19. Starter Activity Think of an activity you could do to make children aged 4-5 years aware of the PANTS rule https://www.nspcc.org.uk/preventing- abuse/keeping-children-safe/underwear-rule/
  20. 20. CACHE Level 3 Early Years Educator • LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures. • C1 Identify current legislation and frameworks in relation to safeguarding. • C1 Describe the relationship between legislation, policy and procedure. • D3 Identify policies and procedures in relation to safeguarding. © Hodder & Stoughton Limited
  21. 21. CACHE Level 3 Early Years Educator • Legislation and frameworks are in place to support practitioners to protect children. • They include: • Children Act 1989 and 2004 • Working Together to Safeguard Children 2006 and 2013 • Early Years Foundation Stage: Section 3 – The safeguarding and welfare requirements • Disclosure and Barring Service. • Current legislation and frameworks © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  22. 22. CACHE Level 3 Early Years Educator Classroom discussion activity • Time: 15 mins • Why is it important to have legislation and guidelines for the safeguarding, protection and welfare of children in place? • Consider: • The benefits to the child • The benefits to the practitioner • The benefits to the setting. © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  23. 23. •Describe the relationship between legislation, policies and procedures Legislation is? A policy is? A procedure is? The links between policy legislation and procedures are? C1 © Hodder & Stoughton Limited
  24. 24. CACHE Level 3 Early Years Educator • Policies give an outline of how a setting aims to comply with legislation. • Procedures will give practitioners guidance on what to actually do in practice. • For example: A setting will have a policy on carrying out DBS checks on all new staff members and volunteers. Their DBS procedure will give detailed, step-by-step instructions on how to do it. • Polices and procedures © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures D3
  25. 25. CACHE Level 3 Early Years Educator • Children Act 1989 • This brought together the laws that protect children and made them easier to follow. • It informs people of their duties and identifies how all professionals should work together when child abuse is suspected. • Children Act 2004 https://www.youtube.com/watch?v=5QJoq0T3TLU&t=4s • This key piece of legislation was a result of the Laming inquiry over the death of Victoria Climbié. • The inquiry led to ‘Every Child Matters’ being implemented and the Children Act 2004 being in force. • Current legislation and frameworks © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  26. 26. CACHE Level 3 Early Years Educator • Working Together to Safeguard Children 2006 and 2013 • This piece of legislation further updates safeguarding and how everyone who works with children should come together to safeguard and promote the welfare of all children. • Disclosure and Barring Service • The Disclosure and Barring Service (DBS) carry out checks on people who are working or volunteering with children and vulnerable adults to ensure that only suitable people are allowed to fill this role. • Current legislation and frameworks © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  27. 27. CACHE Level 3 Early Years Educator Pairs activity • Time: 15 mins • The Children Act 2004 included the setting up of Local Safeguarding Children’s Boards (LSCB). • Find out about your local board and describe their role within the local area. • Include: • Contact details • Who they support • Services they offer • Links to other organisations. © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  28. 28. CACHE Level 3 Early Years Educator • All current legislation and frameworks for safeguarding inform policies and procedures. • Early Years Foundation Stage (EYFS) – Safeguarding and welfare requirements • Areas covered include: • 3.4: child protection • 3.9: Suitable people • 3.20: Staff qualifications • 3.27: Key person • 3.28: Staff: child ratios • 3.68: Information and records. • Legislation and polices and procedures © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  29. 29. CACHE Level 3 Early Years Educator Pairs activity • Time: 15 mins • Take a closer look at the EYFS safeguarding and welfare requirements identified on the previous slide. • For each one: • Describe what it means • Explain how it supports safeguarding children. • State which policies and procedures it would inform and why. © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  30. 30. CACHE Level 3 Early Years Educator • The Children Act 2004 contains information on: • Safeguarding • Positive outcomes for children • Working with other professionals • The welfare of the child is paramount. • The Children Act 2004 states that anyone working with children has a duty to safeguard and promote their welfare. • Legislation and polices and procedures © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  31. 31. CACHE Level 3 Early Years Educator • The Data Protection Act 1998 says that information kept must be: • Fairly and lawfully processed • Processed for limited purposes • Adequate, relevant and not excessive • Accurate and up to date • Not kept for longer than is necessary • Processed in line with your rights • Secure. • Legislation and polices and procedures © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures C1
  32. 32. CACHE Level 3 Early Years Educator • Use your grid provided to support C1 • Summarise the main points of each legislation. Group discussion how have these Legislations been used to inform policies within your setting? Task C1 © Hodder & Stoughton Limited
  33. 33. CACHE Level 3 Early Years Educator Reflection activity • Time: 15 mins • How much do you know about your setting’s policies and procedures for the safeguarding, protection and welfare of children? • Consider: • Where are they kept? • Have you read them? • Were you given a copy? • Do you understand them? • Why is it important to have them? © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures D3
  34. 34. CACHE Level 3 Early Years Educator • Policies and procedures relating to the safeguarding, protection and welfare of children in settings are the result of legislation passed in Parliament. They are written by the setting and/or the local authority and they give guidance on how to protect children. • Each setting will have its own set of policies and procedures but may include: • Confidentiality • Risk assessments • Lost or missing child • Non-collection of child • Safeguarding children • DBS procedure. • Polices and procedures © Hodder & Stoughton Limited LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures D3
  35. 35. • In your pairs you will be given a Legislation to find out about. • Devise a poster or a power point presentation to share your information. • Create a game, Quiz or a Jingle to test the other members of the group. Small Group Activity © Hodder & Stoughton Limited
  36. 36. • To achieve C1 you are required to use your grid to provide a discussion to show how legislation and statutory requirements relating to safeguarding inform safeguarding policies and procedures. An example of relevant legislation should be given to show the relationship between policy and procedure. • To achieve D3 you are required to complete a legislation grid to show knowledge of the policies and procedures followed in early year’s settings to keep children safe these must be shown accurately. Assignment Task © Hodder & Stoughton Limited
  37. 37. CACHE Level 3 Early Years Educator 1. Is it Children’s Act or Children Act? 2. What does DBS stand for and what does it do? 3. Name two pieces of legislation or guidelines that support the safeguarding and welfare of children. 4. Name three policies for the safeguarding, protection and welfare of children. 5. Who has to follow the policies and procedures of a setting? 6. How can you find out about the setting’s policies and procedures? © Hodder & Stoughton Limited
  38. 38. Unit 3 Providing safe environments for children © Hodder & Stoughton Limited
  39. 39. Starter Activity TOPS and TAILS Time to stand up I will read out a statement if you think the statement is true touch your head False hands on your bottom
  40. 40. CACHE Level 3 Early Years Educator • LO3 Understand child protection. • Identify 5 types of abuse • B1 Explain the role of the early years practitioner in relation to safeguarding and protecting children. • D4 Describe signs, symptoms, indicators and behaviours that may cause concern relating to the 5 types of abuse • C3 Describe actions to take if harm or abuse is suspected and/or disclosed. © Hodder & Stoughton Limited
  41. 41. 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 • Name the 5 types of abuse ?
  42. 42. 5 Types of Abuse • For each type of abuse name the signs and symptoms • Neglect • Physical abuse • Emotional abuse • Sexual abuse • Domestic abuse © Hodder & Stoughton Limited
  43. 43. CACHE Level 3 Early Years Educator • Neglect • If a child is neglected at home they may fail to thrive and develop as expected. • Neglected children often look hungry and tired. • They may ‘scavenge’ for food and have poor social skills. • They may have ill-fitting or dirty clothes. • Children who are neglected often have poor personal hygiene. • These indicators may be apparent if an adult is not caring for a child properly. • http://www.bbc.co.uk/news/uk-scotland-glasgow-west- 22198978 • Signs, symptoms, indicators and behaviours LO3 Understand child protection D4 © Hodder & Stoughton Limited
  44. 44. CACHE Level 3 Early Years Educator • Look at Your given case study • What would you do if you had a child in your setting who show these signs and symptoms • What support could you provide for child’s parents / carers? • What action should you take to protect the children from significant harm? • https://www.youtube.com/watch?v=KPIwsAsZF3c&lis t=PL89DA53E0793152BD&index=24 Neglect © Hodder & Stoughton Limited
  45. 45. • Physical abuse • If a child is being physically abused at home they may have unexplained injuries. • These injuries can include burns, bruises and broken bones. • Children who are being physically abused are often reluctant to undress for PE and may wear long-sleeved clothing and trousers to cover injuries. • They may demonstrate a fear of physical contact in the setting. • They can show aggressive behaviour both to themselves and others. • They may attempt to run away from home to escape the situation. • Signs, symptoms, indicators and behaviours https://www.youtube.com/watch?v=0E1rKYrP_DY LO3 Understand child protection D4 © Hodder & Stoughton Limited
  46. 46. Use your body map to note how you would record signs of physical abuse 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, burnsGrasp marks Bruising Torn fenulum Pinch marks, bruising
  47. 47. CACHE Level 3 Early Years Educator Group activity • Time: 15 mins • Why is it important to know the signs, symptoms, indicators and behaviours that may cause concern? • Consider: • The benefits to the child • The role of the practitioner • Following policies and procedures. LO3 Understand child protection D4 © Hodder & Stoughton Limited
  48. 48. CACHE Level 3 Early Years Educator • Emotional abuse • A child who is being emotionally abused may have very low self-esteem. • Emotional abuse can include a child being constantly criticised and belittled. • The child may be sworn at and blamed for anything that goes wrong. • They may be told that they are worthless or useless and that others are better than them. • An emotionally abused child may be very withdrawn and nervous around others. • Signs, symptoms, indicators and behaviours LO3 Understand child protection D4 © Hodder & Stoughton Limited
  49. 49. CACHE Level 3 Early Years Educator • Sexual abuse • Sexual abuse involves a child being forced into a sexual act or situation against their will, this includes watching pornography. • Inappropriate touching or the use of inappropriate sexual language is also sexual abuse. • A child who is being sexually abused may portray knowledge or behaviour that is inappropriate to their age. • They may suffer with medically-related problems such as urine infections or genital pain. • They may not trust adults and may struggle to concentrate. • Signs, symptoms, indicators and behaviours LO3 Understand child protection D4 © Hodder & Stoughton Limited http://www.nhs.uk/Video/Pages/female-genital-mutilation.aspx
  50. 50. CACHE Level 3 Early Years Educator Group activity • Time: 15 mins • A child is covered in bruises on his legs; you know he is accident prone and that his mum loves him very much. How can you protect the welfare of this child? • Consider: • Previous history of accidents, knocks and bumps • Encouraging the child to play safely • The setting’s relationship with his mother • The policies and procedures of the setting. LO3 Understand child protection D4 © Hodder & Stoughton Limited
  51. 51. CACHE Level 3 Early Years Educator • Domestic abuse • Domestic abuse may be going on in a child’s home. • Although domestic abuse is not ordinarily directed at a child, it can have a serious impact on the child. • They may see one of their parents/carers being physically harmed by the other one. • They may see one parent/carer being psychologically abused by the other one. • Signs, symptoms, indicators and behaviours LO3 Understand child protection D4 © Hodder & Stoughton Limited
  52. 52. CACHE Level 3 Early Years Educator • Practitioners must be fully aware of the setting’s policies and procedures regarding cases of abuse. • Practitioners will need training in order to comply with the setting’s policies. • If a child tells a practitioner something that causes them to believe the child is being harmed or abused, this is know as a disclosure. • One of the most important actions to take if harm or abuse is suspected and/or disclosed is to pass the information on to the appropriate person within the setting. • Actions to take LO3 Understand child protection C3 © Hodder & Stoughton Limited https://www.youtube.com/watch?v=VDT 0nxrDliM
  53. 53. CACHE Level 3 Early Years Educator • Once a child has disclosed to a practitioner the practitioner must follow the procedures of the setting. • The practitioner must listen to the child and not show any emotion or give their opinion on anything said. • Practitioners should allow the child to set the pace and not put them under any pressure to talk. • It is important not to question the child as the practitioner may unintentionally ‘lead’ their answers. • Practitioners need to reassure the child that they have done the right thing by telling someone but they must not promise to keep what they have said as a secret. • Actions to take LO3 Understand child protection C3 © Hodder & Stoughton Limited
  54. 54. CACHE Level 3 Early Years Educator Classroom discussion activity • Time: 15 mins • Why it is important that a child feels reassured and not pressurised if they are disclosing to a practitioner? • Why should a practitioner remain impartial and not share their opinions or emotions with a child who is disclosing difficult information? • Why must a practitioner not promise the child they will not tell anyone? LO3 Understand child protection C3 © Hodder & Stoughton Limited
  55. 55. • Time: 15 mins • Create a checklist of what to do if a child discloses allegations of abuse at home. • Consider: • Policies and procedures • What you would do • What you would say • How you would react • Who you would tell. LO3 Understand child protection C3 © Hodder & Stoughton Limited
  56. 56. CACHE Level 3 Early Years Educator • The early years practitioner must always follow the setting’s policies and procedures in relation to safeguarding, protection and welfare of children. • On a day-to-day basis practitioners should: • Keep children safe • Protect children from harm • Report any worries or concerns about a child to the appropriate person within the setting • Keep up to date with procedures within the setting. • Roles and responsibilities LO3 Understand child protection B1 © Hodder & Stoughton Limited
  57. 57. CACHE Level 3 Early Years Educator Pairs activity • Time: 15 mins • Imagine your friend has just seen or heard something in the setting that causes them concern. What advice would you give them? • Consider: • Who they should tell • When they should tell them • Why they should tell them • The consequences of not sharing this information. LO3 Understand child protection B1 © Hodder & Stoughton Limited
  58. 58. • To achieve D4 you are required to produce a poster for each type of abuse a correct description of the signs and behaviours must be given: • Neglect • Physical abuse • Emotional abuse • Sexual abuse • Domestic abuse. • To achieve C3 you are required to provide information in relation to child protection that describes accurately the actions to take, the lines of reporting and the responsibilities of the practitioner: • When a child discloses abuse • Abuse or harm of a child is suspected. • To achieve B1 you are required to add detailed explanation this must include the role of the early years practitioner in relation to safeguarding: • Care, health and safety needs of children in the early years setting • Recognition of when a child is in danger or at risk • How to act to protect children. Assignment Task © Hodder & Stoughton Limited
  59. 59. CACHE Level 3 Early Years Educator Extension activity • https://edpuzzle.com/media/5973cd1c4c1ab65179fc bce7 DIS © Hodder & Stoughton Limited
  60. 60. CACHE Level 3 Early Years Educator 1. Who is responsible for the day-to-day safeguarding, protection and welfare of children? 2. Describe three things a practitioner must do if a child discloses to them. 3. Name the five types of abuse covered in this session. 4. A child is tired, hungry and dirty – what type of abuse might be going on at home? 5. A child is reluctant to get changed for PE – what might they be covering up? © Hodder & Stoughton Limited
  61. 61. CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 3 Providing safe environments for children © Hodder & Stoughton Limited
  62. 62. Starter Activity Recognition & Response Identifying perpetrators… CAN YOU IDENTIFY WHICH INDIVIDUALS ARE CONVICTED PERPETRATORS OF CHILD ABUSE?
  63. 63. Recognition & Response Identifying perpetrators… CAN YOU IDENTIFY WHICH INDIVIDUALS ARE CONVICTED PERPETRATORS OF CHILD ABUSE?
  64. 64. CACHE Level 3 Early Years Educator • LO3 Understand child protection. • C3 Describe the lines of reporting and responsibility when harm or abuse is suspected or disclosed. • B3 Discuss the rights of children and parents/carers in situations where harm or abuse is suspected or disclosed. • B2 Explain the responsibilities of the early years practitioner in relation to whistleblowing. • C2 Explain the boundaries of confidentiality in relation to reporting and record-keeping. © Hodder & Stoughton Limited
  65. 65. CACHE Level 3 Early Years Educator • Everyone in the setting has a duty to meet the safeguarding, protection and welfare requirements of all children. • Practitioners need to be aware of the lines of reporting and responsibility in their setting. • There will be designated people to report to within the setting if there is a concern or problem. • Practitioners need to know who to go to if they have a concern or a question over the safeguarding, protection and welfare of children. • Lines of reporting and responsibility © Hodder & Stoughton Limited LO3 Understand child protection C3
  66. 66. CACHE Level 3 Early Years Educator Independent research activity • Time: 15 mins • Lines of reporting and responsibility • Find out what you should do with any information you may have regarding the safeguarding, protection and welfare of children in the setting. • Ask your supervisor who you should report any safeguarding or welfare concerns to. © Hodder & Stoughton Limited LO3 Understand child protection C3
  67. 67. CACHE Level 3 Early Years Educator • Children and parents/carers have rights and these must be respected during cases of suspected or alleged abuse. • Children have the right to be supported to express themselves and be listened to. • Children need to be supported to understand what is happening and why and to be involved in decisions that may affect them. • The rights of children and parents/carers © Hodder & Stoughton Limited LO3 Understand child protection B3
  68. 68. CACHE Level 3 Early Years Educator • Children have the right to refuse repeated questions and/or medical examinations following the disclosure of sexual or physical abuse. • Children’s views should be taken into account. • Children have the right to know what is being said and, where appropriate, family members also have the right to know about information and decisions made about the situation. • The rights of children and parents/carers © Hodder & Stoughton Limited LO3 Understand child protection B3
  69. 69. CACHE Level 3 Early Years Educator Classroom discussion activity • Time: 15 mins • Why is it important for children and parents/carers to have rights during cases of suspected or alleged abuse? • Consider: • Policies and procedures • The term ‘allegation’ • Consistent approach • The age of the child. © Hodder & Stoughton Limited LO3 Understand child protection B3
  70. 70. CACHE Level 3 Early Years Educator • Whistleblowing is the term used to describe when a practitioner tells someone about a concern over a colleague who demonstrates poor practice. • This concern can range from a colleague who is negligent and putting children in danger to a colleague who is bullying or abusing children. • The practitioner who is whistleblowing must not ignore poor practice – they have a duty to report their concerns. • Whistleblowing © Hodder & Stoughton Limited LO3 Understand child protection B2 https://www.youtube.com/watch?v=1SVIpDM k7fk http://news.bbc.co.uk/1/hi/uk/7 278514.stm https://www.youtube.com/ watch?v=GvjfPZ8dpgY
  71. 71. CACHE Level 3 Early Years Educator • Whistleblowing is the term used to describe when a practitioner tells someone about a concern over a colleague who demonstrates poor practice. • This concern can range from a colleague who is negligent and putting children in danger to a colleague who is bullying or abusing children. • The practitioner who is whistleblowing must not ignore poor practice – they have a duty to report their concerns. • Whistleblowing © Hodder & Stoughton Limited LO3 Understand child protection B2
  72. 72. CACHE Level 3 Early Years Educator Group activity • Time: 15 mins • Discuss how you would feel if you suspected poor practice and needed to whistle blow on a colleague? • Consider: • Policies and procedures • Your working relationship with your supervisor or named member of staff for safeguarding • Your working relationship with the colleague you were reporting • The child or children who were in danger of harm or abuse because of poor practice. © Hodder & Stoughton Limited LO3 Understand child protection B2
  73. 73. CACHE Level 3 Early Years Educator • The Data Protection Act 1998 clearly defines how personal information should be stored and used. • In cases where the safeguarding, protection or welfare of a child are in question, accurate, detailed reports will need to be kept. • These reports will be kept separately from the child’s records or file, and may need to be shared with other professionals in order to protect the child. • Boundaries of confidentiality © Hodder & Stoughton Limited LO3 Understand child protection C2
  74. 74. CACHE Level 3 Early Years Educator • The Data Protection Act 1998 clearly defines how personal information should be stored and used. • In cases where the safeguarding, protection or welfare of a child are in question, accurate, detailed reports will need to be kept. • These reports will be kept separately from the child’s records or file, and may need to be shared with other professionals in order to protect the child. • Boundaries of confidentiality © Hodder & Stoughton Limited LO3 Understand child protection C2
  75. 75. CACHE Level 3 Early Years Educator Extension activity • Time: 15 mins • Find out about your setting’s safeguarding policies and procedures. • Consider: • Your role as a student • A suitable time to talk to your • supervisor about any questions or • concerns. © Hodder & Stoughton Limited LO3 Understand child protection C2
  76. 76. Assignment Task © Hodder & Stoughton Limited To achieve B2 you are required to discuss the responsibilities of the early years practitioner in relation to whistleblowing. Your discussion must include: • Understanding of the requirement to follow setting whistleblowing procedures • The legal protection in place to support whistle-blowers. To achieve B3 you are required to discuss the rights of children and parents/carers in situations where harm or abuse is suspected or disclosed you must include an in- depth discussion related to: • Working in partnership • Confidentiality • Non-judgemental conduct • Support for children and families. To achieve C2 you are required to add an accurate explanation of the responsibilities of the early years practitioner to maintain confidentiality must be given in relation to: recording and reporting in line with setting policies and procedures appropriate sharing of confidential information the boundaries of the practitioner’s role.
  77. 77. CACHE Level 3 Early Years Educator 1. What should you do if you have a concern about a child’s welfare? 2. What does a child have the right to refuse during the investigations of physical or sexual abuse? 3. Why must a practitioner whistleblow poor practice? © Hodder & Stoughton Limited
  78. 78. CACHE Level 3 Early Years Educator CACHE LEVEL 3 CHILDCARE & EDUCATION Unit 3 Providing safe environments for children © Hodder & Stoughton Limited
  79. 79. CACHE Level 3 Early Years Educator Starter activity How can these agencies provide support for victims of abuse? • http Catch 22
  80. 80. Answers • Hants web – gives you information on what to do if you feel a child is being abused. • Barnardo’s – provides counselling for children who has suffered abuse • Action for children – charity to support children who have suffered abuse provides a child with hot meals care and counselling. • 4 LSCB – Provides training and support to try and prevent abuse © Hodder & Stoughton Limited
  81. 81. CACHE Level 3 Early Years Educator • LO4 Understand the purpose of serious case reviews. • Identify what a serious case review is • Explain why serious case reviews are required. • A1 Analyse how serious case reviews inform practice. • A1* Analyse the role and responsibilities of the early years practitioner when safeguarding children. © Hodder & Stoughton Limited
  82. 82. CACHE Level 3 Early Years Educator • The Local Safeguarding Children’s Board (LSCB) will call for a serious case review if a child dies and abuse or neglect is suspected or known to be the cause. • A serious case review will expect each service involved to review its own practices to examine whether any changes need to be made. • This review will enable everyone to identify whether there are any lessons to be learned from the case. • A serious case review does not intend to find out who is to blame for the death or serious injury. • Serious case reviews © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  83. 83. CACHE Level 3 Early Years Educator Agencies involved in serious case reviews Police Health Local authority Education Social services © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  84. 84. CACHE Level 3 Early Years Educator Pairs activity • Time: 15 mins • How should agencies communicate effectively to share concerns about a child and family? • Consider: • Information to be shared • How to share information • Effective record keeping • Roles and responsibilities. © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  85. 85. CACHE Level 3 Early Years Educator Classroom discussion activity • Time: 20 mins • Why do you think it is important to hold serious case reviews? • Consider: • The role of each agency or organisation • Lessons to be learnt • Impact on future practice. © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  86. 86. CACHE Level 3 Early Years Educator • A serious case review will inform practice. This may include: • Sharing information • Improvements in communicating • Early identification of a child in potential danger or at risk of serious harm • Effective and accurate record keeping of all events that are causing concern • Clear roles and responsibilities • Working in partnership with parents and agencies that may be involved with the family. • Serious case reviews © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  87. 87. CACHE Level 3 Early Years Educator • Baby P died in 2007 after months of abuse. In 2009 a serious case review stated that Baby P was failed by all agencies involved. • All three children living in the house at the time were on the Local Authority’s child protection register. • The GP did not raise concerns after bruising was found on Baby P’s head and chest. • Police were criticised for not investigating suspicious injuries. • The case of ‘Baby P’ © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  88. 88. CACHE Level 3 Early Years Educator • The school attended by Baby P’s siblings did not share information about concerns over the mother. • Social workers and their managers did not think he was being harmed or at risk of harm. • No agency involved realised that a man with known violent tendencies was living in the house. • The case of ‘Baby P’ (cont’d) © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  89. 89. CACHE Level 3 Early Years Educator Group activity • Time: 15 mins • Discuss how the following points raised from a serious case review will support improvement of practice in safeguarding. • The need to share any concerns with all agencies involved • Clearly written, accurate and detailed reports of any concerns • Clear lines of reporting and responsibility. © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews
  90. 90. CACHE Level 3 Early Years Educator Extension activity • Time: 15 mins • After the serious case review into the death of Baby P, the head of children’s services for his local authority was removed from her post. The post was to be covered temporarily until a suitable replacement could be found. • https://www.youtube.com/watch?v=2Ncwu91Spxk • Analyse the possible reasons behind this and the impact on other cases. © Hodder & Stoughton Limited LO4 Understand the purpose of serious case reviews https://www.youtube.com/watch?v=ljFjq UQfEMo
  91. 91. CACHE Level 3 Early Years Educator • To analyse roles and responsibilities, you need to break them down and examine them in detail. • An analysis enables you to understand roles and responsibilities and to possibly identify strengths and weaknesses. • When analysing the role and responsibilities of the early years practitioner in relation to safeguarding children, you would need to consider what might happen if a practitioner did not follow policies and procedures LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children A1* • Analyse roles and responsibilities of the early years practitioner © Hodder & Stoughton Limited
  92. 92. CACHE Level 3 Early Years Educator Classroom discussion activity • Time: 15 mins • Discuss the possible consequences of practitioners not knowing their own roles and responsibilities in relation to safeguarding children. • Consider: • The impact on the child • The impact on the practitioner • The impact on the setting. © Hodder & Stoughton Limited LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children A1*
  93. 93. CACHE Level 3 Early Years Educator Extension activity • Time: 15 mins • Consider your own role as a student in the setting and describe how you personally ensure that children are kept safe. • Consider: • Day-to-day safety • Recognising changes in children • Reporting and sharing concerns or information • Your own knowledge of policies and procedures in relation to safeguarding within the setting. © Hodder & Stoughton Limited LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children A1*
  94. 94. Assignment Task © Hodder & Stoughton Limited To achieve A1 you are required to provide an analysis that gives reasons why serious case reviews play an important role in safeguarding children. To achieve A1* you are required to provide a detailed analysis of the role and responsibilities of practitioners when safeguarding children to include: Understanding of statutory guidance in relation to safeguarding Following setting policies and procedures Maintaining own safety and the safety of others The consequences of non-adherence to professional responsibility.
  95. 95. CACHE Level 3 Early Years Educator 1. When does a serious case review take place? 2. Who may be involved in a serious case review? 3. Describe two improvements in practice that may arise from a serious case review. © Hodder & Stoughton Limited

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