EYE3

Understand how to safeguard the wellbeing of children

and practitioners

This unit gives you the knowledge to understand

safeguarding procedures for both the children and the
practitioner by using legislation, policies and procedures. It
will also provide the knowledge of working with others while
still using safeguarding procedures.

Credit value 5
 Learning outcome 1

(1.1, 1.2, 1.3, 1.4, 1.5)

In this you will understand the main legislation, guideline, policies and
procedures for safeguarding children and practitioners.

https://www.gov.uk/government/publications/safeguarding-children-and-young-people/
safeguarding-children-and-young-people

https://www.nspcc.org.uk/preventing-abuse/child-protection-system/england/legislation-policy-
guidance/

https://www.education.gov.uk/consultations/downloadableDocs/Working%20Together%20to
%20Safeguard%20ChildrenV2.pdf

https://www.nspcc.org.uk/preventing-abuse/safeguarding/

https://www.pinterest.com/pin/358951032771800316/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/381241/
Whistleblowing_20to_20Ofsted_20about_20safeguarding_20in_20local_20authority_20childr
en_27s_20services.pdf

Please outline the national policies and legislation that are relevant to the
safeguarding of children and practitioners

Policies and procedures for safeguarding the welfare of children and young people
are:

The United Nations Convention on the Rights of the Child 1989 - which ensure
that children are safe and looked after, children have the right to be protected from
all forms of physical or mental violence, injury or abuse, neglect, negligent treatment,
maltreatment or exploitation including sexual abuse by those looking after them.

Children Act 1989 - Parents and professionals must work to ensure the safety of the
child. Local Authority has ‘a duty to investigate when there is a reasonable cause to
suspect that a child suspect that a child is suffering or likely to suffer significant
harm.

The Education Act 2002 - This sets out the responsibilities of Local Education
Authorities (LEAs), Governing bodies, head teachers and all those working in
schools to ensure that children are safe and free from harm.

Children Act 2004 - This provides the legal framework for Every Child Matters. It
includes the requirement for: Services to work more closely, forming an integrated
service.

Working Together to Safeguard Children 2006 - This sets out the duties of
organisations and how they must work together to safeguard children and young
people.

Please explain the importance of safeguarding children within the early years
setting’s

We must safeguard children and young people as they are unable to protect
themselves alone and are far more vulnerable to things such as abuse and neglect
than adults are. It is our duty of care to protect children and young people from
physical abuse, emotional abuse, sexual abuse, verbal abuse and neglect. We must
be able to identify early on the signs and symptoms of abuse or neglect before the
child is to get in any serious danger. A child’s sudden change in behaviour could be
a huge sign of abuse or neglect.

It is important to safeguard children and young people because no one deserves to

be abused whether it be physical, sexual or emotional abuse and no child or young
person deserves to be neglected and we as a society have a duty to protect them
from harm. Every child deserves to live without the fear of harm or abuse. If we
protect children from harm they are more likely to grow up into confident members of
society. Children with a disability are three times more likely to experience abuse
and neglect and it’s up to us as practitioners to recognise the signs and symptoms to
protect all children.
Please describe what is meant by child protection within the wider concept of
safeguarding children

Child protection is part of the wider work to safeguard and promote the welfare of
children and young people. It refers to the activity that is undertaken to protect
specific children who are suffering from any form of abuse or neglect. It also involves
protecting children and young people from maltreatment and preventing impairment
of a child’s health and development by ensuring children are raised in positive
circumstances by providing safe and caring environments. Parents or carers who fail
to protect or care for their children could then be taken to court and the child be then
removed from the home and placed into care.  Wider forms of safeguarding also
include; risk assessments such as providing a safe environment inside and outside a
school setting. Adhering to school policies, procedures and legislation i.e. health and
safety, fire drills and missing children. Keeping up to date with training in
safeguarding issues. Encouraging learning and development of children and young
people.  Assessing observations to identify additional support needs a child or young
person will need (CAF) which is a common assessment framework, this system
enables multi agencies to access and add information about children. 

Analyse how the national and local policies and legislation surrounding
safeguarding affect your day to day practice when working with children

As well as every school having a safeguarding policy of their own, every Borough
should also have their own policies and procedures for safeguarding children. I am
aware that London Borough has its own local safeguarding policy (LSCB). This
board is a legal body that was established by council as a children’s services
authority under the children act 2004.

The LSCB is responsible for ensuring that all agencies and departments that work
with children and young people in the Borough , work in unity to support the welfare
and safety of children in that area.. To ensure that work is carried out in an effective
manner the LSCB coordinate the work of local agencies to provide a more optimistic
outcome in regards to children’s safeguarding. Redbridge works in line with the
Every Child Matters programme which states that each child has a right to:

 Be healthy
 Stay safe
 Enjoy and achieve
 Make a positive contribution
 Achieve economic well being.
The LSCB also works hand in hand with local agencies to produce policies and
procedures for safeguarding and promoting the welfare and safety of children.
Raise awareness of safeguarding issues in the community by conducting seminars
with a designated safeguarding officer in all schools. Monitor the success of the work
that is done by the local agencies to guarantee that all practitioners and managers
within a specific borough have a clear understanding of safeguarding procedures,
policies and requirements. To identify multi agency success where there are
concerns with regards to safeguarding issues. To assist with the recognition of
training needs and requirements across the children’s workforce.

In order to protect and keep children and young people safe from harm and abuse,
each Borough in London has its own safeguarding management team which is
responsible for promoting good practice and developing links in all areas regarding
the safety and well being of children and young people.

I am also aware of my own school safeguarding policy that was developed in

agreement with the values that were established by the Children Act 1989 and 2004.
These are the policies and procedures we need to follow whilst working with children
within our school setting; 

 Within childcare practice we must be aware that we have a clear and defined
role in relation to child protection. Professionals working with children/young
people i.e. teaching assistants, volunteers, outside agencies are CRB
checked (criminal records bureau). Adults working with children should also
be fully trained in safeguarding children by a nominated safeguarding adviser
and have the opportunity to receive training in order to develop their
understanding of the signs and indicators of abuse or neglect, this training is
offered every 3 years. In order for child protection to work effectively we must
ensure we have good inter relationships with other agencies and good
cooperation from professionals that are competent in responding to child
protection situations.
 A procedure for recording concerns and incidents if a child discloses
information that concerns his/her welfare; we must make a record of exactly
what the child has said in their words and report it to a safeguarding officer,
ensuring that these records are kept confidentially and separated from pupils
records. 
 Guidance on confidentiality and sharing; the head teacher or safeguarding
officer will only disclose personal information concerning a child to other
members of staff on a need to know basis, however all staff must be aware
that they have a responsibility to share information with other agencies. If a
child or young person does disclose information to a member of staff and ask
that that information remains ‘a secret’, it is vital that the member of staff tells
the child/young person sensitively that they have a duty to transfer information
to the appropriate agencies in order for other children to be safeguarded. 
Children and young people attend school expecting to be nurtured and taught by
people who are both paid and unpaid, these adults will provide children and young
adults with opportunities to learn and gain knowledge of a range of subjects. All
adults have a special responsibility to the children we work with; a code of conduct
provides us with a clear guideline on the types of practice that will meet these
responsibilities. Good conduct not only prevents incidents and allegations that we
find ourselves being an element of, but will also help to highlight any conduct (by
other people) that is unsafe and unprofessional.

Please read through the following scenario and describe the way in which you
would report concerns about poor practice whilst ensuring that whistle-blowers
and those whose practice or behaviour is being questioned are protected, please
take into account what your policies state along with the setting’s whistle
blowing policy.

You have just completed your first month of a three month probation period at
a new nursery where you are working in the 18mths- 2year old’s room. During
this time you observed a number of actions: You are aware that your DBS check
hasn’t come back so you can’t be left alone with the children, but on several
occasions you have been left alone with the children both inside and out in the
garden. You hear the room leader shouting at the children which makes you feel
uncomfortable and children that are upset by the separation of the drop off
are just told to ‘get on with it’ and left alone. After meal times the children are
cleaned in a rough manner before being forced to go to bed where the lights are
turned and they are just left to cry while the room leader sit’s and talks about
the children in a negative manner.

What do you do?

First of all, I would try to talk to my room leader about this situation and the fact that I
do not feel comfortable at work and that such behaviour is not for the benefit of the
children. But at the same time reporting this incident to my manager. If my manager
does not take any action or if I notice that the situation has not been resolved as it
asks for help from the local authority as a Contact the NSPCC, Contact local child
protection services or Contact the police.

I believe that keeping children safe in nursery is the responsibility of everyone and
therefore I cannot accept such behaviour, even if it comes from my room manager
that’s why I will try to solve this problem as soon as I can.
 Learning outcome 2

(2.1, 2.2, 2.3, 2.4)

In this you will gain an understanding of the importance of working in

partnership with other organisations to safeguard children

https://www.gov.uk/government/uploads/system/uploads/attachment_data/
file/417669/Archived-Working_together_to_safeguard_children.pdf

http://www.scie.org.uk/publications/nqswtool/multiagencyworking/

https://www.gov.uk/government/uploads/system/uploads/attachment_data/
file/181618/DFE-RR037.pdf

https://www.nspcc.org.uk/preventing-abuse/child-protection-system/england/
serious-case-reviews/

http://www.nurseryworld.co.uk/nursery-world/news/1095440/vanessa-george-
review-lessons-learned

https://www.reference.com/world-view/child-centered-approach-
bff53d2846d0a41e

Explain why it is important to have a child centred approach when you are
working as part of a multi-agency team

This child centred approach is fundamental to safeguarding and promoting the

welfare of every child. A child centred approach means keeping the child in focus
when making decisions about their lives and working in partnership with them and
their families.

All practitioners should follow the principles of the Children Acts 1989 and 2004 - that
state that the welfare of children is paramount and that they are best looked after
within their families, with their parents playing a full part in their lives, unless
compulsory intervention in family life is necessary.
Children may be vulnerable to neglect and abuse or exploitation from within their
family and from individuals they come across in their day-to-day lives. These threats
can take a variety of different forms, including: sexual, physical and emotional abuse;
neglect; exploitation by criminal gangs and organised crime groups; trafficking;
online abuse; sexual exploitation and the influences of extremism leading to
radicalisation. Whatever the form of abuse or neglect, practitioners should put the
needs of children first when determining what action to take.
Anyone working with children should see and speak to the child; listen to what they
say; take their views seriously; and work with them and their families collaboratively
when deciding how to support their needs. Special provision should be put in place
to support dialogue with children who have communication difficulties,
unaccompanied children, refugees and those children who are victims of modern
slavery and/or trafficking. This child-centred approach is supported by:
 The Children Act 1989. This Act requires local authorities to give due regard
to a child's wishes when determining what services to provide under Section
17 and before making decisions about action to be taken to protect individual
children under Section 47. These duties complement requirements relating to
the wishes and feelings of children who are, or may be, looked-after (section
22(4)), including those who are provided with accommodation under Section
20 and children taken into police protection (section 46(3)(d));
 The Equality Act 2010, which puts a responsibility on public authorities to
have due regard to the need to eliminate discrimination and promote equality
of opportunity. This applies to the process of identification of need and risk
faced by the individual child and the process of assessment. No child or group
of children must be treated any less favorably than others in being able to
access effective services which meet their particular needs;
 The United Nations Convention on the Rights of the Child (UNCRC) [3].
This is an international agreement that protects the rights of children and
provides a child-centred framework for the development of services to
children. The UK Government ratified the UNCRC in 1991 and, by doing so,
recognizes children's rights to expression and receiving information.
In addition to practitioners shaping support around the needs of individual children,
local organisations and agencies should have a clear understanding of the collective
needs of children locally when commissioning effective services. As part of that
process, the Director of Public Health should ensure that the needs of children are a
key part of the Joint Strategic Needs Assessment (JSNA) developed by the Health
and wellbeing board. Safeguarding partners should use this assessment to help
them understand the prevalence and contexts of need, including specific needs
relating to disabled children and those relating to abuse and neglect, which in turn
should help shape services.

 The importance of a child or young person's centred approach is to understand that

every child is different. The national framework of Every Child Matters was set up to
support the joining up of services to ensure every child can achieve the five Every
Child Matters outcomes. Support is offered to children to enable them to be healthy,
stay safe, enjoy and achieve, make a positive contribution and achieve economic
well-being. All services aimed at children or young people are based around the
planning and meeting of the individual needs. Children’s wishes should be taken into
account during decision making to give them a sense of belonging and not to be
made to feel as though its them who’s to blame this should be done in a sensitive
manner and they should be listened to find out how they are feeling and what they
would like.

Explain what is meant by the term multi-agency working within the context of
safeguarding

The importance of partnership working to safeguard is that agencies and other

professionals need to work together, it starts with government legislation right
through to local working. Each professional or agency will have a different role of
expertise so vulnerable children will need coordinated help from health, education,
children social care and the voluntary sector and often the justice services so its
important that there is good communication within all the different services available.
Safeguarding and promoting the welfare of children depends on effective partnership
working between agencies and professionals all people involved in the welfare of a
child have a duty to safeguard them. Police, health, visitor, GP, hospital, child
minder, nursery, school, after school club, leisure groups such as football, swimming,
brownies, social worker, family, friends, neighbours and the local community are all
responsible for safeguarding our children and young people and it's important we all
work and communicate together. The common assessment framework provides a
way for early intervention for children before it reaches crisis point. It is a shared
assessment and planning framework for all communication and that information is
shared between different professionals and organisations. The assessment
framework centres on child safeguarding and promoting welfare. practitioners to use
who work with children. Its aimed at helping with it.

Please fill in the table below describing the roles and responsibilities of the
different organisations that may be involved when a child has been abused or
harmed

Agency Role Responsibility

Social Services - To provide support for - Co-ordinating and

vulnerable children. implementing an inter-agency
-To make enquiries to enable child protection plan to
them to decide what action they safeguard children.
should take to safeguard or - Deal with courts when a child
promote the child or young or young person is thought to
person’s welfare be in immediate danger.
-  Act as a principle point of - Co-ordinating the assessment
 contact for children where there of the child or young person’s
are child protection concerns. needs, the parent’s capacity to
- Have arrangements in place so keep the child safe and the
that they may be contacted wider family circumstances.
directly by parents of family
members seeking help,
concerned friends and
neighbours and by professionals
and statutory and voluntary
agencies. 
NSPCC -  To ensure an appropriate and -  Responsible to identify and
speedy response in all cases prevent cruelty to children.
where children are alleged to be - The NSPCC is authorised to
at risk of abuse or neglect in any initiate proceedings to protect
form. children under the terms of the
- Contributes to multi-agency Children Act 1989.
training and particularly multi- -  Operates a helpline service
disciplinary training. advising adults and
professionals on safeguarding
matters and where necessary,
liaises with local statutory
agencies to refer children at
risk of abuse.
- Operates Child Line which
provides a telephone helpline
across the UK for all children
and young people who needs
advice about abuse, bullying
and other concerns.
Health Visitor - To indentify risk factors to a - To investigate whether a
child during pregnancy, birth and crime has been committed,
early years. identify those responsible and
-  Identify children at risk of secure evidence for any
significant harm by being alert to criminal proceedings Monitor
parent’s attitudes and behaviours children’s development and
during pregnancy and early identify if there is a reason for a
parenthood which give rise for child failing to thrive.
concern. - Notify social services if
concerns are raised during the
antenatal period about the
future of the unborn child and
they believe the child may be at
risk from significant harm, so
that a pre-birth child protection
case conference can be
considered. 
General Practitioner - Examine children or young - Give evidence in court in
people believed to have been criminal and/or care
 abused. proceedings.
- Identify any other medical - Know how to gather, collate
needs the child/young person and present evidence.
may have. - Understand the needs of
- Undertake and supervise abused children.
appropriate child protection
training.
Police - Make sure they handle all - To investigate criminal
investigations of child abuse with offences committed against
sensitivity. children and young people.
- Have access to information - To investigate whether a
through IMPACT Nominal Index crime has been committed,
(INI) which enables them to identify those responsible and
share information quickly and secure evidence for any
efficiently with other forces. criminal proceedings.
- Ensure the immediate - Liaise with social services
protection of children and young when an offence against a
people who are believed to be child/young person has been
suffering, or at risk of suffering, committed.
significant harm. - Officers attending domestic
violence incidents should be
aware of the effect of such
violence on any child or young
person within the household.
School -  To identify children/young -  All schools and colleges
people who are suffering, or have a pastoral responsibility
likely to suffer, significant harm. towards their pupils and should
- Create and maintain a safe take all reasonable steps to
environment for children and ensure that a child/young
young people. person’s welfare is
- Trained to recognise and notice safeguarded and their safety is
outwards signs of possible abuse preserved.
or neglect. - Have their own policies and
- Refer any concerns to the procedures in place for
designated child protection safeguarding children and
officer within their setting, who in young people.
turn would report to social - Have a child protection policy
services where necessary. that sets out the procedures
- Play a role in assisting social that should be followed
services by referring concerns whenever there are concerns
and providing information which about a child/young person.
will contribute to child protection - A schools child protection
investigations. policy should also address how
- Liaise with social services children will be made aware of
where there are concerns about risks, how children will be
abuse or neglect. helped to recognise risks and
how they will be given the skills
to cope through the use of the
preventative curriculum.
Psychology - Review, gather and evaluate - Provide psychological
situations as to why, how, when evaluations on both the child
the child or young person and parent/carers.
became at risk/harmed/abused -Recommendations on whether
- Counselling to allow a child or the child should have
young person to open up about psychological treatment.
their abuse/harm. - Recommendations for other
- The role of a psychologist is services that would help create
that of a professional expert who a safe environment for the child
strives to maintain an unbiased, or young person.
objective stance.

Examine how previous serious case reviews have influenced current policy,
legislation and practices.

Learning outcome 3

(3.1, 3.2, 3.3, 3.4)

You will have an understanding on how to recognise and respond to evidence or

concerns that a child has been abused or harmed

https://www.childwelfare.gov/topics/can/factors/contribute/

http://www.cdc.gov/violenceprevention/childmaltreatment/
riskprotectivefactors.html

http://www.abusewatch.net/res_factors.php

https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/physical-
abuse/who-is-affected/

https://www.nspcc.org.uk/preventing-abuse/signs-symptoms-effects/

http://www.kirkleessafeguardingchildren.co.uk/signs-of-abuse.html

https://www.gov.uk/government/uploads/system/uploads/attachment_data/
file/417685/Archived-DFES-04320-2006-ChildAbuse.pdf

https://www.nspcc.org.uk/preventing-abuse/signs-symptoms-effects/what-if-
suspect-abuse/
http://www.lawstuff.org.uk/the-facts/what-are-childrens-rights

http://www.soschildrensvillages.org.uk/news/archive/2015/05/childrens-
rights?gclid=CITF4PXY184CFdaRGwodHoAOtQ

Identify the different factors that may put a child at a higher risk from harm
or abuse

Research has recognized a number of risk factors or attributes commonly associated

with maltreatment. Children in families and environments where these exist have a
higher probability of experiencing maltreatment.

A greater understanding of risk factors can help professionals working with children
and families identify maltreatment and high risk situations so they can intervene
appropriately. It must be emphasized, however, that while certain factors often are
present among families where maltreatment occurs, this does not mean that the
presence of these factors will always result in child abuse and neglect.

Factors associated with increased risk of child maltreatment are often grouped
according to the following categories:

 parent or caregiver factors

 family factors
 child factors
 environmental factors
 risk factors by type of abuse.

1. Parent or caregiver factors

 Personality Characteristics/Mental Health. No consistent set of

characteristics or personality traits has been associated with parents or
caregivers who maltreat. However, some characteristics identified in those
who are physically abusive or neglectful may include low self-esteem, belief
that events are determined by chance or outside forces beyond one's
personal control, poor impulse control, depression, anxiety, and antisocial
behavior.

 History of Abuse. While the estimated number varies, child maltreatment

literature indicates that some maltreating parents or caregivers were victims of
 child abuse and neglect themselves. Research suggests that about one-third
of all individuals who are maltreated as children will subject their children to
maltreatment, further contributing to the cycle of abuse. Children who either
experience maltreatment or witness violence between their parents or
caregivers may learn violent behavior and may also learn to justify that
behavior.

 Substance Abuse. Research indicates there can be a link between

substance abuse and child maltreatment. Substance abuse may be a
contributing factor for between one-third and two-thirds of maltreated children
in the child welfare system. The number and complexity of co-occurring family
problems often make it difficult to understand the full impact of substance
abuse on child maltreatment.

 During the past decade, prenatal exposure of children to drugs and alcohol
during their mother's pregnancy, and its potentially negative developmental
consequences, has been an issue of particular concern. In the United States,
the number of children born each year exposed to drugs or alcohol is
estimated to be between 550,000 and 750,000.

 Child-Rearing Approaches. Negative attitudes about a child's behavior and

inaccurate knowledge about child development may play a contributing role in
child maltreatment. Some studies have found that mothers who physically
abuse their children have both more negative and higher than normal
expectations of their children, as well as less understanding of appropriate
developmental norms. A parent's lack of knowledge about normal child
development may result in unrealistic expectations and culminate in
inappropriate punishment.

 Research on maltreating parents found that they were more likely to use
harsh discipline strategies and less likely to use positive parenting strategies
such as time outs, reasoning, and recognizing and encouraging the child's
successes.

 Teen Parents. Some studies of physical abuse, in particular, have found that
teenage mothers tend to exhibit higher rates of child abuse than did older
mothers. Other factors, such as lower economic status, lack of social support,
and high stress levels, may contribute to the link between adolescent mothers
or young parents and child abuse.

2. Family Factors
Specific life situations of some families, such as single parenting, domestic violence,
and stressful life events, can contribute to the likelihood of maltreatment. The
following are family factors that potentially contribute to maltreatment:

 Family Structure. Research indicates that some children living with single
parents may be at higher risk of experiencing physical and sexual abuse and
neglect than children living with two biological parents. Some single parent
households are more likely to have incomes below the poverty line. Lower
income, increased stress associated with the total burden of family
responsibilities, and fewer supports are thought to contribute to the risk of
single parents maltreating their children.

 Domestic Violence. Research indicates that in 30 to 60 percent of families

where spousal abuse takes place, child maltreatment also occurs. Children in
violent homes may witness parental violence, be victims of physical abuse
themselves, and be neglected by parents who are focused on their partners or
unresponsive to their children due to their own fears. Even if children are not
maltreated, they may experience harmful emotional consequences from the
violence they witness.

 Stressful Life Events. Stress is thought to play a significant role in family

functioning, although its exact relationship with maltreatment is not fully
understood. In various studies, physical abuse has been associated with
stressful life events, parenting stress, and emotional distress. Similarly, some
studies have found that neglectful families report more day-to-day stress than
non-neglectful families.

 It is not clear, however, whether maltreating parents actually experience more

life stress or, rather, perceive more events and life experiences as being
stressful. In addition, specific stressful situations (e.g., losing a job, physical
illness, marital problems, or the death of a family member) may exacerbate
certain characteristics of the family members affected, such as hostility,
anxiety, or depression, and that may aggravate the level of family conflict and
maltreatment.

3. Child Factors

Factors such as a child's age and physical, mental, emotional, or social development
may increase the child's vulnerability to maltreatment.

 Birth to age 3. The rate of documented maltreatment is highest for children

between birth and 3 years of age. It declines as age increases.

 Infants and young children, due to their small physical size, early
developmental status, and need for constant care, can be particularly
 vulnerable to certain forms of maltreatment, such as Shaken Baby Syndrome
and physical neglect.

 Disabilities
Children with physical, cognitive, and emotional disabilities are 1.7 times more
likely to be maltreated than children without disabilities.

 Children who are perceived by their parents as "different" or those with

special needs, chronic illnesses, or difficult temperaments may be at greater
risk of maltreatment. The demands of caring for these children may
overwhelm their parents. Disruptions may occur in bonding or attachment
processes, particularly if children are unresponsive to affection or separated
from parents by frequent hospitalizations.

 Children with disabilities also may be vulnerable to repeated maltreatment

because they may not understand that the abusive behaviors are
inappropriate, and they may be unable to escape or defend themselves in
abusive situations.

4. Environmental Factors

Environmental factors such as poverty and unemployment, social isolation, and

community characteristics may enhance the risk of child maltreatment.

The following environmental factors may contribute to an increased risk of

maltreatment:

 Poverty and Unemployment. While most poor people do not maltreat their
children, poverty can increase the likelihood of maltreatment, particularly
when poverty interacts with other risk factors such as depression, substance
abuse, and social isolation.

 Social Isolation and Social Support. Compared to other parents, parents

who maltreat their children report experiencing greater isolation, more
loneliness, and less social support.

 Violence in Communities. Children living in dangerous neighborhoods have

been found to be at higher risk for neglect, physical abuse, and sexual
victimization.

Furthermore, societal attitudes and the promotion of violence in cultural norms

and the media have been suggested as risk factors for physical abuse.

5. Risk Factors by Type of Abuse

Certain risk factors are commonly related to certain types of abuse.

 Child neglect

 Sexual abuse

 Physical abuse

 Emotional abuse

Describe the possible signs, symptoms, indicators and behaviours that may
cause concern in the context of safeguarding

Types of abuse Signs & Symptoms Indicators Behaviour

Domestic - busted lips - physical marks - is reserved and
- red or purple marks - low self- esteem distant
on the neck - Agitation, anxiety, - changes in sleep
-black eyes or constant habits
- sprained wrists apprehension - drops out of activities
- bruises on the arms - Loss of interest in they would usually
daily activities enjoy
- begins isolating
themselves by cutting
off contacts with
friends and family
members
Neglect - poor appearance -frequent absences - irrational or bizarre
and hygiene; from school/nursery; behaviour;
- health and - lacks sufficient - seems apathetic or
development clothing or is depressed;
problems; inappropriately - appears to be
- housing and family dressed for the
indifferent toward a
issues. weather;
- steals or begs for child;
food or money;
- is consistently dirty
or has severe body
odor;
- lacks needed
medical or dental
care, glasses, or
immunizations;

Physical - frightener or - hitting, smacking and

- cuts; anxious; slapping;
 - bruises; - depressed and sad; - punching and kicking;
- burns; - lonely and isolated; - pinching, scratching
- restraint or grip - like you want and biting;
markings; to self-harm or run - shaking or suffocating
- black eyes; away; you;
- unusual pattern of -angry; - scalding or burning
injury. -worthless or like you you;
have no self-esteem; - hair pulling;
-unable to eat - spitting or throwing
normally; things at you;
-unable to sleep - making you swallow
properly; something that hurts or
- numb or like you've makes you feel ill,
been cut off from including giving you
your feelings; medicine when you're
- unable to not ill or don't need it.
concentrate at school
or nursery;
- guilty and worried
that it is you fault -
even though it isn't.
Emotional - yelling; - decline in school - attachment issues in
- insulting the person; performance; early childhood;
- imitating or mocking - frequent complaints - poor peer relations;
the person; of headaches, - trouble with intimacy;
- swearing at them stomachaches, or - difficulty with conflict
- ignoring; other somatic issues resolution;
- isolating the person; with no known - relational aggression;
- excluding them from cause; -  mental illness;
meaningful events or - loss of interest in - delinquency and
activities. social activities or aggression in
other interests; adolescents;
- delayed emotional
development;
- low self-esteem;
- desperately seeks
affection from other
adults.
Sexual - inappropriate - someone flashing
touching or fondling; or exposing - a child might become
- exhibitionism; themselves to you sexually active at a
- voyeurism; online or offline; young age;
- being forced to - they might be
have sex promiscuous;
(intercourse), look at - hey could use sexual
sexual pictures or language or know
videos, do something information that you
sexual or watch wouldn't expect them
someone do to.
 something sexual.

Explain what your role and responsibilities would be if a child was to discloses
harm or abuse or if you suspect abuse in line with the policies and procedures of
your setting

If a child discloses abuse:

If I am in a situation where a child discloses abuse to me, there are a number of

steps I can take:

 Listen carefully to the child. Avoid expressing my own views on the matter.

A reaction of shock or disbelief could cause the child to 'shut down', retract or
stop talking

 Let them know they've done the right thing. Reassurance can make a big
impact to the child who may have been keeping the abuse secret

 Tell them it's not their fault. Abuse is never the child's fault and they need to
know this

 Say I will take them seriously. A child could keep abuse secret in fear they
won't be believed. They've told me because they want help and trust I'll be the
person who will listen to and support them.

 Don't talk to the alleged abuser. Confronting the alleged abuser about what
the child's told you could make the situation a lot worse for the child

 Explain what I'll do next. If age appropriate, explain to the child I'll need to
report the abuse to someone who will be able to help

 Don't delay reporting the abuse. The sooner the abuse is reported after the
child discloses the better. Report as soon as possible so details are fresh in
your mind and action can be taken quickly.

 Explain what the rights are that both children and their parents/carers have in
situations where harm or abuse has been suspected or alleged
In cases of alleged abuse or harm children and young people have the right to be
protected from significant harm under the children’s act 1989, every child matters
2004 and the UNCRC.

They have the right to be involved in decisions that are being made about them
and should be kept fully informed of processes involving them, while also being
allowed to express their own views and opinions. 

For a child or young person who is suspected of being abused, then the primary
concern will to ensure that the child is protected from further abuse and the child’s
welfare will be the priority. 

Wherever possible the child may be allowed to remain in their family home and
protection will be achieved by working with the child’s parents or carers without the
need to remove the child. 

However, if they are suffering from physical or sexual abuse then they will be
removed from their home to protect them from any further harm. 

Parents or carers have a right to be informed what is being said and to

contribute their own views and opinions, however if the child or young person is
suffering significant harm then the parents or carers have no immediate rights
Children and their parents or carers have important rights even in cases of
suspected abuse. It can be difficult to understand this, especially where the
circumstances are distressing. Older children often have a clear idea of what needs
to be done to ensure their safety and well-being. Most children feel loyal towards
those who care for them even when they have been responsible for the abuse, and
have difficulty saying anything against them. In situations where harm or abuse is
suspected or alleged, it is important to remember the following guidelines.

Children and young people should receive help so they can express themselves
fully, understand what is happening and the decisions that have to be made. 

 A child or young person has a right not to be subjected to repeated medical

examinations or questioning following any allegation of abuse, whether of a
physical or sexual nature. 

 Family members normally have the right to know what is being said about
them and to contribute to important decisions about their lives and those of
their children.

 Children should be kept fully informed of processes involving them, should be

consulted sensitively and decisions about their future should take account of
their views.
 Learning outcome 4

(4.1, 4.2, 4.3)

In this section you will understand how to respond to evidence or concerns that
a child has been bullied

https://www.childline.org.uk/info-advice/bullying-abuse-safety/types-bullying/?
utm_source=google&utm_medium=cpc&utm_campaign=UK_GO_S_B_GEN_New_
Grant_ChildLine_Bullying&utm_term=+bullying_+children&gclid=CO3i8_zZ184CF
UU6GwodoMcHSA&gclsrc=aw.ds

http://www.youngminds.org.uk/for_parents/worried_about_your_child/
bullying/support?gclid=CNDIoI_a184CFYEW0wodg_IAkA

http://www.parents.com/kids/problems/bullying/common-types-of-bullying/

https://www.verywell.com/types-of-bullying-460491

https://www.kidscape.org.uk/advice/advice-for-parents-and-carers/supporting-
a-bullied-child/

http://www.nhs.uk/Livewell/Bullying/Pages/Bullyingadviceforparents.aspx

Explain what the different types of bullying is and what the potential effects
on children can be.

Physical 
Physical bullying can happen to any age of person whether it is children, young
adults, adults or elderly people and any time. Physical bullying can be anything that
has physical contact between one individual to another and any form of violence or
threats. E.g. pushing, kicking, hitting, biting, poking, choking, slapping or pinching.

The potential effects on children and young adults that are bullied could be:

•Poor academic achievement.

• Children/young people scared of walking to and from school.

• Attempt suicide.

• Truanting from school (to escape bullies).

• Hungary (due to dinner being taken by bullies).

• A child becomes withdrawn, lacks confidence and starts to stammer.

• The child becomes distressed, anxious or depressed.

• The child crying more (maybe at bed times or when alone) or suffers nightmares.
• Loss of appetite. 

• The child suffers bruising, cuts, scratches etc.

Verbal (name-calling, insults, sarcasm, spreading rumours, persistent teasing).

This is usually done to somebody that is known to them or has contact with via
friends or others. Verbal bullying is when somebody says something that is hurtful to
another person to cause deliberate upset, this can include name calling, insults,
sarcasm, spreading rumours, persistent teasing, gossiping, talking about someone
behind their back, saying hurtful things about their appearance, race and colour. 
It is important to note that verbal bullying can be mistaken for teasing. Verbal bullying
is not teasing. Teasing is only when two people find it funny and are having fun. 
The potential effects on children and young adults that are bullied could be:

• They show aggressive tendencies (just like their bullies).

• They might turn their anger inward becoming self destructive (Engage in substance
abuse). 

• Delayed development.

•Become depressed or anxious.

• Low self esteem.

• Lacks confidence.

•A child becomes withdrawn and isolated.

Emotional (excluding, tormenting, ridicule, humiliation). 

This is usually done by somebody that is known to you or you have contact with via
friends or others. When they verbally tell you things that make you feel bad about
yourself, this can be by putting you down or making you scared. This may be done
on purpose or without realising that they are doing or saying. They could be telling
you that you are fat, ugly, stupid, worthless or wish you had never been born, it is still
wrong even if they don’t realise they are doing it. 

The potential effects on children and young adults that are bullied could be:
• Blaming yourself.
• Depression.

• Self harming.

• Feeling or being physically ill.

• Developing phobias.

• Induce fear/scared.

• Lack confidence (shyness).

•Mental health problems in children.

• Over eating (comfort food).

• Not wanting to go to school (clingy to people that are close to them). 

• A child becomes withdrawn and isolated.

Cyberbullying (the use of information and communication technology, particularly

mobile phones and the internet, deliberately to upset someone). When a person or a
group of people that might be known or unknown to them communicates using ICT
equipment (e-mails, social networking sites, chat rooms etc) or mobile phones (text
messages)and sets out deliberately to upset them by making threatening, nasty or
untrue comments about the person that is being bullied.

The potential effects on children and young adults that are bullied could be:
• Depression.

• Unhappy (suicidal)

• Low self-esteem

• Self harming.

• Shyness.

• A child becomes withdrawn and isolated.

Physical, emotional, verbally and cyber bullying can have the same potential effects
on children and young people.

Outline the policies and procedures that you should follow in response to any
concerns or evidence of bullying and explain the reasons as to why they are in
place.
As a part of Living Spring Montessori Nursery, I have to follow all the policies in
place.

Our setting believes that children flourish best when their personal, social and
emotional needs are met and where there are clear and developmentally appropriate
expectations for their behaviour.

Children need to learn to consider the views and feelings, needs and rights, of others
and the impact that their behaviour has on people, places and objects. This is a
developmental task that requires support, encouragement, teaching and setting the
correct example. The principles that underpin how we achieve positive and
considerate behaviour exist within the programme for promoting personal, social and
emotional development.

EYFS key themes and commitments:

A Unique Child Positive Relationships Enabling Environments Learning and

Development

 Child development
 Inclusive practice
 Keeping safe
 Parents as partners
 Supporting learning
 Supporting every child
 The learning environment
 Personal, social and emotional development.

Procedures:

We have a named person who has overall responsibility for our programme for
supporting personal, social and emotional development, including issues concerning
behaviour. In small settings this may be shared between co-staff.

We require the named person to: keep her/himself up-to-date with legislation,

research and thinking on promoting positive behaviour and on handling children's
behaviour where it may require additional support; access relevant sources of
expertise on promoting positive behaviour within the programme for supporting
personal, social and emotional development and check that all staff have relevant in-
service training on promoting positive behaviour. 

We recognise that codes for interacting with other people vary between cultures and
require staff to be aware of - and respect - those used by members of the setting.
We require all staff, volunteers and students to provide a positive model of behaviour
by treating children, parents and one another with friendliness, care and courtesy.
We expect all members of our setting - children, parents, staff, volunteers and
students - to keep to the guidelines, requiring these to be applied consistently.
We work in partnership with children's parents. Parents are regularly informed about
their children's behaviour by their key person. We work with parents to address
recurring inconsiderate behaviour, using our observation records to help us to
understand the cause and to decide jointly how to respond appropriately.

Strategies with children who engage in inconsiderate behaviour:

 We require all staff, volunteers and students to use positive strategies for
handling any inconsiderate behaviour, by helping children find solutions in
ways which are appropriate for the children's ages and stages of
development. Such solutions might include, for example, acknowledgement of
feelings, explanation as to what was not acceptable and supporting children to
gain control of their feelings so that they can learn a more appropriate
response.
 We ensure that there are enough popular toys and resources and sufficient
activities available so that children are meaningfully occupied without the
need for unnecessary conflict over sharing and waiting for turns.
 We acknowledge considerate behaviour such as kindness and willingness to
share.
 We support each child in developing self-esteem, confidence and feelings of
competence.
 We support each child in developing a sense of belonging in our group, so
that they feel valued and welcome.
 We avoid creating situations in which children receive adult attention only in
return for inconsiderate behaviour.
 When children behave in inconsiderate ways, we help them to understand the
outcomes of their action and support them in learning how to cope more
appropriately.
  We never send children out of the room by themselves, nor do we use a
‘naughty chair’ or a ‘time out’ strategy that excludes children from the group.
 We never use physical punishment, such as smacking or shaking. Children
are never threatened with these.
 We do not use techniques intended to single out and humiliate individual
children.
 We use physical restraint, such as holding, only to prevent physical injury to
children or adults and/or serious damage to property.
 Details of such an event (what happened, what action was taken and by
whom, and the names of witnesses) are brought to the attention of our setting
leader and are recorded in the child’s personal file. The child’s parent is
informed on the same day.
  In cases of serious misbehaviour, such as racial or other abuse, we make
clear immediately the unacceptability of the behaviour and attitudes, by
means of explanations rather than personal blame.
 We do not shout or raise our voices in a threatening way to respond to
children's inconsiderate behaviour.

Children under three years:

 When children under three behave in inconsiderate ways we recognise that

strategies for supporting them will need to be developmentally appropriate
and differ from those for older children.
 We recognise that babies and very young children are unable to regulate their
own emotions, such as fear, anger or distress, and require sensitive adults to
help them do this.
 Common inconsiderate or hurtful behaviours of young children include
tantrums, biting or fighting. Staff are calm and patient, offering comfort to
intense emotions, helping children to manage their feelings and talk about
them to help resolve issues and promote understanding.
 If tantrums, biting or fighting are frequent, we try to find out the underlying
cause - such as a change or upheaval at home, or frequent change of carers.
 Sometimes a child has not settled in well and the behaviour may be the result
of ‘separation anxiety’.
 We focus on ensuring a child’s attachment figure in the setting, their key
person, is building a strong relationship to provide security to the child.

Bullying 
We take bullying very seriously. Bullying involves the persistent physical or verbal
abuse of another child or children. It is characterised by intent to hurt, often planned,
and accompanied by an awareness of the impact of the bullying behaviour. 

A child who is bullying has reached a stage of cognitive development where he or

she is able to plan to carry out a premeditated intent to cause distress in another.
Bullying can occur in children five years old and over and may well be an issue in
after school clubs and holiday schemes catering for slightly older children.

 Our policies relevant with Bulling theme are: Behaviour Management, Complaints,
Equality, Diversity and Inclusion, Health and safety, Fundamental British Values,
Parent Partnership Policy, Safeguarding, Settling in Procedure, Whistle Blowing. 

Explain how you would support a child and or their family when bullying has been
suspected or been alleged 
When dealing with bullying it is vital to follow nursery/school policies and procedures
in order to correctly support both child and families in cases of bullying. Children
have the right to know that they are protected by law and that there is support out
there for parents if their child is a victim of bullying. Children have the right to attend
nursery/school and feel safe and protected and that their nursery has a duty to keep
them safe, nurseries/schools also have a legal obligation to ensure that any bullying
is dealt with immediately and effectively. 

If a child or young person approached me and disclosed any kind of bullying, firstly I
would offer my support and take into consideration how hard it may have been for
that child to have spoken to me in the first place. Some children may feel
embarrassed and ashamed that it has happened to them so it is important to be
sympathetic towards their feelings. I would praise the child for being brave enough to
talk about this and remind them that they are not alone and at some point people
have been bullied in one way or another in their lives, emphasizing the fact that it is
the bully who has the problem and not them. I would then speak to the class teacher
about what the child had told me which would enable her to deal with the situations
in class. For a small child in foundation stage it could be that someone had just said
something silly or called her/him an ‘unkind name’ which can be dealt with easily. For
older children, bullying could be a more serious problem which can then be tackled
by the form teacher. In both incidents, all children concerned will be monitored and
certain steps of supervision will be set in place by their peers. 

Parents of a child or young person could feel very distressed and alone on hearing
that their child is a victim of bullying so it is important that they are given the same
amount of respect that the child has received. If the parent is worried or suspects
bullying is occurring then they can approach the class teacher who may be able to
deal with it in class (for younger children). In the case of older children parents
should approach room leader or manager to discuss matters on how this can be
dealt with and stopped. The room leader/manager will then monitor the situation and
liaison with other professionals at school i.e. other teachers and teaching assistants.
Parents can then request updates on how the situation is being dealt with. It is vital
that everyone is working in partnership and communicating with one another in order
to prevent bullying.

When a child starts nursery/school a parent will receive a copy of the Schools
Behaviour Policy, this policy gives the parent a chance to discuss with the child what
the school expects in terms of their behaviour and that bullying will not be tolerated.