1.

1 Outline current legislation, guidelines, policies and procedures within

Home Nations affecting the safeguarding of children and young people
In England, there are different rules and ways to keep children and young people safe. Here's a
simple explanation:
1. United Nations Convention on the Rights of the Child (UNCRC) 1991: This is a set of rules
that says what children need to be safe and looked after. Even though it's not a direct law in
England, it helps make rules and practices to protect kids.
2. Children Act 1989 and 2004: These laws are like the base for protecting children. They say
what local authorities must do to keep kids safe and make sure they're okay.
3. Working Together to Safeguard Children: This is a guide for different groups like the police,
schools, and doctors to work together to protect kids.
4. Keeping Children Safe in Education (KCSIE): This guide helps schools and colleges know how
to keep kids safe. It talks about things like training for staff and what to do if there are
worries about abuse.
5. Counter Terrorism and Security Act 2015: This law says that everyone, even schools, must
try to stop people from becoming involved in terrorism. It helps to identify kids who might
be at risk of being drawn into bad things.
6. Prevent Duty and Fundamental British Values: Schools have a duty to stop people from being
influenced by terrorism or extreme ideas. They also need to teach important British values
like democracy and respect.
7. Children and Young Persons Act 2008: This law focuses on making sure kids are safe and well
looked after. It helps to protect them from harm and make sure their needs are met.
8. Help Children Achieve More (formerly Every Child Matters): This was a program to help all
children do well in life. Even though it's not running anymore, its ideas still affect how we
keep kids safe and well.
9. Education Act 2011: This law talks about how schools are run and paid for. Even though it's
not all about keeping kids safe, it still affects how they're looked after in school.
All these rules and guides help to make sure children and young people in England are kept safe and
looked after properly.
2.1Explain the need to safeguard children and young people
Safeguarding children and young people is important and it’s a duty for our society. Every kid should
have a safe place to grow up, where they're not hurt or abused in any way—whether it's by hitting,
saying mean things, or being abused. We all have to work together to make sure no kid ever feels
scared or is treated badly or neglected.
Every child has the right to be safe and not worry about abuse happening to them. When we keep
them safe, we help them grow up feeling good about themselves and ready to be part of our
community.
It's also really important to remember that kids with disabilities can be more at risk of being hurt or
not looked after properly. That's why it's up to us, the people who work with kids, to pay attention
and do our best to stop any neglect from happening to any child, no matter what's going on in their
life.
2.2 Explain what is meant by partnership working in the context of
safeguarding
Partnership working in safeguarding means different organizations and people teaming up to keep
vulnerable individuals, like kids and adults in danger, safe and well. They work together because one
group alone can't handle all the problems. Here's how they do it:
 1. Working together: Different groups, such as social services, doctors, police, schools, and
charities, join forces to share information and help stop problems before they happen or get
worse.
2. Sharing information: Partnerships make sure that everyone knows what's going on with
people who might be at risk, so they can provide the right help at the right time.
3. Acting early: By working together, they can spot problems early and do something about
them quickly to stop them from getting worse.
4. Assessing together: When there's a problem, partners get together to gather information,
figure out how risky the situation is, and make a plan to keep the person safe.
5. Deciding together: They make decisions as a team to make sure they're doing what's best to
keep people safe.
6. Providing all-around help: Partnerships try to make sure that everyone who needs help gets
all the support they need, without things getting confusing or missed out.
7. Learning together: They also work on learning more about how to keep people safe by
training and getting better at what they do.
Overall, partnership working in safeguarding is all about making sure everyone involved talks and
works together well to protect vulnerable people in the community.
2.3 Explain the impact of a child or young person-centred approach
A child-cantered approach means understanding that each kid is different. Every Child Matters
framework was created to make sure all kids have what they need to do well. It focuses on five main
things: helping kids stay healthy, keeping them safe, making sure they have fun and achieve things,
encouraging them to be good members of society, and helping them financially.
When we provide services for children, we pay attention to what each kid needs. We listen to what
they want and think when making decisions. It's important to make them feel valued and part of
things so they don't feel like it's their fault if something goes wrong. This means being sensitive and
caring when we talk to them, making sure they know we're listening to them and respecting their
ideas.
Overall, adopting a child or young person-centred approach not only benefits the individual child or
young person but also contributes to the creation of more supportive and inclusive communities and
societies.
2.4 Describe the roles and responsibilities of the different organisations that
may be involved when a child or young person has been abused or harmed
Each organization plays a specific role when a child or young person has been harmed or abused.
Here's what each of them does:
 Social Services:
Support vulnerable children and coordinate protection plans.
Investigate and evaluate situations to address harm.
Provide counselling and psychological evaluations.
Ensure staff receive training on child protection.
 Schools and Colleges:
Safeguard students through established policies and procedures.
Recognize and report signs of abuse or neglect.
 Police:
Investigate crimes against children, identify offenders, and gather evidence.
Handle child abuse cases with sensitivity.
 NSPCC:
Respond promptly to reports of abuse or neglect.
Prevent cruelty to children and offer training for professionals.
Initiate legal proceedings to protect children and operate support helplines
3.1 Explain why we need to ensure children and young people are protected
from harm within the learning environment
Ensuring kids are safe and protected in school is crucial for several reasons:

 Feeling Safe and Happy: Kids need to feel safe and happy at school to focus on learning and
growing without worrying about bad things happening to them.
 Legal and Ethical Duty: Schools have a responsibility to keep kids safe from harm, including
physical or emotional harm caused by mean words or actions.
 Promoting Learning: When kids feel safe, they can learn better. They're more likely to
participate in class activities, communicate with teachers and peers, and enjoy learning new
things.
 Healthy Development: Safety contributes to kids' physical and emotional well-being.
Negative experiences can have long-lasting effects, so it's essential to protect them from
harm.
 Preventing Bullying: Schools must prevent bullying and teach kids how to treat each other
with kindness and respect.
 Building Trust: Feeling safe fosters trust between kids and their school and the adults there,
which is vital for effective learning.
 Parental Confidence: Parents trust schools to care for their children while they learn.
Ensuring kids' safety gives parents peace of mind about sending them to school.
Overall, prioritizing kids' safety in school supports their growth, learning, and overall well-being.

3.2 Identify the risks and possible consequences for children and young people
of being online and using digital mobile devices
Children and young people encounter various risks when using digital devices and being online.
These risks include cyberbullying, where they might face harassment or bullying on online platforms,
leading to emotional distress. Exposure to inappropriate content, such as violence or explicit
material, can impact their mental well-being and emotional development. Additionally, there's the
danger of encountering online predators who may try to exploit or harm them, potentially leading to
harmful offline situations or emotional manipulation. Privacy concerns arise from sharing personal
information online, which could result in identity theft or stalking. Moreover, excessive device use
can lead to addiction, affecting their academic performance and social interactions. It's important for
adults to educate children about safe online behaviour, establish guidelines for device usage, monitor
their activities, and maintain open communication to address any issues that may arise.

3.3 Describe ways of reducing risk to children and young people from:
• social networking
• internet use
Reducing risks to children and young people from social networking and internet use requires a
multifaceted approach encompassing education, communication, supervision, and technological
safeguards. Firstly, it's vital to educate children early on about online safety, including the potential
risks like cyberbullying, inappropriate content, scams, and online predators. Encouraging open
communication ensures that children feel comfortable discussing their online experiences and
concerns with trusted adults, while emphasizing the importance of privacy settings and the dangers
of sharing personal information online.
Supervising younger children's online activities, especially on social networking platforms, and
maintaining an open dialogue about their online interactions are crucial steps. Parental control tools
and monitoring software can be used to restrict access to inappropriate content and track online
activity effectively. It's essential to establish clear rules and boundaries regarding internet and social
media usage, setting limits on screen time and encouraging offline activities to promote balance and
reduce excessive internet use.
Teaching critical thinking skills and digital literacy empowers children to evaluate online information
critically and respond to online threats such as phishing attempts and fake news. Promoting positive
online behaviour, including respect and responsibility, is key, along with teaching conflict resolution
and reporting mechanisms for inappropriate content or behaviour.
Building trust and support is essential in fostering a safe online environment. By maintaining trusting
relationships with children and young people, adults can ensure they feel comfortable seeking help
or advice when facing online risks. Staying informed about the latest online trends and risks helps
adults adapt strategies accordingly, ensuring ongoing protection. Through these strategies and open
communication, adults can effectively reduce the risks children and young people face when using
social networking and the internet.

3.4 Explain how practitioners can take steps to protect themselves within their
everyday practice in the work setting and on off site visits
In schools, it's important for staff to know the rules that help keep everyone safe. For example, they
should never be alone with a child in a closed room. If a child needs help undressing because of an
accident, two staff members should be there. And if a child's ride is late, two staff members should
wait with them until they're picked up. Staff should also work where others can see them, especially
during one-on-one times, and avoid private meetings with students.
Schools should also have clear rules about when and how it's okay to touch children to help or guide
them. It's different for each age and situation.
To protect themselves, staff should go to safety training, keep an eye on what's happening around
them, set clear rules with students, use safety gear when needed, check out places they'll visit
beforehand, know what to do in emergencies, make sure there's enough supervision during
activities, take care of themselves, and learn new things through training.

4.1 Explain child protection within the wider context of safeguarding children
and young people
Child protection is part of safeguarding children and young people, aiming to keep them safe from
harm. It focuses on preventing and responding to situations where children are at risk of abuse or
neglect, including physical, emotional, sexual, or neglectful harm. This involves:
Prevention: Educating children and families about safety, promoting positive parenting, and creating
safe environments.
Identification: Recognizing signs of abuse or neglect, such as changes in behaviour or disclosures
from the child.
Reporting and Response: Taking action by reporting concerns to authorities and conducting thorough
investigations.
Support and Intervention: Providing services to affected children and families to ensure safety and
promote recovery.
Collaboration: Working with other professionals and agencies involved in child care to coordinate
efforts and share information.
Overall, child protection works within safeguarding to create a safe environment for children to
thrive.

4.2 Identify different types of abuse and bullying

Different types of abuse include:
 Physical abuse: Inflicting physical harm or injury on a child, such as hitting, kicking, shaking,
or burning.
 Emotional or psychological abuse: Causing emotional harm or distress through threats,
intimidation, humiliation, or verbal abuse.
 Sexual abuse: Inappropriate or non-consensual sexual contact or behaviour towards a child,
including rape, molestation, or exploitation.
 Neglect: Failing to provide for a child's basic needs, such as food, shelter, clothing, medical
care, or supervision, resulting in harm or risk of harm to the child's health or development.
 Bullying can take various forms, including:
 Verbal bullying: Using words to hurt, insult, or belittle someone, such as name-calling,
teasing, or spreading rumours.
 Physical bullying: Inflicting physical harm or intimidation through actions like hitting,
pushing, or tripping.
 Social or relational bullying: Excluding, ostracizing, or spreading rumours about someone to
damage their social relationships or reputation.
 Cyberbullying: Using electronic communication platforms such as social media, text
messages, or emails to harass, intimidate, or humiliate someone, often anonymously.
4.3 Outline the possible signs, symptoms, indicators and behaviours that may
cause concern in the context of safeguarding
Possible signs in safeguarding encompass various indicators that may raise concerns. Physical signs
include unexplained injuries, inconsistent explanations, multiple injuries, and signs of malnutrition or
poor hygiene. Emotional and behavioural signs involve sudden changes in behaviour, depression,
fearfulness, regression, nightmares, or excessive crying. Sexual signs may include inappropriate
behaviour or knowledge, physical symptoms, infections, or fearfulness. Neglect indicators can be
poor hygiene, inadequate care, lack of supervision, developmental delays, or chronic hunger.
Environmental signs involve unsafe living conditions, exposure to violence, or involvement in criminal
activities. Behavioural signs related to bullying include social withdrawal, changes in eating habits,
complaints of physical ailments, or academic decline. These signs and behaviours should prompt
further assessment and consideration, considering cultural and individual differences.

4.4 Describe the actions to take if a child or young person alleges harm or
abuse in line with policies and procedures of own setting
If a child or young person alleges harm or abuse according to our policies and procedures, we should:
 Listen and reassure: Create a safe space for the child to share their concerns and reassure
them they're taken seriously.
 Report: Follow our reporting procedures by informing the designated safeguarding lead or
another responsible person.
 Document: Record the disclosure details promptly and accurately using the appropriate
forms.
 Safeguarding measures: Take immediate steps to ensure the child's safety, such as removing
them from harm's way or involving external agencies if needed.
 Support: Provide the child with appropriate support, like counselling or medical assistance,
and ensure their needs are met.
  Confidentiality: Respect the child's confidentiality while sharing information only with those
involved in the investigation.
 Follow-up: Take necessary follow-up actions, like monitoring the situation and collaborating
with external agencies.
 Record keeping: Keep detailed records of all actions taken and decisions made.
Following these steps ensures a prompt and suitable response to allegations, prioritizing the child's
safety and well-being.

4.5 Explain the rights that children, young people and their carers have in
situations where harm or abuse is suspected or alleged
In situations of suspected harm or abuse, children, young people, and their carers have rights
including:
Right to express views: They can share feelings and concerns in a safe environment.
Right to safety: They must be protected from harm, with immediate action taken if necessary.
Right to privacy: Information shared should be kept confidential.
Right to support: Access to services for physical and emotional well-being is ensured.
Right to information: They should be informed about their rights and the process.
Right to involvement: They should be included in decisions affecting them.
Right to advocacy: Independent support ensures their voices are heard.

4.6 Explain how serious case reviews inform practice

In the context of the Local Safeguarding Children Boards (LSCBs) Regulations of 2006.
Local Safeguarding Children Boards (LSCBs) Regulations 2006: These regulations were established in
the United Kingdom and pertain to LSCBs, which are bodies responsible for coordinating local efforts
to safeguard children. LSCBs are established by children’s services authorities under the Children Act
2004. The regulations outline the functions and responsibilities of LSCBs, including their role in
safeguarding children within their respective areas.
Functions of LSCBs: One of the key functions of LSCBs, as specified in Regulation 5 of the 2006
regulations, is to undertake reviews of serious cases.
These reviews serve several purposes:
 Learning Lessons: LSCBs review serious cases to identify lessons that can be learned from
them. This includes understanding what went wrong, identifying gaps in practice, and
improving future safeguarding efforts.
 Advising Authorities and Partners: LSCBs provide advice to the local authority and their
Board partners (such as health services, police, education, and other relevant agencies)
based on the findings of these reviews.
 Thresholds for Intervention: LSCBs develop policies and procedures related to safeguarding,
including defining thresholds for intervention when there are concerns about a child’s safety
or welfare.
 Training and Awareness: LSCBs contribute to training programs for professionals who work
with children or in services affecting their safety and welfare1.
What Constitutes a Serious Case:
For the purposes of conducting serious case reviews, a serious case is one where:
 A child has died, and abuse or neglect is suspected as a factor.
 A child has been seriously harmed, and abuse or neglect is suspected.
 A child has been subject to sexual exploitation.
 A child has gone missing and is at risk of harm.
 Any other case that meets the criteria set by the LSCB234.
In summary, serious case reviews play a crucial role in improving safeguarding practices by analysing
past incidents, identifying areas for improvement, and ensuring that lessons learned are applied to
protect children effectively. LSCBs, guided by the 2006 regulations, collaborate with various agencies
to promote the welfare of children in their local areas.

5.1 Describe ways support staff can work with children and young people to
build self-confidence and self-esteem
Here are effective ways support staff can build self-confidence and self-esteem in children and young
people:
 Positive Reinforcement and Encouragement:
Acknowledge achievements and efforts, no matter how small.
Highlight their strengths and provide specific feedback on their accomplishments.
Celebrate progress and hard work to reinforce their sense of achievement.
 Active Listening and Empathy:
Show genuine interest in their thoughts and feelings.
Validate their emotions and offer empathy.
Engage in open-ended conversations to encourage expression.
 Setting Realistic Goals:
Collaborate with them to set achievable goals and celebrate milestones.
Break down larger goals into manageable steps to build a sense of accomplishment.
 Promoting a Growth Mindset:
Emphasize learning from mistakes and setbacks.
Avoid fixed mindset language and encourage a positive attitude towards learning and
growth.
 Providing Opportunities for Success:
Offer challenges that match their abilities and celebrate their achievements.
Encourage them to step out of their comfort zone and take on new tasks.
 Modelling Self-Confidence and Positive Self-Talk:
Be a role model by demonstrating self-confidence and positive self-talk.
Encourage them to replace negative thoughts with affirmations of their capabilities.
 Creating a Supportive Environment:
Ensure they feel safe and accepted, free from bullying or harsh criticism.
Foster positive peer relationships to boost self-esteem.
 Exploring Interests and Hobbies:
Help them discover their passions and celebrate their unique talents.
Encourage exploration of various activities to find what they enjoy.
Remember, building self-confidence and self-esteem is an ongoing process. Adapt your approach to
each child's individual needs, and be patient, consistent, and supportive in your efforts.
5.2 Describe the role of support staff in recognising the signs of mental health
concerns in children and young people
Support staff play a crucial role in recognizing mental health concerns in children and young people.
Here's how they can do this effectively:

 Observation and Awareness: Being attentive to changes in behaviour, mood, and well-being,
such as withdrawal, irritability, or changes in eating and sleeping patterns.
 Building Trusting Relationships: Establishing open, trusting relationships where children feel
comfortable confiding their feelings and experiences.
 Recognizing Patterns: Identifying recurring symptoms or behaviours that may indicate
underlying mental health issues affecting daily functioning.
  Knowledge of Risk Factors: Understanding common risk factors and warning signs of mental
health concerns, including the impact of trauma and adverse experiences.
 Collaboration with Professionals: Working closely with mental health professionals to share
observations and concerns and ensure children receive appropriate support.
 Creating Supportive Environments: Promoting mental health awareness through education,
peer support programs, and inclusive policies that reduce stigma.
 Early Intervention: Implementing timely intervention strategies, such as providing emotional
support, teaching coping skills, or facilitating access to counselling.
 Respecting Confidentiality: Handling sensitive information with discretion and following
established protocols to respect children's privacy.
 Promoting Self-Care: Supporting the well-being of support staff themselves through self-care
practices and access to resources to prevent burnout.
By fulfilling these roles, support staff contribute to promoting positive mental health outcomes and
overall well-being in children and young people.

5.3 Identify the signs of possible mental health concerns in children and young
people
Here are signs of potential mental health concerns in children and young people:
Behavioural Changes:
 Persistent sadness, irritability, or mood swings.
 Withdrawal from social activities and increased time alone.
 Agitation, restlessness, or difficulty concentrating, affecting school performance.
Physical Symptoms:
 Unexplained physical complaints like headaches or stomach-aches.
 Changes in eating or sleeping patterns, such as appetite loss or insomnia.
Emotional Changes:

 Feelings of hopelessness, low self-esteem, or excessive worry.

 Frequent tearfulness or emotional outbursts disproportionate to the situation.
Coping Difficulties:
 Trouble handling stressors, leading to heightened emotional reactions.
 Increased sensitivity to criticism or fear of failure.
Functional Changes:
 Decline in academic performance or loss of interest in activities.
 Difficulty managing responsibilities or maintaining personal hygiene.
Risk-Taking Behaviours:
 Engagement in risky behaviours like substance abuse or self-harm.
 Expressions of suicidal thoughts or behaviours.
Social Challenges:
 Difficulty forming or maintaining relationships, feeling isolated.
 Social withdrawal or avoidance due to anxiety.
Energy Level Changes:
 Noticeable shifts in energy levels, ranging from restlessness to lethargy.
 Loss of interest in physically active pursuits, accompanied by fatigue.
Remember, experiencing these signs doesn't always indicate a mental health disorder, but persistent
or severe symptoms may require assessment and support from mental health professionals.
5.4 Explain the need to work with children and young people to enable them to
develop emotional resilience and mental well-being
Working with children and young people to develop emotional resilience and mental well-being is
essential for several reasons. These can include a broad range of mental and emotional skills such as
dealing with challenges better, good metal health, improvement in relationships, improved academic
success, unlikely to engage into risky behaviours, positive personal growth and better adaptation to
changes.
Overall, working with children and young people to develop emotional resilience and mental well-
being is not only crucial for their immediate happiness and success but also for their long-term
health, resilience, and overall quality of life. By developing emotional well-being, we can help them
deal with life's challenges with confidence, strength, and optimism.