CYP 3.3: Understanding how to safeguard the well-being of children and young people

Children & Young People's Workforce L3

This unit focuses on the types of abuse in the wider context such as forced marriages, honour killing and genital mutilation. There are legislations, national policies government initiatives and local guidelines to safeguard children and adults from abuse and promote their welfare.


Legislations and Guidelines Policy / Procedure
Children Act 2004

Ensure duty of safeguard and promote the welfare of children and young people.
Photography: Parents not allowed to take pictures of their child or other children in the childcare setting.

Phones: Staff are not allowed to carry their mobile phones on them while on duty; must leave it their locker /bag.

Nappy changing: Two people must be present during nappy changing and leave the door open.

Collecting children from nursery.

Childcare Act 2006

Local authority duty to improving Every Child Matters outcomes for children in any form of child care setting.
Nurseries and care centres must be registered

Ofsted inspection must be carries out regularly

Children Act 1989

Emphasis on the importance of putting children first – well-being and safety.

Provides support for children and their families, fostering, child minding and day care.

CRB checks must be carried out on staff.

Premises must be safe and appropriate.

Carry out daily risk assessments: windows locked, doors locked.

Carers/teachers must plan activities to help children learn and play.

United Nation Conventions of the rights of children 1989

Children have a right to be protected from harm and abuse and the right to express views and be listened to.

Protects children and young people with disabilities too.

Allow children to express themselves

Provide love and care

Give children choices

Treat children fairly

Early Years Foundation Stage - EYFS

Focuses on providing a safe environment for children and protecting them from harm and abuse.

Focuses on a safe environment for children to learning and develop.

Safeguarding policy Key person must be assigned to each child

Staff and child ratio must be implemented

Staff must have CRB checks

staff and child ratio should be right

Every Child Matter - ECM

Protect children and young people from harm or abuse. Support children to ‘stay safe’ as well as supporting them to achieve the outcomes: Be healthy stay safe Enjoy and achieve Achieve economic well-being Make a positive contribution

Making learners aware of internet grooming.

Being safe from maltreatment, neglect, violence and sexual exploitation.

Being safe from accidents , injury and illness.

Being safe from crime and anti-social behaviour in and out of school.

Having security, stability and being cared for.

learners should have access to counsellors.

Zero tolerance to bullying and harassment.

Having a ‘personal safety awareness day’ eg substance abuse, alcohol, phone theft.

Working together to Safeguard Children (2006)

Police , health services , social services educational establishment would all work together to safeguarding children and young people.

Share information, liaise with other professionals and agencies.

Work together in the interest and welfare of the child.

Types of abuse within the wider context

Type of abuse Description Reasons Consequences of abuse
Forced marriages Arranging marriage without consent of the girl or boy

Dishonour family
Poor health
Genital mutilation African tribes cut genitals of young girls reaching puberty Culture ritual Psychological suffering

Physical suffering
Child Trafficking Forced into prostitution

Forced labour
Economic deprivation

Political uprising (child soldiers)

Shortage of employment opportunities

Low social status (girls)
Psychological and physical pain
Bullied into Gang crime Stealing

Gun crime / killing

Peer pressure

To fit in or be accepted by their peers.
Living in fear

Criminal record

Can you think of other forms of abuse in the wider context?




How safeguarding guidelines, policies and procedures affect day today work with children and young people

  • Guidelines, policies and procedure are born from legislations and inform staff how to go through the process of protecting and preventing children from harm or abuse in the setting.

  • Safeguarding policies and procedures encourage practitioners to be aware of safeguarding children and young people in the setting.

  • Relevant training would be given to all staff within the childcare setting so that they can understand how to pick up and notice signs and symptoms of abuse and learn how to raise concern or take steps safeguard children and young people.

  • Relevant training needs to be attended regularly to keep up to date with changes and new regulations.

  • Practitioners would carry out daily risk assessment to protect and prevent children from harm or abuse.

  • Without policies and procedures child carers would not be able to effectively practice well-being and safeguarding of children and young people.

  • Nappy changing routine requires two adults to one child, but this is difficult to practice when there is staff shortage.

  • Despite the legislations, guideline, policies and procedures which are put in place, the effectiveness of them is debateable because abuse still continues today.

Give examples of current abuse in National head lines

Reasons for enquiries and Serious Case Review

  • When a child dies and there is suspected abuse, then a serious case review (SCR) is undertaken to investigate in detail what exactly happened and why.

  • From the SCR, lessons are learnt and take actions are taken to prevent a repeated incident.

  • The outcome of the SCR is used to inform professionals, organisations and local agencies so that they can use the information and knowledge to improve their services by working together to continue the safeguard and ensuring the welfare of the children and young people .

  • To produce new legislations or amendments to older legislations.

Complying with legislations that cover data protection,
information handling and sharing.

According to the Data Protection Act (1998), all personal data must be protected by following the rules below:

  • Data must be fairly and lawfully processed

  • Data must be accurate, relevant and adequate

  • Data must be processed for limited purposes

  • Data must not be maintained longer than necessary

  • Date must be secure

  • Data must be processed in accordance with the data subject's rights

  • Data must not be transferred to other countries without adequate protection

  • Under the confidentiality policy , information about children must not be discussed with any other colleagues, friends and family or media.

  • Disclosure policy – Any information disclosed by a child of alleged abuse is passed to the manager or safeguarding officer who will contact the social services and/or police.

  • According to the Human Rights Act 1989 parent have the right to know if their child is being taken into protection. Parents are informed by reporting officer of the findings an the allegations made.

  • A written referrals to children social services are made if the child seems to be in immediate harm or at risk from significant forms of abuse

  • Information about children safeguarding issues must be stored in a locked file and accessible only authorised person i.e. child protection officer.

  • Information about children protection must be kept confidential and gossiping between staff is not permitted.

  • The sharing of information is on a need to know basis; only those people involved in the case and helping to resolve the matter will be given information about the case.


DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)

DFE (2014). Statutory framework for the early years foundation stage

DEF(2014). Early years (under 5s) foundation stage framework (EYFS)

DFE (2014) Keeping children safe in Out of hours provisions

DFE(2014) Early Years Outcomes

Parents - guide to EYFS (2014)

What to expect and when (2014)

The British Association for Early Childhood Education
(Supported by DFE)

Every Child Matters 2003)

Effective Pre-school and Primary Education 3-11 Project (2003-2008)

DFE (2008) Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11)

Parliament (2003) Every Child Matters

Tassoni et al (2010) Level 3 Diploma Children and Young People's
Workforce (Early Learning and Childcare). Pearson: Harlow Essex

Caroline Meggit et al (2011) CACHE Level 3 Children and Young People's
Workforce Diploma: Early Learning and Child Care.
Hodder Education: London