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Safeguarding and Protecting Children in Early Years
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Safeguarding and Protecting Children in Early Years

Non-accredited awareness course  ·  5 Modules + Final Assessment  ·  Approximately 45 minutes online

MODULE 1Available
Your Role and the Law
9 min  ·  6 slides
MODULE 2Available
Recognising the Signs of Abuse
11 min  ·  6 slides
MODULE 3Available
Responding to Concerns and Disclosures
10 min  ·  6 slides
MODULE 4Available
Report, Record and Refer
8 min  ·  6 slides
MODULE 5Available
Safe Practice — Protecting Yourself from Allegations
7 min  ·  6 slides
FINAL Locked
Online Assessment
10 questions  ·  ~10 minutes
MODULE 1  ·  9 MINUTES

Safeguarding: Your Role and the Law

Module 1 of 5


COURSE
Non-accredited
UNIT REFERENCE
MODULE
ASSESSMENT CRITERIA
AC 1.1
KNOWLEDGE CHECKS
2 questions
MODULE 1 · ROLE & THE LAW

Safeguarding and child protection

Two words that are often used interchangeably - but they are not the same.

safeguarding wide
Safeguarding is the wide circle
Everything you do to protect children from harm and support their welfare - ratios, risk a...
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child protection focus
Child protection is the smaller circle
What happens when there is a concern about a specific child who is suffering, or is likely...
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team meeting
Why the distinction matters
Practitioners who think safeguarding only means child protection assume it is something th...
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practitioner watching
Alertness is part of the job
Being alert to signs of harm is not something you switch on when a concern appears. It is ...
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MODULE 1 · ROLE & THE LAW

Why early years carries particular responsibility

Four things make the early years different from any other professional context.

baby with worker
They often cannot tell you
A two-year-old may not have the language to describe what has happened to them. A baby has...
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toddler with adult
Total dependence on adults
A five-year-old at school can walk away from a situation, or tell a friend. A toddler cann...
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clock nursery
You may see them more than anyone
A child in full-time childcare might spend forty hours a week with you. You are positioned...
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nappy change area
You provide intimate personal care
Nappy changing, toileting, dressing after an accident. This gives you sight of things othe...
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MODULE 1 · LEGAL FRAMEWORK

Nine pieces of law shape your practice

You do not need to memorise section numbers. You do need to know what each one asks of you.

children act 1989
Children Act 1989
The Act everything is built on. Establishes that the child's welfare is paramount. Section...
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children act 2004
Children Act 2004
Introduced after Victoria Climbié. Section 11 creates the duty for organisations to cooper...
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working together 2026
Working Together 2026
Statutory guidance from March 2026. Updated to include a dedicated section on early years,...
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eyfs framework
EYFS Framework
The framework every registered provider must meet. Section 3 covers safeguarding and welfa...
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crime and policing act 2026
Crime and Policing Act 2026
NEW. Places a statutory duty on regulated activity workers - including you - to report chi...
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safeguarding vulnerable groups act 2006
Safeguarding Vulnerable Groups Act 2006
Created the vetting and barring system. Amended by the Crime and Policing Act 2026 to wide...
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data protection act and uk gdpr
Data Protection Act and UK GDPR
Governs personal information. NOT a barrier to safeguarding sharing. Requires sharing to b...
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counter-terrorism and security act 2015
Counter-Terrorism and Security Act 2015
Section 26 places the Prevent duty on early years providers. Alert to home environment and...
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domestic abuse act 2021
Domestic Abuse Act 2021
Section 3 - a child who sees, hears, or experiences the effects of domestic abuse is a vic...
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MODULE 1 · ROLE & THE LAW

Four principles that run through all of it

If you remember nothing else from this module, remember these four.

child at centre
The child's welfare is paramount
When a child's interests conflict with anything else - a parent's preference, a colleague'...
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team of staff
Everyone's responsibility
Not the manager's. Not the DSL's alone. Yours, from your first day, whether you are a room...
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practitioner and child
Be child-centred
It is easy in early years to see a family rather than a child. Serious case reviews return...
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worker writing note
Notice and report
You are not an investigator. You do not need to be certain, you do not need proof. You nee...
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Module 1 - Key points

Everything you need to carry forward into the next module.

Safeguarding vs child protection
  • Safeguarding is the wide, everyday work
  • Child protection is the narrower response when a child may be suffering significant harm
Nine pieces of law
  • Children Acts 1989 and 2004, Working Together 2026, EYFS
  • Crime and Policing Act 2026 (mandatory reporting), SVG Act, Data Protection, Prevent, Domestic Abuse Act
Four principles
  • Welfare paramount · Everyone's responsibility · Child-centred · Notice and report — don't investigate
KNOWLEDGE CHECK - 1 OF 4

You have noticed a change in a three-year-old's behaviour over the past fortnight. You are not sure whether it means anything. What should you do?

AWait and keep watching until you are confident something is wrong
BReport your observation to the Designated Safeguarding Lead, even though you are unsure what it means
CAsk the child's parent directly what has been happening at home
DInvestigate further yourself so you can give the DSL a complete picture
KNOWLEDGE CHECK - 2 OF 4

Which statement about sharing information in a safeguarding situation is correct?

AUK GDPR prevents you from sharing a child's personal information without parental consent
BInformation can only be shared once a formal investigation has been opened
CData protection law is not a barrier to sharing information in order to keep a child safe
DInformation can be shared freely with any colleague who asks about the child

Module Complete

Your Role and the Law

You have passed all knowledge checks.
The next module will now unlock.

MODULE 2  ·  11 MINUTES

Recognising the Signs of Abuse

Module 2 of 5 - RECOGNISE, the first of the Five Rs


COURSE
Non-accredited
UNIT REFERENCE
MODULE
ASSESSMENT CRITERIA
AC 1.1
KNOWLEDGE CHECKS
2 questions
MODULE 2 · RECOGNISE

The four categories of abuse

Statutory guidance sets out four categories. You will hear these named in every safeguarding conversation.

concerned worker
Physical abuse
Causing physical harm - hitting, shaking, throwing, burning, scalding, suffocating. Also i...
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quiet withdrawn child
Emotional abuse
Persistent emotional maltreatment causing severe and lasting damage. Includes making a chi...
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protective worker
Sexual abuse
Forcing or enticing a child into sexual activities. Does not require violence. Includes no...
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hungry child at breakfast
Neglect
The persistent failure to meet a child's basic physical or psychological needs. The most c...
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MODULE 2 · RECOGNISE

One sign is almost never a sign

A sign only means something in context. Ask three questions.

baby not mobile
Consistent with development
A four-year-old who runs and climbs will have bruises on shins, knees and forehead. A baby...
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worker listening carefully
Explanation fits the injury
Does the story fit? Does it change between tellings? Was there a delay in seeking help? Pr...
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records folder
Is it part of a pattern
A pattern is only visible if the individual pieces were written down. One small worry look...
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baby record
Non-mobile babies
Bruising on a baby who is not yet independently mobile is one of the strongest indicators ...
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MODULE 2 · RECOGNISE

What makes recognition hard

Every one of these appears in serious case reviews.

friendly drop off
The family are lovely
You see these parents every day. They are warm at the door. Reviews of cases where childre...
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polite conversation
Disguised compliance
A family that appears to cooperate - attending appointments, agreeing with everything, pre...
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fresh eyes new colleague
It creeps up slowly
Neglect in particular does not arrive; it accumulates. A child who has looked slightly unk...
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staff room discussion
Someone else will have seen it
You assume the room leader noticed. She assumed you had reported it. Nobody did. Safeguard...
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Putting it together - Maya

Read the scenario, identify the errors, then reveal the answers.

Scenario

Maya is two years and four months old and attends four days a week. Over five weeks you notice the following: Week one - she arrives in a summer dress on a cold morning; her mother says the washing machine has broken. Week two - Maya is very hungry at breakfast and eats three portions. Week three - you notice a small bruise on her upper arm; Maya is fully mobile and active. Week four - she is collected forty minutes late for the third time this month, by an adult you have not met before. Week five - her speech, which had been developing well, has not moved on, and she has started falling asleep on the carpet mid-morning. Not one of these observations proves anything on its own. But the pattern - inadequate clothing, hunger, an unusual bruise site, unreliable collection, stalled development, exhaustion - over five weeks in one child - is a picture of possible neglect. This is the picture that becomes invisible when nobody writes the pieces down. You do not investigate. You do not raise it with Maya's mother. You take what you have recorded to your Designated Safeguarding Lead.

Module 2 - Key points

Everything you need to carry forward into the next module.

Four categories
  • Physical, emotional, sexual, neglect
  • They overlap constantly — it is not your job to decide which one applies
One sign is rarely a sign
  • Ask three questions: consistent with development? explanation fits? part of a pattern?
  • Non-mobile babies do not bruise themselves — always report
Support signposting
  • NSPCC Helpline 0808 800 5000
  • Your setting's DSL — your own manager
KNOWLEDGE CHECK - 1 OF 4

You are changing a five-month-old baby who is not yet rolling or crawling, and you notice a small bruise on her cheek. Her father mentioned that her older brother caught her with a toy. What should you do?

ANothing — the explanation is plausible and the bruise is minor
BRecord it and mention it to the DSL only if you see another mark
CRecord what you have seen and report it to the DSL today, despite the explanation
DAsk the father for more detail before deciding
KNOWLEDGE CHECK - 2 OF 4

A three-year-old regularly describes frightening arguments at home and has begun re-enacting adult conflict in her play. There are no injuries. Which statement is correct?

AThis is not a safeguarding concern because the child has not been harmed directly
BA child seeing or hearing the ill-treatment of another is experiencing emotional abuse, and must be reported
CThis is a family matter and should be raised with the parents at the next progress meeting
DYou should wait to see whether any physical signs appear before reporting

Module Complete

Recognising the Signs of Abuse

You have passed all knowledge checks.
The next module will now unlock.

MODULE 3  ·  10 MINUTES

Responding to Concerns and Disclosures

Module 3 of 5 - RESPOND, the second of the Five Rs


COURSE
Non-accredited
UNIT REFERENCE
MODULE
ASSESSMENT CRITERIA
AC 1.1
KNOWLEDGE CHECKS
2 questions
MODULE 3 · RESPOND

Concern and disclosure are not the same

Both go to the same place. The urgency in the moment is different.

worker with notebook
A concern
Something you have noticed. A bruise in an odd place. A pattern building over weeks. A cha...
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child speaking
A disclosure
A child has said or shown you something. You are in the middle of it. What you do in the n...
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worker to DSL
Both go to the DSL
Regardless of whether it is a concern or a disclosure, you take it to the Designated Safeg...
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sandpit talk
Disclosures arrive sideways
A four-year-old does not sit you down. It comes out sideways - a sentence in the middle of...
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MODULE 3 · RESPOND

When a child tells you - four actions

Listen. Reassure. Say little. Hand it on. Your face is the first thing they read.

listening at level
1. Listen
Stop and give full attention. Get to their level. Do not interrupt. Do not gasp or wince. ...
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gentle reassurance
2. Reassure
Tell them you believe them and they did the right thing. Make clear it is not their fault....
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open hands
3. Say little
Use the smallest possible open prompt: 'Tell me about that.' Never ask leading or closed q...
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walking to office
4. Hand it on
Settle the child. Do not make the moment bigger than it needs to be. Then report to the DS...
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MODULE 3 · RESPOND

Three things you never do

The things you must not do when a child tells you something.

never promise secrecy
Never promise secrecy
If a child asks you to keep something secret, tell them honestly: 'I can't keep it a secre...
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never ask leading questions
Never ask leading questions
'Did Daddy do that?' is a leading question. It supplies a name the child hasn't given. It ...
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never ask a child to repeat
Never ask a child to repeat
Never ask the child to tell someone else what they told you - including your manager. It c...
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never move to a private room
Never move to a private room
Never move a child to a private room to 'talk properly'. Stay where you are, in sight of o...
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never criticise the person named
Never criticise the person named
That person may be someone the child loves. Criticism can cause the child to retract to pr...
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never wait for more evidence
Never wait for more evidence
A threshold you've invented for yourself is not one anybody else recognises. Waiting is th...
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never raise it with the parents
Never raise it with the parents
However natural it feels, raising a concern with parents can put a child at greater risk a...
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never discuss with uninvolved colleagues
Never discuss with uninvolved colleagues
Confidentiality is not the same as secrecy. The concern has gone to the DSL. It does not n...
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Putting it together - Leo

Read the scenario, identify the errors, then reveal the answers.

Scenario

As you change Leo, he says quite matter-of-factly: 'Mummy's boyfriend does that too but he does it hard and I cry.' Then he asks for his dinosaur. Your first instinct will be to ask what he means. Do not. You have what you need. You finish the nappy change calmly. You do not react visibly. You might say 'thank you for telling me, Leo' - and nothing more. You do not ask who the boyfriend is, what he does, or when. You do not ask Leo to say it again. You settle Leo with his dinosaur. At the first safe opportunity you write down exactly what he said - those words, in quotation marks - with the date, the time, where you were, and who else was in the room. You note that he said it unprompted, and that you asked nothing. Then you take it to your Designated Safeguarding Lead, that day. Notice what has not happened. You have not established what Leo meant. You do not know whether this is abuse. You have not resolved anything at all - and that is exactly right. Your job was to hear it, preserve it accurately, and hand it on.

Module 3 - Key points

Everything you need to carry forward into the next module.

Concern
  • Report same day, record factually
  • Do not investigate, do not tell the parent, do not wait for more
Disclosure
  • Listen · Reassure · Say little · Hand it on
  • The three nevers: no secrecy promise, no leading questions, no asking to repeat
Your wellbeing
  • This work affects the people who do it — support is available
  • Speak to your manager or NSPCC helpline 0808 800 5000
KNOWLEDGE CHECK - 1 OF 4

A four-year-old says quietly: 'I don't like it when my uncle babysits. Promise you won't tell anyone.' What is the best response?

A'I promise I won't tell anyone.'
B'I can't keep it a secret, but I'll only tell one person whose job is to help keep you safe.'
C'Why don't you like it when he babysits? Does he do something to you?'
D'Don't worry — I'll make sure you never have to see him again.'
KNOWLEDGE CHECK - 2 OF 4

A three-year-old tells you something concerning while playing, then stops and looks at you. Which response is appropriate?

A'Did your dad do that to you?'
B'Why didn't you tell me about this before?'
C'Tell me about that.'
D'That's terrible — he shouldn't have done that to you.'

Module Complete

Responding to Concerns and Disclosures

You have passed all knowledge checks.
The next module will now unlock.

MODULE 4  ·  8 MINUTES

Report, Record and Refer

Module 4 of 5 - the last three of the Five Rs


COURSE
Non-accredited
UNIT REFERENCE
MODULE
ASSESSMENT CRITERIA
AC 1.1
KNOWLEDGE CHECKS
2 questions
MODULE 4 · REPORT · RECORD · REFER

REPORT - who, and how fast

Same day. Every time. Escalate if the DSL is unavailable.

office door DSL
Same day, DSL
Reporting means telling your Designated Safeguarding Lead. That is the route in almost eve...
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colleague handover
Escalate if needed
If the DSL is not available, go to the deputy. If neither is available, go to your manager...
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phone call
Contact CSC yourself
If none of those people can be reached and you believe a child is at immediate risk, conta...
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999 emergency
999 if immediate danger
If a child is in immediate danger, call 999. No setting policy can require you to wait. Th...
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MODULE 4 · REPORT · RECORD · REFER

RECORD - why it carries so much weight

A pattern only exists if somebody wrote the pieces down.

writing in book
Write it down straight away
Detail decays within minutes. The child's precise words, the position of a mark, the seque...
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written observation
Facts, not opinions
Say what you saw in plain factual description. For a mark: what it looked like, its size, ...
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body map form
Use body maps
For a mark or injury, use a body map if your setting provides one. Do not photograph a chi...
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correction annotated
Never destroy or rewrite
Never remove, replace or overwrite a record even if it is messy or you later think you got...
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MODULE 4 · REPORT · RECORD · REFER

REFER - when a concern leaves the setting

You do not decide which level applies. That belongs to the local authority.

family support meeting
Family Help
Coordinated earlier support introduced by Working Together 2026. Right route for many conc...
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social worker home
Child in Need (s17)
Where a child needs services to achieve or maintain a reasonable standard of health or dev...
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meeting room
Child Protection (s47)
Where there is reasonable cause to suspect a child is suffering, or is likely to suffer, s...
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policy document
Not your decision
You do not decide which level applies. That judgement belongs to the local authority again...
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MODULE 4 · REPORT · RECORD · REFER

Seven Golden Rules of information sharing

Data protection law is not a barrier to sharing to keep a child safe.

concept child protected
Child's right takes priority
All children have a right to be protected from abuse and neglect. Protecting a child from ...
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worker on phone
Consent not required
You do not need consent to share where a child is at risk, or where there is a perceived r...
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targeted share
Share only what is needed
Share what is necessary, proportionate, relevant, adequate and accurate - only with those ...
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decision log
Record the reasons
Record the reasons for your decision - whether or not you decided to share. This is one of...
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Module 4 - Key points

Everything you need to carry forward into the next module.

REPORT
  • DSL, same day
  • 999 if immediate danger — you never need permission to protect a child
RECORD
  • Straight away, factual, child's own words in quotation marks
  • Never rewrite — add a dated correction
REFER
  • Family Help, s17, s47 — local authority decides
  • You are not the one who decides which level applies
KNOWLEDGE CHECK - 1 OF 4

You have written a safeguarding record about a child. Rereading it an hour later, you realise you wrote the wrong time for the incident. What should you do?

ARewrite the record correctly and dispose of the original
BCross out the error, write the correct time, and initial and date the amendment
CLeave it — the time is a minor detail and changing it looks suspicious
DUse correction fluid so the record stays neat
KNOWLEDGE CHECK - 2 OF 4

A colleague has not reported a concern because the child's mother has not consented to information being shared. Which statement is correct?

AYour colleague is right — parental consent is required before sharing information about a child
BConsent is required unless the child is in immediate physical danger
CYou do not need consent to share where a child is at risk, or where there is a perceived risk of harm
DConsent is required, but it can be assumed if the parent does not object

Module Complete

Report, Record and Refer

You have passed all knowledge checks.
The next module will now unlock.

MODULE 5  ·  7 MINUTES

Safe Practice

Module 5 of 5 - Protecting children, and protecting yourself


COURSE
Non-accredited
UNIT REFERENCE
MODULE
ASSESSMENT CRITERIA
AC 1.1
KNOWLEDGE CHECKS
2 questions
MODULE 5 · SAFE PRACTICE

Safe practice is not cold practice

Under-fives need physical comfort. Withholding it is not a safeguarding measure.

comforting a toddler
Comfort a child who needs it
Very young children need physical comfort. It is how they regulate distress and part of th...
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open nursery room
Do it in the open
The protection comes from visibility, not distance. Comfort a child in an open room where ...
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reflective practice
The one-question test
Would I be comfortable if this were described out loud, exactly as it happened? That singl...
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colleague nearby
Visibility not distance
Withdrawing from a distressed two-year-old to protect yourself from allegations is not saf...
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MODULE 5 · SAFE PRACTICE

Five areas of safer working practice

Where practitioners are most exposed, and where a clear practice protects everyone.

changing station
Intimate care
Follow your setting's intimate care policy exactly. Change children in the designated area...
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comforting in open
Physical contact
Appropriate physical contact is necessary. Let it be led by the child where possible. Keep...
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phone in locker
Phones, cameras, images
Personal phones stay out of the rooms. Photograph children only on setting-owned devices, ...
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professional boundary
Social media
Do not accept friend requests from parents. Never post images of children in your setting ...
Tap to expand →
MODULE 5 · SAFE PRACTICE

When an allegation is made about an adult

Concerns about an adult follow a different route.

office door
Report to manager or DSL
If you are worried an adult in your setting has behaved in a way that harmed a child, migh...
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phone call to LADO
Contact the LADO
Your manager or DSL contacts the Local Authority Designated Officer - the LADO - who overs...
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external route
Concern about the manager?
If the concern is about your manager or DSL, you go directly to the LADO yourself, or to O...
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confidential file
Three things you must not do
Do not investigate. Do not warn the person. Do not discuss it with colleagues. These are t...
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MODULE 5 · SAFE PRACTICE

Low-level concerns and whistleblowing

Not every worry about a colleague is an allegation. But small worries accumulate.

conversation with DSL
Low-level concerns
Behaviour that is inconsistent with expected conduct but does not meet the threshold for a...
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staff handbook
Whistleblowing - internal first
If you cannot raise concerns internally or you have and it is not being addressed, the EYF...
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external routes
External routes
If internal channels do not work: LADO if about an adult, children's social care if about ...
Tap to expand →
supportive team
You are protected
Raising a genuine safeguarding concern in good faith is protected in law. You do not need ...
Tap to expand →

Module 5 and course summary

Everything you need to carry forward into the next module.

Safe practice
  • Work visibly, not distantly
  • Follow intimate care policy · phones out · declare outside contact
Allegations
  • Manager or DSL → LADO
  • About the manager or DSL? Go directly to LADO or Ofsted
The Five Rs complete
  • Recognise · Respond · Report · Record · Refer
  • You now have the full framework
KNOWLEDGE CHECK - 1 OF 4

You are concerned about the conduct of your setting manager, who is also the designated safeguarding lead. What should you do?

ARaise it with the manager directly, giving them a chance to explain
BWait and gather more evidence, since an accusation against a manager is serious
CContact the Local Authority Designated Officer or Ofsted directly
DDiscuss it with trusted colleagues first to check whether they have noticed the same thing
KNOWLEDGE CHECK - 2 OF 4

A two-year-old falls and is crying hard. You are the nearest adult. What is the safest practice?

AComfort the child physically, in the open room where colleagues can see you
BAvoid physical contact and use only verbal reassurance, to protect yourself from allegations
CTake the child to a quiet room so they can calm down away from the other children
DCall another member of staff over and wait for them before touching the child

Module Complete

Safe Practice — Protecting Yourself from Allegations

You have passed all knowledge checks.
The next module will now unlock.

Final Assessment
Safeguarding and Protecting Children in Early Years  ·  33 Questions
Ten questions drawn across all five modules  ·  80% to pass  ·  2 retakes permitted
Q1 · Module 1 · Multiple Choice
A new volunteer is due to start next week, helping in the toddler room three mornings a week. Her enhanced DBS and barred list check have been applied for but have not yet come back. What is the correct position?
Q2 · Module 1 · Multiple Choice
A parent tells you their child has been upset because of arguments at home, then adds: 'Please don't write any of this down — I'm telling you as a friend.' What should you do?
Q3 · Module 2 · Multiple Choice
A four-year-old girl mentions she is going on a long trip to visit family abroad over the summer, and that there will be 'a special party' for her when she gets there. Her mother has previously mentioned that FGM is practised in their community. What should you do?
Q4 · Module 2 · Multiple Choice
Over several weeks a two-year-old has arrived hungry, in clothing unsuitable for the weather, and with untreated nappy rash. You know the family lost an income recently and are struggling financially. What should you do?
Q5 · Module 3 · Multiple Choice
A three-year-old begins telling you something worrying while you are in a busy playroom with colleagues and other children nearby. What should you do?
Q6 · Module 3 · Multiple Choice
You have an uneasy feeling about a child in your room, but nothing you could point to as evidence. Which statement is correct?
Q7 · Module 4 · Multiple Choice
Which of these is the most appropriate written record of an observed injury?
Q8 · Module 4 · Multiple Choice
A colleague who works in a different room asks you what happened with a child you reported a concern about last week. What should you do?
Q9 · Module 5 · Multiple Choice
You see a colleague using her personal phone to photograph a child's painting, with the child in the picture, for a display board. What should you do?
Q10 · Module 5 · Multiple Choice
The changing area is occupied and a child needs a nappy change urgently. What should you do?
0 of 10 answered
Compass Learning Arc
Select a module to begin
All Modules
1
Module 1
Your Role and the Law
Available
2
Module 2
Recognising the Signs of Abuse
Available
3
Module 3
Responding to Concerns and Disclosures
Available
4
Module 4
Report, Record and Refer
Available
5
Module 5
Safe Practice — Protecting Yourself from Allegations
Available
🔒
Summative
Online Assessment
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Welcome to your Safeguarding Course
Safeguarding and Protecting Children in Early Years
Please enter your full name before you begin. This will appear on your completion certificate.
Please enter your full name to continue.
Before you begin Module 2

This module describes the four categories of child abuse and the signs practitioners may observe. The content is direct, though kept clinical and non-graphic throughout.

Some learners find this material personally difficult. You can pause at any point and your progress will be saved. Support signposting is provided at the end of the module.

By continuing, you acknowledge you are ready to work through this content.