Safeguarding and Child Protection Policy and Procedures 1. Sample policy statement: At insert childminding setting/childminder name I/we believe that it is always unacceptable for a child or young person to experience abuse of any kind and recognise that safeguarding the welfare of all children and young people is everyone’s responsibility. I/We follow Shropshire Safeguarding Children Board (SSCB) procedures and acknowledge that the welfare of the child is paramount. At name of setting it is my/our duty to respond promptly and appropriately to all concerns, incidents or allegations of abuse or neglect of a child. I/We work in partnership with children, young people, their parents, carers and other agencies. My/Our statutory duties and supporting guidance is/are set out in The Safeguarding and Welfare Requirements in the Statutory Framework for the Early Years Foundation Stage (EYFS) 2017, the Compulsory Childcare Register, Working Together to Safeguard Children 2018 and Keeping Children Safe in Education 2018. You may also wish to refer to relevant legislation such as: The Children Act 1989 and 2004 - Safeguarding and promoting the welfare of children is defined as; protecting children from maltreatment, preventing impairment of children’s health or development, ensuring that children are growing up in circumstances consistent with the provision of safe and effective care and undertaking that role to enable those children to have optimum life chances and to enter adulthood successfully. Section 3 (5) of the Children Act 1989 states that the law empowers anyone who has care of a to do all that is reasonable in the circumstances to safeguard his/her welfare. Counter-terrorism and Security Act 2015 – preventing people drawn into terrorism and promotion of British values to ensure children are kept safe from radicalisation Female Genital Mutilation Act 2003 – Serious Crime Act 2015 - mandatory reporting of FGM from 31st October 2015 This policy and procedure will also link to other setting/school policies (list these here) 2. Procedure 2.1 Adult Roles I am/All staff (including students and volunteers) in this setting are familiar with the definitions and signs and symptoms of abuse or neglect stated in Working Together to Safeguard Children March 2018 as set out in
Appendix D Fundamental British Values in the Years Democracy: making decisions together As part of the on self-confidence and self-awareness as cited in Personal, Social and Emotional Development: Managers and staff can encourage children to see their role in the bigger picture, encouraging children to know their views count, value each other’s views and values and talk about their feelings, for example when they do or do not need help. When appropriate demonstrate democracy in action, for example, children sharing views on what the theme of their role play area could be with a show of hands. Staff can support the decisions that children make and provide activities that involve turntaking, sharing and collaboration. Children should be given opportunities to develop enquiring minds in an atmosphere where questions are valued. Rule of law: understanding rules matter as cited in Personal Social and Emotional development As part of the focus on managing feelings and behaviour: Staff can ensure that children understand their own and others’ behaviour and its consequences and learn to distinguish right from wrong. Staff can collaborate with children to create the rules and the codes of behaviour, for example, to agree the rules about tidying up and ensure that all children understand rules apply to everyone. Individual liberty: freedom for all As part of the focus on self-confidence & self-awareness and people & communities as cited in Personal Social and Emotional development and Understanding the World: Children should develop a positive sense of themselves. Staff can provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. should encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example in a small group discuss what they feel about transferring into Reception Class. Mutual respect and tolerance: treat others as you want to be treated As part of the on people & communities, managing feelings & behaviour and making relationships as cited in Personal Social and Emotional development and Understanding the World: Managers and leaders should create an of inclusivity and tolerance where views, faiths, cultures and races are valued, and children are engaged with the wider community. Children should acquire a tolerance and appreciation of and respect for their own and other cultures; know about similarities and differences between themselves and others and among families, faiths, communities, cultures and traditions and share and discuss practices, celebrations and experiences.
Concern / referral discussed with parent / carer? If yes note discussion If not, state reasons w hy Referral made: Record names of individuals/agencies who have given information regarding outcome of any referral (if made). If not, state reasons w hy Feedback to referring member of staff: By whom Response to / action taken with child: By whom notes / information: When making a referral about an acute specialist need/child protection follow up with a MARF Any other action required: Signature of DSL Date