Unit 2.

2- Understand legislation relating to the safeguarding, protection and welfare

of children

LO1- Understand legislation and guidelines for the safeguarding, protection and welfare of
children.

1.1. Summarise current legislation and guidelines for safeguarding, protection and
welfare of children
Dubai adheres to the UAE's "Wadeema's Law" (Federal Law No. 3 of 2016) for child
protection. This law outlines the definitions of child abuse, reporting procedures, and the
establishment of the Child Protection Center (CPC) to investigate cases of abuse.
Additionally, the "Kanaf Law" (Federal Law No. 11 of 2008) ensures children's rights
including education, healthcare, and protection from exploitation. It is important to
familiarize oneself with these laws and any additional Dubai-specific guidelines provided by
the Knowledge and Human Development Authority (KHDA).

1.2. Identify policies and procedures relating to safeguarding, protection and welfare of children

1.3 Analyse how current legislation and guidelines for safeguarding inform policy and procedure

1.2 Policies and procedures 1.3 How they inform practice

The legal framework establishes minimum

Policies and procedures are essential for standards for safeguarding children, which are
identifying and reporting suspected abuse or then translated into practical procedures within
neglect. They detail the responsibilities of staff the school's safeguarding policy. For instance,
in relation to safeguarding, lines of Wadeema's Law requires the reporting of
communication for reporting concerns, and suspected abuse, which is reflected in the
confidentiality protocols to protect children and school's clear reporting procedures.
whistleblowers.

LO2- Understand policies and procedures for safeguarding, protection and welfare of
children.

2.1 Explain the roles and responsibilities of the Early Years practitioner in relation to the safeguarding,
protection and welfare of children.

As an early years practitioner, you play a crucial role in safeguarding children. Your
responsibilities include:
 Creating a Safe Environment: Foster an atmosphere where children feel comfortable
sharing concerns, which involves open communication, active listening, and a strict no-
bullying policy.
 Being Observant: Monitor children's physical and emotional well-being, looking out for
 signs of abuse or neglect, such as behavioral changes, unexplained injuries, or
withdrawal.
 Following Reporting Procedures: Report any suspicions of abuse or neglect to the
designated safeguarding lead (DSL) immediately, following established protocols.
 Maintaining Confidentiality: Keep information confidential unless a child's safety is at
risk. Share information only with those who need to know to protect the child.

2.2 Describe the lines of reporting and responsibility to meet the safeguarding, protection
and welfare requirements of children.

The school's safeguarding policy outlines the reporting process for suspected abuse or neglect.
Typically, this involves reporting to the designated safeguarding lead (DSL), who may then
liaise with the Child Protection Center (CPC) if necessary. Prompt reporting to the DSL is your
responsibility.

2.3 Explain the boundaries of confidentiality in relation to the safeguarding, protection and
welfare of children
Confidentiality is critical to building trust with children, encouraging them to disclose
concerns. However, you cannot maintain confidentiality if a child's safety is at risk, a crime has
been committed, or there is a legal obligation to disclose information.

2.4 Analyse the benefits of partnership working in the context of safeguarding, protection
and welfare of children
Collaboration with parents, social services, and the CPC is vital for effective safeguarding.
These partnerships enable:
 Shared Information & Support: Ensuring a comprehensive understanding of the child's
situation and coordinated support.
 Early Intervention: Addressing concerns early to prevent potential harm.
 Effective Support Plans: Developing comprehensive plans that address the child's
needs.

LO3- Understand how to respond to evidence or concerns that a child has been abused or
harmed.

3.1 Explain child protection in relation to safeguarding

While often used interchangeably, safeguarding and child protection have distinct differences:
 Safeguarding: A proactive, preventative approach aimed at creating a safe
environment for children. It involves promoting well-being, identifying risks, educating
about safety, and fostering positive relationships.
 Child Protection: Reactive measures taken when a child is already suffering or at risk of
 harm, involving investigation, intervention, and collaboration with social services and
the police.

3.2 Describe signs and symptoms, indicators and behaviours that may cause concern
relating to:

domestic abuse Witnessing aggression or violence at home,

behavioral changes (e.g., withdrawal, anxiety),
and difficulty concentrating.

neglect Poor hygiene, frequent hunger, lack of

appropriate clothing, and untreated medical
needs.

physical abuse Unexplained injuries, flinching from touch, fear

of certain adults.

emotional abuse Low self-esteem, self-harm, withdrawn

behavior, difficulty regulating emotions.

sexual abuse Difficulty walking or sitting, inappropriate

sexualized behavior, knowledge of sexual acts
beyond developmental stage.

3.3 Describe actions to take if harm or abuse is suspected and/or disclosed

When harm or abuse is suspected or disclosed, it is critical to take immediate and appropriate
actions to ensure the safety and well-being of the child. The steps to take include:
1. Report Your Concerns Promptly:
o Immediate Action: As soon as you suspect or have evidence of harm or abuse,
report it immediately to the designated safeguarding lead (DSL) within your
organization. Early intervention is crucial to prevent further harm.
o Follow Procedures: Adhere to your organization's established reporting
procedures. This typically involves documenting your concerns and
communicating them to the DSL, who is trained to handle such situations.
2. Do Not Investigate Yourself:
o Avoid Interrogation: Do not question the child extensively or attempt to
investigate the situation yourself. This is the responsibility of trained
professionals such as social workers or law enforcement officers.
o Objective Reporting: Provide a factual account of what you observed or were
told. Avoid making assumptions or interpretations about the situation.
3. Support the Child:
 o Provide Reassurance: Let the child know that they did the right thing by
speaking up and that they are not at fault. Offer reassurance and emotional
support, maintaining a calm and comforting presence.
o Maintain Boundaries: Ensure that your support remains professional. Do not
make promises you cannot keep, such as promising secrecy if it contradicts
your duty to report.
4. Document Your Observations:
o Detailed Records: Create a detailed record of your observations and the
information disclosed by the child. Include dates, times, and specific details
about what was seen or heard.
o Use Clear Language: Write clearly and concisely, focusing on the facts without
adding personal opinions or interpretations. These records are essential for any
subsequent investigations and legal proceedings.
5. Ensure Confidentiality:
o Confidential Information: Share the information only with those who need to
know, such as the DSL and relevant authorities. This protects the child's privacy
and maintains the integrity of the investigation.
o Professional Conduct: Avoid discussing the matter with colleagues or
individuals who are not directly involved in handling the case.

3.4 Explain the rights of children and parents/carers in situations where harm or abuse is
suspected or alleged
Children’s Rights:
 Right to Protection: Children have the fundamental right to be protected from harm,
abuse, and exploitation. This right is enshrined in various international and national
laws, including the United Nations Convention on the Rights of the Child (UNCRC).
 Right to Be Heard: Children have the right to express their views and have those views
taken into account in matters affecting them. This includes being listened to during
safeguarding processes.
 Right to Privacy: Children have the right to privacy, and their personal information
should be handled with confidentiality, except when it is necessary to share it to
ensure their protection.
 Right to Support: Children are entitled to appropriate support, including psychological
and medical assistance, to address the impact of abuse and help them recover.
Parents/Carers’ Rights:
 Right to Information: Parents and carers generally have the right to be informed about
concerns regarding their child's well-being. They should be kept informed of any steps
taken to protect their child, unless it compromises the child's safety.
 Right to Participation: Parents/carers have the right to be involved in decision-making
processes affecting their child, ensuring they can contribute to plans for the child’s
 welfare and support.
 Right to Fair Treatment: Parents/carers should be treated with respect and fairness
throughout the safeguarding process. This includes being informed of their rights and
any allegations or concerns in a clear and understandable manner.
 Limitations: These rights are not absolute. If a child is at immediate risk of harm,
authorities may need to act without parental consent to ensure the child's safety.

3.5 Explain the responsibilities of the Early years practitioner in relation to whistleblowing
As a mandated reporter, you have a legal and ethical responsibility to report suspected child
abuse or neglect, even if it means going against the wishes of a parent/carer. This involves
maintaining confidentiality and transparency, reporting to the DSL, and ensuring the child's
safety is prioritized.

LO4- Understand the purpose of child safeguarding practice reviews.

4.1 Explain why safeguarding practice reviews are required

Safeguarding practice reviews are conducted to learn from incidents of abuse or harm and
improve child protection systems. They are required for several key reasons:
1. Learning from Tragedy:
o Root Cause Analysis: Reviews help identify the factors that contributed to a
serious incident of abuse or harm. This may involve examining communication
breakdowns, missed intervention opportunities, or weaknesses in existing
procedures.
o Preventive Measures: By understanding what went wrong, organizations can
develop strategies to prevent similar incidents from occurring in the future.
2. Protecting Vulnerable Children:
o Identifying Systemic Issues: Reviews highlight systemic issues that may put
other children at risk, such as gaps in staff training or inadequacies in reporting
mechanisms.
o Implementing Changes: Recommendations from reviews can lead to changes
in policies, procedures, and practices that enhance the overall safeguarding
framework.
3. Strengthening Safeguarding Systems:
o Policy Revisions: Reviews often result in recommendations for policy
revisions, ensuring that safeguarding policies are robust and responsive to
identified weaknesses.
o Improving Collaboration: They foster improved collaboration between
different stakeholders involved in safeguarding, such as schools, social
services, and child protection agencies.

4.2 Analyse how child safeguarding practice reviews inform practice

Child safeguarding practice reviews provide valuable insights that inform and improve
safeguarding practices:
1. Targeted Training for Staff:
o Identifying Training Needs: Reviews may highlight specific areas where staff
 knowledge or skills need improvement, leading to the development of targeted
training programs on topics like recognizing signs of abuse, conducting child
interviews, or managing disclosures.
o Continuous Professional Development: Ongoing training ensures that staff
remain updated on best practices and emerging issues in safeguarding.
2. Refined Safeguarding Policies:
o Policy Enhancement: Reviews often prompt revisions to existing safeguarding
policies, making them more effective and comprehensive. This could include
clearer guidelines for managing allegations against staff or more streamlined
reporting processes.
o Policy Implementation: Ensuring that policies are not only revised but also
effectively implemented and understood by all staff members.
3. Improved Communication and Collaboration:
o Addressing Gaps: Reviews can identify gaps in communication between
different stakeholders involved in safeguarding, leading to the development of
more effective communication channels.
o Strengthening Partnerships: Enhanced collaboration between schools, social
services, the CPC, and parents ensures a coordinated approach to safeguarding,
with all parties working together to protect children.
By systematically reviewing and learning from past incidents, safeguarding practice reviews
play a crucial role in creating safer environments for children and improving the effectiveness
of safeguarding measures.

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