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Assessment Tasks Unit TDA 2.2:

Safeguarding the Welfare of
Children and Young People
Week 1
Task linked to learning outcome 1, assessment criteria 1.1
LO1 – Know about the legislation, guidelines, policies and procedures
for safeguarding the welfare of children and young people, including e-safety.
1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the
welfare of children and young people, including e-safety.

Legislation and guidelines:

In the table below there are descriptions of current legislation and guidelines for safeguarding
the welfare of children and young people. Read the description and then write the name of the
piece of legislation or guidance it relates to.

Name of legislation What it covers

UNITED NATIONS Contains 54 Articles looking at all aspects of a child’s life and the rights
CONVENTIONS ON that they should have including Article 19 (Protection from all forms of
RIGHT OF THE CHILD violence): Children have the right to be protected from being hurt and
(1989) mistreated, physically or mentally. Governments should ensure that
children are properly cared for and protect them from violence, abuse
and neglect by their parents, or anyone else who looks after them.

DEPARTMENT OF There are 14 dimensions to this law which stipulates children's basic
EDUCATION (DFE) rights to live and be safe, and that all competent authorities and
concerned bodies have to work together to ensure the protection of
children's rights.

EDUCATION ACT Places a duty on local authorities to work in co-operation with the
2002 police, health workers etc to promote the well-being of children.

Gives power to Local Safeguarding Children Boards to investigate and

review all child deaths in their area.

Makes it an offence to hit a child if it leaves a lasting mark on the skin or

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causes mental harm.

WORKING This applies to those working in education, health, social services, police
TOGETHER TO and probation services and anyone working with children whether it is
SAFEGUARD in the statutory, independent or voluntary sector. The document covers
CHILDREN (2006) amongst other things:

 How to operate best practice in child protection procedures

 Action to take to safeguard and promote the welfare of children
 The processes to be followed when there are concerns about a
child
Training requirements for effective child protection.

Disclosure and Helps employers to make safe recruitment decisions and stops
Barring Service unsuitable people such as those with criminal convictions working with
children.

Early Years This framework outlines the standards that all early years providers in
Foundation Stage England must meet to ensure children learn and develop well and are
(EYFS) kept healthy and safe. The safeguarding and welfare requirements
section of this framework covers the steps that providers must take to
keep children safe and promote their welfare.

Cyberbullying This review reported risks to children from exposure to potentially

harmful or inappropriate material on the internet and in video games,
and issued guidance on how they should be protected.

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Policies and Procedures

Make a list of the policies and procedures that you have in place in your setting for safeguarding
the welfare of children and young people.

Policy Procedure
Staff Training and Education:
Respectful Relationships:
Staff members receive regular training on
We ensure that relationships with children
recognizing signs of abuse and neglect,
are characterized by respect, modesty,
understanding their responsibilities in reporting
restraint, and concern for their well-being.
concerns, and maintaining confidentiality.
Prohibition of Abuse: Safe Recruitment and Selection:
Any form of abuse, including sexual abuse, Organizations implement robust procedures for
towards a minor is strictly prohibited. recruiting and selecting staff, volunteers, and other
individuals who interact with children, including
background checks and reference checks.
Staff Supervision and Training: Reporting and Investigation:
Ongoing supervision and training are Procedures for reporting and investigating concerns
provided to staff to help them recognize and about child protection are clearly defined and
respond to child protection issues. followed. This includes reporting to the appropriate
authorities and keeping accurate records.

Appropriate Physical Contact: Communication and Collaboration:

While appropriate physical contact is Open communication channels and collaboration
encouraged, inappropriate displays of with parents, families, and relevant authorities are
physical contact are forbidden. crucial for effective safeguarding.

Safeguarding Lead: Record Keeping:

We have a designated safeguarding lead Accurate records are maintained of all safeguarding
person and support roles to ensure policy incidents, reports, and investigations to ensure
implementation. transparency and accountability.

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E- safety
Complete the paragraph below about the dangers of using the internet unsupervised. Choose
the correct word from the box below for each blank space.

technology persuade ignore dangers

beneficial report harm aware

pretend hide worries safe

Many children and young people use tecnology to keep in touch with
their friends and family, learn new things and relax. While there is no doubt that this
can be beneficial there are also dangers which they may
either be unaware of or choose to ignore . The Internet allows people to

hide their identity and easily pretend to be someone else.

Those who wish to harm children and young people may be able to gain
their trust and persuade them to do things which they would not

usually do. Being aware of the websites, chat rooms and social

networking sites being used will allow practitioners to ensure that those in their care

can be safe and have the confidence to report

anything that worries them.

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Which policies and procedures in your setting can safeguard children and young people with
regards to e-safety?

Policy Procedure
Acceptable Use Policy (AUP): Regular Review and Updates:
This policy outlines how individuals can and Policies and procedures should be reviewed
cannot use technology within the setting, and updated regularly to reflect changes in
covering things like online communication, technology, online risks, and relevant
social media, and acceptable content. regulations.

Privacy Policy: Clear Communication and Training:

This policy clarifies how personal information Staff, volunteers, and students should be
is collected, used, and protected, especially provided with clear information and training
regarding online activities. on e-safety policies and procedures.

Bullying and Harassment Policy: Reporting Mechanisms:

This policy defines what constitutes bullying Establish clear procedures for reporting
and harassment in the digital space, and concerns about online safety, with a dedicated
outlines steps to be taken if such behavior is contact person or team.
reported.
Parental Involvement:
Digital Citizenship Policy: Encourage and support parents in
This policy encourages responsible online implementing e-safety measures at home,
behavior, emphasizing ethical online such as parental controls, setting boundaries,
interactions, respecting privacy, and engaging and open communication.
in safe online practices.
Monitoring and Intervention:
Duty of Care Policy: Implement appropriate monitoring strategies
This policy outlines the setting's responsibility to identify potential risks or incidents, and be
to safeguard children and young people from prepared to intervene when necessary.
harm, including digital risks, and sets clear
expectations for staff and volunteers. Collaboration and Support:
Collaborate with other schools, community
organizations, and relevant agencies to share
best practices and provide support.

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Task linked to learning outcome 1, assessment criteria 1.2

LO1 – Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of
children and young people, including e-safety.

1.2 – Describe the roles of different agencies involved in safeguarding the welfare of children
and young people.
In the table below write a description of the role the named agencies have in safeguarding the
welfare of children and young people.

Agency Role

 Focus on ensuring the safety and well-being of children

Child Protection Officer in the within the nursery setting. They would be involved in
nursery implementing and adhering to safeguarding policies,
training staff on child protection, and identifying and
responding to potential signs of abuse or neglect.
 Have a wide range of responsibilities related to child
Social Services (UK) protection, including investigating concerns, providing
support to families, and making referrals to other
agencies. Child Protection Officers in this setting would
work with families to address issues that could put
children at risk.
 Develops and implements initiatives to protect children.
Ministry of Interior Child Child Protection Officers in this setting would likely be
Protection Centre (UAE) involved in investigating cases of child abuse, providing
support to victims, and collaborating with other
agencies to ensure child protection.
 are responsible for enforcing laws and investigating
Police Department Child crimes, including those involving children. They would
Protection Officer (UAE) work with the Ministry of Interior's Child Protection
Centre and other agencies to ensure child protection.
 have a role in child protection by recognizing and reporting
General Practitioners (UK and potential cases of abuse or neglect they observe in their
UAE) practice. They may also be involved in providing medical
assessments for children who are suspected of being abused
or neglected.

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Task linked to learning outcome 2, assessment criteria 2.1

LO2 – Know what to do when children or young people are ill or injured, including emergency
procedures.

2.1– Identify the signs and symptoms of common childhood illnesses.

Highlight the symptoms below which signs of common childhood illnesses:

Loss of appetite Lethargy Clear skin Strong nails

Pink tongue Irritability Lack of interest in play Regular toilet use

Runny nose Dark shadows Pale skin Remaining focused

under eyes

Behaviour Tiredness Drinking water Engaged in activities

changes

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Task linked to learning outcome 2, assessment criteria 2.2

LO2 – Know what to do when children or young people are ill or injured, including emergency
procedures.

2.2 – Describe the actions to take when children or young people are ill or injured.

Actions when ill: Actions when injured:

Observe and Monitor: Assess the Scene: Ensure the scene is safe and
assess the severity of the injury.
Pay close attention to the child's behavior and
any signs of illness, such as fever, fatigue, or Provide First Aid: If the injury is minor,
loss of appetite. provide basic first aid such as cleaning
wounds, applying bandages, or using ice
Follow a Care Plan:
packs.
If the child has a pre-existing medical
Call for Help: If the injury is serious or the
condition, follow the established care plan.
child's condition is deteriorating, call
Seek Medical Advice: emergency services.

If the child's condition worsens or doesn't Immobilize: If there's a suspected fracture,

improve, contact a healthcare professional for immobilize the injured area to prevent further
advice. damage.

Inform Parents/Guardians: Provide Comfort: Comfort the child and

reassure them that help is on the way.
Notify parents or guardians of any concerns
about the child's health. Seek Medical Attention: Take the child to a
hospital or emergency room if needed.
Isolation:
Notify Parents/Guardians: Inform parents or
If a child has a contagious illness, take steps to guardians of the incident and the child's
isolate them to prevent further spread. status.
Follow Guidelines: Report Accidents: Report any accidents or
injuries to the appropriate authorities.
Adhere to any specific guidelines or
instructions provided by healthcare
professionals.

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Emergency response
Task linked to learning outcome 2, assessment criteria 2.3
LO2 – Know what to do when children or young people are ill or injured, including emergency
procedures.
2.3 – Identify circumstances when children and young people might require urgent medical
attention.

Highlight the symptoms below would be circumstances where a child may need urgent medical
attention:

Temperature of 39 C for more A wound that continues to bleed Sore tummy

than an hour despite treatment

Painful finger Suspected fracture Breathlessness

Burns Temperature of 38 C Pale lifeless

Seizures Rash that does not disappear Rash on back

when pressed with a glass

Persistent vomiting or diarrhea Headache Anaphylaxis

Minor head injury Stiffness in the neck Mottled skin

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Task linked to learning outcome 2, assessment criteria 2.3

LO2 – Know what to do when children or young people are ill or injured, including emergency
procedures.

2.3 – Describe the actions to take in response to emergency situations, including:

Fires:
If there was a fire in the setting the actions that I would take would be:
• First of all if I seen a fire I would set off the fire alarm to make everyone aware that there is
a fire.
• Get all the children out of the building through the nearest and safest exit.
• Make sure all the windows and doors are closed on the way out if it’s safe to do so.
• Lead all the children to the assembly point (in the garden by the big tree).
• When all staff and children are at the assembly point, the registers will be given out by the
main office (Karen).
• Reassure the children.
• Call emergency service (head of centre).
• Wait for fire services to tell you it’s safe.

Security Incidents:
In the setting there should never be any unauthorized person. If a visitor comes into the
setting it’s important for that person to sign in the visitor’s book. It’s also important for that
visitor to wear a visitors badge so everyone in the setting is aware that the visitor is
authorized. If I or the staff seen a visitor in the building without a badge on then it’s
important for me to challenge the visitor. For example asking where they are going or what
room do they need to get to, therefore if they do not know you should know that something
isn’t right and to take the visitor away from the children.

Missing children and young peoples:

You realized a child is missing, without creating a panic, keep calm and sit all chidren down,
do a head count, check the name list of all children's, you would then alert relevant member
of staff to arrange a search, within school rooms, toilets, playground. If not found you would
then alert the police and finally contact the parents to inform of this situation

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