The in the system they are in so they

The meaning of “Safeguarding is the action that is taken to promote the welfare of
children and protect them from harm”(NSPCC no date) this relates to children’s
care and education because EYPs have a duty to have the correct knowledge of
safeguarding and be trained to see signs of abuse . For example in my placement
we have a set safeguarding officer or a “designated lead”(Kelly 2016)who went
through extra training all eyps would tell any concerns about a child to the
designated lead. Their designated lead will write reports on all the children
in the setting and will be speaking to other agencies this is important for safeguarding
as there are always up to data documents on a child so it is clear to see if
there was a slide in the child’s behavior or development and the cause can be
investigated. Early years settings will have safeguarding policies and
procedures in place to keep children safe this could include risk assessments
and checks around the placement something as small as not having plug socket
covers can pose a risk to small children. Requiring all people with access to
the children to be DBS checked this minimizes the risk to the children as
people with a previous history of abuse will not be able to access the children
this also comes under safeguarding. This improves the child’s education in the
setting as all practitioners are there as they want to help and care for the children
not damage them. This will mean the practitioners will give the children a good
education. This is important as it gives children and parents a trust in the
system they are in so they will feel safe and relaxed and can thrive in the
environment they have been put in.

 Safeguarding is also important because of
previous abuse cases that were not discovered before it was too late children
such as baby P (Peter Connelly) and Victoria Climbie who were failed by the
safeguarding system so it is important now that it is done thoroughly and properly.
An  EYP has a big responsibility as part
of their job is to recognize and report safeguarding issues for this reason may
settings do different checks on children through observation and are in good
contact with other agencies such as social services Abuse and neglect can
effect a child’s education and development which is why safeguarding is
important. A child may become withdrawn, lack confidence in the classroom and
always be worrying about their home life so will fall behind in learning development
and education. These are all signs EYPs have to look for when observing the
children in their care. Another reason safe guarding is important is because it
can be used teach children health and safety. Children do not automatically
know how to be safe and stay out of danger so eyps have a responsibility to
think of all health and safety for children and teach the children how to be
safe and to keep others safe. For example an eyp will teach a child the proper
way to use scissors and be safe with them. This is so the child will not hurt
itself or others in the setting.

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 Practitioners can
support children’s wellbeing and development by making sure they are up to date
on the latest safeguarding training available and also have a good knowledge of
the EYFS so they know what level of education the children they are caring for
should be at and the milestones they should be hitting. This way the
practitioner can recognise if there is a problem or delayed development in the
child this could be a clue that something at home if the setting is not right
for the child . This could also be a good indication that the child may need
help with learning or assessing for a learning difficulty for example the child
may have dyslexia. Dyslexia adventures have developed their safe guarding
policies for children with learning difficulties stating that people should be “Treating
children and young people with respect and dignity”(dyslexia adventures 2012) .
A setting could do this by giving a child a support worker who can help them
make progress and not put them down about making less progress than the rest of
the class. The child should also be made to understand that it is nothing to be
ashamed of .A practitioner can support wellbeing and development by keeping
good open lines of communication between them and the parents as the family is
where the child spends most of its time and the practitioner can get a clearer
picture of the child’s home life. Having a good relationship with parents can
also give practitioners a good insight on the child’s personality and behaviour
at home as well as in the setting this safeguards the child as practitioners
can then identify a change in behaviour this could be due to bullying or a
change in home life this may be abuse or neglect. The practitioner could “offer
support for extended learning at home” (Hodder education 2013) this would aid
the development of the child. If there was then a lack of improvement it may be
a wellbeing of the child issue rather than development the eyp would have to
speak to the designated lead. This is because “persistent emotional abuse can
stunt children’s motivation to learn” (Lindon j 2008)

 

  Policies and procedures are important in an early
years setting. A policy will state the values of the setting that give guidance
on how they act. Procedures “provide details of what will be done”(Lindon j
2008) This could be how they will stay in l line with their policies or what
will be done if the policy is broken. The policies and procedures are put in
place to protect all people in the setting.

Early years setting will also have a mobile phone and camera
policy to protect the children as pictures of the children should not be taken
if unauthorised mobile phones can also be dangerous if used incorrectly by a
child as they have access to speak to anyone if they found a practitioners phone.
For this reason most settings only allow staff to use their phones on staff breaks
and other than that the phones should be kept in a safe place away from the
children A setting may have a specific device allowed for photography that all
keyworkers share to document progress but no personal devices should be used to
photograph the children. For example in the lady bird preschool “Only the designated Ladybird Pre-school cameras are to
be used to take any photos within the setting”(ladybird preschool 2012) This is because if the photographs fall into the wrong hands
harm can come to the child. Some parents may also require that photographs are
not taken of their children because of home issues or not wanting their child’s
photo to be put on the schools online website if this is the case they the
parent will sign a form giving the reasons why and that will be kept by the
setting.

Many settings will also have an e safety policy this is to
safeguard the children and make sure they are safe online and know the dangers
of being online. Part of the policy may be to have classes on e-safety practitioners
may also have o take e safety and e learning courses to make sure the
information they are giving to the children is correct. Children should be
taught how the information they put out may not be used correctly by people online.
“Rigorous online safety policies and procedures are essential to safeguarding
children online”(uk safer internet centre 2018) After many cases of online
grooming of children it is a settings responsibility to teach children how to
stay safe online as well as the parents. Often parents too will be given leaflets
on e safety this ids to safeguard the children at home and make sure they are
not being contacted by inappropriate people as many children’s games have chat boxes.
Because the parents have been made aware they can monitor their internet access
of their children to stop any harm coming to them. Parents may be made aware of
‘kid safe’ settings that can be put onto computers and wifi.

 

  Routines support
children in relation to safeguarding in an early years setting as a certain set
of actions with a child’s keyworker will build up a child’s trust in the
keyworker as the same thing always happens and they are stable this may
encourage the child to open up to the key worker and tell them if there is any
abuse or neglect happening in their home life. Small actions such as always
having a morning song and goodbye song and set meal times will show a child the
setting is a stable safe place that they can feel comfortable in and they know
what is expected of them. Having a set routine is also comforting for as child
and make them feel at ease as they always know what is coming next in the day.

A routine of always doing a register in the morning will
safeguard a child as the practitioners will know exactly how many children and
which children are in the setting that day. This means practitioners will be
alert if a child goes missing and will be able to do something about it sooner
such as ringing the police lessening the danger to the child who may have ran
away or been taken. A setting will also have a good record of the attendance of
all children so will be able to spot if there may be a problem at home if a
child has stopped coming to the setting. The attendance register also is used
in the event of emergency situations such as a fire authorities and
practitioners will know how many children were in the building and how many
have been evacuated from the building.

The routine of always washing hands before snack time lunch
time after messy activities and after going to the toilet safeguards the
children as they will not become ill due to germs in the setting. It also
teaches the children good hygiene and how to stay clean out of the setting to.
Washing hands will also stop the spread of diseases in a setting this protects
the children and the staff. “all children benefit from having a routine to meet
their hygiene needs”( meggit,c ,  bruce,t
2015) Good hygiene will also improve the attendance of children as they will
not become ill which in turn will benefit their education so they can make more
progress.

 

 Legislations are put
in place that benefit children for example the “Children and Families Act
2014″(NSPCC no date) added a number of reforms one of which being that a child
can stay with a foster family up until 21 as long as both parties are happy
this will benefit children in an early years setting because they know they
will always have a stable home if they are in the care system. This benefits a
child’s education in early years settings as they will not be moved around so
can make constant progress with practitioners that know a child well and can
support the child properly in ways they know fits a child’s personality. This
relates to safeguarding as having a stable environment to grow up in with boundaries
and support will lessen the likelihood of abuse happening outside of the family
as an abuser would see that they are in a stable family home where the child is
likely to tell the guardians as they trust them. It also safeguards a child’s
mental health as being moved around and never having an emotional connection
with the people caring for you is extremely damaging as no attachment is ever
formed from the child. Never feeling loved or like they belong will also
increase the likelihood or conditions such as depression or anxiety as they
never know what will happen next children in care are actually 4 times more
likely to suffer mental health conditions. This may mean they will also
struggle to form other relationships in the early years setting with
practitioners and children this could damage their education and cognitive development
as well as social and emotional.

The Data Protection Act 1998 will give guidelines for the
setting the most appropriate way for information to be stored and what information
is confidential. If information is confidential it should be kept in a locked
filing cabinet or on a computer locked folder. “The Data
Protection Act 1998 is not a barrier to sharing information”
(millfield children’s centre 2010) this is because sometimes information needs
to be shared between professionals to properly safeguard children .however the
act does make sure information is shared with only appropriate people and in a
safe way. This act is important as it stops un authorised people gaining access
to children’s information this safeguards as paedophiles will often target
victims due to having information on them and being able to learn about them.
This takes the power away from people who want to harm the children in the
setting.

Inclusive practice “aims to ensure that all
students have equal access to educational opportunities” (Staffordshire
university no date) this is done in an early years setting for disabled
children by adapting activities/games so that every child in the setting can
join in this could happen by putting grips on toys so that children who have
limited movement can still hold the toys and play with other children. This
will support the child’s personal social and emotional development as they get
to interact with other children and their surroundings. This also safeguards as
it lessens the likelihood the child will be bullied as the child will not be
seen as different to the other children if joining in with games. It also
safeguards the children as it takes away the possible dangers that could face a
disabled child if things were not adapted for example if there were not grips/handles
put  on the cutting tools then a child
may get cuts on their hands .

Another way inclusive practice can be
implemented is through mixed ability groups throughout the practice. This takes
away the stigma of a child of being in the bottom set which can damage their
confidence as they may feel stupid. Being in a bottom set can also effect a child’s
cognitive development as they may lose the motivation to learn and feel as though
there is little point in them trying to improve because not a lot is expected
of them. Splitting children up based on intelligence also creates a big divide
between them and could cause tension when children are brought together to play
as one group may feel they are better than the others this could lead to
bullying. A mixed ability set gives a child a challenge and helps them to
progress as they try to match or better their peers. Lower ability children may
also make more progress as they will learn from the other children too. This is
an important part of safeguarding as a child lacking in confidence will not
feel good enough and this causes harm to the child’s mental health. “Children should be taught in
mixed-ability classes to boost standards and self-esteem among all students” (Paton,g
2009)