Safeguarding and Welfare Requirement: Child Protection
Provider must have and implement a policy, and procedures, to safeguard children.
Safeguarding and Child Protection
1.4 Prevent Duty and British Values- Safeguarding children and child protection
Acorns pre-school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. We actively promote inclusion, equality of opportunity, the valuing of diversity and British values.
Acorns pre-school will work with children, parents and the community to ensure the rights and safety of children to give them the very best start in life. Everyone in the group has a responsibility for child protection issues.
The Prevent Duty is the duty in the Counter-Terrorism and Security Act 2015 on specified authorities, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism.
- Radicalisation is defined as the act or process of making a person more radical or favouring extreme or fundamental changes in political, economic or social conditions, insinuations or habits of the mind.
- Extremism is defined as the holding of extreme political or religious views.
EYFS key themes and commitments
|A Unique Child||Positive Relationships||Enabling Environments||Learning and Development|
|1.3 Keeping safe||2.1 Respecting each other
2.2 Parents as partners
|3.4 The wider context||4.4 Personal, social and emotional development|
It is important to be constantly vigilant and remain fully informed about the issues which affect the local area, city and society. Staff are reminded to suspend any ‘professional disbelief’ that instances of radicalisation ‘could not happen here’ and to be ‘professionally inquisitive’ where concerns arise, following the appropriate procedures for recording and passing on information.
Acorns have the responsibility to meet the following
- Provide staff with sufficient training to be fully aware of the threats, risks and vulnerabilities that are linked to radicalisation and be aware of the process of radicalisation and how this might be identified early
- Staff will be alert to changes in children’s behaviour which could indicate that they may be in need of help or protection (children at risk of radicalisation may display different signs or seek to hide their views). The key person approach means we already know our key children well and so we will notice any changes in behaviour, demeanour or personality quickly.
- Be alert to any safeguarding and child protection issues in the child’s life at home or elsewhere (paragraph 3.4 EYFS)
- Take action to protect children from harm and be alert to harmful behaviour by other adults in the child’s life
- Be aware of how settings can provide support to help families and children to be resilient and able to resist involvement in radical or extreme activities
- We will be aware of the online risk of radicalisation through the use of social media and the internet
- Understand when to make referrals and where to get additional advice and support
- Work in partnership with our LSCB and Hampshire County Council Children’s Services for guidance and support
- Support children’s personal, social and emotional development by helping children develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities
- Ensure children learn right from wrong, interact and share with other children and value other’s views, know about similarities and differences between themselves and others, and challenge negative attitudes and stereotypes (in an age appropriate way)
Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to directly or indirectly discriminate against, harass or victimise those with protected characteristics.
We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage. We are in receipt of public funding we also have a public sector equality duty to:
- Eliminate unlawful discrimination, harassment or victimisation
- Advance equality of opportunity between people who share a protected characteristic, and those who do not
- Foster good relations between people who share a protected characteristic, and those who do not
- Publish information to show compliance with the duty.
Social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values. The Early Years Foundation Stage (EYFS) supports children’s earliest skills so that they can become social citizens in an age-appropriate way, that is, so that they are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; understand the consequences of hurtful/discriminatory behaviour.
The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 EYFS and are further clarified below, based on the Fundamental British Values in the Early Years guidance (Foundation Years 2015):
Democracy: making decisions together
As part of the focus 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 others’ 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 turn-taking, 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 ensure children understand their own and others’ behaviour and its consequences, and learn to distinguish right from wrong.
- Staff 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 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.
- Staff 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 focus 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 ethos 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.
- Staff should encourage and explain the importance of tolerant behaviours such as sharing and respecting others’ opinions
- Staff should promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural and racial stereotyping.
- A minimum approach, for example having notices on the walls or multi-faith books on the shelves will fall short of ‘actively promoting’.
What is not acceptable:
- Actively promoting intolerance of other faiths, cultures and races
- Failure to challenge gender stereotypes and routinely segregate girls and boys
- Isolating children from their wider community
- Failure to challenge behaviours (whether staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs.
Full Contact Details for Outside Agencies
Tel: 0300 123 1231
Hampshire and Isle of Wight Prevent Partnership Board
Children: 0300 555 1384 Adults: 0300 555 1386
Emergency Contacts and Hotlines
For High risk Prevent enquiries / emergencies Tel: 999
For low risk / non-emergencies Tel: 101 and ask for the Local Policing Team
The Anti-terrorism Hotline Tel: 0800 789 321.
Crime Stoppers: Tel: 0800 555 111
The Department for Education has dedicated a telephone helpline (020 7340 7264) to enable staff to raise concerns relating to extremism directly. Concerns can also be raised by email to email@example.com. Please note that the helpline is not intended for use in emergency situations, such as a child being at immediate risk of harm or a security incident, in which case the normal emergency procedures should be followed.
- Counter-Terrorism and Security Act (2015)
- Equality Act 2010
- The Children Act (2004)
- Childcare Act (2006)
- Children and Families Act (2014)
- The Protection of Children Act (1999)
- Data Protection Act (1998)
- Safeguarding Vulnerable Groups Act (2006)
- Children, Schools and Families Act (2010)
- Sexual Offences Act (2003)
- Criminal Justice and Court Services Act (2000)
- The United Nations Convention on the Rights of the Child
- Human Rights Acts (1998)
- Freedom of Information Act (2000)
- Protection from Harassment Act (1977)
- Public Interest Disclosure Act (1998)
- Prevent Duty
- Working Together to Safeguard Children (revised HMG 2006 – under revision 2012)
- What to Do if You Are Worried a Child is Being Abused (HMG 2006)
- Framework for the Assessment of Children in Need and Their Families (DoH 2000)
- The Common Assessment Framework for Children and Young People: A Guide for Practioners (CWDC 2010)
- Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (HMG 2007)
- Information sharing: Guidance for Practitioners and Managers (HMG2008) (HMG2006)
- Independent Safeguarding Authority: isa.homeoffice.gov.uk
Other useful information:
- Safeguarding Children (2010)
- Channel Duty Guidance: Protecting Vulnerable People from Being Drawn into Terrorism (HMG 2015)
- Prevent Duty Guidance: For England and Wales (HMG Revised July 2015)
- Promoting Fundamental British Values as part of SMSC in Schools (Dept of Education 2014)
- How Social Media is used to encourage travel to Syria and Iraq – Briefing Note for Schools (Dept of Education)
- Prevent Duty Preschool Learning Alliance Mini Guide
- Early Years Guidance to inform policies in response to the Prevent Duty (Somerset County Council January 2016)
This policy was adopted at a meeting of Acorns Community Pre-School held on……………….
Date to be reviewed:……………………………………………… …………………………………………
Signed on behalf of the management team: …………………………………………………………………
Name of signatory: ……………………………………………………………………………………………………
Role of signatory (e.g. chair/owner): …………………………………………………………………………….