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   CYPW children and young people's workforce
   CYP 3.3
Understand how to safeguard the well-being of children & young people


Suggestions for places to research and professional books to try and access

These will support  your study for this unit 

Your level 3 course handbook or textbook
Safeguarding and child protection on amazon.co.uk
Supportive unit 3.3 chapter by Hoddereducation.co.uk
 For Teaching Assistant guidance - Help to keep children safe

Latest legislation regulation and guidelines for safeguarding
Each home nation's early years framework
UNCRC children's rights
Human Rights on equality.gov.uk the right to be safe and protected from harm
Guidance for safe working practices for adults who work with children and young
                          people 2009

Children Act 1989 - put in place working together to safeguard children 1999 and
                          guidance on what to do if you're worried a child is being abused
Every Child Matters green paper in 2003 resulted in the Children Act 2004 -
and the establishment of LSCBs, CAF and Pre-CAF
DBS - Disclosure and Barring Service replaced CRB checks and safeguards children
                          by ensuring only suitable people work with them.
Children and Families Act 2014 
Special Educational Needs and Disabilities Act 2014
What to do if you're worried a child is being abused 2015
Keeping children safe in education
Food Information Regulation 2014 - setting's responsibility to identify potential allergy causing foods - 14 food types poster

Forum search page for locating information on specific criteria
Verb list - know how to analyse by researching, comparing and contrasting
Resources from your setting or work placement - charts, books, observation sheets  

Please remember not to copy and paste information from the internet
avoid plagiarism and invalidating your work
This and all pages of Silkysteps are indexed by search engines, copying can be traced.


yellow star  The following is based on the CYP3.3 OCR unit content © OCR 2010 pdf

Outcome 1 expects you to ..
Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people

1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation        
       affecting the safeguarding of children and young people  - helpful forum thread

1.2 Explain child protection within the wider concept of safeguarding children and young people
 Definition to look at the difference between safeguarding and child protection - education.gov.uk

Analyse how national and local guidelines, policies and procedures for safeguarding affect day
      to day work
with children and young people

Explain when and why inquiries and serious case reviews are required and how the sharing of the
       findings informs practice - on education.gov.uk and  NSPCC
yellow star Victoria Climbe case review and the largest impact on safeguarding procedures

Explain how the processes used by own work setting or service comply with legislation that
       covers data protection, information handling and sharing
--- sharing information to safeguard children and young people
--- complying with data protection and issues of confidentiality 

Day to day work may include:
childcare practice
child protection
risk assessment
ensuring the voice of the child or young person is heard (e.g. providing advocacy
supporting children and young people and others who may be expressing concerns

Outcome 2 expects you to ..  Understand the importance of working in partnership with other organisations to safeguard children and young people

2.1 Explain the importance of safeguarding children and young people

Explain the importance of a child or young person centred approach

Explain what is meant by partnership working in the context of safeguarding

Describe the roles and responsibilities of the different organisations that may be involved when
      a child or young person has been abused or harmed

Different organisations may include:

Social Services -scope of social services role includes a statutory responsibility to provide support to vulnerable children and families in need. 
NSPCC - about
health visiting - responsibility for the health of babies and children under 5 about health visitor role
GP - gateway to other health services. Doctors can be the first people to identify possible abuse
Probation Service
Police - involved with criminal proceedings associated with or resulting from safeguarding issues school - trained safeguarding and child protection staff
psychology service  role is to provide support to those having experienced harm or abuse

Helpful threads in the forum -  organisations and their roles and responsibilities

Outcome 3
expects you to ..
Understand the importance of ensuring children and young people’s safety and protection in the work setting

3.1 Explain why it is important to ensure children and young people are protected from harm within the       work setting - duty of care contrasting negligence and failure in a professional's duty of care

Explain policies and procedures that are in place to protect children and young people and
       adults who work with them

Evaluate ways in which concerns about poor practice can be reported whilst ensuring that
       whistleblowers and those whose practice or behaviour is being questioned are protected

Helpful resources and suggestions

Ways - look at why whistleblowing is needed. How whistleblowing is promoted in your setting and how comfortable everyone is about disclosing their concerns.
yellow star  Serious case review of Little Ted's Nursery Plymouth Devon, for SHC Winterbourne house
yellow star Whistleblowing hotline in England - Ofsted
yellow star Public concern at work  - PCAW
yellow star Examine your setting's policies and procedures to see if you feel whistleblowing works in your establishment. Consider how the policy addresses confidentiality and an individual's right to privacy so that all parties have protection from discrimination, retaliation, retribution whilst still ensuring that children are kept continually safe from harm.  Does the policy mention who and how reports of inappropriate behaviour/practices are handled?

- Example school policy from Torfaen.gov.uk

Explain how practitioners can take steps to protect themselves within their everyday practice in
       the work setting and on off site visits

Policies and procedures may include:

Working in an open and transparent way
Listening to children and young people
Duty of care

"Duty of Care:
The duty which rests upon an individual or organisation to ensure that all reasonable steps are taken to ensure the safety of a child or young person involved in any activity or interaction for which that individual or organisation is responsible. Any person in charge of, or working with children and young people in any capacity is considered, both legally and morally to owe them a duty of care. " source  Guidance for safe working practices for adults who work with children and young people 2009

Whistle blowing - internally, PCAW and in Enland externally - ofsted hotline
Power and positions of trust
Propriety and behaviour
Physical contact
Intimate personal care
Off site visits
Photography and video
Sharing concerns and recording/ reporting incidents

*NEW 2015  forum thread explianing the 'Duty to prevent'

Outcome 4 expects you to .. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed

4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the        context of safeguarding

Describe the actions to take if a child or young person alleges harm or abuse in line with
       policies and procedures of own setting

--- steps to take - guidance on newcastle LSCB
--- evidence to use: ask your setting manager or designated person what happens when children disclose this type of information in the setting. Use your setting's policy to demonstrate how it's content impacts and influences how you work each day daily/your daily practice. Where possible, know what reporting sheets are in used in your setting.
-- useful threads - help knowing what to do when children allege abuse and guidance from a setting's own policy  .

Explain the rights that children, young people and their carers have in situations where harm or
      abuse is suspected or alleged
yellow star  Uphold parents right to information and share how they can obtain support - family rights group

Outcome 5 expects you to .. Understand how to respond to evidence or concerns that a child or young person has been bullied

5.1 Explain different types of bullying and the potential effects on children and young people

Outline the policies and procedures that should be followed in response to concerns or evidence
      of bullying and explain the reasons why they are in place

Explain how to support a child or young person and/or their family when bullying is suspected or

Bullying may include:

physical (pushing, kicking, hitting, pinching and other forms of violence or threats)
verbal (name-calling, insults, sarcasm, spreading rumors, persistent teasing)
emotional (excluding, tormenting, ridicule, humiliation)
cyber bullying ( the use of ICT particularly mobile phones and the internet, to
                          deliberately upset someone)
specific bullying (such as homophobic or gender based, racist, relating to special
                         educational needs and disabilities)
-- Prejudice related bullying on NASUWT.org.uk
-- IWF - CEOP - Knowthenet.org.uk 
-- childnet and social media

Outcome 6 expects you to .. Understand how to work with children and young people to support their safety and well being

6.1 Explain how to support children and young people’s self-confidence and self-esteem

- through discussion you may explain how you recognise the damage that critism, prejudice, bias, judgemental and dismissive responses cause. You might discuss how you identify children's achievements, use praise and celebration in response to the choices each makes - this could be showing you the work a child is engaged in, selecting foods,  hygiene and pesonal safety practices that support their own health and well-being, children that experience and negotiate times of conflict require support to clarify and reflect on the actions involved and the sequence of events.
You might explain how you use open ended questions to explore reasons & exeriences, share guidance and own knowledge and where choices appear less obvious or beneficial, open and honest conversation examines the possible reasons for a choice or decision.

Analyse the importance of supporting resilience in children and young people
-- google search for ' what is resilience'
-- www.resilienceproject.org - the UK centre is located in Brighton - Boing Boing.org.uk
-- Australia's resilience in children is excellent reading - please check your own home nation's framework for specific information on supporting your children and young people's resilience.

Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety.

-- not having the ability to react safely to situations may result in a fight or flight response - google search  quickly made decisions might not be based on thought out ideas or knowledge.

Explain ways of empowering children and young people to make positive and informed choices that support their well being and safety.

Page 137 of the Cache handbook - on amazon.co.uk details in depth strategies to help empower children

-- help children understand the of behaviours that happen towards them and what is and isn't acceptable.
-- use resources to explain children's right to rights - UNCRC and Human rights 
-- NSPCC empowering children

Outcome 7 expects you to .. Understand the importance of e-safety for children and young people

7.1 Explain the risks and possible consequences for children and young people of being online and of
       using a mobile phone

.Describe ways of reducing risk to children and young people from:
social networking
internet use
buying online
using a mobile phone

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