| Designated Safeguarding Lead (DSL) (BSc, MPhil, PGCE, MA, MIRP) | Date of Last Review |
| Deputy Designated Safeguarding Lead (DDSL) B.Ed, MA, SENCO | Date of Next Review |
DATE: September 2024
POLICY REVIEW DATE: August 2025
MISSION STATEMENT
The Friendlytutors & Educational Consultancy (FTEC) Limited is committed to providing a
personalised educational experience that identifies and responds to the circumstances and needs
of each individual child or young person. In doing so it enables them to progress academically
and become successful learners through the reengagement of the young person with education.
EQUALITIES STATEMENT
All who work at the Friendlytutors & Educational Consultancy (FTEC) Limited are committed to
the celebration of diversity, and the challenge of disadvantage and discrimination, in all its forms.
These values are explicit to the ethos of the Friendlytutors & Educational Consultancy (FTEC)
Limited and embedded into all our policies and practice.
Contents
1 Introduction
2 Statutory Framework
3 Roles and responsibilities
4 Types of abuse / specific safeguarding issues
5 Children potentially at greater risk of harm
6 Procedures
7 Working with other partners to keep children safe
8 Training
9 Information sharing and confidentiality
10 Child protection records
11 Allegations about members of the workforce
12 Physical intervention and use of reasonable force
13 Whistleblowing
14 Online safety
15 Use of mobile phones
16 Use of cameras, photography and images
17 Attendance
Appendix A Children and Families Service Map and Key Contacts
Appendix B Essex Windscreen of Need and levels of intervention
Appendix C Signs and symptoms of abuse
- Introduction
‘Every child deserves the best possible start in life and the support that enables them to fulfil their
potential.
Children learn best when they are healthy, safe and secure, when their individual needs are met,
and when they have positive relationships with the adults caring for them.’
Statutory Framework for Early Years Foundation Stage (DfE, 2024)
This policy is for all persons who work or receive services from Friendlytutors & Educational
Consultancy (FTEC) Ltd including Directors, management committee, staff, parents / carers,
volunteers, and the wider setting community. It forms part of the safeguarding arrangements for
our setting and should be read in conjunction with the following:
and the wider setting community. It forms part of the safeguarding arrangements for our setting and
should be read in conjunction with the following:
Statutory framework for the early years foundation stage (DfE, 2024);
our Behaviour Policy, and:
our Staff Code of Conduct
our Attendance Policy
Safeguarding and promoting the welfare of children (everyone under the age of 18) is defined in
Keeping children safe in education (DfE, 2024), as:
Providing help and support to meet the needs of children as soon as problems emerge
protecting children from maltreatment, whether that is within or outside the
home, including online
preventing the impairment of children’s mental and physical health or development
ensuring that children grow up in circumstances consistent with the provision of safe and
effective care
taking action to enable all children to have the best outcomes
We follow a whole-setting approach to safeguarding, which ensures that keeping children safe is at
the heart of everything we do, and underpins all systems, processes, and policies. It is important
that our values are understood and shared by all children, staff, parents / carers, volunteers, and
the wider setting community. Only by working in partnership, can we truly keep children safe. - Statutory framework
There is government guidance set out in Working Together (DfE, 2023) on how agencies must work
in partnership to keep children safe. This guidance places a shared and equal duty on three
Safeguarding Partners (the Local Authority, Police and Health) to work together to safeguard and
promote the welfare of all children in their area under multi-agency safeguarding arrangements.
These arrangements sit under the Essex Safeguarding Children Board (ESCB). In Essex, the
statutory partners are Essex County Council, Essex Police, and three NHS Integrated Care Boards
covering the county.
Early years settings have a duty under section 40 of the Childcare Act 2006 to comply with the
safeguarding and welfare requirements of the Early Years Foundation Stage, under which settings
are required to take necessary steps to safeguard and promote the welfare of young children.
In addition to national statutory guidance, in Essex, all professionals must work in accordance with
the SET Procedures.
Our setting also works in accordance with the following legislation and guidance (this is not an
exhaustive list):
Statutory framework for the early years foundation stage (DfE, 2024)
Working Together (DfE, 2023)
What to do if you’re worried a child is being abused (HMG, 2015)
The Prevent Duty guidance (Home Office, 2015)
Effective Support for Children and Families in Essex (ESCB 2024)
Understanding and supporting behaviour – Safe practice for schools (Essex County
Council)
Children Act (HMG, 1989)
Children Act (HMG, 2004)
Keeping children safe in education (DfE, 2024) - Roles and responsibilities
All adults working with or on behalf of children have a responsibility to protect them and to provide
a safe environment in which they can learn and achieve their full potential. However, there are
key people within settings and the Local Authority who have specific responsibilities under child
protection procedures. The names of those in our setting with these specific responsibilities (the
DSL for Safeguarding and Deputy DSL for Safeguarding) are shown on the cover sheet of this
document. However, we are clear that safeguarding is everyone’s responsibility and that everyone
who comes into contact with children has a role to play.
The Board of Director
The management committee has strategic oversight of our safeguarding arrangements. It ensures
that these arrangements operate effectively, as follows:
we have appropriate policies in place.
our staff receive the right training to keep children safe, including regular safeguarding and child
protection updates, at least annually, to provide them with the relevant skills and knowledge to keep
our children safe;
we have a named designated safeguarding officer who takes lead responsibility for safeguarding
children, and a deputy to provide cover when the DSL is absent (their names are on the front page
of this policy);
all adults in our setting who work with children undergo safeguarding and child protection training
at induction as appropriate, which is regularly updated;
our setting contributes to inter-agency working, in line with statutory and local guidance;
information is shared and stored appropriately and in accordance with statutory requirements;
we have safer recruitment and selection procedures in place that help to deter, reject, or
identify people who might abuse children.
we meet statutory responsibilities to check adults working with children.
ensuring volunteers are appropriately supervised in the setting, as appropriate.
The Role of the Designated Safeguarding Officer (DSL):
Our DSL is responsible for liaison with local statutory children’s services agencies, including Essex
Social Care and other agencies as required. The DSL provides support, advice, and guidance to
staff on an ongoing basis, and on any specific safeguarding issues as required.
Our DSL and Deputy DSL attend a child protection training course to enable them to identify,
understand and respond appropriately to signs of possible abuse and neglect. They also ensure
that everyone in our setting (including temporary staff, volunteers, visitors, and contractors) is
aware of our child protection procedures and that they are followed at all times.
All staff
Everyone in our setting has a responsibility to provide a safe environment in which our children can
learn. We recognise that any child may benefit from early help and all our staff members are aware
of the Essex Early Help procedures and our role in it. They are aware of signs of abuse and neglect
so they are able to identify children who may need help or protection.
All staff members are aware of and follow our procedures (as set out in this policy) and are aware
of how to make a request for support to Essex Social Care if there is a need to do so. Staff
understand that, if they have any concerns about a child’s welfare, they must act on them
immediately and speak with the DSL or Deputy DSL – they do not assume that others have taken
action.
Our staff understand that children may not always feel able or know how to tell someone that they
are being abused, perhaps due to their age, or because they are embarrassed, or they may not
always recognise that they are being abused. We recognise there are many factors which may
impact on our children’s welfare and safety and we understand safeguarding in the wider context
(contextual safeguarding). We also understand that abuse, neglect, and safeguarding issues are
rarely ‘stand-alone’ events and that, in most cases, multiple issues will overlap.
Our staff will always reassure children who report abuse / victims of abuse that they are taken
seriously and that they will be supported and kept safe. We will never make a child feel ashamed
for reporting abuse, nor make them feel they are causing a problem. - Types of abuse / specific safeguarding issues
Information about abuse and harm including examples of specific safeguarding issues is set out
below. Further information about types of abuse and harm is given in:
What to do if you’re worried a child is being abused: Advice for practitioners (HMG, 2015);
and
Keeping children safe in education (DfE, 2024).
Abuse is a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting
harm, or by failing to act to prevent harm. A child may be abused by an adult or adults or another
child or children – the four categories of abuse are:
Physical – may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning,
suffocating or otherwise causing physical harm to a child. Physical harm may also be caused
when a parent / carer fabricates the symptoms of, or deliberately induces, illness in a child
Emotional – the persistent emotional maltreatment of a child such as to cause severe and
adverse effects on the child’s emotional development
Sexual – forcing or enticing a child or young person to take part in sexual activities, not
necessarily involving violence, whether or not the child is aware of what is happening. Sexual
abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse
is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can
other children
Neglect – persistent failure to meet a child’s basic physical and/or psychological needs, likely to
result in the serious impairment of the child’s health or development
Harmful sexual behaviour
It is normal for some children to display sexualised behaviour towards other children as they
develop. However, harmful sexual behaviour (HSB) is developmentally inappropriate sexual
behaviour which is displayed by children, and which may be harmful or abusive (derived from
Hackett, 2014). It may also be referred to as sexually harmful behaviour or sexualised behaviour.
HSB encompasses a range of behaviour, which can be displayed towards younger children, peers,
older children, or adults. It is harmful to the children and young people who display it, as well as
those it is directed towards.
We understand that, if a child’s sexual behaviour is not developmentally appropriate or expected for
their age, it is important to respond quickly, before the behaviour becomes harmful to that child or
other children. We recognise HSB may also be a sign that a child has suffered their own trauma or
abuse, and we will respond to ensure they receive the right help at the right time to address the
concerning behaviour.
Domestic abuse
Domestic abuse is any type of controlling, coercive, threatening behaviour, violence, or abuse
between people who are, or who have been in a relationship, regardless of gender or sexuality. It
can also happen between adults who are related to one another and can include physical, sexual,
psychological, emotional, or financial abuse.
Being exposed to domestic abuse in childhood is child abuse and can have a significant and lasting
impact. Children may experience domestic abuse directly, but they can also experience it indirectly.
Either can have a serious effect on a child’s behaviour, brain development and overall wellbeing,
and also compromise the child’s basic need for safety and security.
In Essex, the Southend, Essex and Thurrock Domestic Abuse Board (SETDAB) is responsible for
designing and implementing the Domestic Abuse Strategy and provides advice, guidance and
resources to support work around domestic abuse.
Risk in the community
We understand that safeguarding incidents and behaviours can be associated with factors outside
a child’s home or our setting. All staff are aware of contextual safeguarding and we are therefore
mindful of whether wider environmental factors present in a child’s life are a threat to their safety
and / or welfare. We always consider relevant information when assessing any risk to a child and
will share it with other agencies when appropriate, to support better understanding of a child and
their family. This is to ensure that our children and families receive the right help at the right time.
Emotional wellbeing
Children’s personal, social, and emotional development (PSED) is crucial for them to lead healthy
and happy lives and is fundamental to their cognitive development. We understand that a child’s
positive wellbeing is vital and that poor wellbeing can, in some cases, be an indicator that a child
has suffered or is at risk of suffering abuse, neglect or exploitation. We recognise that where
children have suffered abuse or other potentially traumatic adverse childhood experiences, this can
have a lasting impact throughout childhood, adolescence and into adulthood.
Prevention of radicalisation
Children can be vulnerable to radicalisation and extremism in the same way they are vulnerable to
other safeguarding issues. Keeping Children Safe in Education (DfE, 2023) defines the following:
Extremism: the vocal or active opposition to our fundamental values, including democracy, the rule
of law, individual liberty and the mutual respect and tolerance of different faiths and beliefs. This
also includes calling for the death of members of the armed forces
Radicalisation: refers to the process by which a person comes to support terrorism and extremist
ideologies associated with terrorist groups
Terrorism: an action that endangers or causes serious violence to a person/people; causes serious
damage to property; or seriously interferes or disrupts an electronic system. The use or threat must
be designed to influence the government or to intimidate the public and is made for the purpose of
advancing a political, religious, or ideological cause.
The Counter-Terrorism and Security Act (HMG, 2015) placed a duty on childcare providers and
schools. Under section 26 of the Act, childcare providers and schools are required, in the exercise
of their functions, to have ‘due regard to the need to prevent people from being drawn into terrorism’.
This duty is known as the Prevent Duty.
Channel is a national programme which focuses on providing support at an early stage to people
identified as vulnerable to being drawn into terrorism. Prevent referrals may be passed to a multiagency Channel panel, which will discuss the individual referred to determine whether they are
vulnerable to being drawn into terrorism and consider the appropriate support required. A
representative from an educational setting may be asked to attend the Channel panel to help with
this assessment. An individual’s engagement with the programme is entirely voluntary at all stages.
So-called ‘Honour Based Abuse’
So-called ‘honour’-based abuse (HBA) encompasses incidents or crimes which have been
committed to protect or defend the honour of the family and / or the community, including Female
Genital Mutilation (FGM), forced marriage, and practices such as breast flattening.
Abuse committed in the context of preserving ‘honour’ often involves a wider network of family or
community pressure and can include multiple perpetrators. It is important to be aware of this
dynamic and additional risk factors when deciding what form of safeguarding action to take. All forms
of HBA are abuse (regardless of the motivation) and should be handled and escalated as such.
Professionals in all agencies, and individuals and groups in relevant communities, need to be alert
to the possibility of a child being at risk of HBA, or already having suffered HBA.
Female Genital Mutilation
FGM comprises all procedures involving partial or total removal of the external female genitalia or
other injury to the female genital organs. It is illegal in the UK and a form of child abuse with longlasting harmful consequences. Information about FGM is available on the National FGM Centre
website.
Forced marriage
Forcing a person into a marriage is a crime in England and Wales. A forced marriage is one entered
into without the full and free consent of one or both parties and where violence, threats or any other
form of coercion is used to cause a person to enter into a marriage. Threats can be physical or
emotional and psychological. A lack of full and free consent can be where a person does not consent
or where they cannot consent (if they have learning disabilities, for example). Nevertheless, some
perpetrators use perceived cultural practices as a way to coerce a person into marriage.
The Forced Marriage Unit has published statutory guidance and multi agency guidelines, which are
available on the GOV.UK website. The Forced Marriage Unit can also provide advice and
information: call 020 7008 0151 or email fmu@fcdo.gov.uk.
Breast Flattening
Breast flattening is the process during which young pubescent girls’ breasts are ironed, massaged,
flattened and/or pounded down over a period of time (sometimes years) in order for the breasts to
disappear or delay the development of the breasts entirely. Information about breast flattening is
also available on the National FGM Centre website.- Children potentially at greater risk of harm
We recognise that some children may potentially be at greater risk of harm and require additional
help and support. These may be children with a Child in Need or Child Protection Plan, those in
Care or previously in Care or those requiring wellbeing support. We work with Social Care and other
appropriate agencies to ensure there is a joined-up approach to planning for these children and that
they receive the right help at the right time.
Our setting also understands that children with special educational needs (SEN) and / or disabilities
can face additional safeguarding challenges. Barriers can exist when recognising abuse and neglect
in this group of children. These can include:
assumptions that indicators of possible abuse such as behaviour, mood and injury relate to
the child’s disability, without further exploration
that they may be more prone to peer group isolation than others
the potential to be disproportionally impacted by things like bullying, without outwardly
showing signs
communication difficulties in overcoming these barriers
We recognise that children with SEND may require additional help and support to ensure they are
appropriately safeguarded. - Procedures
Our setting works with key local partners to promote the welfare of children and protect them from
harm. This includes providing a co-ordinated offer of early help when additional needs of children
are identified and contributing to inter-agency plans which provide additional support (through a
Child In Need or a Child Protection plan).
All staff members have a duty to identify and respond to suspected / actual abuse or disclosures of
abuse. Any member of staff, volunteer or visitor to the setting who receives a disclosure or allegation
of abuse, or suspects that abuse may have occurred, must report it immediately to the DSL (or, in
their absence, the Deputy DSL).
All action is taken in accordance with the following guidance:
Essex Safeguarding Children Board guidelines – the SET (Southend, Essex and Thurrock)
Child Protection Procedures (ESCB, 2022)
Statutory framework for the early years foundation stage (DfE, 2024)
Keeping Children Safe in Education (DfE, 2024)
Working Together to Safeguard Children (DfE, 2023)
‘Effective Support for Children and Families in Essex’ (ESCB)
PREVENT Duty – Counter-Terrorism and Security Act (HMG, 2015)
Where there is risk of immediate harm, concerns will be referred by telephone to the Children and
Families Hub and / or the Police. Less urgent concerns or requests for support will be sent to the
Children and Families Hub via Essex Effective Support . The setting may also seek advice from
Essex Social Care or another appropriate agency about a concern if we are unsure how to respond
to it.
Wherever possible, we will share any safeguarding concerns, or an intention to refer a child to
Children’s Social Care, with parents / carers. However, we will not do so where it is felt that to do so
could place a child at greater risk of harm or impede a criminal investigation. If it is necessary for
another agency to meet with a child in the setting, we will always seek to inform parents or carers,
unless we are advised not to by that agency. On occasions, it may be necessary to consult with the
Children and Families Hub and / or Essex Police for advice on when to share information with
parents / carers.
All staff understand that, if they continue to have concerns about a child, or feel a concern is not
being addressed or does not appear to be improving, they should press for re-consideration of the
case with the DSL.
If, for any reason, the DSL (or Deputy) is not immediately available, this will not delay any
appropriate action being taken. Safeguarding contact details are displayed in the setting to ensure
that all staff members have access to urgent safeguarding support, should it be required. Any
individual may refer to Social Care where there is suspected or actual risk of harm to a child.
When new staff, volunteers or regular visitors join our setting they are informed of the safeguarding
arrangements in place, the name of the DSL (and Deputy) and how to share concerns with them. - Working with other partners to keep children safe
It is the responsibility of the DSL to ensure our setting is represented at, and that a report is submitted
to, any statutory meeting called for children at our setting or previously known to us. Where possible
and appropriate, any report will be shared in advance with parent(s) / carer(s). The member of staff
attending the meeting will be fully briefed on any issues or concerns the setting has and be prepared
to contribute to the discussions.
If a child is subject to a Care, Child Protection or a Child in Need plan, the DSL will ensure the child
is monitored regarding their setting attendance, emotional wellbeing, EYFS progress, welfare, and
presentation. If the setting is part of the core group, the DSL will ensure the setting is represented,
provides appropriate information, and contributes to the plan at these meetings. Any concerns about
the Child Protection plan and / or the child’s welfare will be discussed and recorded at the core group
meeting, unless to do so would place the child at further risk of significant harm. In this case the
DSL will inform the child’s key worker immediately and then record that they have done so and the
actions agreed. - Training
The DSL and Deputy DSL undertake Level 3 safeguarding training every two years. The Manager
and all staff receive appropriate safeguarding training at level 2 and at least annually, in line with
ESCB expectations.
In addition, all staff and other adults working with children in our setting receive safeguarding and
child protection updates as required, but at least annually, to provide them with relevant skills and
knowledge to safeguard children effectively. Records of any child protection training undertaken are
kept for all staff. - Information sharing and confidentiality
Sharing information is a key part of safeguarding work and decisions about how much information
to share, with whom and when, can have a profound impact on a child’s life. Effective information
sharing can help to ensure that a child receives the right help at the right time and can prevent a
concern from becoming more serious and difficult to address.
Where there are concerns about the safety of a child, the sharing of information in a timely and
effective manner between organisations can reduce the risk of harm. Whilst the Data Protection Act
2018 places duties on organisations and individuals to process personal information fairly and
lawfully, it is not a barrier to sharing information, where the failure to do so would result in a child or
vulnerable adult being placed at risk of harm. Similarly, human rights concerns, such as respecting
the right to a private and family life, would not prevent sharing information where there are real
safeguarding concerns. Fears about sharing information cannot (and will not) stand in the way of
the need to safeguard and promote the welfare of children at risk of abuse or neglect.
Registered address: 65 The Broadway, London E15 4BQ. Registered in England & Wales: Company no. 14595380. Website:
www.friendlytutors.co.uk; Email: contact@friendlytutors.co.uk.
Our staff will never guarantee confidentiality to anyone (including parents / carers, or children) about
a safeguarding concern, nor promise to keep a secret. In accordance with statutory requirements,
where there is a child protection concern, this must be reported to the DSL (or Deputy) and may
require further referral to and subsequent investigation by appropriate authorities.
Information on individual child protection cases may be shared by the DSL (or Deputy) with other
relevant staff members. This will be on a ‘need to know’ basis only and where it is in the child’s best
interests to do so.
Where a child is attending another setting at the same time as attending ours, we may, where
appropriate, link with the other setting. Wherever possible, we will inform parents / carers of our
intention to do this, unless to do so would place the child at further risk. - Child protection records
Well-kept records are essential to good child protection practice. Our setting is clear about the need
to record any concern held about a child or children within our setting and when these records should
be shared with other agencies.
Any member of staff receiving a disclosure of abuse or noticing signs or indicators of abuse will
record it as soon as possible, noting what was said or seen (if appropriate, using a body map to
record), giving the date, time, and location. All records will be dated and signed and will include the
action taken. This is then presented to the DSL (or Deputy), who will decide on appropriate action
and record this accordingly.
Any records relating to child protection are kept on an individual child protection file for that child
(which is separate to any other child file). All child protection records are stored securely and
confidentially until the child transfers to another educational setting.
Where a child transfers from our setting to another setting or school, their child protection records
will be forwarded to the new educational setting. These will be marked ‘Confidential’ and for the
attention of the DSL at the new setting. We will obtain evidence that the paperwork has been
received by the new setting, and then destroy any copies held in our setting. Where appropriate, the
DSL may also contact the new setting in advance of the child’s move there, to enable planning so
appropriate support is in place when the child arrives.
Where a child joins our setting, we will request child protection records from the previous educational
setting (if applicable, and if none are received).
Where a child is attending another setting at the same time as ours, we will share any child protection
records where appropriate and where it is in the best interests of the child. We will link with other
settings when there is a need to so and we will be transparent with parents when we do so (unless
to do so would place a child at further risk of harm). - Allegations about members of the children’s workforce
We ensure all staff members (including agency staff) are made aware of the boundaries of
appropriate behaviour and conduct. These matters form part of staff induction and are outlined in
our Staff Behaviour policy / Code of Conduct. All staff are regularly reminded of this through updates
and training and are also informed about our Whistleblowing Policy.
Keeping Children Safe in Education (DfE 2024) and the SET procedures (ESCB 2022) set out the
procedures in respect of allegations against an adult working with children (in a paid or voluntary
capacity). These procedures should be followed where an adult has:
behaved in a way that has harmed a child, or may have harmed a child and/or
possibly committed a criminal offence against or related to a child, and/or
behaved towards a child or children in a way that indicates he or she may pose a risk of harm
to children, and/or
behaved or may have behaved in a way that indicates they may not be suitable to work with
children
Any concerns about an adult in our setting should be reported to the Manager or the Deputy
Manager, who will then decide how to take this forward. In some cases, it might not be clear whether
an incident constitutes an allegation. If this is the case, it will be necessary for us to explore the
concerns to establish some facts – this initial fact-finding is not an investigation, it is to clarify
information and to direct our response to the concern raised.
Where an allegation against an adult in our setting is received, and it is felt that any of the above
criteria apply, the SET procedures (ESCB, 2022) require this to be reported to the Duty Local
Authority Designated Officer (LADO) at the Essex Workforce Allegations Team at
LADO@essex.gov.uk. This should be done by the Manager or Deputy Manager within one working
day (or sooner via 03330 139797 if immediate safeguarding is required). Where the concern is
about the Manager, it should be reported direct to the Proprietor. In the event of an allegation
relating to the conduct and behaviour of an agency member of staff, the LADO will liaise with the
agency, while following due process, to facilitate a joint investigation or enable the agency to move
this forward.
In accordance with the Statutory framework for the early years foundation stage (DfE, 2024), we will
also inform Ofsted of any allegations of serious harm or abuse by any person living, working, or
looking after children at the premises (whether the allegations relate to harm or abuse committed
on the premises or elsewhere). We will also notify Ofsted of the action taken in respect of the
allegations. We will make these notifications as soon as reasonably practicable, but within 14 days
of the allegations being made. We are aware that not complying with these requirements without
reasonable excuse is committing an offence.
Staffing matters are confidential, and the setting operates within a statutory framework around Data
Protection. We do not share information about any individual staff member with anyone other than
any appropriate statutory agency. - Physical intervention and use of reasonable force
Our Behaviour Policy sets out our approach to behaviour for all children and also for those with more
challenging or harmful behaviour. We recognise there are some children who have needs that
require additional support and a more personalised approach and we always consider all behaviour,
and our response to it, in the context of safeguarding.
Registered address: 65 The Broadway, London E15 4BQ. Registered in England & Wales: Company no. 14595380. Website:
www.friendlytutors.co.uk; Email: contact@friendlytutors.co.uk.
There are occasions when staff will need to have physical contact with children. These may include:
to comfort a child in distress (appropriate to their age and individual specific needs
identified through a risk assessment)
to direct a child
for curricular reasons (for example during physical activity, or when we are using music)
in an emergency, to avert danger to the child or others
The term ‘reasonable force’ covers a broad range of actions used by staff that involve a degree of
physical contact to control or restrain children. There are circumstances when it is appropriate for
staff to use reasonable force to safeguard children, such as guiding a child to safety. ‘Reasonable’
means using no more force than is needed. Our setting works in accordance with statutory and local
guidance on the use of reasonable force and recognises that where intervention is required, it should
always be considered in a safeguarding context. - Whistleblowing
All members of staff and the wider setting community should be able to raise concerns about poor
or unsafe practice and feel confident any concern will be taken seriously by the leadership team.
We have ‘whistleblowing’ procedures in place and these are available in the setting Whistleblowing
Policy. However, for any member of staff who feels unable to raise concerns internally, or where
they feel their concerns have not been addressed, they may contact the NSPCC whistleblowing
helpline on: 0800 028 0285 (line is available from 8:00 AM to 8:00 PM, Monday to Friday) or by
email at: help@nspcc.org.uk.
Parents / carers or others in the wider setting community with concerns can contact the NSPCC
general helpline on 0808 800 5000 (24-hour helpline) or email: help@nspcc.org.uk. - Online Safety
Technology forms part of the Statutory framework for the early year’s foundation stage; computer
skills are key to accessing learning. All staff in our setting are aware of the risks to children online,
and understand that any child can be vulnerable, and that their vulnerability can vary according to
age, developmental stage, and personal circumstances. We help our children to begin to learn how
to use technology safely, and to be safe online. We will engage with our parents / carers about
online safety to support them in keeping their children safe at home when using technology. - Use of mobile phones
We acknowledge that mobile phones are often the only means of contact available and can be
helpful in supporting safeguarding arrangements in settings, including when on outings. In our
setting, when mobile phones are used, this is underpinned by a risk assessment and operated within
a clear framework, so everyone understands their responsibilities in ensuring phones are used
safely.
We will ensure that staff personal mobiles:
are stored securely and will be switched off / on silent whilst staff are on duty
are not used to take pictures of any children attending the setting
are not used to take photographs, video, or audio recordings in our setting
are not used to contact parents / carers or children except in the event of an emergency
are not used by visitors - Use of cameras, photography and images
Most people who take or view photographs or videos of children do so for acceptable reasons.
However, due to cases of abuse to children through taking or using images, we must ensure that
we have safeguards in place.
To keep our children safe, we will:
always obtain consent from parents / carers for photographs or video recordings to be taken,
used, or published (for example, on our website or displays)
ensure only the setting’s designated cameras are used when photographing or videoing
children.
ensure that children are appropriately dressed if photographs or videos are to be taken;
ensure that children’s names are not displayed alongside any photographs in a public space;
ensure that personal devices including cameras, mobile phones, tablets, smart watches, or
other such technology are not used to take photographs, video, or audio recordings in our
setting without prior explicit written consent from the setting;
ensure that all images are stored securely and in accordance with statutory guidance;
ensure where professional photographers are used that the appropriate checks, such as
those with the Disclosure and Barring Service, references and parental consent are obtained
prior to photographs being taken. - Attendance
Repeated and unexplained absence from the setting can be a concern for several reasons:
it is a potential indicator of abuse or neglect
it can significantly impact on a child’s progress and / or wellbeing
As part of safeguarding and Health and Safety procedures, we keep a daily record of the names of
the children being cared for on the premises and their hours of attendance. This data is used to
identify patterns of absence as they emerge, to ensure any concerns are identified and addressed
at an early stage.
Appendix A: Children and Families Service Map and Key Contacts
Registered address: 65 The Broadway, London E15 4BQ. Registered in England & Wales: Company no. 14595380. Website:
www.friendlytutors.co.uk; Email: contact@friendlytutors.co.uk.
Appendix B: Essex Windscreen of Need and levels of intervention
All partners working with children, young people and their families will offer support as soon as we
are aware of any additional needs. We will always seek to work together to provide support to
children, young people and their families at the lowest level possible in accordance with their needs
Children with Additional needs are best supported by those who already work with them, such as
Family Hubs or schools and other educational settings, organising additional support with local
partners as needed. When an agency is supporting these children, an Early Help Plan and a Lead
Professional are helpful to share information and co-ordinate work alongside the child and family.
For children whose needs are Intensive, a coordinated multi-disciplinary approach is usually best,
involving either an Early Help Plan or a Shared Family Assessment (SFA), with a Lead Professional
to work closely with the child and family to ensure they receive all the support they require. Examples
of intensive services are children’s mental health services and Family Solutions.
Specialist services are where the needs of the child are so great that statutory and/or specialist
intervention is required to keep them safe or to ensure their continued development. Examples of
specialist services are Essex Social Care or Youth Offending Service. By working together
effectively with children that have additional needs and by providing coordinated multidisciplinary/agency support and services for those with intensive needs, we seek to prevent more
children and young people requiring statutory interventions and reactive specialist services.
Appendix C: Signs and symptoms of abuse
Signs of possible abuse
Physical – children with frequent injuries, unexplained or unusual fractures / broken bones,
unexplained bruises, or cuts; burns or scalds; or bite marks
Emotional – children who are excessively withdrawn, fearful, or anxious about doing something
wrong; parents / carers who withdraw attention from their child, giving the child the ‘cold
shoulder’; parents / carers blaming their problems on their child; parents / carers who humiliate
their child (eg: name-calling / making negative comparisons)
Sexual – children who display knowledge / interest in sexual acts inappropriate to their age;
children who use sexual language / have sexual knowledge that you wouldn’t expect them to
have; children who ask others to behave sexually / play sexual games; children with physical
sexual health problems, including soreness in the genital and anal areas, sexually transmitted
infections / underage pregnancy
Neglect – children living in a home that is indisputably dirty or unsafe; children who are hungry
or dirty; children without adequate clothing (eg: not having a winter coat, shoes); children living
in dangerous conditions (eg: around drugs, alcohol or violence); children who are often angry,
aggressive or self-harm; children who fail to receive basic health care; parents / carers who fail
to seek medical treatment when their children are ill or are injured