1. Unit 2 Understand legislation relating to the safeguarding, protection and welfare of children

2. Learning Outcomes
LO3 Understand how to respond to evidence or concerns that a child has been abused or harmed. AC 3.1 Describe signs, symptoms, indicators and behaviours that may cause concern. AC 3.2 Describe actions to take if harm or abuse is suspected and/or disclosed. AC 3.3 Explain the responsibilities of the early years practitioner in relation to whistleblowing. AC 3.4 Explain why serious case reviews are required.

3. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.2)
Time: 15 mins
Would you be able to tell someone else how you feel if you are unhappy or worried about something?
Consider:
Telling a friend
Telling a teacher
Can you put how you feel into words?
Do you get easily embarrassed and just feel you are moaning?
Do you feel better after you have shared your worries?

4. Signs, symptoms, indicators and behaviours
3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.1)
Signs, symptoms, indicators and behaviours
Practitioners who work with children on a daily basis will get to know the child and will recognise if there is a change in the way they behave.
Sometimes children’s behaviour will change for minor reasons.
Sometimes there may be a problem or issue that causes the child’s behaviour to change.
Practitioners have to be aware of what might be causing these changes and act accordingly.

5. Signs, symptoms, indicators and behaviours
3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.1)
Signs, symptoms, indicators and behaviours
There are a number of signs, symptoms, indicators and behaviours that could cause concern and these include:
A child who is suddenly withdrawn and quiet
A child who becomes unusually upset over minor things
An anxious or nervous child who was usually confident and happy
A child who is reluctant to change if their clothes become wet
Aggression for no apparent reason
Unexplained marks on a child.
A sudden change in a child’s behaviour should be monitored closely by staff.

6. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.2)
Actions to take
Practitioners must follow the policies and procedures of the setting regarding suspicions of harm or abuse.
If a child tells a practitioner something that causes them to believe the child is being harmed or abused, this is known as a disclosure.
One of the most important actions to take if harm or abuse is suspected and/or disclosed is to pass the information on to the appropriate person within the setting.

7. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.2)
Actions to take
If a child discloses information to a practitioner, the practitioner must follow the procedures of the setting.
The practitioner must listen to the child and not show any emotion or give their opinion on anything said.
Practitioners should allow the child to set the pace and not put them under any pressure to talk.
It is important not to question the child, as the practitioner may unintentionally ‘lead’ their answers.
Practitioners need to reassure the child that they have done the right thing by telling someone, but the practitioner must not promise to keep what the child has said a secret.

8. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.2)
Time: 15 mins
Discuss the following with a partner:
Why is it important for a child to feel that they are being fully listened to if they are disclosing to a practitioner?
Why is it important for a practitioner not to show their emotions when listening to a child who is disclosing difficult information?
Why is it important to tell the child you cannot keep this a secret or promise not to tell anyone else?

9. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.3)
Whistleblowing
Whistleblowing occurs when a practitioner tells someone about a colleague who demonstrates poor practice that could put children in risk of danger or harm.
This can include someone who is not doing their job properly and therefore putting children in danger, or a colleague who is bullying or abusing children.
If a practitioner witnesses or suspects poor practice, they must report it.
If they did not report it then children could be at risk of harm.

10. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.3)
Whistleblowing
Practitioners must report the poor practice that they have witnessed to their supervisor or a named member of staff responsible for safeguarding.
It is good practice to write up your concerns and give full details of the event(s).
If you whistleblow, you are legally protected and will be fully supported by your supervisor or manager.

11. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.3)
Time: 20 mins
Research the support available for practitioners who whistleblow.
Consider:
Policies and procedures of the setting regarding whistleblowing
Support from the local authority
Support from Ofsted
Support from other agencies
Note down the sites which are useful and identify the key points for support available.
Learners will need access to the internet for this activity.
As well as the possible resources suggested, learners can look at whistleblowing policies for individual early years settings which are readily available online.

12. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.3)
Time: 20 mins
Discuss situations where you should report what you have seen or heard to a supervisor.
Consider:
A colleague who uses their phone when they should be supervising children on the climbing frame
A member of staff who calls children names in a joking manner, but you find it offensive
A key worker who handles babies very roughly
Why is it important to act on these types of situations?
How would it make you feel when reporting this to a supervisor?
What might happen if you did not report these behaviours?

13. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.4)
Serious case reviews
The Local Safeguarding Children Board (LSCB) will call for a serious case review if a child dies and abuse or neglect is suspected or known to be the cause.
It may also be called for if a child has suffered a serious or life-changing injury.
A serious case review will expect each service involved to review its own practices to examine whether any changes need to be made.

14. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.4)
Serious case reviews
This review of practice will enable everyone to identify whether there are any lessons to be learned from the case. This can include:
Improvements in communication
Earlier identification of children who may be in danger or at risk of serious harm
More effective or accurate record keeping.
A serious case review does not intend to find out who is to blame for the death or serious injury.

15. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.4)
Time: 15 mins
Why do you think it is important to hold serious case reviews?
Consider:
The role of everyone involved
Lessons to be learnt
Impact on future practice within the setting
Do you think it is important that serious case reviews do not look for who is to blame?
Why?
This activity gives further opportunity to discuss the need for serious case reviews.
Learners need to be aware that a police investigation would have identified who is to ‘blame’, while the serious case review focuses on improvements in practice to stop the situation from occurring again.

16. 3. Understand how to respond to evidence or concerns that a child has been abused or harmed (3.2)
Time: 15 mins
Create a diagram that clearly shows what to do if a practitioner suspects that a child is being harmed or abused.
Consider:
Layout
Content
Is it simple to use and understand?
This activity will reinforce the actions to take.
The diagrams could be shared and compared.

17. Summary
Practitioners need to aware of signs, symptoms, indicators and behaviours that could cause concern.
All practitioners must be aware of what to do if they have any concerns over the welfare of a child.
Every practitioner has a responsibility to whistleblow if they see or suspect poor practice.
Serious case review will support improvements in practice.

18. Plenary
Describe three behaviours in a child that may cause concern.
Describe two things a practitioner must not do if a child discloses to them.
Why is it important to whistleblow poor practice?
When will a serious case review take place?