1. Unit 3 Providing safe environments for children
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2. LO1 Understand safeguarding.
AC 1.1 Explain what is meant by safeguarding.
AC 1.2 Explain how safeguarding:
Keeps children safe
Values children’s needs
Protects children.
LO5 Understand the roles and responsibilities of the early years practitioner when safeguarding children.
AC 5.1: Analyse the role and responsibilities of the early years practitioner when safeguarding children.
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3. LO1 Understand safeguarding [AC 1.1]
Time: 15 mins
How do you keep yourself safe?
Consider:
Day to day
In new situations
Online
When travelling alone.
What makes you feel safe?
Discuss your thoughts with a partner.
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4. LO1 Understand safeguarding [AC 1.1]
Safeguarding children
To safeguard:
To protect something from harm.
The welfare of the child is paramount.
Practitioners have a duty to keep children safe and to protect them from harm, abuse or neglect.
Policies and procedures will support practitioners to keep children safe.
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5. LO1 Understand safeguarding [AC 1.1]
Time: 15 mins
Discuss how practitioners keep children safe on a day-to-day basis in your setting.
Consider:
Outdoor play
Adequate supervision
Policies and procedures
Roles and responsibilities
Reporting concerns.
Teacher notes:
Learners should discuss their general understanding of keeping children safe in their setting.
Useful resources:
Safeguarding document
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6. LO1 Understand safeguarding [AC 1.2]
Keeping children safe
Practitioners will keep children safe by ensuring they come to no harm when taking part in activities and experiences.
Keeping children safe in relation to safeguarding requires practitioners to know when a child is in danger of harm or abuse.
Practitioners will need to know the signs, symptoms and indicators and respond to these accordingly.
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7. LO1 Understand safeguarding [AC 1.2]
Time: 15 mins
Share your discussions from the Pairs activity.
Consider:
How does your setting keep children safe from harm or abuse?
Would you know what to do if you suspected a child was in danger?
Teacher notes:
This activity is designed to get learners thinking about safeguarding in the setting.
Lesson 3 of this unit will examine these points in greater detail.
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8. LO1 Understand safeguarding [AC 1.2]
Values children’s needs
Children need love and adequate care in order to thrive.
Children need to be supported and nurtured to grow and develop.
This care is usually best provided by a loving, supportive family.
Some parents/carers may need support to give their child or children the best possible care.
In some cases the needs of the child can only be met if the child is removed from the family home.
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9. LO1 Understand safeguarding [AC 1.2]
Time: 15 mins
Research the support the NSPCC can offer to help families meet the needs of their child or children.
Choose two types of support and consider:
Who this support is aimed at
Why it might be needed in relation to safeguarding
The benefits of this support
How it values the needs of the child.
Teacher notes:
Learners can share their findings and further discuss how the needs of the child can be met in regard to safeguarding.
Useful resources
Some good examples of how the NSPCC can support families to cope and to give adequate care
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10. LO1 Understand safeguarding [AC 1.2]
Protecting children
Child protection is an integral part of the safeguarding process.
It further promotes the welfare of children.
It refers to the actions that may need to be put into place when there is reasonable belief that a child is suffering or is likely to suffer significant harm.
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11. Analyse roles and responsibilities of the early years practitioner
LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children [AC 5.1]
Analyse roles and responsibilities of the early years practitioner
To analyse roles and responsibilities, you need to break them down and examine them in detail.
An analysis enables you to understand roles and responsibilities and to possibly identify strengths and weaknesses.
When analysing the role and responsibilities of the early years practitioner in relation to safeguarding children, you would need to consider what might happen if a practitioner did not follow policies and procedures
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12. The impact on the practitioner The impact on the setting.
LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children [AC 5.1]
Time: 15 mins
Discuss the possible consequences of practitioners not knowing their own roles and responsibilities in relation to safeguarding children.
Consider:
The impact on the child
The impact on the practitioner
The impact on the setting.
Teacher notes:
This topic will be further discussed in future lessons, but this activity will enable learners to begin to analyse the role of the practitioner.
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13. Recognising changes in children
LO5 Understand the role and responsibilities of the early years practitioner when safeguarding children [AC 5.1]
Time: 15 mins
Consider your own role as a student in the setting and describe how you personally ensure that children are kept safe.
Consider:
Day-to-day safety
Recognising changes in children
Reporting and sharing concerns or information
Your own knowledge of policies and procedures in relation to safeguarding within the setting.
Teacher notes:
This activity will enable learners to consider their own knowledge to date, and this will further support an analysis of roles and responsibilities.
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14. In this lesson we have learnt that:
Safeguarding children means to protect them from harm and abuse.
Children need adults to keep them safe.
Some families will need support to meet their child or children’s needs.
Child protection will support children who are at risk of harm or abuse.
Early years practitioners will follow policies and procedures and keep all children safe.
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15. Describe the term safeguarding in one sentence.
What do children need in order to thrive and develop?
What does NSPCC stand for?
Name two services the NSPCC offer to help families to support the needs of their child or children.
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