This policy has been developed in accordance with Keeping Children Safe in Education (September2024), Working Together to Safeguard Children(Updated February 2024) and the Early Years Foundation Stage Statutory Framework (published November 2024).
Due to the many hours of care we are providing, staff will often be the first people to sense that there is a problem. They may well be the first people in whom children confide about abuse.
The setting has a duty to be aware that abuse does occur in our society. This statement lays out the procedures that will be followed if we have any reason to believe that a child in our care is subject to abuse.
Our prime responsibility is the welfare and well-being of all children in our care, regardless of gender, age, ethnicity, disability, sexuality or beliefs. As such we believe we have a duty to all children, parents/carers and staff to act quickly and responsibly in any instance that may come to our attention. This procedure will be followed whilst away from the organisation for example whilst on trips or outings the same protocol must be followed.
A childcare practitioner’s responsibilities do not include investigating the suspected abuse. However, staff will keep accurate records of their observations and of anything said to them by a child or others in connection with the suspected abuse. It is always important to listen to children, whilst reacting calmly and offering reassurance. All our staff will receive training on the protection of children from abuse. It is the policy of Paint Pots to provide a secure and safe environment for all children.
It is important to recognise that children with additional needs face an increased risk of abuse and neglect. Attention can often be focused on providing advocacy for them rather than paying attention to their human rights. The systems set up to safeguard children must cover all children on equal terms.
Additional time and resources may need to be allocated when investigating an allegation of abuse. When undertaking an assessment staff must take into account the nature of the child’s additional need. The setting’s Special Educational Needs and Disabilities Co-ordinator (SEND) will work alongside the DSL when dealing with concerns for a child with additional needs.
We aim to: