Safeguarding and child protection in the age of lockdown

What can early years staff do to make sure every child stays safe?
April 29, 2020
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With Famly since

  • Rachel Buckler is one of the UK’s most respected experts on safeguarding and child protection.
  • She gives us an understanding of the state of vulnerable children during lockdown, and explains why the government definitions alone are problematic.
  • After that, she has advice for early years providers looking to safeguard their children, along with some helpful phone conversation starters.

Being a safeguarding lead in an early years setting is always a challenge.

But as we find ourselves in this unique situation, in the UK and around the world, it’s fair to say that these challenges have grown and in many cases become particularly complex.

Once more, we’re having to rethink our approach, and apply new strategies that mean practitioners and safeguarding leads especially can keep the children in their settings safe and protected.

To begin with, here’s where we are now.

Working with vulnerable children during the COVID – 19 crisis

When the government closed schools and nurseries throughout the country, they also gave directives on which ‘vulnerable’ children should remain in actual, physical contact with professionals in schools or childcare provision.

Those defined as vulnerable by the Government in their March 19th guidance, include children who:

  • are supported by social care
  • have safeguarding and welfare needs
  • have a child in need or child protection plan
  • are ‘looked after’
  • are young carers
  • have disabilities
  • are subject to an Education, Health and Care (EHC) plan

However, since then a number of pre-lockdown concerns from professionals have sadly come to pass. With vulnerable children not being seen for a significant period of time, risks are heightened and the prospects of help from others reduced significantly.

Government statistics on the COVID-19 pandemic so far, currently conclude:

This final statistic is particularly concerning. It goes without saying that a reduction in referrals does not mean that there is a reduction in the number of cases needing to be referred. This serves as a stark reminder that children rely significantly upon staff in schools and childcare provisions to report their concerns and to protect them.

And that’s not all. Home Secretary Priti Patel has highlighted that as well as rising concerns for victims of domestic abuse, there is an increased level of online activity from sexual predators taking advantage of that fact that more children right now are accessing the internet at home.

The vulnerability gap

One of the questions that still remains, in the current situation and beyond, is how we can truly define ‘vulnerable’.

Safeguarding leads working with children and families will know that vulnerability encompasses so many things and can often be wide-ranging.

What’s more, children who are not known to social care will often be those most exposed to risk.

In fact, research suggests that almost half of children who are subjects of serious case reviews will not have been known to statutory services prior to their deaths or at the point when serious injury or incidents occurred.
So what about those children who don’t fit into the government’s definition of vulnerable?

This could be:

  • Children who have not yet met thresholds for statutory services to engage with and support them
  • Children who are receiving early help services
  • Children who have moved down the threshold and are no longer on a child protection or child-in-need plan
  • Children for whom safeguarding leads are still working hard to alert services to the need for help and protection

The same goes for children that, before lockdown began, early years staff could be thankful and relieved to provide safety, respite and stability for at least part of their day.

These are just some of the safeguarding and child protection dilemmas that the sector is getting to grips with whether their settings remain open or have temporarily closed.

How are practitioners meeting statutory requirements to keep children safe?

There is no doubt that children rely on people such as early years practitioners to keep them safe. And I know that you still remain resilient and determined to do so whatever obstacles you might face.

The requirements of the Early Years Foundation Stage state that providers must be alert to any issues of concern in the child’s life at home or elsewhere. Did we ever imagine how this might translate to a scenario we could barely imagine just months ago? I think not. It is one thing to be alert to issues, but another to know how we might respond to signs of abuse and neglect when we have limited or no actual contact with a vulnerable child.

Large numbers of early years practitioners are still supporting children in their setting and so of course continue to engage with them directly on a regular basis.

Likewise, many are also reaching out to children who are at home to make sure they’re safe and maintain communication with parents as a means of checking on and monitoring their child’s well-being. These kinds of conversations may literally provide a lifeline to many vulnerable children and families.

How to have conversations with parents

Safeguarding leads have lots of experience with having difficult conversations about children’s well-being. Some of the key principles when having difficult conversations haven’t changed because of Covid-19. They should:

  • always be ‘child centred’ and focused on the safety and needs of the child
  • be purposeful and provide clarity
  • offer opportunities for practitioners to use open-ended questions that help determine the situation or circumstances for the child
  • enable the practitioner to make professional judgements based upon responses and take appropriate actions should they need to

Below are a few conversation starters that might be helpful when speaking to parents of vulnerable children over the phone, but first of all be mindful that they:

  • don’t necessarily feel singled out or targeted
  • understand that your motives are child-centred and genuine
  • are aware that your safeguarding responsibilities include times when their child is at home as well as when they physically attend the setting
  • appreciate your professional role in that you can support wider issues of children and family well-being within your own community networks and partnerships

The big ideas

Some parent conversation staters

“Hi ___ it’s ___ from ___ and we are calling parents of children who are not in nursery at the moment because we know that it is a difficult and challenging time for everyone. We wanted to check that you and ___ are safe and well. Have you got time for a chat?”

“We really miss ___ as he’s / she’s not in nursery right now? How are you finding them being at home? What does your day look like? How is ___ adapting to the changes and how are they in general?”

“How are you managing to get important supplies, food and medicines right now? Have you got all that you need to keep ___ safe and well?”

“What kind of things is ___ enjoying doing whilst they are with you at home?”

“Is there anything that is worrying you right now, if so what kind of things?”

“Is there anything that makes you feel unsafe whilst you are at home? Is there anything that concerns you about the safety of others in your household, if so what kind of things?”

“Who else is around that can help you and provide support at the moment?”

“Is there anything that we can help you with at the moment or:
….is there anyone who we can contact on your behalf who might help you right now?”

“Would you be happy for us to pass on your details to another service to contact you to help you?”

It’s important to make sure that you have relevant information and plans in place should you need to signpost parents appropriately to others who can support them. In particular, knowledge of your local community responses during COVID-19 will be vital. These services might include:

  • Statutory services – children’s services social care / adults services social care
  • Early help services (LA)
  • Local Authority hubs and community provision
  • Organisations that support victims of domestic abuse
  • Mental health support
  • NHS advice
  • Food banks and local charities
  • Faith groups and churches
  • Advocacy groups offering advice on debt, housing, legal rights etc
  • Other local charities supporting families with various needs

Taking action

If you do need to take action as a result of the conversation you have with parents, you have to be clear of the reporting and referral processes. If you’re concerned about the welfare of a child, as ever you should contact children’s social care immediately.

If you are concerned about risks to an adult or child due to domestic abuse seek advice from your local authority or safeguarding partners who will support the family further. Official government advice for individuals who wish to report domestic abuse is still to call 999 and when prompted dial 55 if the victim is unable to talk.

Finally, make sure you always record information appropriately. This will include keeping factual records of conversations, noting specific concerns accurately and without judgment or opinion. Records should be dated and produced in chronological order, signed and/or countersigned by a significant manager or lead. Information-sharing and record-keeping should be done in line with data protection laws and protocols.

Rachel Buckler is one of 3 co-founders of the Early Years Hub. She holds a number of professional qualifications including the NNEB and a BA Hons in Early Years and Education, and has been working within the early years sector for over 25 years.

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Official Danish Government Reopening Advice

Guidance from the Danish Health Ministry, translated in full to English.

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UK Nursery Covid-19 Response Group Recommendations

The full recommendations from a working group of over 70 nursery chains in the UK.

Please note: here at Famly we love sharing creative activities for you to try with the children at your setting, but you know them best. Take the time to consider adaptions you might need to make so these activities are accessible and developmentally appropriate for the children you work with. Just as you ordinarily would, conduct risk assessments for your children and your setting before undertaking new activities, and ensure you and your staff are following your own health and safety guidelines.

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