1. Roles and Responsibilities

All adults, whether paid or unpaid, who work with or on behalf of children have a duty of care in that they are accountable for the way they exercise their authority, manage risk, use resources, and otherwise act to safeguard children. In carrying out their work the child's welfare must be paramount.

This means that they have a duty to:

• Keep children safe, and protect them from sexual, physical and emotional harm and neglect.
• Treat children with dignity and respect at all times.
• Take reasonable steps to ensure children's safety and wellbeing. Failure to do so may be regarded as neglect.
• Ensure that confidential information about children is only shared when it is in the child's interests to do so. The information shared must be proportionate to the perceived risk, and consideration should always be given to gaining informed consent from parents (where doing so will not expose a child to risk of harm or further harm or undermine the investigation into a serious crime). Information should never be used to intimidate, humiliate or embarrass a child.

These duties are fulfilled by:

• Developing respectful and caring relationships between adults and children.
• Consistently behaving as a professional adult in ways that demonstrate integrity, maturity and good judgement.

The registered person or governing body has responsibility for ensuring:   

Policies and procedures

• Safeguarding policy, procedures and guidance in accordance with local checks and national guidance/legislation are in place. These are available to staff, parents/ carers, students, volunteers and regular visitors and are understood and followed. Staff/volunteers sign a distribution sheet to confirm they have seen policy and will adhere to. This process should be repeated when any amendments are made.
• All policies and procedures including safeguarding policy are reviewed and updated on at least an annual basis to reflect changes to local and national guidance/legislation. As well as any changes which occur in the setting e.g. Staff changes. and changes in local and national guidance/legislation
• Policies and procedures are implemented, reviewed and up to date on an annual basis or in line with any changes in local and national guidance/legislation in conjunction with the manager
• Where individuals are visiting the setting the number and date of DBS check should be obtained
• Safer recruitment procedures are in place, followed and kept up to date. Enhanced Disclosure and Barring Service (DBS) checks for all adults are maintained. A record of evidence that the DBS check has been completed is kept on a single central record and securely stored in the early years and childcare setting. See Safer Recruitment section for more details on DBS. Keep a note of the DBS number, issue date and name of the person that saw the original certificate.
• Where necessary Ofsted is informed of changes to staff, management and Committee and the required Ofsted documentation e.g. EY2 is completed and sent to Ofsted in line with requirements
• Procedures for managing allegations and concerns raised about adults are in place, understood and followed in line with Local Authority Designated Officer (LADO) and Ofsted guidance. There is a guidance leaflet for the setting to give to anyone who is the subject of an allegation, this can be downloaded from the NSCP website: Allegations Against Persons who Work/Volunteer with Children Policy | NSCP (norfolklscp.org.uk)
• NSCP website - LADO guidance documents and referral form https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/local-authority-designated-officer-lado/
• Organisations should also have in place clear policies in line with those from the NSCP (NSCP 8.3) for dealing with: "Allegations Against Persons who work / volunteer with children" - Allegations Against Persons who Work/Volunteer with Children Policy | NSCP (norfolklscp.org.uk)

If the concern is about the manager, the LADO and the named individual for the registered person, or governing body, should be referred to directly.

Safer working practice

• There is a code of conduct in place for all adults working in the setting which is understood and followed.
• They adhere to the setting code of conduct
• An identified member of the committee/registered person takes responsibility for Safeguarding and attends Safeguarding training
• Safeguarding should be a standing agenda item at all Committee/Staff meetings and staff supervisions
• A supervisory or senior member of staff is identified as the Safeguarding Lead Practitioner (SLP) to take a lead responsibility for safeguarding children within the setting. The person identified has time and resources to carry out the role. A deputy is nominated and trained to fulfil the role in the absence of the SLP. Contingency plans must be in place to ensure that child protection concerns are dealt with at all times
• The SLP and deputy SLP are supported to ensure that safeguarding practice is in accordance with policies and procedures
• Induction of staff, students, volunteers and regular visitors takes place and safeguarding forms as part of the induction process
• Staff, students, volunteers and regular visitors have opportunities to discuss safeguarding policy and practice. They are updated and reminded on a regular basis about the setting's safeguarding policy and know what to do if they are worried that a child is being abused. The committee/registered person should ensure that this is taking place. Evidence of discussion should be recorded, for example in staff meeting minutes. Safeguarding should be a regular agenda item at staff meetings. This should not include discussion of individual cases
• Any action resulting from an allegation against a member of staff is acted upon in a timely manner including following the setting's disciplinary procedure

Training

• The identified member of the committee/registered person attends relevant training
• All staff are required and enabled to attend Safeguarding training that is appropriate to their role. Training needs are reviewed at supervision and appraisal
• Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

Managers and supervisors of a setting are responsible for ensuring:

Policies and procedures

• Safeguarding policy, procedures and guidance in accordance with local and national guidance/legislation are in place. These are available to staff, parents/ carers, students, volunteers and regular visitors and are understood and followed
• The safeguarding policy is reviewed and updated on at least an annual basis and any changes are made during the year in light of staff changes and changes in local and national guidance/legislation in conjunction with the Safeguarding Lead Practitioner (SLP)
• Policies and procedures are implemented, reviewed and updated on an annual basis or in line with any changes to local and national guidance/legislation in conjunction with the registered person
• Safer recruitment procedures are in place, followed and kept up to date. Enhanced Disclosure and Barring Service (DBS) checks for all adults are maintained. A record of evidence that the DBS check has been done is kept on a single central record and securely stored in the early years and childcare setting. Keep a note of the DBS number, issue date and name of the person that saw the original certificate
• All suitability checks are completed as required by Ofsted
• Procedures for managing allegations and concerns raised about adults are in place, understood and followed in line with Local Authority Designated Officer (LADO) and Ofsted guidance. If the concern is about the manager the LADO and the named individual for the registered person (or governing body) should be referred to directly. There is a guidance leaflet for the setting to give to anyone who is the subject of an allegation, this can be downloaded from NSCP website Allegations Against Persons who Work/Volunteer with Children Policy | NSCP (norfolklscp.org.uk)
• Current contact details for the management of allegations against adults are clearly displayed
• Current contact details for making child protection referrals are clearly displayed together with basic information about the referral process. This is done in conjunction with the SLP

Safer working practice

• They adhere to the setting code of conduct
• They model and promote safe working practice and challenge where necessary
• The day-to-day running of the setting is effective, and the safety and wellbeing of children is prioritised
• Safeguarding practice within the setting is in line with all relevant legislation, Norfolk Safeguarding Children Partnership (NSCP) guidance, and setting procedures and policy. This is done in conjunction with the SLP
• Staff, students, volunteers and regular visitors have opportunities to discuss safeguarding policy and practice. The are updated and reminded on a regular basis about the setting's safeguarding policy and know what to do if they are worried that a child is being abused. This is to be done in conjunction with the   SLP. Evidence of discussion should be recorded, for example in staff meeting minutes. Safeguarding should be a regular agenda item at staff meetings. This should not include discussion of individual cases
• Staff, students and volunteers are able to raise concerns about poor or unsafe practice and have their concerns addressed in a sensitive, effective and timely way
• NSCP website - LADO guidance documents and referral form https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/local-authority-designated-officer-lado/
• Organisations should also have in place clear policies in line with those from the Norfolk Safeguarding Children's Partnership (NSCP 8.3) for dealing with: "Allegations Against Persons who work / volunteer with children".The NSCP website contains important information on policies and procedures Allegations Against Persons who Work/Volunteer with Children Policy | NSCP
• Sufficient resources are available to enable the SLP and other staff to undertake their responsibilities
• Any action resulting from an allegation against a member of staff is acted upon in a timely manner including following the setting's disciplinary procedure in conjunction with the named individual for Safeguarding. This will either be the SLP, registered person or named individual from the governing body
• Parents/carers understand the setting's responsibilities relating to safeguarding. This is to be done in conjunction with the SLP

Training

• They attend training appropriate to their role
• Staff, students and volunteers receive clear information about Safeguarding at induction and receive safeguarding training appropriate to their role
• All staff are required and enabled to attend Safeguarding training that is appropriate to their role
• Training needs are reviewed at supervision and appraisal
• Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

The SLP and Deputy SLP are responsible for ensuring:          

Policies and procedures

• Safeguarding policy, procedures and guidance in accordance with local and national guidance/legislation are in place. These are available to staff, parents/ carers, students, volunteers and regular visitors and are understood and followed
• The Safeguarding policy is reviewed and updated on at least an annual basis and any changes are made during the year in light of staff changes and changes in local and national guidance/legislation in conjunction with the manager
• Current contact details for making child protection referrals are clearly displayed together with basic information about the referral process. This is done in conjunction with the manager

Safer working practice

• They adhere to the setting code of conduct
• They demonstrate high standards of safe working practice
• Safeguarding practice within the setting is in line with all relevant legislation, Norfolk Safeguarding Children Partnership (NSCP) guidance, and setting procedures and policy. This is done in conjunction with the manager
• Staff, students, volunteers and regular visitors have opportunities to discuss safeguarding policy and practice. They are updated and reminded on a regular basis about the setting's safeguarding policy and know what to do if they are worried that a child is being abused. This is to be done in conjunction with the manager. Evidence of discussion should be recorded, for example in staff meeting minutes. Safeguarding should be a regular agenda item at staff meetings. This should not include discussion of individual cases
• Safeguarding information is cascaded to staff, and support is available as appropriate through information sharing e.g. staff meetings and supervision
• Safeguarding concerns about any adult working in the setting are reported to the manager. This means following the setting's procedure regarding whistle-blowing (it is the manager's responsibility to ensure that the process for managing allegations is followed once the concern has been raised with them). If the concern is about the manager, the Local Authority Designated Officer (LADO), Ofsted and the named individual for the registered person or governing body should be referred to directly
• Parents/carers understand the setting's responsibilities relating to safeguarding. This is to be done in conjunction with the manager

Training

• Staff, students and volunteers receive clear information about safeguarding at induction and receive safeguarding training appropriate to their role. This is to be done in conjunction with the manager
• Their own training and knowledge on safeguarding issues is up-to-date including where to source information, in line with NSCP guidance, and they are able to act effectively as a point of reference for others
• Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

Child protection and multi-agency working

• Child protection referrals are made by the SLP or Deputy in line with local procedures and the setting's policy
• They represent the setting at multi-agency meetings concerning individual children and complete reports and other relevant paperwork in line with NSCP procedures
• Support and guidance is provided to staff, students and volunteers who raise concerns regarding related record keeping and appropriate action is taken in line with local procedure
• Informed decisions are made about who will talk to parents, and when this is appropriate. Staff are supported to maintain respectful relationships with parents
• Accurate safeguarding records are maintained and stored appropriately
• Appropriate information is provided to support transitions both within the setting and beyond. This is done in conjunction with the manager. See section 5 Information Sharing for more details
• Effective relationships are established with other agencies including Health, and liaison is established as appropriate with regard to safeguarding

All adults have an individual and personal responsibility to safeguard children. Setting staff members and key persons have a particular responsibility to ensure that they:

• Read, understand and follow the setting's safeguarding policies and procedures at all times and know who the Safeguarding Lead Practitioner (SLP) is

Safer working practice

• Adhere to the setting code of conduct
• Demonstrate high standards of safe working practice
• Understand the role of the key person and are clear about the responsibility to follow the safeguarding policy and all relevant procedures and guidance
• Take opportunities to discuss safeguarding policy and practices and refresh themselves on a regular basis about the setting's safeguarding policy to ensure they know what to do if they are worried that a child is being abused. This might be done, for example, in staff meetings or during supervision. Report any safeguarding concerns about any adult working in the setting to the manager. This means following the setting's procedure regarding whistle- blowing (it is the manager's responsibility to ensure that the process for managing allegations is followed once the concern has been raised with them). If the concern is about the manager, the Local Authority Designated Officer (LADO), Ofsted and the named individual for the registered person, or governing body, should be referred to directly.https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/local-authority-designated-officer-lado/

Training

• Receive information about safeguarding at induction and undertake safeguarding training appropriate to the role
• Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

Child protection and multi- agency working

• Report any safeguarding concerns about any child to the SLP or their Deputy who will make a professional consultation or referral. Everyone has a right to make a referral to The Children's Advice and Duty Service (CADS) if they are worried about a child.
• If there is any fundamental disagreement with the judgement of the SLP in relation to a decision not to make a professional consultation or a referral, take personal responsibility for following the safeguarding policy, procedures and guidance as they judge it to apply in the situation. The disagreement should be recorded and details of the reasons why made clear to the SLP's line manager
• Are aware that concerns about any child must be reported to the SLP whether or not they are within their key person group
• Understand internal recording and reporting systems and follow setting policy and procedure with regards to record keeping under the guidance of the SLP

All adults working with children in the childminding setting have individual responsibility to safeguard children. Childminders must ensure:

Policies and procedures

• Safeguarding policy, procedures and guidance in accordance with local and national guidance/legislation are in place. They are available to parents/carers, assistants, students, volunteers and regular visitors and are understood and followed
• The safeguarding policy is reviewed and updated on at least an annual basis and any changes are made during the year in light of staff changes and changes in local and national guidance/legislation
• Policies and procedures are implemented by the childminder and any assistants, and are reviewed and updated on an annual basis or in line with any changes in local and national guidance/legislation
• Safer recruitment procedures are in place, followed and kept up to date. Enhanced Disclose and Barring Service (DBS) checks for those over 16 years living and working on the premises are maintained. A record of evidence that the DBS check has been done is kept in a secure single central record, the DBS certificate is securely held by the individual to whom it belongs. Keep a note of the DBS number, issue date and name of the person that saw the original certificate.
• Where necessary Ofsted is informed of changes to staff and the required Ofsted documentation e.g. EY2 is completed and sent to Ofsted in line with requirements
• If there are changes to any household members Ofsted must be notified in order to carry out an enhanced DBS check - see Safer Recruitment section for further information
• Procedures for managing allegations against anyone aged over 16 living or working on the premises are in place and understood. Any concerns are reported to Ofsted and the Local Authority Designated Officer (LADO). This means following the setting's procedure regarding managing allegations. https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/local-authority-designated-officer-lado/
• Current contact details for the management of allegations against adults are clearly displayed
• Current contact details for making child protection referrals are clearly displayed together with basic information about the referral process

Safer working practice

• They understand their role as Safeguarding Lead Practitioner within the setting
• They develop and adhere to a code of conduct
• They model and promote safe working practice and challenge where necessary
• Day-to-day running of the setting is effective, and that the safety and wellbeing of all children is prioritised and assure                   
• Safeguarding practice within the setting is in line with all relevant legislation, Norfolk Safeguarding Children Partnership (NSCP) guidance, and setting procedures and policy
• Safeguarding information is cascaded to assistants, and support is available as appropriate through information sharing e.g. staff meetings and supervision
• Assistants working in the setting have regular opportunities to discuss safeguarding policy and practice, they are updated and reminded on a regular basis about relevant policy, procedure and guidance, and about what to do if they are worried a child is being abused. Safeguarding should be a regular agenda item at staff meetings. This should not include discussions of individual cases
• Time is available to enable any assistants to undertake responsibilities with regard to safeguarding
• Parents/carers understand the setting's responsibility relating to safeguarding

Training

• Assistants, students and volunteers receive clear information about safeguarding at induction and receive safeguarding training appropriate to their role
• Their own training and knowledge on safeguarding issues is kept up-to-date, including where to source information, in line with NSCP guidance, and they are able to act as a point of reference for others
• Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

Child protection and multi-agency working

• Child protection referrals are made when appropriate in line with NSCP procedures and the setting's policy
• They represent the setting at multi-agency meetings concerning individual children and complete reports and other relevant paperwork in line with NSCP procedures
• Support and guidance is provided to assistants, students and volunteers who raise concerns, regarding related record keeping and appropriate action is taken in line with NSCP procedures
• Informed decisions are made about who will talk to parents, and when this is appropriate. Assistants are supported to maintain respectful relationships with parents
• Accurate safeguarding records are maintained and stored appropriately
• Appropriate information is provided to support transitions both within the setting and beyond
• Effective relationships are established with other agencies including Health, and appropriate liaison with regard to safeguarding is ensured

All adults working with children in the childminding setting have individual responsibility to safeguard children. Childminding assistants must ensure:

Policies and procedures

• Read, understand and follow the setting's safeguarding policies and procedures at all times

Safer working practice

• Adhere to the setting's code of conduct
• Demonstrate high standards of safe working practice
• Understand the role of the key person and are clear about the responsibility to follow the safeguarding policy and all relevant procedures and guidance
• Take opportunities to discuss safeguarding policy and practice and refresh themselves on a regular basis about the setting's safeguarding policy to ensure they know what to do if they are worried that a child is being abused. This might be done, for example, in staff meetings or during supervision
• Where necessary Ofsted is informed of changes to staff and the required Ofsted documentation e.g. EY2 is completed and sent to Ofsted in line with requirements
• Report any Safeguarding concerns about anyone living or working on the premises to the childminder. This means following the setting's procedure regarding whistle- blowing (it is the childminder's responsibility to ensure that the process for managing allegations is followed once the concern has been raised with them). If the concern is about the childminder, the Local Authority Designated Officer (LADO) and Ofsted should be referred to directly. https://www.norfolklscb.org/people-working-with-children/how-to-raise-a-concern/local-authority-designated-officer-lado/

Training

Receive information about safeguarding at induction and undertake safeguarding training appropriate to the role

Safeguarding training undertaken by practitioners working in a Norfolk setting should be approved by the Norfolk Safeguarding Children Partnership (NSCP)

Child protection and multi-agency working

• Report any safeguarding concerns about any child to the childminder (SLP) who will make a professional consultation or referral. Everyone has a right to make a referral to The Children's Advice and Duty Service (CADS) if they are worried about a child. If there is any fundamental disagreement with the judgement of the childminder in relation to a decision not to make a professional consultation or a referral, take personal responsibility for following the safeguarding policy, procedures and guidance as they judge it to apply in the situation, the disagreement should be recorded
• Are aware that concerns about any child must be reported to the childminder (SLP) whether or not they are within their key person group
• Understand internal recording and reporting systems and follow the setting policy and procedures with regards to record keeping under the guidance of the childminder

Students, volunteers, regular visitors and other staff supporting the setting must ensure:

Policies and procedures

• Read, understand and follow the setting's safeguarding policies and procedures at all times and know who the Safeguarding Lead Practitioner (SLP) is

Safer working practice

• Adhere to the setting's code of conduct
• Demonstrate high standards of safe working practice
• Take opportunities to discuss safeguarding policy and practice and refresh themselves on a regular basis about the setting's safeguarding policy to ensure they know what to do if they are worried that a child is being abused. This might be done, for example, in staff meetings or during supervision
• Report any  safeguarding concerns about anyone working in the setting to the manager. This means following the setting's procedure regarding whistle- blowing (it is the manager's responsibility to ensure that the process for managing allegations is followed once the concern has been raised with them). If the concern is about the manager, the Local Authority Designated Officer (LADO) and the named individual for the registered person, or governing body, should be referred to directly.

Child protection and multi-agency working

• Report any safeguarding concerns about any child to the SLP who will make a professional consultation or referral. Everyone has a right to make a referral toThe Children's Advice and Duty Service (CADS) if they are worried about a child.If there is any fundamental disagreement with the judgement of the SLP in relation to a decision not to make a professional consultation or a referral, take personal responsibility for following the safeguarding policy, procedures and guidance as they judge it to apply in the situation, the disagreement should be recorded and the details made clear to the SLP's line manager
• Understand internal recording and reporting systems and follow setting policy and procedures with regards to record keeping under the guidance of the SLP

Induction

Induction of all staff is crucial to safer recruitment and is an important part of safeguarding practice.  All staff should have a thorough induction and opportunities to ask questions during staff/team meetings, on an individual basis and during supervisions. Full guidance regarding induction can be found in the Safer Recruitment Toolkit.

Supervision

It is important that staff regularly have the opportunity to discuss their work, discuss issues that have arisen and have the opportunity to find solutions with their line manager.

Providers must put appropriate arrangements in place for the supervision of staff who have contact with children and families. Effective supervision provides support, coaching and training for the practitioner and promotes the interests of children. Supervision should foster a culture of mutual support, teamwork and continuous improvement, which encourages the confidential discussion of sensitive issues.

Supervision should provide opportunities for staff to:

• Discuss any issues - particularly concerning children's development or wellbeing, including child protection concerns
• Identify solutions to address issues as they arise
• Receive coaching to improve their personal effectiveness (Early Years Foundation Stage Statutory Framework)

Regular opportunities to meet with a line manager on an individual basis are also important for the following reasons:

• They allow staff and managers to talk in a safe, supportive and confidential environment about any issues or concerns regarding their roles responsibilities and practice
• They allow the line manager to understand the staff member's needs within the team
• They give opportunities for sharing any other concerns
• They provide the chance for staff to talk about aspects of their work with individual children in their role as key person and any anxieties this may be causing
• They are an opportunity to identify areas of strength and areas for development
• They are an inclusive two-way process that enables identified training needs to be discussed and planned for
• They are an opportunity to regularly review progress and impact of training
• They are an opportunity to share ideas and acknowledge and celebrate success
• They are an opportunity to develop working relationships

How regular supervisions are can be determined by the line manager, but best practice would be every four to six weeks. The most important aspect of supervision is that they are regular, meaningful and supportive. In doing so staff feel supported to continue to develop professionally and become an important member of the staff team.

Appraisal

Appraisal, although not a requirement, is implemented by some settings.  Appraisals can be a summative look back on the previous year and planning for the year ahead.  This means they can be an opportunity to further clarify any roles and responsibilities going forward and any training needs in more detail.

Key points

• All adults working with children have a statutory duty of care to safeguard children and children's welfare is paramount
• Everybody involved in an early years and childcare setting needs to be clear about their roles and responsibilities around safeguarding
• All adults should receive safeguarding information as part of their induction, appraisal and supervision
• Everybody involved in the early years and childcare setting must attend appropriate safeguarding training and ensure learning is embedded in practice
• All settings must have safeguarding policies and procedures in place that are reviewed in line with local and national guidance and legislation

Further information:

• Safeguarding Toolkit - What to do if you have concerns about a child
• Safeguarding Toolkit - Concerns about adults who work with children
• Safer Recruitment Toolkit
• Safeguarding Workforce Training
• Ofsted - www.ofsted.gov.uk
• Guidance for safer working practice for those working with children and young people in education settings Professional and Personnel Relationships