The module will examine definitions of physical, sexual, emotional abuse and neglect, and allow students to examine their own feelings towards abuse and neglect.
Student teachers will learn how abuse is dealt with, within agreed professional boundaries of confidentiality, and distinguish clearly between evidence directly observed and information gathered from other reliable sources. They will understand the boundaries and limitations of their roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process. They will have the opportunity to use the CPOMS software used with primary schools to monitor safeguarding concerns and actions.
Student teachers will review the terms used within the area of children protection and examine how children can be helped to protect themselves. They will consider cultural perspectives of childhood, child abuse and differing attitudes and perspectives of children’s vulnerability.
Student teachers will examine the legislative and policy framework relating to child protection, for example, Every Child Matters (2003), Children Act (1989/2004), Common Assessment Framework (CAF), Ofsted’s Review of Sexual Abuse in Schools and Colleges (2021) and the Prevent Duty. Student teachers will also investigate changes in policy from intervention to prevention approaches within universal services and the role of the various agencies involved in child protection and safeguarding such as Ofsted, children's centres, the police, courts and social services.

Assignment 1 (Semester 1)

Case Study Report
You will be provided with a case study which will form the basis of a report. Making use of appropriate literature, you will need to cover the following:
- What organisations were involved in the case and what would you expect their parts to be/have been? In particular, for example, think about the role of the school, the hospital, social services and how they could/should have worked with the family.
- Consider what shortcomings in safeguarding practice are likely to be investigated in this case
- Provide recommendations for what needs to happen next to ensure that organisations learn from this case and that the children are protected from any further neglect and injury
2500 words (LO 1,2, 3 and 4)

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion. This will facilitate proactive learning based upon previous experience gained both prior to and during the course.

Sessions - Will draw from the first school-based placement within Level 4 aiming to integrate practical classroom experience with appropriate theory and practice. This will involve the use of case studies, student-led inquiry, problem solving and collaboration and reflection on practice.

Lectures – These sessions will predominately be face to face with some elements of digital or virtual provision. These will draw from the analysis of case studies and make use of CPOMs, an online monitoring software packaged used within primary schools.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain academic support from academic mentors.

Independent study – A significant element of the student teachers’ professional and academic development is based on further independent study. This will enhance their pedological and core curriculum knowledge, underpinning this with engagement with theory and the key concepts discussed in lectures, group discussions and tutorials.

Guided reading – A reading list and appropriate resources will be provided to enable student teachers to engage with relevant and appropriate debates.

This module will also provide opportunities for student teachers to:

work with their peers and colleagues
develop interpersonal and professional skills outlined within the CCF
communicate and debate subject content
to utilise case studies in the development of their own professional practice.

1. Identify key indicators of abuse and neglect. Learning

2. Demonstrate an understanding of the legal framework for safeguarding children and young people, and how this relates to settings. Knowledge and Understanding

3. Evaluate and interpret the impact of abuse and neglect on the child and others.Analysis

4. Examine the relationship between child/family and state in relation to the protection of children and young people. Knowledge and Understanding, Analysis, Reflection

MS Teams and Blackboard.
No addition resources required.
Unless otherwise stated, all books will be available online through Staffordshire University library website. If student teachers have difficulty accessing these, they can contact the University Library. There is also an online reading list for each module on this course. To access this, they go to Reading lists and then type in the module code in the search box.
Tutors will also advise student teachers on the relevant texts and sections of texts to read. They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Support with referencing will be provided by the module tutor with the student teachers being encouraged to access Refzone for further guidance. They must use the Refzone Harvard system when referencing their research.
Further guidance and support with academic writing can be obtained from Staffordshire University Library Academic skills. The study skills team can also provide 1 to 1 support.
The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.

Cremin, T. (2015) Teaching English creatively. London: Taylor & Francis.

Department for Education (2020) Keeping Children Safe in Education: statutory Guidance for schools and College. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/892394/Keeping_children_safe_in_education_2020.pdf

DfE (2019) Relationships Education and Sex Education (RSE)and Health Education

HM Government (2018) Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/779401/Working_Together_to_Safeguard-Children.pdf

DfE (2011) The Munro Review of Child Protection: Final Report. Norwich, The Stationery Office

DfE (2015) The Prevent duty: Departmental advice for schools and childcare providers. London: The Stationary Office

Hall, F., Hindmarch, D. Hoy, D. and Machin, L. (2015) Supporting Primary Teaching and Learning. Northwich: Critical Publishing

Lindon, J (2016) Safeguarding and child protection: 5th edition

Parton, N (2014) The Politics of Child Protection. London. Palgrave

Powell, J & Uppal, E (2012) Safeguarding Babies and Young Children. A Guide for Early Years Professionals. Maidenhead. OUP

Pykitt, G (2019) Shifting Sands. Contemporary Issues in Primary Education. St Albans. Critical Publishing

Websites
NSPCC

The most important aspect of a teacher's role is safeguarding of the children in your care. In this module, you will develop your knowledge and understanding of safeguarding policy and practice and be able to reflect on some of the issues that professional teachers may encounter. You will have the opportunity to think about and discuss the wider implications of safeguarding for your own classroom practice, whilst becoming familiar with the specialist software available in primary schools to facilitate good practice