1. Prepare a safeguarding report based on the scenario given. The report should evaluate the effectiveness of the safeguarding interventions and reporting procedures. It should also refer to relevant legislation and the role of multi professional agencies in safeguarding children and young people. (LO1 and 2)

Formative assessment:

Drafts
Peer reviews

Leaflet task leaflet aimed at Level 3 students who will be attending a placement in a nursery or school shortly. The leaflet should inform them of relevant legislation, how to recognise abuse and what they need to do if they suspect abuse is happening.

The module will examine definitions of physical, sexual, emotional abuse and neglect, and allow students to examine their own feelings towards abuse and neglect. Students will review the terms used within the area of children protection and examine the problematic nature of the phrase "at risk" and how children can be helped to protect themselves. They will consider cultural perspectives of childhood, child abuse and differing attitudes towards children’s competency and vulnerability.

Students will examine changes in contemporary and historical legislative reports and policy frameworks relating to child protection.

Rationale
Students will learn how to provide information about suspected abuse within agreed professional boundaries of confidentiality and distinguish clearly between evidence directly observed and information gathered from other reliable sources. You will understand the boundaries and limitations of your roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process.

1. Demonstrate knowledge and understanding of concepts and principles of effective safeguarding practices.

Programme Learning Outcome: 1. Knowledge and understanding

2. Explain the appropriateness of safeguarding interventions when risk of harm is reported and how interdisciplinary teams involved would work together.

Programme Learning Outcome: 2. Application and problem solving 6. Communication

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises you may bring with you practical experience as level 4 students and knowledge of specific contexts to share with others, and this pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. A digitally enabled blended approach will be used to support both virtual and face to face opportunities.

University workshops. You will also be asked to use the ideas explored in the sessions in planning your future work. You will also be asked to collaborate with others in preparing and presenting your work. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. Workshops will include opportunities for discussions.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and/or individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

Drop-in support sessions, to support you with assessment

Simulation activities such as Sessions in the Woodlands Forest School

This module will also provide opportunities for you to:

* Work with others

* Develop interpersonal skills

* Demonstrate the capacity to plan, share goals, and work as a member of a team

* Communicate and present oral and written arguments.

* Education and early years research databases
* Related work-based learning opportunities

Safeguarding Children, Young People and Families (2021) Vida Douglas & Julie Fourie (2021), SAGE/Learning Matters

A contemporary UK textbook written specifically for those training in education, health and social care. overs key safeguarding principles, risk assessment, communication, multi-agency work, and child-centred practice. Includes case studies, reflective questions, and content aligned with current UK safeguarding policy and practice. Highly recommended by university programmes and practitioners for its accessible and practical approach.

Working Together to Safeguard Children (DfE, updated 2023 & 2025)

This is the core statutory guidance for multi-agency safeguarding practice in England. It outlines legal responsibilities, multi-agency expectations, child-centred approaches, and national child protection standards, making it a foundational text for understanding safeguarding beyond the school-specific context.

Department for Education (2020) Keeping Children Safe in Education. Available at: https://www.gov.uk/government/publications/keeping-children-safe-in-education

Essential safeguarding legislation which all educators must adhere to

In this module you will examine the current legislative and policy frameworks relating to child protection including contemporary and historical legislation and practice. You will explore how notions of risk and child protection have changed over time and how this informed professional practice. There will be opportunities for practical application so that you can develop your understanding of the boundaries and limitations of professional roles and responsibilities, when to make referral to protective and specialist services and how to contribute to the overall process.