Staff Code of Conduct

Course 15 – Staff Code of Conduct

Introduction

Working with children is a position of trust.

Parents entrust DASC with their children because they believe staff will act:

• professionally;
• honestly;
• respectfully;
• safely;
• consistently.

The Staff Code of Conduct explains the standards of behaviour expected from everyone working at DASC.

It protects:

• children;
• families;
• colleagues;
• volunteers;
• the organisation;
• you as a professional.

Learning Outcomes

After completing this course you will be able to:

• understand the purpose of the Staff Code of Conduct;
• demonstrate professional behaviour at all times;
• maintain appropriate professional boundaries;
• understand expectations regarding communication and confidentiality;
• recognise conduct that may place children or staff at risk;
• understand your responsibility to challenge poor practice.

Why a Code of Conduct Matters

Children are safest when adults behave consistently and professionally.

A clear Code of Conduct helps:

• create safe environments;
• maintain public trust;
• reduce safeguarding risks;
• promote professionalism;
• protect staff from misunderstandings;
• support consistent decision-making.

Professional standards protect everyone.

Professional Responsibility

Every member of staff is expected to:

• act with integrity;
• behave honestly;
• treat everyone with respect;
• follow DASC policies;
• protect confidential information;
• safeguard children at all times.

Professional conduct applies:

• during working hours;
• on educational visits;
• during meetings;
• when communicating electronically;
• when representing DASC outside work.

Professional Boundaries

Working with children requires clear, consistent and appropriate professional boundaries.

Boundaries protect:

• children;
• staff;
• families;
• volunteers;
• DASC.

Maintaining professional boundaries helps ensure relationships remain safe, respectful and focused on the child's best interests.

What Are Professional Boundaries?

Professional boundaries are the limits that define appropriate relationships between staff and children.

They help ensure that adults remain:

• professional;
• impartial;
• trustworthy;
• accountable.

Boundaries should always place children's welfare before personal relationships.

Appropriate Relationships

Positive relationships with children should be:

• warm;
• caring;
• respectful;
• encouraging;
• consistent;
• age appropriate.

Children should always feel:

• safe;
• listened to;
• respected;
• valued.

Professional warmth is encouraged.

Personal dependency is not.

Favouritism

Staff must never:

• have favourite children;
• give special privileges without reason;
• exclude others unfairly;
• create exclusive relationships.

Children should always experience fairness and consistency.

Physical Contact

Appropriate physical contact may sometimes be necessary.

Examples include:

• offering reassurance where appropriate;
• providing first aid;
• supporting younger children appropriately;
• preventing immediate harm where necessary.

Physical contact should always be:

• necessary;
• proportionate;
• appropriate;
• respectful;
• in the child's best interests.

Whenever possible, explain your actions to the child.

One-to-One Situations

There are occasions when staff may need to work individually with a child.

Where possible:

• remain visible to others;
• keep doors open where appropriate;
• inform colleagues;
• follow DASC procedures;
• avoid unnecessary isolation.

Transparency protects both children and staff.

Giving Gifts

Staff should not:

• give personal gifts to individual children;
• accept expensive personal gifts from families;
• create situations that could appear inappropriate.

Small organisational rewards approved by DASC may be appropriate.

Any significant gifts should be declared in accordance with DASC policy.

Appropriate Language

Staff should always use language that is:

• respectful;
• professional;
• encouraging;
• age appropriate.

Staff should never:

• swear at children;
• use humiliating language;
• ridicule children;
• use discriminatory remarks;
• make inappropriate jokes.

Words can have a lasting impact.

Appropriate Dress

Clothing should be:

• safe;
• practical;
• professional;
• suitable for working with children;
• respectful.

Appearance should support confidence and professionalism.

Practice Scenario – Favourite Child

Practice Scenario – Child Wants a Hug

Manager Coaching Notes

Managers should ensure staff:

• understand professional boundaries;
• avoid favouritism;
• use appropriate language;
• understand expectations around physical contact;
• maintain transparency during one-to-one situations;
• regularly reflect on professional conduct.

Healthy boundaries help children feel secure while protecting staff from misunderstandings.

Communication and Professional Conduct

The way staff communicate has a direct impact on children's wellbeing, parents' confidence and DASC's professional reputation.

Every conversation should demonstrate respect, professionalism and safeguarding awareness.

Communication includes:

• speaking;
• listening;
• written records;
• emails;
• telephone calls;
• messaging systems;
• online communication.

Professional standards apply to every form of communication.

Communicating with Children

Staff should communicate in ways that are:

• calm;
• respectful;
• encouraging;
• honest;
• age appropriate;
• inclusive.

Children should always feel:

• listened to;
• respected;
• valued;
• safe to ask questions.

Positive communication helps children develop confidence and trust.

Active Listening

Professional listening involves:

• giving children your attention;
• maintaining appropriate eye contact;
• allowing children time to speak;
• avoiding interruptions;
• checking understanding.

Listening carefully is an essential safeguarding skill.

Children often reveal important information during ordinary conversations.

Speaking with Parents

Parents should always be treated:

• professionally;
• courteously;
• honestly;
• respectfully.

Even during difficult conversations, staff should:

• remain calm;
• avoid becoming defensive;
• focus on facts;
• seek support from managers where appropriate.

Professional communication strengthens trust.

Communicating with Colleagues

Professional teamwork requires communication that is:

• respectful;
• constructive;
• supportive;
• confidential where appropriate.

Disagreements should remain professional.

Concerns should never become personal criticism.

Digital Communication

When using email or approved messaging systems:

• use professional language;
• think before sending;
• check recipients carefully;
• avoid emotional responses;
• maintain confidentiality.

Personal messaging platforms should not normally be used for communicating about children or DASC business unless authorised by organisational policy.

Social Media

Staff should never:

• discuss children online;
• share confidential information;
• identify children or families;
• criticise colleagues publicly;
• post content that could undermine professional trust.

Professional conduct extends beyond the workplace.

Public confidence can be damaged by inappropriate online behaviour.

Recording Information

Written records should always be:

• factual;
• accurate;
• objective;
• timely;
• professional.

Avoid:

• opinions;
• assumptions;
• emotional language;
• speculation.

Good records support good safeguarding.

Confidential Conversations

Sensitive discussions should take place:

• in private;
• away from children;
• away from public areas;
• only with those who have a legitimate need to know.

Confidentiality demonstrates professionalism.

Practice Scenario – Emotional Email

Practice Scenario – Child Wants to Tell You Something

Manager Coaching Notes

Managers should ensure staff:

• communicate professionally;
• model respectful conversations;
• maintain confidentiality;
• produce accurate records;
• understand digital communication expectations;
• receive support when managing difficult conversations.

Professional communication strengthens safeguarding, teamwork and public confidence.

Use of Technology, Social Media and Personal Conduct

Professional conduct extends beyond the physical workplace.

Children, parents and the wider community place trust in DASC staff both inside and outside work.

Technology and social media should always be used in ways that protect children, maintain confidentiality and preserve public confidence.

Professional Reputation

Staff should remember that their behaviour outside work may affect:

• public confidence;
• professional relationships;
• safeguarding;
• DASC's reputation;
• trust placed in the organisation.

Professional standards do not end when the working day finishes.

Social Media

Staff must never:

• post photographs of children;
• identify children or families;
• discuss confidential information;
• criticise parents publicly;
• make inappropriate comments about colleagues;
• share safeguarding information.

Privacy settings reduce risk but do not guarantee privacy.

Once something is shared online, control may be lost.

Contact with Children Outside DASC

Professional boundaries continue outside work.

Staff should not normally:

• communicate with children through personal social media accounts;
• accept friend requests from children;
• exchange personal telephone numbers;
• communicate through personal messaging apps.

Any authorised communication should occur only through approved DASC systems.

Photography and Video

Photographs or videos of children should only be taken:

• using authorised DASC equipment where applicable;
• for approved purposes;
• in accordance with parental permissions;
• following DASC policies.

Personal devices should never be used to photograph children unless specifically authorised by organisational policy.

Mobile Phones

Personal mobile phones should be used only in accordance with DASC procedures.

Staff should:

• avoid unnecessary phone use while supervising children;
• store phones appropriately where required;
• never allow mobile phone use to distract from supervision.

Children's safety must always remain the priority.

Personal Conduct Outside Work

DASC recognises that staff have private lives.

However, behaviour outside work should not:

• damage professional trust;
• undermine safeguarding;
• bring the organisation into disrepute;
• affect suitability to work with children.

Professional judgement remains important at all times.

Alcohol and Drugs

Staff must never:

• attend work under the influence of alcohol;
• misuse drugs;
• allow medication to affect safe practice without seeking appropriate advice where necessary.

Staff should always be fit to perform their duties safely.

Criminal Investigations or Charges

Staff should inform DASC where required by organisational policy if they become subject to circumstances that may affect their ongoing suitability to work with children.

Managers will consider such matters fairly, confidentially and in accordance with legal and safeguarding requirements.

Practice Scenario – Friend Request

Practice Scenario – Taking a Quick Photograph

Manager Coaching Notes

Managers should ensure staff:

• understand social media expectations;
• maintain professional boundaries online;
• use technology appropriately;
• follow photography procedures;
• understand expectations regarding fitness for work;
• report suitability concerns appropriately.

Professional conduct extends beyond the workplace and helps maintain public confidence in DASC.

Accountability, Reporting Concerns and Professional Integrity

Professional conduct is not only about how staff behave when everything is going well.

It is also demonstrated by how staff respond when mistakes happen, concerns arise or difficult decisions need to be made.

Every member of staff is accountable for maintaining the highest professional standards.

Personal Accountability

Accountability means taking responsibility for:

• your behaviour;
• your decisions;
• your communication;
• your safeguarding responsibilities;
• your professional judgement.

Being accountable includes acknowledging mistakes and learning from them.

Reporting Concerns

If you witness:

• poor professional practice;
• safeguarding concerns;
• unsafe behaviour;
• breaches of policy;
• inappropriate conduct;

you have a responsibility to report your concerns through DASC's safeguarding or whistleblowing procedures.

Ignoring concerns may place children at unnecessary risk.

Challenging Poor Practice

Professional challenge should always be:

• respectful;
• proportionate;
• evidence-based;
• focused on improving practice.

Where appropriate:

• seek clarification;
• remind colleagues of procedures;
• involve managers if concerns continue.

Professional challenge protects children and strengthens teamwork.

Learning from Mistakes

Mistakes should be viewed as opportunities to improve.

After an incident, staff should consider:

• What happened?
• Why did it happen?
• What can be improved?
• What support or training is needed?

An open learning culture helps prevent similar incidents in the future.

Maintaining Public Trust

Families expect DASC staff to behave professionally at all times.

Public confidence is strengthened when staff:

• act honestly;
• admit mistakes;
• communicate respectfully;
• follow policies consistently;
• protect confidential information.

Professional integrity builds lasting trust.

Fitness to Work

Staff should report any circumstances that may affect their ability to perform their role safely or professionally.

This may include issues that could affect:

• judgement;
• supervision;
• safeguarding responsibilities;
• professional conduct.

Seeking support early helps protect both staff and children.

Reflective Practice

Professional reflection involves regularly asking:

• Did I act in the child's best interests?
• Did I follow DASC procedures?
• Could I have handled the situation better?
• What have I learned?

Reflection supports continuous professional development.

Practice Scenario – Forgotten Procedure

Practice Scenario – Witnessing Poor Practice

Manager Coaching Notes

Managers should ensure staff:

• understand personal accountability;
• report concerns promptly;
• feel confident challenging poor practice respectfully;
• participate in reflective supervision;
• learn from incidents;
• maintain the highest professional standards.

Professional integrity is demonstrated through everyday decisions, honest communication and a commitment to continuous improvement.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 15 – Staff Code of Conduct.

Professional conduct is demonstrated through the choices we make every day. Every conversation, every decision and every interaction with children, families and colleagues either strengthens or weakens the culture of safeguarding within DASC.

Remember the four principles of professional conduct:

• Act with Integrity
• Maintain Professional Boundaries
• Communicate with Respect
• Always Put Children First

Children thrive when surrounded by adults who are trustworthy, consistent and professional.

By living the values of the Staff Code of Conduct every day, you help create a safe, respectful and child-centred environment where children can flourish, families can have confidence and colleagues can work together with professionalism and pride.