Safer Working Practice

Course 02 – Safer Working Practice

Welcome

Children deserve to spend time with adults who are safe, trustworthy and professional.

Parents place enormous trust in Dagenham After School Club every day. They expect every member of staff, volunteer and visitor to behave appropriately and to place children's welfare above personal convenience or preference.

Professional behaviour does not happen by accident. It requires staff to think carefully about the decisions they make, the language they use, the relationships they build and the boundaries they maintain.

Many safeguarding investigations do not begin with obvious abuse. Instead, they begin with poor judgement, weak professional boundaries or behaviour that gradually falls below expected standards.

For example:

• accepting a social media friend request from a parent
• sharing personal mobile numbers
• showing favouritism towards one child
• transporting a child home without authorisation
• taking photographs using a personal phone
• allowing one-to-one situations to develop without safeguards
• using inappropriate humour
• failing to challenge unsafe practice by colleagues

Most of these situations begin with good intentions rather than bad intentions.

However, good intentions do not always produce safe outcomes.

Safer Working Practice helps staff recognise risks before they become safeguarding concerns.

Why This Course Matters

Working with children is different from working with adults.

Children rely on adults to make safe decisions on their behalf. They naturally assume that adults know what is appropriate, understand the rules and will always act in their best interests.

This creates an unequal relationship known as a position of trust.

Because adults hold more power than children, the responsibility for maintaining appropriate professional boundaries always rests with the adult.

Children cannot reasonably be expected to understand professional boundaries.

Adults can.

This course provides practical guidance that helps every member of staff understand how to:

• maintain professional relationships
• make safe decisions
• reduce safeguarding risks
• avoid situations that may be misunderstood
• recognise poor professional practice
• protect themselves from false allegations
• contribute to a positive safeguarding culture

The aim is not to create unnecessary rules.

Instead, the aim is to create a consistent professional culture where children are safe, staff feel confident and parents have complete confidence in the care provided by DASC.

Learning Objectives

After completing this course you should be able to:

• explain the purpose of safer working practice
• understand why adults working with children hold a position of trust
• recognise the importance of professional boundaries
• identify situations that increase safeguarding risks
• understand your professional responsibilities
• recognise low-level concerns before they become safeguarding issues
• make safe decisions during everyday childcare activities
• understand how safer working practice protects both children and staff
• know when to seek advice from a manager or the Designated Safeguarding Lead
• contribute positively to DASC's safeguarding culture

How This Course Links to Other Training

Safer Working Practice does not replace safeguarding training.

Instead, it supports every other mandatory course within the DASC Learning Academy.

This course should be read alongside:

• Safeguarding & Child Protection
• Prevent Duty
• Behaviour Management & Physical Intervention
• Online Safety
• GDPR & Confidentiality
• Equality, Diversity & Inclusion
• SEND Awareness
• Whistleblowing
• Code of Conduct

Together, these courses provide the professional knowledge expected of everyone working within Dagenham After School Club.

Key Legislation and Professional Guidance

This course is informed by UK legislation, statutory guidance and recognised professional standards, including:

• Children Act 1989 [cite:children-act-1989]
• Children Act 2004 [cite:children-act-2004]
• Working Together to Safeguard Children (2023) [cite:working-together-2023]
• Keeping Children Safe in Education (2025) [cite:kcsie-2025]
• Equality Act 2010 [cite:equality-act-2010]
• Data Protection Act 2018 [cite:data-protection-act-2018]
• Guidance for Safer Working Practice [cite:safer-working-practice-2022]

These documents establish the professional expectations for adults working with children and provide the legal framework that underpins DASC policies and procedures.

Staff are not expected to memorise legislation. However, every member of staff is expected to understand the practical standards that arise from this guidance and apply them consistently during everyday work.

The Foundation of Professional Practice

Every decision made by an adult working with children should be guided by one simple principle:

"Is this in the best interests of the child?"

This principle underpins every section that follows in this course.

Whether supporting a distressed child, responding to challenging behaviour, communicating with parents or using digital technology, staff should always place children's welfare, dignity, safety and wellbeing above personal convenience.

This approach creates a culture of trust, accountability and professionalism that benefits everyone within Dagenham After School Club.

Position of Trust

Every adult working with children occupies a position of trust.

A position of trust exists because children depend upon adults for care, guidance, protection and support. Adults working at Dagenham After School Club hold authority over children in many aspects of their daily experience. Staff supervise activities, manage behaviour, administer first aid, communicate with parents, resolve disputes and respond to safeguarding concerns.

Unlike relationships between adults, children cannot reasonably be expected to understand professional boundaries or recognise when those boundaries are becoming unsafe. They naturally assume that adults working within the setting are trustworthy and will always act in their best interests.

This unequal balance of power creates a professional responsibility that cannot be delegated to the child.

Adults must never use their position to gain personal advantage, develop inappropriate relationships, satisfy emotional needs or blur professional boundaries.

Children are never responsible for protecting themselves from inappropriate professional conduct.

Adults are.

Professional trust is earned every day through consistent behaviour.

Parents should feel confident that every member of staff would behave appropriately whether or not anyone else was watching.

Professional Responsibilities

Every employee, volunteer, student, contractor and agency worker shares responsibility for maintaining safer working practice.

Professional responsibilities extend beyond safeguarding procedures.

They include the way staff:

• communicate with children
• communicate with parents
• interact with colleagues
• supervise activities
• manage behaviour
• respond to incidents
• use technology
• maintain confidentiality
• represent DASC outside working hours

Professional responsibilities do not end when the club closes.

Staff continue to represent DASC when:

• attending educational visits
• communicating electronically
• using social media
• attending training
• wearing DASC clothing
• travelling with colleagues
• participating in community events

Poor judgement outside normal working hours can still affect professional suitability.

Professional Accountability

Working with children requires accountability.

Every professional decision should be capable of being explained clearly and honestly.

Before acting, staff should ask themselves:

• Is this in the child's best interests?
• Would my manager support this decision?
• Would I feel comfortable explaining this to the child's parent?
• Would this appear appropriate during an Ofsted inspection?
• Would another member of staff consider this professional?
• Am I following DASC policy?

If uncertainty remains, staff should pause and seek advice.

Good safeguarding rarely depends upon making quick decisions alone.

Seeking guidance demonstrates professionalism rather than weakness.

Professional Judgement

Policies cannot predict every situation.

Staff are therefore expected to exercise professional judgement alongside policy guidance.

Professional judgement means making decisions based upon:

• legislation
• DASC policies
• safeguarding principles
• children's welfare
• proportionality
• professional experience
• advice from managers where appropriate

Professional judgement should never rely upon:

• personal convenience
• assumptions
• habit
• pressure from parents
• pressure from colleagues
• avoiding difficult conversations

Where professional judgement conflicts with convenience, children's welfare must always take priority.

Ethical Decision-Making

Ethical decision-making requires staff to consider both the immediate situation and the wider consequences of their actions.

For example, allowing a child to sit alone in a quiet room with one adult may appear harmless.

However, safer alternatives may exist.

Professional practice asks:

• Could another adult remain nearby?
• Could the door remain open?
• Could the conversation occur in a more visible location?
• Does this decision protect both the child and the adult?

The safest option is not always the easiest option.

Maintaining Public Confidence

DASC depends upon the confidence of:

• children
• parents
• schools
• local authorities
• Ofsted
• the wider community

Professional behaviour contributes directly to public confidence.

Small acts of professionalism—such as wearing identification, greeting parents respectfully, recording incidents promptly and following collection procedures consistently—demonstrate that safeguarding is embedded within everyday practice.

Conversely, repeated minor lapses may gradually reduce confidence even where no safeguarding incident has occurred.

Low-Level Concerns and Professional Culture

Creating a safe organisation requires staff to recognise that safeguarding does not begin only when serious harm occurs.

Sometimes concerns begin with behaviour that appears minor but falls below expected professional standards.

Examples include:

• regularly arriving late for supervision
• failing to challenge inappropriate language
• ignoring collection procedures
• excessive favouritism
• poor record keeping
• unnecessary physical contact
• inappropriate humour
• discussing confidential information in public areas

One incident may not indicate serious misconduct.

Repeated patterns, however, can indicate declining professional standards.

Early conversations help maintain a positive safeguarding culture.

Manager Expectations

Managers have additional responsibilities for promotions of safer working practice.

Managers should:

• model professional behaviour
• provide constructive feedback
• monitor standards consistently
• address poor practice promptly
• encourage reflective discussion
• support staff wellbeing
• investigate concerns fairly
• recognise positive practice
• ensure induction covers safer working practice before unsupervised work begins

Managers should never ignore poor practice simply because no child has been harmed.

Early intervention prevents more serious concerns developing.

Reflection Exercise

Consider the following situations.

1. Why is a position of trust different from an ordinary adult relationship?

2. What professional decisions do you make every day that parents never see?

3. How might small boundary issues gradually develop into safeguarding concerns?

4. What would you do if you were unsure whether a colleague's behaviour was appropriate?

5. Which section of today's learning will most influence your everyday practice?

Professional Boundaries

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

Healthy boundaries help ensure that relationships remain professional, respectful and focused on the child's welfare.

Children should enjoy positive relationships with staff. They should feel safe, listened to and valued. However, staff must always remember that they are professionals, not friends, family members or peers.

Professional boundaries protect:

• children from abuse and exploitation
• staff from misunderstandings and false allegations
• parents' confidence in DASC
• the reputation of the organisation
• the integrity of safeguarding procedures

Boundaries should remain consistent regardless of:

• how long a child has attended the club
• friendships with parents
• family relationships
• cultural background
• personal opinions
• behaviour displayed by the child

Professional relationships should always remain focused on the child's welfare.

Building Positive Professional Relationships

Positive relationships help children feel secure and supported.

Staff should:

• greet every child warmly
• learn children's names
• listen respectfully
• encourage participation
• celebrate achievements appropriately
• praise effort rather than favour individuals
• maintain consistent expectations
• treat children fairly
• demonstrate patience
• remain calm during challenging situations

Children are more likely to cooperate with adults they trust.

Trust develops through consistency rather than special treatment.

Appropriate Relationships

Professional relationships are characterised by:

• respect
• consistency
• fairness
• transparency
• appropriate affection
• appropriate humour
• professional language
• predictable boundaries

Children should understand that staff care about them.

However, they should never feel responsible for meeting an adult's emotional needs.

Staff must avoid creating relationships that become exclusive or overly dependent.

Favouritism

Favouritism occurs when one child consistently receives different treatment without a legitimate professional reason.

Examples include:

• allowing one child to ignore rules
• buying gifts for one child
• always choosing the same child to help
• giving excessive praise to one individual
• spending disproportionate time with one child
• allowing one child access to staff-only areas
• repeatedly pairing with the same child during activities

Even where intentions are positive, favouritism may:

• damage children's confidence
• affect group dynamics
• undermine fairness
• create safeguarding concerns
• increase the risk of allegations

Children notice unequal treatment very quickly.

Parents do too.

Appropriate Praise

Positive reinforcement is an important part of childcare.

Praise should be:

• genuine
• specific
• proportionate
• inclusive
• encouraging

Good examples include:

• "You worked really hard on that."
• "Thank you for sharing."
• "That was kind of you."
• "I noticed how patient you were."

Avoid praise that creates dependency such as:

• "You're my favourite."
• "You're the only one who listens."
• "I like you more than everyone else."

Praise should reinforce positive behaviour rather than personal attachment.

Gifts and Hospitality

Receiving or giving gifts requires professional judgement.

Small tokens, such as a Christmas card from a child, may be entirely appropriate.

Expensive or personal gifts are not.

Staff should never:

• ask children for gifts
• encourage gifts
• give expensive presents
• give gifts secretly
• favour individual children through gifts
• accept gifts that could influence professional judgement

Where gifts are received:

• inform the manager
• follow DASC procedures
• record where required

Transparency protects everyone.

Personal Information

Staff should maintain appropriate privacy.

Children should not routinely know:

• personal telephone numbers
• home addresses
• personal email addresses
• financial circumstances
• relationship issues
• family disputes
• personal passwords
• private social media accounts

Sharing excessive personal information blurs professional boundaries.

Children should know staff as trusted professionals rather than as personal friends.

Contact Outside the Club

Relationships with children should normally remain within the professional context of DASC.

Staff should not:

• arrange private meetings
• invite children to their homes
• meet socially without authorisation
• communicate privately online
• exchange personal contact details

Any unavoidable contact outside work should be:

• transparent
• recorded where appropriate
• discussed with a manager

Babysitting

Staff should not normally babysit children attending DASC.

Babysitting can create:

• conflicts of interest
• blurred professional boundaries
• safeguarding risks
• confidentiality issues
• difficulties managing behaviour at club

Where exceptional circumstances arise, staff must seek advice from senior management before accepting any arrangement.

Social Invitations

Parents may occasionally invite staff to birthdays, family events or celebrations.

While these invitations are often well intentioned, staff should consider:

• professional boundaries
• perception
• safeguarding implications
• fairness
• organisation-specific reputation

Attendance should only occur where authorised and appropriate.

Professional Curiosity

Professional curiosity means looking beyond the obvious.

Rather than accepting situations at face value, staff should ask:

• Why has this behaviour changed?
• Why is this child unusually withdrawn?
• Why does this explanation not seem consistent?
• Why has attendance suddenly reduced?
• Why does the child appear frightened at collection?

Professional curiosity is not suspicion.

It is an essential safeguarding skill that helps adults identify children who may need support.

Practice Scenario 1 – Favourite Child

Practice Scenario 2 – Parent Friend Request

Manager Coaching Notes

Managers should regularly observe interactions between staff and children.

Ask:

• Are all children treated fairly?
• Does any relationship appear unusually close?
• Are staff maintaining professional boundaries?
• Do children seek support from multiple trusted adults rather than one individual?
• Are parents receiving consistent messages?

Positive relationships are encouraged.

Exclusive relationships should always be explored.

Appropriate Physical Contact

Physical contact can play an important role in supporting children's wellbeing. A reassuring hand on a shoulder, helping a child who has fallen, assisting with first aid or guiding a child away from immediate danger may all be entirely appropriate.

However, because adults working with children occupy a position of trust, every instance of physical contact must be capable of being justified as being:

• necessary
• proportionate
• appropriate
• child-centred
• transparent

Staff should always consider whether physical contact is genuinely required or whether another approach would achieve the same outcome.

Physical contact should never be initiated to satisfy an adult's emotional needs.

Appropriate Physical Contact

Examples of appropriate physical contact include:

• helping a child who has fallen
• administering first aid
• preventing immediate injury
• supporting a child with additional needs
• guiding a young child across a hazard
• reassuring a distressed child where appropriate
• demonstrating physical activities
• assisting with clothing where necessary

Any contact should be:

• brief
• age appropriate
• openly visible
• respectful
• explained where possible

Children should never feel uncomfortable because of physical contact from staff.

Inappropriate Physical Contact

Examples include:

• unnecessary hugging
• tickling
• sitting children on laps where unnecessary
• rough play
• wrestling
• prolonged embraces
• touching intimate areas except where required for care
• physical affection that could reasonably be misinterpreted
• allowing children to touch staff inappropriately

Even if a child initiates inappropriate contact, the adult remains responsible for responding professionally.

Comforting Distressed Children

Children sometimes become upset following:

• accidents
• disagreements
• separation from parents
• illness
• anxiety
• disappointment

Staff should first consider non-contact methods of reassurance.

Examples include:

• speaking calmly
• listening carefully
• offering reassurance
• moving to a quieter area
• providing tissues or water
• allowing time to regulate emotions

Some younger children may seek a hug.

Staff should respond professionally and proportionately while considering:

• the child's age
• developmental needs
• individual preferences
• cultural considerations
• safeguarding implications

Comfort should never become prolonged or exclusive.

Physical Guidance

Sometimes staff need to guide children physically.

Examples include:

• helping children queue safely
• preventing collisions
• assisting children with balance
• directing younger children away from hazards

Physical guidance should always use the minimum contact necessary.

Staff should explain what they are doing where appropriate.

Example:

"I'm just going to help you step around this chair."

Simple explanations help children feel respected and reduce anxiety.

One-to-One Working

One-to-one work is sometimes unavoidable.

Examples include:

• emotional support
• first aid
• SEND support
• reading support
• behaviour discussions
• safeguarding conversations

Working individually with children is not prohibited.

However, it creates increased safeguarding risks if appropriate safeguards are not in place.

Staff should minimise opportunities for misunderstandings.

Open Door Practice

Where possible:

• remain in rooms with vision panels
• keep doors open
• work in visible locations
• ensure colleagues know where you are
• avoid isolated areas

Complete privacy should rarely be required.

Children should feel supported without unnecessary secrecy.

Lone Working

Occasionally staff may work without another adult immediately nearby.

Examples include:

• supervising outdoor areas
• collecting equipment
• escorting children to toilets
• preparing activity rooms

Lone working should be risk assessed.

Managers should ensure staff understand:

• communication procedures
• emergency arrangements
• safeguarding expectations
• visibility wherever reasonably possible

Staff should avoid creating unnecessary one-to-one situations while lone working.

Toileting and Personal Care

Some children require assistance with toileting or changing clothes.

This may arise because of:

• age
• illness
• disability
• SEND
• accidents

Children's dignity must always remain central.

Staff should:

• explain what they are doing
• encourage independence
• provide privacy
• use appropriate PPE where necessary
• record significant incidents where required

Only provide the level of assistance genuinely required.

Intimate Care

Intimate care includes assistance with:

• toileting
• changing clothing following accidents
• hygiene
• cleaning after illness

DASC should follow its Intimate Care Policy at all times.

Good practice includes:

• respecting dignity
• maintaining privacy
• involving another adult where appropriate
• explaining actions
• recording assistance where required
• informing parents in accordance with policy

Children should never be made to feel embarrassed.

Supporting Children with SEND

Some children may require more frequent physical assistance.

Examples include:

• mobility support
• sensory regulation
• communication assistance
• personal care
• physical guidance

Reasonable adjustments should be made in accordance with the Equality Act 2010 and the child's individual needs.

Support should promote independence wherever possible.

Additional support should never reduce safeguarding standards.

Practice Scenario 3 – Child Requests a Hug

Practice Scenario 4 – One-to-One Reading Support

Manager Coaching Notes

Managers should regularly observe:

• how staff comfort children
• whether physical contact is proportionate
• visibility during one-to-one work
• toileting procedures
• SEND support arrangements
• staff confidence in explaining safer working practice

Where inconsistent practice is identified, coaching should take place immediately rather than waiting for annual supervision.

Digital Conduct

Technology plays an important role in modern childcare. Staff use computers, tablets, mobile phones, electronic registers and communication systems every day.

Technology also creates safeguarding risks.

Poor digital conduct can compromise children's privacy, damage professional boundaries and expose both staff and DASC to safeguarding concerns.

Professional standards that apply face-to-face also apply online.

Staff should always assume that any electronic communication could become part of a safeguarding investigation.

Professional Use of Technology

Technology should only be used for legitimate business purposes.

Examples include:

• electronic registers
• parent communication through approved systems
• safeguarding records
• learning activities
• training
• risk assessments
• authorised photographs

Technology should never replace professional judgement.

Children's welfare must always take priority over convenience.

Mobile Phones

Personal mobile phones present one of the greatest safeguarding risks within childcare settings.

At DASC:

Personal phones should not be used whilst supervising children except in emergencies or where authorised by management.

Staff should never:

• photograph children using personal phones
• exchange personal numbers with children
• allow children to use personal phones
• leave phones where children can access them
• use phones while actively supervising activities

Managers may authorise limited use where operationally necessary.

Smart Watches

Smart watches are capable of:

• taking photographs
• recording audio
• accessing messaging apps
• connecting to the internet

Staff should ensure that smart watches do not compromise safeguarding.

Where watches include cameras or recording functions, DASC policies regarding photography and recording apply equally.

Photography

Photographs help celebrate children's achievements and support communication with parents.

However, photography must always be lawful, proportionate and authorised.

Staff should only use:

• approved DASC devices
• approved DASC systems
• authorised storage locations

Staff must never:

• use personal phones
• upload photographs to personal cloud storage
• send photographs using personal messaging apps
• retain photographs after leaving employment

Video Recording

Video recording follows the same principles as photography.

Video should only be taken:

• for authorised purposes
• using approved devices
• in accordance with parental permissions
• following DASC procedures

Children should never be secretly recorded.

Social Media

Social media creates opportunities for blurred professional boundaries.

Staff should not:

• add children as friends
• follow children on personal accounts
• accept friend requests from children
• communicate privately with children
• share information about children online
• discuss safeguarding matters online

Staff should also exercise caution when interacting with parents.

Professional communication should occur through approved DASC channels wherever possible.

Messaging Applications

Applications such as WhatsApp, Messenger, Signal and similar platforms should only be used where authorised by DASC.

Personal messaging between staff and children is never appropriate.

Staff should avoid creating informal communication channels with parents unless specifically authorised.

Official communication should remain within approved organisational systems.

Artificial Intelligence

Artificial Intelligence is increasingly used within education and childcare.

Examples include:

• lesson planning
• activity ideas
• administrative support
• policy drafting
• language translation

AI should never be used to:

• upload confidential information
• upload safeguarding records
• upload children's personal data
• generate safeguarding decisions
• replace professional judgement

Staff remain responsible for every decision they make, regardless of whether AI has assisted with preparing information.

Email

Professional emails should be:

• polite
• factual
• respectful
• accurate
• confidential
• appropriate

Avoid:

• emotional responses
• sarcasm
• blame
• speculation
• confidential information sent to incorrect recipients

Always check recipients before sending emails.

Confidential Digital Information

Children's information should only be accessed where there is a legitimate professional reason.

Staff should:

• lock computers when unattended
• protect passwords
• avoid sharing accounts
• report data breaches immediately
• follow GDPR procedures

Electronic records should receive the same level of protection as paper records.

Practice Scenario 5 – Personal Phone

Practice Scenario 6 – WhatsApp Message

Practice Scenario 7 – Social Media

Inspection Focus

Manager Coaching Notes

Managers should regularly review:

• phone use
• device security
• password management
• photography procedures
• AI use
• digital communication
• social media awareness
• GDPR compliance

Digital safeguarding should form part of induction and annual refresher training.

Visitors, Contractors and External Professionals

DASC regularly welcomes people who are not members of the permanent staff team. These may include:

• contractors
• maintenance personnel
• visitors
• school representatives
• Ofsted inspectors
• local authority officers
• agency professionals
• parents
• prospective parents

Every visitor should be managed in a way that protects children while allowing legitimate access to the premises.

Visitors should:

• sign in on arrival
• wear identification where required
• be supervised where appropriate
• understand safeguarding expectations
• sign out before leaving

Visitors should never be given unrestricted access to children unless this has been appropriately authorised.

Contractors

Contractors may need access to parts of the premises during operational hours.

Examples include:

• electricians
• plumbers
• ICT engineers
• cleaning contractors
• alarm engineers
• building maintenance staff

Managers should consider:

• whether children can be moved away from the work area
• whether the contractor requires supervision
• whether tools or equipment present additional risks
• whether noise may affect children's wellbeing

Safeguarding remains everyone's responsibility while contractors are on site.

Volunteers

Volunteers make an important contribution to DASC.

However, volunteers must work within exactly the same safeguarding culture as paid staff.

Volunteers should:

• complete induction
• understand safeguarding procedures
• know how to report concerns
• understand professional boundaries
• receive appropriate supervision

Volunteers should never undertake duties beyond their level of training or authorisation.

Students on Placement

Students provide valuable support while developing their own professional skills.

Managers should ensure students:

• receive induction before working with children
• understand safeguarding responsibilities
• know who the DSL is
• understand safer working practice expectations
• receive regular supervision

Students should never feel pressured to undertake responsibilities beyond their competence.

Learning should always take place within safe professional boundaries.

Professional Language

Children learn from the language adults use.

Staff should model respectful communication at all times.

Professional language should be:

• calm
• respectful
• inclusive
• encouraging
• age appropriate
• free from discrimination

Staff should avoid:

• sarcasm
• shouting
• swearing
• humiliation
• insults
• discriminatory language
• threatening language

Children deserve to be spoken to with dignity, even when behaviour is challenging.

Humour

Humour helps create positive relationships.

However, humour should never:

• embarrass children
• single children out
• rely on stereotypes
• involve inappropriate physical contact
• make children feel uncomfortable

Staff should consider whether a joke would still appear appropriate if repeated to parents or inspectors.

Good humour builds confidence.

Poor humour damages trust.

Dress Code

Professional appearance contributes to safeguarding.

Clothing should:

• allow safe movement
• be appropriate for childcare activities
• be respectful
• avoid offensive slogans
• support professionalism

Footwear should be suitable for supervising active children.

Jewellery should not create unnecessary safety risks.

Managers may provide additional guidance where specific activities require particular clothing.

Smoking, Alcohol and Drugs

Smoking, vaping, alcohol misuse and illegal drug use are incompatible with providing safe childcare.

Staff must never:

• smoke or vape while supervising children
• consume alcohol before or during work
• attend work impaired by alcohol or drugs
• use illegal substances

Prescription medication should be managed responsibly.

Staff should inform managers where medication may affect their ability to supervise children safely.

Low-Level Concerns

A low-level concern is behaviour that falls below expected professional standards but does not meet the threshold for a formal safeguarding allegation.

Examples may include:

• repeatedly ignoring procedures
• poor professional judgement
• inappropriate language
• unnecessary physical contact
• blurred professional boundaries
• favouritism
• inappropriate digital behaviour

One isolated incident may not indicate serious misconduct.

However, repeated patterns should always be explored.

Early intervention helps maintain a strong safeguarding culture.

Allegations Against Staff

Occasionally an allegation may be made against a member of staff.

This can be distressing for everyone involved.

Allegations must always be managed fairly, professionally and confidentially.

Staff should never investigate allegations themselves.

If an allegation is made:

• remain calm
• ensure the immediate safety of children
• inform the Designated Safeguarding Lead or manager immediately
• record factual information only
• maintain confidentiality
• avoid discussing the matter with colleagues

The organisation will follow statutory guidance and local safeguarding procedures.

Both children and staff deserve a fair process.

Whistleblowing

Safeguarding depends upon staff feeling able to speak up.

Every member of staff has a professional responsibility to report concerns where they believe:

• children may be at risk
• safeguarding procedures are not being followed
• professional standards are falling
• unsafe practice is continuing
• concerns are not being taken seriously

Raising concerns is a professional responsibility.

It should never be viewed as disloyalty.

DASC supports staff who raise genuine concerns in good faith.

Summary

Safer Working Practice is not a separate activity.

It is the professional standard that underpins everything we do.

Children experience safeguarding through the everyday behaviour of adults.

Small professional decisions—

how we speak,

how we supervise,

how we record,

how we challenge,

how we use technology,

how we maintain boundaries—

collectively create a culture where children feel safe.

Professional excellence is achieved through consistency rather than perfection.

Knowledge Check

Competency Declaration

Related Documents

References

Chapter 2 – Professional Boundaries in Practice

Introduction

Children thrive when they have warm, caring and consistent relationships with trusted adults.

However, there is an important distinction between being a trusted professional and becoming personally involved in a child's life.

Children should experience adults who are:

• approachable
• kind
• patient
• encouraging
• respectful
• fair
• emotionally available within professional limits

Professional relationships should never become friendships.

Unlike friendships, professional relationships always place the child's welfare above the adult's personal needs.

This chapter explores how professional boundaries are maintained in everyday situations and provides practical guidance for making safe decisions.

Learning Outcomes

After completing this chapter you will be able to:

• explain why professional boundaries are essential
• recognise situations where boundaries may become blurred
• maintain appropriate relationships with children and families
• identify behaviours that may increase safeguarding risk
• make safe decisions when professional boundaries are tested
• understand DASC expectations regarding contact outside work
• recognise the importance of transparency and accountability

Why Professional Boundaries Matter

Professional boundaries exist because adults working with children hold positions of trust.

Children rely on adults to:

• keep them safe
• make fair decisions
• provide guidance
• protect their wellbeing
• behave professionally

Without clear boundaries, relationships can become confusing.

Children may:

• become overly dependent on one adult
• misunderstand professional kindness as friendship
• receive inconsistent treatment
• become vulnerable to manipulation

Professional boundaries help ensure that every child experiences safe, consistent and equitable care.

Professional Relationships

Positive professional relationships are built through:

• consistency
• fairness
• respect
• reliability
• active listening
• encouragement
• appropriate praise

Children should know that every member of staff will treat them with dignity and respect.

Professional relationships should never depend on personal preference or emotional attachment.

Key Principle

Building Positive Professional Relationships

Children flourish when they experience positive, consistent relationships with trusted adults.

At DASC, every member of staff should aim to create an environment where children feel:

• welcomed
• respected
• listened to
• included
• valued
• safe

Positive relationships help children develop confidence, resilience and emotional security.

Professional relationships should always be built through consistency rather than personal attachment.

Children should know that every member of staff will support them fairly.

Characteristics of a Professional Relationship

Professional relationships are based upon:

• mutual respect
• appropriate authority
• clear expectations
• consistency
• fairness
• safeguarding
• professional boundaries

Children should experience adults who are:

• calm
• patient
• approachable
• reliable
• emotionally available within professional limits
• encouraging

Professional relationships should never become dependent relationships.

Building Trust

Trust develops gradually.

Children build trust when adults:

• keep promises
• follow routines
• listen carefully
• respond fairly
• remain calm
• respect confidentiality
• maintain boundaries

Trust should never depend upon:

• giving gifts
• keeping secrets
• bending rules
• special privileges
• personal favours

Healthy trust grows from professionalism rather than personal attachment.

Active Listening

Listening is one of the most important safeguarding skills.

Children should feel heard without feeling pressured.

Good listening includes:

• giving children time to speak
• maintaining appropriate eye contact
• avoiding interruptions
• asking open questions
• acknowledging feelings
• avoiding judgement

Staff should never promise confidentiality.

Instead, explain:

"I'll only tell people who need to know so we can help keep you safe."

Appropriate Praise

Praise should encourage effort, resilience and positive behaviour.

Good examples include:

• "You worked really hard today."
• "Thank you for helping your friend."
• "That was a kind thing to do."
• "I'm proud of how you kept trying."

Avoid praise that creates emotional dependence, such as:

• "You're my favourite."
• "You're the best child here."
• "I wish everyone was like you."

Praise should reinforce behaviour—not create exclusive relationships.

Equality Within Relationships

Every child should receive equal respect.

Equal treatment does not always mean identical treatment.

Some children may require additional support because of:

• SEND
• medical needs
• language barriers
• emotional needs
• safeguarding concerns

Providing additional support where needed is equitable practice, not favouritism.

However, staff should always be able to explain why additional support is being provided.

Professional Distance

Professional distance does not mean being cold or unfriendly.

It means maintaining appropriate emotional boundaries.

Staff should:

• care deeply about children's wellbeing
• remain emotionally professional
• avoid becoming personally dependent upon children's affection
• avoid treating children as friends or family members

Professional distance allows staff to make fair decisions, even during emotionally challenging situations.

Warning Signs of Blurred Boundaries

Staff should recognise early warning signs, including:

• spending disproportionate time with one child
• regularly choosing the same child for activities
• communicating differently with one child
• giving one child special privileges
• sharing excessive personal information
• feeling protective of one child beyond professional expectations
• allowing rules to be relaxed for one child

These behaviours may develop gradually.

Recognising them early helps prevent safeguarding concerns.

Practice Scenario – Becoming Over-Familiar

Contact Outside the Setting

Professional relationships should normally exist only within the context of Dagenham After School Club.

Maintaining this boundary protects children, staff and families from confusion, dependency and safeguarding concerns.

While staff may occasionally meet children and families outside the setting, these encounters should remain professional, brief and appropriate.

Examples include:

• supermarkets
• parks
• shopping centres
• places of worship
• community events
• school functions

Meeting a child outside work is not a safeguarding concern in itself.

The way staff respond is what matters.

Seeing Children in Public

Children often become excited when they see familiar members of staff outside the club.

Staff should:

• respond politely
• allow the child or parent to initiate conversation where appropriate
• remain friendly but professional
• avoid lengthy private conversations
• maintain confidentiality

Staff should never discuss:

• behaviour records
• safeguarding concerns
• confidential information
• other children
• staff issues

These conversations should always take place through normal DASC procedures.

Private Tuition

Staff should not normally provide private tuition to children who currently attend DASC.

Private tuition can create:

• conflicts of interest
• dependency
• safeguarding concerns
• perceived favouritism
• blurred professional boundaries

Where exceptional circumstances exist, prior approval must be obtained from senior management before any arrangement is considered.

Babysitting

Babysitting children who attend DASC is strongly discouraged.

Although parents may trust members of staff, private childcare arrangements create significant safeguarding and professional risks.

Potential issues include:

• changes in professional boundaries
• confidentiality concerns
• allegations
• conflicts during behaviour management
• difficulties maintaining objectivity

Staff should politely decline requests unless specific written approval has been granted by senior management.

Transporting Children

Staff should never transport children in their own vehicles unless:

• authorised by management
• covered by DASC procedures
• appropriate insurance is in place
• parents have been informed where required
• the situation has been risk assessed

Convenience is not a sufficient reason.

The child's safety and organisational accountability must always come first.

Invitations to Family Events

Parents may invite staff to:

• birthday parties
• weddings
• family celebrations
• religious events
• cultural festivals

These invitations are often made with genuine appreciation.

However, staff should carefully consider:

• professional boundaries
• perception
• safeguarding implications
• fairness to other families

Where attendance could affect professional relationships, staff should seek advice from their manager before accepting.

Gifts from Families

Families sometimes wish to thank staff for the care they provide.

Small gestures of appreciation may be acceptable in accordance with DASC policy.

Staff must never:

• request gifts
• hint that gifts are expected
• accept expensive presents
• accept gifts that could influence professional judgement

Any significant gift should be declared to management.

Transparency protects both staff and families.

Social Media Contact

Professional boundaries continue online.

Staff must not:

• accept friend requests from children
• follow children on personal social media accounts
• exchange private messages with children
• communicate with children through gaming platforms
• create private online relationships with families

Where parents contact staff through personal social media, they should be politely redirected to approved DASC communication channels.

Practice Scenario – Lift Home

Practice Scenario – Birthday Invitation

Gifts, Hospitality and Professional Favouritism

One of the easiest ways for professional boundaries to become blurred is through gifts, favours and preferential treatment.

Most safeguarding concerns in this area do not begin with deliberate misconduct.

They begin with small gestures that gradually create expectations, dependency or the appearance of favouritism.

Staff should always consider:

• Why am I giving or accepting this?
• Would I do the same for every child?
• Could another parent misunderstand this?
• Would I be comfortable recording this in writing?

Professional decisions should always be transparent.

Accepting Gifts

Parents and children sometimes wish to thank staff for the care they provide.

Small tokens of appreciation may be entirely appropriate.

Examples include:

• handmade cards
• children's drawings
• inexpensive chocolates shared with the team
• flowers at the end of term

Staff should never:

• request gifts
• suggest gifts
• expect gifts
• accept expensive personal presents
• accept money for themselves
• allow gifts to influence professional judgement

Any gift that exceeds normal courtesy should be reported to the manager.

Giving Gifts to Children

Staff should exercise particular care when giving gifts to children.

Individual gifts can unintentionally create:

• emotional dependency
• perceptions of favouritism
• jealousy among other children
• safeguarding concerns

If gifts are provided, they should normally be:

• part of an organised DASC activity
• available fairly to all eligible children
• approved by management
• recorded where appropriate

Staff should avoid purchasing personal presents for individual children.

Money

Staff must never:

• lend money to children
• borrow money from children
• ask parents for loans
• accept cash gifts without management approval

Financial arrangements create unnecessary safeguarding risks and should always be avoided.

Favouritism

Favouritism rarely begins intentionally.

It often develops because a child is:

• particularly confident
• very polite
• academically able
• humorous
• shares similar interests
• attends more frequently

Equally, unconscious bias can occur where staff avoid children who:

• display challenging behaviour
• require additional support
• have communication difficulties
• have experienced trauma

Professional adults must remain aware of these unconscious influences.

Recognising Unconscious Bias

Every adult has unconscious biases.

Professional safeguarding requires recognising them rather than pretending they do not exist.

Ask yourself:

• Do I naturally spend more time with certain children?
• Do I praise some children more than others?
• Do I expect different behaviour from different children?
• Am I unintentionally avoiding particular children?

Regular reflection helps ensure all children receive equitable care.

Professional Curiosity

Professional curiosity is one of the most important safeguarding skills.

It means being willing to look beyond the obvious and consider whether something may indicate a child needs help.

Professional curiosity involves asking:

• What has changed?
• Is this behaviour unusual?
• Could there be another explanation?
• Does this fit with what I already know?
• Do I need to share this concern?

Professional curiosity is not about making accusations.

It is about remaining observant and ensuring concerns are explored appropriately.

When Curiosity Matters

Professional curiosity may be required when:

• attendance changes suddenly
• behaviour changes significantly
• a child repeatedly appears hungry
• injuries seem unusual
• a normally confident child becomes withdrawn
• collection arrangements change unexpectedly
• explanations appear inconsistent

No single sign proves abuse.

However, patterns should always be considered.

Escalating Concerns

Where professional curiosity raises safeguarding concerns:

1. Record factual observations.
2. Avoid making assumptions.
3. Inform the Designated Safeguarding Lead.
4. Continue supporting the child.
5. Maintain confidentiality.

Staff should never investigate concerns independently.

Practice Scenario – Expensive Gift

Practice Scenario – One Child Gets Extra Rewards

Manager Coaching Notes

Managers should regularly review:

• patterns of staff interaction
• allocation of responsibilities
• praise and recognition
• gifts received
• professional curiosity
• safeguarding referrals
• equality of treatment

Reflective supervision should include discussion about unconscious bias and professional boundaries.

Grooming Awareness

Safeguarding training often focuses on recognising abuse after it has occurred.

Safer Working Practice focuses on preventing opportunities for abuse from developing in the first place.

Grooming is a process, not a single event.

It often develops gradually through small actions that appear harmless when viewed individually.

For this reason, maintaining professional boundaries is one of the strongest safeguarding measures available.

Staff should understand that grooming can occur:

• between adults and children
• between children
• online
• offline
• within organisations
• outside organisations

Every member of staff has a responsibility to recognise behaviours that may indicate boundaries are being tested.

Understanding Grooming

Grooming usually involves gradually building trust before inappropriate behaviour occurs.

Common characteristics include:

• creating dependency
• isolating a child
• giving excessive attention
• offering special privileges
• testing boundaries
• encouraging secrecy
• reducing normal safeguards

Professional adults should recognise that grooming rarely begins with obviously inappropriate behaviour.

It often begins with behaviour that appears unusually helpful, generous or caring.

Testing Boundaries

Individuals who intend to exploit children rarely ignore safeguarding procedures immediately.

Instead, they may test organisational boundaries by asking questions such as:

• "Do we really need two adults here?"
• "Can I just use my own phone this once?"
• "Nobody will mind if I take them home."
• "The rules are too strict."

Testing boundaries may also include:

• ignoring recording procedures
• bypassing supervision
• encouraging secrecy
• resisting accountability
• minimising safeguarding concerns

Healthy safeguarding cultures challenge these behaviours early.

Creating Dependency

Professional adults encourage independence.

Unhealthy relationships encourage dependency.

Warning signs include:

• one child always seeking one particular adult
• an adult insisting only they can support a child
• repeated unnecessary one-to-one situations
• excluding colleagues from interactions
• encouraging children to keep secrets
• discouraging children from speaking to others

Children should always have several trusted adults available to support them.

Professional Challenge

Everyone working at DASC has a responsibility to challenge unsafe practice.

Professional challenge means raising concerns respectfully when something appears inconsistent with policy or good practice.

Examples include:

• reminding colleagues about procedures
• asking for clarification
• discussing concerns privately
• seeking management advice
• reporting safeguarding concerns

Professional challenge is an important part of safeguarding culture.

It should never be viewed as criticism or personal conflict.

Confidentiality and Professional Discussion

Safeguarding concerns should only be discussed with people who have a legitimate professional need to know.

Staff should avoid discussing concerns:

• in corridors
• in reception areas
• in front of children
• on social media
• in public places
• with friends or family

Professional discussions should remain:

• factual
• respectful
• confidential
• child-centred

Record Keeping

Accurate records are essential.

Good safeguarding records should be:

• factual
• timely
• signed
• dated
• objective
• legible
• stored securely

Records should describe:

• what was seen
• what was heard
• who was present
• actions taken

Avoid recording personal opinions unless clearly identified as professional judgement.

Practice Scenario – Testing Procedures

Practice Scenario – Keeping Secrets

Manager Coaching Notes

Managers should encourage a culture where staff feel confident to:

• ask questions
• admit mistakes
• seek advice
• challenge poor practice
• report concerns early

Safeguarding cultures improve when staff know they will be supported for raising genuine concerns.

Supervision sessions should include discussion about:

• professional boundaries
• professional judgement
• low-level concerns
• reflective practice
• safeguarding confidence

Low-Level Concerns

Safeguarding is strengthened when organisations address concerns early.

Not every concern meets the threshold for a safeguarding allegation.

Some concerns involve behaviour that is inconsistent with DASC's expected professional standards but does not indicate that a child has been harmed.

These are known as low-level concerns.

Recognising and responding to low-level concerns helps prevent poor practice from becoming normalised.

What Is a Low-Level Concern?

A low-level concern is behaviour by an adult that:

• is inconsistent with the DASC Code of Conduct;
• falls below expected professional standards;
• creates unnecessary safeguarding risk; or
• could undermine confidence in the organisation if repeated.

Low-level concerns should always be taken seriously.

Addressing them early protects children and supports staff to improve their professional practice.

Examples of Low-Level Concerns

Examples may include:

• repeatedly arriving late for supervision;
• ignoring signing in or out procedures;
• using inappropriate language;
• excessive shouting;
• unnecessary physical contact;
• using a personal mobile phone around children;
• failing to complete safeguarding records promptly;
• discussing confidential information where others can hear;
• allowing children into staff-only areas without authorisation;
• regularly ignoring agreed procedures.

One isolated incident may not indicate misconduct.

However, repeated concerns can identify patterns that require management intervention.

Responding to Low-Level Concerns

If you observe behaviour that concerns you:

1. Consider whether there is an immediate safeguarding risk.
2. If a child may be at risk, inform the DSL immediately.
3. If there is no immediate risk, report the concern to your line manager.
4. Record factual information.
5. Avoid gossip or speculation.
6. Continue to behave professionally towards the colleague concerned.

Low-level concerns should be viewed as opportunities for learning and improvement.

Professional Conversations

Managers should encourage open conversations about professional practice.

Constructive feedback should be:

• timely;
• respectful;
• evidence-based;
• proportionate; and
• focused on behaviour rather than personality.

Staff should feel able to discuss mistakes without fear of unfair criticism.

A learning culture is safer than a blame culture.

Allegations Against Staff

Occasionally an allegation may be made against a member of staff.

This can be distressing for everyone involved.

Allegations must always be managed fairly, consistently and confidentially.

The welfare of children remains the primary consideration throughout the process.

Staff should never attempt to investigate allegations themselves.

Immediate Actions

Where an allegation is made:

• remain calm;
• ensure children are safe;
• inform the Designated Safeguarding Lead immediately;
• follow DASC safeguarding procedures;
• make an accurate factual record;
• avoid discussing the matter with colleagues unless authorised.

Only those who have a legitimate need to know should receive information.

Confidentiality

Confidentiality protects:

• children;
• staff;
• witnesses;
• the integrity of investigations; and
• public confidence.

Sharing information inappropriately may:

• compromise safeguarding enquiries;
• affect witnesses;
• damage reputations;
• undermine trust.

Staff must therefore avoid discussing allegations informally or on social media.

Whistleblowing

Every member of staff has a professional responsibility to raise genuine safeguarding concerns.

Whistleblowing supports children by ensuring that unsafe practice is challenged promptly.

Examples include concerns that:

• safeguarding procedures are not being followed;
• professional boundaries are repeatedly ignored;
• managers fail to act appropriately;
• records are deliberately altered;
• children remain at unnecessary risk.

Raising concerns professionally demonstrates integrity and commitment to children's welfare.

Practice Scenario – Low-Level Concern

Practice Scenario – Allegation

Chapter Summary

Professional safeguarding is demonstrated through consistent everyday behaviour.

Every interaction contributes to DASC's safeguarding culture.

Remember:

• maintain professional boundaries;
• treat every child fairly;
• record concerns promptly;
• challenge unsafe practice respectfully;
• seek advice whenever unsure; and
• always place children's welfare first.

These principles protect children, colleagues and yourself.

Professional Conduct and Behaviour

Professional conduct reflects the values of Dagenham After School Club and directly influences children's experiences, parents' confidence and the reputation of the organisation.

Children learn as much from what adults do as from what adults say.

Every member of staff should therefore demonstrate professional behaviour that is:

• respectful
• consistent
• honest
• inclusive
• patient
• accountable
• child-centred

Professional behaviour should remain consistent regardless of:

• workload
• stress
• personal circumstances
• challenging behaviour
• disagreements with colleagues
• parental complaints

Professionalism is demonstrated most clearly during difficult situations.

Communication with Children

Children have the right to be treated with dignity and respect.

Staff should communicate in ways that are:

• calm
• age appropriate
• encouraging
• respectful
• inclusive
• clear

Avoid:

• sarcasm
• humiliation
• shouting
• ridicule
• threats
• discriminatory language
• inappropriate jokes

Children should never be embarrassed as a behaviour management strategy.

Correct behaviour.

Protect dignity.

Communication with Parents

Positive relationships with parents support better outcomes for children.

Staff should:

• greet parents professionally
• communicate honestly
• remain respectful during disagreements
• avoid defensive responses
• maintain confidentiality
• refer significant concerns to managers where appropriate

Parents may occasionally become frustrated.

Professional staff remain calm and solution-focused.

Communication with Colleagues

Professional relationships between colleagues should model the behaviour expected within DASC.

Staff should:

• treat colleagues respectfully
• offer constructive support
• resolve disagreements professionally
• avoid gossip
• maintain confidentiality
• challenge unsafe practice respectfully

Children notice how adults treat one another.

Positive teamwork creates a calm and secure environment.

Managing Conflict Professionally

Disagreements occasionally occur within every workplace.

Where conflict arises:

• remain calm
• listen actively
• focus on facts
• avoid personal criticism
• seek support from managers where necessary

Conflict should never take place in front of children.

Children should always experience adults working together respectfully.

Professional Appearance

Professional appearance contributes to safeguarding, public confidence and organisational reputation.

Staff should wear clothing that:

• allows safe supervision of children
• is clean and appropriate
• supports active play
• promotes professionalism
• does not contain offensive or discriminatory wording

Where uniforms are provided, they should be worn in accordance with DASC expectations.

Timekeeping and Reliability

Children rely upon consistent routines.

Staff should:

• arrive punctually
• prepare activities before children arrive
• complete handovers effectively
• follow rotas
• report absence promptly
• maintain professional reliability

Repeated lateness affects supervision and may compromise safeguarding arrangements.

Use of Staff Areas

Staff-only areas exist for operational and safeguarding reasons.

Children should not normally enter staff areas unless:

• authorised
• supervised
• required for a legitimate purpose

Confidential documents, medication and personal belongings should remain secure.

Confidential Conversations

Staff should think carefully about where conversations take place.

Avoid discussing confidential matters:

• in corridors
• near collection areas
• where children can overhear
• in public places
• on public transport

Professional conversations should occur in appropriate locations.

Practice Scenario – Frustrated Parent

Practice Scenario – Staff Room Gossip

Manager Coaching Notes

Managers should reinforce professional conduct through:

• induction
• supervision
• annual appraisal
• observations
• reflective practice
• coaching conversations

Positive professional behaviour should be recognised as well as poor practice being addressed.

Building a strong organisational culture requires consistent leadership.

Decision Tree – Should I Report This?

flowchart TD
    A[Something has happened] --> B{Could a child be at risk?}

    B -->|Yes| C[Contact the DSL immediately]

    B -->|No| D{Does it fall below professional standards?}

    D -->|Yes| E[Report as a Low-Level Concern]

    D -->|No| F{Still unsure?}

    F -->|Yes| G[Speak to your Manager or DSL]

    F -->|No| H[Continue to monitor and remain vigilant]

Decision Tree – Appropriate Physical Contact

flowchart TD

A[Physical contact may be needed]

A --> B{Is it necessary?}

B -->|No| C[Use another approach]

B -->|Yes| D{Is it for the child's benefit?}

D -->|No| C

D -->|Yes| E{Is it age appropriate and proportionate?}

E -->|No| C

E -->|Yes| F{Can it be carried out openly and safely?}

F -->|No| G[Seek assistance]

F -->|Yes| H[Proceed and record if required]

Decision Tree – One-to-One Working

flowchart TD

A[Need to work with one child]

A --> B{Can another adult remain nearby?}

B -->|Yes| C[Continue in a visible location]

B -->|No| D{Can the door remain open?}

D -->|Yes| C

D -->|No| E[Inform another member of staff]

E --> F[Record if appropriate]

F --> G[Continue only if necessary]

Quick Reference Guide

Always

✔ Put children first.

✔ Follow DASC procedures.

✔ Maintain professional boundaries.

✔ Treat every child fairly.

✔ Challenge unsafe practice respectfully.

✔ Record concerns promptly.

✔ Seek advice whenever unsure.

✔ Protect confidential information.

✔ Use approved communication methods.

✔ Remain professional inside and outside work.

Never

✘ Promise to keep safeguarding secrets.

✘ Use personal phones to photograph children.

✘ Accept expensive personal gifts.

✘ Develop exclusive relationships.

✘ Ignore low-level concerns.

✘ Transport children without authorisation.

✘ Contact children through personal social media.

✘ Discuss confidential information in public.

✘ Investigate safeguarding concerns yourself.

✘ Assume someone else will report a concern.

End of Course Assessment

Instructions

Complete the following assessment.

A pass mark of 80% is required.

If you are unsure of any answer, revisit the relevant section before attempting again.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 02 – Safer Working Practice.

Maintaining safer working practice is not about following rules mechanically—it is about making consistent professional decisions that protect children, support colleagues, and uphold the values of Dagenham After School Club.

The principles within this course should guide your everyday practice and be revisited during supervision, annual refresher training and reflective discussions with your manager.

Thank you for your commitment to providing a safe, professional and nurturing environment for every child in our care.