The case of Plymouth nursery worker Vanessa George, 39, charged with sexual assault and the making and distributing of indecent images of children, has no doubt prompted many settings across the country to ask themselves some questions:
- Could such an incident occur in our setting?
- Could a sex offender be working alongside us?
- What can we do to safeguard children, parents and ourselves further?
The answer to the first two questions is possibly 'yes' for some settings, particularly those where safeguarding has been considered on a very rudimentary level, and comprising only a single policy and CRB checks on staff. So, let's consider the third question.
Given the distressing nature of the case, many settings will have sought to reassure their parents and encouraged discussion in an open forum.
Modern childcare, in our view, is about embracing partnership with parents and bringing a meaningful level of transparency to all aspects of the relationship. While entering into this dialogue with parents we suggest that settings seek to include parents in all aspects of the safeguarding audit that we propose.
If we begin from the premise that everything in a setting relates to a broader safeguarding responsibility, then settings should consider undertaking a comprehensive audit that considers the points below, as well as our prejudices and professional stereotypes, most obviously about women as sexual abusers.
Safeguarding policy
This document sets the scene for why the setting has a responsibility to safeguard children, their parents and practitioners, and identifies all related policy, procedures and practice. It is a legal requirement as stated in the EYFS and includes:
- a thorough recruitment, selection and vetting process that 'tests' practitioner competence
- a detailed induction of new practitioners, that includes responsibility to both work to the setting's Code of Conduct and, if necessary, act as a whistle-blower
- a specific reference to the fact that practitioners can be subject to investigation under child protection procedures if an allegation arises
- a welcoming, open-door policy for parents that is explicit about the setting's safeguarding responsibility and actively encourages parents to spend time in the setting with their child, asking questions of practitioners as they arise
- reference to the expectation for all staff, regardless of their role within the setting, to attend safeguarding children training every two to three years.
As a working document, the safeguarding policy should be reviewed and updated on an annual basis, preferably in partnership with the parent body.
Professional Code of Conduct
This document should be written to reflect the philosophy and values of the setting. It establishes the expectations of practitioners and what they do or do not do while working at the setting.
The code should ideally be written and reviewed regularly by the practitioner team in order to promote full ownership of the approach. It should include:
- ways in which practitioners establish and maintain appropriately boundaried relationships with children, their parents and each other. It should discourage relationships between practitioners and parents outside of the setting, such as socialising, babysitting or entering into sexual or romantic relationships
- a clear and primary focus on the children; on no account should loyalties towards either colleagues or parents override the legal obligation to safeguard
- clarity on children's and families' right to individual respect, privacy and confidentiality. Equally, this should address the difference between the duty to share information appropriately and what would be considered as confidential
- the requirement to be 'fit' and ready to work, free from the influence of drugs, alcohol, physical/emotional/mental health needs or a preoccupation with personal life
- the need for staff to present themselves in a professionally appropriate way (dress, behaviour, lifestyle and attitudes) in recognition of their role-model status for both parents and children
- the appropriate and inappropriate use of mobile phones, photographs and recorded images.
ICT use in settings
We rely heavily on ICT within our settings to support children's learning and development. In settings up and down the country, practitioners can be seen taking photographs of children engaged in a variety of activities and experiences to include within their learning journals.
ICT has been used more since the launch of the EYFS. Settings have also been encouraged to access capital grants for a range of ICT equipment. However, it is not the equipment that we need to consider, but how practitioners use ICT, including its implications for safeguarding children.
It is essential, therefore, that all settings have an effective ICT policy and review it regularly. In reviews, we need to ensure that:
- we have parents' permission for taking photographs. Parents should also be informed what the photos will be used for, especially if for external use
- we have parents' permission for their child to use the computer, and that practitioners supervise children when they use computers
- practitioners have a clear understanding about how they use ICT equipment and resources.
Consider having a mobile phone ban in group rooms. However, students sometimes use their phones to record how they evidence their learning.
Sally Eaton, education director of the Childcare Company, says, 'Video phones for students are very useful to record risk assessments, for example, but never with children present. Students would never be asked to use photos of children as evidence for their portfolios.'
As well as a policy that clearly states that ICT equipment is for work use only, practitioners should have an understanding of what this means. For instance, using equipment to access social networks is not permitted. We would suggest that the senior management team make regular checks on ICT equipment and resources to ensure that practitioners are not breaching this policy.
The Plymouth case also reignites the debate on the use of CCTV in settings. The question is, does CCTV stop abuse and inappropriate practice within our settings? If we think about how CCTV is used in shops and town centres, then CCTV does not stop crime, although it does, on occasion, provide valuable evidence!
Settings need to discuss the function of CCTV. It can be seen as an infringement on a child's right to privacy. More important is how we put systems in place and raise awareness that safeguarding children is everybody's responsibility.
It should be recognised that responsibility for implementing and embedding policy and procedure in practice rests with the manager and lead person for safeguarding. We need to focus both on the development of the individual practitioner's knowledge, competence and confidence, and the expansion of high-quality practice as a team.
Catherine Rushforth is managing director at Catherine Rushforth Associates and Laura Henry is managing director at the Childcare Consultancy. Both will be delivering seminars at the CWDC Early Years Professionals national conference in Birmingham on 14 July.
CASE STUDY
Jo Bennett, owner of Little Learners Day Nursery in South Croydon, Surrey, says, 'At Little Learners we take the safety and security of the children in our care very seriously and have various policies and procedures in place that restrict staff, students and volunteers from unsupervised access to the children.
'We feel that there is no point in just having policies and procedures in a folder on the shelf. These need to be put into everyday practice to ensure that children are safe, secure and protected. We ensure they are read on a regular basis and test staff knowledge of them through monthly questionnaires.
'Our policies ensure that students and volunteers are not left unsupervised, staff are fully vetted and have List 99 and CRB checks and their unsupervised access to the children is kept to the absolute minimum.
'We have policies that no members of staff or any students or volunteers are permitted to take any photographs of the children on their own cameras or mobile phones and have a strict policy that all mobile phones and belongings must be kept locked in their lockers throughout their working day, so this in turn ensures that no-one can record any images or take any photographs without permission.
'All staff attend child protection training and are told to be extremely vigilant and report anything suspicious to management. We have CCTV throughout the nursery and we do carry out random spot checks to make sure policies and procedures are adhered to.'