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LIVE WEBINAR - Safeguarding Training Level 1 & 2  - Wednesday 30th October 2019

LIVE WEBINAR - Safeguarding Training Level 1 & 2 - Wednesday 30th October 2019

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Safeguarding Training Level 1 & 2


Date:              Wednesday 30th October 2019

Venue            The comfort of your own home or Setting 

Time:             7:30pm - 10:00pm (Approximately) 

Suitable For: All staff responsible for the delivery of Childcare delivery 


LSCB's have not in any way endorsed our training nor has Ofsted, but we will state that our Safeguarding Training is fully in line with the EYFS 2017 and provides you with the tools that will help you become compliant with the EYFS, page 16 and 17.

The course will commence at 7:30pm and will be delivered in line with the requirements of the Early Years Foundation Stage 2017. The course is suitable for those working with children as well as those that are nominated Designated Lead Officers in the setting, which includes Childminders. We set aside 3 hours for the course, and we keep numbers low to ensure quality assurance.

When you book on you will have full interaction with our qualified trainer during the LIVE session. Also we provide an update service, and are happy to take your calls long after the training has finished. 

In relation to children and young people, safeguarding and promoting their welfare is defined in 'Working together to safeguard children' as:

  • protecting children from maltreatment
  • preventing impairment of the children's health or development
  • ensuring that children are growing up in circumstances consistent with the provision of safe and effective care
  • taking action to enable all children to have the best outcomes


Course Objectives

  • Identify what is meant by Safeguarding and child abuse
  • Identify the relevant legislation and guidance that provides the framework for safeguarding young people
  • Name the categories of child abuse and neglect and recognise the signs and indicators
  • Recognise how own beliefs, experience and attitudes might influence professional involvement in safeguarding work
  • State how to respond to concerns about safety and welfare of a young child/young person using their organisations child protection policy and procedures
  • Identify blocks to children reporting Course
  • Understand what is expected of the Designated Safeguarding Lead and how to respond to accordingly in line with the LSCB.


When Ofsted inspects setting they use their professional judgement about the extent to which arrangements in a setting are having a positive impact on the safety of children and learners. They will look at how children are protected and feel safe, how settings are able to communicate and know how to complain and understand the process for the doing so. They seek to be assured that Leaders and managers have put in place effective child protection and staff behaviour policies that are well understood by everyone in the setting. They also want to know that staff and other adults working in the setting are clear about procedures where they are concerned about the safety of a child. 

We believe that everyone undertaking a safeguarding course should understand their roles and responsibilities of others within the setting which is why we incorporate 3.5 (Level 1) and 3.6 (Level 2/DSL) into the training course, ensuring that everyone understands the role and responsibilities placed upon them.

Remember that when the Inspector comes to your setting there will looking for five main aspects of the settings Safeguarding arrangements and these are:


  • the extent to which leaders, governors and managers create a positive culture and ethos where safeguarding is an important part of everyday life in the setting, backed up by the training at EVERY LEVEL.
  • the content, application and effectiveness of safeguarding policies and procedures, and safe recruitment and vetting process.
  • the quality of safeguarding practice, including evidence that staff are aware of the signs that children may be at risk of harm whether within the setting or in the family or wider community outside the setting.
  • the timeliness of response to any safeguarding concerns that are raised
  • the quality of work to support multi-agency plans around the child




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