Audit of statutory duties and associated responsibilities for early years settings (not childminders) in relation to ‘Safeguarding Children and Safer Recruitment in Education’ (DCSF 2007), considering ‘Keeping Children Safe in Education’ (DfE Sept 2016) and Working Together to Safeguard Children.

Completion and return target date 22/06/17. The GSCB require 100% returns so please return in time for the deadline.

This audit

  • can be used to contribute to your ongoing self evaluation of quality in your setting, identifying any gaps and development areas
  • provides statutory information to Gloucestershire’s Safeguarding Children Service
  • will help to ensure that gaps are identified and plans put in place in order to help safeguard children
  • will ensure that your settinghas clear evidence for the Self Evaluation Form (SEF).

This Audit is based upon the statutory requirements of the Department for Education statutory requirements of The Statutory Framework for the Early Years Foundation Stage (2017) and has also been based upon the Audit of Schools in Gloucestershire. The Audit of schools was driven by Section 175 of the Education Act 2002, implemented in June 2004, which introduced new statutory duties for schools, governing bodies and local authorities. ‘Keeping Children Safe in Education,’ S.175 guidance, requires governing bodies to carry out an annual review of the school’s policies and procedures and to provide information to the LA about how the duties set out in the guidance have been discharged.

A previous Serious Case Review in Gloucestershire identified pre-school settings as a priority for audit along with schools.Safeguarding is a focus area of the new Ofsted Inspection Framework (Sept 2015) as inspectors will make a judgment about the effectiveness of the arrangements for safeguarding children

Ideally, the setting should work on this audit twice a year - once to complete and submit the audit to the LA as required in the Gloucestershire Provider Agreement 2017 - 2018: (Comply with Gloucestershire County Council’s requirements to complete and return the safeguarding Audit), and then half way through the year to review and agree actions for the next audit. These audits and reviews should be formally recorded within management meetings, not least so that you can evidence these for Ofsted.

Each setting should have the following in place (from Early Years Foundation Stage requirements):

  • A written safeguarding policy and up to date child protection (cp) procedures that includes the risks of peer on peer abuse and that have been agreed with the setting. (A list of points to include in a policy is available from the ‘LIVE’ Child Protection Handbook for Educational setting which can be found at Please do not print this, always use the ‘LIVE’ version which is kept up to date. The policy must be updated annually (Keeping Children Safe in Education 2016). A staff behaviour (conduct) policy.
  • A standing item for safeguarding is part of every staff/committee or proprietor meeting.
  • A Designated Safeguarding Lead for Child Protection (DSL) role established and is available at all times the setting is open and a deputy/deputies identified. (Requirement from Inspecting Safeguarding in early years, education and skills settings Aug 2016)
  • A nominated Child Protection person from the Trustee/Committee group if applicable (preferably not the Chair) to champion child protection issues and challenge the school/setting.
  • Other safeguarding procedures, including dealing with allegations against members of staff and safer working practice (Guidance for Safer Working Practice for Adults who work with Children and Young people)
  • A Single Central Record of identity checks, qualification and vetting checks for all staff and volunteers. (EYFS Statutory Framework Page 19, para 3.12)
  • Training at the agreed GSCB level for all staff and volunteers (you must ensure that all members of staff have receive regular training to understand the safeguarding policy and procedure). Appropriate levels for Early Years staff are: Inter-Agency Training every 2 years for the Designated Safeguarding Lead(s)and single agency training provided by the GSCB every 3 years for all other staff. The DSL needs to refresh knowledge and skills at least annually and all other staff receive regular updates annually.
  • Robust staff recruitment and selection processes which safeguard children and are in line with the Department for Education (DfE) procedures and the Government’s document ‘Keeping Children Safe in Education (2016). All settings should have an accredited person/people in Safer Recruitment. Safer Recruitment applies to all staff.
  • Notify theLocal Authority Designated Officer (01452 426994) of any allegations of abuse against staff within the setting without delay.
  • Notify the Children’s Helpdesk (01452 426565) of any concerns you have about a child being abused at home.
  • You MUST notify Ofsted of Serious accidents, injuries and deaths and notify local child protection agencies.
  • An Acceptable Users Policy for IT equipment used by children, staff and volunteers (including computers, social networking sites, mobile phones, cameras, memory sticks etc.) both for children and for staff. Settings must have appropriate filters and monitoring systems in place to protect children from harmful online material.

Audit of statutory duties and associated responsibilities for early years settings in relation to ‘Keeping Children Safe in Education’ (DFE 2016)

Name of setting(s)…………………………………………Ofsted Unique Reference Number(s)………………………………………………………..

NB: Please complete an audit for each individual setting site. (Best Practice is one audit per setting site if not list all settings this audit reflects)

Children Centre’s completing the audit – please list other sites where no early years provision is provided that are part of your cluster and covered by your DSL:……………………………………………………………………………………………………..……………………………..

Name(s) of person(s) completing form………………………………….. Job Role ………………………………………………………

Please tick appropriate box / Yes / No / Name of Person & Training Dates
The setting has a Designated Safeguarding Lead for Child Protection (DSL) who has completed inter-agency CP training within the last 2 years / Name:
Date of Training:
Provider: Must be GSCB if not please check you have completed correct level of training.
The setting has a deputy DSL(s) who has completed inter-agency CP training within the last 2 years / Name:
Date of Training:
Provider: Must be GSCB if not please check you have completed correct level of training.
A senior member of staff has successfully completed the DfE/NSPCC recognised safer recruitment training (on-line or day’s course) and can evidence accreditation within the last 5 years
/ Name:
Date of Training:
Date of most recent whole-setting CP training. NB Statutory requirement is at least every three years
Training is now provided for all staff through the GSCB . For those that miss whole-setting training or join in between 3 yearly training may require additional top up training, E-Learning packages are available, please see for information on how to access.
Date of Training: Training Provider:

I agree that the information in this audit is correct and the actions have been agreed.

Signature of Chair of Management Committee/Owner/Setting Manager…………………………………………………………………….....

Identify which of the statements below best describe/best fityour setting:

If your setting is scoring mostly 1s – well done and thank you for your continuing commitment in this area.

If your setting is scoring mostly Level 2 or 3, you clearly have made a good start but still have some work to do. Plan some work in before your next Ofsted inspection. Please use the Safeguarding Action Plan, (Appendix 1)to highlight areas for improvement.

If your setting is scoring mostly Level 4 you need to make your safeguarding and child protection planning a priority; your next Ofsted inspection may be very critical of the gaps. Seek help and advice from your Early Years Locality Adviser, who will be happy to provide advice regarding, training and assistance to you and your setting.

1)Thesetting’s safeguarding policy

1.The setting has a policy which is up to date and includes the points provided by the LA (DSL Handbook) and covers peer to peer abuse (Inspecting Safeguarding in Early Years Aug 2016) takes account of the guidance in the Early Years Foundation Stage, 2017 (page 16, para 3.4), There is evidence the policy has been read by all staff, volunteers and workers and adopted by the committee (if applicable). Also, parents are aware of it through the prospectus and/or the settingswebsite. The policy is reviewed annually and ratified by the committee (if applicable). The policy covers all safeguarding elements described in the Ofsted publication “Inspecting safeguarding in early years, education and skills settings (Aug 2016)
2. The setting has a policy which is up to date, includes the points provided by the LA (DSL Handbook), takes account of the guidance in the Early Years Foundation Stage, 2017 (page 16, para 3.4). The policy is shared with and accessible to parents but not fully effective in that not all staff and volunteers are aware of it. The policy is reviewed annually and ratified by the committee (if applicable).
3. The setting has a policy but it needs updating.
4. The setting has no safeguarding policy currently in place.

2)Child protection procedures

1. All staff, committee, volunteers, workers and regular visitors know where to find the Gloucestershire Safeguarding Children Board (GSCB) procedures ( and use these within the setting. Temporary staff are given a copy of the setting’s CP policy and the name and contact details of the DSL. The DSL has registered for email alerts with the GSCB website and knows how to use the Escalation Policy when necessary. The setting is aware of the revised document ‘What to do if you are worried a child is being abused’ (2015)
2. All staff and committee are aware of the GSCB and the setting’s child protection procedures.
3. Procedures are in place but only the DSL and/or nominated CPcommittee member know about them.
4. Child protection procedures (which include what to do if there are concerns about a child) are in place, but known only by the DSL.

3)Consistency and cross referencing of procedures

1. All key policies/procedures are aligned and cross refer to the child protection policy, e.g. anti-bullying, medical needs, first aid, physical intervention, managing behaviour (please refer to Managing Behaviour, EYFS 2017, (page 28, para 3.52)), health and safety, complaints, Acceptable User Policy, SEN, outings and attendance. All policies have been reviewed and ratified by the committee (if applicable) within the appropriate timescales for each policy. Children with medical needs have had their individual plan updated to ensure their safety and this includes those with asthma.
2. The setting has reviewed all policies/procedures, identified those that need to be amended to be in line with the safeguarding policy and CP procedures and has drawn up an action plan to ensure they cross-reference appropriately and ratified by the committee (if applicable).
3. The setting has made a start at looking at other policies/procedures that need to reference the safeguarding policy and CP procedures
4. Although CPprocedures are in place, other policies and procedures (e.g. anti-bullying, positive handling and restraint, discipline, health and safety, complaints etc) contradict or do not reference them

4)Offer of Early Help (Definition: )

1. In line with Keeping Children Safe in Education (2016), the setting and staff are aware of where to offer Early Help and can show evidence of providing this, including examples such as:- guidance on parenting, language development, dietary advice, money management, toileting , CSE screening tool (if applicable), listening to the voice of the child to identify FGM, staff supervision, promoting fundamental British values, multi-agency working (MARAC, MASH and Social Care), accident prevention, referral processes and staff training, and considering permanency for the child. Most staff are aware of these and know how to raise a concern and understand the graduated pathway of my plan and my plan+. The offer of Early Help is written and referred to in the setting’s safeguarding policy and for parents and information/links displayed on the setting web site. The setting knows about the Families First Plus Team and their Early Help Co-coordinator.
2. In line with Keeping Children Safe in Education (2016), the setting and staff are aware of where to offer Early Help evidence of providing this, including examples such as:- guidance on parenting, language development, dietary advice, money management, toileting , CSE screening tool, listening to the voice of the child to identify FGM, staff supervision, promoting fundamental British values , multi-agency working (MARAC, MASH and Social Care), accident prevention, referral processes and staff training, and considering permanency for the child. A member of staff knows the graduated pathway of my plan and My plan + and knows about the Families First Plus Team. Not many staff are aware of these and know how to raise a concern. The offer of Early Help is written and referred to in the setting’s safeguarding policy and for parents.
3. In line with Keeping Children Safe in Education (2016), the setting and staff are aware of where to offer Early Help but cannot evidence providing support to parents of any examples such as:- guidance on parenting, language development, dietary advice, money management, toileting, CSE screening tool, listening to the voice of the child to identify FGM, staff supervision, promoting fundamental British values , multi-agency working (MARAC, MASH and Social Care), accident prevention, referral processes and staff training, and considering permanency for the child. No staff are aware of the graduated pathway and My plan My Plan +.
4. What is Early Help?

5) Training

1. The DSL and deputy DSL(s) have received GSCBinter- agency CP training appropriate to their roles in the last two years and all other staff have received basic awareness training in the last three years.). To comply with KCSiE (2016) and Ofsted’s publication “Inspecting Safeguarding in Early Years, Education and skills settings Aug 2016) the DSL has attended the a DSL forum or other GSCB Road show or event and all other staff receive regular updates by e-mail, bulletin, staff meetings at least annually.
2. The DSL has had updated GSCBinter- agency training in the last two years but the deputy DSL and other staff members have not been offered training.
3. The DSL has received inter-agency training but has not been updated in the last two years (NB this would be a potential negative judgment for Ofsted Inspection).
4. The DSL has not attended any inter-agency child protection training.

6) Safeguarding and the Early Years Foundation Stage (The Voice of the Child)

1. Through play based activities, children are encouraged to talk about feelings to deal assertively with pressures, are listened to, and know to whom they can turn for help and advice if necessary. The setting has identified, listened to and made provision for its most vulnerable children. The setting can identify those who are more vulnerable or may be destined for disadvantage (e.g. who have a parent in prison, drug using parents, domestic abuse in the home, Special Educational Needs, medical needs, are on a Child Protection Plan or have had Child Protection concerns raised about them, are Children in Care, or are children with a disability or children who may have been subject to FGM or vulnerable to CSE) has sought their views on setting life and can evidence that provision is in place to support them within the setting.
2. The setting provides some opportunities for children to consider risk situations and explore strategies for keeping safe. The setting has identified and made provision for its most vulnerable children or those destined for disadvantage. The setting can identify those who are more vulnerable (e.g. who have a parent in prison, drug using parents, domestic abuse in the home, Special Educational Needs, medical needs, are on a Child Protection Plan or have child protection concerns raised about them, are Children in Care, or are children with a disability or children who may have been subject to FGM or vulnerable to CSE) and can evidence that provision is in place to support then within the setting but has not sought their views on such provision.
3. The setting is seeking advice about how to develop opportunities for safeguarding and child protection work. The setting can identify those who are more vulnerable but are not sure about others than may be at risk of being disadvantaged (e.g. who have a parent in prison, drug using parents, domestic abuse in the home, Special Educational Needs, medical needs, are on a Child Protection Plan or have child protection concerns raised about them, are Children in Care, or are children with a disability or children who may have been subject to FGM or vulnerable to CSE) and is currently looking at seeking their views and ensuring informed provision is in place to support them within the setting.
4. The setting staff generally do not view safeguarding and child protection as having a place in the activities in the setting. The setting would struggle to identify its most vulnerable or children at risk of disadvantage and any provision that is in place is not informed by the needs of these most vulnerable groups.

7) Safer recruitment