In the first article of this new series, we explore the planned reforms around safeguarding, their key drivers and the themes that have informed the changes.
Following the Government's consultation in 2024, which sought views on proposals to strengthen the safeguarding requirements within the Early Years Foundation Stage, the Department for Education (DfE) produced its response. The consultation response in October published the rationale for change, documented respondents’ input and set out the changes that will come into effect through a new EYFS in September 2025.
Th ere is no doubt that reforms are needed. As with previous amendments, the EYFS 2025 will capture areas where change is most needed and where weaknesses have been identified. The key themes that form part of the changes, some of which are new and some already in place but have been further developed, have the potential to impact positively upon safeguarding and child protection practices in early years provision.
A revised framework will enforce actions that impact upon the following practices:
- Safer recruitment.
- Responding to child absences.
- Whistleblowing.
- Content and frequency of safeguarding training.
- Safer eating.
- Paediatric first-aid training and staff ratios.
- Toileting and privacy.
The changes will also offer clarity on the role of the designated safeguarding lead (DSL) by removing the term ‘lead practitioner’ and replacing it with DSL.
We need reform
It is important we acknowledge that for many providers, the changes will not make too much difference as they will already be demonstrating high standards of care. There is, however, a desperate need for the sector to respond to areas that have been neglected or misunderstood and now are made clearer and more explicit.
I refer to the area of safeguarding and child protection practice where sometimes a lack of tangible understanding, knowledge and skills can result in the sector workforce trailing behind others they may work with, especially with their multi-agency peers.
With the caveat of recognising the excellent work that the sector does, I am still concerned that we have much to achieve to be most effective.
Preparing to become the fourth Local Safeguarding Partner (LSP)
It is worth noting that in addition to the reforms, we have an emerging development that will see early years, along with education, take a new and active role as the fourth partner in Local Safeguarding Partner arrangements. The Children's Wellbeing and Schools Bill, which is currently progressing though Parliament and has a number of transformational agendas within its scope, will facilitate a change in legislation enabling ‘education and childcare agencies to have representation at both the operational and strategic decision-making levels of safeguarding arrangements’.
Early years providers will work alongside existing partners to fulfil this function. As a sector, we need to be prepared to step up to this monumental change and embrace all opportunities that this will bring.
Focus on policy – the first step towards change
The DfE has made clear its intentions in publishing revisions early, giving providers enough time and opportunity to make the relevant changes. Polices will play a vital role in driving and implementing change. References to safeguarding policies and procedures in the current EYFS state that they must include the following:
- Actions to be taken when there are safeguarding concerns about a child.
- Actions to be taken about an allegation being made against a member of staff.
- How mobile phones, cameras and other electronic devices with imaging and sharing capabilities are used in the setting.
Policies and procedures should also ‘be in line with the guidance and procedures of the relevant LSP’. From my perspective, this goes further than reflecting a local social care team name or contact details. Polices should recognise and include the LSP's priorities and strategic directives, such as following protocols or expectations to engage in procedures that have been set out by partners.
In addition to the generic expectations and content, policies should reflect the unique features and local contexts in which providers work.
A new EYFS has specific expectations to what and where changes to policies will be required. We will explore the details of this in subsequent articles in this series.
Considerations when writing safeguarding polices
The Cambridge Dictionary definition of policy is ‘a set of ideas or a plan of what to do in particular situations that has been agreed to officially by a group of people’.
Early years policy-makers reviewing or revisiting their safeguarding and child protection policies might want to take the following considerations into account:
- Polices must demonstrate compliance. This includes up-to-date legislation and statutory guidance that underpins and informs its content.
- Overworded or over-complicated policies often prevent those following and applying them from engaging with them. Keeping things as simple as possible and considering the audience for whom they are intended, such as staff, volunteers, parent/carers and so on, is important.
- The structure of a written policy should flow in a way that provides the reader with clarity and an understanding of why, what and how things are done. Expectations for whom the policy applies should be made clear.
- Polices should be reviewed and amended when content or contexts change, incidents occur, or leaders identify areas of improvement that make the policy more effective. It is good practice to review polices at least annually.
case study: Family First Nurseries
Tia Claridge, regulatory and safeguarding lead at Family First Nurseries, on her role and the importance of keeping up to date, reviewing and responding to safeguarding policies.
‘As a regulatory lead, I am responsible, alongside my colleagues, for reviewing, writing and supporting the implementation of policies and procedures across our group of nurseries. This involves ensuring that each setting complies with the latest regulations, including the EYFS Safeguarding and Welfare Requirements, and effectively communicating and implementing policy updates. A key aspect of our roles as a regulatory team is providing training and ongoing support to nursery managers and their teams, ensuring they remain informed of best practices and fully understand their responsibilities in protecting children. We firmly believe that strong safeguarding and child protection policies are the foundation for fostering an effective safeguarding culture in our settings.
‘Keeping policies updated is essential for maintaining compliance with constantly evolving legislative changes, particularly reforms to the Early Years Foundation Stage (EYFS) framework. Regular reviews help mitigate risks to children by offering clear guidelines for teams to follow and ensuring their safety and wellbeing remain a top priority. Policies also serve as a valuable training tool, introducing the latest thinking around safeguarding and raising awareness of the risks and harms that children and their families may encounter. Updating policies demonstrates our commitment to safeguarding, fostering trust and accountability with parents, children and multi-agency partners. Moreover, it promotes a proactive safeguarding culture, empowering teams to recognise and address potential concerns before they escalate.
‘Policy-making plays a pivotal role in driving change within our organisation, particularly in critical areas such as safeguarding and child protection. Clear, well-structured policies provide a foundation that guides practice, supports decision-making and ensures consistency across all nursery settings. They promote best practices and help maintain compliance with the latest legislative requirements. We welcome the increased focus on safeguarding some of society's most vulnerable children and regularly adapt our training and policies to remain comprehensive and up-to-date.
‘When reviewing our safeguarding policy with Rachel, we had an insightful discussion about the evolving nature of safeguarding risks and harms. Teams now need to be more aware than ever of the diverse risks children may face. This heightened focus has led to greater awareness, enabling us to identify and address less common or previously under-recognised risks. While this is a positive development, it presents challenges, as early years practitioners must absorb and stay current with an increasing body of knowledge. Our policies also provide clarity during complex situations, ensuring that all staff understand their responsibilities and follow correct procedures.’
