Early Years Statutory Framework Safeguarding Reforms

Early Years Statutory Framework Safeguarding Reforms

As early years practitioners you will be aware that the Department of Education (DfE) is committed to enhancing early education and childcare from the end of parental leave to the end of primary school.

The Early Years Foundation Stage (EYFS) Statutory Framework sets standards for early years providers to ensure children’s learning, development, health, and safety.

Summary of Responses Received and the Government’s Response

The consultation received 1,470 responses from various stakeholders, which included parents, childminders, nursery schools, primary schools, local authorities, and other organisations. The highest proportion of responses came from private, voluntary, or independent early years group setting managers.

In October 2024 the government agreed that they would implement all proposed safeguarding changes with just minor wording adjustments for clarity. In addition, they would introduce new whistleblowing requirements and expectations for providing references to enhance settings safer recruitment practices.

As of November 2024, there are now two statutory EYFS Frameworks, which means that implemented changes may only apply to one, or both of the Frameworks. Providers are responsible for ensuring they follow the current version of the framework for their provider type.

  1. EYFS statutory framework for childminders 
  2. EYFS statutory framework for group and school-based providers 
Summary of Substantive Changes  
Designated Safeguarding Lead (DSL)

Group based providers should note a change of role description from Lead Practitioner to DSL.

The DSL should take lead responsibility for:

  • Safeguarding children
  • Liaising with their local safeguarding partners
  • Being alert to any issues of concern in the child’s life at home or elsewhere
  • Ensuring training is in line with Annex C criteria which must be renewed every two years, and where necessary, undertake annual refresher
  • Ensuring practitioners read What to do if you’re worried a child is being abused guidance
Child Absence

Both types of providers must follow up absences in a timely manner, and for prolonged/absence without notification from parents/carers, attempts must be made to contact the parent/carers or emergency contacts and must:

  • Consider patterns/trends/personal circumstances and use professional judgement and consideration as to whether the absence is prolonged
  • Consider any concerns which must be referred to children’s social care or police
  • Where possible, hold more than two emergency contact numbers for each child
  • Have an Attendance Policy, which should be shared with parents/carers and includes:
    • Expectation for reporting child absences
    • Actions and procedures the setting will take for prolonged or absences without parents/carers notification e.g. safeguarding procedures and actions where parents/carers are not contactable
Safer eating

Both types of providers should be aware there should always be a member of staff in the room, who should sit facing children when children are eating, and have a valid paediatric first aid certificate.

Settings must obtain special dietary requirements from parents/carers, share this with staff, prepare food in a way to prevent choking, and be clear about who is responsible for checking that the food meets all requirements.

Toileting and privacy

Both types of providers should respect children’s privacy, considering and balancing with safeguarding and support needs when changing nappies and toileting.

Safer Recruitment

Both types of providers should be aware that there is updated guidance on references which must be obtained before employment, however, best practice would be before interview in line with KCSiE guidelines.

References for staff leaving, should be provided by the setting upon request in a timely manner, and include:

  • Information as to whether they are satisfied with the applicant’s suitability to work with children
  • Facts (not opinions)
  • Any substantiated safeguarding concerns/allegations which meet the threshold ONLY (KCSiE Part 4).

Both types of providers must have whistleblowing procedures in place which include:

  • How to raise concerns around poor/unsafe safeguarding practices, including when and how to report concerns
  • The process of what happens next and must be followed
  • Signposting for staff who feel they are unable to raise a genuine issue with their employer, or issues raised are not being taken seriously, to other channels e.g. NSPCC Whistleblowing Advice Line

Group based providers’ Safeguarding Policy must include suitability check and recording procedures in regards:

  • Qualifications
  • Identity checks
  • Vetting process
  • References
  • Criminal record check reference number, date of check, who obtained it

Childminders must:

  • Have relevant early years safeguarding practitioner training
  • Have passed the required checks to fulfil their role
  • Obtain a reference for childminding assistants employed by them
  • Ensure suitability of any person who may have regular contact with children e.g. someone living/working on the same premises of the provision
Self-paced eLearning Training which meets EYFS 2025 Section 3 Annex C requirements

Our Early Years Safeguarding Practitioner training is now live and available! 

Early Years Designated Safeguarding Lead is currently under development and will be available from September 2025. Register your interest HERE to be the first to know when it’s been released.

Please don’t hesitate to get in touch if we can be of any assistance with your Safeguarding needs.  
 
Call 01274 752299 or email admin@safeguardingsupport.com
Was this helpful? Why not share it.....
58
0

Rachel Priestley

Rach has a background in Business Development and Administration, gaining much of her knowledge and experience through her 19 year career with the NHS working within the executive office, community services and public health. 

Before moving on from the NHS, Rach supported the Chief Executive, the Chairman and the Trust Board of a local NHS Care Trust, which managed Children’s Services. Her responsibilities spanned across HR, Finance, Governance, Compliance, Risk, systems and processes, and internal training. Rach also supported the Children’s Safeguarding Lead with safeguarding investigations.

In 2017, she left the NHS to pursue a successful self-employed career supporting business to grow, with flexible business development and administration support, which she continues to do on a part-time basis.

Rach is in house trained, and is passionate about delivering outstanding services and enjoys working as part of the safeguarding team to achieve a common goal.

In her own time, she loves spending time outside, and long walks with the two family dogs. 

Shelley Armstrong

Shelley joined Safeguarding Support in 2020 as an experienced AET-qualified freelance trainer, and now enjoys working across the business, keeping clients as up to date as possible with the ever changing challenges facing safeguarding children in education.

Whilst we aim to simplify safeguarding, Shelley’s passion is to ensure engagement, pride and confidence through training and support. Shelley enjoys applying the competencies gained in different industries and environments to researching, designing, and developing materials for those with the responsibility to safeguard children, and in return has enormous respect for their commitment.

Her experience across the private business sector brings commercial skills to training and her background in psychology and counselling ensure courses are designed and delivered with the learner in mind.

Shelley lives in Yorkshire and enjoys walking her springer spaniels – come rain or shine!

Abigail Havon

Abigail is an experienced and AET-qualified trainer with a strong foundation in safeguarding, having begun her career in the charity sector. During her time there, she served as a regional manager and a key member of the safeguarding leadership team, where she contributed to the development of policies and procedures, designed and delivered training, and supported staff and volunteers working one-to-one with children in schools. 

 

In her current role with Safeguarding Support, Abigail primarily leads the Reflective Supervision programme.  Supervision is a process where through 1-2-1 meetings and in a group setting, structured support is given to safeguarding professionals across England. The programme focuses on helping DSL’s and DDSL’s manage complex workloads, reflect on their practice, build resilience, and promote wellbeing—enabling them to sustain their capacity to protect and support vulnerable children and families.

 

Abigail’s professional journey spans a variety of sectors and business environments, always in roles that demand strong communication, collaboration, and a people-centred approach. She is deeply committed to empowering educators to work collectively as part of a safeguarding team, believing this collaborative approach leads to better outcomes for children and young people.

Based in the Midlands, Abigail enjoys long walks and tending to her ever-growing collection of houseplants.

Carol Stephenson

Carol has spent her entire career teaching in Bradford primary schools. Most recently she was Head Teacher of a large, outstanding, multi-academy trust, inner-city
school where she gained Local Leaders of Education (LLE) status.

Carol is a highly experienced Designated Safeguarding Lead and safeguarding Governor, with an extensive range of expertise, skills and knowledge. It was through this depth of experience that she became a dedicated representative of Bradford Children’s Safeguarding Board. In June 2019, Carol was awarded a Bradford Safeguarding Champions lifetime achievement award 2019 for her continued work in safeguarding the children of Bradford.

Carol is in-house trained and is NSPCC certified to deliver Child Protection and Safeguarding training.

In her spare time, Carol enjoys working on her allotment.