Safeguarding in early years: A guide for Educators
10th July 2026
Safeguarding early years children is one of the most important responsibilities in early years education. It helps every child feel safe, protected and supported while they learn, play and build relationships with the people around them.
For Educators, safeguarding is not a separate task that sits outside daily practice. It shapes how the team welcomes children, notice changes, follow policy, manage risk, and work with families. It is also a key part of professional knowledge for anyone building a career in early years education.
Key takeaways
Safeguarding is about protecting children from harm and promoting their welfare.
Child protection is part of safeguarding, but safeguarding is wider and more preventative.
Early years teams must follow statutory guidance, Ofsted expectations and local procedures.
Team need training, confidence and clear policies so they know how to report concerns.
A safe culture depends on strong leadership, open communication and consistent practice.
Safeguarding in early years means taking active steps to protect children from abuse, neglect, exploitation and avoidable harm. It also means supporting their health, wellbeing, and development, so they can grow in a safe environment.
In practice, safeguarding can include secure collection procedures, safer recruitment, first aid, supervision, risk assessment, behaviour support and clear record keeping. It also includes listening to children and understanding what their words, play or behaviour might be telling you.
Good safeguarding practice helps the team respond early. A small change in a child’s mood, appearance or routine may not mean there is a serious issue, but it can be a sign that a child needs support.
The difference between safeguarding and child protection
Safeguarding is the wider approach. It covers everything Educators and leaders do to safeguard children and promote welfare. Child protection is more specific. It focuses on a child who may be suffering, or at risk of suffering, significant harm.
For example, safeguarding might include checking that the learning environment is safe before children arrive. Child protection might include reporting a concern about unexplained injuries, neglect or harmful behaviour at home.
Both matter. Strong safeguarding helps prevent issues, while child protection ensures the right action is taken when a child may need urgent help.
The laws and guidance that shape safeguarding in early years
Early years safeguarding is shaped by statutory guidance, government requirements, Ofsted expectations and local safeguarding procedures. These help providers understand what is required and ensure staff know what to do.
Every nursery should have a safeguarding policy, a child protection policy and clear policies for areas such as recruitment, whistleblowing, medication, mobile phone use, behaviour and health and safety.
The Early Years Foundation Stage EYFS framework
The Early Years Foundation Stage, or EYFS, is the statutory framework for early years education in England. It sets out requirements for learning, development and welfare, including how providers must keep children safe.
For the team, the EYFS framework affects everyday practice. It guides ratios, supervision, first aid, suitability checks, training and risk management. It also makes clear that children’s safety and welfare are central to high-quality education and care.
Working Together to Safeguard Children
Working Together to Safeguard Children is government guidance that explains how organisations should work together to safeguard and protect children.
In early years education, this means a nursery may need contact with families, health visitors, local authority teams, children’s social care or other relevant professionals. Educators often see children every day, so they are well placed to notice concerns and report them at the right time.
DBS checks and Regulated Activity
DBS checks support safer recruitment by helping employers understand whether a person is suitable to work with children. Many early years roles involve regulated activity, so these checks are a vital part of recruitment.
However, DBS checks are only one part of safer practice. Providers should also use references, interviews, induction, supervision and ongoing training to ensure teams remain suitable and confident in their responsibilities.
If you are looking for a job in early years education, expect safeguarding to be part of recruitment, onboarding and continuing professional development.
Recognising and responding to safeguarding concerns
Children do not always tell adults when something is wrong. Some are too young to explain. Others may feel scared, confused or unsure who to trust. This is why teams need to understand possible signs of concern and know how to respond.
Spotting signs a child may need support
Signs that a child may need support can include unexplained injuries, poor hygiene, regular hunger, extreme tiredness, sudden changes in behaviour, fearfulness, withdrawn play or language that feels unusual for their age.
One sign does not always mean a child is at risk. Educators need to look at patterns, context and change over time. The responsibility is not to investigate, but to notice, record and report concerns in line with policy.
Reporting a concern as an educator
If you have a safeguarding concern, follow your nursery’s policy. Record what you have seen or heard as soon as possible. Include dates, times, exact words where relevant and any visible signs.
Keep records factual. For example, write what the child said rather than what you think it might mean. This helps the designated safeguarding lead understand the concern and decide the next steps.
If a child is in immediate danger, the team must act quickly and follow local procedures. This may include contact with children’s social care or emergency services.
The role of the designated safeguarding lead
The designated safeguarding lead, often called the DSL, has lead responsibility for safeguarding. They support the team, review concerns, make referrals when needed and keep practice aligned with guidance.
The DSL does not remove responsibility from the wider team. Every Educator must understand how to safeguard children, follow procedures and speak up if something does not feel right - if in doubt, call it out.
Understanding different roles in a nursery can help new Educators see how safeguarding responsibilities connect across leadership, room teams and support roles.
Building a safeguarding culture in early years settings
A strong safeguarding culture is built through trust, training and consistency. Children are safer when adults communicate well, leaders take concerns seriously and teams feel confident to ask questions.
Training and continuing professional development
Safeguarding training should help teams understand signs of abuse and neglect, local procedures, whistleblowing, online safety, allegations against adults and how to record concerns.
Training should also be practical. Educators need to know what to do if a child says something worrying, if a parent’s behaviour raises concern or if a colleague’s conduct seems unsafe.
Regular updates help staff keep their knowledge current, especially when guidance, Ofsted expectations or government advice change.
Working with families and carers
Safeguarding works best when educators build respectful relationships with families and carers. Open communication can help a team to understand a child’s needs and provide early support.
There may also be times when difficult conversations are needed. These should be handled calmly, professionally and with the child’s welfare at the centre. The aim is always to protect and support the child, not to blame families.
The importance of a key person is clear here. A trusted adult who knows a child well may notice small changes, provide reassurance and help the child feel safe enough to communicate.
Why safeguarding matters for a career in early years
Safeguarding matters because early years Educators work with children at a vulnerable and important stage of development. The role carries real responsibility, but it also offers the chance to make a lasting difference.
Strong safeguarding practice helps protect children, support families and create a safe foundation for learning. For anyone building a career in nursery education, this knowledge is not optional. It is central to becoming a confident, caring and professional educator.
FAQs
How often should early years teams complete safeguarding training?
Safeguarding training in an early years setting needs regular refreshers, not a one-time course. New team members should receive training at induction before they work unsupervised with children, and the designated safeguarding lead should get deeper training plus updates at least every two years. Managers should also give short in-house updates when policies, local procedures, statutory guidance, or Ofsted expectations change.
What should a nursery safeguarding policy include?
A nursery safeguarding policy should explain exactly how the setting protects children and how teams report concerns. It should include the designated safeguarding lead, reporting procedures, whistleblowing, allegations against staff, safer recruitment, online safety, mobile phone and camera rules, record keeping, staff conduct, and contact details for local authority child protection services. Clear policies help every practitioner act fast and stay consistent.
How does online safety fit into safeguarding early years children?
Online safety is part of safeguarding early years children because technology creates child safety and team protection risks inside the setting. A strong policy should cover tablets, phones, smart watches, photos, video calls, data privacy, internet access, social media, and family communication tools. Team training should explain how to prevent unsafe contact, protect children’s images, and keep professional boundaries with families.
What happens during an Ofsted inspection on safeguarding in early years?
An Ofsted inspection on safeguarding in early years checks whether leaders, teams, and procedures keep children safe every day. Inspectors review safeguarding knowledge, team training, the single central record or recruitment checks, risk assessment, attendance and absence follow-up, site security, record keeping, and how the setting handles concerns. They also test whether the team understands the safeguarding policy and can explain reporting steps without hesitation.
Can a family make a safeguarding referral, or only nursery teams?
A family can make a safeguarding referral because child protection concerns do not belong only to a nursery team. Families can contact the Nursery Manager, designated safeguarding lead, local authority children’s services, or emergency services if a child faces immediate harm. Early years providers should explain this process clearly so parents and carers know who to contact, what information to share, and when urgent action matters.
What are the biggest safeguarding risks in early years settings?
The biggest safeguarding risks in early years settings include unsafe recruitment, poor supervision, weak staff ratios, gaps in training, insecure premises, and missed signs of abuse or neglect. Online safety, unsuitable adult behaviour, poor personal care routines, and weak record keeping also raise risk. Leaders reduce harm when they audit practice, check procedures, and build a culture where team members report concerns early.
Why do safeguarding scenarios help early years teams?
Safeguarding scenarios help early years teams turn policy into confident day-to-day practice. Short case discussions let teams rehearse reporting, test their understanding of abuse categories, challenge unsafe behaviour, and spot gaps in knowledge before a real incident happens. This kind of team training gives practitioners the words, timing, and judgment they need when a child’s welfare is at stake.
