Early Years Designated Safeguarding Lead Network Meeting Spring 2019

1. Early Years Designated Safeguarding Lead Network MeetingSpring 2019

2. Agenda • News and Updates from BSCB • One City Plan • Adverse Childhood Experiences (ACE’s) • Online Safety • Early Years Safeguarding Audit

3. News and Updates from BSCB

4. One City Plan

5. One City Plan- Learning and Skills By 2050 everyone in Bristol will have the best start in life, gaining the support and skills they need to thrive and prosper Improved support for children with Special Educational Needs and Looked After Children School engagement and attendance has improved, as has the development of young people’s life skills Parents and carers have access to affordable childcare, giving them the space to develop and learn new skills.

6. Priorities for 2019 Tackling and preventing gang culture and knife crime Develop an affordable childcare and nurseries scheme within three local neighbourhoods Ending period poverty in Bristol

7. Priorities for 2019 - 2029 Bristol is a ‘Reading City’ building on Gothenburg’s ‘The City Where We Read to Our Children’ project to encourage reading to and with children early in life. A 10% reduction in the gap between children in the most deprived areas and children in the rest of the city achieving a good level of development at the early years foundation stage. Embed the Adverse Childhood Experiences (ACE) model in all Bristol public services. All childcare settings will have developed a culture that promotes and encourages a healthy and sustainable environment. The proportion of parents and carers able to access affordable childcare has increased by 25% due to citywide childcare programmes.

8. Priorities for 2030 - 2039 All Bristol parents and children are aware of the future impact of Adverse Childhood Experiences (ACE) on their health and wellbeing. A 30% reduction in the gap between children in the most deprived areas and children in the rest of the cityachieving a good level of development at early years foundation stage. The proportion of parents and carers able to access affordable childcare has increased by 50% due to city-wide childcare programmes.

9. Priorities for 2040 - 2050 Bristol has one of the best early years education systems in the UK Children’s access to learning and their attainment potential are not determined by where they live in the city. All parents are able to access affordable childcare across the city, five days a week if required.

10. In summary… The One City Approach aims to enable a shared culture and commitment to collective action for Bristol. A common good that benefits us all. The One City Plan, where we set out the sequence of shared goals, provides a practical framework for the approach. The City Office is a real office made up of representative of city partners who commit to work together to drive forward and deliver against the One City Plan

11. Adverse Childhood Experiences (ACEs) In January 2019 Bristol held a conference ‘Developing an ACE Resilient City’

12. What are Adverse Childhood Experiences – ACEs Experiences that directly harm a child. physical, emotional or verbal abuse and physical or emotional neglect Experiences that affect the environment in which a child grows up domestic violence, parental drug/alcohol misuse, parental criminal behaviour/ incarceration, parental mental illness and bereavement

13. Adverse Childhood Experiences (ACEs) Adverse Childhood Experiences are unfortunately common yet rarely asked about in routine practice (Felitti et al.,1998; Read et al 2007.) In the English National ACE study, nearly half (47%) of individuals experienced at least one ACE with 9% of the population having 4+ ACES (Bellis et al 2014.) ACEs increase the risk of adult onset chronic diseases, such as cancer and heart disease, as well as increasing the risk of mental illness, violence and becoming a victim of violence ACEs are associated with a large proportion of absenteeism from work, costs in health care, emergency response, mental health and criminal justice involvement

14. 2x more likely to be a high risk drinker and 3x more likely to smoke • 6x more likely to have caused or had an unintentional teenage pregnancy • 7x more likely to have been involved in violence in the last 12 months • 11x more likely to have been incarcerated or use crack cocaine/heroin • 2x more likely to have visited a GP or visited A&E in the last 12 months • 6x more likely to be diagnosed with an STD • More at risk for disease including cardiovascular disease, respiratory disease, type 2 diabetes, stroke and cancer • More likely to report poor health and have a lower sense of wellbeing

15. Reducing ACEs and the Impact of Reducing ACEs

16. Adverse Childhood Experiences (ACEs) Supporting families can include… • Talking to them in a non-judgemental way about the risks they are taking and the impact this may have on their children • Making information about support for drug or alcohol problems available in positive and non-judgemental ways • Promoting local services • National services such as telephone helplines and have these on notice boards in areas parents use or on leaflets they can help themselves to

17. Online Safety Jenny Winfield e-Safety Working Group BSCB Education Sub Group

18. Online safety resources for Early Years

19. EYFS • Areas of Learning and Development • – use of technology • Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment • Understanding the World • Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes. • Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology. • Expressive Arts and Design • Being imaginative: children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

20. Welfare and Safeguarding Responsibilities • Policy • Does your Safeguarding and Child Protection Policy cover online/E safety? • Sample Policies can be obtained locally from the Safeguarding in Education Team and BAND to support with wording – may need to be tweaked to ensure it is age/setting specific. • At the very least this should cover acknowledgement of risk and harm re technology and online safety issues to children and their families. • Do your staff have a Code of Conduct/Acceptable use policy in place that they are all aware of and work to? • Do you have evidence that this has been read and agreed to? • Have you revisited this with your staff in the last year to ensure they are aware of their responsibilities? • Are the acceptable usage rules clear and understandable – and can they be monitored by you?

21. Welfare and Safeguarding Responsibilities • Monitoring and Filtering • Do you monitor the use of IT in your settings – by both adults and children? • Having to have regard to the updated KCSiE 2018, places an expectation that you will have a monitoring process in place – this does not have to be onerous and can be as simple as checking browser history on your hardware – however, you also need to be aware that these can be deleted, so in your acceptable use policy, it is worth stating that deleting browser history is not allowed. • Have you got an appropriate filtering system in place to keep children safe from inappropriate content? • How do you prevent children seeing inappropriate content on your technology? Do you evaluate how successful this is? • Do you have child friendly search engines set up? • Do children know what to do if they see something • that does upset them?

24. Downloadable from SWGfL for £14.99, this toolkit is designed to be used by a range of EYFS settings and organisations including nurseries, pre-schools, out of school clubs, creches, childminders and children’s centres.

26. Online Compass • A simple online tool that shows you what you need to do to make the use of technology safer for your group. • Online Compass is for any group that works with young people – a nursery, a library, a youth group, a sports club and so on. If you are from a school, 360 degree safe may be more suitable. • A free, powerful self-review tool designed by award-winning online safety experts, that simplifies a difficult task. It maps where you are in terms of keeping the children and staff in your group safe on the internet, charts your progress and navigates a course to a safer online environment.  • Review online safety in your group or organisation. • Improve your group's online safety using expert advice. • Celebrate your provision through a series of awards. The tool is supported by a set of Template Policies which can be accessed from https://swgfl.org.uk/products-services/online-safety/services/online-compass/

27. 360 Safe – online safety review tool • 360degree safe Overview • The 360 degree safe self review tool is free to use and is intended to help schools review their online safety policy and practice. It provides: • Information that can influence the production or review of online safety policies and develop good practice. • A process for identifying strengths and weaknesses. • Opportunities for commitment and involvement from the whole school. • A continuum for schools to discuss how they might move from a basic level provision for online safety to practice that is aspirational and innovative.

28. Members of NDNA can access a free online course. The course provides practitioners with a range or strategies and ideas to develop and support online safety with children, staff and parents. An in-depth e-safety audit is provided to help develop and improve practice as well.

29. Welfare and Safeguarding Responsibilities • Parents and Children • Are children aware of the risks from technology? • Do they know what to do if something upsets or scares them from a piece of technology? Either at home or in your setting. • Can they express how they feel about something? If non verbal do you staff understand signs of trauma? Reaction, roleplay, mirroring behaviours • What resources do you have in place to support conversations about Online safety and the basis of understanding risk and harm. • Do you engage with parents regarding their opportunities to keep children safe online? • What information have you given parents about keeping their children safe online? • How have you shared this? Is it accessible to all of your parents? • Are they aware of the risks? Grooming, imagery, older siblings sharing games etc

30. Putting Online Safety in Context

31. Some Books for EYFS and Key Stage 1

32. Jessie and Friends Jessie & Friends is a three-episode animated series which aims to equip 4-7 year olds with the knowledge, skills and confidence they need to help them stay safe from sexual abuse and other risks they may encounter online. Jessie & Friends follows the adventures of Jessie, Tia and Mo as they begin to navigate the online world. They learn that while the internet can be an exciting place where they can learn and have fun, sometimes they may encounter things online which make them feel worried, scared or sad. The films are accompanied by a comprehensive resource pack for professionals, with session plans for each episode and guidance on safe and effective delivery. Also available are subtitled versions of the animations, storybooks, and posters for parents/carers and children. https://www.thinkuknow.co.uk/professionals/resources/jessie-and-friends/

36. Parent resources

38. Putting Online Safety in Context Top Tips for parents to manage screen time

39. Putting Online Safety in Context Internet safety checklist for pre-school children • Explore together • Talk to children about what the internet is and explore it together so you can show them all the great fun and educational things they can do. • Be in control • Install controlson broadband. Most internet-enabled devices also allow you to set parental controls so you can manage what content children can see and how they interact with others online. • Use passwords • Keep devices out of reach and set passwords on all internet-enabled devices and don’t share them. Access to the internet is then controlled. • Use safe search engines such as Swiggle or Kids-search. You can save time by adding these to your ‘Favourites’. Safe search settings can also be activated on Google and other search engines, as well as YouTube. • Be involved • Encourage them to use devices in a communal area so you can keep an eye on how they’re using the internet and also share in their enjoyment. • Manage access • Set homepages to a child-friendly site like CBeebies • Help them learn through games, choose safe, fun and educational online games to play. Good free of charge examples can be found from companies like Disney Junior, Nick Jr and Fisher Price. • It’s never too early to start setting boundaries. Set some rules about how long your child can spend online. • https://www.internetmatters.org/advice/0-5/ for a video to show parents on Esafety Tips for under 5’s

40. In Summary Ensure your policy is up to date and reflective of your responsibilities Check you monitoring and filtering processes are robust Check the resources that might work for you with your cohort and use these to support the beginnings or developments of discussions with children on how to keep safe online. Offer support to parents regarding online safety, the risks that children might face and how to protect against them. Ensure you can evidence the work you do regarding online safety for inspection/governance purposes.

41. Further Support BAND – 0117 9542128 http://bandltd.org.uk/ BSCB Website – https://bristolsafeguarding.org/ South West Grid for Learning – https://swgfl.org.uk/ Internet matters – https://www.internetmatters.org/ Childnet International - https://www.childnet.com/ Thinkuknow - https://www.thinkuknow.co.uk/ NDNA - https://www.ndna.org.uk/ UK Safer Internet Center- https://www.saferinternet.org.uk/ NSPCC - https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/ There is also the POSH (Professionals Online Safety Helpline) that is available to offer support and advice regarding any aspect of online safety. Call 0344 381 4772 Email helpline@saferinternet.org.uk

42. Early Years Safeguarding Audit • Sharon McDonald and Julie Bassett • Revised Audit this year • Working Group with representatives from: • Local Authority Early Years Service • BAND • Nursery Schools • Private Day Nurseries • Voluntary Day Nurseries and Pre-Schools • Children’s Centres

43. What is a safeguarding audit for?Do we have to do it? • Provides BSCB with an overview of how effective safeguarding is in Bristol: BSCB accountability. • Provides you with a self -evaluation tool

44. Early Years Safeguarding Audit in previous years and going forward

45. How you complete the audit

46. From the Early Years Service you will receive: • An email which explains how to complete the survey; • The email contains the hyperlink to the Smart Survey; • An attachment which is the whole audit as a document, which can be printed out for reference.

47. After submitting the audit you will get a pdf. of your submission How can you use that record of your submission?

48. Early Years Safeguarding Audit 2018 Deadline for submission May 20th 2019

49. Any Questions Thank-you Please can you complete your Evaluation Form