Safeguarding refers to the policies, procedures, and practices we use to ensure that children and young people are safe, healthy, and protected from harm. It is a legal and moral obligation for anyone working with children — and that includes you, whether you’re a camp leader, activity assistant, volunteer, or admin. Any role, really.

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Safeguarding isn’t just about responding when something goes wrong. It’s about:

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• Preventing abuse or harm before it happens

• Creating a culture where children feel safe and supported

• Knowing how to act appropriately if concerns arise

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It applies to everything — from how we communicate with children to how we store data, supervise groups, and respond to unusual behaviour.

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Why Is Safeguarding Important?

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Because children depend on us to keep them safe, especially when they’re away from home.

Many children may face risks including:

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• Abuse (physical, emotional, sexual, neglect)

• Bullying and peer-on-peer harm

• Unsafe environments or staff misconduct

• Online risks

• Mental health struggles

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In the context of camps, children may be interacting with:

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• New peers

• Temporary staff or volunteers

• Physical and digital tools (e.g. AR/VR equipment)

• High-energy activities with safety risks

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Having strong safeguarding practices in place helps:

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• Protect children’s welfare

• Prevent accidents or misconduct

• Build trust with families

• Comply with UK law and local authority guidance​

Key Legal Frameworks You Need to Know

You don’t need to memorise laws — but you should understand what underpins our safeguarding duties.

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Our policies and your training are based on:

• Children Act 1989 and 2004 – Ensures the welfare of the child is paramount

• Working Together to Safeguard Children (2018) – Government guidance for professionals working with children

• Keeping Children Safe in Out-of-School Settings – Voluntary code of practice we adhere to

• The Prevent Duty (2015) – Protects children from the risk of radicalisation

• Local Safeguarding Children Partnerships (LSCP) – Each county has a partnership responsible for oversight and coordination

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You are not expected to be a social worker or therapist. You are expected to know how to spot concerns and act appropriately.

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Risk Factors in Families

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Most families want the best for their children and manage to provide love and care even under stress. But certain factors can make it more likely that a child will be harmed. These include:

• Domestic violence or abuse in the household

• Parental mental health difficulties

• Problematic drug or alcohol use by carers

• Previous history of abuse (to the child or to others in the family)

• Parents who are overly critical or emotionally detached

• A child with disabilities or complex needs

• Very young or isolated parents without support

• Unrealistic expectations of a child’s behaviour or development

• Poverty and housing instability

• Breakdown in family relationships or separation

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These factors don’t cause abuse—but they can increase stress, reduce protective factors, and make harmful situations more likely.

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Who Might Abuse a Child?

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There’s no single profile of a child abuser. Abusers can be:

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• Of any age

• Male or female

• From any religion, culture, or income level

• Kind-seeming or well-respected members of the community

• Adults or peers

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This makes it essential not to rely on stereotypes or assumptions. Abuse isn’t always obvious. It may occur anywhere children spend time, such as at home, school, clubs, or online.

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Which Children Might Be Abused?

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The sad truth is that abuse doesn’t discriminate. Children of any age (under 18), ability, background, gender, or family structure can be abused. This includes:

• Babies and non-verbal children

• Teenagers, including those seen as “troublemakers”

• Children with disabilities (who are, in fact, more at risk)

• Children living in care or private fostering

• Young carers or those not visible to services (e.g. home-schooled or in isolated families)

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What Does "ABUSE" Look Like? THE FOUR TYPES OF ABUSE 

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Safeguarding protects children from a range of harmful experiences. The four main types of abuse are:

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1. Physical Abuse

• This includes acts such as hitting, shaking, throwing, burning, poisoning, or suffocating a child. It may also involve a carer pretending the child is ill or causing illness deliberately.

• Signs: A child regularly has unexplained bruises or flinches when approached

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2. Emotional Abuse

• This is ongoing emotional harm that damages a child’s self-worth and development. It might include constant criticism, rejection, intimidation, or not allowing the child to express their feelings. Emotional abuse often accompanies other types of harm and includes situations like bullying or witnessing domestic violence.

• Signs: A child seems withdrawn, anxious, or terrified of making a mistake

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3. Sexual Abuse

• This can involve forcing or persuading a child to take part in sexual acts—whether or not they understand what’s happening. It includes both physical and non-physical activities (such as exposure to pornography or inappropriate conversations). Sexual abuse can be carried out by men, women, or other children.

• Includes inappropriate touching, grooming, exposure to sexual content

• Signs: A child uses sexual language inappropriate for their age or avoids certain adults

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4. Neglect

• Neglect is the failure to meet a child’s essential needs. This could mean not providing food, clothing, shelter, emotional support, supervision, or access to healthcare. It can begin even before birth—for example, due to substance misuse during pregnancy.

• Signs: A child frequently appears tired, dirty, or hungry

 

 

Long-Term Effects of Abuse

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The impact of abuse doesn’t end when the harm stops. Survivors often carry the effects for years—sometimes for life. These can include:

• Low self-esteem or poor self-image

• Mental health problems like anxiety, PTSD or depression

• Difficulties with trust and relationships

• Self-harm or suicidal thoughts

• Risky behaviour, including substance misuse

• Problems at school or delays in development

• Difficulty parenting later in life

• Physical injury or permanent health issues

• In the worst cases, death

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However, with the right support, children can recover. Early intervention, safe relationships, and a supportive environment can make all the difference.

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Child abuse and misconceptions

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There are many myths about child abuse that can prevent people from taking necessary action. One common misconception is that abuse is usually carried out by strangers, when in fact, it most often comes from someone the child knows and trusts. Another false belief is that women don’t sexually abuse children; while most perpetrators are male, women and even other children can also be responsible.

It’s also important to challenge the idea that abuse only happens in “bad” or visibly troubled families. Abuse can and does occur in well-off, educated, and seemingly respectable homes. Some people assume that children frequently lie about abuse, but in reality, most children are hesitant to speak up and are usually telling the truth when they do.

Finally, many fear that reporting concerns will automatically lead to a child being taken away. In truth, safeguarding professionals aim to support families and keep them together whenever it’s safe to do so, often helping parents to change harmful behaviours.

 

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​​What Is Not Your Job (But You Still Need to Act)

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You are not responsible for:

• Investigating abuse

• Diagnosing trauma

• Contacting families

• Dealing with concerns alone

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You are responsible for:

• Staying alert to signs of harm

• Responding calmly if a child shares something

• Recording what you’ve seen or heard

• Reporting promptly to the Designated Safeguarding Lead

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​Whether you’re working directly with children, supporting families, or simply part of a community that includes children—you are part of the safeguarding system. If you see or hear something that makes you feel uneasy, it’s better to share your concern than stay silent. You don’t need to be certain—just alert. It could save a life.

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Key Message:

If something doesn’t feel right — report it.
It’s always better to raise a concern and be wrong than say nothing and miss a child at risk.

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Reflection Question 

Think of a time you noticed a child acting differently — maybe withdrawn, angry, or unusually quiet. What would you do now with your safeguarding knowledge?

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