Safeguarding and protecting children, young people and adults at risk — Qualsafe Awards End-Point Assessment Health & Social Care Revision
This element covers the fundamental principles of safeguarding children, young people, and adults at risk, ensuring learners understand their legal duties
Topic Synopsis
This element covers the fundamental principles of safeguarding children, young people, and adults at risk, ensuring learners understand their legal duties and the importance of a person-centred approach. It explores different abuse categories, indicators, and the correct procedures for responding to disclosures or suspicions. Practical application involves applying this knowledge in health and social care settings to protect individuals and promote their well-being, while also recognising the need for staff support mechanisms following incidents.
Key Concepts & Core Principles
- Safeguarding vs. Child Protection: Safeguarding is the proactive duty to promote welfare and prevent harm, while child protection refers to specific actions taken when a child is at risk of significant harm.
- Types of Abuse and Neglect: Physical, emotional, sexual abuse, neglect, and financial abuse (for adults). Each has distinct indicators, such as unexplained injuries, changes in behaviour, or poor hygiene.
- Legislation and Guidance: Key laws include the Children Act 1989/2004, Care Act 2014, and Working Together to Safeguard Children 2018. These outline statutory duties and principles like 'paramountcy of the child' and 'making safeguarding personal' for adults.
- Responding to Concerns: The correct procedure involves listening without judgement, recording facts accurately, reporting to the designated safeguarding lead (DSL), and not promising confidentiality. Never investigate or confront the alleged abuser.
- Whistleblowing and Duty of Candour: Employees have a responsibility to report concerns internally or externally (e.g., to Ofsted or CQC) if they feel unsafe or ignored. The duty of candour requires openness when things go wrong.
Exam Tips & Revision Strategies
- In scenario-based questions, structure your answer using the safeguarding process: recognise signs of abuse, respond appropriately to disclosure, report to the relevant person, record accurately, and refer to external agencies if needed.
- Explicitly reference current legislation, national policies, and local multi-agency procedures to demonstrate underpinning knowledge and contextual application.
- For assignments requiring person-centred responses, always describe how the individual's views, wishes, and feelings are prioritised, and how capacity and consent are considered in safeguarding decisions.
Common Misconceptions & Mistakes to Avoid
- Confusing safeguarding with general health and safety, rather than focusing on the specific protection from abuse, harm, and neglect.
- Overlooking financial or material abuse as a form of abuse, particularly in relation to adults at risk, and failing to recognize subtle indicators such as unexplained withdrawals or changes in property ownership.
- Assuming that safeguarding applies only to children or only to adults, rather than understanding the duty of care spans across all ages and that transitions between services require coordinated safeguarding approaches.
Examiner Marking Points
- Award credit for demonstrating a clear understanding of safeguarding legislation and statutory guidance (e.g., Care Act 2014, Children Act 2004, Working Together to Safeguard Children) and how it informs organisational policies and individual responsibilities.
- Credit should be given for accurately identifying and explaining the different types of abuse (physical, emotional, sexual, neglect, financial/material, discriminatory, institutional, etc.) and their potential indicators across all age groups.
- Evidence must show the candidate can outline the correct procedure for responding to a disclosure or suspicion, including listening without questioning, recording factually, and reporting promptly to the designated safeguarding lead, while maintaining confidentiality.