Safeguarding in Care

Overview

In this session you will build knowledge of safeguarding principles used in health and care settings, including common types of abuse and how safeguarding processes work. You will apply learning through a case study and create a safeguarding action plan for a realistic scenario.

Learning intentions

• WALT describe types of abuse and harm that may occur in health care settings.
• WALT explain safeguarding processes, including reporting, escalation and record-keeping.
• WALT recognise safeguarding responsibilities of professionals and the importance of consent, confidentiality and lawful action.
• WALT develop a safeguarding action plan using a case study framework.

Success criteria

• I can identify key types of abuse (for example physical, emotional, sexual, neglect) and explain signs that may suggest risk.
• I can outline the safeguarding steps: immediate action, reporting routes, documenting concerns and follow-up.
• I can describe how legislation and professional ethics guide safe decision-making and information sharing.
• I can produce a clear, realistic safeguarding action plan for a given scenario.

Curriculum links

• Safeguarding and protecting young people and adults: how harm is recognised and responded to.
• Mental wellbeing and safety: actions to keep people safe and reduce risk.
• Rights, respect and responsibility: ethical decision-making, consent and confidentiality.
• Working with others: communication, escalation and accountability in care settings.

Lesson structure (60 minutes)

1. 1–5 min: Starter + learning focus Display the WALT and ask students to write one question they still have about safeguarding in care settings. Share 2–3 responses to shape discussion.

2. 6–15 min: Safeguarding recap mini-quiz (recall and review) Run a short whole-class quiz (10 questions, quick verbal answers or mini-whiteboards) covering: definitions of safeguarding, key reporting ideas, and what to do when you suspect harm. Reveal a model answer and explain rationale briefly.

3. 16–27 min: Teach-through discussion—types of abuse Use teacher-led guided questions with examples linked to health care contexts (e.g., neglect of needs, coercive control, inappropriate physical contact, emotional harm, institutional practices that reduce dignity). Emphasise that signs can be indicators and should trigger concern, not proof.

4. 28–40 min: Case study—safeguarding process mapping In groups of 4–5, students receive a case scenario (paper strip with prompts). They must map the safeguarding process in order:

• immediate safety considerations
• who to report to in the setting
• what to record (facts, not opinions)
• how decisions are made ethically (consent, confidentiality, information sharing)
• what follow-up actions might be required Teacher circulates and prompts accuracy and realism.

5. 41–52 min: Group transformation—create a safeguarding action plan Groups convert their mapping into a 1-page action plan including: “What we notice”, “What we do next”, “How we record”, “Who we inform”, and “How we protect confidentiality while acting”. Each group nominates a spokesperson.

6. 53–58 min: Share + ethical check (whole-class) 2–3 groups share their action plan. Class checks with a simple “ethics and legality” lens: Have they acted promptly? Is the response proportionate? Have they avoided assumptions? Would their record be usable?

7. 59–60 min: Exit reflection + set independent task Students complete a short exit ticket: “One process step I will remember is…” and “One principle I will apply is…”. Explain independent learning: research local safeguarding policies and procedures.

Resources

• Case study handout (one scenario per group, plus a question prompt sheet).
• Safeguarding process cards (to sequence: notice, immediate action, report, record, follow-up).
• Mini-whiteboards or scrap paper for quiz answers.
• Paper for 1-page safeguarding action plan template.
• Teacher answer guide (types of abuse indicators and key process steps).
• Independent learning sheet: prompts for what to locate in local safeguarding policies.
• Note-catchers for dyslexia-friendly recording (lines, short sections, sentence starters).
• Slides or board summary of WALT and key process headings (no dense text).

Assessment

• Formative assessment through the safeguarding mini-quiz and teacher feedback during case study mapping.
• Group assessment of the action plan using a teacher checklist (accuracy of steps, clarity of reporting/recording, ethical consistency).
• Exit ticket identifies individual understanding of one process step and one safeguarding principle.

Differentiation

• Support: provide sentence starters for action plans (e.g., “I noticed…”, “I would report to…”, “I would record…”), and a simplified process template with fewer prompts.
• Support: pre-teach key vocabulary using short, paired discussion before the case study (types of abuse, concern, report, record, escalation).
• Extension: ask advanced learners to include “decision points” (e.g., what if the person refuses consent; what if immediate danger is suspected) and justify their choices using ethics.
• EAL/SEN: allow use of structured graphic organisers; provide the case study with highlighted key facts; offer oral rehearsal before writing; reduce copying requirements.

Independent learning (as set by teacher)

• Research local safeguarding policies and procedures relevant to health and care settings.
• Identify: the reporting route, recording expectations, escalation steps, and where students could find guidance in the organisation.
• Bring back a short summary (3–5 bullet points) and one question they would still ask about the process.