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In my essay I will be discussing the contemporary and cultural issues of safeguarding

children’s welfare in the twenty first century. Although the main framework of safeguarding

is a relatively new development, reformists, and charities for the protection of children can be

dated back to the eighteenth century. Therefore, I will be exploring the history of

safeguarding and how it leads up to current practices in use today and the lessons we have

learnt. I will be identifying the broader framework for child protection, using historical

records, the legal status, and policies to see how it has developed over the years, moved

forward, and made sense of the issues we are now facing as early year practitioners. In

current child protection legislation, the term ‘child’ refers to anyone up to the age of 18 years.

On 17 October 1739, King George II signed a Royal Charter to create a foundling hospital to

be built in Bloomsbury. This was at a time when ‘society tolerated child poverty and

destitution as a necessary evil’ (Coram, Story of Children’s Rights, 2018). After a nineteen-

year campaign by Captain Thomas Coram a foundling Hospital was launched, this was

London’s first home for babies whose mothers were incapable of caring for them. Coram

continued in his role of developing children’s rights and ensured that ‘children born out of

wedlock or in to poverty could have a better life’ (Story of Thomas Coram 2018).

In 1874, in America a young girl named Mary Ellen McCormack was the first to inspire the

notion of an agency protecting children’s’ rights. She was regularly beaten but had no legal

redress under state law until her case was taken up by the New York Society for the

Prevention of Cruelty to Animals. It was unlawful to be cruel to animals, but not children.

Henry Bergh petitioned the US Supreme Court stating, "human animal", should have the

same protection as any other animal. Due to this the Society for the Prevention of Cruelty to

Children in New York was established. Thomas Agnew, an English banker formed a similar

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organisation in Liverpool after visiting New York. Reverend Waugh hearing of this

organisation and after witnessing the suffering of children in the east end of London,

subsequently founded the London Society for the Prevention of Cruelty to Children in 1884.

The Reverend worked tirelessly to raise awareness and lobbied Government as well as

publishing detailed reports of abuse and neglect cases for the first time. The organisation

grew, and other regional branches followed, and in 1889 the organisation was renamed the

National Society for the Prevention of Cruelty to Children (NSPCC), with Queen Victoria as

Royal patron. In 1889 the first legislation against cruelty to children, popularly known as "the

Children's Charter" came into effect.

The Prevention of Cruelty to, and Protection of, Children Act 1889 ‘Children’s Charter’ was

the first Act of Parliament for the prevention of cruelty to children. For the first-time police

had the right to arrest anyone maltreating a child, boys were classified as under fourteen and

girls under sixteen. Under this Act however, the rights of the parents to administer

punishment could not be taken away. ‘Nothing in this Act contained shall be construed to

take away or affect the right of any parent, teacher, or other person having the lawful control

or charge of a child to administer punishment to such child’ (Children’s Charter 1889 chapter

44). The Act expanded and in 1894 it was amended to include mental cruelty. A child was

given the right to give evidence in court and it became an offence to withhold medical

attention from a sick child.

In the late nineteenth century, social reformers started to realise the problems of poverty and

how it was affecting the lives of children who had little chance of changing their

circumstances. One reformer, Seebohm Rowntree conducted a survey into poverty in York,

resulting in ‘Poverty, a Study of Town Life 1901’. Rowntree hoped the results from his study

would be adopted by his political party and brought into policy. His results along with other

reformers such as Charles Booth, helped to reform policy and establish The Children’s Act in

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1908. This was formed to protect the impoverished children of Britain from suffering abuse.

These children were the forgotten minority of Victorian society and had suffered with little or

no protection for many years. This Act introduced Juvenile Courts, the introduction of foster

parents’ registration, the protection of infant life causing child minders to be registered and

inspected and the prevention of cruelty to children. This new Act gave the state authority on

incest as this issue was previously dealt with by the church. ‘It was a step in recognizing

childhood as distinct from adulthood and therefore in establishing the rights of the child’

(Moore, A. 2012).

In 1919, a committee for ‘the protection of children’ was created by the League of Nations.

They worked in the Third World to try to eradicate child slave labour. They dug fresh water

wells to eliminate leprosy and five years after it was first set up, it adopted the Geneva

Declaration. The Declaration was the first international treaty on children's rights, inspired by

the work of a Polish man, Henrik Goldszmit (pseudonym Janusz Korczak), who is reputed to

be the father of children's rights (Truman, C. N. 2015).

In 1928, Janusz Korczak published a major work, ‘A child’s right to respect.’ This would

eventually lead into the International Convention on the Rights of the Child, established in

1989. He believed the conflict for children’s’ rights remained essential if, children remained

disrespected anywhere. Unfortunately, Korczak died for what he believed in and he

accompanied the orphan children in his care into the gas chambers at the Treblinka

concentration camp on August 6, 1942. Korczak once stated ‘It is inadmissible to leave the

world in the state in which one found it.’ (Hoarau, V. 2014).

On 7th February 1978, Poland advocated the, United Nations Convention on the Rights of the

Child. This was in contrast with the prior Geneva Declaration, this time the Convention

would be binding for countries. Poland hoped that a Convention on the Rights of the Child

would be implemented from 1979, but this was not to be as it took a further ten years to gain

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support of the international community. On 20th November 1989, the General Assembly of

the United Nations adopted the Convention on the Rights of the Child. Each Right was as

important as the other and no Government could select at will the articles within the

Convention, they must be a whole. ‘Every child has rights, whatever their ethnicity, gender,

religion, language, abilities or any other status’ (UNICEF 2017). The convention finally came

into force in the UK in 1992. To this date, America is the only country that has not signed.

In England, an official framework for child protection was introduced which was the 1989

Children’s Act. ‘The Act introduced a duty for local authorities to safeguard and promote the

welfare of children within their area who are in need. Authorities are required to assess a

child’s needs and promote the upbringing of children by their own families if safe to do so’

(House of Commons Education Committee 2012 pg. 13). The Act also allowed children to be

taken into care and set out the rules and regulations the local authorities had to abide by in

their duty to the children.

In 2002, the Home Office introduced the Criminal Records Bureau (CRB). It provided

criminal history reports to employers about potential employees. It was designed to protect

vulnerable people by screening anyone who may encounter vulnerable groups (uCheck 2015)

In 2012 the Disclosure Barring Service (DBS) replaced the CRB, mainly due to the death of

two school girls in Soham. There was much criticism of the process that allowed their killer

to get a job as a school caretaker, and therefore allowing access to the children. The Home

Secretary at the time, David Blunkett ordered an Inquiry (BBC 2013) which led to the change

of these vetting services and allowed settings more effect control on safeguarding.

Working Together to Safeguard Children was introduced in 1999 and revised in 2006, plus

2010, 2015 and 2017. The guidance sets out how organisations, settings and individuals

should work together to safeguard and promote the welfare of children and young people in

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accordance with the relevant legislation. ‘Local authorities have overarching responsibility

for safeguarding and promoting the welfare of all children and young people in their area,

(Department of Education 2015 p. 5). This guide was designed to be used in conjunction with

the Children’s Acts 1989 and 2004 as they are statutory.

It became apparent at the beginning of the century, that more was needed to safeguard

children. The Government strategies on child poverty, Sure Start and Raising School

Standards, were working but not to their full potential. In 2004 another Children’s Act was

passed resulting from the Lord Laming’s inquiry into the death of 8-year-old Victoria

Climbié. The Children’s Act 2004 developed upon the previous Act and provided the legal

framework for the Government’s Every Child Matters (2003) and altered children's services

and the method used to structure them in England. The Early Years Foundation Stage (EYFS)

was established under the Childcare Act 2006. This is a framework for development,

learning, and care for children from birth to five. It was then revised in 2012 and placed a

responsibility on all practitioners to be considerate of every child’s unique background. It

allowed practitioners to see children as co-constructors, enabled a child centred approach and

safeguard children as part of everyday practice (Reid, J & Burton, S. 2017)

The country understood that more was needed to develop a wider attention of concern about

the risk to children. The emphasis now began to move away from ‘child protection’ rather

than ‘safeguarding’ which was influenced by the Safeguarding Report (2002) Laming inquiry

2003. ‘Safeguarding is a term which is broader than ‘child protection’ and relates to the

action taken to promote the welfare of children and protect them from harm’ (Government

Policy Paper Safeguarding children and young people Published 14 July 2014). The Green

paper ‘Every Child Matters’ outlined in the Children Act 2004 resulted as a legislative

framework. Every Child Matters was designed to improve outcomes for children in five key

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areas; being healthy, staying safe, enjoying, and achieving, making a positive contribution,

and achieving economic well-being (2003).

Lord Laming’s 2009 report on development being made in protecting children throughout the

country concluded ‘that a sound legislative framework was in place and that the policy

foundations were appropriate’ (Barlow, J and Scott, J. 2010 pg.11). Laming believed we

should listen and consider the views and wishes of the child ‘A Child Centered Approach’

which was also the result of the Munro report in 2011, due to the death of Baby P. The

government accepted Lord Laming’s recommendations and then continued to publish the

revised guidance Working Together to Safeguard Children. The prerequisite of how

organisation and individuals work together in partnership to safeguard and promote the

welfare of children and young people.

Since the beginning of the century, policies, and legislation regarding the reaction to abuse in

the country have shifted from a ‘child protection’ model, towards a ‘child and family

welfare’. This involves earlier support, identifying children in need rather than assessment of

future risk and by working in partnership with parents and other organisation, achieves the

best outcome for the child’s welfare. Research between these two methods was completed

across twelve European countries who found the results increased in those countries

implementing child and family-welfare focused systems (Katz and Hetherington 2006).

Although one system seems to be better than the other, some researchers believe that the best

outcomes are a mixture of both approaches.

At the end of the twentieth century, we have seen a shift in the way children and childhood

were conceptualised, which led to provision of more ‘child-centered’ services. Due to the

1989 United Nations Convention on the Rights of the Child, children now have rights. One

of which is the right to be actively involved in decisions about their future. Children are now

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being consulted and their perspectives considered, though it has been suggested that infant-

centered services require radical revision (Barlow and Svanberg 2009). We must be

responsive and listen to the voice of the child and recognise the different multi-methods they

use. To be effective we must take everyone’s point of view into account to ensure quality of

relationships that are central to the well-being of children’

Children are influenced by their community, family’s culture and/or faith as is evident in

Bronfenbrenner’s Ecological Systems Theory. To study a child’s development,

Bronfenbrenner believed we must look at the child, their immediate environment, and the

larger environment as well (Bronfenbrenner, U.1979). These influences can obscure

symptoms which would normally signal professionals to the risk of harm to the child.

‘Working Together 2013’ identifies physical, sexual, emotional and neglect as abuse and

provides the statutory framework for protecting children and promoting their wellbeing

regardless of their faith, culture, and circumstances. Therefore, we need to be aware and

understand that abuse can happen anywhere and in any culture. Abuse can be defined in five

main categories: physical, sexual, sexual exploitation, neglect, and online abuse. The four

main types of abuse that stem from culture related traditions are: Female Genital Mutilation

(FGM), Honor Based Violence, Spirit Possession & Forced Marriage.

In the last twenty years we have seen a general shift in the cultural demographics of our

country. Our community is changing, as we are becoming more diverse; age, gender, race,

ethnicity, marital status, education, English as a first language and other statistics make up

the demographic profile of our population. Keeping children safe from bullying connected to

race and faith is integral to building safe and thriving communities (Gov.uk 2017). We need

to act holistically, we must be self-aware, not prejudiced by faith or cultural practices and

being able to provide relevant cultural and faith-related input to prevention, support and

rehabilitation services for the child and their family. ‘Cultural competence practice puts

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children’s well- being and protection within the cultural context…. cultural competence helps

sort out which aspects of the family’s difficulties are ‘cultural’, which are neglectful, and

which are a combination of factors’ (Cambridgeshire LSCB pg.1).

While family, faith and the community play a big role in influencing the lives of our children,

one our biggest safeguarding threats in today’s modern society is the internet. Keeping in

touch with children and technology can be overwhelming for many parents. Technology is

constantly evolving and the dangers that this media exposes children to, is increasing. A

guide to help parents on social media has been produced by the UK’s Council for Child

Internet Safety (UKCISS). While the Department of Health is providing courses for

professionals to help recognise when children are being targeted and at risk (Gov.UK 2015).

Children are becoming more exposed to technology and consequently the risk from online

harm is increasing. These risks include cyber bullying, pornography and radicalisation. The

internet can play an important role in a child’s education but without monitoring and filters

this situation will only get worse. According to a latest report ‘How Safe are our Children

(2017 pg.43)’ by the NSPCC ‘Offences relating to indecent images are increasing in every

UK nation’ and counselling for online safety and abuse has risen 9% in 2016/2017’.

In conclusion we now realise it is everyone’s responsibility to safeguard children and the key

is education. Ignorance is no longer an excuse! Today’s face of safeguarding continues to

change, grow, and develop within our society. Although our standards concerning

safeguarding, is governed by law, we must remain fluid. They must continue to change with

the times, what was acceptable in the nineteenth and twentieth century is no longer

acceptable today. Our understanding and knowledge mean we must continue to improve our

standards for safeguarding in this country as well as the world. Cultural practices and beliefs

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differ from country to country. Problems identified by the league of nations such as child

slavery is still with us in the twenty-first century. For instance, in 2014, 276 children were

kidnapped from a school in Nigeria though some managed to escape, 219 were put to work.

Boys were kidnapped to be radicalised and the girls as domestics and used for sexual

exploitation (BBC News 2017). We now have many organisations trying to address these

problems, but, these incidents are continuing to happen.

As a Nation we no longer ‘tolerate child poverty’, (Coram, Story of Children’s Rights, 2018)

nevertheless it continues to be an issue, and according to the Rowntree Foundation (2017),

who first reflected on poverty in 1901, stated that ‘14 million people live in poverty in the

UK – over one in five of the population.’ In the last two decades, the country has reduced

poverty in the community targeting those who had conventionally been most at risk. But that

progress is beginning to change; poverty rates have started to rise again. Something still

needs to be done ‘to transform the prospects of millions of people living in poverty in the

UK’ (Barnard, H. 2017).

Today, we no longer see children being born out of wedlock as ‘necessary evil’, (Coram,

Story of Children’s Rights, 2018) socially unacceptable, and we perceive the need for

foundling hospitals as superfluous. The percentage of births outside marriage or civil

partnership in 2016 was 47.6% though many of these babies have partners who live together

(Office for National Statistics 2016). Nonetheless the UK has the highest teenage birth rate in

Europe, but ‘under 18 conception rates have declined by 55% since 1998’ (Office for

National Statistics 2015). Even though some of these statistics are welcome, it is the young

mothers with no family or little family support that still require our help and early support

and assistance needs to be put in place to ensure ‘child and family welfare’.

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Safer recruitment via the use of the Disclosure and Barring Service (DBS) continues, but the

issues of grooming and sexual harm of children continues to be a concern. ‘There are

approximately 500,000 teachers in England and Wales and in 2012, 192 teachers were

identified by the (DBS) for sexual offences against children. In July 2013, the barred list

contains over 49,000 names (Andrew Hall 2015)’. The use of a vetting system must continue

and improve if we are to protect the youngest people in our society.

The contemporary issues we face today are relatively the same problems we have faced in the

past. Child homicide rate is in decline (NSPCC 2017 pg.23) but the unknown of the internet

and people’s ability to deceive, opens new risks to children. Risk from online predators and

children living in a community where gang welfare and child sexual exploitation are openly

excepted as the norm are todays biggest risks. As society evolves we will continue to face

new problems and we must continue to improve to keep children safe from harm. With the

advent of more working parents, more children are coming into settings. The daily practice of

settings is to build relationships, have policies in place therefore, training must be up to date

and relevant, safeguarding strategies need to be regularly discussed. The moral and legal

beliefs of all who are involved with children should be ‘safeguarding and the protection of

children’. There will always be new risks and dangers, but we must be attentive and

remember to promote the welfare of children and protect them people who are determined to

harm.

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