You are in the outdoor play space and look up to scan the environment. You see your colleague, who is at the other end of the play space, grab a child roughly and pull them by the arm. The colleague looks stressed and is speaking very close to the child’s face. The child seems upset, but you cannot hear what they are saying.

Things to consider

• What constitutes ill-treatment in an early childhood education and care setting?
• How do you support the child?
• How do you respond to this incident?
• Under your child protection policy and procedure what steps should you take?
• What do you need to do to document and report this incident?
• How should you address your colleague’s behaviour?
• Do you need to report this incident to external agencies?

You and other colleagues at your service have ongoing concerns that a 4-year-old child may be exposed to family violence. The child is increasingly withdrawn, appears less clean (body and clothing) and they have started soiling themselves again. The child has also started acting aggressively towards other children, using threatening words and actions. The child’s parent has stopped communicating with staff and often appears to have bruises on their face, which they try to hide.

Things to consider

• What are your immediate responsibilities to the child?
• How do you approach the parent respectfully while assessing risk?
• Who do you need to contact (for example, another person responsible, caregiver, supervisor, Oranga Tamariki, police)?
• What steps should you take based on your child protection policy and procedure?

A 4-year-old child arrives with bruises on their upper arms and back. When asked, the child says they “fell down”, but the explanation does not match the injury pattern. This is the first time you have noticed anything concerning about the child.

Things to consider

• How do you make sure the child feels safe and supported?
• What are your immediate concerns?
• What steps should you take based on your child protection policy and procedure?
• Where and how do you document this incident?

A volunteer at your service is very affectionate with 2 certain children they didn’t know before starting. They often try to spend one-on-one time with these children, keep them physically close and are very friendly with the children’s parents, offering to babysit.

Things to consider

• Is there a policy in place about external relationships with families or babysitting?
• How do you raise concerns within your team and leadership?
• What behaviours may indicate grooming of children or adults?
• What steps should you take based on your child protection policy and procedure?

A parent comes to pick up their 2 children. Staff notice the parent is acting differently. They seem in a hurry, especially with the older child, and do not want to chat about the children’s day like they usually do. The parent seems agitated, has slurred speech and has an unusual odour. Staff are worried the parent might be under the influence of drugs or alcohol and are concerned for the children’s safety, as the parent is driving.

Things to consider

• What are your immediate responsibilities regarding the child’s safety?
• How do you approach the parent respectfully while assessing risk?
• What is your service’s policy for refusing release of a child?
• Who do you need to contact (for example, another person responsible, caregiver, supervisor, Oranga Tamariki, police)?
• What steps should you take based on your child protection policy and procedure?

While you are sitting with a 3-year-old child reading, they tell you that an extended family member touches their bottom in bed at night. The person has interim custody of the child.

Things to consider

• What is your immediate response to the disclosure?
• How do you make sure the child feels heard and safe?
• How do you protect the child while maintaining confidentiality and following reporting procedures?
• What steps should you take based on your child protection policy and procedure?

Two siblings, aged 1 and 4 years, often arrive at your service hungry, tired and wearing clothes that do not suit the weather and have very little food in their lunch boxes. The 4-year-old has said they have been left alone at home with their little sister. Recently, the 1-year-old showed signs of being unwell, including a fever, tiredness and sleeping a lot. The parent refused to seek medical help when it was suggested.

Things to consider

• How do you approach this sensitively with whānau | family?
• What support systems can be activated for the family?
• Are signs of neglect present?
• What makes poverty different from neglect?
• What steps should you take based on your child protection policy and procedure?

Two children of the same age are in a secluded area of the playground. One child is overheard encouraging the other to touch their genitals.

Things to consider

• What is the difference between age-appropriate curiosity and concerning sexualised behaviour?
• How do you respond to both children?
• What preventative actions can be implemented?
• How do you support the children and their families?
• Is communication with your learning community needed?
• What steps should you take based on your child protection policy and procedure?

The Stop website has a guide to support understanding of sexualised behaviour in young children.

Tools to help – Stop

A parent tells a teacher that their child said a teacher “pulled me hard and made me sit down.” The teacher explains they are managing challenging behaviours and followed your service’s policy. The parent is not satisfied with this response and makes a formal complaint to management.

Things to consider

• Have you defined ill-treatment or boundaries of physical intervention?
• How do you investigate the complaint fairly without bias?
• How do you communicate with the parent while maintaining confidentiality?
• What steps should you take based on your child protection policy and procedure?