module specification

SE4F04 - Safeguarding Young Children's Health and Well-being (2017/18)

Module specification Module approved to run in 2017/18, but may be subject to modification
Module title Safeguarding Young Children's Health and Well-being
Module level Certificate (04)
Credit rating for module 30
School School of Social Professions
Total study hours 300
60 hours Scheduled learning & teaching activities
135 hours Guided independent study
105 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   A portfolio of 4 tasks in which students critically analyse documents, such as reports, policies or leaflets
Coursework 50%   A response to a child protection case study report
Running in 2017/18 No instances running in the year

Module summary

In this module students will consider a range of issues relating to the health  and well-being of babies and young children and their families and the early years practitioners role in the welfare and protection of children ages 0-6

Prior learning requirements

It is expected that students will be in a work placement providing for children in the birth to six age range for a minimum of 2 hours each week throughout the module, normally in a group setting.

Module aims

This module addresses a key aspect of professional knowledge in the early years field and aims to enable students to:

  • Make connections between work based and academic knowledge in relation to children’s welfare needs
  • Introduce the historical, social and cultural contexts of health and welfare provision for young children and of current policy and legislative frameworks
  • Develop an understanding of the position of health promotion and safeguarding within the early childhood curriculum
  • Identify and examine some of the health care and welfare issues raised when working with babies and young children and their families
  • Raise awareness of the breadth of individual, social and environmental aspects of health, safety and well-being
  • Develop professional competence in professional decision making and partnership working in relation to sfeguarding babies’ and young children’s health and well-being.


This module will consider concepts of health and well-being in infancy and early childhood and the multiple factors that contribute to a child’s welfare.  The impact of ill health and disability on early learning and on families will be considered and the individual, socio-cultural and environmental aspects of well-being for young children and their families will be examined.
The module will consider providing for young children’s well-being and protection as part of a continuum of best practice,  and the position of health promotion within the early childhood curriculum will be explored. Students will examine the early years practitioners’ role in promoting healthy choices,  and in the identification and decision-making processes in the protection of babies and young children from neglect and abuse.  students will become acquainted with current health promotion, child protection policies and legislation within the range of health and welfare services that exist for children and families in need of support.

Learning and teaching

Students theoretical input will be through lectures, tutorials and seminars. Analysis of workplace observations and policy documentation will be undertaken by all students. All students will benefit from a blended learning approach through the use of Web Learn for supplementary materials, links to E-books, on-line discussions and self-assessment exercises such as quizzes and reflective tasks.

Reflection and discussion is key to teaching in the context of tutor-led sessions, and students experiential learning to promote their growing ability to act as a reflective practitioner.

Teaching and learning strategies and methods also focus on workplace skills and professionalism. Student s will undertake and reflect on observations in the workplace, and weekly tasks and reflective exercises to support increased knowledge and understanding. Observations, action research, work-related tasks and the use of development planning tools to support the growth of practitioners’ professional competence. 

The development of transferable skills in presenting evidence, arguments and points of view to a range of audiences, through a range of media, including the use of ICT to support individual learning.

Learning outcomes

On successful completion of this module students will be able to:

  1. Discuss the health and welfare needs of babies and young children in the context of early childhood practice, provision and curriculum.
  2. Identify the impact of child abuse and neglect on babies’ and young children’s development and learning
  3. Discuss how health is affected by poverty and inequality and critically analyse the factors that effect the well being of babies and young children and their families
  4. Articulate the roles of the early years practitioner and of different statutory and voluntary agencies working with children and families in identifying and assessing children’s health, welfare and protection needs within a multi-disciplinary network.

Assessment strategy

The assessment will include two components:
Students are required to compile a portfolio of 4 policies / leaflets relating to babies and young children’s health and well-being during the module, 3 of which will receive formative feedback from the tutor. Students will be able to demonstrate they have met the learning outcomes through incorporating these into a final portfolio, submitted at the end of the module, which draws the threads together with critical analysis and an overall conclusion.
Students are also required to respond to a Timed release child protection case study report which replicates real life situations, and discuss the possible impact on learning and development, the implications for early childhood practice and detailing the welfare policy and procedural context. In this way the assessment will address both the professional and academic aspects of the module.

Students will have the opportunity for self assessment and ongoing reflection on their learning through on-line quizzes and short answer questions. Students will also have the opportunity to examine a range of case studies in preparation for the timed release assessment. 

Students will be invited to attend a face to face tutorial to discuss their summative assessment in advance of submission deadlines and to receive detailed formative written feedback following these tutorials. Students will receive written feedback against all learning outcomes following once the assignment is assessed and graded. This will be the most comprehensive in cases of failure, where this will support learning for reassessment.


Indicative Text
Gasper , M (2010) Multi-agency working in the early years: Challenges and opportunities
Recommended Reading
Albon, D., and Mukherji, P. (2008) Food and Health in Early Childhood, London: Sage E book
Baginsky, M (2008) Safeguarding Children and Schools. London: Jessica Kingsley
Becket, C. (2007) (2nd edition) Child Protection. An Introduction. London: Sage.
Collins, J., Foley, P., (2009) Promoting Children's Wellbeing: Policy and Practice (Working Together for Children) Bristol: Policy Press
Department of Health (2008) The Child Health Promotion Programme, London: Department of Health Publication.
Frost, N and Parton, N (2009) Understanding Children's Social Care: Politics, Policy and Practice. London: Sage
Roberts, R., (2010) Wellbeing from Birth London: Sage
Rushforth, C (2012) Protecting children and their families in the Early years, London: MA education    
Underdown, A. (2007) Young Children’s Health & wellbeing, Maidenhead: Open University Press E book
Ward, H and  Davies, C. (2012) Safeguarding Children Across Services: Messages from Research. London: Jessica Kingsley
On-Line Resources
Department for Education and Skills (2003) Every Child Matters.  DfES. HMSO.
Early years: an international journal of research and development /WEB LINK (investigate the whole site. There is a good section on health inequalities)  Accessed 4-4-11 The Child Poverty Action Group
Lots of information, facts and figures about poverty. (the NSPCC site is useful for issues relating to child protection) ( the National Children’s Bureau site – useful for up-to-date information around child welfare issues).
Websites:                                                                                                                                                                                                       (site for the Institute of Child Health, Great Ormond St Hospital)                                                          The Bichard Enquiry.  URL: Accessed July 2012                                  Every Child Matters, URL: accessed July 2012                   Framework for the Assessment of children in need and their families. URL:   accessed July 2012
Lord Laming’s Enquiry into the death of Victoria Climbie.  URL:       accessed July 2012                                                                                                                                   Safeguarding children in education. URL:                            Teachernet– Identification Referral Support Coordinators Guidance.  URL:                                                                                                                             What to do if you’re worried a child is being abused.             URL:                                         
Working together to safeguard children. URL:                            
Journals:                                                                                                                                                                        Tanner, K and Turney, D. (2003). What do we know about child neglect? A critical review of the literature and its application to social work practice. Child & Family Social Work.  Volume 8 February 2003, Children and Society
Barlow, J and Calam, R. (2011) A Public Health Approach to Safeguarding in the 21st Century. Child Abuse Review. Volume 20, Issue 4, pages 238–255, July/August 2011, Wiley.