2.2 Explain systems for supporting children’s safety when: • receiving children into the setting • ensuring their safety on departure • during off-site visits

This guide will help you answer 2.2 Explain systems for supporting children’s safety when: • receiving children into the setting • ensuring their safety on departure • during off-site visits.

Receiving Children into the Setting

The arrival process has a direct impact on safety and wellbeing. It is the point where responsibility for the child moves from the parent or carer to the setting. A clear arrival system prevents confusion and ensures every child is safely handed over.

Staff should be positioned at entry points. This helps monitor all arrivals and ensures adults bringing in children are recognised and authorised. Each setting should keep a list of authorised people allowed to drop off or collect a child. Staff should check against this list at every arrival.

The register must be completed as soon as the child arrives. This record shows who is present and supports emergency planning. If evacuation became necessary, the register would be the reference for confirming all children are accounted for.

It is important to note any updates shared by parents at arrival. They may report changes to health, medication, or arrangements for collection later in the day. These details should be passed to all relevant staff.

Practical steps at arrival could include:

• Greeting each child personally to help them feel calm
• Checking the identity of the adult bringing the child
• Recording arrival in paper or electronic attendance systems
• Keeping entry doors secure and supervised during arrival times
• Not leaving any child alone in the reception or entrance area

In some cases, staggered arrival times can improve safety. This reduces crowding, which makes it easier for staff to keep track of each child. Larger settings may divide arrivals by age group or activity.

Security measures, like coded doors or sign-in stations, can be part of the system. Whether electronic or manual, they must be used consistently by all staff. Reception staff will usually take the lead, but all team members should know the process.

Ensuring Safety on Departure

Departure is another high-risk time. The setting must make sure that each child leaves only with the right person. This means checking identity with care and having a plan for any changes to arrangements during the day.

Staff should work from a list of authorised collectors agreed when the child joined the setting. Parents can add or remove names from this list as needed. Written confirmation is preferable for changes, but phone calls can be accepted with extra checks to confirm authenticity.

A clear departure process helps keep this stage calm and safe. This might include:

• Calling children forward one at a time
• Checking the collector’s identity before releasing the child
• Using a password system for unfamiliar authorised adults
• Recording departure times in the attendance register
• Keeping children inside until their collector is present

If a collector is late, staff should keep the child supervised in a safe place. Contact details for the collector should be used to check on their arrival time. If contact cannot be made and time passes beyond what is reasonable, settings may need to follow safeguarding procedures, which could involve contacting another authorised adult or external agencies.

Staff at doors or gates play a key role in departure safety. One person might handle the register, while another manages the handover. This avoids confusion in busy moments.

Family disputes can arise at departure times, especially if court orders or restricted access are in place. Staff must be familiar with such restrictions and confident to act according to safeguarding policy, calling for support from designated safeguarding leads if needed.

Safety During Off-Site Visits

When taking children out of the setting, safety responsibilities increase. Systems must cover preparation, travel, arrival, activity, and return. Every stage carries different risks.

Preparation begins with a risk assessment. This document identifies hazards in the location and activity. Risks might include traffic, water, crowds, or unfamiliar layout. For each hazard, staff should record the action taken to reduce the chance of harm. For example, avoiding busy roads or assigning more staff to supervise near water.

Ratios often need to be higher during trips. This means more adults for fewer children to improve supervision quality. Volunteers can help, but they must be briefed and understand their role before the trip.

Key measures during trips include:

• Taking a register before leaving and after arrival
• Carrying out headcounts regularly during the trip
• Using matching clothing or wristbands for easy identification in crowded places
• Giving children clear boundaries for the activity area
• Carrying emergency contact lists for all children
• Having first aid kits and trained first aiders with the group
• Agreeing on meeting points in case children move out of the main group

Transport requires strict checks. If using vehicles, seat belts and child restraints must be in place before departure. If walking, children should be supervised closely, with staff spaced through the group and at crossing points.

During the visit, staff should know who is responsible for different tasks. One might lead the activity while others keep watch on movement and behaviour. There must be no point where a child is unsupervised.

Weather or unexpected events can change plans quickly. Staff must have a response plan for bad conditions, injury, or a missing child. Quick headcounts and agreed communication signals can help in emergencies.

Returning to the setting should follow a check system similar to departure. Confirm all children are present before leaving the location, and record their return in the register once back at the setting.

Communication with Parents and Carers

Parents and carers rely on the setting to protect their children. Good communication strengthens the safety systems. They should know and understand how arrival, departure, and trips will operate.

Before a trip, parents should be given written information about the location, activity, timings, and safety measures. Consent forms must be collected and kept securely. Without consent, a child should not attend the trip.

Any changes to collection arrangements should be reported by parents as early as possible. Clear instructions should be given about how and when to notify the setting.

During longer off-site visits, parents may appreciate updates. This can be agreed in advance without excessive distraction to supervising staff.

At arrival and departure, staff should pass on any relevant messages about the day, health issues, or upcoming activities. This can happen informally but should be recorded if important to the child’s care.

Staff Training and Consistency

Safety systems are only effective when staff understand and follow them. Training should cover all aspects of arrival, departure, and off-site trips. Staff must know legal responsibilities, how to operate registers, and how to respond to safeguarding concerns.

Consistency among staff helps children feel confident and keeps processes clear. If different staff handle the same situation in different ways, confusion can reduce safety.

Checklists are useful to keep process steps consistent. For example, a departure checklist might cover identity check, register update, and safe release of the child.

Practice sessions can support new staff or refresh the skills of experienced team members. Roleplays or mock handovers give staff a safe way to learn and improve the systems.

Record Keeping in Safety Systems

Records help staff keep track and provide evidence of safe practice. Attendance registers note which children are present. Authorised collector lists show who can take a child home. Risk assessments record trip planning and hazard reduction.

Electronic systems can speed up recording but must comply with data protection law. Paper records work well if updated immediately and stored securely.

On trips, portable copies of key records should be taken, including medical needs, allergy information, and emergency contacts. This supports quick action if an incident occurs.

Incident records allow settings to review how events were handled. They may lead to improvements in the system for future situations.

Involving Children in Safety

Children can help keep themselves safe when they understand the rules. Simple explanations at arrival and departure encourage them to follow the process. They can be taught to wait for their name to be called before leaving or to stay with the group during trips.

Giving children age-appropriate safety instructions empowers them to act safely without fear. This fosters independence while keeping risk low.

Final Thoughts

Safety systems for receiving children into the setting, ensuring safe departure, and managing off-site visits protect the wellbeing of every child. These daily and occasional routines are the backbone of safe practice for childcare workers.

By applying consistent checks, keeping clear records, and communicating openly with parents, staff create a trusted environment. Planning and training ensure these systems work every day, in busy moments and during special events. A smooth arrival, organised departure, and well-managed trip all show children that they are cared for in security and with attention to their needs.