In early years, there is statutory guidance to set out the standards for care and education for all children and whilst safeguarding will have the same statutory expectations it should be seen, not as a duty but as a moral responsibility. For babies and children who are non-mobile or non-verbal, that responsibility becomes even more profound. These children rely entirely on the adults around them to recognise their needs, understand their cues, and advocate for their safety. Early years educators, often spending more time with children during the week than any other adults, play a unique and powerful role in being the voice for the voiceless.
At Busy Bees, we care for more than 30,000 babies and children, and with that comes a significant safeguarding responsibility. We have embraced our role as the safeguarding voice for every child, embedding this commitment into our values, culture, and training practices.
To maintain a high standard of awareness, all staff complete both our internal safeguarding training and the relevant Local Authority training. This ensures a well-rounded understanding of safeguarding and supports staff in taking ownership of their ongoing professional development.
We actively promote open safeguarding conversations during team meetings and staff supervisions. Combined with regular training and a culture of transparency, this approach is essential in helping our teams recognise how safeguarding concerns may present themselves.
Why Non-Mobile and Non-Verbal Children Are Especially Vulnerable
Young babies and children who cannot speak or who are not yet able to move independently are at increased risk of harm simply because they cannot communicate their experiences in direct ways. They cannot tell an adult that something feels wrong. They cannot remove themselves from danger. They cannot explain an injury, a change in mood, or an unusual pattern in behaviour.
For this reason, early years educators must develop deep observational skills and a strong understanding of child development, cultural capital and family contextual information.
Safeguarding, in the earliest years, is often about noticing the smallest signals, the subtle changes, and the quiet cues that others may overlook:
- Variations in feeding or sleeping patterns
- Unexpected bruising or marks, particularly in non-mobile babies
- Behavioural changes—withdrawal, irritability, or showing unusual emotions
- A lack of responsiveness or emotional connection
- Signs of neglect, such as persistent discomfort or unmet physical needs
When educators understand what “typical” looks like, they can quickly identify when something isn’t right.
The Role of Early Years Educators in Safeguarding
The overall responsibility in safeguarding babies and young children can primarily sit under four subcategories that build a robust and effective safeguarding culture.
1) Be their Advocate
Being an advocate means speaking up consistently, confidently, and compassionately. Educators are often the first to notice a concern, and their professional curiosity can be life changing. Busy Bees educators are encouraged to trust their instincts and understand that raising concerns, even at the earliest stage, is a protective action.
Educators must feel empowered to:
- Ask questions when something doesn’t seem right
- Record observations accurately and promptly
- Follow safeguarding procedures without hesitation
- Share their concerns, even if they only have a “gut feeling”
- Work in partnership with families, while keeping the child at the centre
- Don’t normalise behaviours or conversations
Creating a culture where safeguarding is everyone’s responsibility helps ensure that concerns are not minimised or dismissed. When educators know that their instincts are trusted and valued, children are better protected.
2) Attend mandatory training and be proactive in self-research and professional development:
High-quality, regular safeguarding training is essential not optional. Training should go beyond compliance and focus on true professional capability. Training will be the foundation of confident safeguarding practices. At Busy Bees, training goes beyond compliance; it aims to strengthen true professional capability so practitioners can approach safeguarding with confidence.
Effective safeguarding training should include:
- Identifying signs of harm in non-mobile babies and non-verbal children
- Understanding bruising protocols, including when any injury in a non-mobile baby must be treated as a red flag
- Child development and how delays or regression can indicate underlying issues
- How to listen to children who communicate without words
- Professional curiosity and how to challenge appropriately
- Maintaining accurate, objective records
- Understanding statutory requirements and local safeguarding procedures
When practitioners receive ongoing opportunities to build and refresh their knowledge, they become more confident and capable in safeguarding situations.
3) Ensure there is a confidential dedicated time to talk Safeguarding
Staff supervisions are where safeguarding awareness becomes embedded practice. It is a structured opportunity for reflection, emotional support, and professional growth. At Busy Bees, these structured conversations provide reflective space for practitioners to explore concerns, strengthen their observational practice, and identify areas for development.
Effective supervisions should:
- Encourage educators to discuss concerns openly
- Provide space to reflect on key children and their wellbeing
- Explore challenging scenarios in a safe, supportive environment
- Strengthen observational practice and critical thinking
- Identify training needs and areas for development
- Promote a culture of transparency, accountability, and trust
For many educators, supervisions also help manage the emotional impact of safeguarding concerns. Supporting vulnerable children can be deeply affecting, and reflective supervision helps ensure practitioners feel valued, supported, and resilient.
4) Create an embedded Safeguarding Culture That Protects Every Child
When training and supervision work together, safeguarding becomes woven into all aspects of everyday practice. It becomes part of the conversations, the routines, and the ethos of the setting. At Busy Bees, safeguarding is not a standalone task, it is part of the ethos, the routines, and the shared understanding within each centre
A strong safeguarding culture looks like:
- Leaders who model vigilance and professional curiosity
- Educators who feel confident and supported
- Open communication across the team
- Clear, consistent processes for reporting concerns
- An unwavering focus on the child’s voice—spoken or unspoken
Ultimately, safeguarding is not about ticking boxes. It is about championing the rights and wellbeing of every child, especially those who cannot yet speak or move for themselves.
Conclusion: Being Their Voice Until They Find Their Own
Non-mobile and non-verbal children rely on the adults around them for absolutely everything. Early years educators are not only caregivers and teachers; they are protectors, observers, and advocates. Their attentiveness and professional curiosity can identify concerns early, prevent harm, and give every child the safe, nurturing start in life they deserve.
By investing in specialised safeguarding training and reflective supervision, Busy Bees continues to support practitioners in fulfilling this vital role with confidence and compassion. In doing so, we ensure that the most vulnerable children—those with no voice of their own are always heard.
Author: Busy Bees Nurseries
Wendy Morland, Assistant Quality Director and Safeguarding Lead
