A serious incident is no time to discover you’re unprepared as an approved provider

Families want answers, support and to be listened to and followed up with. Providers need to be prepared to deliver that response.

A family who has had a serious incident involving their child should not need to chase up the service to learn what is happening. Families need to be listened to, be given an explanation of what is known and be contacted as promised.

For an approved provider, that means preparation before the phone rings. Who takes the lead, who contacts the family and who maintains the safety of the service?

Having worked across service operations, safeguarding and provider responsibilities, I believe that these questions deserve closer attention before something goes wrong. A policy may set out the process, but families need to know what to do when a family is distressed, and information is not complete.

Know what you will do when the call comes

A response plan must clearly set out who has responsibility and who can be contacted as a backup. Immediate care, supervision, family communication, notifications, evidence preservation and staff support may all need attention at once.

Walk through a realistic scenario with the people who are expected to respond. Consider what will happen after hours, or if the usual decision-maker is unavailable, including who can authorise protective action, and additional assistance.

During a complex response, a daily incident management meeting can help to co-ordinate the work. Record decisions, responsibilities and deadlines, adjusting the frequency of the meetings as circumstances change.

Make the call before the family has to

Give affected families a named contact and agree how communication will happen. A daily check in may be helpful, initially, if that is their preference, even if there is no substantive update.

Explain what is known, what is not known, and what happens next. Share verified information appropriately, respect privacy and investigating authorities’ directions, and correct earlier information where necessary.

Allow time for questions, rather than expecting families to absorb everything at once. They may need an interpreter, a support person or a written explanation that they can read.

Prepare to support people through the distress

The emotional impact can run on after the immediate danger has passed. Children may need reassurance, families may feel frightened or angry, and educators and leaders may experience distress, guilt or uncertainty. Appearing calm does not necessarily mean that they are coping.

Ask families what they are noticing, and what would help their child feel safe. Offer assistance accessing appropriate counselling or specialist support, clarify what the provider can arrange or fund, and respect their choice of professional.

Staff may also need confidential counselling through an employee assistance program, where available, or an external service. Provide private opportunities to discuss support needs, allow time to access help, and check back as circumstances change.

You can engage advisers. You still own the response

Communications advisers can help to manage enquiries and protect privacy. Check that they understand ECEC, safeguarding and communication with distressed families; public statements must sit alongside direct family contact.

Immediate protection, and required notifications, must not wait for an internal investigation to begin. Preserve records, maintain a factual timeline, and distinguish allegations from confirmed findings, co-ordinating enquiries with authorities so that their work is not compromised.

Seek appropriately qualified, independent investigators where warranted, and avoid repeated or leading questioning of children. Examine supervision, staffing, routines, the environment and management decisions, then check that corrective actions are working.

Before an incident occurs, test your response with the people who will deliver it. Reflect on previous incidents, listen to families’ feedback, and check whether changes have made practice safer. Being ready means knowing who will act, how children and families will be supported, and where further help is needed. That preparation deserves the same attention as the response itself.