Understanding the Risk
Children most at risk of sexual abuse are those least able to tell anyone what is happening. This includes children with disabilities, those who are non-verbal or pre-verbal, and those who do not yet understand what is happening to them.
It is distressing to consider the reality of sexual abuse among very young children. As practitioners working with our most vulnerable, it is our duty to be knowledgeable, vigilant, and proactive in safeguarding them.
The NSPCC estimates that 80–90% of sexually abused children are harmed by someone they know and trust. Around 1,000 children under the age of 5 are victims of sexual abuse in the UK each year.
The Internet Watch Foundation reported in 2023 that there were 12,745 online reports showing confirmed sexual abuse of children aged two and younger which is an increase from previous years, highlighting the growing online risk.
Those children who access early years provision rely on adults in their setting to notice signs, act on concerns, and be their voice.
How Early Years Children May Be at Risk
Any child can be at risk of sexual abuse, regardless of gender. Perpetrators can be male or female, young or old. Abusers often gain trust through grooming, by building emotional attachments and dependency. In very young children, intra-familial grooming, those within the family or someone the family know, is most common.
Psychologist Christiane Sanderson explains:
“Very young children look to adults to make sense of the world, and if they are told sexual activity between children and adults is normal, they will believe and normalise it. In addition, very young children are not able to rationalise their experiences, which reduces the likelihood of disclosure.”
Sometimes, entire families may also be groomed, causing signs to be missed or accepted. Abusers can appear charming and well-liked, making detection more challenging.
Recognising Possible Signs in Early Years Settings
The Early Years Foundation Stage (EYFS) 2025 ANNEX C lists the criteria for effective safeguarding for all practitioners .
1. Training is designed for staff caring for 0-5 year olds and is appropriate to the age of the children being cared for.
2. The safeguarding training for all practitioners must cover the following areas:
- What is meant by the term safeguarding.
- The main categories of abuse, harm and neglect.
- The factors, situation and actions that could lead or contribute to abuse, harm or neglect.
- How to work in ways that safeguard children from abuse, harm and neglect.
- How to identify signs of possible abuse, harm and neglect at the earliest opportunity. These may include:
• Significant changes in children's behaviour.
• A decline in children’s general well-being.
• Unexplained bruising, marks or signs of possible abuse or neglect.
• Concerning comments or behaviour from children.
• Inappropriate behaviour from practitioners, or any other person working with the children. This could include inappropriate sexual comments; excessive one-to-one attention beyond what is required through their role; or inappropriate sharing of images.
• Any reasons to suspect neglect or abuse outside the setting, for example in the child’s home or that a child may experience emotional abuse or physical abuse because of witnessing domestic abuse or coercive control or that a girl may have been subjected to (or is at risk of) female genital mutilation. - How to respond, record and effectively refer concerns or allegations related to safeguarding in a timely and appropriate way.
- The setting’s safeguarding policy and procedures.
- Legislation, national policies, codes of conduct and professional practice in relation to safeguarding.
- Roles and responsibilities of practitioners and other relevant professionals involved in safeguarding.
3. Training for the designated safeguarding lead (DSL) should take account of any advice from the local safeguarding partners or local authority on appropriate training courses.
In addition to the areas set out in paragraph 2, training for the DSL must cover the elements listed below:
- How to build a safe organisational culture.
- How to ensure safe recruitment.
- How to develop and implement safeguarding policies and procedures.
- If applicable, how to support and work with other practitioners to safeguard children.
- Local child protection procedures and how to liaise with local statutory children's services agencies and with the local safeguarding partners to safeguard children.
- How to refer and escalate concerns (including as described at paragraph 3.9 of the EYFS).
- How to manage and monitor allegations of abuse against other staff.
- How to ensure internet safety.
Additional signs in very young children may include:
- Using unusual or adult words for body parts
- Reluctance or refusal to undress for toileting or messy play
- Talking about “secrets” they must not share
- Asking peers to engage in sexual games
- Mimicking sexual behaviour with toys or dolls
- Bedwetting or soiling unrelated to toilet training
- Flinching or distress in the presence of a specific adult
These indicators are not proof of abuse but must always be taken seriously.
Talking to Young Children About Body Safety and Creating a Safeguarding Culture in Early Years
In Early Years, discussions about CSA are never explicit. They are embedded in safe, age-appropriate ways that build a child’s understanding and confidence, and approaches can include:
- Using the NSPCC PANTS programme to teach the “Underwear Rule” in a non-scary way.
- Exploring concepts of safe and unsafe touch, personal boundaries, and consent through stories, songs, and role play.
- Ensuring the child’s voice is heard and valued.
- Encouraging children to speak up if they feel uncomfortable.
- Role-modelling respectful relationships between adults and children, and between peers.
- Promoting British Values and Cultural Capital in daily practice.
- Training staff to recognise and respond to safeguarding concerns in the youngest.
- A curriculum based on a strong culture of safeguarding.
Staff Confidence and Training
For practitioners to talk confidently to young children about body safety:
- Undertake regular safeguarding CPD, with strategies for communicating with very young children
- Use NSPCC, Safeguarding Network and your local authority and Local Safeguarding Children’s Partnernships for trusted early years resources
- Work with your Designated Safeguarding Lead (DSL) to ensure consistency and compliance with safeguarding policy
- Use daily routines, story time, and play as natural opportunities to reinforce key safety messages
What Early Years Settings Must Do
- Provide regular safeguarding training for all staff
- Hold supervisions to reflect on safeguarding concerns and practice
- Maintain strong key worker relationships to identify changes in each child
- Share PANTS resources with children (with parental consent) and families
- Have robust safeguarding policies and procedures in place
- Immediately refer any suspicion of sexual abuse to safeguarding authorities and never discuss concerns with parents, carers, or anyone connected to the child without DSL or other professionals guidance.