Blog - CPD Learning & Professional Development Tips at Laser Short Courses

Safeguarding Children: What’s Changed in 2026?

Tuesday 9th June, 2026

Working Together to Safeguard Children

In March 2026, the Department for Education published an updated version of the statutory guidance ‘Working Together to Safeguard Children’. While much of the guidance stayed the same, there were several changes that professionals working with children need to be aware of.

These changes include:

• A stronger focus on anti-racist and anti-discriminatory practice, with practitioners expected to recognise AND challenge racism, discrimination, and bias.

• Highlighting the needs and vulnerabilities of unborn babies, infants, and very young children, with practitioners expected to consider safeguarding concerns before birth where risks are identified.

• Looked After Children (LAC) are included in multi-agency safeguarding arrangements (rather than being treated separately).

• Changes to safeguarding reviews and serious incidents – the guidance strengthens expectations for learning from incidents that do not meet formal notification thresholds, and rapid reviews must now be submitted within 15 working days of a Serious Incident Notification (SIN).

• Expanded guidance on online and in-person harm – a stronger recognition of links between online abuse and harm experienced offline, and practitioners need to understand children's digital experiences as part of safeguarding assessments.

• Introduction of the Family Help model, which aims to provide one coordinated system of support and plan for families, rather than families having multiple plans with Early Help and Children's Social Care services.

Family Help

The Key Principles of Family Help are:

• Earlier intervention: Families should receive support before problems escalate into child protection concerns
• One plan: There should be a single coordinated plan that everyone contributes to
• Consistent relationships: Children and families should not repeatedly have to tell their story to new workers as needs change. The model aims to reduce handovers and service transitions.
• Whole-family approach: Recognition that children's outcomes are influenced by parents, carers, siblings, and wider family networks.
• Multi-agency working: Professionals from different services work together as a team

What the introduction of the Family Help model means for schools:

• Earlier identification of concerns
• Greater participation in multi-agency planning
• Contributing information to Family Help assessments and plans
• Working with a wider team around the child and family
• Supporting a single coordinated plan rather than separate interventions

Early Years Foundation Stage (EYFS) Statutory Framework

The EYFS safeguarding reforms introduced in September 2025 are being inspected and embedded in practice in 2026.

These are the key EYFS safeguarding changes now in force:

• The EYFS formally recognises the role of the Designated Safeguarding Lead
• All practitioners must receive safeguarding training and refresh it at least every two years
• Safer recruitment has been strengthened and settings must obtain references before employment starts, clearly describe safer recruitment procedures within safeguarding policies, and demonstrate how suitability checks are undertaken
• A significant new safeguarding requirement is that settings must follow up unexplained or prolonged absences.
• Whistleblowing responsibilities now include volunteers, apprentices, and students on placement
• The safeguarding policy must cover all devices capable of capturing or sharing images
• The EYFS now places greater emphasis on safeguarding during mealtimes to reduce risk of choking
• Privacy during intimate care routines, such as nappy changing, must be maintained

Keeping Children Safe in Education

Recently, a draft of an updated version of ‘Keeping Children Safe in Education’ has been published – this is a consultation version and is expected to come into effect in September 2026.

The biggest impacts on safeguarding practices:

• Safeguarding becomes even more child-centred, and practitioners must listen to the child's voice and make decisions based on the child's needs (rather than organisational processes).

• One of the most significant new sections relates to children questioning their gender, and these situations are now treated as safeguarding matters requiring assessment, parental involvement, and professional judgement.

• The draft updates safeguarding expectations to reflect evolving technology risks

• Child-on-child abuse definitions are broadened and now include deepfake sexual imagery, AI-generated intimate content, misogynistic behaviour, and emerging forms of online sexual harassment. Schools will need to update their policies, recording systems, and training materials to reflect this.

• Mental health concerns are more clearly linked to safeguarding, and practitioners are expected to recognise warning signs earlier and understand when concerns require urgent action.

• Practitioners are expected to report concerns about serious violence (weapons, gang-related, and escalating peer conflict) promptly to the Safeguarding Lead and schools are expected to intervene earlier.

• Police are expected to notify schools when children may have been affected by domestic abuse, enabling schools to provide support quickly.

If you would like to learn more about safeguarding children and the latest guidance, you may wish to complete our courses on:

• Child Safeguarding
• Managing Child Safeguarding (For Team Leaders and Managers in Early Years Settings)
• The Role of the Designated Safeguarding Lead

The Growing Challenge of Smart Devices in Exams

Monday 11th May, 2026

As thousands of students across the country sit their exams this summer, Exam Invigilators play a crucial role in ensuring exams are conducted fairly, regulations are followed consistently, and candidate wellbeing is supported throughout the exam process.

Malpractice

An important responsibility of an Invigilator is preventing malpractice. Malpractice is defined by the Joint Council for Qualifications (JCQ) as:

‘Any act, default or practice, which is:

• A breach of the Regulations; and/or
• A breach of awarding body requirements regarding how a qualification should be delivered; and/or
• A failure to follow established procedures in relation to a qualification.’

Malpractice is not limited to candidates. It can also involve teachers, invigilators and other staff. It includes deliberate cheating, breaches of examination regulations, and maladministration where exam procedures are not followed correctly.

Any alleged or suspected incidents of malpractice must be reported to the awarding body, who will conduct their own investigation. Penalties range from loss of marks to disqualification from qualifications.

Advances in Technology

While malpractice can take many forms, technology is creating new challenges for exam centres and Invigilators. Devices are becoming smaller, more sophisticated, and easier to conceal than ever before.

Exam Invigilators need to remove any items that could be used to cheat before the exam starts, and stay alert for any prohibited items that may have been brought into the exam room. This job is getting more and more difficult with advances in technology, and Invigilators need to be aware of how covert equipment can be used in exams. 

Mobile phones and smart devices are the most common form of exam misconduct, with data from Ofqual showing that it accounted for 44% of all student malpractice cases in 2025. It can be hard enough spotting a student with a mobile phone hidden under the desk, but now there are more sophisticated and easily hidden devices that Invigilators need to be aware of.

Examples of advanced technology that invigilators should be aware of include:

• Smart watches
• Smart glasses that play text covertly on the inside of the glasses that only the wearer can see
• Hidden earpieces used for covert communication
• Pens with built-in screens
• Fitness trackers with messaging capabilities
• AI-enabled devices and voice assistants

Many of these devices can access the internet, store notes, communicate with others, or use AI tools to generate answers.

According to Sir Ian Bauckham, the chief regulator of Ofqual, ‘Some of these devices are being marketed openly on the internet specifically as aids to cheating.’

Practical Advice

Advice for Exam Invigilators on preventing smart device misuse during exams:

• Clearly communicating that all devices are prohibited, and displaying the JCQ’s ‘No unauthorised devices poster’ in the exam room
• Remind candidates to switch off and surrender devices before they enter the exam room, and check devices have been placed in the designated storage area
• Make sure candidates understand that smart watches and wearable technology are treated as electronic devices, and must be removed prior to the exam
• Pay close attention to oversized clothing and accessories (particularly jewellery) that may be concealing devices
• Stay vigilant during exams and continuously walk around the room – try not to walk around the room in an observable pattern
• Observe candidates from different angles and places in the room

Be sure to watch for suspicious behaviour, such as:

• Frequently looking at laps, sleeves or pockets
• Repeatedly touching a watch, glasses or ears
• Looking away from the exam paper for extended periods before writing
• Tilting the head as though listening to something
• Keeping hair positioned to conceal the ears
• Whispering or talking under their breath
• Delayed responses when approached by an invigilator

Toilet breaks can present an additional opportunity for malpractice, particularly where candidates have access to personal belongings, mobile phones, or other unauthorised devices. This is why awarding bodies and exam regulations place specific controls around candidates leaving the examination room during an assessment. Exam Invigilators need to record all exits and entries, limit candidates to one at a time, make sure candidates can’t access personal belongings during breaks and investigate frequent or long absences.

Candidates are far less likely to attempt smart-device malpractice when they know invigilators are alert, mobile, and knowledgeable about modern technology.

Useful links:

• ‘Cheating in exams with high-tech smart devices poses growing threat, warns Ofqual chief in new podcast’ on the Gov UK website
• ‘Instructions for Conducting Exams (ICE)’ by the Joint Council for Qualifications

If you are an Exam Invigilator, or working towards the role, and would like to get more guidance on specific responsibilities, you may wish to complete our Short Course on Invigilating Tests and Examinations.

Keep Growing This Spring!

Tuesday 5th May, 2026

In today's fast-paced world, the need for Continuous Professional Development (CPD) learning has become more critical than ever before. ‘Life-long learning’ has become a popular buzzword, with employers and employees alike recognizing the importance of staying up-to-date with the latest trends, technologies, and practices in their respective fields. But what exactly is CPD learning, and why is it so essential? Let's take a closer look.

What is CPD learning?

CPD learning refers to the process of continuously developing your skills, knowledge, and expertise to remain current and relevant in your profession. It involves taking proactive steps to acquire new skills and knowledge and to refine existing ones, through various methods such as formal training programs, workshops, conferences, online courses, and self-directed learning.

What are the benefits of CPD?

The benefits of all this CPD learning are numerous, both for individuals and organisations. Here are just a few:

1. Enhance career prospects: Continuous professional development can improve your career prospects by making you more attractive to potential employers. Employers are always looking for candidates who can demonstrate a commitment to learning and development, as it shows that they are dedicated to improving their skills and knowledge.

2. Stay up-to-date with the latest trends: One of the biggest benefits of CPD learning is that it allows you to stay up-to-date with the latest trends and developments in your field. This is especially important in industries such as technology, where new developments can occur rapidly.

3. Boost confidence and motivation: Continuous learning can help to boost your confidence and motivation, as it enables you to take on new challenges and responsibilities. It can also give you a sense of accomplishment and pride in your work, as you develop new skills and knowledge.

4. Increase earning potential: CPD learning can also increase your earning potential, as it makes you more valuable to your employer. Employers are often willing to pay higher salaries to employees who possess the latest skills and knowledge, as they can make a significant impact on the success of the organization.

5. Improve job satisfaction: By continuously learning and developing your skills, you can improve your job satisfaction. Learning new things can be exciting and challenging, and it can help to keep your work fresh and interesting.

6. Build a professional network: Attending CPD events such as conferences and workshops can be an excellent way to build your professional network. You can meet other professionals in your field and exchange ideas and knowledge, which can be valuable for your career.

Why Choose Laser Short Courses for your CPD learning?

1. Flexible learning: Laser Short Courses offers a wide range of courses that you can complete at your own pace, from anywhere in the world. This means that you can fit your CPD learning around your existing commitments, such as work and family.

2. High-quality content: All of our courses are written by industry experts, ensuring that you receive high-quality content that is relevant to your profession

3. Interactive learning: Our courses are designed to be interactive and engaging, with learning delivered in a way that suits a range of learning styles

4. Affordable pricing: We offer competitive pricing for our courses, making it accessible to professionals at any level

5. Frequent updates: We are always writing and adding new courses so there’s always something new to keep you interested and informed. We also regularly review and update existing courses to help you stay up-to-date with the latest policy and practice.

6. Quality checked: The majority of our short course content has been checked for quality and currency by a leading awarding organisation (NCFE CACHE).

Keep growing this Spring and register for an account with Laser Short Courses. Use discount code: KEEPGROWING50 for 50% off your first purchase.

Inclusive Easter Activities for Children

Wednesday 1st April, 2026

With a little planning and flexibility, Easter activities can be made inclusive, engaging, and meaningful for every child.

Children with Special Educational Needs and/or Disabilities (SEND) often benefit from sensory-friendly experiences and activities that can be easily adapted to their individual needs. You do not need to run different activities for children with different needs – fun activities for children with SEND are fun activities for ALL children.

Easter Activities For All

Easter Sensory Tray

Create an Easter sensory tray filled with soft materials like shredded paper, ribbons, pom-poms, felt squares, cotton balls (bunny tails!), and fabric offcuts. Hide foam, plastic, or chocolate eggs inside for a gentle ‘egg hunt’ that avoids overwhelming noise or crowds.

Easter Egg Garland

Cut out cardboard eggs and punch a hole in the top to hang on a ribbon to create a garland. Ask children to decorate the cardboard eggs with stickers, glue and feathers, foam shapes, or finger paints. Encourage tactile exploration of the different materials they can use to decorate the eggs and hang the garland up after the activity so children know you value it, and they can feel proud of their work.

Easter Storytelling

Read Easter stories together, and bring them to life with visual aids, props and fancy dress, and sensory elements. Using puppets or soft toys can also support communication and engagement, particularly for children with communication difficulties.

Easter ‘Biscuits’

Use playdough to make Easter ‘biscuits’ with children. Add essential oils (lemon, vanilla, lavender, etc.) and paints to the playdough to heighten the sensory experience. Use cookie cutters shaped like bunnies or eggs to cut out the biscuits. This provides a calming, hands-on activity that supports fine motor skills while allowing children to explore texture and creativity at their own pace.

Adapted Easter Egg Hunts:

Traditional egg hunts can be adapted to suit different needs. For example, you could:

• Use brightly coloured or larger eggs for easier visibility
• Add visual clues or picture cards
• Keep the hunt in a smaller, quieter space
• Allow extra time or provide one-to-one support
• Place eggs at different heights (on tables, low branches, or wheelchair-accessible surfaces)
• Ensure pathways are clear, flat, and easy to navigate

Some children may benefit from a ‘station-based’ hunt, where they move between accessible points rather than searching across a large area. Others may enjoy a ‘delivery’ version, where eggs are brought to them and they choose or sort them.

Some children may prefer a ‘find and match’ activity instead – for example, pairing coloured eggs or matching symbols.

Remember: Easter activities for children with SEND don’t need to be complicated. By focusing on flexibility, sensory awareness, and individual preferences, you can create a joyful celebration where every child feels included.

FREE e-Books!

Wednesday 25th February, 2026

We would like to share our latest e-Books, which share knowledge in childcare, health and social care, and business. We hope you find them interesting and informative, and a good insight into our course content.

NEW! Understanding Child Development Theories

An e-Book for childcare practitioners, educators, parents, and carers who want to understand major theories about how children grow and develop.

Understanding Child Development Theories.pdf

CHILDCARE

Encouraging Positive Behaviour in a Learning Environment

This e-Book explores what positive behaviour looks like at an early years or school setting. It suggests strategies to reduce challenging behaviour and how to handle conflict between children. There is also a section on when challenging behaviour, or behavioural changes, may be a cause for concern or sign of an additional need. 

Encouraging Positive Behaviour in a Learning Environment.pdf

Understanding Cognitive Development in Children

An e-Book for childcare practitioners, educators, parents, and carers who want to understand cognitive development in children and young people, the importance of sensory experiences, relevant theories and theorists, and how to be a responsive adult who provides an enabling environment for development.

Understanding Cognitive Development in Children-1-16.pdf

Understanding Safer Sleeping for Babies

An e-Book for childcare practitioners who care for babies and want to understand safer sleeping guidelines to widen knowledge and support prevention of SIDS.

Understanding Safer Sleeping for Babies.pdf

School Holiday Support: Visual Daily Planners

An e-Book for parents and carers who are looking for ideas to keep children, especially neurodivergent children, in a routine during the school holidays.

Visual Daily Planners.pdf

Responding to Safeguarding Concerns and Disclosures

An e-Book for Designated Safeguarding Leads / Officers who need to understand the actions to take when safeguarding concerns and disclosures are raised to them.

Responding to Safeguarding Concerns and Disclosures.pdf

BUSINESS

Understanding Leadership Styles and Conflict

An e-Book for professionals who are new to a leadership role or looking to advance at work, and want to develop their leadership skills (including managing conflict).

Understanding Leadership Styles and Conflict.pdf

CARE

Understanding Mental Capacity in Adult Care

An e-Book for health and social care practitioners who need to understand The Mental Capacity Act, assess capacity, make 'best interest' decisions for the individuals they support, and work in the least restrictive way possible.

Understanding Mental Capacity in Adult Care.pdf