What is SoSafe!?
SoSAFE! uses a standardised framework of symbols, visual teaching tools and concepts to teach strategies for children to be able to learn about keeping themselves safe, relationships, and provides visual communication tools for reporting physical or sexual abuse. It is important to stress that SoSafe! is not a sex education tool.
SoSafe! provides a set of conceptual tools designed to promote social safety through:
At Oaklands, we know that all of our children are vulnerable and endeavour to build their understanding and awareness of how to keep themselves safe at all times.
This relates to all children’s learning in Personal, Social Development within our curriculum and the OPAL (Oaklands Pathways Assessment L) aspect of My Life, My Community.
Some of the key concepts in the initial stages of the strategy are:
These concepts relate to a variety of contexts including when needing support with hygiene, medical assistance and toileting.
At Oakands, we want consent to be introduced very early on in order that children can safeguard themselves. We ensure that children can use a range of ways to say Yes/give consent (Makaton; head nod/shake etc) and practice this in relation to scenarios
Examples of some of the objectives covered by SoSafe!:
1.2. Shows awareness of the presence of others
1. 4. Seeks proximity with familiar adult
1. 7. Engages in brief interactive exchange with an adult KPI
1. 9. Accepts help from familiar adult
1. 23. Shows a range of emotions such as pleasure, fear and excitement
2. 3. Engages in extended interactive exchange or ‘game’ with an adult KPI
2. 21. Uses familiar adult to share feelings such as excitement or pleasure, and for
‘emotional refuelling’ when feeling tired, stressed or frustrated
2. 24. Beginning to understand ‘yes’, ‘no’ and some boundaries
3. 2. Anticipates familiar actions/activities in an exchange with an adult
3. 10. Follows familiar routines with support KPI
3. 19. Responds to a few appropriate boundaries, with encouragement and support KPI
1.24. Intentionally communicates their emotions to others
1. 25. Seeks comfort from familiar adults when needed
1. 27. Accepts and responds positively to calming/comforting strategies of others KPI 1. 28. Shows understanding and cooperates with some boundaries and routines KPI
2. 10. Matches clothing to body part
2. 33. Expresses emotions appropriate to the situation
2. 36. Seeks out help to regulate behaviour/emotions
3. 7. Attends to toileting needs most of the time themselves
3. 25. Expresses emotions in proportion to the situation
3. 26. Identifies simple emotions in relation to self KPI
3. 30. Participates in identifying strategies to help self-regulate
3. 31. Aware of the boundaries set, and of behavioural expectations in the setting
1.10. Attends to all toileting needs independently
1. 16. Knows how to get help in an emergency
1. 17. Maintains attention appropriately to other people in familiar setting
1. 31. Follows clearly defined group rules
1. 35. Differentiates between friendly and unfriendly behaviour in others
2. 7. Recognises sign for public toilet (Male/female)
2. 8. Maintains privacy in public toilets
2. 17. Identifies potential ‘safe’ person to ask for help if needed
2. 18. Is aware of potential ‘stranger danger’ and knows how to respond
How Does it Work?
The units are repeated regularly throughout the week. This builds a solid understanding of the language, so that it becomes embedded. There are a range of engaging activities including Lotto games, flash card activities, and Social Stories©
Some of the Key Vocabulary: Private parts, Public parts, Mouth, Bottom, Penis, Vagina, Breasts, Consent, Private helpers, Pants, Vests, Underwear / swimwear, Private places, Public places, Private things/actions, Bath, Shower, Underwear, Tampons, Diaries, Bathroom, Toilet, Changing room, Bedroom, Male, Female
Link to the SoSafe! website: https://sosafeprogram.com/