Many children spend time in after-school clubs, sports groups, tuition, holiday activities, and community settings each week.
These activities can be positive, enjoyable, and helpful for confidence, learning, and friendships. But it is also important for adults to think carefully about safety, supervision, communication, and safeguarding before a child starts.
Why this matters
When children are in clubs, classes, or activities outside the normal school day, they are often in settings with different routines, different adults, and different levels of supervision.
That does not mean these places are unsafe. It simply means parents, carers, and schools should make sensible checks and help children understand what safe support looks like.
For children aged 5–10, safety is not just about the building or the activity itself. It is also about:
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who is responsible for the child
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how concerns are handled
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whether children feel comfortable speaking up
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whether boundaries are respected
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whether the adults in charge are organised, calm, and clear
What a safe activity usually feels like
A safe club, tutor, or activity usually feels organised, consistent, and child-focused.
Adults should be clear about expectations, arrival and collection, behaviour, toileting arrangements, communication with parents, and what happens if a child is upset or needs help.
Children should not be made to feel frightened, singled out, pressured, or confused.
A safe setting should help a child feel:
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welcomed
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supervised
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listened to
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respected
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able to ask for help
Simple checks to make before your child starts
Parents and carers do not need to investigate everything in an extreme way. But it is reasonable to ask practical questions before trusting any setting with your child.
You may want to check:
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who runs the activity
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who will be present with children
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how children are supervised
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how children are dropped off and collected
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what happens if a parent is late
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how behaviour is managed
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how first aid or emergencies are handled
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whether parents are given clear contact details
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whether there is a safeguarding or child protection policy
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who to speak to if something worries you
If a provider becomes defensive about basic safeguarding questions, that is worth noticing.
Questions parents can ask
Sometimes parents are unsure how direct to be. It is okay to ask clear, respectful questions.
You might ask:
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Who is responsible for safeguarding?
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How are staff or volunteers checked and supervised?
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What is your pick-up procedure?
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What happens if a child needs the toilet or needs one-to-one support?
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How do children ask for help during the session?
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What do you do if a child becomes distressed or wants to leave?
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How do you communicate concerns with parents?
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Is there a clear behaviour policy?
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What is your procedure if a child says something worrying?
Safe organisations should be able to answer these calmly and clearly.
Signs a setting may be well run
A well-run club or activity does not need to be perfect. But there are often positive signs that show adults are taking children’s wellbeing seriously.
Look for things like:
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clear information given before the first session
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calm and respectful staff
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organised sign-in or collection routines
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age-appropriate expectations
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adults speaking appropriately to children
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children being treated fairly
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visible routines and structure
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clear boundaries without shouting or humiliation
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good communication with parents
When adults are prepared, consistent, and open, children are usually more settled too.
Signs that should make you pause
Sometimes the problem is not one dramatic issue. It may be a pattern of small things that do not feel right.
You may want to pause or ask further questions if you notice:
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confusion about who is in charge
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unclear drop-off or collection arrangements
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adults working in a disorganised way around children
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adults speaking harshly, sarcastically, or disrespectfully
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pressure for unnecessary secrecy
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no clear answer about raising concerns
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children left unsupervised in ways that seem inappropriate
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poor communication after incidents
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a child repeatedly saying they feel uneasy, worried, or unsafe there
Adults should take those feelings seriously, even if the child struggles to explain them fully.
Helping children understand safe activities
Children aged 5–10 do not need a long lecture before starting a club or activity.
They need simple, calm reminders that help them feel prepared.
You can say things like:
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“The adults there are there to help keep you safe.”
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“You can always tell me if something makes you feel worried or confused.”
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“You do not have to keep a secret about anything that makes you uncomfortable.”
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“If you need help, find the adult in charge and use your voice.”
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“If something does not feel right, you can tell me after, even if it feels small.”
This helps children understand that safety is not about getting anyone into trouble. It is about knowing they can speak up.
Teaching body boundaries and personal space
Even in ordinary clubs and activities, children still need clear body-boundary language.
That includes knowing:
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their body belongs to them
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they can say when they feel uncomfortable
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they should not be told to keep unsafe secrets
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they can tell a trusted adult if someone crosses a boundary
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feeling confused is still a reason to speak up
This does not mean frightening children. It means helping them build calm confidence.
What schools can do
Schools often signpost activities, run clubs, or speak with families about wider wellbeing and safety.
Schools can help by:
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encouraging parents to ask sensible safeguarding questions
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using clear collection and supervision routines in their own clubs
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reminding children how to ask for help
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reinforcing trusted adult and body-boundary messages
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helping children understand safe behaviour in different settings
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taking concerns seriously when a child talks about an outside activity
This is especially important for younger children who may move between school, clubs, wraparound care, tuition, and community groups during the week.
What to do if a child does not want to go
Sometimes a child simply feels tired or nervous about something new. But sometimes reluctance is a sign that something needs more attention.
If a child suddenly resists a club, class, or activity, try to stay calm and curious.
You might ask:
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“Can you tell me what feels hard about it?”
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“Did anything happen that you did not like?”
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“Did anything make you feel uncomfortable or left out?”
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“Is there anything you want me to know?”
Do not dismiss repeated reluctance too quickly.
Children do not always explain concerns clearly the first time. A child may say they feel “weird,” “bad,” “nervous,” or “don’t want to go,” before they can describe why.
A good rule for parents and carers
A useful rule is this:
If a setting expects your trust, it should also welcome your questions.
Safe adults understand that parents are not being difficult when they ask about routines, supervision, communication, and safeguarding.
They understand that child safety should never depend on guesswork.
Final thoughts
After-school clubs, tutors, and activities can offer children joy, confidence, learning, and connection.
The goal is not to become fearful of every activity. The goal is to choose settings carefully, notice how adults work with children, and give children the language to speak up if something feels wrong.
When parents, carers, and schools work together in a calm and practical way, children are more likely to feel safe, supported, and confident wherever they go.
You can explore the books here
Professionals and parents can also access structured safeguarding resources here
You can explore our Toolkits here
