In 2023, the UK was shaken by the tragic death of 10-year-old Sara Sharif. She was found dead in her family home in Woking, Surrey, after suffering extensive abuse over a prolonged period. Her father and stepmother were found guilty of murder and were described as having inflicted long-term physical and psychological harm.
While Sara was school-aged, her case resonates deeply with those of us in early years education and childcare, because it reveals exactly what can happen when abuse goes unnoticed or unchallenged.
As early years professionals, we may be the first people outside the family to have regular contact with a child. We hold a position of incredible trust and influence. This case reminds us of how vital it is to create settings that are not just compliant, but truly safeguarding-led.
Sara Sharif died of multiple injuries after repeated abuse.
- She was removed from school to be home-educated, cutting contact with professionals.
- Evidence showed she was subjected to extreme control and neglect.
- At times, a hijab was used to conceal bruises — a tactic of physical concealment, not a religious act.
- Her body was found alone at home after her family fled abroad.
This was not a case of faith-based abuse, but a clear example of coercive control and physical harm hidden behind closed doors.
Official reports have pointed to a number of critical safeguarding failures:
Breakdowns in multi-agency communicationUnclear or inconsistent responses to reported concerns
Lack of confidence or clarity in escalating child protection issues
As early years professionals, we may feel distant from such high-profile cases. But the truth is: safeguarding is everybody's responsibility — and it starts with us.
As a Designated Safeguarding Lead (DSL), your role is not just to respond to concerns, but to lead a culture that makes safeguarding everybody's business.
Ask yourself:
Do all staff feel confident raising concerns — even about subtle changes in a child?
Do we have clear, visible reporting routes?
Do we follow up when children leave the setting or stop attending?
Sara was withdrawn from school. In early years, we often see children come and go. Do we always follow up?
In a child like Sara, what might we see?
Withdrawn behaviour or changes in mood
Injuries inconsistent with explanations
Sudden changes in family dynamics or appearance
Now ask:
Would I feel confident escalating my concern if I had a gut instinct?
Would I know what language to use when writing a safeguarding log?
Would I feel supported by my manager to pursue it if nothing happened the first time?
If your answer isn’t a clear YES — that’s a place to begin.
Review your safeguarding policy – is it practical, known, and implemented?
Train with real-life relevance – use case studies and scenarios like this one.
Empower your DSLs and staff – supervision, reflection, and protected time.
Make safeguarding visible – posters, flowcharts, and clear escalation steps.
At Training4EarlyYears, we deliver live and online safeguarding training designed specifically for the early years sector, including:
Level 3 Safeguarding Training (Live via Zoom)
DSL Certificate Training and Webinars
EYFS 2025 Safeguarding Changes Series
Reflective DSL Supervision Webinars
Explore our course calendar or get in touch for bespoke training support.
Sara's story is heartbreaking. But if it prompts us to be bolder, braver, and more reflective in our safeguarding role, then her voice continues to matter.
We must be the people who see, who act, and who protect — especially when no one else is.
