1. Know about legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety. 1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people, including e-safety. Children Act 1989 This act was bought about to simplify the laws that protect children by bringing private and public law together. It changed the role of the parent to one of responsibility and not a right over the child or young person. This act outlines the duties of people who work with or around children and how they should work with other services or agencies to keep children safe and protected. The welfare of the child or young person must always …show more content…
• Be told what their rights are. United Nations Convention on the Rights of a Child 1989 The UK signed up to this treaty in 1991. This sets out the rights of children in a set of 54 articles, some of these are to ensure children are safe and looked after. All the countries who have signed up to this are legally obligated to implement legislation that relates to the articles. Some of the articles that relate to the rights of children include: • Children need to be shown love and feel secure • Children have the right to family life • A child’s right to be protected from all forms of abuse or neglect Working Together to Safeguard Children 2010 This is a guide to how organisations must work with other services and individually to fulfil their duties to safeguard children and promote their welfare. Children Act 2004 After the death of 8-year-old Victoria Climbie at the hands of her carers, an independent inquiry led to Every Child Matters policy which led to the Children Act 2004. This act includes: • A duty for key agencies to safeguard children. • The local authority to set up a Local Safeguarding Children’s …show more content…
All adults in these settings have a responsibility to safeguard. They must ensure that all staff and volunteers are provided with up to date training in safeguarding. They should know the children on the ‘at risk register’ and offer support. They must put into place policies and security systems, including for e-safety. They are responsible for keeping up to date records and refer any concerns they have that a child may be being abused. Health services Health professionals are often the first to notice suspected abuse during medical examinations they have a duty to alert social services if they suspect abuse. If a child is taken to the A&E department they may be able to see if an injury is accidental or not they would be able to flag these injuries and if the child has a lot of injuries that are unexplained then they could refer them for investigation. They may also be asked to examine a child who may have been abused or thought to be at risk of abuse.
Following these legislation and guidelines will help you deal with any situation as everything is written in them. Every setting has to make sure that they keep up to date with the legislation and guidelines everyday. 2.3: Describe roles and responsibilities when keeping children safe. As a early years practitioner you have a responsibility to keep every child safe.
Laws, 2014). This entire chapter on child protection laws does not mention how and if a child is to be protected from government agencies that fail to properly perform their functions. This leaves children vulnerable to the harms of being placed in unfit foster homes or under the supervision of under or unqualified adults. It also puts the child at risk of not getting the appropriate help in time to prevent a tragedy from occurring, which ultimately makes for a counterproductive
2.4 Issues of concern including, children 's needs, harms, risk and protective factors Issues of concern, children’s needs, harms, risks and protective factors in this case study are illustrated in this section through the use of social work knowledge, theories and values. The children’s needs can be assessed through the use of The Barker and Hodes Common Assessment Framework (CAF). This tool provides a nationally standardised approach to assessing children and young person’s in need and deciding how the needs should be met. The CAF focuses on three areas including developmental needs, parenting capacity and family and environmental factors (Barker & Hodes, 2007). It also takes into account the parent’s ability and willingness to take responsibility and work with professionals to achieve change.
In the report he mainly recommends that social services and other professionals are given appropriate training to do their job in correct manner. Like this the informations which are related to childâ€TMs safety are correctly handled and shared between agencies to promote childrenâ€TMs welfare. All schools in England apart from the main legislation (which I mentioned above) must follow policies and procedures set by their Local Safeguarding Children Boards. I can mentioned for example Framework for the Assessment of Children in Need and Their Families 2000 (providing understanding and recording what happening to CYP within their families) or Working Together to Safeguard
Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.
When working with children and young people, it is important that their safety and well-being is paramount. There are a number of guidelines, policies and procedures which cover the safeguarding of pupils, including; Working together to safeguard children (2013)- This policy sets out guidelines of how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. As well as laying out these guidelines, the document also provides a summary of: The nature of child abuse and neglect and the impact it may have on children and young people. How to operate the best practice in child protection procedure.
The Department for Education has responsibilities for child protection in England. It sets out policy, legislation and statutory guidance on how the child protection system should work. There is a framework to follow which enables professionals to identify children who are at risk of
They also need to pay attention to behaviours, listening to the child and building a trusting relationship. It is key that children are involved
If a child or young person alleges harm or abuse, it is important to be aware of the school procedures to be followed for reporting concerns about that particular child. Teacher should also know how to respond if a child discloses anything serious to them. • Listen carefully- If a child talks to me about a concern, or if the child tells me about their abuse I will listen carefully and compassionately to what they tell me. • Stay Calm-It is important to stay calm and not show any extreme reaction to what the child is saying.
Answer: Ensuring children and young peopleâ€TMs safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in †̃loco parentisâ€TM while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety. The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a
Previous to this Act there was no legal ruling to protect children from any forms of abuse. After a case in New York where a child’s family was prosecuted under animal cruelty laws the proceedings to forming the National Society for the Prevention of Cruelty to Children (NSPCC) in England and Scotland began. The charter made any sort of cruelty to children illegal. In 1989 the children’s act was the most meaningful piece of legislation and principles were formed based on the children’s right codes which are now called the United Nations Convention for the Rights of the Child (UNCRC).
3 Explain the main differences between communicating with adults and communicating with children and young people There are differences when communicating with children, as opposed to adults, but we must always remember that we are all individuals. Effective communication involves children being able to understand the language needed to: understand concepts; participate in problem solving and develop ideas and opinions. We need to be able to use language effectively in order to encourage and extend thinking and learning. When communicating with children we need to be clear so they understand what is expected of them, keeping it short and to the point, so they don’t lose interest or concentration.
I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their
Every setting must to have a health and safety policies and procedures and there must to a regular risk assessment. Every early years settings must to keep a record of all accidents, incidents and emergence and any serious accidents, incidents and emergences must to be reported to Ofsted. There must to be a staff member that is trained in paediatric first aid at every session.
Models of child protection Two broad approaches have emerged in the context of child protection they are; vertical and horizontal approach. Vertical approach is understood as one that observes classes of vulnerable children independently from each other and it has been criticised by Wulczyn et al (2010) because it often results in a fragmented child protection response that is marked by numerous inefficiencies. For example, strategies that target sexually abused children can focus on addressing the immediate safety needs of these children forgetting other children who might be vulnerable though not through sexual abuse. Wulczyn et al (2001) guided by Convention on the Rights of the Child (2010), argue that Horizontal approach to OVCs seem to be more essential in helping vulnerable children across all vulnerabilities they might find themselves in. The approach do not treat children vulnerabilities as independent from each other or rather single issues but it observes all different systems that are causing children to be vulnerable without