Module 4FD028 - Introduction The aim of this module is to show an understanding of the key concepts and approaches in Early Years provision and practice. By reflecting on how these are applied in practice, evaluating the impact on children’s learning and development and the practitioner’s role. The notion of ‘quality’ and the impact of one key concept on the child’s development and providing quality provision and practice will be discussed. Namely Transition from an Early years setting into a school environment for the first time paying particular attention to the role of the adult and the impact on the child’s well-being. In the developing field of Early Years, it is becoming more and more important for practitioners to have an awareness of the many topics that impact on the provision available to young children.
* This act strengthens the rights of children with special educational needs to be educated in mainstream schools. It also provides parents of children with special needs with advice and information. SEN code of practice 2001 (revised 2002) - what does this do? * SEN code of practice 2001 provides guidelines for schools and LEAs about the practical help they can give to children with special educational needs. Statutory Assessment of Special Educational Needs- this means?
1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. Current legislation in place for safeguarding the welfare of children and young people are Children Act (1989 and 2004), Every Child Matters Framework, Health & Safety at Work Act, Education Act 2002 and Working Together to Safeguard Children (2006 and 2010). This legislation’s are in place to help safeguard children and young people and to try to prevent abuse. This Act includes two important parts, which states that the local authority has a duty to investigate when “they have reasonable cause to suspect harm to a child and that services must be put in place to protect such children. The Education Act sets out the responsibilities Children’s Act 1989 This act identifies the responsibilities of parents and professionals who must work to ensure the safety of a child.
Some examples of Legislation in which we have to follow whilst working with children and young people are: * Health and safety at work act (1974) * Children act (1989&2004) * Safeguarding Vulnerable groups act (2006) * Data protection Act (1991) * UN convention on the rights of the child (1991) There are guidelines which detail acts of law these are shared with the public. And explain what parts of the legislation apply to you and explain to you what you must do to comply with the law. Some examples of guidelines are: * Every child matters (2004) * The framework for assessment of children and their families (2000) * Common assessment framework (2006) * Working together to safeguard children (2013) The guidelines are used to create policies and procedures which are in turn used to implement the laws. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. National Legislation and guidance influence the development of local policies and procedures which affect the day to day
Unit 4222-345 Understand How to Safeguard the Wellbeing of Children and Young People. Outcome 1 Understand the main legislations, guidelines, policies and procedures for safeguarding children and young people. 345.1.1 Outline current legislation, guidelines, policies and procedures within own UK home nation affecting the safeguarding of children and young people. Policies and procedures for safeguarding and child protection in England and Wales are a result of the Children Act 1989 and in Northern Island of the Children (Northern Island) Order 1995. The Children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales.
Assessment This unit will be assessed by: • candidate portfolio of evidence. This unit must be assessed in accordance with Skills for Care and Development QCF Assessment Principles. 360 Level 3 Diploma for the Children & Young People’s Workforce (4227-03/04/05) (England) Unit 635 Outcome 1 Support individuals with autistic spectrum conditions Understand legislative frameworks that relate to individuals with autistic spectrum conditions The learner can: • outline the legislative frameworks that relate to an individual with autistic spectrum condition • analyse how legislative frameworks underpin the development of services for individuals with autistic spectrum condition. Additional Guidance Legislative frameworks need to include policy drivers and strategies within own home nation An individual is someone requiring care
Schools need to know the policies and be seen to be working to them. They need to develop their own policies in line with the national requirements following local government guidelines. Describe the role of other organisations working with children and young people and how these may impact on the work of schools Thanks to Every Child Matters organisations combine their knowledge, skill and expertise to help the child in an integrated manner. Organisations work with children and have meetings or visits to the school. Even though they are separate, they work with each other to benefit the child.
1.1 Current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people We write our settings policies and procedures based on current legislation and guidelines. The Children Act 1989 was put in place to ensure that children are safeguarded and protected from harm and their welfare is paramount. It outlines the fact that children have their own rights and parents have responsibilities to their children instead of rights over them. It recognised that children have a right to be protected from harm, a right to be listened to and a right to live with parents if it is safe for them. The Protection of Children Act 1999 gave a definition to significant harm.
Section 47 states that the local authority has ‘ a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer significant harm’ Section 17 states that services must be put into place to ‘safeguard and promote the welfare of children within the area who are in need’. The Education Act 2002 sets out the responsibilities of Local Education Authorities, governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. The Children Act 2004, which provides the legal framework for every child matters, includes the requirements for: * Services to work more closely forming an integrated service * A common assessment of children’s needs * A shared database of information which is relevant to the safety and welfare of children * Earlier support for parents who are experiencing problems. Schools must always have a policy that includes E-safety, which is the protection of young people whilst they are using the internet. They must also have policies on bullying and cyber bullying.
You will learn about the basic principles of child development and explore how the social world in which children and adolescents interact (e.g., parents, family, school, community, government, media, and cultural) influence learning, growth, and development. You will learn to apply these course concepts to practical and contemporary issues affecting children and families today. Course Learning Objectives: Upon completing this course, the student will be able to: 4. Identify context and theoretical frameworks to understand the developing child. 5.