They also allow staff to record their findings and review and revise assessments if necessary. Involving the children to help carry out a risk assessment will help they identify what risks there are and the importance of them, which is a fab. Prior to the trip, the school will have to inform parents or guardians of all the necessary details in good time and obtain their consent for their child to go on the school trip. This should be in writing and include at least the location, date and time of departure and arrival, purpose, price and what is required on the trip by the children. The school should have other necessary information of each child going on the trip, including dietary information, allergies, any other medical conditions and also if they suffer from travel sickness.
All written work, calculations and graphs must be carried out in a lesson, supervised by a teacher. The write-up will take place over several lessons, so candidate materials must be collected in at the end of the lesson and handed back at the beginning of the next lesson. Candidates can bring primary and secondary data into lessons to use in completing the tasks. Task marking (medium level of control) – tasks are marked by the
However the school dose have a safety representative who at present is Mrs Roy anything discovered or querying can be reported to Mrs Roy who will then take appropriate action. 1.3 Explanation of what risk assessment is and how this is managed in the work setting Risk assessments are carried out every day in the school. Cloakrooms are checked after the arrival of children in the mornings and after every play time and lunch break. These checks are carried to make sure that all coats and bags are on pegs provided to prevent the risk of children and staff falling or tripping. I regularly monitor the cloak room when in my setting and remind the children to hang their coats ,scarf’s and hats on their pegs and explain to them as why this is an important task for them to
The LEA have a closer role to the schools and the community. They are also responsible for; Training and development Tackling health inequalities Discipling the staff (depending on how serious the matter is) National government.National government are responsible for devising policies and the curriculum. Then ensuring that they are implemented. Their role is to enhance the opportunities and experiences for the children and the staff working with them by focusing on giving extra support for the more vulnerable children in England, to make sure they all receive the same level of education and equal opportunities . As well as setting the policy the National Government look into ways of maintaining the quality of the services for children under the five outcomes of Every Child Matters.
| Data Protection Act 1998 | Schools are required to keep information secure and it can only be used for the purpose it was gathered for. | The Children and Families Act 2014 | Intended to ensure that all children with Special Educational Needs are supported in schools | Health and Safety at Work Act 1974 | Designed to protect everyone within the school and give procedures to follow in the event of an accident. | Task 2 Complete the table below to show how the various pieces of legislation affect the day-to-day running of a school. An example has been started for you. Data Protection Act 1998 | Affects schools by having to follow the following guidelines: Schools must register all personal data they hold and state the purposes for which it is required to be held and all processing undertaken by schools must be fair and lawful, accurate and up-to-date, and the data held must be adequate, relevant, not excessive and be held for no longer than is necessary.
The Children Act 2004 provides the legal framework for Every Child Matters which was the government’s response to the death of Victoria Climbié. The Act aims to improve effective local working to safeguard and promote children’s wellbeing. This Act also introduces councillors for children’s services with responsibility for local child welfare. Local Safeguarding Children’s Boards assure that all social services should work together to protect vulnerable children. Working Together to Safeguard Children 2006 is an update of safeguarding and how the agencies should work individually and together to safeguard and promote the welfare of children.
It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students. It must provide suitable staff and funding to meet the needs of each SEN student. The national policies on Health and Safety need to be followed. Amongst other things schools need to assess and manage risk, train staff, write school policies for trips at home and abroad including adventure
Understand the legislation, regulations, and polices that underpin the protection of vulnerable adults. Analyze the differences between the concept of safe guarding and the concept of protection in relation to vulnerable adults? Following Lord Laming's report into the death of Victoria Climbié, the subsequent publication of Every Child Matters and the Children Act (2004), integrated working across services has become integral in ensuring that children and vulnerable adults are safe and protected. Safeguarding means proactively seeking to involve the whole community in keeping the individual safe and promoting their welfare. Safeguarding is an important part of integrated working.
3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected. Every school has whistle blowing policies and procedures and these policies are put in place to provide protection for the person against victimisation or reprisals from other members of staff (physical or verbally) when the concerns are genuine and accurate. If a member of staff is the victim of reprisals then an employment tribunal may be able to take action. If any concerns about malpractice or misconduct in a school setting are raised against another member of staff then this should be reported to the safeguarding officer of the school. If concerns are raised then they are certain procedures to follow.
4.1) Explain the policies and procedures of your setting in response to accidents, incidents, emergencies and illness. 4.2) Identify the correct procedures for recording and reporting: Accidents: When there has been an accident in my setting we will always record it in the accident book, this includes the name of the child, the date, where it happened, what medical attention was needed. By having an accident book we are making not of any injury that has happened in our setting and it is also there to refer back to if a parent may question you on what has happened to their child whist they were at school. Incidents: Again incidents will link in with the accident book, the same procedure is taken if there is an incident in school. However we do have a separate incident book for one child in our setting, this child does have a tendency to lash out in situations they do not like.