Her death led to a public inquiry and produced major changes in child protection policies. The Children Act 1989 was brought in with the intention of simplifying the laws that protect children and young people. It tells people what their duties are and how they should act and work together when suspicions of child abuse are raised in any given situation. Working Together to Safeguard Children 1999 provides guidelines for professionals in England and Wales to help them work with children who are at risk of harm. The Children Act 2004 provides the legal framework for Every Child Matters which was the government’s response to the death of Victoria Climbié.
England and Wales produced separate documents – Working together to Safeguard Children (1999) – which highlights the duties of professionals towards children who are at risk of abuse. 2. Children Act 2004 This was brought in after The Laming Report in 2003, an independent statutory inquiry into the circumstances leading to and surrounding the tragic death of Victoria Climbié, criticised the approach to protecting children in our society. This report resulted in a green paper, Every Child Matters, which led to the Children Act 2004 in England and similar bills and Acts in all four countries in the UK. 3.
Unit 012 Outcome 1 Understand Partnership Working Within The Context Of Services For Children And Young People 1. Explain why working in partnership with others is important for children and young people: The communication and partnership with others includes: • Parents, carers , guardians • Professionals • Multi-disciplinary teams • Colleagues The communication between the main care providers, professionals, multi-disciplinary teams and colleagues is particularly important. The reason being for this are if there’s no communication partnership with these parties, then the relevant information that is required will not be passed forward. If the information is about the children and young people’s learning development, or a behaviour complication. For example, if the children and young people are not developing within the age guidance, or the children and young people are having behaviour difficulties then this will result in the required parties not knowing the relevant details and information.
MU 2.9 Understanding partnership working in services for children and young people Understanding partnership working within the context of services for children and young people 1.1: Working with partnerships is very important because every child is different and by working with different agencies you can help the child get help (if they need it). Each professional you are in a working partnership with brings their own specialty which can be used for more focused learning and development. For example: a speech therapist to help a child with a much lower speech development for his age. 1.2: The kind of partners who would be in my own work setting include; health visitors, for parents that are pregnant or have children under the age of five to help inform the parent on how to keep them safe and out of harm. Social workers can be involved if they think that the child is in harm’s way or there is a worry about the child’s safe keeping.
Effective communication is vital when developing positive relationships with children young people and adults. Some people really struggle with their learning or they may have confidence issues, these issues may stop them from communicating freely. Treating them in a calm, friendly, positive, and praising manner could mean the difference between them trusting me and closing down completely and giving up. It is important to have a positive relationship with children and young adults because if they feel comfortable and secure with the adult and their setting whether it is a childminder, a nursery or a school they will separate more easily from their parent or carer. If they feel emotionally secure they are more likely to participate in the play and learning activities.
A1- Meeting care needs for children can get a little challenging for practitioners as there are many areas which the practitioners need to take in to consideration. The first area which is challenging for practitioners to meet is the individual needs of all children within the setting. If there is a setting which has 1/2 children who need special facilities to help them develop, it can be managed easily, however, if there are many children with different needs such as dyslexia, children on wheel chairs, autistic and visually impaired. This could be difficult to meet as there are many barriers in the way. The main barrier is finance.
The main current legislation guidelines policies and procedures within UK home nation for safeguarding children and young people. Children’s order 2005 • Simplify laws that protected children and young people in respective UK countries. • Seen as a serious shake up to children rights and protection • Made it clear to everyone that worked with children what their duties were • Shows them how to work together when there is allegations of child abuse Children’s act 2004 • In 2003 it was clear services for children still weren’t working or communicating together this was flagged up because of the tragic death of Victoria Climbie • The organisation need to support and protect vulnerable children in the society • The lambing report resulted in a green paper called every child matters. • The integration of children’s service and the introduction of children’s directors with responsibility for local authority education and children’s social services. • Arrangements for sharing information has been reviewed and changed Vetting and barring The scheme was introduced in 2009 to stop unsuitable people working with vulnerable children and adults this scheme does the following: • a person who is barred from working with children or vulnerable adults will be breaking the law if they work or volunteer, or try to work or volunteer with those group.
Unit 029. Working together for the benefit of children and young people. 1.1 Explain the importance of multi-agency working and integrated working. 1.2 Analyse how integrated working practices and multi-agency working in partnership deliver better outcome for children and young people. 1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
This is important in children to build their creativity and language skills by learning how to get their ideas across to others. In the work setting it is also very important to share ideas and thoughts, perhaps about a new activity or a way to tackle a challenging child. Good communication is essential in order in work effectively with small children and parents. Without communication it would be impossible to meet the needs of not only the children we would be caring for but also the parents who put their trust in you to take care of their most precious gift of all. Having good communication skills helps us to build strong relationships with not only the children we would be caring for but also the parents and colleagues.