Unit 4222-345 Understand how to safeguard the wellbeing of children and young people (CYP M3.3) 1.1 Outline current legislation, guidelines, policies and procedures within own UK home nation. The legislation, guidelines and policies that affect safeguarding children have come about due to the Children’s Act (1989). This act was updated in 2004 to include the principle of integrated children’s services and to also incorporate the five main principles of Every Child Matters. I will list the main legislations, guidelines and also my workplace’s policies and procedures: Children’s Act (2004) - The Act was created with a certain set of goals. Its primary purpose was to give boundaries and help for local authorities and/or other entities to better regulate official intervention in the interests of children.
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
SHC 34 – Principles for implementing duty of care in health, social care of children’s and young people’s settings Ellena Green When working with children and young people in any setting understanding ‘Duty of Care’ is paramount. Prepare an information document to be used during the induction of a new member of staff. Be sure that you relate it to your work role and clearly identify any reference to other documentation. Carefully consider how the information is presented to ensure that each area is produced under clear headings. Task 1: Write an explanation of: * what it means to have a duty of care in own work role * How duty of care contributes to the safeguarding or protection of individuals Duty of care is a requirement and obligation that a person in a caring role has to make sure that others are taken care of and not harmed.
Unit CU1533 1.1 Explain the legal status and principles of the relevant early years framework/s, and how national and local guidance materials are used in settings The EYFS is a number of curriculums for children aged birth till 5 years old. All Care providers must make sure that eahc child meet the five every child matters outcomes and rules and regulatuons must be set to ensure this. the eyfs is covered by 6 main areas, these are, ⦁ personal, social and emotional development ⦁ Communication, language and literacy ⦁ Problem solving, reasoning and numeracy ⦁ Knowledge and understanding of the world ⦁ Physical development ⦁ Creative development All these areas are important and are included into all the planning. whether child initiated or adult led activities they should all be linked to the EYFS. The EYFS guides the way in which the nursery sector works and the duties and activities we set out.
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.
Unit 25 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people. The children’s Act 1989 The children’s act 1989 is a British act of parliament that changed the law concerning children; the law introduced the idea of ‘Parental responsibility’ i.e. - The child’s requirements arising from race, culture, language and religion be taken into account. - The best place for a child/young person was to be cared for was within their own home. - If legal proceedings should occur then parents should continue to be involved with their children, even if the parents were separated or divorced.
Diploma in Pre-School Practice L3 Assignment - Unit 3 March 2012 Making the pre-school setting a supportive and safe environment. P1 – Early years settings must work within a framework of legislation to work towards meeting the needs of all children and families who attend. The Equality Act became law in October 2010 and replaced all existing discrimination legislation, such as The Disability Discrimination Act 1995 and the Sex Discrimination Act 1975. The Act states that people with protected characteristics must not be discriminated against. The protected characteristics are age, disability, race, religion, gender, gender reassignment, pregnancy/maternity, sexual orientation and marriage/civil partnership.
Unit 2.5 4.1 The main statues are: • The Convention on the rights of the Child (1989) • The Education Act (1981), (1993) and (1996) • The Children Act (1989) and (2004) • The Equality Act (2006) • The Care Standards (2000) • The Special Educational Needs and Disability Act (2001) • The Race Relations Act (1976) and amendment (2000) • The Disability Discrimination Act (1995) and (2005) • The Public Order Act • The Religious Hatred Act 4.2 All these laws influence the rights of individuals. Every early years, childcare and educational organisation needs to have policies and practices that put these laws into action: Codes of practice- Codes of practice provide guidance and rules on ways of implementing legislation and good behaviour. The purpose of the code should be to promote positive behaviour, so rules should be expressed in positive terms. The code should outline the schools expectations for pupil behaviour in the classroom and around the school. A system of rewards and sanctions should be used to support the code of conduct.
Children’s Act 1989 This act identifies the responsibilities for parents and professionals to ensure the safety of children. This act includes two very important sections, which are: Section 47: A Section 47 states that the Local Authority has a duty to investigate when there is a reasonable course to suspect a child is suffering or likely to suffer, significant harm. Also when South Tyneside Local Authority receives an enquiry they have 15 working days to act upon it. Section 17 A 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 This sets out the responsibilities of Local Education Authorities (LEAs), Governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. Children Act 2004 This provides the legal framework for Every Child Matters.
Additionally, they can be used to evaluate progress within parenting capacities, particularly if key areas were targeted for improvement, thus determining whether the needs of the child will be sufficiently met if they are to return to their own home environment (Ibid 2000b). The Common Assessment Framework (CAF) as proposed by Every Child Matters (2007), is a relatively new standardised approach for assessing the need for services for children and is part of a wider government programme to provide integrated services including the need to improve multi-agency working. The CAF is a common language in assessment and is based upon the five outcomes of Every Child Matters (Brammer 2007). Every Child Matters raises questions of where LAC should be (or get to) in relation to other children. The agenda aims to improve the lives of LAC holistically across the five outcomes linking to the Articles in the UNCRC (Unicef 2006a).