List the areas and outline the reasons why the legislation exists. Think about how each feature protects you and your employer. An example has
Section 17 states that services must be put in place to promote and safeguard the welfare of children who are in need. The Childrens Act (2004) - This aims to bring agencies closer together to form a net of services for all and it provides a legal framework for Every Child Matters. It also provides a common assessment of children’s needs. Another part of this act is to provide a shared database of information which is relevant to the safety and welfare of children and to give earlier support for parents who are experiencing problems. The Education Act (2002) – This sets out the responsibilities of Local Education Authorities, Head teachers, those working in schools and the governing body.
4.1 Summarise the laws and codes of practice affecting work in academy's. 4.2 Explain how legislation affects how academy's work. The Children’s Act 2004 And Childcare Act 2006 The ultimate goal is to make the United Kingdom a safer and better place for all children, to improve the well-being of all children. It also specifies the inclusion of disabled children in these aims. It also aims to provide child care and information about this to all parents and carers.
As a result of this, the main points that emerged were as follows: * Closer working relationship between agencies such as health professionals, schools and welfare services * A database to be created holding records of all children and whether they are known to different services. * There should be an independent children’s commissioner for England to protect children and young people’s rights (a child’s commissioner for Scotland has been in post for several years.) * A children and family board should be invented, chaired by a senior government minister. * Ofsted framework which will monitor children’s services. 1.2 Safeguarding is a range of ways in
The children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales. The children’s act 2004 provides legal basis for how multi agencies deal with issues relating to children. This was brought in after the Victoria Climbie case. It was designed for the care and support of children, some of these principles are: To allow children to be healthy, helping children enjoy their life, help children succeed, ensuring children are safe in their environments and to help achieve economic stability for their future. In my setting the policies and procedures for safeguarding are always put into place.
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. 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.
These issues are normally dealt with on governor meetings, held at the school. They pass on any changes within the education policy and offer any training to key members of staff. The local government is responsible for staff DBS checks, to ensure the safety for the children. The national government is responsible for developing news ways to improve the quality of services within education. They are also responsible for the education policy, and their role as national government to emend and changes and development within this policy.
Unit 3: supporting children E1 A children’s centre is reviewing the policies and procedures which will promote children’s health and welfare as well as their development. · Human Rights Act 2000 · United Nations convention on the Rights of the Child 1989 · Children Act 1989 · Children Act 2004 · Child Care Act 2006 E2 What does ‘working practices’ mean? Working practices means the rules that are placed in order to care for and support children that attend a setting you work at. These rules are legal legislations that must be followed by members of staff in the setting. Human Rights Act 2000 The human rights act gives all children the right to be treated with dignity, fairness and respect as the same as their parents or guardians do.
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. It includes the requirement for: ● services to work more closely, forming an integrated service a ‘common’ assessment of children’s needs ● shared database of information which is relevant to the safety and welfare of children ● earlier support for parents who are experiencing problems Policies which safeguard Schools must develop a range of policies which ensure the safety, security and well-being of their pupils. These will set out the responsibilities of
The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.