We must follow these policies for babies, young children and staff at all times. There are standards that influence our role such as: Codes of practice, such as internal policies and procedures set by the setting. Our Health and Safety policy at our Nursery. We need to follow this policy in our day to day work at the nursery. Clear safety rules for children’s behaviour.
SHC32: Engage in personal development in health, social care or children/s and young people’s setting. 1.1 My role as a child minder is to care for children in a happy environment where they can feel secure, confident, and able to develop and learn through the effectiveness of play. I promote children’s health and safety and physical well-being. I ensure that my home is a safe and secure environment for children and meet the necessary standards. I provide various equipment for the children to play on and with, such as climbing equipment, messy play, such as paints and play dough.
As with the safeguarding and promoting children’s welfare section, many of the legal requirements will apply to some of your day-to-day activities, for example checking that toys are safe and that the outdoor environment is clean. Organisation – this is an important section within the EYFS as it relates not to the physical care aspects of working with children but to the promotion of children’s learning and development. Documentation – this section looks at the documentation and records that all settings should have. You need to read this as you are likely to contribute to these
Unit 3. E1/E2. There are many pieces of legislation that influence practice within childcare provisions such as The Disability Act 2005, which influences practice by ensuring that practitioners adapt the learning environment to suit all the children and young people within that space. This piece of legislation ensures that settings have disabled access for children young people and other visitors so that they can move around the setting safely and comfortably. This piece of legislation also ensures that all practitioners meet both the physical and emotional needs of the children and young people in their care.
2.2 Roles and responsibilities when keeping children safe All governors and staff have a shared responsibility to safeguard children. They all have to be familiar with and follow setting’s procedures and protocols for promoting and safeguarding the welfare of children. However, there are certain designated persons in school with more specific roles and responsibilities, who must be contact to express concerns about a child’s welfare. All Staff and Volunteers To know how to work with the policy/procedures of the setting To know when and how to respond to when concern are raised To appreciate the guidance of the relevant Local Safeguarding Children Board To supervise children within set ratios To observe and monitor children to make sure they grown up in confidence To work as a part of professional team To monitor children health and general well- being To be a role model of positive behavior To be suitable qualified with full DBS clearance Protect children from harm from Internet/social media etc. Class teacher To work as a key person and actively engage with family in order to develop positive relationships and develop trust To maintain attendance record to maintain safe collection procedure for children The Designated Person for Child Protection (DPCP): has knowledge and skills for recognising and acting upon Child Protection concerns.
They monitor the success of the work that is done by local agencies to guarantee that all practitioners within the area have a clear understanding of safeguarding procedures, policies and requirements. The S-O-T SCB identifies multi-agency success where there are concerns with regards to safeguarding issues and they assist with the recognition of training needs and requirements across the children’s workforce. Within the school setting we must be aware that we have a clear and defined role in relation to child protection. Professionals working with children and young people should be fully trained in safeguarding by a nominated safeguarding adviser and have the opportunity to receive training in order to develop their understanding of the signs and indicators of abuse or neglect, this training is offered every 3 years. In order for child protection to work effectively we need to ensure we have good inter relationships with other agencies and good co-operation from professionals that are competent in responding to child protection situations.
CYP Core 3.3 Understand how to safeguard the wellbeing of children and young people. Task1 1.1 Legislation, guidelines, Policies and procedures for safeguarding children and young people within the UK; Children act 2004- the children’s act 2004, provides a legal base for nurseries to deal with any issues relating to the children. The children’s act 2004 has principles for the care and support of children which is also known as Every Child Matters. These principles are; ← To allow all children to be healthy ← Allowing children to be safe in their environments ← Helping children to enjoy life ← Assist children in their quest to succeed ← Help make a contribution- a positive contribution – to the lives of children ← Help achieve economic wellbeing The children’s act also includes the requirements for integrated services, such as health services, social services and schools working together. Working together to safeguard children 2006 - working together to safeguard children sets out how nurseries, parents and carers along with health care professionals, social services and other organisations can work together to help safeguard the welfare of children and young people.
CU1523 Working together for the Benefit of Children and Young People 1. Understand integrated and multi-agency working 1.1 Explain the importance of multi-agency working and integrated working * As an early years setting we have a responsibility to help the children in out care achieve the ‘every child matters’. To be healthy, stay safe, enjoy and achieve. * Team work with outside professionals is imminent to our work practises and I feel that integrating will help us achieve the outcome that we would like for our children and this will help them in their development going forward. This is an integral requirement of the eyfs.
Within this document, the term safeguarding is defined as follows Protecting children from maltreatment. Preventing impairment of children’s health or development. Ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. Taking action to enable all children and young people to have the best outcome The action we take to promote the welfare of children and protect them from harm - is everyone’s responsibility. Everyone who comes into contact with children and families has a role to play.
The Early Years Foundation Stage (EYFS) sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The EYFS seeks to provide: • quality and consistency in all early years settings, so that every child makes good progress and no child gets left behind; • a secure foundation through learning and development opportunities which are planned around the needs and interests of each individual child and are assessed and reviewed regularly; • partnership working between practitioners and with parents and/or carers; • equality of opportunity and anti-discriminatory practice, ensuring that every child is included and supported. The EYFS specifies requirements for learning and development and for safeguarding children and promoting their welfare. The learning and development requirements cover: • the areas of learning and development which must shape activities and experiences (educational programmes) for children in all early years settings; • the early learning goals that providers must help children work towards (the knowledge, skills and understanding children should have at the end of the