4.1 Summarise each law and codes of practice affecting work in schools listed below | 4.2 Explain the school policies and procedures that follow these legislations. | Children Act 2006/ A guide to inter-agency working to safeguard and promote the welfare of children 2010; A good relationship between agencies andsharing of information between agencies | Child protectionEveryone in school has a duty to help keep pupils safe.The Academy has systems in place to prevent unsuitable people working with children. Disclosure and Barring Service. DBS forms are completed. Our Academy has Cause for Concern (CFC) forms to fill out for when there is a concern about the well being of a child.
Children’s Act 1989/2004 Describes the duties of local Authorities to provide effective and accessible services for all children according to the needs of the children, it also underpins E.C.M. Education Act 1996 Describes the responsibilities schools have for providing for the needs of children with SENs. The Act also requires schools to provide additional resources, equipment and support to meet their needs. Equality Act 2010 This Act sets out the legal responsibilities of public bodies to promote equality of opportunity for all citizens. Codes of Practice: The special Educational Needs Code of Practice 2001 This outlines government guidelines for policy, procedures and responsibility for children with SENs.
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.
Families first work together with the school to give a child the best possible start in life, If a child is referred to families First then they gather information from all other agencies to make an individual assessments for a child or young person’s needs. Families First can offer support and advise for : * Parenting (help and advice for parents) * Home management * Anger management/challenging behaviour * Wishes, feelings and self esteem * School attendance * The move from primary school to secondary school (some children find it very hard to deal with transitions.) * Healthy relationships (help promote this) * Anti-social behaviour and
Seeking ways to improve the general health and wellbeing of all children In order for the practitioner to understand the full implications of safeguarding, it is important to be aware of one’s role, responsibilities and the understanding of the relevant safeguarding legislation, policies and procedures that apply to their role in the school. Recent legislation has been enacted in response to high profile cases such as the death of Maria Colwell (1973) and Victoria Climbie (2000). Children’s Act 1989 This Act identifies the responsibilities of parents and professionals who must ensure the safety of the child. Section 47 sets out the duty of responsibility of the Local Authority to investigate suspicion of child suffering or significant harm. Section 17 requires there to be services to be put in place in the area to promote the welfare of children and safeguard those in need.
It: • Is accountable for the performance of the school to parents and the wider community, • Plans the school's future direction, • Selects the head teacher, • Makes decisions on the school's budget and staffing, • Makes sure the national curriculum is taught, • Decides how the school can encourage pupil's spiritual, moral and social development , • Makes sure the school provides for all its pupils, including those with special needs, • Reviews pupil exclusions and deals with any cases of staff dismissal appeals. Governors are at the heart of how a school operates. It is important they get things right. How they do their job affects the interests of pupils, staff morale and how the school is seen by parents and others in the community. Governor’s support and challenge heads by gathering views, asking questions and deciding what's best for the school.
TDA 2.9 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. Behaviour In my setting it is there priority to build the self esteem and confidence of all the children which is the aim of this policy. Teach the children to accept responsibility for their actions, consequences and its effects of their behaviour on others To encourage the children, to make good responsible choices, respect themselves, others, the environment of the school and the wider community. To understand what is appropriate and inappropriate behaviour and what to do if there is an issue. The school staff, volunteer, and pupils adhere to school policy, for the safeguarding of children and the benefit of the school to ensure a calm, purposeful happy environment for all which are: Children to follow the simple behaviour plan, (Be respectful to each other and the environment around me, be nice and treat each other fairly, Work hard and achieve to the best of their ability) Children and teachers Set agreed ground rules for each class with incentives and sanctions which can be clearly understood by all.
And too often, the help they receive depends on where they live rather than on their own needs. Removing Barriers to Achievement sets out the Government’s vision for giving children with special educational needs and disabilities the opportunity to succeed. Building on the proposals for the reform of children’s services in Every Child Matters, it sets a new agenda for improvement and action at national and local level. Criterion 2 The submission identifies and describes a particular issue discussed in this module and provides an account of the ways in which this issue can adversely affect children’s learning. Criterion 3 The assignment explores possible responses on the part of the class teacher in order to make effective educational provision for the
Not only do parents have to be accountable, the schools need to have a better system in place to insure the safety of our children. There have been things put in place to do so; however there is always room to improve especially when the lives of our children are at stake. Once you have the commitment of the
We are achieving the principles and areas of learning in accordance with the eyfs 1.2 Analyse how integrated working practises and multi-agency working in partnership deliver better outcomes for children and young people * The professional partnerships between the outside agencies and us are paramount to the child’s growth and development. * An example of this is that if there is a child under social services, I would communicate with health visitors, doctors, and anyone who comes into contact with the child or parents. * It is vital that all parties communicate with each other to ensure child’s safety at all times. 1.3 Describe the functions of external agencies with whom your work setting or service interacts. * My setting interacts with multiple agencies, these