It includes the requirement for services to work more closely, share a database with information relevant to the safety and welfare of children, earlier support for parents who are experiencing problems. The Education Act 2002 It is a piece of legislation aimed to reform education law, raise standards and support new ideas in schools. It sets out the responsibilities of all those working in schools settings so that children are safe and free from harm. Children and Families 2014 The Children and Families Act 2014 is a piece of legislation which improve services for vulnerable children. It says that all children and young people can succeed, no matter what their background.
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.
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.
It includes the requirements for: services to work more closely, forming an integrated service, a common assessment of children’s needs, a shared database of information which is relevant to the safety and welfare of children and earlier support for parents who are experiencing problems. Policies which safeguard: schools and childcare settings must develop a range of policies which ensure the safety, security and well-being of their children. These will set out the responsibilities of staff and the procedures that they must follow. Policies may be separate or incorporated into one
Caring and safe guarding the children. Clean up at the end of the day. 1.2 The Early Years Foundation Stage (EYFS) is a comprehensive statutory framework that sets the standards for the learning, development and care of children from birth to five. All providers are required to use the EYFS to ensure that whatever setting parents choose, they can be confident their child will receive a quality experience that supports their care, learning and development. There are certain standards that all settings and those working within them must comply with, these can include: Minimum National standardsCodes of practice Regulations andNational Occupational StandardsThese standards set out certain values and principles that will help children to develop, thrive and grow.
SENCOs must also collaborate with curriculum co-ordinators at the school to make sure that the learning requirements of all children with SEN are given equal emphasis and priority. At both the School Action and the School Action Plus stages, a SENCO will work with the teacher to consider the child’s needs, and will take the lead role in getting further assessment of a child where necessary, by contacting the LEA. They normally will be responsible for making a request of the LEA for a Statutory Assessment which may result in there being a statement of SEN. Deputy Head teacher A deputy head teacher, deputy headmaster or deputy headmistress is the second most senior teacher in a school in the United Kingdom and elsewhere. A state
The Every Child Matters agenda defines what is meant by the ‘well-being’ of children through the five outcomes that schools and teachers aim for every child to reach: be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being. Working Together to Safeguard Children highlights how organisations, agencies and individuals must work collaboratively to safeguard and promote the welfare of children in accordance with the Children Act 1989/2004. It is an updated version of guidance published in 2006 and is split into statutory and non-statutory. What to do if you’re worried a child is being abused 2006 is guidance that provides details about
Safeguarding a child or young person is also to ensure that they have the outlook to achieve their true potential and have the right to be protected from abuse, such as: Physical abuse Sexual abuse Emotional abuse Neglect Exploitation This also shows the consequence of shared responsibilities as there can be many different agencies involved in dealing with each case. Safeguarding children is fundamentally part of schools everyday activities Wearing ID badges to identify oneself Not putting ourselves at risk to possible complaints Signing in and out of school Ensuring current legislation is adhered to such as, Every Child Matters Data Protection Human Rights Health and Safety at Work The Safeguarding Policy should be compliant with sections from: The Education Act (2004) Working Together The Local Children's Safeguarding Board To take account and inform of policy in related areas such as, Discipline Bullying e-safety exploitation Child protection is part of the wider concept to safeguard and promote the welfare of children and young people. It refers to the activity that is undertaken to protect particular children who maybe suffering from any form of abuse or neglect. This also involves, protecting children and young people from maltreatment besides
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.