Norfolk Adult Education C&G 5329- LEVEL 3 CERTIFICATE IN SUPPORTING TEACHING AND LEARNING Assignment 1. Unit 333 Safeguarding and promoting the welfare of children is defined as *Protecting children from maltreatment. *Preventing impairment of children’s health or development. *Ensuring children are growing up in circumstances consistent with the provision of safe and effective care. Child protection is a part of safeguarding and promoting welfare.
* Partnership: professionals and families must work together to ensure the welfare of the children. * Participation: that the childrens wishes and feelings should be taken into account so that they can contribute to any decisions which may affect them. * Protection: Children must be protected from serious harm. The local authorities have a duty to investigate any report that a child is suffering, or likely to suffer, from serious harm. * Provision: states that services that are necessary to safeguard children shouls be provided.
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. It includes watching out for potential hazards and trying to prevent mistakes and accidents. It is important because of a duty of care is not met then the responsible person can be held accountable if things go wrong. A carer in early years has a duty of care to protect the children in their care by following the legislation and the policies and procedures that are in place at the workplace. Policies and procedures are put in place so that there are rules and boundaries to make sure that people know how to work in the setting and what is expected of them to prevent harm and danger to others in the work setting.
UNIT 304 Knowledge Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 The policies and procedures we use in our setting relevant to promoting positive behaviour are the ‘Good behaviour for learning policy’ and the ‘Dealing with bullying policy’. The Good behaviour for learning policy explains what, as a setting, we expect from our pupils, staff, parents, governors and even visitors. It sets out our code of conduct, it explains how, as a school, we develop a positive learning atmosphere, what classroom management strategies we use and about the rewards and sanctions too. It lays out what we expect from the parents and what we will give back to them.
The Education Act sets out the responsibilities Children’s Act 1989 This act identifies the responsibilities of parents and professionals who must work to ensure the safety of a child. Two important sections focus specifically on child protection. The local authority has a duty to investigate when ‘they have reasonable cause to suspect that a child who lives, or is found in their area is suffering, or likely to suffer, significant harm’ services must be put in place by local authorities to ‘safeguard and promote the welfare of children within their area who are in need. Education Act 2002 This sets out the responsibilities of local education authorities (LEA’s), governing bodies, head teachers and all those working in schools to ensure those children are safe and free from harm. Children Act 2004 This provides the legal framework 1.2 Describe the different agencies involved in safeguarding the welfare of children and young people The different agencies involved are: Social Services Police Health Services NSPCC Children’s social care Social Services They are there to work with the families.
As children grow and extend their horizons beyond their homes, organisations such as schools and youth groups have a particular role in safeguarding children and preventing harm occurring. They also educate children about risks and how these can be managed. Adopt the safest possible practices to minimise the possibility of harm or accidents happeningto children and protect workers from the necessity to take risks and leave themselves open toaccusations of abuse or neglect. Collaborative work between Child Protection, licensed children’s services and schools can improve outcomes for children, young people and their families. Effective collaboration on the creation of a working relationship based on principles of trust, respect and shared decision-making contributes to ensuring the safety and wellbeing of all children and young people by protecting them from significant harm.When staff members form a reasonable belief that a child or young person has been harmed or is at risk of harm, they are ethically bound to take action to protect the safety and wellbeing of that child or young person.
Section 47 states that the local authority has ‘ a duty to investigate when there is a reasonable cause to suspect that a child is suffering, or likely to suffer significant harm’ 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 sets out the responsibilities of Local Education Authorities, governing bodies, head teachers and all those working in schools to ensure that children are safe and free from harm. The Children Act 2004, which provides the legal framework for every child matters, 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 * Earlier support for parents who are experiencing problems. Schools must always have a policy that includes E-safety, which is the protection of young people whilst they are using the internet. They must also have policies on bullying and cyber bullying.
Resubmission : Unit 5: The principles underpinning the role of the practitioner working with children E1 The practitioner’s main responsibilities in working in a professional relationship with children in schools is making sure children are listened to and valuing their opinions. Children should feel secure and valued because it will make them feel that they have a sense of belonging and including them no matter what their race, religion, abilities, disabilities or culture is. Listening to children is an important part in a relationship with children. If a child has any worries or concerns they should be able to talk to the practitioner because if the practitioner isn’t approachable the child may be suffering and feel they have no one to
When promoting positive behaviour in schools there are policies and procedures that all staff need to be aware of. The main policy relating to behaviour will be the behaviour policy but other policies will also have an impact; for example the health and safety policies, adult protection policies and anti-bullying policies. The policies and procedures within my setting relevant to promoting children’s and young people’s positive behaviour are: - Behaviour policy - Code of conduct - Anti-Bullying Behaviour policy: A behaviour policy promotes positive behaviour through developing skills such as self-respect, self-esteem, empathy, negotiation and problem solving. There are many ways staff can help students to develop these skills:
The last essential right a teacher has in the classroom is to receive help and cooperation from parents and administrators when it is needed. To parallel Teacher rights the Students also have essential rights under the assertive discipline model. Students have the right to have teachers who help limit inappropriate, self-destructive behavior, and the right to know and choose how to behave knowing of the consequences of their behavior will automatically bring. In a classroom that follows the assertive discipline model the fore mentions rights are carried out and applied by three major strategy components used by the teacher; rules, positive recognition, and consequences. According to this model students need limits that will guarantee their and other students’ rights.