1.3 analyse a strategic national or local policy that has a positive impact on outcomes and life chances and young people. Howdon Children's Centre aims to achieve better outcomes for children through, early education integrated with Childcare and creche, family support, outreach, and child & family health services and adult training and employment support. The Centre is scrutinised by an Advisory Board made up of local parents and partner agencies. The Early Life Support team with an emphasis on delivering prevention services, provide a wide range of services to children aged 0-5 and their families. Parenting courses available include: Freedom Programme, Triple P, Speak Easy, Babyology, Mellow Parenting and Parenting Workshops.
This act identifies the responsibilities of parents and professionals who must work to ensure the safety of the child. This Act includes two important sections which focus specifically on child protection. 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 of likely to suffer significant harm. Section 17 also 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).
Roles and Responsibilities 3 INTRODUCTION 3.1 Although parents have the primary responsibility for safeguarding their children, statutory and voluntary agencies, relatives, friends and neighbours also have responsibilities. Everyone can help to safeguard children if they are alert to children’s needs, and willing and able to act if they have concerns about their welfare. This chapter describes the roles and responsibilities of agencies, professionals, and the community, in child protection. Awareness and appreciation of each other’s roles is essential for effective co-operation. Joint working should extend across the planning, management, provision and delivery of services.
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.
Engage in personal development in health, social care or children’s and young people’s settings Links to: SHC32: 1.1 and 1.2. Personal development and reflective practice is an integral part of working with children and or young people. To support you in reviewing the need for personal development in relation to your work role produce the following: a) Write a description of the duties and responsibilities of your own work role b) Prepare an explanation of the expectations about your own work role as expressed in relevant standards. (Standards may include: codes of practice, regulations, minimum standards or national occupational standards. Context and principles for early year’s provision Links to: EYMP1: 1.1, 1.2, and 1.3.
Children Act 2004: Local authorities and services have a legal right to share information regarding the welfare of the child, underpinning the legal framework for the Every Child Matters outcomes. To ensure the safety and wellbeing of a child and young people, schools have a responsibility to produce a range of policies which statesthe responsibilities of the staff members, and the procedures which they have to follow. This will include: • Safeguarding and protecting, and procedures for reporting • E-safety • Bullying, including cyber-bullying Local authorities, including schools use the guidance from the Department for Education (DfE), to produce their own policies and procedures, which must be followed. Two of these guidances are: What to do if you're worried a child is being abused (2006): Actions and procedures which should be followed when reporting a case of abuse. Working Together to Safeguard Children: A guidance for organisations, and the duties they have to safeguard children and young people.
NICOLA ITHELL UNIT 202 outcome 1 1.1 Current legislation, guidelines,Policies and procedures for safeguarding the welfare of children and young people are :- The All Wales Child Protection Procedures 2002/2008 are an essential part of safeguarding children and promoting their welfare. The common standards they provide guide and inform child protection practice in each of the Local and Regional Safeguarding Children Boards across Wales. They outline the framework for determining how individual child protection referrals, actions and plans are made and carried out. They are based on the principle that the protection of children from harm is the responsibility of all individuals and agencies working with children and families, and with adults who may pose a risk to children. Partnership working and communication between agencies is identified as key in order to identify vulnerable children and to help keep them safe from harm and abuse.
Section 17 focuses on children in need and is updated in the children’s act (2004) Part V relates to safeguarding children and young people. 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. Working Together to Safeguard Children 2006 - This sets out the duties of organisations and how they must work together to safeguard children and young people.
There is a framework based on an ecological model that provides a systematic way of analysing, understanding and recording what is happening to children and young people within their families and the wider context of the community in which they live. (Dept of Health et al 2000).The childcare Act 1989 takes a broad view of child welfare. The act stresses the importance of family support services that are designed to safeguard and promote the welfare of the child and to assist parents to bring up their children. This act recognises that for the majority of children the family is the most appropriate place for a child to be brought up. Main Body There was a guide produced in the 1990’s called ‘Undertaking a Comprehensive Assessment’ also known as the ‘Orange Book’.
When the issues involve young children, then these provisions also apply to specialists who do not work directly with children, including program administrators, parent educators, early childhood adult educators, and officials with responsibility for program monitoring and licensing. (Note: See also the “Code of Ethical Conduct: Supplement for Early Childhood Adult Educators,” online at www.naeyc.org/about/positions/pdf/ethics04.pdf.) Core values Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to • Appreciate childhood as a unique and valuable stage of the human life cycle • Base