* This act strengthens the rights of children with special educational needs to be educated in mainstream schools. It also provides parents of children with special needs with advice and information. SEN code of practice 2001 (revised 2002) - what does this do? * SEN code of practice 2001 provides guidelines for schools and LEAs about the practical help they can give to children with special educational needs. Statutory Assessment of Special Educational Needs- this means?
Unit 4222-345 Understand How to Safeguard the Wellbeing of Children and Young People. Outcome 1 Understand the main legislations, guidelines, policies and procedures for safeguarding children and young people. 345.1.1 Outline current legislation, guidelines, policies and procedures within own UK home nation affecting the safeguarding of children and young people. Policies and procedures for safeguarding and child protection in England and Wales are a result of the Children Act 1989 and in Northern Island of the Children (Northern Island) Order 1995. The Children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales.
Some examples of Legislation in which we have to follow whilst working with children and young people are: * Health and safety at work act (1974) * Children act (1989&2004) * Safeguarding Vulnerable groups act (2006) * Data protection Act (1991) * UN convention on the rights of the child (1991) There are guidelines which detail acts of law these are shared with the public. And explain what parts of the legislation apply to you and explain to you what you must do to comply with the law. Some examples of guidelines are: * Every child matters (2004) * The framework for assessment of children and their families (2000) * Common assessment framework (2006) * Working together to safeguard children (2013) The guidelines are used to create policies and procedures which are in turn used to implement the laws. 1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. National Legislation and guidance influence the development of local policies and procedures which affect the day to day
Assessment This unit will be assessed by: • candidate portfolio of evidence. This unit must be assessed in accordance with Skills for Care and Development QCF Assessment Principles. 360 Level 3 Diploma for the Children & Young People’s Workforce (4227-03/04/05) (England) Unit 635 Outcome 1 Support individuals with autistic spectrum conditions Understand legislative frameworks that relate to individuals with autistic spectrum conditions The learner can: • outline the legislative frameworks that relate to an individual with autistic spectrum condition • analyse how legislative frameworks underpin the development of services for individuals with autistic spectrum condition. Additional Guidance Legislative frameworks need to include policy drivers and strategies within own home nation An individual is someone requiring care
And it’s all part of the learning process. 3.7 1.5 Observing pupils is a very important part of teaching, it is done by the teacher and assistant, they focus on how the children are progressing in a lesson, they do this so they can see how much is understood, and work towards the next step in the child’s education. This information is used to build up an on-going plan of learning activities and can be used for future learning goals. Children are then set into different working capabilities. There will be ones who can work independently and ones who will need extra help; they will be supported by the teaching assistant.
Unit 3 Understand how to safeguard the wellbeing of children and young people Outcome 1 1.1 Name the current legislations that safeguard children and briefly describe what guidelines and procedures are in place. * Children’s Act 1998/2004 * Education Act 2002 * E-Safety 2008 * Safeguarding – promote welfare of children * Human Rights Act * * * Different laws and guideline cover different parts of the UK. * * * | 1.2 Which children fall under child protection support and how can practitioners help protect children in their settings? Vulnerable people * Poverty, ill health and poor housing and emotional delay as well as development delay.Children with needs * Disabilities * | 1.3 Name one of the National and Local Guideline for safeguarding children SureStartNSPCCDepartment for Education: Responsibility for safeguarding and child protection in England.Local Authorities: Use guidance to produce procedures for services and practitioners. | 1.4 Who decides to conduct inquiries in to the death or serious injury involving a child takes place as a consequence of abuse or neglect?
CYP 3.3 - Understand how to safeguard the wellbeing of children and young people 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people Children Act 1989, this act aimed to simplify the laws that protected children and young people in the UK. This act made it clear to all who worked with children what their duties were and how they should work together in the event of allegations of child abuse. England and Wales produced separates documents – Working together to safeguarding Children (1999) – which emphasised the responsibilities of professionals towards children who are at risk of harm. Policies and procedures for safeguarding and child protection in England and Wales are the result of the Children Act 1989. The children Act 2004 introduced further changes to the way the child protection system is structured and organised in England and Wales.
EYMP 2: Promote learning and development in the early years. Unit reference L/600/9782 Level 3 Credit value 5 GLH 40 Unit aim: To prepare the learner to work with children in supporting their learning and development within the relevant early years frameworks within the UK Home Nations. The unit assesses competence in planning to meet children’s needs and providing and supporting learning and development activities. 2. What are the documented outcomes for children that form part of the relevant early years framework and how are they assessed and recorded?
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.
``CHILDHOOD STUDIES | TDA 3.1Communication and professional relationships with children, young people and adults | CACHE Level 3 Supporting Teaching and Learning in Schools (QCF) | | | | Criteria | Evidence | Completed | 1.1 – 1.32.1 – 2.53.1 – 3.3 | All covered in workbook | | Tutor/Assessor feedback: | Unit TDA 3.1 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults. 1.2 , 2.1 Explain the principles and skills needed for relationship building and communicating with children, young people and adults. Unit TDA 3.1 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. Please give an example for each of the following: * Social * Professional * Cultural 2.5 Explain how you would manage disagreements between children, young people and adults. Unit TDA 3.1 Communicating with adults | Situation | Verbal communication | Non-verbal communication | Team meeting | | | Dealing with an angry parent | | | Giving information to a parent with EAL | | | Greeting a colleague with a hearing impairment | | | Communicating with pupils | Situation | Verbal communication | Non-verbal communication | A 6 year old has fallen over in the playground | | | A Year 8 pupil is being disruptive in class | | | Giving an instruction to a pupil with autism | | | Checking the understanding of a pupil with a speech impediment | | | A Year 11 pupil is concerned about their exams | | | 2.2, 2.4 Consider the types of situations in which you may be communicating with adults and pupils.