This doesn't happen very happen and each case varies on how critical and important the case was. If the case was that the children were coming to harm on a regular basis then social services would seek to remove the child/children, but they usually give help and advice to the parents to stop any harm coming to the child/children. Wider forms of safeguarding are as follows:- Risk assessments providing safe environments inside and outside the school setting. Procedures and legislation health and safety, fire drills, register, etc. keeping training up-to-date in safeguarding issues.
SHC 34 1.1 + 1.2 Signed…………………………..Date……….……… Understand how duty of care contributes to safe practice 1.1 Explain what it meant to have a duty of care in own work role As a registered child minder I have a duty of care to make sure the child or young person is safe and taken care of. I am responsible for the wellbeing of the individual so care and attention need to be shown to minimalize the possibility of them coming to any harm. Their wellbeing is the main priority in everything I do in my setting. I always act in their best interest and act with confidence and assurance in what you do, do not take on any tasks or projects that I feel cannot be done safely. Ask for help and support if needed.
I also don’t agree with him saying cochlear implants wont work well for young children and there better off for “healthy adults.” I believe that is would probably be easier for children to learn how to use this cochlear implant as a tool because at those young ages they soak up all information they can receive, rather then adults who are sometimes stuck in their ways. I don’t know this for a fact but this is what I believe can also be a circumstance. I do agree with him saying there are a lot of risks for children but those risks can also be just as big as a risk for adults. Like in Kathryn’s article she says you need to look at the big picture and what great potential the cochlear implant can have for children or adults. I also don’t agree with what they both say about the deaf
As a carer we have the responsibility to make a record of the entire task that we perform in a clear way so that the information can be safely transmitted to the other carers and to the management. They need to be factual and correct and signed by us in order to validate the information. This information can be use by the management, police, and medical members. 1.2 The main points of legal requirements and codes of practice for handling information in health and social care are: * Records should be kept in a secure place * Records should be kept to a minimum necessary to achieve their purpose. * Records should only be used for the purpose they were collected * Records should only be available to those who need to see them Outcome 2 2.1 When handling information we have to make sure that they are kept in safety at all times locked and protected and computers with information must be protected with passwords, only authorized entities are allowed to se the information.
Unit 4 3.3.2 Explain the Dilemma Between the Rights and Choices of Childrens and Young People and Health and Safety Requirements Health and safety can be a dilemma with young people as they do not understand risks, as they have not developed the skills to effectively evaluate risks as this usually comes from experience. Young people learn best from experiencing risk, and then developing the ability to understand the results of their choices. The problem comes from them taking risk’s and not understanding that they are putting themselves in dangers. Regular keyworking session with each young person may help to expand their understanding, and help them to make good informed choices. Children learn by trying out new experiences and
Also teachers need to make sure all the equipment the learners will be using during the course is safe for them to use. Ground Rules. When starting the course, a teacher should make sure they create a safe environment in the classroom: this means making sure everybody is comfortable with everybody else and nobody is trying to bully anyone. When working with adult learners it could be better to have ‘commonly agreed ground rules’ so they can agree with each point and find elements to discuss. This is good because when they get to decide the ground rules it’s more unlikely that they are going to break them.
If we are concerned about a child’s development it’s good to ask and share information. Assessment framework The assessment framework is monitored every day at work to make sure we are always meeting each child’s need needs socially, physically and mentally. Standard assessments Health practitioners will come to school and do physical health checks, such as height, weight, and head circumference measurements and test carried out by educational psychologists. Disability can affect several areas of development at the same time but early support might help minimise the effects of disability. Emotional reasons, if a child is not settled and not having good attachments they are more likely to have low confidence and low self-esteem.
1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. We have to remember that we have a duty of care in our setting. We need to take into account Health and Safety of the environment, child’s age and the child’s ability, also any social factors such as race and religion also SEN should be taken into consideration. 1.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely. In my work setting we have set guidance in Health and Safety Procedure book.
“Repetitive behavior involves repeated movements and verbalizations. These include motor movements, persistent attention to parts of objects and strict adherence to routines.” (Turnbull A, Turnbull R, Wehmeyer M, Exceptional Lives Special Education in Today’s Schools 2010). Now, with students who have autism it is very important to have a good simple routine and stick to it. And it is very important to tell them about a change at the beginning of the day rather than waiting right up until it is supposed to happen. Sticking to a routine will help things to not be so chaotic when it comes to transition time and telling the student about a change will help that student deal with that change before problem behavior can occur.
This does not mean that parents have no rights to what happens to their child while they are at school but this allows school to guide student behaviors though discipline. This idea is called in loco parentis (pg. 378). This concept was once more important in schools than it is now but it has brought forth it idea that no matter the student, disabled or not, there needs to be a certain level of responsibility put on all students for their behaviors when they are at school. This would be a great chapter of the book for parents to read because it would help them to understand why the school is doing what it is doing.