A policy relating to The Children’s Act 1989/2004 could be the Safeguarding linking to child protection. A policy brought in by the ‘Children’s Act 1989/ 2004’ was the ‘Working together to Safeguard Children (1999)’, this policy was brought in to help emphasis the responsibilities of staff towards any child at the risk of being put at risk. The Childcare Act 2006 ‘The Act will help transform childcare and Early Years services in England for generations to come’ - http://webarchive.nationalarchives.gov.uk The Childcare act of 2006 was brought in to allow children to have the best start to their childhood. This act also links to ‘Every Child Matters’ framework. Within a childcare setting a childcare
Unit 204 Principles of safeguarding and protection in health and social care Level: Credit value: 2 3 NDAQ number: A/601/8574 Unit aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning outcomes There are five learning outcomes to this unit.
The current legislation, guidelines, policies and procedures within the UK Home Nation affecting the safeguarding of children and young people revolve around several acts. These include; The United Nations Convention for the Rights of the Child. (1989) (UNCRC) Protection of Children Act. (1999) Safeguarding Vulnerable Children Act. (2006) Childcare Act.
Unit 3 Assignment. E1. The 5 different laws that influence working practices in a childcare setting I have chosen to elaborate on are as follows; The Children Act 2004 Disability Discrimination Act 1995 Human Rights Act 2000 Equality Act 2006 The United Nations Convention On The Rights Of A Child 1989 E2. The Children Act 2004 was the start of “every child matters” which makes sure that the child’s well being is paramount. This is done by using 5 points that are the key to any childs well being and future life.
The Every Child Matters paper is aimed at ensuring every child should be helped to have positive outcomes in life .They should: stay safe, enjoy and achieve,have economic well being and make a positive contribution. The main points of The 2004 Children act was that every local authority has a director of children's services who is ultimately responsible for ensuring that children are safeguarded. Local safeguarding board's were set up and children's wishes taken into account. Children's services now have a duty to safeguard children and to work together with a multi- agency approach to promote their welfare. The common assessment framework was introduced to identify children's needs.
Unit 4222-205 Principles of safeguarding and protection in health and social care (HSC 024) Level: Credit value: UAN: 2 3 A/601/8574 Unit aim This unit is aimed at those working in a wide range of settings. This unit introduces the important area of safeguarding individuals from abuse. It identifies different types of abuse and the signs and symptoms that might indicate abuse is occurring. It considers when individuals might be particularly vulnerable to abuse and what a learner must do if abuse is suspected or alleged. Learning outcomes There are five learning outcomes to this unit.
It incorporates some of the recommendations made by Lord Laming in his report. He made 58 recommendations, 23 of which are addressed in this guidance. The Vetting and Barring Scheme aims to prevent unsuitable people from working with children. In order to work or volunteer with children, you have to register with the Independent Safeguarding Authority (ISA). ISA were introduced under the Safeguarding Vulnerable Children 2006 Act following the Bichard Report into the Soham Murders.
The children Act 2004 this Act was introduced as a result of the death of Victoria Climbie and was the introduction of 'Every Child Matters' which ensures the wellbeing of children through its five outcomes. The Every Child Matters framework has influenced settings by giving them and other childcare settings a duty to find new ways of working together by sharing information and working co-operatively to protect children from harm. Special educational needs and disability Act 2001 this act strengthens the rights of children with special education needs to be educated in schools. It also provides parents of children with special needs with advice and information. School action is the action taken when special educational needs are identified by teachers and additional help is then given or different from those provided by the usual differentiated curriculums are put place.
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?
Its main aims, which draw on the outcomes of the United Nations Convention on the Rights of the Child (UNCRC), are that for every child, whatever their background or circumstances, to have the support they need to; i. Statutory Framework of the Revised EYFS Statutory Framework of the Revised EYFS Be Healthy – Enjoying good physical and mental health and living a healthy lifestyle ii. Stay Safe – Being protected from harm and neglect and growing up able to look after themselves iii. Enjoy and Achieve – Getting the most out of life and Learning and Development of the Revised EYFS Learning and Development of the Revised EYFS developing broad skills for adulthood iv. Make a positive contribution –