The Education Act (2002) – This sets out the responsibilities of Local Education Authorities, Head teachers, those working in schools and the governing body. It is to ensure that these people do everything in their power to keep children safe and free from harm. The United Nations Convention on the Rights of the Child (1989) – This 54 article document, sets out the rights and freedom of all children. In particular article 19 states children’s rights to be ‘protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those looking after them’. Schools must also develop their own safeguarding policies which ensure the safety, security and
This implies that the main focus of a child carer should be identifying the needs of children. Working Together to Safeguard Children 1999 Sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 2004. It is important that all practitioners working to safeguard children and young people understand fully their responsibilities and duties as set out in primary legislation and associated regulations and guidance. UNN Convention on Rights of Children 1998 Ensure that children are safe and looked after, children have the right to be protected from all forms of physical or mental violence, injury or abuse,
They help all staff who are involved to be aware of their social, emotional and educational needs. They need to help the school to develop a PEP(Personal Education Plan). Schools should have policies and procedures in place that are in line with national policies to help Looked After Children, such as providing a strong pastoral support system, encouraging after school activities, minimising exclusion and providing a safe and secure learning environment. The SEN code of practice: 0 to 25 years is part of the Schools: statutory guidance. It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students.
3.4: Promote children and young people’s positive behaviour. 1.2 Evaluate how the policies and procedures of the setting support children and young people to: * Feel safe- A school should ensure that every child attending the school feels safe. Policies like Safeguarding children ensure that the right procedures are in place to protect children. All staff working within the school should be trained on the correct procedures for safeguarding children. Anti-bullying policies are in place in school to ensure the children know that bullying is not acceptable behaviour but a child should feel confident enough to report an incident if one occurs and should know who they can go to within the school to discuss any such situations.
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.
(c)Enhanced disclosure with Barred List Check. Schools must also ensure that any adults (including cleaners and caretakers) or volunteers in the workplace do not have unsupervised access to children unless they have been DBS checked. Schools need to ensure that they provide children and young people with a happy safe environment to learn and develop, with trusted and supportive adults. Practitioners need to actively promote the well-being and welfare of every child. This includes providing a wide range of activities to promote development through play as well as formal learning.
[pic] A GUIDE TO SAFEGUARDING CHILDREN AND YOUNG ADULTS Sense is highly committed to working practice that safeguards and protects vulnerable children from harm within the Service. We aim to provide all children within Sense with the utmost of opportunities to develop their full potential and meet their Person Centred needs. We want to ensure that children are protected and kept safe from harm when they are with our staff, Volunteers, family and friends. Sense is committed to working towards children achieving the five outcomes identified in ‘Every Child Matters, these are’: • Being safe • Being healthy • Enjoy and achieve • Make a positive contribution • Achieve economic wellbeing Sense’s ethos in the welfare of children and safeguarding from harm is paramount in any situation. The use of the term child or children refers to people under the Chronological age of 18 years.
LO 1 Understand the main legislation, guidelines, policies and procedures for safeguarding 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's Act 1989 Children's Act 2004 The Disclosure & Barring Service (DBS) Working Together to Safeguard Children 2006 Education Act 2002 Every Child Matters United Nations Convention on the Rights of the child 1991 Children's Act 1989 This Act united all the above Acts, giving better protection for children and their rights in UK countries and give clear guidelines to all that work with children on what their duties are and how they should work in partnership with parents/carers and local authorities in the event of child abuse allegations. Children's Act 2004 The death of Victoria Climbié highlighted the need to improve services and how they should be working closely together to identify and protect vulnerable children. This included setting up: local safeguarding children boards (LSCB) giving statutory powers to ensure all services e.g.
Analyse how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people. As well as having a safeguarding policy of our own at school, I am aware that Stoke-on-Trent City Council has its own safeguarding policy. This requires all organisations that work with children to co-operate to keep children safe from harm. The Stoke-on-Trent safeguarding children’s board is responsible for ensuring that all agencies and departments working within the area work in unity to support the welfare and safety of children. They monitor the success of the work that is done by local agencies to guarantee that all practitioners within the area have a clear understanding of safeguarding procedures, policies and requirements.
An analysis of how national and local guidelines, policies and procedures for safeguarding affect day to day work with children and young people including, but not limited to: National and local guidelines, policies and procedures for safeguarding that affect a practitioner’s day to day work relating to; Childcare practice The Education Act 2002 poses a duty on education authorities to promote and safeguard the welfare of children and young people. This affects my day to day work as I must be aware of the child protection procedures at all times, such as how to spot the signs of abuse, how and who to report my concerns, how to maintain a safe school environment, be aware of the health and safety of children and to be able to undertake any training required of me. Child Protection policies and procedures for safeguarding states that all employees, volunteers and students should be properly vetted, which includes checks into the eligibility and the suitability, and that crb checks should be carried out. a crb check will make sure I didn’t have any criminal convictions or to check my suitability to work with children and young people then I would not be allowed to work in my setting. Risk assessment Risk assessments are an important factor in safeguarding children and in my day to day work, before carrying out any activity with children and young people I am required through my setting policies and procedures to carry out a risk assessment first to make sure all involved is safe, for example, if I were to plan an activity, such as an art and craft activity I would need to risk assess the potential danger of scissors, small objects, i.e beads and amend my plan accordingly to suit each individual.