[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.
Safeguarding Safeguarding is a term for the protection of people with a strong emphasis on prevention. when this refers to children many organisations could be involved within that process such as schools, social workers, GP and other medical or therapeutic services. All these may be needed to ensure the child's well-being and be a long-term help to the whole family. Safeguarding is important as it means all adults working with children have a responsibility to protect children from harm, we should always report our concerns so that the appropriate action can be taken and the right agencies involved to help resolve the issue raised. Dwelling on and ignoring our concerns only increases the risk to the child.
Social workers can be involved if they think that the child is in harm’s way or there is a worry about the child’s safe keeping. A speech therapist could be involved with children that are not at their age range of verbal communication. 1.3: A good partnership is important because as a partnership you share risks and responsibilities. The key interest in wanting the same end result is very important because most partnerships have a personally stake in the situation or occurrence that you are working towards. Having a good bond and working together for long periods of time is a good way to build trust and respect, which is a defining key in such an important relationship.
2.1, 2.2 There are a number of potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights such as the child’s information being shared. Parents and carers should have access to this, and other professionals with the parents’ consent. If you are worried about a child and how they are been
1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come. Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver effective care for children. Children in their early years may have a range of needs and the way that we work together as practitioners can have a positive impact on their health, development and learning.
A number of the children may be facing issues involving their emotions and behavior since they are victims of ill-treatment. Josie also talks about the children’s progress with their caregivers. They also discuss ways of helping the children. It may also be necessary for Josie to make a court appearance to discuss the best interests of the children or to attend a custody hearing. She would also set up
One key example is early intervention; they are able to intervene with a situation almost immediately depending if the evidence gathered and shared to other professionals shows the Childs safety is being compromised. Helping to promote the safeguarding legislation and “Every Child Matters”- Being safe. This way of working also provides a universal of services to support families who may be struggling with certain things e.g financial issues. Multi agencies are a formal arrangement. Some other benefits of this co-operation between different professionals help to maintain the focus on the child, while in the educational system.
Another value of a multi-professional approach is that they can safeguard children when abuse is noticed or suspected, the multi-agency team comes together to take any necessary steps to protect the child and can also support the family. The value of working in a multi-professional approach, when working with parents is by providing and supporting families with what they need. For example if families are living in poor quality and poorly maintained housing which may have damp in, this can cause diseases for instance asthma. This will affect the children’s learning and development as they will be ill or taking time of school. As Maslow’s hierarchy places needs in order which is most important and the first basic physical need is shelter which is priority.
If you know what is going on with the child’s development, practitioners have the opportunity to support the child, providing good surroundings for the child’s development to progress in. It will help to work out the type of play activities they’ll enjoy and how you can support their independence skills. Different aged children have different needs. Making checks to see children are developing and growing well is important as it indicates problems which can notify you as early as possible. Most checks are conducted by doctors, however in the early years, practitioners and parents notice this first.
Good parenting and high quality early learning together provide the foundation children need to make the most of their abilities and talents as they grow up. The EYFS Statutory Framework sets the standards that all early years providers must meet to ensure that children learn and develop well and are kept healthy and safe. It promotes teaching and learning to ensure children’s ‘school readiness’ and gives children the broad range of knowledge and skills that provide the right foundation for good future progress through school and life. The Early Years Foundation Stage Framework is mandatory for all early years providers (from 1 September 2012): maintained schools, non-maintained schools, independent schools, and all providers on the Early Years Register. The EYFS has three main sections * The learning and development requirements * Assessment * The safeguarding and Welfare requirements The learning and development requirements There are seven areas of learning and development that must shape educational programmes in early years settings.