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
Unit 4222-345 Understand how to safeguard the wellbeing of children and young people (CYP M3.3) 1.1 Outline current legislation, guidelines, policies and procedures within own UK home nation. The legislation, guidelines and policies that affect safeguarding children have come about due to the Children’s Act (1989). This act was updated in 2004 to include the principle of integrated children’s services and to also incorporate the five main principles of Every Child Matters. I will list the main legislations, guidelines and also my workplace’s policies and procedures: Children’s Act (2004) - The Act was created with a certain set of goals. Its primary purpose was to give boundaries and help for local authorities and/or other entities to better regulate official intervention in the interests of children.
The framework also required assessments at age 5 to be simplified. The Early Years Frameworks put emphasis on a personal and individual approach to learning and development because we need to understand that every child is different and unique and will therefore learn and develop at different rates, therefore we must assess and plan for each child individually so we can identify their needs so that we can support them effectively. 1.2- Explain how national and local guidance materials are used in settings. Each different nation within the UK has set up their own frameworks that need to be followed. However, although they are all slightly different, there are still some fundamental features
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.
Primary legislation Children Act (1989 s47) Protection of Children Act (1999) Data Protection Act (1998) The Children Act (Every Child Matters) (2004) Safeguarding Vulnerable Groups Act (2006) The Children Act (1989 s47) resulted in the policies and procedures for Safeguarding and Child Protection – the structural organization of the child protection system was amended further by the introduction of The Children Act (Every Child Matters) (2004). The main principles of the 1989 Act are: • the welfare of children must be the paramount consideration when the courts are making decisions about them; • the concept of parental responsibility has replaced that of parental rights; • children have the ability to be parties, separate from their parents, in legal proceedings; • local authorities are charged with duties to identify children in need and to safeguard and promote their welfare; • certain duties and powers are conferred upon local authorities to provide services for children and families; • a checklist of factors must be considered by the courts before reaching decisions; • orders under this Act should not be made unless it can be shown that this is better for the child than not making an order; • delay in deciding questions concerning children is likely to prejudice their welfare. In 2003, the Laming Report (into the death of Victoria Climbie) resulted in a green paper (Every Child Matters) which in turn led to The Children Act (2004). The main provisions of the act are summarized in ‘The Guardian): • Creates the post of a Children's Commissioner for England. • Enables the government to create an electronic record of every child in England, Scotland and Wales to make it easier to trace children across local authorities and government services.
Protection from the use of illicit drugs. The Children Act 1989 The Children Act 1989 came into force in October 1991. It brought together legislation on caring for and protecting children and is still the framework for safeguarding children and promoting their welfare. The Children Act 1989 is supported by the following principles: The child’s welfare is the paramount consideration in any decision which affects them A list of factors for the courts to assess what is in the welfare of the child, in a situation 4 Parental responsibility with the local authority for a child in care Partnership – professionals and families must work together for the welfare of children The child’s voice – a child’s wishes and feelings should be sought and taken into account in making decisions affecting them (if they are old enough to understand) Family is best – a child’s own family is the best place for a child to be brought up
TDA 2.5 Schools as organisations 6.1 Identify the roles and responsibilities of national and local government for education policy and practice The national government has a Department For Education. The role and responsibilities for education policy and practice are: draw up educational policies set National Curriculum set Early Years Foundation Phase looks for new ways to develop the quality of services under Every Child Matters sets up and administers school league tables funds research into education based projects develop workforce reforms promote integrated working for everyone involved with working with children and young people develop the role of the third sector such as voluntary and community
3.3 Understand how to safeguard the well-being of children and young people Some of the UK policies and procedures that affect safeguarding children are: Welfare Requirements, they are now part of the EYFS framework they are compulsory and are relevant to my play centre because we only have children in years reception and one. General Welfare requirements are; Safeguarding and promoting children's welfare, Organisation, Documentation, Suitable people, Suitable premises and equipment. The United Nations Convention on the Rights of the Child Article 1 (Definition of the child): The Convention defines a 'child' as a person below the age of 18, unless the laws of a particular country set the legal age for adulthood younger. The Committee on the Rights of the Child, the monitoring body for the Convention, has encouraged States to review the age of majority if it is set below 18 and to increase the level of protection for all children under 18 Article 2 (Non-discrimination): The Convention applies to all children, whatever their race, religion or abilities; whatever they think or say, whatever type of family they come from. It doesn’t matter where children live, what language they speak, what their parents do, whether they are boys or girls, what their culture is, whether they have a disability or whether they are rich or poor.
This document aims to demonstrate knowledge and understanding of the many recent changes to UK legal and policy, the organisational frameworks and recent service provisions for children and family. This piece of work will also analyse the roles, responsibilities and dilemmas of professional agencies who are working with children and their families. Lastly it will demonstrate the theoretical understanding of some of the main issues which are related to childhood and parenting. In response to Lord Laming’s Inquiry into the death of Victoria Climbié, policy and legislative changes were introduced which have shaped the immediate future of children’s services. The Every Child Matters (ECM) agenda is, as argued by Walker (2008), the most radical programme of change yet seen, aimed at improving the outcomes for all children and families.
Understand How to Safeguard the Wellbeing of Children and Young People Outcome 1 1. Current legislation, guidelines, policies and procedures within UK Home Nation affecting the safeguarding of children and young people: Welfare Standards: http://www.birthtofive.org.uk/earlyyearsfoundationstage/welfarerequirements.aspx UN convention: http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf National Standards: http://www.londonscb.gov.uk/files/library/children_act_1989_report__2004_and_2005.pdf 2. Explain child protection within the wider concept of safeguarding children and young people: The Government has defined the term ‘safeguarding children’ as: ‘The process of protecting children from abuse or neglect, preventing impairment of their health and development, and ensuring they are growing up in circumstances consistent with the provision of safe and effective care that enables children to have optimum life chances and enter adulthood successfully.’ Every child or young person has the same rights. National Standards, UN Conventions and Children’s Acts are all in place to help ensure that all children regardless of their background or situation are protected. 3.