NHS: The NHS can be involved through going into schools on the vaccination programmes, hearing and eye test’s also height and weight checks as part of the feel great programme. And hospitals A&E departments when nurses and or doctors can report none accidental injuries, then support the social care team. Police: Have a duty of care to ensure the safety and wellbeing of children and young people, who act upon information gained/given by way of an investigation
Their role is to lead any changes, set the strategic direction and make sure the school is doing the best for the children and staff. Other statuary roles that are part of the school workforce are the school business manager. This is a senior member of non-teaching staff and they are responsible for managing non-teaching activities in the school. This position exists in most schools in the UK. The Special Educational Needs Co-ordinator (SENCO) is the teacher with overall responsibility for coordinating provision for children with special educational needs and is responsible for monitoring their progress.
Newsletters to parents showing the topics their child is to be learning about, also how they would like parents to be included with their children’s learning. Any important events that will be happening during the term to be shown in newsletters. 4.2 Describe how laws and codes of practice promote pupil wellbeing and achievement The laws and codes of practice promote pupil wellbeing and achievement because the schools must abide by rules set down. The laws and codes of practice each have parts that cover wellbeing and achievement. The UN Convention on the Rights of the Child 1989 The articles that relate directly to schools
Safegurading the welfare of children and young people 1.2 The different agencies involved in safeguarding in schools are, social services, police, NHS, Brekfast clubs. There intentions are the same but there roles are completely different. Social services role is to make sure that all children are in a happy family enviroment also making sure that they are healthy and that there parents can cope with the childs development stages. Also if a child is off school for a long time or if they keep arriving late to school a teacher will report it to them so they can make a check. The police also make checks on parents/children if they have recived a complaint.
It is useful in deciding whether the child is reaching expected milestones of development in different areas. The assessment framework is how children are assessed in school, for example, in my setting when a child reads, we write it in their planners. Standard measurements: School tests or cognitive aptitude tests that demonstrate a snapshot of children's academic ability or skill at retaining taught information and that might then be used to compare outcomes between children of the same age. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age.
School Health Service Introduction: School health service is the integral part of public health or community health. The relationship among the school health service and development is interdependent. Healthy children are the major input for human resource development. The school health problems are not ignorable. Because the children are encounter a lot of physical and psychological problems in their school ages.
Teachers have clear objectives to which they can tailor their lessons, and administrators have clearer means of monitoring progress in schools (Wright, 2012). During an interview with a parent of two school age children attending different schools had this to say concerning the act… NCLB is a positive approach to education because scientific studies show that children who have been held back often display a lack of confidence, social skills and often have issues with problem solving (Johnson, 2012), By getting immediate help when and where needed we can through this process avert that outcome and cause our children to be more confident and productive succeeding and achieving equally amongst their peers (Johnson,
Findings from this inventory may also be useful to school personnel, along with the school nurse, to tackle ways to help children learn how to manage stress. Classes and support groups can be formed for children and parents to help develop better understanding of stress management. Application of Tools to the Vulnerable Population and Self-Awareness Paper The vulnerable population from The Neighborhood is identified is an older adult with chronic illness population. Assessment tool such as Hassles and Uplifts Scale can useful in assessing Mrs. James’ stressors and coping skills. Multiple stressors identified in the paper are health problems, lack of support from family and friends, and lack of access to transportation.
Improving outcomes also involves narrowing the gap between disadvantaged children and their peers. The Government is focusing particularly on improving outcomes for looked after children and children with special educational needs and disabilities, and on reducing the incidence of teenage pregnancy and the number of young people not in education, employment or training. 1 The five Every Child Matters outcomes are reflected in new school inspection criteria: · Keeping students safe from bullying, harassment and
Although, early treatment can help infants and children cope with the effects of Fetal Alcohol Syndrome. Early intervention services help children with developmental delays from birth to three years of age learn important skills. Through this therapy they help the child talk, walk, and interact with others. Another option to help an individual cope is through protective factors. One is early diagnosis; a child who is diagnosed at a young age can be placed in appropriate educational classes and get social services needed to help the child or family.