The nominated Health and Safety Officer will, normally carry out, the risk assessment. Once a risk assessment has been carried out and the hazards have been identified, then a method statement can be developed which takes account of the identified hazards. The method statement should be read and understood by all members of staff and volunteers who are directly involved with supervising the children with that activity. Understand how to support children/ young people to assess and manage risk themselves. The most obvious method of supporting children to manage risk is by acting as a role model to the Health and Safety children whereby an adult demonstrates a good approach to risk management by adhering to the policy, and generally displaying best practise techniques that can be understood by the
Assessment This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles. Learning outcomes 4,5 and 6 must be assessed in a real work environment. Unit 4222-235 Contribute to support of positive risk-taking for individuals (HSC 2031 ) Assessment Criteria Outcome 1 Know the importance of risk-taking in everyday life The learner can: 1. identify aspects of everyday life in which risk plays a part 2. outline the consequences for individuals of being prevented or discouraged from taking risks 3. explain how supporting individuals to take risks can enable them to have choice over their lives to:
Natalie Ettrick CYP 3.4 – Support children and young people’s health and safety 1.1 There are a number of factors to think about when you are planning for a healthy and safe environment or an activity with children and young people. You must remember everyone is an individual and may have particular needs. If you have a clear understanding of the following then it will become second nature to include safety in your planning. • Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities, for example when they involve physical play, or if more consideration must be given to the needs of a child who has just become mobile than to an older child, when planning room layouts.
Written Assignment 2 In this assignment the practitioner will be explaining how to support children's self-confidence and esteem, discuss some of the strategies used to help them protect themselves and make decisions about their safety. Additionally, the practitioner will analyse the importance of supporting resilience in children and explain ways of empowering children to enable them to make informed, positive choices that support their well being and safety. Assessment criteria 6.1, 6.3 It is vital children have self confidence and self esteem without these a child will not thrive and will find it difficult to succeed at school and in later life. Children need to be taught how to share, listen to others, take turns, how to deal with success and disappointment. Also they need to develop empathy.
1.2 Explain child protection within the wider concept of safeguarding children and young people. 2.1 Explain the importance of safeguarding children and young people 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting. Safeguarding use to be known as child protection, it is described as a much broader range of how practitioners working with children should act when dealing with child protection issues. By safeguarding a child or young person, we are ensuring that they have the right and opportunity to achieve their full potential. That they are protected from any physical harm, including sexual and emotional abuse, neglect and even exploitation from anyone, including professionals
It includes the requirements for: services to work more closely, forming an integrated service, a common assessment of children’s needs, a shared database of information which is relevant to the safety and welfare of children and earlier support for parents who are experiencing problems. Policies which safeguard: schools and childcare settings must develop a range of policies which ensure the safety, security and well-being of their children. These will set out the responsibilities of staff and the procedures that they must follow. Policies may be separate or incorporated into one
CYP 3.3 Understand how to safeguard the wellbeing of children and young people The legislation, guidelines and policies that affect safeguarding children have come about due to the Childrens Act 2004. This act was put in place to highlight children’s rights, make the laws simpler and ensure that anyone working with children understood their duties and where to seek advice. It also highlights the importance of working together to protect children. Other guidelines include Working together to Safeguard children 2006 which is a national document to help agencies work together to protect children. The Vetting and barring scheme was introduced in October 2009 to prevent unsuitable people working with children.
Unit 6: Safeguarding the Welfare of Children and Young People 1.1: Children's Act 1989: This Act states the responsibilities of parents and professionals, who should ensure the safety of the child. Local authorities have the duty to ensure the safety and welfare of children, and have a legal requirement to investigate cases in which they believe a child is suffering from significant harm. They are also required to have services within the area which promotes the safety and welfare of children in need. Education Act 2002: Local Education Authorities (LEAs), governing bodies, head teachers, and those working within schools, have a responsibility to ensure that children are kept safe and free from harm. Children Act 2004: Local authorities and services have a legal right to share information regarding the welfare of the child, underpinning the legal framework for the Every Child Matters outcomes.
CYP 3.4 Support children and young people’s health and safety. 1 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. When planning healthy and safe environments you need to take into account the age, individual needs and abilities of the children and young people involved in the activity. You also need to be aware of any risks to individuals when planning the activity i.e. pregnancy or sensory impairments (loss or degradation of sight/hearing etc).
Resilience studies popularly began with children affected by trauma and ascertaining what are the “protective factors” that play a role in their lives riddled with troubles and trauma, allowing them to have normal lives at the least, and successful careers at the most. Richardson defines resilience as "the process of coping with adversity, change or opportunity in a manner that result in the identification, fortification and enrichment of resilient qualities or protective factors." Research now shows that resilience is the result of individuals being able to interact with their environments and the processes that either promote well-being or protect them against the