It says that all children and young people can succeed, no matter what their background. It changes the law to give greater protection to vulnerable children, better support for children whose parents are separating, greater help children with special educational needs and disabilities. Policies: Child protection policy The aim of the policy is to safeguard and promote pupils welfare, safety and health. There are four main elements to Child Protection Policy: prevention (e.g. positive school atmosphere, teaching and pastoral support to pupils, safer recruitment procedures ); protection (following procedures, ensuring staff are trained to respond to Child Protection concerns); support (to pupils
CYP Core 3.3 Understand how to safeguard the well being of children and young people. Outline current legislation, guidelines, policies and procedures within own UK HOME NATION affecting the safeguarding of children and young people. Child protection is part of the wider work to safeguard and promote the welfare of children and young people. It refers to the activity that is undertaken to protect specific children who are suffering from any form of abuse or neglect. It also involves protecting children and young people from maltreatment and preventing impairment of a child’s health and development by ensuring children are raised in positive circumstances by providing safe and caring environments.
209 Support children and young people’s positive behaviour. 1.1 Describe the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. The policies and procedures in place in my setting relevant to promoting children and young people’s behaviour are, • Behaviour policy • Anti-bullying policy • Attendance • Dealing with conflict and inappropriate behaviour • Rewards and sanctions • Code of conduct Behaviour policy The behaviour policy is a guideline to staff on how pupils should behave. It is important for all staff to apply the behaviour policy for the safety of all pupils and staff. The behaviour policy should be clear for all staff, pupils and parents to understand and be followed at all times.
This ensures that children are protected from discrimination against their race, creed, sexuality, religion or disability. Children are given the same learning opportunities and there is support for any individual pupil needs thus maximising the learning potential of children with disabilities or SEN. SENDA 2001 impedes unjustified treatment and requires schools to make reasonable adjustments (such as wheelchair access and lifts etc). Alongside SENDA 2001 the Equality Act prevents all discrimination and prejudice. Children at school are taught the
The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
Unit 10.1.1 Know the policies and procedures of the setting for promoting positive behaviour Describe the policies and procedures relevant for promoting positive behaviour in children and young people Unit 10.1.1 St Mary’s Church of England Primary Academy has adopted the following policies to assist in promoting positive behaviour in all children within its setting. These policies are summarised below. Behaviour Policy * All children have the right to work and play in an environment where they feel safe, valued and can thrive. * Bullying is unacceptable and must be firmly prevented. * Teachers have the right to carry out all aspects of their work without regularly being disturbed by poor behaviour (beyond that which it is reasonable to expect from young children) or subjected to verbal or physical abuse.
This helps influence practice by ensuring that they are providing a safe and secure environment and by ensuring that each child’s individual needs are taken into consideration in order to be met. ← Equality Act (2010): This ensures that settings treat children of all abilities fairly and equally and do not discriminate against them in any way. ← SENDA: Special Educational Needs and Disability Act (2001) Influences practice by making a “Provision against discrimination on the grounds of disability in schools and other education establishments” Meggitt et al (2012) pg 120 This helps enable children with special educational needs or disabilities to attend a mainstream school to receive education if the parents wish so. ← Safeguarding Vulnerable Groups Act (2006): This Act influences practice as it has created a barring and vetting scheme for people who work or want to work with children (and vulnerable adults) its purpose is to “Restrict the contact between children and vulnerable adults and those who might do them harm.” http://www.ccinform.co.uk/articles/2008/10/01/2699/safeguarding+vulnerable+groups+act+2006.html Accessed
It also places a duty on schools to eliminate barriers to ensure that individuals can gain equal access to services. * The disability discrimination Act 2005 - Places a duty for schools to produce a Disability Equality Scheme (DES) and an Access Plan. Schools must encourage participation in all aspects of school life and eliminate harassment and unlawful discrimination. * Special Educational Needs and Disability Act 2001 - Makes it unlawful for educational providers to discriminate against pupils with a special educational need or a disability. * SEN Code of Practice 2002 – Provides practical advice to LEA’s, maintained schools, early education settings and others on carrying out their statutory duties to identify, access and make provision for children’s special educational needs.
Children have rights , thoughts and opinions and they are valued. Procedures for schools to follow to ensure inclusion and this links into Special Education Needs and the disability act. Codes of practice gives guidance on how to ensure people of different races and treated equally. Protects children against discrimination focus on inclusion and protects children against discrimination. Gives guidance and support to school staff and ensure high quality service and the best practice possible.
Local Authorities have ‘a duty to investigate when there is a reasonable cause to suspect that a child is suffering or likely to suffer significant harm’. The Education Act 2002 outlines 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. The Children Act 2004 highlights the need for all agencies involved in children’s services to work together to improve the well-being of children and young people. It is the responsibility of teachers and teaching assistants to be familiar with and implement policies regarding safeguarding children. The Every Child Matters agenda defines what is meant by the ‘well-being’ of children through the five outcomes that schools and teachers aim for every child to reach: be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being.