Norfolk Adult Education C&G 5329- LEVEL 3 CERTIFICATE IN SUPPORTING TEACHING AND LEARNING Assignment 1. Unit 333 Safeguarding and promoting the welfare of children is defined as *Protecting children from maltreatment. *Preventing impairment of children’s health or development. *Ensuring children are growing up in circumstances consistent with the provision of safe and effective care. Child protection is a part of safeguarding and promoting welfare.
It is important that care givers follow this as if a child comes to harm or has suffered neglect the caregiver could face legal action. The children’s act (2004) is the piece of legislation that outlines the national framework for delivering children’s services and created the Every Child Matters five outcomes for children/young people which all professionals must work towards. Framework for assessment for children in need and their families is a policy to protect children from all types of harm and ensure that their development needs are responded to appropriately, a framework has been developed to provide a systematic way of analysing, understanding, and recording what is happening to children/young people within their families
(Beith.K et al,Pg.2, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) When I work with children I communicate with children and young people to build relationships, verbal or non-verbal communication may be used to help children and young people feel welcome and valued, and to co-ordinate activities. Effective communication is required for children and young people to encourage positive behaviour and K.Beith states that practitioners will communicate “to give instructions to children so that they understand what is required of them in routines and activities, such as emergency practices and outings” (Beith.K et al,Pg.3, Level 2 certificate for the Children and young people’s workforce, 2010, Heinemann, Harlow) Early years practitioners communicate regularly with parents to build relationships and to share information. Communication between parents and practitioners can help the setting provide adequate care and provision for their children. Early years practitioners also communicate with parents to give them information about the setting
Policies and procedures are put in place so that there are rules and boundaries to make sure that people know how to work in the setting and what is expected of them to prevent harm and danger to others in the work setting. The Early Years Foundation framework provides assurance to parents that the early years providers that they choose will keep their children safe. There are also legal requirements that relate to welfare. These include the Childcare Act 2006. There is also a government document called ‘Working Together to Safeguard Children’ that gives instructions on what must be done to ensure that children and young people are
Expectations about own work role as expressed in relevant standards: standards relevant to own role eg national occupational standards for Children’s Care, Learning and Development eg role to support child or young person with special educational needs, expectations to meet standards eg Help to keep children safe, Promote children’s development. Support the needs of children and young people with additional requirements, Reflect on, develop and maintain your practice 2.1. Explain the importance of reflective practice in continuously improving the quality of service provided. The importance of reflective practice in continually improving the quality of service provided: aim to continually review progress to improve or change approaches, strategies, actions; benefits to children, young people, setting and individual of improved performance eg enables learning to take place and practice to improve, enables all relevant factors to be taken into account, provides clarity; identification of learning needs of individual undertaking reflection; Experiential Learning Cycle (Kolb) 2.2 demonstrate the ability to reflect on practice How to reflect on practice: regular reflection; focused; use a structured approach; appropriate way of
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.
Task 1 links to learning outcome 1, assessment criteria 1.1, 1.2, 1.3 and 1.4. You will need to provide information on the following: A) A description of the factors to take into account when planning healthy and safe indoor and outdoor environments and services • the individual needs, age and abilities of the children and young people: When setting up a learning environment in the setting the specific needs of children and young people need to be taken into account. For example, the different age groups, different abilities and needs of children and young people. When teaching children who have Special Educational Needs careful planning and consideration should be given for their safety when learning. • specific risks to individuals such as pregnancy, sensory impairments: specific risks such as pregnancy and sensory impairment need to be taken into account when planning in for learning in the environment.
Unit 16 - P5 Understanding Safeguarding of children and young people (for those working in the adult sector) Policies, procedures and practiced in place for safe working with children include Children Acts 1989 and 2004 which discuss protecting children from maltreatment; preventing impairment of children’s health or development, both directly linked with the safe working of children and young people. There are four types of ‘child abuse’. They are defined in the UK Government guidance ‘Working Together to Safeguard Children 2010’ (1.33 – 1.36) as follows: Physical abuse, Emotional abuse, Sexual abuse, and Neglect. Behaviours indicating possible concern with regards to safeguarding children are as follows; Physical abuse - bruises to the eyes, mouth, or ears, fingertip bruising (grasp mark), bruises of different ages in the same place. Outline bruises (hand prints, belts or shoes).
To provide help and support to the children and their families you need to recognise their needs and rights as a practitioner. By observing the children this is how you can find out the children’s needs along with other things such as their interests. As a practitioner you should communicate with the parents as this will give you more understanding of the children’s needs (if the child may have an unknown disability-dyslexia and needs extra support). Another way of identifying children’s needs is to listen to them to find out what they desire and need. Tassoni.
It sets out recruitment best practice, some underpinned by legislation, for the school, local authority, and further education education sectors. All schools should protect children and promote their welfare by providing a safe environment for children to learn in. Creating a culture which recognises and understands the importance of safeguarding - including listening to and discussing with children. Identifying children who are suffering or likely to suffer significant harm, both at school and at home, and referring immediately any concerns to the local authority children’s social care services. Preventing unsuitable people from working with children.