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.
• All staff follow a set of rules for the setting where certain behaviours are not acceptable and we have strategies in place to discourage behaviour which may harm or distress others. • Observing and assessing children throughout their time at playgroup and put individual play plans/learning plans into place if they are needed. These play plans will be discussed with parents and any other agencies that may be needed – for example, speech and language therapy. • All staff to have up to date training and knowledge of the ways that children may be abused by others and are aware of signs of neglect and abuse and to know what to do in situations where there is cause for concern. Outcome 2 2.1 An example of a conflict or dilemma that has arisen in my setting between the duty of care and the child’s individual rights is that the child wanted to go down the slide backwards and take risks, but for the safety reasons due to the height of the slide and having no handles on the slide, I assisted the child down the slide backwards, and stayed close while the child climbed.
Safeguarding is an important part of integrated working. When professionals work together in an integrated way, they put the individual at the centre of all activities to help identify their holistic needs earlier to improve their life outcomes. It is important to see safeguarding as part of a continuum, where prevention and early intervention can help children, vulnerable adults and families get back on track and avoid problems turning into a crisis. Protection is a central part of safeguarding and promoting welfare. It is the process of protecting an individual identified as either suffering or at risk of suffering significant harm as a result of abuse or neglect.
The CAF is a four-step process whereby practitioners can identify a child's or young person's needs early, assess those needs holistically, deliver coordinated services and review progress. The CAF is designed to be used when • a practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing) • A child or young person, or their parent/carer, raises a concern
First impressions are important for parents and carers as well as the children and young people. As a playworker, you will need to develop a range of techniques and strategies for interacting with children and young people. Whatever techniques you use, you must ensure that the activities are appropriate for the age and stage of development of the children and young people. Each child and young person is very different and may need to be treated individually, sometimes one-to-one, for example if you have a shy child you may guide them towards a one-to-one activity. You may need to monitor the noise levels in that particular area, and you should observe occasionally throughout the session to ensure that the child is settling in.
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. To ensure the safety and wellbeing of a child and young people, schools have a responsibility to produce a range of policies which statesthe responsibilities of the staff members, and the procedures which they have to follow. This will include: • Safeguarding and protecting, and procedures for reporting • E-safety • Bullying, including cyber-bullying Local authorities, including schools use the guidance from the Department for Education (DfE), to produce their own policies and procedures, which must be followed. Two of these guidances are: What to do if you're worried a child is being abused (2006): Actions and procedures which should be followed when reporting a case of abuse. Working Together to Safeguard Children: A guidance for organisations, and the duties they have to safeguard children and young people.
Unit 8: Support Children and Young People’s Health and Safety 1 1.1 Task taken from my Level 2 Complete the two spider diagrams below to show examples of steps you should take to ensure safety both within your setting and during off-site visits. Safety in your setting Safety on an outing 1.2 Q) Give some examples of how you School/Setting meets the 5 key aims Aim 1: Safeguarding Take all reasonable steps to ensure the safety and wellbeing of pupils following the Safeguarding Policy. Aim 2: Protecting Children from accidents/injury Be aware of potential hazards, tidy equipment away, follow hygiene routines/procedures following Health & Safety Aim 3: Keeping Children Safe from Bullying Provide a safe and secure environment for all pupils. Encourage respect for individuals, celebrating the differences between us following the Anti-bullying Policy. Aim 4: Keeping children Safe from Crime Follow PSHE and Citizenship Policy which encourages independence, responsibility, confidence, positive self esteem, self awareness and respect.
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).
Task 13.1 As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development. The necessity of encouragement and expression to children of the importance of good physical and mental health through their diet, exercise and healthy. If we do not promote and encourage a healthy and balanced lifestyle, it could results in the children having poorly developed immune system which in turn would cause them to be ill and have days off school which would affect their development.
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