The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
Effective communication is the ability to communicate in a way that is quickly and easily understood. Whether itâ€TMs communicating with a child, young person or adult, effective communication is a starting point for any relationship; no relationship can adequately start without verbal communication. In order to effectively communicate, one must; speak with an appropriate tone (situation dependent); use correct body language; hold eye contact to show theyâ€TMre fully concentrating. It is also important to listen and respond appropriately. Plus, the style in which we communicate must be adjusted accordingly depending on who we are speaking to.
Children with special education needs being included in mainstream schools and support assistants who support them. 8. Every child matters 2003 and children act 2004 updated in 2010 to help children achiever more - support children from birth to 19 years old need to be healthy stay safe, enjoy and achieve, make a positive contribution and achieve economic well- being. We should also know the national legislation and codes in the work with children, ensuring have equal opportunity for all children through the curriculum. We need to aware the impact of prejudice and discrimination, showing we promote equality and diversity through our work, encouraging
There are different legislations and guidelines, policies and procedures that must be followed as these affect the safeguarding of children and young people. These are: - Children act - Female genital mutilation - Prevent duty (radicalisation) - Education act - Children and young people act - Protection of freedoms act There is a larger responsibility on the local authorities and those who they may work with such as schools and people that work alongside the local authority for the well being of children or a young person and also puts into place strategies policies and procedures to help promote the safeguarding of children and young people. However this act while finding and meaning strategies must be put in to place to protect children and young people it also means that more accountability is put onto agencies that could
The Department of Education (DfE) is responsible for education and children’s services. It means they get a very thorough overview of the position of children and the way in which they should be developed to become well-rounded adults who can contribute to society. It includes setting the National Curriculum and Early Years Foundation Stage and the setting up and administering of the School league tables. These documents are put into effect by schools and nurseries; therefore it is also the DfE’s task to improve the calibre of service available to children. It means the realisations of the five outcomes of Every Child Matters: “enjoy and achieve, stay safe, be healthy, achieve economic well-being, make a positive contribution.”
Integrated working is where everyone supporting children, young people and families works together effectively to put them at the centre, meet their needs and improve their lives. Integrated working is at the centre of making a real difference to the lives of children, young people and their families and it is a central, key part of the Every Child Matters agenda and the One Children’s Workforce Framework. It involves everyone who works with children and young people, whether employed, self-employed or voluntary and it is important that we contact and utilise other professionals to help to gather all available information and expertise to fulfil the child’s needs and to meet the Every Child Matters outcomes. By working together with different sectors, professionals and agencies we can help improve the outcomes for children in their development and learning. If everyone involved in the child's care can share key information about the child such as their likes and dislikes, developmental stages and additional needs, it means that the child will have more consistency and feel more included and provided for at each setting.
In order to achieve this organisations and practitioners need to collaborate effectively, it is vital that every individual working with children and families is aware of, not only their role in the process, but also aware of the role played by other individuals and organisations and ensure that there is cooperation between services. Effective safeguarding systems are child centred. It is when safeguarding systems lose sight of the needs and views of the children within them that they fail. This can be by placing the interests of adults ahead of the needs of children. Children are clear what they want from an effective safeguarding
Everyone has their own attitudes, values and beliefs and these will differ from person to person. Our attitudes and values are inbuilt in us over many years and form through many experiences. When working with children and young people, we need to be aware of the way we behave and express our beliefs as it may have an impact on the children and young people we work with. Every adult will have different attitudes but when working with children and young people, it is important to be aware of what you are saying and how you are acting. Children and young people look up to the adults that work with them, they act as the children’s role models.
Additionally, I have conducted detailed research into this programme which is further complemented by my current degree. My degree is linked to the National Curriculum and I have learnt about the different types of needs for children (for example, children's rights, language and literacy in the early years, EYFS and the support available for teachers to help aid teaching). During my studies, I have actively participated during debates on the welfare of children's rights and I have attended presentations on the inequality of families and on what children can do with limited materials. I successfully completed my dissertation on ‘teachers’ perspective on children with autism in a mainstream school’. I also believe that the current issues in education are related to school funding, as a majority of schools are losing out in school funding.
Good communication is the key to effectively managing support staff. If you build in opportunities for everyone to feed in their views (in the form of meetings for example), identifying those pupils who require support and assigning a suitable support worker to that pupil, will be much easier because you are harvesting the best from your colleagues; targeting their strengths and weaknesses. Ensuring that all support staff can access information is also important; if your only communication method is by email for example, it is imperative you check that everyone has regular access to a computer or a personal email account. It is always a good idea to deliver information via a variety of methods but ensure this is done consistently, so that people know what to expect and where to obtain or access information.
Child centred approaches in school are encouraged and supported by the legislations and codes of practice in place in schools such as the children act (1989) which required LA to consider fairly the wishes of the child, equality act (2010) which supports the equal rights of all children to have access to the required and appropriate services as required, the SEND code of practice (DfE 2014) details the specific requirements of safeguarding children with special educational needs. And also, the rights of the child (1989) act, which stats that children have a right to express themselves freely as individuals and receive accurate information. These are the main legislations and codes of practice with regards to safeguarding children and encouraging a child-centred
During this assignment I have been able to learn many things that will help me in any further work that I have in childcare, things such as knowing the importance of planning an environment that a child/ young person is going to be in has helped me as I feel that I can now know what is needed to be done before children take part in sessions. This has also enable me to make a positive impact on the child's learning as well as giving the child/young person a more structured environment to learn from and to be in this will also help the child to extend their own learning by providing opportunities for them to participate in. I also believe that are a number of one theorist that could support my beliefs about the environment being important but I also think that there is one in particular that would massively support me and that is Bronfenbrenner as he supports the idea of the
Services that may be provided, in liaison with local authority childrenâ€TMs social care services, include the provision of reports for court, and direct work with children, parents and families. Services may be provided either within general or specialist multi-disciplinary teams, depending on the severity and complexity of the problem. In addition, consultation and training may be offered to services in the community – including, for example, social care schools, primary healthcare professionals and nurseries. Question: Question 10
This section is all encompassing as it is one that the outlines that as a guide, the curriculum used will meet a child’s distinctive needs and as well as embody their abilities, strengths, weaknesses as well as interests. Furthermore, children will gain the skills that promote independence, conflict management and leadership skills. Staff members will monitor the curriculum they are using to ensure the effectiveness in meeting the child’s need (pages 8-9). These are also reinforced in the textbook “Caring for School-Age Children” it defines that by using a holistic
Schools need to provide students with resources such as an RA or SNA (Special Needs Assistant) to students or teachers that want or need one. They also need to provide specific framework for students such as IEPs etc., allow pre-entry contact for pupils and parents, and create a strong relationship with parents based on constant communication. If schools can effectively provide these resources for students with special needs, the transition from Primary to Post-Primary education can run smoothly and create great educational experiences for these
