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Guidelines policies and procedures for safeguarding children
Importance of professionalism in professional education
Guidelines policies and procedures for safeguarding children
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A. 1. Partnerships with families and communities support shared responsibility for children’s learning, development, and wellbeing. – I believe this is a breach of the code because knowing that children can understand this sort of negativity can cause them to have set backs which would not honour the parent’s wishes or the child’s development. 2. Respectful, responsive, and reciprocal relationships are central to children’s education.
The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities. The atmosphere within a school should be positive, with this being reflected in the attitudes of the staff and pupils, all caring for and taking pride in their surroundings and in how the learning journey of each pupil takes
If both are absent, the matter should be referred to another member of the Senior Leadership Team. • Any member of staff has an issue or concern relating to child protection, he should immediately discuss the matter with the Headteacher or Deputy Headtacher or a member of the Senior Leadership Team if they are not available. • Allegations of child abuse is always be given the highest priority and referred immediately to the Headteacher. • The Headteacher will then decide on appropriate course of action based on London Borough of Hounslow’s Safeguarding and Promoting the Welfare of Children and Young People in Schools and Education Settings.
There are a number of organisations that support and work with children and young people who will have a range of different needs, for example disabilities and special educational needs. These organisations liaise with one another, to share the invaluable knowledge and experience that they have gained through working with children and families, they also promote pupil support and community cohesion. These organisations also give advise and guidance to teachers and all other staff in the schools. It has to be all about ways of working together to guarantee children and young people additional support and to have the right professional in place to be able to support them. The kind of professionals that work along side schools will
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.”
To prevent possible abuse from those working directly with children and to prevent allegations of abuse it is important to adopt good working practices. These help young children to get a feel of what is appropriate and may help them to respond if another adult behaves differently. The basis of safe working practice is openness so that other adults in the setting can either see or know what you are doing when you are with the children.
Working within our school setting  we work in an open and transparent manor This includes ensuring , all doors have glass panels in or be left open so that we can be seen as we teach, this is set in place to discourage any false allegations of occurrences of abuse as it can be disproved and can also protect teachers them self from having abuse. By doing so we are allowing open teaching which can dissolve any accusations made by either students or staff. Listening to children-  All staff members to ensure they make time to listen to their pupils as it could raise concern regarding the child’s welfare as when a child is willing to speak and feels comfortable and safe enough to open up it is the staffs duty to ensure this child is listened to and taken seriously.
Safeguarding is an umbrella term that involves everything we do in the setting to insure children and young people are kept safe and healthy. The local education authority is required to take a lead role in ensuring the safety of children and young people but safeguarding should and must be the concern of everyone in the community. All public services, not just those that provide services to children and young people have a role in safeguarding children and young people. The 2008 Statutory Guidance for the Early Years Foundation Stage (EYFS) is underpinned by the positive outcomes of Every Child Matters and the United Nations Convention on the Rights of the Child (UNCRC) (UN,1989) which places a duty of care on Early Years Practitioners and Managers to Safeguard
In every school there are set policies and procedures so that all people working within the school are aware and stick to the same rules. Consistency is imperative. All adults working in the school would be : teaching staff, support staff, lunchtime supervisors, kitchen staff, governors, after school staff and temporary staff. There are many policies in schools that children and staff should be aware of.
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
Any professional working with children or young people is responsible for the care and well being of those children. Making sure that a child is safe on or out of a school setting is of paramount importance. Not only does it make a child or young person feel safe in a learning environment but it also gives the child the security to develop and achieve from an early age. For children to be effectively protected, it is essential that everyone accepts the responsibility of their role and to also be protected in that role. E.g. when escorting a child to the toilet or a child needs to be undressed due to any accident, it is vital that another member of staff or child is present as to not allow any allegations of misconduct.
As a result, it becomes difficult to hold the attention of the pupils and they lose interest. To overcome this, the teaching assistants should ensure that they follow the planning of the teacher and make necessary adaptations to the activity. It may also happen that the teaching assistants are not sure how to support the activity or might not be confident with the subject due to lack of experience. To avoid such a scenario, the teaching assistants should discuss the activity with the teacher beforehand and clarify their
As a teaching assistant you can give children and young people the tools to building relationships by modelling appropriate behaviour. To encourage trust and understanding, it is necessary to ensure that children understand instructions. Whether for an activity or a fire drill, any miscommunication of instructions can lead to misunderstanding and feelings of unease. When giving instructions it is important to make them simple and concise so that children can remember them.
Answer: Ensuring children and young peopleâ€TMs safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in †̃loco parentisâ€TM while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety. The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a
In my professional studies assignment, I examined research on the effectiveness on teaching assistants. As a parent the support my son has had from teaching assistants has been extremely positive. He was during primary school, three years behind his peers in Year 2, however by Year 6 he gained a Level 5 in both Maths and Science and Level 4 In English. I also observed during my teaching practices, teaching assistants deployed in several effective ways, such as helping in managing behaviour; making notes and observations about children to aid report writing. Supporting lower ability and EAL children during mental and oral starters; giving assistance in independent work and providing further explanation and visual aids to support understanding.
