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Identify current local policies, procedures or guidance in relation to safeguarding the welfare of children & describe the local area safeguarding boa...
Identify current local policies, procedures or guidance in relation to safeguarding the welfare of children & describe the local area safeguarding boa...
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Unit 10: Safeguarding in Health and Social Care Student Name: Student I.D: Submission date: Contents Introduction 2 Task-1 3 1.1 Explain why particular individuals and groups may be vulnerable to abuse and/or harm to self and other 3 1.2 Review risk factors which may result in incidence of abuse and/or harm to self and others 4 1.3 Analyse the impact of social and cultural factors on different types of abuse or harm to self and others 4 Task 2 6 2.1 Analyse the strengths and weaknesses in current legislations and policies relating to those vulnerable 6 2.2 Explain how key professionals are involved in the protection of individuals and groups vulnerable to abuse 7 Task 3 8 3.2 Evaluate the effectiveness of working practices to minimise
Working together to safeguard children (2013)- Outlines the legal requirement for safeguarding and promoting the welfare of children and young people , the roles and responsibilities of professionals and how organization and individual should work together to keep children safe from harm. The munro review of child protection; moving towards child centered system (2012)- Outlines a more child—focused system in safeguarding childrenâ€TMs welfare and explores how the right wishes, feeling and experiences of children and young people inform and shape the provision of services . The safeguarding and welfare requirements of the statutory framework for the early years foundation stage (2014)- Outlines the responsibilities of registered providers for children aged 0-5 years to safeguard children, promote good health, ensure the suitability of adults who have contact with children and maintain records, policies and
safeguarding and welfare requirement for the EYFS this includes and entails, this gives details of the guidance available to childcare providers, this guidance is given to ensure that all children have their needs met to a high standard. this includes,; child protection and what we can do to protect the children in the care , suitable people includes those deemed appropriate to work with children by the requirements. , staff qualifications what qualifications are needed to work with children , training what training staff need to help improve the standards of care and what support and training are available, key persons and what their responsibilities are to best help the Childs development , staff; child ratios and what the ratios are appropriate
The children Act 1989 states that 'the welfare of the child is paramount' this means the child's health and social life is important no matters what and all the service agencies should cooperate together to give the best to the child as possible. Especially for the child's parents helping them understand their roles and responsibilities within the family. The general idea of how to look after a child
Lord Laming produced a report called Every Child Matters which should ensure that each child should have their basic needs met i.e. food, water, warmth, be loved, feel safe respected and able to reach their full potential. The report has 5 outcomes: • being healthy: enjoying good physical and mental health and living a healthy lifestyle • staying safe: being protected from harm and neglect • enjoying and achieving: getting the most out of life and developing the skills for adulthood • making a positive contribution: being involved with the community and society and not engaging in anti-social or offending behaviour • Economic well-being: not being prevented by economic disadvantage from achieving their full potential in life. The needs and views of the child must not go un-noticed by putting the needs of the adult first. The wishes and feelings of the child should be a priority.
In this essay I will be considering how innovations in theory, policy and research have influenced the development of coordination, partnership and integration in childhood practice in my childcare setting in Scotland. I will analyse the development of policies concerning children and young people in relation to my setting and the professional groups involved within my setting. This will include the introduction of building the ambition and the Children and Young People (Scotland) Act 2014, which from 2016 will enforce the need for the named person to take any concerns seriously and report as required. It will also increase provision to 600 hours which in turn will help to safeguard vulnerable two year olds by placing them into early year’s
Families, children and young people have the right to live free from abuse, harm and neglect. If harm or abuse is suspected or alleged the child or young person has the right to be listened to, to be respected and to kept informed and be involved (where appropriate) in any decision making. †̃Anyone working with children should see and speak to the child; listen to what they say; take their views seriously; and work with them collaboratively when deciding how to support their needs.â€TM (Working Together to Safeguard Children) The Children Act 1989 requires that local authorities give due regard to a childâ€TMs wishes when determining what services to provide.
The current risk assessment process reinforces the idea that once the risk is identified or properly addressed, the children are safe and prevented from future risk. It also broadens the false notion that child welfare means protection of the children rather than providing support to the children and
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
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
Local Safeguarding Children Boards (LSCBs) undertake reviews of serious cases in specified circumstances, advising the authority on lessons to be learned. The board consists of representatives from local agencies such as NHS, the Police, Housing, School Services. They place duty on all agencies to safeguard and promote the welfare of children (DfE, 2015a). Safeguarding and child protection Safeguarding is defined as promoting children’s welfare, providing safe and effective care, so that the children can achieve the best outcomes in life ( DfE, 2015a).
e changing face of early years care and education in the UK Introduction The education policy in the UK seeks to provide the children with good quality education and care as from the earliest years for it is believed to be influential in the later years of education and life. For this reason, the government seeks to provide accessible and affordable childcare to the overall population. This report explores the changing face of the early years care and education in the UK through a literature review of the early childcare policy. The report utilizes both a literature review approach and annotated bibliography to achieve this goal.
Working Together to Safeguard Children 2010 This is a guide to how organisations must work with other services and individually to fulfil their duties to safeguard children and promote their welfare. Children Act 2004 After the death of 8-year-old Victoria Climbie at the hands of her carers, an independent inquiry led to Every Child Matters policy which led to the Children Act 2004. This act includes: • A duty for key agencies to safeguard children. • The local authority to set up a Local Safeguarding Children’s
During the lecture on Monday, the idea of restricted professionalism and extended professionalism was identified and explored. It was within these two modes of professionalism, I began to make distinct reference to my own experiences. From the lecture restricted personality can be seen as an individual who engages infrequently with reading of professional literature, there is a limited involvement in professional development and that work is seen as just something they must do in order to earn a living. While those who are seen as extended professionals are seen as the complete opposite in which they continuously collaborate with their peers in order to improve their pedagogies while also engage in regular reading of professional literature. Analysis/Comment:
They also need to pay attention to behaviours, listening to the child and building a trusting relationship. It is key that children are involved
