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. Ongoing Support Following a disclosure by a child, it is important that the staff member continues in a supportive relationship with the child in the following ways: • Maintaining a positive relationship with the child.
In regards to this incident, it might be useful to use information from local authorities as well as ideas from resources by experts. Fein (2002) discusses threats to school on a larger scale with the intent of preventing future attacks from happening. In addition to this resource, training staff on the Alert, Lockdown, Inform, Communicate and Evacuate (ALICE) procedure would be beneficial. If all staff members are trained on this procedure, they might understand their role when responding to a crisis
Where will the time come from? Who will be responsible for the students during this time? How will these people be compensated? Is this an additional responsibility of the classroom teacher? This case study will take a closer look at the implementation, pluses and deltas, of a recess program at a Pinellas County Elementary School.
Teachers and other professionals require more training to work effectively with interpreters and pick up on body language and social, nonverbal cues. Teachers also need more training to work with bilingual students and their families. Wolfe and Duran (2013) also suggested that professionals provide knowledge to parents about IDEA and current laws concerning special education, informing them of their rights and the responsibilities of the school. Parents should be provided special training about the IEP process to become familiar with the steps and their role in the meeting. Access to other parents with students involved in special education could provide parents with a network of support.
Department of Education provides what is called an “Interim Guidance,” which addresses obligations of how all schools must implement the statute. The guidelines are not law, but aid institutions in understanding how the Department will enforce and review Title IX cases. According to the Interim Guidance, regardless if a student files a complaint of alleged sexual misconduct or not, it is the responsibility of the schools Title IX coordinator to respond appropriately to investigate and understand what occurred and then act accordingly. All federally funded schools are required by law to respond and mediate any possible hostile situations in educational environments. If a reported complaint is investigated and revealed that sexual harassment or violence has created a hostile setting, the institution must take immediate and effective steps to eliminate the conduct, prevent the recurrence, and appropriately remedy its effects.
This event caused members of AASA to refocus their perspective on the problem with school safety and gun control violence. First, the structure of the analysis begins with the problem, issue, and claim. The statement continues with justification of their claim through statistical evidence. Next, it is organized in three areas of recommendation: school safety programs and procedures, steps congress should take to enhance school safety, and gun safety legislation
According to the Department for Education and Employment, every school should have a designated member of staff who is responsible for the role of Child Protection Coordinator. The results from the questionnaire from 303 respondents of which 91% agreed that primary teachers are able to identify child abuse due to their day-to-day contact with children while 79% agreed that primary schools “are ideal sites” from which to operate support systems for parents and carers.” (p.1) The role of a Child protection Coordinator is outlined as a medium between teachers, parents and agencies. Due to the demand of record-keeping, most child protection coordinators are assumed by the “headteachers”. But the ambiguous area of record-keeping is which details of information to record and how much. Some schools shared this role with the SENCO (Special Educational Needs Coordinator) and in some “the role of SENCO and Child Protection Coordinator could usefully be combined” (p. 2).
What could you, as an administrator (if anything) do to mitigate the response? Speaking from a parental lens I would be concerned if I learned that my child’s teacher was convicted of a DUI on several occasions. I would be concerned of the safety and wellness of my student’s education and would demonstrate apprehensiveness towards field trips. As a parent you do what ever is necessary to protect your child. One of the scariest moments as a parent was when I dropped my child off to school on her first day of kindergarten.
According to the national website to stop Bullying, they best way for “Parents, school staff, and other caring adults have a role to play in preventing bullying. They can: • Help kids understand bullying. Talk about what bullying is and how to stand up to it safely. Tell kids bullying is unacceptable. Make sure kids know how to get
No longer can guidance counselors or schools counselors simply make sure students are in the right classes or just work with the troubled students or clients. The guidance counselors’ attitude, effectiveness being accepted on good faith is no longer valid (Myrich, 2003b). It is now part of the school counselor identity to be accountable to others the effectiveness of the program in measurable terms (Brott, 2006, p. 179). Furthermore, guidance counselors are expected to “fix all types of behavioral and learning problems of students from varied cultural backgrounds (Fall, 2001 a.p. 316), while addressing each student as a unique entity (Roberts & Mills, 2009), according to a research of Eric Davis, 2010.
Schools use this guidance to develop their own policy and procedures which must be followed. Two of these are listed below Working together to safeguard children (2015) A guide to inter-agency working to safeguard and promote the welfare of children The Department for Education published an updated version of the key statutory guidance for anyone working with children in England in March 2015. It sets out how organisations and individuals should work together and how practitioners should conduct the assessment of children. This latest guidance updates the previous version published in 2013. Which includes following changes: • Referral of allegations against those who work with children • Clarification of requirements on local authorities to notify serious incidents • A definition of serious harm for the purposes of serious case reviews.
The foundation phase engages parents because the school setting should have an open door policy. This is where the setting allows the parents to come into the setting whenever instead of making appointments. Another way that foundation phase engages parents is having observations and assessment, this is where the practitioner does assessments so they can learn about the child’s development, their interests and most importantly their needs if they have any. Main my setting the staff would share their planning with the child’s parent or carer. This will give the staff the opportunity to ask parents/carers about any ideas relating to the learning environment or management of the setting.
“The principle of affected interests has particular relevance to social policy and to the models of policy-making” Brad and McKenzie (2010 .128). Just as Brad and McKenzie (2010) cite as an example of” most parents who are deeply concerned about the well-being of their children to the point of becoming active participants in the School Board meetings, daycare centers, or community recreation centers”…,( ) a more inclusive and anti-oppressive approach will give the frontline workers as well as clients’ guardians or parents and clients who have the “personal choice and competence” the opportunity to be involved in policy making process that affects them. (p.128). Brad and Mackenzie (2010), continued to substantiate their claims by quoting Dal (1970) who posited that “Everyone who is affected by decision of a government should have a right to participate in that government” (128). Working with people with developmental disabilities, has made me understand that frontline workers, in most cases, due to their direct engagement with clients, seem to be having a better understanding of each other than the management, who in this case is more of an outsider than
Managers have a duty to support members of staff who report any incidents of unprofessional conduct or poor practice. Anyone who is subject to an unproven allegation about abuse has the right to full protection during any investigation. Question: Question 13 Answer: In a school setting a professional can protect themselves
She communicates with the parents with having the child places a phone call, she will also place phone calls, emails, letter/paper notification and a planner. Teacher’s biggest challenges today. She feels is, student mental illness, student environment challenges, medical issues and behavior issues. Mrs. Wagoner said that improvement for public education today would be more paraprofessionals/support (budget cuts), more technology availability, graduate classes/furthering ed. Paid for by the state.