CYP 3.8 1.3: Laws and Guidelines for Children's Safety

Safeguard children ensuring they are protected from harm. Ensuring children are kept safe, healthy and well cared for Promoting positive behaviour among children. Ensuring their basic individual needs are met. Ensuring that adults and staff are qualified for the role of caring and supervising children. ensuring that the indoor and outdoor premises is clean safe and free from hazardous objects and

Some Policies and procedures could be: Nappy changing policy and procedure Positive behaviour policy and procedure Supervision of children on outings and visits policy and procedure Safeguarding children and child protection policy and procedure Information sharing policy and procedure Whistle blowing policy and procedure Question: Question 12 Answer: Everyone who works with children and young people has a professional responsibility to report any concerns about colleagues who do not follow the safeguarding procedures. This is known as Whistle blowing-- You need to identify exactly the poor practice you have witnessed Tell your manager, senior member of staff, or safeguarding member of staff what you have witnessed.

As practitioners, it’s our responsibility to look after the children in our care and to help us do this we have the E.Y.F.S ‘The Early Years Foundation Stage’ which took effect from September 2008 for certain parts of the UK and it includes the legislation and standards for keeping children safe. Some of the legislation which is included in the eyfs is: • The health and safety at work act 1974 • (COSHH) The control of substances hazardous to health • Childcare Act 2006 • The food safety Act 1990

All staff trained and procedures are put into practice and communicate concerns that a child is at risk are communicated to relevant agencies. Disclosure and Barring Service DBS employee have access to criminal record to decide if a person is suitable for employment especially when working with children. Staffing and employment policy which details staff to children ratio, not being alone with children at any time, having the correct qualified member of staff, all staff and volunteers to be CRB checked, staff development training and keeping up to date with all policies and procedures. Health and Safety policy aims are to make staff aware of any health and safety issues to help mini risks and hazards to enable children to be in a safe and thriving

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

These include for example: children should be healthy, be safe in their environments, to make positive contribution to the society or be supported to enjoy life. Childrenâ€TMs Act 2006- this legislation replaced Childrenâ€TMs Act 1989. It reinforce the strategy role of local authorities to outline the duties related to child care which include working with NHS and Job centres; secure childcare for working parents, provide information services to parents and provide information and training for childcare providers.

The protection of child act 1999- makes sure that all staff working within

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

Know and understand the settings policies and procedures- Any person working within childcare should have a clear understanding of their settings policies and procedures knowing all the rules and how to follow them appropriately so they know exactly who to turn to in any given situation. Child makes an allegation of abuse to you- Ensure you make no promises to the child (if they ask you not to tell anyone or to keep it a secret) and that you will do everything possible to help them and their situation. Reassure them and let them feel safe and that they have done the right thing.

Several organisations have been set up to assist or care for children who are primarily vulnerable; the trustees are responsible for ensuring that those benefitting from, or working with, are not abused in any way through contacts with it; they have a legal duty to act cautiously and this means that they must take all realistic steps within their power to ensure that this does not happen.  It is particularly important where recipients are vulnerable children in the community; trustees are expected to find out what the relevant law is, how it applies to their organisation, and to comply with it where applicable, they should also adopt best practice as far as possible. In addition the main purpose of this module is to be accountable for the

2.4 Issues of concern including, children 's needs, harms, risk and protective factors Issues of concern, children’s needs, harms, risks and protective factors in this case study are illustrated in this section through the use of social work knowledge, theories and values. The children’s needs can be assessed through the use of The Barker and Hodes Common Assessment Framework (CAF). This tool provides a nationally standardised approach to assessing children and young person’s in need and deciding how the needs should be met. The CAF focuses on three areas including developmental needs, parenting capacity and family and environmental factors (Barker & Hodes, 2007). It also takes into account the parent’s ability and willingness to take responsibility and work with professionals to achieve change.

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.

*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc

the best way to support a child to manage risks themselves is to let the child take appropriate responsibility for safety decisions in a controlled environment. Increase the levels of risk as the child grows and matures. Support and help parents to encourage their children to manage risks for themselves. You must also be aware of children who are timid and who are reluctant to take risks and help them to develop their skills but most children have an inbuilt level of

Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.