4.1 Summarise the laws and codes of practice affecting work in schools Schools are obliged to operate under current legislation which means that they have to work in a particular manner and draw upon particular policies, procedures and other documentation. Some essential pieces of legislation that affect work within schools and that mentioned within other units the:- • Data Protection Act 1998 • UN Convention on Rights of the Child 1989 • Education Act 2002 • Children Act 2004 • Childcare Act 2006 • Freedom of Information Act 2000 • Human Rights Act 1998 • Special Educational Needs (SEN) Code of Practice 2001 and Disability Discrimination Act 1995/2005 4.2 Explain how legislation affects how schools work Legislation affects how schools
Safeguarding is the action that taken to promote the welfare of children and protect them from harm. The Children 's Act of 1998 put procedures in place that mean local authorities, courts, parents and other agencies in the United Kingdom have been given specific duties to ensure children are safeguarded and their welfare is promoted. The UK has policies and laws around education, health and social welfare which cover most aspects of safeguarding and child protection. Laws ' are passed to prevent behaviour that can harm children, or require action to protect them and informs what agencies should do to play their part in keeping children safe Guidelines and procedures have been put in place for people who work with children.
In 2013 more than 50.000 children and young people were on a child protection registers or subjects to a child protection plain in the uk ( nspcc 2014) The HM government document working together to safeguard children 2010. A wide range of legislation, statutory guidance, policies and procedures support the safely and welfare of children and young people. This includes policies relating to health and wellbeing, safety and security, personal care and individual rights.
2 Furthermore, during transitions the key person has a vital role in supporting children and families. For example, if a new child is starting at nursery they may decide to give them and their family a home visit, where they may: give them photos of the practitioners and the nursery; give them a general introduction (including contact numbers and opening times);
Agencies involved with safeguarding children and young people Roles and Responsibilities Education service All members of staff within schools have the responsibility to take care of the children in order to keep them away from harm. Within my work setting there are 3 named members of staff who all have particular responsibilities in order to safeguard children and to deal with any issues that members of staff may have. Members of staff within schools have the responsibility to develop children 's awareness and their knowledge on what behaviour is acceptable and what behaviour is not acceptable. It is important that we recognise those who are known as being at a greater risk and help them by giving them support and protecting them. All schools must have policies
Introduction This critical review discusses three articles on the policy and practice of child protection in schools. In the TOPIC article “Protecting Children in the Primary School”, Rosemary Webb and Graham Vulliamy examined the difficulties faced by Child Protection Coordinators and their possibilities to overcome them. The study by Helen Buckley and Kathryn McGarry in the Child Abuse Review article “Lessons on Child Protection: A Survey of Newly Qualified Primary-Level Teachers in Ireland” calls for “the standardization of the operation of child protection procedures”. In Health Education article “Child protection drama in primary school- an effective educational approach?”
This act made child safety the number one priority in child welfare and created strict time lines for action taken in certain situations involving child welfare (PP 3/30). In 1997, President Bill Clinton held an event at the White House Conference that focused on Child Care that many people took notice to (p. 133). Soon after, President Clinton created the Foster Care Independence Act of 1999 that provided financial and housing assistance for children, under the age of 21 years old, in foster care (PP 3/30). Child welfare has evolved drastically since the beginning of the United State’s history. Many different policies have been created and many are still being altered as we strive to provide the needs for all
Physiotherapists/occupational therapists work with children outside the school but to support the progress of the pupil may also visit the school to attend any meetings regarding the pupil. Question: Question 6 Answer: The ethos of a school along with its values, aims and mission statement should all be reflected in the school environment. These should all be perceptible to anyone spending time in a school watching both the pupils and staff.
Detailed Interrogation- Ask about the work hours, fee structure, security issues, discipline, hygiene, food and many more. Talk to the experts about their educational qualification of the staff, and work experience in this domain. Know the schedule of the everyday activities that children are involved in so that you can compare it with other centres, and make a wise decision. It is essential to value your gut feeling after you seek answers to all your
b) Quality of child care practices and child nutrition In their study of childcare practices in Ghana, Nti and Lartey (2008:94) indicated that the quality of childcare practices is important for child nutrition. They assess the quality of childcare practices by considering household and personal hygiene practices, child immunization status, child dietary diversity and caregiver responsiveness. Nti and Lartey (2008:98) reported a significant correlation between good caregiver hygiene practices with child nutritional status and morbidity. Hygiene practices included child, mother and environmental cleanliness.
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.
The aim of this research is to critically explore the effectiveness of service provisions available for young carers of parental mental illness (PMI). The Mental Health Act (2007) s1. defines a mental disorder as “any disorder or disability of the mind”. The research will allow both young carers and social work practitioners to express their critical view of the interventions and support currently available. The young carers engaged in this research will be aged between 15 and 18. Also, it will include social workers who work in both child and mental health departments of social services.
The current guidelines, legislation, policies and procedures for safeguarding children and young people in the UK are- The childrenâ€TMs act 1989- Professionals and parents must ensure the safety of the child. The local authority has a duty of care to investigate if there is a suspected case of a child suffering from abuse. The united nations convention on the rights of the child 1989-This ensures that all children are safe and looked after at home and within a cared for setting such as school. All children have the right to be protected from any form of abuse including mental, physical, sexual, neglect, maltreatment, neglect and injury by the people looking after them.
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
The school have to apply the national policies which are related to children, young people and families and have a good knowledge of the policies, one of these important policies that the school have to follow is the Every Child Matters policy, for children nationally this has had great impact on them. Schools will need to create their own policies in accordance with the national guidelines, such as the safeguarding policy for children and the child protection policy, in following guidelines from the local education authorities. It is the school’s responsibility to make sure that staff, parents and carers of children and visitors are informed about the policies in school, which apply to them. The Every Child Matters policy has 5 key aims for