1.1 Research and explain in your own words the following
Working together to safeguard children (2013)
Children Act ( 2004)
The Munro report
Every child matters framework
United Nations Rights of the Child. – identify 4 rights concerning safety of child
Your settings Safeguarding policy.
1.2 Research and explain the roles the following agencies have in safeguarding children and young people.
Child line NSPCC
Social services Child psychologist
Health visitor Police
CEOP
3.1 Describe the meaning of the four types of abuse – physical, sexual, emotional and neglect. Give at least 3 examples of the physical signs and the behaviour signs of each type of abuse.
3.2 Create an E – safety information poster for parents and carers highlighting the risks and possible consequences for children and young people using the internet, mobile phones, cyber bullying and other technologies
3.3 Please read and answer the following case studies -
1. Chris works as a teaching assistant in a local primary school. As a group of year 5 children were getting ready for PE, Chris notices bruising in lines across the back of a boy called Marc. He asked Marc how he hurt himself but he said, “It’s nothing” and quickly pulls down his top. As Marc left the room he approached Chris and said “please don’t say anything to Mom, or Uncle Paul will be cross with me”.
What would you do in this situation?
What would be your role within placement in dealing with this scenario?
2. At break time you enter the toilets and witness Daisy using a pair of scissors to cut into her arm she quickly puts the scissors away and hurries out of toilets and into the playground.
What would you do in this situation?
What would be your role within placement in dealing with this scenario?
MY TIMELINE September 1997 – September 1998 Nvq Level 3 in childcare & education. 1st November 2000 Warrington early years development & childcare partnership= supporting and developing partnership with parents/carers of children with SEN. (A course accessed through work.) 8th march 2001 Warrington early years development & childcare partnership = SEN reviews. (A course accessed through work). February 2002 Warrington early years development & childcare partnership=…
514 – The Safeguarding and protection of vulnerable adults 1. Understand the legislation, regulations and policies that underpin the protection of vulnerable adults 1.1 Analyse the differences between the concept of safeguarding and the concept of protection in relation to vulnerable adults There is a difference between Safeguarding vulnerable adults/children and adult/child protection. Safeguarding is everybody’s responsibility, and includes measures to prevent or minimise the potential for…
Toolkit For Activity 3b HSC Number 3b Task type: Reflective Account/Personal Statement Level: 5 Pathway: Task reference: Task name: Unit 14 Unit 16 Tool kit Contents: 1) Definition of a Reflective Account and tips to help completion 2) Activity Brief 3) Activity referencing (office use) 4) Useful links from the Internet 5) Useful referencing from QCS Management System 6) Evidence sheets for your answers 7) Activity Guide 8) Referencing tips Definition of Reflective Account/Personal Statement:…
HSC024 Principles of safeguarding and protection in health and social care ALL OUTCOMES IN RED ARE OBSERVATIONS TO BE CARRIED OUT BY YOUR ASSESSOR. THE INFORMATION GIVEN INDICATES THE TYPES OF THINGS YOUR ASSESSOR WILL BE LOOKING FOR Know how to recognise signs of abuse OUTCOME 1 1. Define the following types of abuse 2. Identify the signs and/or symptoms associated with each type of abuse. Physical abuse - Punching, Kicking Scratching, Slapping, Biting, Scalding, Pulling hair…
NVQ Support Teaching and Learning In Schools Level 2 Trainee : Chris Gerry Trenance Learning Academy Newquay Unit TDA 2.2 – Safeguarding the welfare of children and young people. 1.1 – Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. Policies include:- The Childrens Act (1989) – This states that parents and professionals must work to ensure the safety of the child. Section 47 states that the Local…
Safeguarding Vulnerable Adults From Abuse Kimberley Hollings Avondale Care Home Contents What is a vulnerable adult? What sorts of abuse might there be and what are the indicators? What actions do you take if you suspect an individual is being abused? What actions do you take if an individual tells you there being abused? How to ensure that any evidence of abuse is keep safe. National policy requirements for safeguarding individuals. Different professionals and their roles…
Edexcel Level 3 Diploma for Children and Young Peoples Workforce Workbook 2 Unit 3 & Unit 11 Understanding how to Safeguard the Wellbeing of Children and Young People Learner Name: Natalie Ditchburn Unit 3 Q1. (1.1) Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people Some of the main legislation related to safeguarding children began with the children Act (1989) this was updated with the…
The school designated safeguarding lead is the first point of contact for any member of the school staff who has a concern about the safety and wellbeing of a pupil. School governing bodies are accountable for making sure that their school has effective safeguarding policies and procedures in place and for monitoring their school's compliance with them. Headteachers and their leadership teams must also be clear about their statutory responsibilities in relation to safeguarding and the steps they…
TASK A Danielle Hall SECTION 1(Ref 1.1)PG1 THE MAIN CURRENT LEGISLATION, GUIDELINES, POLICIES AND PROCEDURES WITHIN OWN UK HOME NATION FOR SAFEGUARDING CHILDREN AND YOUNG PEOPLE ARE AS FOLLOWS, SAFEGUARDING (Local safeguarding Children Board, Children’s Act 1989, Protection of Children’s Act 1999, The Children’s Act (every child matters 2004) and Safeguarding Vulnerable Group’s Act 2006), Data Protection Act (1998) INFORMATION AND COMPLAINTS SPECIFIC LEGAL REQUIREMENTS OF PREMISES AND…