1.1 The united nations convention on the rights of the child 1989, which ensures that children are safe and looked after. Children act 1989, parents and professionals must work together to ensure the safety of the child. The education act 2002, this sets out the responsibilities to ensure that children are safe and free from harm. Children act 2004, this provides the legal framework for every child matters. Working together to safeguard children 2010, which sets out the duties of organisations and how they must work together to safeguard children and young people.
1.2 Child protection is about everything that is undertaken to protect children who are/might be suffering from any form if abuse or neglect. Also ensuring that children are raised in positive circumstances by providing safe and caring environments. Safeguarding is ensuring that children have the opportunity to achieve their true potential and have the right to be protected.
1.3 When coming into a new work you will need a CRB check to make sure you have no criminal convictions. You will need to be aware of all the settings policies and procedures for safeguarding so you will know how to spot signs of abuse and how/who to report your concerns. When you are about to carry out an activity with children you need to do risk assessments to check the environment and children are safe. You constantly need to be checking that all areas are safe so that no children are at risk of being harmed.
1.4 Serious case reviews are required when a child dies and it is known or suspected that abuse or neglect is a factor in the death. Sometimes reviews may also be carried out where a child has been seriously harmed or suffered life-threatening injuries. When professionals are found to be negligent in their involvement or procedures, the review is able to highlight where the mistakes were made.
1.5 At my work setting they only collect information that is used for a specific purpose, for example the children’s address and parents/carers contact information. The school ensures that all information is safe and that it is relevant and accurate. The school keeps the information up to date by sending reminders on newsletters to contact school if any changes are made. All information is kept until the child is no longer attending the school. Parents/carers have the right to access this information if they wish to see it and all information is only used when needed.
I have left out tack B, point 2 as it was all correct.
3.1 It is important to ensure children and young people are protected from harm in the work setting so that they and others are at no risk. Also if a child and young peoples work setting has a safe environment it gains the trust of parents/carers. It is also a legal requirement for the work setting to keep all children and young people safe from harm.
3.2 In my setting the policies and procedures to protect children and young people and the adults that work with them are, Data Protection, Confidential Reporting, Safe Guarding, Behavior Policy, Health & Safety Policy, Special Educational Needs Policy, Accessibility Policy, Child Protection and Internet Safety.
3.3 Ways that practitioners can protect themselves within their work setting during both on site and off site visits are, making sure that you are aware and fully understand all the policies and procedures about working on site and off site. You also need to make sure that you follow these at all times. There will be risk assessments for both on site activities and off site, make sure that you read through these carefully especially off site as they will be carefully thought through and planned. When you go on a off site visit you need to make sure that a member off staff who is first aid qualified is going in case any incidents happen, also you need to take a small first aid bag with you and some spare clothes so you have what’s required if an incident does happen. Try to avoid being alone in a closed room with a child especially if there isn’t a member aware and if you are ever in doubt about anything just check it through with your manager.
3.4 Every setting will have a whistle blowing policy and procedure which should be follow by anyone who has any concerns about poor practice by another member of staff. It can be very difficult to report someone that you work with but you must never ignore poor practice. Before reporting any concerns you need to have a good think about what is worrying you and why. Then you should pick an appropriate time and place to report your concern to your manager or supervisor. You will need to write down the details of poor practice, giving background details, history, names, witness names, dates and places where you can. All information disclosed from both the whistleblower and the accused are all kept confidential and they are investigated discreetly and support will be offered to both parties if they require this. If anyone suffers or loses their job as a result of whistle blowing then the UK Public Interest Disclosure Act will protect them.
4.1 When working in a school environment you are always aware, being observant and looking out for any signs of possible child abuse/neglect. Things to look out for would be like change in behaviour, a child might become withdrawn or very aggressive. They may become nervous and dislike physical contact. Also a change in appearance can be an indicator, for example a child may come to school looking dirty/unwashed. You may also notice a child wears the same clothes for a long period of time. Also they might say something that could cause concern, for example saying that they don’t want to go home or to visit someone.
4.2 Action Description
1. Know and understand the settings policies and procedures. All staff within a childcare setting should have a clear understanding of their settings policies and procedures so they know exactly who to turn to in any given situation.
2. Listen and respect Communicate with the child in a way that is appropriate to their age, ensure you make no promises to the child and that you will do everything possible to help them. Record everything that the child says with dates. Do not start asking the child leading questions or attempting to investigate.
3. Reassure. Reassure the child that they have done the right thing by telling you and not to worry but explain to the child that you may have to pass the information on.
4. Report to the manager. You need to report your concern as soon as possible to your manager or supervisor with details you have recorded. Then you and your manager will write an official report together.
5. Further actions. Your manager would then contact the police or social care to discuss and plan what actions need to be taken.
6. Ensure the child is not at risk. Check that the child is not at risk or harm when they go home. If it is someone at home that the child is making an allegation about then social care would be contacted and temporary accommodation could be made while the investigation took place.
7. Meeting with parents. If it isn’t anyone at home that the child is making allegations about your manager will request a meeting with parents/carers as soon as possible.
8. Staff meeting. Your manager will arrange a meeting for all staff who is involved with the case to update you as to what has happened so far.
9. Child Protection Register. The child would be on a protection plan that is reviewed every 6 months and support from support workers should be given to both the child and the parents/carers.
10. Providing care and support. While the child remains in the setting give plenty of support and care to avoid any added set back’s in their development.
4.3 Three examples of the rights children, young people and their carers have in situations where harm or abuse is suspected are; If a child or young person makes a disclosure alleging abuse then we must follow our settings procedures on disclosures and protect the child or young person as they have the right to be protected from harm and abuse at all times. Also they have the right to know what we would do next and to be involved in decisions that are being made about them.
Wherever possible the child may be allowed to remain in their family home and protection will be achieved by working with the child’s parents/carers without the need to remove the child. However if they are suffering from physical or sexual abuse then they will be removed from their home to protect them from any further harm.
Parents/carers have a right to be informed what is being said, too see the reports and to contribute their own views and opinions. However if the child or young person is suffering significant harm then the parents/carers have no immediate rights
5.1 There are different types of bulling such as someone appearance, for example weight or their style. This can effect a child as it can make them have a low self esteem and feel anxious. It can also make them have a loss in appetite. Physical bulling e.g. punching or kicking, this can have a big effect on a child as they may become afraid and not want to leave the family home. Indirect bulling for example spreading rumours/stories about someone. This can make a child feel anxious and lonely. It can also make them find it hard to trust others. Cyberbulllying, for example bulling through messages or email. Although this is more common in older ages if a child is bullied this way it can effect them in ways such as finding it hard to trust others, being very anxious and scared and not wanting to attend school.
5.2 Some relevant policies and procedures are, behaviour policy, bullying policy, child protection and safeguarding policy, E-safety and equal opportunities policy.
5.3 A child came up to me and told me that another child for a long period of time has/is calling them names at playtime. I would talk to the child and look further into it. I would reassure the child and let them know that they can talk to me and any other member of staff at any time. I would also tell the child that I would confront the other child involved and put a stop to it. I would inform both children’s parents/carers so they are aware of what is going on and that we are solving it and also so that they can give feedback if any information to do with the situation if it is mentioned at home.
6.1 Examples of how to support children and young people’s confidence and self esteem are, using lots of positive language and giving them individual attention. When a child shows you their work instead of saying yes that’s good show interest and tell them what you like about it and if you feel something needs improving don’t be negative, discuss it with them for example ask the child if they think anything could be better. Go at the child’s pace, don’t rush them into anything just encourage and support them. Try and get children that are quieter than others to join in with group activities and make sure that they have the chance to speak. Valuing work, use their work as examples or put it up on display in the classroom.
6.2 It is important to support resilience so that children don’t give up and keep trying. The more resilient a child is, the easier it will be for them to deal with life as they grow up. Also resilience can give a child more confidence and can increase the child’s value in themselves. It can make a child more able to cope with problems so then they can be happier and enjoy their lives. You can support resilience by making the child feel important and encourage them to try things and to not give up. If a child says something like “I cant do it” or “I’m doing it wrong” while they are doing a task then explain to them that they aren’t doing it wrong and that they just need to keep trying their best. Give them an example of something you had to do lots of times before learning how to do it, for example painting or cooking. When you can see the child is trying their best give them lots of appropriate praise.
6.3 It is important for children and young people to develop safety strategies and the risks so they can keep themselves and others around them safe and so that they are aware of the dangers that can be around them. Children need to learn how to protect themselves so they need to know the difference between what is acceptable and what is not. They also need to have the chance to take risks so that they can learn from them.
6.4 Ways to help children to protect themselves and keep themselves safe are, teaching them about strangers and some of the dangers to do with adults. Explain to them that strangers are mainly nice people but to still not approach adults that we don’t know, as sometimes adults try to hurt or take children. Remember we don’t want children to feel scared or uncomfortable when around people so make sure you reassure them and explain that this should never happen to them. Teaching them how to do things safely and with minimum risk, for example on a climbing frame or crossing the road. On a climbing frame don’t tell a child what to do and what not to do, let them explore themselves and take the risks, just be their to support and to make sure they aren’t taking too big of a risk.
Talk to them about what they are doing, ask them if they are sure if they can reach or if they say they cant do it then encourage them to keep trying and reassure them that you are there and that they are safe. When crossing a road first hold their hand and ask them look both ways and ask if they can see a car, then ask if they hear any cars if the child says no tell them that it is safe to cross. When you feel the child understands the dangers on the road let them cross without holding your hand and then gradually over time move onto crossing with supervision and then none. Use things like pictures, role-play and discussions that are age appropriate. For example you could stick pictures around the area of and have a group of children to walk around and look at them and think about whether it is a risk/sensible behaviour or not. You could have things like water near electrical objects, riding a bike with no helmet, playing near roads etc. After gather the children together and discuss their thoughts and go through the pictures explaining them.
Courtney from Study Moose
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