Child Protection
Child Protection Essay
Introduction
Historically throughout Britain the legal principles and peoples perceptions relating to children and the family have advanced immensely from Victorian times. A state where children were an essential tool in the family, helping to contribute with the income, to circumstances where they are now an important loved member of that unit and for the majority, their health and well being at the forefront. These alterations can be attributed to the changes in acts especially since the Victorian times which have constantly been amended. Schools and the educational system have introduced knowledge and learning which has evolved consistently. People’s acuity of where children are placed in our society has changed. Delving into the history of our Educational, Poor laws and Children’s acts will give us an insight into determining how these changes came about. This essay also includes the rights and needs of children and families, with reference to the responsibilities of the state, incorporating the effects of multi-agency working.
History of the Education Act ‘Education can be defined as that process whereby one generation consciously transmits its skills and values to the next.’ (Royle, 1987, p343). Throughout history education has not been considered appropriate for the masses. From the 1850’s onwards many changes were implemented for the majority of children. In 1861 and 1864 three national educational commissions produced reports. The Clarendon Report focused on private education, Taunton Report on schools for the middle class and the Newcastle Report recommended that the state should provide elementary education for the masses. The state did not take responsibility for education until the 1870 Education Act (The Forster Act). Following the Newcastle Report this Act introduced compulsory universal education for children. Electing School Boards in places where the existing schools were inadequate. Boards were
Introduction
Historically throughout Britain the legal principles and peoples perceptions relating to children and the family have advanced immensely from Victorian times. A state where children were an essential tool in the family, helping to contribute with the income, to circumstances where they are now an important loved member of that unit and for the majority, their health and well being at the forefront. These alterations can be attributed to the changes in acts especially since the Victorian times which have constantly been amended. Schools and the educational system have introduced knowledge and learning which has evolved consistently. People’s acuity of where children are placed in our society has changed. Delving into the history of our Educational, Poor laws and Children’s acts will give us an insight into determining how these changes came about. This essay also includes the rights and needs of children and families, with reference to the responsibilities of the state, incorporating the effects of multi-agency working.
History of the Education Act ‘Education can be defined as that process whereby one generation consciously transmits its skills and values to the next.’ (Royle, 1987, p343). Throughout history education has not been considered appropriate for the masses. From the 1850’s onwards many changes were implemented for the majority of children. In 1861 and 1864 three national educational commissions produced reports. The Clarendon Report focused on private education, Taunton Report on schools for the middle class and the Newcastle Report recommended that the state should provide elementary education for the masses. The state did not take responsibility for education until the 1870 Education Act (The Forster Act). Following the Newcastle Report this Act introduced compulsory universal education for children. Electing School Boards in places where the existing schools were inadequate. Boards were
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