Safeguarding the Welfare of Children and Young People

Topics: High school, Secondary education, Human rights Pages: 6 (1284 words) Published: March 9, 2013
1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety

Working together to safeguard children 2010

Working Together sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. It is important that all practitioners working to safeguard children and young people understand fully their responsibilities and duties as set out in primary legislation and associated regulations and guidance.

This guidance was most recently updated in 2006. This latest revision follows the publication of Lord Laming’s report, The Protection of Children in England: A Progress Report, in March 2009, the acceptance by the Government of all of his recommendations and the Government’s detailed response and action plan published in May 2009. Many of Lord Laming’s recommendations are reflected in or given effect by this revised guidance. It has also been updated to reflect developments in legislation, policy and practice relating to safeguarding children.

Education Act

Following from their White Paper 'Schools Achieving Success' in September 2001, the government introduced the Education Bill in the House of Commons on 22 November 2001. The new Act was published on 24 July 2002, following parliamentary debate.

The government's stated aim of the Act is to transform secondary education through measures to ensure high standards for all, increase diversity, promote autonomy and support teachers. The Act also seeks to create more flexible education law, with only key powers and duties set out in primary legislation.

The Act contains two sections (and several schedules) which are of particular relevance to planning school places, the main details of these sections are:


The concept of standard numbers is ended and admission numbers alone (the pupils an admissions authority determines to admit in each relevant age group) will be used for the purpose of establishing prejudice to efficient and effective education, and the duty to comply with parental preference.

LEAs are required to devise a scheme for co-ordinated admission arrangements for the maintained schools in the area.

Admissions Forums, previously optional, are now statutory.

School Organisation

Provision for Academies replaces previous provision for the establishment of city technology colleges, city colleges and city academies and there is no requirement for them to be in urban areas or only provide secondary education.

Where a new secondary school is needed, the LEA will be required to advertise so that other promoters can publish proposals.

Where the Secretary of State believes that provision of primary or secondary education is, or is likely to become, insufficient then they may direct an LEA to publish or invite proposals to remedy the situation. If the LEA response is unsatisfactory, the Secretary of State may make proposals that will be determined by the School Organisation Committee or Adjudicator.

The Learning and Skills Council may make proposals relating to sixth forms.

The current powers of foundation and voluntary schools to publish proposals to make a prescribed alteration to the school are extended to community schools.

It will become possible for schools to create a full federation with a single governing body for several schools.

Every Child Matters

The well-being of learners has always been the focus of the inspection process but assumed an even greater significance following the Children Act 2004. In the aftermath of the Victoria Climbie enquiry, there was recognition of the need to bring more coherence to the inspection of services for children. The Act places a duty on children’s services authorities to make arrangements through which key partners work collaboratively to improve the...
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