Understand how to safeguard the well being of children and young people. Outline current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding of children and young people * The main legislation‚ guidelines‚ policies and procedures that are used to ensure that children and young people are safeguarded are “The Children’s act 1989” which was updated in 2004. * The green paper was introduced after the laming enquiry into the death of a young child
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Unit 16 Understand Safeguarding of Children and Young People (for those Working in the Adult Sector) 1. Understand the policies‚ procedures and practises for safe working with children and young people 1.1 Explain the policies‚ procedures and practises for safe working with children and young people A policy is a statement of what an organisation will do to safeguard a child or young person to keep them safe. A procedure will describe the actions the organisation will take to put the actions
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Unit 3.2 Communication and professional relationships with children‚ young people and adults ‘Know how to interact and respond to adults’ Unit 3.2.1 To establish respectful and effective relationships with adults incorporates a lot of the ways‚ manners and methods involved in communicating and maintaining effective relationships with children and young people‚ main points being‚ maintaining a high level of interest‚ listening carefully and intently to what is being communicated‚ responding appropriately
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professional relationships with children‚ young people and adults. 2.3:1.1 Describe how to establish respectful‚ professional relationships with children and young people. (Sourced from teaching assistants handbook level 2): Ten ways to develop positive relationships with pupils: 1. Remembering children’s names and pronouncing them correctly. 2. Being approachable and willing to listen to pupils 3. Listening and responding to pupils in ways which let children feel they are understood.
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Safeguarding a child or young person is ensuring that they have the opportunity to achieve their true potential and have the right to be protected from abuse (physical‚ emotional or sexual)‚ neglect or exploitation from anyone including professionals working with them. This is a much more holistic approach and is centred around the child’s needs‚ it is designed to prevent harm rather than just react once it has occurred. The safeguarding of children and young people is an integral part of our
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Develop Positive Relationship with Children‚ Young People and Others Involved in Their Care Unit 5 Unit Code: CYP Core 3.5 1. Be able to develop positive relationships with children and young people. 1.1 Explain why positive relationships with children and young people are important and how these are built and maintained. Positive relationships are extremely important if you want the child to thrive and grow within your setting. Being a positive role model is essential
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affecting some children more than others. The impact can be positive as well as negative. For example‚ the opposite of poverty is wealth and a child growing up in a home with no financial worries may be well fed and clothed and have lots of opportunities for educational development. However‚ these advantages can lose their impact if the child does not have a loving and supportive family. Young children can be affected by many social‚ economic and environmental factors both in positive and negative
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Explain how political‚ economic and social constructs can be used to categorise society. Look at how Irish society stratifies according to social class and gender. Sociologists develop theories and concepts to help reveal the structure of social life and they engage in numerous different forms of empirical investigation to test and develop these theories. They are interested in how people communicate and create meaning and understanding‚ but they are also interested in questions of power and inequality
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the welfare of children and young people 1.1 Safeguarding legislations: Health and safety policy Healthy and safety at work act (1974) Every child matters framework (covered on page 20) Working together to safeguard children (2006 and 2010) Safeguarding policy Children act (1989 and 2004) Child protection policy E-safety Children Act: The Children’s Act came in to force in 1989 and was drafted complement the Human Rights Act but be specific to children. The act puts into
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Learning outcome 3 Assessment criteria 3.5 |Explain when and how to refer other adults to |Parents: Concerned that their child is having difficultly in a particular subject may fell the need |Tutor’s comments: | |further sources of information‚ advice or support.|to contact the school to set up a meeting with the class teacher‚ year of head or principal. | | |
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