ever so slightly different. The document †̃Working Together to Safeguard Childrenâ€TM shows how organisations‚ school and individuals should work together to safeguard promote the welfare of children and young people with regards to the Children Act 1989 and 2004. Itâ€TMs very important that every
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Unit 025 Outcome 1 1. Policies and procedures for safeguarding and child protection in settings for children and young people in England and Wales are the result of legislation passed in parliament‚ including: In England and Wales‚ The Children Act 1989 and the Children Act 2004/in Northern Ireland‚ Children (Northern Ireland) Order 1995 - These acts were brought in with the aim of simplifying the laws that protect children and young people. They tell people what their duties are and how they should
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Definitions in the Children Act 1989 and the Disability Discrimination Act 19951:4 A child may fall within one or more of the definitions. This Code helps early education settings‚ schools and LEAs meet their responsibilities for children with SEN. Guidance relating to Part 4 of the Disability Discrimination Act 1995 will help them meet their responsibilities for disabled children. Fundamental Principles 1:5 The detailed guidance in this Code is informed by these general principles and should
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must read and sign that they have read and understand my policies and procedure on how I run my setting. I will comply with the Data Protection Act on information sharing. If a child is identified as a child in need (section 17 of the Children Act 1989) I will‚ normally with the parent’s permission‚ give appropriate information to referring agencies. I expect parents to inform me of any changes in the child’s home circumstances‚ care arrangements or any other change which may affect the child’s behaviour
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of children and young people. 1.1 Outline the current legislation that underpins the safeguarding of children and young people within own UK home nation. The current legislations for safeguarding children where defined in the children act of 1989. Including children’s rights to protection them from abuse‚ the right to express their views and be listened to. Although different British governments have said that it regards itself bound by the Convention and refers to it in child protection guidance
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CYPCore 33 – 1 1.1 The main points of legislation that support the safeguarding of children are the Children Act 1989‚ Children Act 2004 and the Childcare Act 2006. The Children Act in 1989 set out principles to guide the work of local authorities and courts and also defined ‘significant harm’ and a child ‘in need’ of intervention. The Children Act 2004 provides the legal basis for children’s services set out in the Every Child Matters: Change for Children document. The Childcare Act 2006 is the
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| |(1989) |including the UK in 1991 are legally bound to implement legislation which supports each of the | | |articles. | | |This act identifies the responsibilities of professionals and parents who must ensure the | |Children Act 1989
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E1. Describe three different types of settings which provide care and education for children in your area. Statutory – Primary School Voluntary – Youth Network Private – College E2. Describe how each of the settings identified in E1 aims to support children and their families. Statutory (Primary School) The quality of support‚ guidance and care provided for pupils and their families is strength. The head teacher provides dedicated leadership. In a relatively short period of time he has developed
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current legislation‚ guidelines‚ policies and procedures within own UK Home Nation affecting the safeguarding of children and young people- Children’s Act 1989 and 2004- If there are children that are being accommodated by the Local Authority‚ then this all comes under the Children Act 1989. There are six beliefs within the Children Act 1989: * The best place for children to be looked after is within their own homes. * The welfare of the child is the paramount consideration. * Parents
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Unit 5 – The principles underpinning the role of the practitioner working with children. E1: Describe the responsibility of the practitioner in professional relationships Practitioners have many responsibilities in professional relationships with children‚ families‚ colleagues and other professionals. Some of these responsibilities are to make people feel that they can trust them. It is important to be a good role model for children and to make sure that they feel comfortable telling you things
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