child protection in the wider concept of safe guarding - CYP 3.3 outcome 1.2

[tinajpatterson]

CYP 3.3 explain child protection in the wider concept of safeguarding children

last question on the unit please help needs to be in wednesday

Thanks T





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Level three CYPW book help

[wendy bob]

hi tina this is what i put and its been signed off


B/ The wider concepts of safeguarding includes,

The Human Rights Act 1989
It does not specifically mention children’s rights but this covers them in the eyes of the law some of your human rights are
Right to an education
The right to life
Freedom form torture
Freedom from slavery
The right to liberty
They are your rights in your everyday life, what you can say or do, your beliefs, your right to a fair trial.

The Education Act 2002
Requires school governing bodies, local education authorities and further education settings to arrange safeguarding and promote child welfare.

The Boarders, Citizenship And Immigration Act 2009
Places a duty of the UK boarder agency to safeguard and promote child welfare.

The legislation to protect children from adults who pose a risk are,

*** Offenders Act 1997
Better known as the *** offenders register and anyone on it have to notify the police of any changing of names and addresses.

The Sexual Offences Act 2003
Updated to include grooming, abuse or position of trust, trafficking and it covers offences committed by UK citizens whilst abroad.

The Domestic Violence, Crime And Victims Act 2004
It is an offence to cause or allowing the death of a child or vulnerable adult.

The Serious Organised Crime And Police Act 2005
This act set up the framework for UK-wide child exploitation and online protection centre to be created.

Safeguarding Vulnerable Groups Act 2006
This allows vetting staff and barring people who are unsuitable to work with children across the UK.

The Forced Marriage Act 2007
To protect victims into forced marriages and help remove them, although it is not a crime to force someone into marriage.

The Criminal Justice And Immigration Act 2008
This act allows people who commit *** offences against children abroad to face prosecution in the UK.

The Data Protection Act
This places responsibilities on organisations holding personal information to only be only used if needed, it must be kept in a secure place, make sure its accurate and always keep it up to date.

As a childcare practitioner it is also our responsibility to keep children safe from accidents so we must do risk assessments and ensure where ever they are they are kept safe and away from danger and that the resources the children are using are clean and safe and have the relevant safety marks. We also have a duty to teach the children that crime is wrong and that no one should be bullied and if any child is being bullied to teach them to tell an adult and to also look out for sign of any bullying. We must actively promote their welfare in a healthy and safe environment.
hope it helps x

[lyn c]

HI Tina

i also put these:

Adoption and Children Act 2002 - amends the children’s act 1989 and now includes “harm” associated with witnessing domestic violence.

United Nations Convention on the Rights of the Child 1989 – this includes the right from protection from abuse, the right for the individual to express their views and listen to them. Disabled children should have the right to be cared for and services put into place either if they are living at home or they live away from home.

Children Act 2004 - together to safeguard children:
One of the new laws was physical punishment, making it a criminal offence to hit a child if it causes mental harm or leaves lasting marks on the skin.

Every child matters outcomes:
• Be healthy.
• Stay safe.
• Enjoy and achieve.
• Make a positive contribution.
• Economic well being.


Hope it helps a little more

Lynne

[tinajpatterson]

thanks lyn missed this 1 out some how guess i am working to hard.

[lyn c]

Hi Tina

Wish i could say the same about working hard still havent started cyp 3.7 and tutor is coming in on monday for me to hand it in, I know i'll get it done by then but can't get motivated.

Here's hoping i might get motivated tomorrow and at least make a start lol. Think i over done it over the last month and can't seem to get back into at the moment

Lynne

[tinajpatterson]

outcome 1 is linked into cyp 3.1 have you done that unit if not will forward what you need otherwise cross ref the whole outcome to that unit with poverty, housing schooling etc.

By adjusting the environment to suit the needs of the child and appropriate resources and facilities are provided it allows the child to be confident also people who are working with the children should focus on what the child can do and not on what they cant do. When we had a child in school that had a hearing impairment we provided visual aids and a member of staff was trained using the makaton system to enable him to feel positive and confident about making progress. Don’t think of children, as special needs think of them as children with specific or additional needs. In my setting we aim to give all children the same opportunities and children are not singled out because they have different needs for example all though some children require 1:1 support we don’t remove them from their peers the child will still work in his or her group but they will get extra support. Low expectations about the potential of a disabled child, or being over protective can limit what they achieve. Its important practitioners have positive attitudes about what requirements they provide so children can have opportunities for making developmental progress.

C/ social models and medical models of disability
By labelling a child because of there disability can prevent us as seeing the child as a whole person like their gender, culture and social background the medical models is a traditional view of disability and that through medical intervention the person can be cured where in fact in most cases there is no cure. They expect disabled people to change to fit into society.
The social model of disability looks at ways to address issues to enable people to achieve their potential, by looking at ways to adapt the environment so the child can feel included this is very important. The social model has been constructed by disabled people and by listening to what disabled people want and to remove any barriers, which may be in their way. By removing barriers and adapting the environment you are allowing children and young people chances to achieve and learn which promotes confidence and self-esteem.
My setting has removed potential barriers by providing wheelchair ramps around the school and having hygiene suites built. We also have height adjustable chair for a child to be included in different activities at different height levels. We also use visual symbols around the school, IEPS are reviewed three times a year and are set according to the needs of the child we involve staff and different agencies if required and the class teacher and hold meetings to work together for the child’s targets. The children are aware of their targets and in reception class we would use pictures for them to use to see what their targets are when planning is being done it will be done so certain activities will be adapted for example a lower ability child would need to sequence the pictures and write the first sound of a word where as the higher ability group would need to sequence and write a whole sentence. We have a child in class one who has her phonics adapted due to her disability and she will take part at the same time as the whole class but will require 1:1 support and the activity is different to suit her needs and ability.

D/ different types of support available are
• Speech and language therapy- they will usually work in partnership with parents, teachers and support staff and anyone else who has regular contact with the child and provide training and coaching sessions and provide them with ideas and strategies to put into place to help promote the child’s speech. I myself have sat in on a session with a child in school when the speech therapist came to have a meeting with a child and she gave me advice sheets on how best to help the child with his speech including picture cards with words on with either two, three and even four syllables and the child was encouraged to clap the amount of syllables while saying the word.
• Support from health professionals additional learning support- a child who has a disability like down syndrome may need extra support in the classroom to help them learn in my setting we have a child who comes in every Tuesday for social skills and he has his own teaching assistant to support him with his needs. A child with epilepsy is likely to require regular monitoring from health professionals and medication, which needs to be adjusted appropriately.
• Assistive technology- these would be anything which will help someone for example wheelchairs, hearing aids, walking frames in my setting we use large computer key boards for some children and for a child who is blind you could use software which reads text from a screen there are many different aids available for children and adults to help them with everyday tasks.
• Specialised services- in my setting we have a special educational needs coordinator and we use other services such as physio therapist, speech therapists, school nurse, social services we use these services in order to provide the right care for the child.


this last bit is a bit from someone else hope it hellps you to

[lyn c]

Hi Tina

Thanks for that, info above will help.

Yeah was told that i could cross reference unit 1

Lynne

[Robbo1]

Im stuck on this question too, i dont know how to start it off and need to have it done asap, i finish the course in less than 2months and have only completed 2units! does anyone have any tips?