CYPW children and young people's workforce
CYP 3.3 Understand how to safeguard the well-being of children
& young people
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Suggestions for places to research and professional
books to try and access
These will support your study for this
unit
Page 109 of this level 3 handbook on amazon.co.uk
Safeguarding and child protection on amazon.co.uk
Supportive sample chapter for CYP 3.3 by
Hoddereducation.co.uk
For Teaching Assistant guidance - Help to keep children safe
Latest legislation
regulation and guidelines for safeguarding
Each home nation's early years framework
UNCRC children's rights
Human
Rights on equality.gov.uk the right to
be safe and protected from harm
Guidance for safe working practices for adults
who work with children and young
people 2009
Children Act
1989 - put in place working together to safeguard children
1999 and
guidance
on what to do if you're worried a child is being abused
Every Child Matters green paper
in 2003 resulted in the Children Act
2004 -
and the establishment of LSCBs, CAF and Pre-CAF
DBS - Disclosure and Barring Service replaced
CRB checks
by ensuring
only suitable people work with them.
Children and Families Act 2014
Special Educational Needs and Disabilities Act 2014
What to do if you're worried a child is being abused
2015
Keeping children safe in education
Food Information Regulation 2014 and
setting's responsibility to identify potential allergy causing foods - 14 food types poster
Forum search
page for locating information on specific criteria
Verb list - know how to analyse by researching,
comparing and contrasting
Resources from your setting
or work placement - charts,
books, observation sheets
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The following is
based on the CYP3.3 OCR unit content © OCR 2010 pdf
Outcome 1 expects you to ..
Understand the main
legislation, guidelines, policies and procedures
for safeguarding children and young people
1.1 Outline
current legislation, guidelines, policies and procedures
within own UK Home Nation
affecting
the safeguarding of children and young people - helpful forum
thread
1.2 Explain
child protection within the wider concept of safeguarding children and young
people
Definition to look at the difference between safeguarding
and child protection - education.gov.uk
1.3 Analyse how national and local guidelines,
policies and procedures for safeguarding affect day
to day work with
children and young people
1.4 Explain when and why inquiries and serious
case reviews are required and how the sharing of the
findings informs
practice - on education.gov.uk and NSPCC
Victoria Climbe case review and the largest impact on
safeguarding procedures
1.5 Explain how the processes used by own work setting or service
comply with legislation that
covers data
protection, information handling and sharing
---
sharing information to safeguard children and young people
--- complying with data protection and issues of confidentiality
Day to day work may include:
childcare practice
child protection
risk assessment
ensuring the voice of the child
or young person is heard (e.g. providing advocacy
services)
supporting children and young people
and others who may be expressing concerns
Outcome 2 expects you to ..
Understand the importance of working
in partnership with other organisations to safeguard
children and young people
2.1 Explain
the importance of safeguarding children and young people
2.2 Explain the importance of a child or
young person centred approach
2.3 Explain what is meant by partnership
working in the context of safeguarding
2.4 Describe the roles and responsibilities
of the different organisations that
may be involved when
a child or young
person has been abused or harmed
Different organisations
may include:
Social Services
-scope of social services role includes a statutory
responsibility to provide support to vulnerable children
and families in need.
NSPCC - about
health visiting
- responsibility for the health of babies and children under
5 about health visitor role
GP - gateway to
other health services. Doctors can be the first people to
identify possible abuse
Probation Service
Police - involved
with criminal proceedings associated with or resulting from
safeguarding issues
school - trained safeguarding
and child protection staff
psychology service role is to provide
support to those having experienced harm or abuse
Helpful threads in the forum - organisations and their roles and responsibilities
Outcome 3 expects you to ..
Understand the importance of ensuring children and young
people’s safety and protection
in the work setting
3.1 Explain
why it is important to ensure children and young people are
protected from harm within the work setting
- duty of care contrasting negligence and failure
in a professional's duty of care
3.2 Explain policies
and procedures that are in place to protect children
and young people and
adults who
work with them
3.3 Evaluate ways
in which concerns about poor practice can be reported whilst
ensuring that
whistleblowers
and those whose practice or behaviour is being questioned
are protected
Helpful resources and suggestions
Ways
- look at why whistleblowing is needed.
How whistleblowing is promoted in your setting and how comfortable
everyone is about disclosing their concerns.
Serious case review of Little Ted's Nursery Plymouth Devon, for SHC Winterbourne
house
Whistleblowing hotline in England - Ofsted
Public concern at work - PCAW
Examine your setting's policies and procedures
to see if you feel whistleblowing works in your establishment.
Consider how the policy addresses
confidentiality and an individual's right to privacy so that all parties
have protection from discrimination, retaliation, retribution whilst
still ensuring that children are kept continually safe from harm.
Does the policy mention who and how reports of inappropriate
behaviour/practices are handled?
- Example school policy from Torfaen.gov.uk
3.4 Explain how practitioners can take steps
to protect themselves within their everyday practice in
the work setting
and on off site visits
Policies and procedures
may include:
Working in an open and transparent way
Listening to children and young people
Duty of care
"Duty of Care: The duty which rests upon an individual
or organisation to ensure that all reasonable steps are taken
to ensure the safety of a child or young person involved in any
activity or interaction for which that individual or organisation
is responsible. Any person in charge of, or working with children
and young people in any capacity is considered, both legally and
morally to owe them a duty of care. " source
Guidance for safe working practices for adults
who work with children and young people 2009
Whistle blowing -
internally, PCAW and in Enland externally - ofsted hotline
Power and positions of trust
Propriety and behaviour
Physical contact
Intimate personal care
Off site visits
Photography and video
Sharing concerns and recording/ reporting incidents
*NEW 2015
forum thread explianing the 'Duty to prevent'
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Outcome 4 expects you to ..
Understand how to respond to evidence
or concerns that a child or young person has been abused or
harmed
4.1 Describe
the possible signs, symptoms, indicators and behaviours that
may cause concern in the context
of safeguarding
4.2 Describe the actions to take if a child
or young person alleges harm or abuse in line with
policies and
procedures of own setting
--- steps to take - guidance on newcastle LSCB
--- evidence to use: ask your setting manager or
designated person what happens when children disclose this type of
information in the setting. Use your setting's policy to demonstrate
how it's content impacts and influences how you work each day daily/your
daily practice. Where possible, know what reporting sheets are in used
in your setting.
-- useful threads - help knowing what to do when children allege abuse
and guidance
from a setting's own policy .
4.3 Explain the rights that children, young people and their carers
have in situations where harm or
abuse is suspected
or alleged
Uphold parents right to
information and share how they can obtain support - family rights group
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Outcome 5 expects you
to .. Understand
how to respond to evidence or concerns that a child or young
person has been bullied
5.1 Explain
different types of bullying
and the potential effects on children and young people
5.2 Outline the policies and procedures that
should be followed in response to concerns or evidence
of bullying and explain
the reasons why they are in place
5.3 Explain how to support a child or young
person and/or their family when bullying is suspected or
alleged
Bullying may
include:
physical
(pushing, kicking, hitting, pinching and other forms of violence
or threats)
verbal (name-calling,
insults, sarcasm, spreading rumors, persistent teasing)
emotional
(excluding, tormenting, ridicule, humiliation)
cyber bullying
( the use of ICT particularly mobile phones and the internet,
to
deliberately
upset someone)
specific bullying
(such as homophobic or gender based, racist, relating to
special
educational
needs and disabilities)
--
Prejudice related bullying on NASUWT.org.uk
-- IWF - CEOP - Knowthenet.org.uk
-- childnet and social media
Outcome 6 expects you to .. Understand
how to work with children and young people to support their safety and well being
6.1 Explain
how to support children and young people’s self-confidence
and self-esteem
- through discussion you may explain how you recognise the damage
that critism, prejudice, bias, judgemental and dismissive responses cause.
You might discuss how you identify children's achievements, use praise
and celebration in response to the choices each makes - this could be
showing you the work a child is engaged in, selecting foods, hygiene
and pesonal safety practices that support their own health and well-being,
children that experience and negotiate times of conflict require support
to clarify and reflect on the actions involved and the sequence of events.
You might explain how you use open ended questions to explore
reasons & exeriences, share guidance and own knowledge and where
choices appear less obvious or beneficial, open and honest conversation
examines the possible reasons for a choice or decision.
6.2 Analyse the importance of supporting
resilience in children and young people
--
google search for ' what
is resilience'
-- www.resilienceproject.org
- the UK centre is located in Brighton - Boing Boing.org.uk
-- Australia's resilience in children is excellent reading - please
check your own home nation's framework for specific information
on supporting your children and young people's resilience.
6.3 Explain why it is important to work with the child or
young person to ensure they have strategies to protect themselves
and make decisions about safety.
-- not having the ability to
react safely to situations may result in a fight or flight response
- google search quickly made decisions might
not be based on thought out ideas or knowledge.
6.4 Explain ways of empowering children and
young people to make positive and informed choices that support
their well being and safety.
Page 137 of the Cache handbook
- on amazon.co.uk details in depth strategies to
help empower children
-- help children understand the of behaviours that happen towards
them and what is and isn't acceptable.
-- use resources to explain children's right to rights - UNCRC and Human
rights
-- NSPCC empowering children
Outcome 7 expects you to .. Understand the importance of e-safety for
children and young people
7.1 Explain
the risks and possible consequences for children and young
people of being online and of
using a mobile
phone
7.2.Describe ways of reducing risk to children
and young people from:
social networking
internet use
buying online
using a mobile phone
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