Assignment 026 - For Unit 025

Unit 026 – Understand how to Safeguard the well-being of children and young people

Assignment • Produce briefing notes or a report for an induction presentation aimed at new workers. The purpose of the presentation is to explain the importance of safeguarding children and young people. The presentation needs to cover the following sections.

Sections 1 – The main current legislation, guidelines, policies and procedures within own UK Home Nation for safeguarding children and young people. (Outcome 1.1) This report is an introduction to safeguarding of children and young people aimed for new practitioners. This report will provide new practitioners with the knowledge to understand and support the safeguarding of children and young people so we can help them grow and develop in a safe environment protected from any harm, abuse and neglect. The current legislation, guidelines, policies and procedures may vary between the four home nations in the United Kingdom. This report will focus on the current legislation, guidelines, policies and procedures that apply to settings in England. In England the main current legislations and guidelines that apply are:


United Nations Convention on the Rights of the Child – the UK Government ratified this convention in 1991. It contains Articles that refer to the rights and needs of children. The acknowledgements include: children and young people have the basic right to be protected from harm of any kind They have the right to a family life They have the right to be heard, their views should be given due consideration, They have the right to education and health care. It also states that children have the right to make their own choices. Parents and guardians have the right to support in carrying out their parental responsibilities.

Children’s Act 1989- this act enforced a big change in the way parents’ roles were regarded. The emphasis is now on parents a responsibility to their children, rather than rights over them. It recognises that children themselves have rights, and they should be treated with respect. Under the Act, children have rights to: To be protected from harm


To discuss their concerns Be listened to Be told what their rights are Have their wishes considered when decisions affecting them are being discussed Have details about their age, culture, race and gender considered when decisions are made To be told about decisions made about them Be heard if they are involved in a court case, and to have their own solicitor to represent them Refuse medical examination if they understand what that entails and do not want to have it done.

Children Bill 2004- this bill was brought forward following an independent inquiry into the death of Victoria CLIMBIE by Lord Laming. Prior to this bill, there had been concerns that children’s services were not working together effectively to protect vulnerable children from abuse. This was highlighted by an independent inquiry into the death of Victoria CLIMBIE, who died tragically at the hands of her carers. The Bill does not replace but instead it amends the Children’s Act 1989. It establishes Local


Safeguarding Children’s Boards with the power to ensure that social serves, the NHS, the police, education services and services work together to protect vulnerable children and young people. The inquiry and subsequent report by Lord Laming led to Every Child Matters and then to the introduction of the Children Bill. This Bill was passed to improve child protection for children and to ensure better coordination of services. This also included the introduction of a tracking system recording information on all children, including whether they were known to the police, social services, welfare or education services, the appointment of national children’s commissioners who must protect the rights of all children, and the appointment of lead councillors for children’s services who have local political child welfare responsibilities.

Protection of Children Act 1999- this legislation’ purpose is to ensure that there is a system in place that keeps a list of individuals identified as unsuitable for working with children and young people so settings do not offer employment to people these lists. Safeguarding Vulnerable Groups Act 2006 – this act was set up after the SOHAM murders and requires that all those working with


children, young people and vulnerable people register with the Independent Safeguarding Authority, who can then prevent unsuitable people working with children, young people and vulnerable adults.

Health and Safety at Work Act 1974– this Act is relevant to all places of employment, not just children’s settings. Employers have a duty of care to ensure that the workplace and equipment within it are in a safe condition that does not pose a risk to health. Employees and volunteers also have a responsibility to take care of themselves and others in co-operation with the employers. The Act also requires employers to use the basic principles of risk management which are risk assessment, balanced control measures and training.

The Early Years Foundation Stage welfare requirements 2008- all settings to which the EYFS applies must meet the EYFS welfare requirements. These fall into these five categories:

Safeguarding and promoting children’s welfare- the provider must take necessary


steps to safeguard and promote the welfare of children. The provider must promote the good health of the children, take necessary steps to prevent the spread of infection, and take appropriate action when they are ill. Children’s behaviour must be managed effectively and in a manner appropriate for their stage of development and particular individual needs. Suitable people- providers must ensure that adults looking after children, or having unsupervised access to them, are suitable to do so. Adults looking after children must have appropriate qualifications, training, skills and knowledge. Staffing arrangements must be organised to ensure safety and to meet the needs of the children. Suitable premises, environment and equipment- outdoor and indoor spaces, furniture, equipment and toys must be safe and suitable for their purpose. Organisation- providers must plan and organise their systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs. Documentation-providers must maintain records, policies and procedures required for


the safe and efficient management of the settings and to meet the needs of the children.

The Safeguarding Policy- this policy states expectations on how to report and record suspected abuse, how to detect signs and symptoms of abuse and how to deal with allegations of abuse against practitioners. These policies and procedures are in place to outline clear expectations of practitioners which enables children and babies and young people to be protected during personal care routines. Being in sight and hearing distance – this helps to keep children and babies safe during personal care routines because it means babies and children are never left alone with one member of staff to ensure abuse of a child by a practitioner is minimised. It also means by staying in hearing distance conversations between children and practitioners can always be overheard by other practitioners, this ensures monitoring of conversations. Providing practitioners with child protection training- ensuring practitioners are up to date with any child protection training helps to keep children and babies safe at all times and of course during personal care routines, as this


provides practitioners with advanced knowledge of child protection and offers them advice as to how to keep themselves safe also from false allegations of abuse against a child. Health and Safety Policy- the aim of our settings health and safety policy is to ensure staff, parents, children and visitors are aware of health and safety issues and to minimise hazards and risks, to enable the children to thrive and develop in a safe environment. It should also state who the designated health and safety officer is followed by a list of procedures used to achieve a safe and stimulating environment for the children and young people in the setting.

Working Together to Safeguard Children 2010this is a guidance that explains how we as practitioners, individuals, organisations and agencies need to work together and fully understand our responsibilities and duties while being able to work together to safeguard children and young people.

What to do if are worried a child is being abused 2006- this is a practice guidance made in place to help practitioners to work together to safeguard and promote the children and


young people’s well-being. It explains step by step what you should do if you have any concerns about a child or young person and what happens next after reporting any concerns.

Section 2 – An explanation of child protection within the wider concept of safeguarding children and young people. (Outcome 1.2)

Child protection is part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect children and young people who are suffering or likely to suffer significant harm. Effective child protection is essential as part of wider work to safeguard and promote the welfare of children. However all agencies and individuals should aim to proactively safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced. Local Safeguarding Children Boards (LSCB) play an important role in challenging safeguarding practice and assessing the effectiveness of safeguarding practice in the area. Each local authority is required to set up an LSCB to bring key agencies such as police, probation service, youth justice, health,


education and social care together to make sure local safeguarding of children is effective. In addition to coordinating and ensuring the effectiveness of what is done by each agency to safeguard and promote the welfare of children LSCB also have a number of key things they must do which are set out in legislation. These include agreeing local safeguarding policies and procedures for how the different agencies work together, contributing to local plans, communicating with local organisations and the community, ensuring safeguarding training is provided and monitoring what the LSCB members do and how effective local safeguarding is.

Section 3 – A clear analysis of how national and local guidelines, policies and procedures for safeguarding affect the day-to-day work, both with children and young people and within the new worker’s work role. (Outcome 1.3)

In this section of the introduction pack, I will offer an analysis on how national and local guidelines, policies and procedures provided in our setting affect our role in the day to day safeguarding of children and young people.


The Department of Education has an overall responsibility for safeguarding and children’s protection in England and provide local councils and authorities with statutory and non- statutory guidance. The guidance is then used as the platform for creating policies and procedures in our setting. All settings should have policies and procedures in place that cover safeguarding and all of the aspects child protection including health and safety. In our setting the Safeguarding and Child Protection procedures affects how we apply ourselves as professionals. It starts by listing the legal frameworks and legislations for example the Children Act 1989, Every Child Matters 2004, Protection of Children Act, Data Protection Act 1989 and then followed by a list of legal guidance such as those listed in section 1. The policy states that we will aim to carry out the policy by promoting children’s rights, encourage children to develop, promote their self confidence, speech and language for them to use vocabulary to protect themselves from anything they feel is inappropriate . This affects us as it is our duty to help children to develop these skills. Child Protection- this policy states that volunteers and potential employees within the


setting are to be CRB checked (DBS) to ensure that they are suitable to work with children, this will affect new employees and volunteers as they will be required to be DBS checked before being given a start date. Being in sight and hearing distance – this helps to keep children and babies safe during personal care routines because it means babies and children are never left alone with one member of staff to ensure abuse of a child by a practitioner is minimised. It also means by staying in hearing distance conversations between children and practitioners can always be overheard by other practitioners, this ensures monitoring of conversations. Providing practitioners with child protection training- ensuring practitioners are up to date with any child protection training helps to keep children and babies safe at all times and of course during personal care routines, as this provides practitioners with advanced knowledge of child protection and offers them advice as to how to keep themselves safe also from false allegations of abuse against a child. Mobile phone policy- our policy states that no mobile phones should be used or carried in the rooms where there are children, all mobile phones must be locked away and can only be used in the staff room, this is to prevent the


same situation happening like what happened at Little Teds nursery where a nursery worker Venessa George was sexually abusing children and taking pictures of herself abusing toddlers and sending images to other paedophiles on the social network Face book.

We also have a staffing and employment policy- which states that like the EYFS 2008 2012 statutory guidelines that at least one member of staff in a room must have a level 3 qualification and if this is not the case then the setting will be breaking the law, therefore volunteers and staff members who have not yet qualified to a level 3 cannot be left alone with the children. In our setting we have procedures for recording the details of visitors to the setting and security steps to ensure that staff have control over who comes into the setting and this ensures that no unauthorised can be given access to any child. Health and Safety – the Health and Safety policy and procedures affects us as it is our responsibility and duty to be able to provide a safe and healthy environment for children and young people, staff, families and volunteers and make others aware of health and safety.


We are required to carry out risk assessments of every room and outside areas on a daily basis before the children arrive into the setting, and that any equipment and materials are safe and ensure that security measures are in place, the environment is free of any hazards and room temperature is suitable.

Whistle blowing policy- everyone in the setting has a duty to protect and safeguard children, and as such they must take action to blow the whistle if necessary even though it may be uncomfortable. We must report any concerns about colleagues to the manager if we suspect them of abuse.

Section 4 – An explanation of when and why the inquiries and serious case reviews processes are required, issues of how to share findings and implications for the worker’s practice. (Outcome 1.4) It is society’s duty to protect and safeguard children and young people from abuse or avoidable accidents or even death, but if the legislation, policies and procedures in place are not working and fails to protect children and young people then that is when an inquiry or a serious case review is required. It is then absolutely vital that the reasons and causes of


failure to protect them are known and dealt with so such incidents cannot ever happen again. If a child dies due to suspicious circumstances such as abuse or neglect then a serious case review is initiated by a Local Safeguarding Board and local authorities such as the police and other agencies become involved, for example in the case of Victoria CLIMBIE the little girl who died of hyperthermia and maltreatment at the hands of her aunt and her boyfriend. During the time she was living with her aunt and when she was being abused, her life could have been saved twelve times but because of failure of communication between different staff and agencies, inexperience and lack of skill of individual social workers, failure to follow established procedures and inadequate resources to meet demands Victoria CLIMBIE slipped through the net and died. Lord LAMING’s Inquiry Report identified an absence of good practice, the Report states that not one of these interventions would have required great skill or made heavy demands on staff. Lord LAMING also added that what happened to Victoria CLIMBIE, and her ultimate death, resulted from an inexcusable gross failure of the system. In this case no information was shared and what little information which was shared by the hospital staff was ignored, for us


to be able to protect and safeguard children we need to work together with other agencies and professionals.

Serious case reviews are discussed between all agencies involved so it can be determined what lessons are there to learned, highlight mistakes and address what changes should be made to the ways some agencies, services and professionals work together, if it is found that they are not able to work together as they should be. After a report is published with recommendations to changing legislation and guidance to prevent incidents from occurring again, which in turn can mean a change in policy and procedures and the way we need to carry out our duties. Section 5 – An explanation of the processes used by own work setting or service that must comply with legislation that covers data protection, information handling and sharing. (Outcome 1.5)

The Data Protection Act 1998 places responsibilities on organisations such as the settings we work in to be responsible when it comes to protecting the data of others, handling and sharing personal information. All settings should have a Confidentiality Policy


and procedure that complies with the Data Protection Act 1998 and Human Rights Act 1998 which protect individual’s rights to privacy. In my setting any personal information on children and their families is kept safe in a filling cupboard which is always locked away, some other information is kept on the computer which can only be accessed by the authorised persons who have the password. Parents can have access to their own children’s records. Parents may request in writing to the setting manager to access any personal records on their child. The setting should provide access without any trouble. As practitioners we will not discuss personal information regarding a child in our care, unless if it affects a child’s developmental needs. Sometimes we may be required to share information with other agencies for example if we have a concern that a child may be suffering significant harm or a reasonable cause to believe a child’s suffering from harm. In my setting, all the children’s developmental records, learning targets, observations, learning journeys, and the individual learning plans are all kept out of sight from other parents because they contain the children’s personal details. Practitioners must not take any documents or learning journeys home


without any permission from the manager and they will need to sign them out and in.

• Answer the following questions. • 1)

Why is it important to safeguard children and young people? (outcome 2.1) It is that we safeguard children and young people for them to be happy and enjoy life, and if children and young people are enjoying themselves then they are more likely to reach their full potential later in life. No child or young person should have to experience any abuse whether it is physical, sexual emotional and neglect. Every child has the right to be safe and protected from any harm. It is also very important that we can recognise the signs and symptoms of any abuse. We also need to be aware that every child is vulnerable to abuse and children with disabilities are three times more likely to suffer from abuse.

Unit 026 – Understand how to Safeguard the well-being of children and young people 2)

Explain why a person-centred approach is important in safeguarding the well-being of children or young people. -(Outcome 2.2) Effective safeguarding systems are child centred. Failings in safeguarding systems are too often the result of losing sight of the needs and views of the children within them, or placing the interests of adults ahead of the needs of the children. For example in the case of Victoria CLIMBIE too much time was spent differing to the needs of Kauao and Manning and, not enough time was spent on protecting a vulnerable and defenceless child. Children are clear on what they want, they want an effective safeguarding system, they want to be respected, their views heard, to have stable relationships with professionals built on trust and for consistent support provided for their individual needs. Anyone working with children should seek and speak to children, listen to what they say, take their views seriously and work with them collaboratively when deciding how to meet their needs. A child centred approach is supported by the Children Ac 1989- the Act requires local authorities to give due regards to a child’s wishes when determining what services to provide, and before making


decisions about the action to be taken to protect individual children. The Equality Act 2010 puts a responsibility on public authorities to have due regard to the need to eliminate discrimination and promote equality of opportunity, this applies to the process of identification of need and risk faced by the individual child and the process of assessment. No child or group of children must be treated any less favourably than others in being able to access effective services which meet their particular needs The United Nations Convention on the Rights of the Child- this is an international agreement that protects the rights of children and provides a child centred framework for the development of services to children.

3)

Explain what is meant by partnership working in context of safeguarding. (Outcome 2.3)

Partnership working in the context of safeguarding means that for us to promote the safeguarding and well-being of children. It also depends on the effective partnership working between other agencies and other professionals such as health professionals, education, children


social services and other agencies. Professionals and agencies have different roles to play and experiences, it is very important for us and them to be able to work together effectively to intervene and support vulnerable children and young people. For example we have the Common Assessment Framework which is used to identify the needs of a child who may have special education needs. It is designed so that the family, practitioners, professional and all agencies work together, discuss the needs of the child and to reach a positive outcome for the child. The Every Child Matters Framework also focuses on partnership working at all levels including a duty to promote the well-being of children and young people, as well as make arrangements to safeguard and promote their welfare. Every Child Matters also aims to ensure that Local Safeguarding Children’s Boards, Local Directors of Children’s Services coordinate local government services, children’s commissioner, work reforms , CAF framework for early intervention are all in place and that we can all communicate and work together to deliver effective partnership working for children and young people’s safeguarding and well being.


Complete the table below describing the roles and responsibilities of different organisations that may be involved when a child or young person has been abused or harmed. (Outcome 2.4)

Name of Organisation Social services

Role of Organisation

The role of social services staff is to work with and provide needed support and services for children and families struggling with everyday life. They can provide support directly or arrange for other agencies to provide the support NSPCC

The role of the NSPCC is to provide direct service for children

Responsibility

They have a responsibility to children and families in need to access needs and provide support. They are also responsible for providing services, welfare, safeguarding and protecting the wellbeing of children, young people and vulnerable adults.

The NSPCC have a responsibility to focus on helping children who are in danger and distress. The NSPCC has a responsibility to


Health Visitor

and, educational resources, and campaigns to put to put an end to child abuse. It works in partnership with other agencies, they also offer advice and training to professional s working with children.

identify and prevent cruelty to children. It has a responsibility to ensure an appropriate speedy response in all cases where children are alleged to be at risk of abuse or neglect of any form.

Health visitors provide support and guidance to parents, carry out assessment s of child’s developmen t. They will also work closely with other professional

Their responsibility relating to the health and development of children under the age of 5. They also provide guidance and support to their families, this means that families who are not coping may turn to them for help. As health visitors go into the family home, they are well placed to notice


GP

s such as Sure Start Children’s Centre workers, doctors and anyone involved with children. G.Ps are usually the first port of call for patients, and as such they are often the first to pick up possible abuse when examining a child or young person at their surgery. They also act as a gateway for health services

environmental causes for concern. For example if a child is being neglected or otherwise living in unacceptable conditions.

G.Ps not only have a responsibility in safeguarding and promoting the wellbeing of children and young people, but they have a responsibility to ensure that the staff they employ are also trained in safeguarding and promoting the wellbeing of children and young people. If a GP has concerns that a child may be at risk of significant harm, then they have a duty to follow procedures and provide a report for a child protection conference, where it is then decided whether a child is at risk of significant harm and protection

Unit 026 – Understand how to Safeguard the well-being of children and young people Probation

Police

The Probation Services role is supporting people with criminal convictions to be rehabilitate d back into the community. Their key role is monitoring those convicted of an offence against children. The role of the police is to protect the public and to prevent crime by upholding the law. They will investigate child abuse cases and bring justice to those who

should put in place. They have a responsibility to ensure that those who are rehabilitated back into the community do not pose a threat to children and young people.

The police have a responsibility which involves detecting and preventing crime. In relation to safeguarding children and young people the police may identify possible signs of abuse to children when called to attend a domestic disturbance. Police officers may also be involved with social workers should a


School

break the law. They will gather information and work together with other agencies. The role of staff in schools is that they are to create and maintain a safe learning environmen t for their pupils, while protecting and safeguardin g children. Staff should know how to pass on information and to whom for example safeguardin g and protection officer if there are concerns

child or young person be removed from the family home as a safeguarding measure.

Everyone who works with children have a duty to safeguard and protect children and young people from harm. The safeguarding and protection of children is paramount while they are in the premises. It is also the responsibility of the school to ensure that all the staff receive appropriate safeguarding training so they are familiar with the indicators of abuse and what to do if they are worried a child is being abused or is at risk of significant harm.


Psychology service

about the welfare of a child. The school should have a safeguardin g policy and procedures in place which should also cover bullying. The psychology service committed itself to supporting children and young people who have experienced sexual abuse, harm and neglect. Their role is to work together with other professional s, for example Early Years Professional

Their responsibility is to promote the psychological wellbeing of children and young people. They also have the responsibility to help and support parents, families and other professionals from other organisations who are responsible for the welfare of children and young people. They have a responsibility to assess and address the problems of children and young people who are identified to have suffered from abuse or domestic violence, additional needs or


Adult Mental Health Service

s, social services and other agencies working with children and young people to assess children and young people to identify if they have suffered any kind of abuse Their role is to help adults who may suffer from mental health problems, alcohol and substance abuse or learning difficulties. They will also collaborate with other agencies like social services, health

other mental health problems.

They have a responsibility to safeguarding children and young people if they think a child or young person might be at risk of significant harm because of an adult or parent or parent to be who may be mentally ill or have problems such as alcohol or substance abuse or have learning disabilities. Their staff also have a responsibility to be aware of indicators of abuse or neglect

Unit 026 – Understand how to Safeguard the well-being of children and young people visitors, and family GP if a child in their care is at risk of harm. Early Years Settings and Providers

to children and refer families for additional support in line with their local child protection policy and procedures. Settings All of those who work such as with children and Children young people have a Centres, responsibility to Nurseries, safeguard and Pre-schools, protect the wellPlaygroups being of children and or services young people in their such as care and to provide a childminder safe learning s and environment for nannies all them to achieve the play an five outcomes of the important Every Child Matters. in the lives Settings have a of children responsibility in and young ensuring that all staff people. and those working They all with children are have a duty suitable by to undergoing an safeguard, enhanced DBS check protect and before starting work, promote the all staff have up to well-being date safeguarding of children training and the by following knowledge to know legislation, what to do if they guidelines, suspect a child is policies and being abused or is at procedures risk of significant

Unit 026 – Understand how to Safeguard the well-being of children and young people and they must implement these in their day to day work. If children and young people are safe, then they are more likely to reach their full potential later in life.

harm or if they suspect another member of staff of neglecting or abusing a child.

• Write a report explaining the importance of ensuring children and young people’s safety and protection in the work setting. The report needs to cover the following sections; • This is a report on understanding the importance of ensuring that children and young people in our care are protected from harm and any risks in our setting. My report aims to cover policies and procedures that we use in our setting to achieve high standards of protecting children and young people as well as adults. Section 1 – Introduction –Explain why it is important to ensure children and young people are


protected from harm in the work setting

(Outcome

3.1)

Anyone who works with children and young people has a duty of care to protect and safeguard children from harm. We are entrusted by parents with the expectations that we will keep their children safe from harm. It is also important Section 2 – Describe the policies and procedures that are in place to protect children and young people and the adults who work with them (Outcome 3.2)

Section 3 – Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting during both on-site and off-site visits. (Outcome 3.3) For us to be able to protect ourselves while working in our settings we need to be fully aware of the settings policies and procedures, legislation and guidelines of working with children and young people. In our everyday practice we need to ensure that we carry out risk assessments Section 4 – Research, evaluate and explain ways in which concerns about poor practice can be reported, including protective measures for whistleblowers and those whose practice or behaviour is being questioned. (Outcome 3.4)


•

In the context of safeguarding , write a report to describe then possible signs, symptoms, indicators and behaviours that may cause concern (Outcome 4.1)

It is important that we as practitioners receive the most up to date training in safeguarding and the signs and symptoms, indicators and behaviour of abuse in children and young people as they can come in different forms and they are: Physical abuse- the signs and symptoms can include unexplained recurrent injuries, burns, missing hair, a child running away from home, fear of going to the doctors or hospital for medical examinations, fear of contact with others or being touched and wearing oversized clothing covering bruises or injuries especially when the weather is hot.


The physical injuries that indicate that a child is or has been physically abused could come in the form of pinch marks, bruising to the ears, eyes, cheeks, or face including finger marks. Bruising around the neck or marks that indicate abuse for example bruising and grasp marks around chest marks and on shoulders, to the arms. Burns and scalds to the hands or an outline that indicates a belt has been used to the buttocks area, thighs and back area. Emotional abuse- emotional abuse occurs when children are being harmed emotionally. When children’s emotional needs , which include love and affection, are not met then the children’s development is seriously damaged. They are likely to experience difficulties with social and emotional development, finding it particularly hard to relate to adults and to make friends with other children. Children often have low self esteem, and may develop poor emotional health. Children who are emotionally abused may live with constant threats, shouting, ridiculing, criticism, taunting and repeated rejection. Children who are emotionally abused may show signs of changed behaviour, they may include,


Low self esteem and lack of confidence, Difficulty making friends, Being very wary of parent’s mood, Behaviour difficulties, Poor concentration leading to learning difficulties, Inability to have fun Indiscriminately affection may cuddle or sit on lap of an adult even if they do not know them. Sexual abuse – sexual abuse is defined as the involvement of dependant and developmentally immature children in sexual activities. It also includes behaviour that may involve physical contact – exposing children to pornography via media, for example photographs, videos, and the internet and having them witness the sexual acts of others. Sexual abuse happens to both girls and boys and to babies. Both men and women sexually abuse children, the majority of sexually abused children are abused by someone they know who is in a position of trust Possible physical signs of sexual abuse Blood stains on underwear


Sexually transmitted diseases Bite marks Bruises or scratches to the genital and anal areas, chest or abdomen Internal small cuts in the vagina Swelling of the penis Vagina discharge Urinary infections Sexual abuse frequently causes lifelong emotional damage and serious difficulties in forming relationships. Sometimes children do not show signs of abuse until much later, when they have reached puberty for example they may not have realised that what was happening to them was wrong and abusive. Neglect – neglect occurs when families do not provide for their children’s basic needs. This can include a lack of supervision such as leaving the child alone, supervising the child under the influence of alcohol or drugs, not protecting the child from danger. Signs of neglect Lack of food or lack of healthy food this can lead to malnourishment, obesity and hunger.


Clothes uncared for, may be dirty, smelly, worn may have clothes that are not suitable for the weather. This can lead to the child being bullied at school. Lack of love, care, affection and moral guidance, this can lead to isolation and possible early smoking, drinking and substance abuse. Children who are being neglected may appear to be Nervous, attention seeking or clingy Sad and unpopular with peers Caring for siblings or other family members including parents They may be angry and may tell lies They may be very streetwise.

• Produce a 10-point action plan describing the actions for workers to take if a child or young person alleges harm or abuse. The action plan should be in line with policies and procedures in children and young people settings. You must provide a short description to accompany each action given. (Outcome 4.2)

Unit 026 – Understand how to Safeguard the well-being of children and young people Action

Description

Communicati on

If a child is making a disclosure and is looking directly at me then it is important that I maintain eye contact.

Same level

I will make sure I am on the same level as the child or young person so they do not feel intimidated.

No secrets

I will let the child or young person that I cannot keep any secrets or promise not to tell anyone.

Listen

I will listen very carefully to the child or young person and allow them to say what they need to say.

Do not question

I must not question the child or young person for more information that could influence the outcome of the alleged abuse. I must not ask any leading questions

Reassure

I will reassure the child or young person and tell them that they have done the right thing by telling me and that it is not their fault.

Praise

I will praise the child or young person for being brave and telling me about their ordeal.

Duty of care

I must remember that my duty is to protect and safeguard not to investigate or question anyone, and to follow my settings policy and procedures regarding any disclosures of abuse.

Unit 026 – Understand how to Safeguard the well-being of children and young people Record

I must make a written record of exactly what the child or young person told including date, time, name of the child and the exact words used in the disclosure no more and no less. I must sign it.

Report it

I must report my record of disclosure to my room leader or line manager who should report it to the designated child protection officer who should then inform social services.

• Give three examples of the rights of children, young people and their carers have in situations where harm or abuse is suspected or alleged. (Outcome 4.3)

Example 1 If a child or young person makes a disclosure alleging abuse then we need to follow our settings procedures on disclosures and protect the child or young person.

They have the right to know what will happen next, children and young people have the right to be protected from significant harm or abuse at all times.

Example 2


In the event that a child or young person has made disclosure alleging harm or abuse to another person outside the family, for example a practitioner that works closely with the child, once that has been recorded and reported the family has a right to be kept informed about what has been said or what will happen and see the report.

Example 3

If a child or young person makes a disclosure to an adult alleging harm or abuse by another person, they have the right not to be questioned regarding the disclosure if they refuse to be questioned. They have the right not to be subjected to medical examinations if they understand the procedure and do not wish to have it carried out. They have the right to have their views taken into consideration regards to any decisions about their future following the disclosure.

• Produce a report explaining how to respond to evidence or concerns that a child or young person


has been bullied. The report needs to cover the following sections; • In this report I will explain different types of bullying and effects on children and young people, policies and procedures in place to protect children and young people from bullying. Section1 – Explain the different types of bullying and the effect that bullying can have on children or young people; giving examples of specific types. (Outcome 5.1) There are many different types of bullying and these can come in the form of physical, verbal, emotional and cyber bullying. Physical bullying – this can involve kicking, slapping, pushing, hitting and pinching by one individual to another. It can happen to anyone at any age. Emotional bullying- this involves saying things to someone to make them feel bad about themselves, someone being excluded, ignored, tormented, ridiculed and humiliated by others. Verbal bullying can be classed as one individual name calling, insulting, being sarcastic, spreading rumours and persistently teasing another person with the intention of hurting that person’s feelings.


Cyber bullying involves using technology and communication methods such as face book, x box live mobile phones to target someone else by sending massages, emails, posting photos and video clips that can be humiliating and upsetting. The effects of bullying can lead to victims suffering from depression, lack of confidence, low self esteem and the feeling of isolation from everyone. The effects can also lead to substance and alcohol abuse and it will also affect their education and their later life. We have also seen in the in the past few months how cyber bullying can affect young people with the recent case of the young teenage boy who committed suicide because someone posted untrue rumours about him on face book.

Section 2 – Outline the relevant policies and procedures and state the reasons why they are in place. Explain how relevant policies and procedures are implemented. (Outcome 5.2)

All settings and education settings should have policies and procedures in place to intervene or prevent bullying. They are in place because we need to take bullying seriously. It is also every child’s right to be able to enjoy and live a happy life at school where they can learn, achieve and


reach their full potential without fear of being bullied. Our settings behaviour management policy is in place to help practitioners make a distinction between the three kinds of bullying which are: inconsiderate behaviour, hurtful behaviour, bullying. The policy and procedures in place should include strategies on each kind of behaviour, describing how we should approach and deal with these behaviours when they occur in the setting and also what we should not do. If the procedures and strategies in the policy are not working then we may need to make a referral to a Behavioural Support Team where necessary to support the child and family. Section 3 – Use an example (either real or fictitious) of a child or young person who has suffered bullying. Describe how to support the child/young person and/or their family. (Outcome 5.3) In this report I will discuss a fictional child or young person who is being at school. Parents and staff are unaware of what is happening to the child. It is late in the day and the child comes to me and tells me that he is being bullied. I let the child talk about what is happening. If he chooses to look directly at me then I also need to maintain eye contact this shows that I am interested in what


the child has to tell me. I listen and make mental note of the exact words and language used and I reassure him and let him know that I believe him. The child asks what will happen to bully, I say to him that the bully may need help and support to make him stop behaving unacceptably. I do not promise not to tell, and I let the child know that I can help him by telling someone who is in a position of authority know what has been happening. I reassure him and tell him that he can speak to me again if he needs to, I also tell him that if the bully attempts to hurt him again he must tell an adult straight away. I then write down the exact words used the child has told me making a note of who was present at the time and report the matter to someone appropriate. We will share what has happened to the parents of the child who suffered bullying and explain to them that the other child is being helped to adopt more acceptable ways of behaving in the setting. The child and his parents may require support as this can be very upsetting. We will also need to offer support to child who is bullying the other child and work out a plan with his parents/carers how to handle their child’s behaviour. Answer the following questions.


Give two examples of how to support children and young people’s elf confidence and children and young people’s self esteem. (Outcome 6.1) It is important that we meet the needs of every child and young person’s development, including confidence and self esteem which comes from personal, social, emotional development. we can support them by encouraging to take part in activities such as team games and praising them for their effort. Another way of making the child feel confident, is to ask the child to be the leader for example when we are going to the P.E hall we could ask the child to hold the door for the others this will make the child feel important and this will boost their self confidence and self esteem. We also need to praise the children at all times because it makes them feel good about themselves. Another example during circle time we should let the children have their say, ideas on what games they would like play or if they have any stories to share with the rest of the of the group. We need to adopt the child centred approach and offer children the opportunity to choose what activities they would like out today alongside the daily planning. This will help children feel independent and that can


also affect their self esteem and confidence in a positive way. 2)

Explain why it is important to support resilience in children and young people. (Outcome 6.2) It is important to support resilience in children and young people as it is linked to their self esteem and self confidence. Sometimes children may disagree and conflict over one another. If we do not support their resilience then if during a conflict a child is labelled ‘stupid’ by another child then they may believe that comment and that could affect their self esteem and self confidence in a negative way. However if we can support their resilience then they are not likely to take comment to heart. They will also be likely to have the confidence to be able to stand up for themselves and say ‘no I am not stupid’ and tell an adult about it so the conflict can be resolved between the children.

3)

Give one example of how you could support resilience when working with children young people. (Outcome 6.2)

4)

Explain why it is important to work with a child or young person to ensure they develop strategies to protect themselves and to make decisions about safety. (Outcome 6.3)


It is important that we can help children and young people develop strategies to protect themselves and make their own decisions when it comes to safety. This is so they can protect themselves in situations when they are vulnerable and have the self esteem, resilience and self confidence to be able to tell an adult to prevent abuse or neglect, or if another child is bothering them, and be able to make a disclosure without the fear of being ridiculed or having it dismissed. It is important that we can also teach children that their bodies are their own and that they do not have to show or demonstrate affection to others for example hugging, kissing, or sitting on someone’s lap if they do not want to. Children and young people need age appropriate information to help them make safe choices. They need to know about potential risks, and what to do to, minimise them. This should include, in line with the settings policies and procedures. Information about adults and young people those of similar age of their own who may pose a danger to them. For young people this should include information about keeping their drinks safe when they are out. It is important that young children know that they should not answer the door for their own safety and protection unless


there is an adult with them especially if it is an unexpected knock on the door from a stranger. For young people it is important that they strategies, for example if a car pulls up near them and a stranger ask them to come with them they should know to run away and tell an adult. 5)

Give three examples of ways of empowering children and young people to make positive and informed choices that support their well-being and safety (Outcome 6.4)

In primary secondary schools teachers have the opportunity to empower children and young people about how to make informed choices that support their welfare and safety in life. Teachers can empower their pupils in a number of topics from sex education lessons, health and methods of contraception advice and passing on information about keeping safe in everyday life. They should know how to access impartial advice and support quickly should they need it. PSHE curriculum materials provide resources that enable schools to tackle issues regarding healthy relationships including domestic violence, bullying and abuse. Discussions about personal safety can reinforce the message that any kind of violence is unacceptable, we need to let the children and


young people know that it is acceptable to talk about anything that bothers them and that they can tell if something is happening to them that they feel is wrong. We need to teach our children that their bodies are their own and that if anyone touches them in a way they feel is wrong they should tell someone. They also need to know they must not keep any secrets. Children and young people need age appropriate information to help them make safe choices. We need to educate them about potential dangers or risks and what to do minimise them, for example they should know to stick with friends and plan a safe journey home together before setting out. We need to educate children that they do not have to show physical affection if they do not want to, including kissing, hugging or sitting on people’s laps. •

Complete the following table outlining the importance of e-safety for children and young people. You will need to give examples of three risks and possible consequences for each issue. (Outcome 7.1)

Issues

Risk

Possible Consequences

Being on-line

1) Disclosure of

1)Personal

Unit 026 – Understand how to Safeguard the well-being of children and young people personal details to strangers through social networking sites like chat software, face book and x box live. 2) Young people

could be encouraged to watch pornography by older children

information can fall into wrong hands which can lead to identity theft

2) It may promote

dangerous or illegal behaviour, or may simply be age inappropriate.

3) Young people 3) Online

gambling

Mobile phone

1)Bullying, cyber bullying including uploading content to internet profiles using applications such as twitter or face book

2) Young people

could send

could be hooked on gambling and end up owing a lot of money to strangers. 1)Any form of

bullying can leave the victim feeling many potential effects such as isolation, depressed, low self esteem or even attempted suicide.

Unit 026 – Understand how to Safeguard the well-being of children and young people inappropriate massages (sexting) to others.

2) This could be

Use of social networks through mobile phones and adding strangers to their friends lists.

Coming into contact with strangers who then poses as a child or young person pretending to have the same interests in order to lure the children and young people this is known as child grooming.

3) Exposure to

premium rates services available through mobile phones.

very upsetting and embarrassing.

3)Young people

with access to mobile phones with internet access can be easily be caught out by premium rate subscription services from buying ring tones or watching other internet content which could leave

Unit 026 – Understand how to Safeguard the well-being of children and young people them with big bills at the end of it.

•

Complete the following table to describe ways of reducing risk. You must give two examples of ways to reduce risk for each area. (Outcome 7.2) Area

Ways of reducing risk

Social networking

1 )Discuss

with the children and young people about the risks of strangers and how important it is not to agree to meet up with people they meet on social networks sites like face book and x box live. Educate the children not to put all their personal details on social networking sites. 2)

We should make sure that children only register to safe sites and even 3)

Unit 026 – Understand how to Safeguard the well-being of children and young people then we should make it standard practice that they can only do so while supervised and only with permission to do so.

Internet use

Internet Browser Parental control this can filter out inappropriate websites and content. 1)

Monitor children and young people’s use of the internet, either by making sure the computer is in the living room where it can be seen by parents when in use and also by checking the history folder on a regular basis. 2)

We need to make sure children do not visit chat websites that are not fully moderated. 3)

Buying online

Setting up anti-virus and firewall software that prevents hackers or malicious programs hacking into your computer and stealing 1)

Unit 026 – Understand how to Safeguard the well-being of children and young people your personal information. Children and young people should not be allowed to buy or order things online. This can prevent details such as debit or credit card details falling into the wrong hands. 2)

3)

Using a mobile phone

We need to remind children and young people never to give out their mobile phone numbers to strangers. 1)

Never to share images or take their photographs of themselves and send them to strangers 2)

We also need to remind them about the dangers of using expensive phones in public, this could make them a target of an attack or potential theft. 3)


Marking criteria

Candidate name Assessor name Centre name

Southend Adult Community College

To pass the assignment, the candidate is required to complete each task to the minimum standard indicated below. Task The candidate has: and Feedback A 1. Demonstrated knowledge and understanding of how duty of care contributes to safe practice B 2. Demonstrated knowledge and understanding of how to address conflicts or dilemmas that may arise between an individual and the duty of care C 3. Demonstrated knowledge and understanding of how to respond to complaints

Assignment passed? Yes / No Assessor signature Date

Met /not met

Comments


Assignment 026 - For Unit 025

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