CHILD PROTECTION
CHILD PROTECTION
By (NAME)
Course
Professor
University
Date
Child protection and safeguarding has been a major issue of concern in primary schools prompting the enacted of The Children Act (1989) that ensures that children are protected from abuse. Child protection refers to activities undertaken to ensure children who are vulnerable to suffering as a result of abuse or neglect are protected. England’s Department of Health recorded cases of child abuse under four different categories; neglect, bodily injury, sex and emotional abuse, the record showed that approximately 25% of children in England suffered at least one of the listed form of child abuse (DCSF, 2007). However, it is important to note that since 1990s, cases of child abuse in primary schools have reduced drastically. In addition to offering knowledge to students, teachers are expected to safeguard and ensure that students are protected from any kind of harm (Whitney, 2014). Child protection is not an issue of concern to a limited number of stakeholders as various parties such teaching and non-teaching staff are expected to protect children from any form of harm. It is imperative teachers ensure their students are safeguarded and protected against any harm owing to the fact that they have daily contacts with the students, since they spend most of their time in school (Blake, 2008). The school should provide flawless and brief guidance on how to identify symptoms of child abuse and neglect and the correct channels of making a referral so as to make sure children are safeguarded (Macpherson, 2012). Non-teaching staffs such as nurses responsible for treating ailing students should identify symptoms such as bruises that may implicate that the child suffers physical abuse and consequently report the matter to the school’s department responsible for child protection. I cases where a child displays symptoms of neglect, teachers are expected to monitor the student’s behavior and discuss the
By (NAME)
Course
Professor
University
Date
Child protection and safeguarding has been a major issue of concern in primary schools prompting the enacted of The Children Act (1989) that ensures that children are protected from abuse. Child protection refers to activities undertaken to ensure children who are vulnerable to suffering as a result of abuse or neglect are protected. England’s Department of Health recorded cases of child abuse under four different categories; neglect, bodily injury, sex and emotional abuse, the record showed that approximately 25% of children in England suffered at least one of the listed form of child abuse (DCSF, 2007). However, it is important to note that since 1990s, cases of child abuse in primary schools have reduced drastically. In addition to offering knowledge to students, teachers are expected to safeguard and ensure that students are protected from any kind of harm (Whitney, 2014). Child protection is not an issue of concern to a limited number of stakeholders as various parties such teaching and non-teaching staff are expected to protect children from any form of harm. It is imperative teachers ensure their students are safeguarded and protected against any harm owing to the fact that they have daily contacts with the students, since they spend most of their time in school (Blake, 2008). The school should provide flawless and brief guidance on how to identify symptoms of child abuse and neglect and the correct channels of making a referral so as to make sure children are safeguarded (Macpherson, 2012). Non-teaching staffs such as nurses responsible for treating ailing students should identify symptoms such as bruises that may implicate that the child suffers physical abuse and consequently report the matter to the school’s department responsible for child protection. I cases where a child displays symptoms of neglect, teachers are expected to monitor the student’s behavior and discuss the
References: Blake, G. (2008) The Primary Teacher’s Responsibility for Pastoral Care in Browne and Haylock et al ‘Professional Issues for Primary Teachers’ DCSF (2007) Byron Review: Safer children in a digital world DfE (2013) Working together to safeguard children. HM Government: www.workingtogetheronline.co.uk/documents/Working%20TogetherFINAL.pdf Ferguson, H (2004) Protecting Children in Time: Child Abuse, Child Protection and the Consequences Kay, J. (2003) Protecting Children (Practical Childcare Studies.) Continuum International Publishing Macpherson, P., (2012) Safeguarding Children in Hansen et al ‘Primary Professional Studies’ 2nd Ed SAGE Munro, E., (2011) The Munro Review of Child Protection. DfE NSPCC (2003) Learning to Protect Ofsted (2011) Safeguarding in schools: best practice Walker, G Whitney, B. (2014) Understanding the Teacher’s Pastoral Role in Cremin et al ‘Learning to Teach in the Primary School’ Routledge