CYP 3

CYP CORE 3.7 Understand how to support positive outcomes for children and young people.
Name: Marcele Nyamekye

Reflective Account
Social, economic and cultural factors that impact on the lives of children and young people for example: factors like impact of being in the care system, living consistently in same parental home, relationship with parents or carer, attitude of parents or carer to education and a healthy lifestyle, poverty, poor housing, adequate/appropriate housing, level of access to community resources, being marginalised or excluded by society, discrimination and injustice, ethnic or cultural beliefs and customs,
Family expectations, health status, lack of opportunity and support.

A example is one families decide that they do not wish to live or act in a way in which is viewed as outside the ' social norm ', for example such as being travellers or a child having same genders parents. The outcome of this factor is that there are people which may not be able to relate to the child or young person’s families views. If a Child is from a travelling family there is a possibility that their development at school may be delayed due to being transferred from school to school.

Impact of poverty on outcomes and life chances for children and young people: poverty as significant threat to the health and wellbeing of children and young people; growing up in poverty can affect every area of a child’s development, like lack of opportunity and support, inadequate access to resources, poor health, poor diet, poor quality of life, difficulties in social and emotional development, increased chance of accidents or illness, less likely to do well at school; long-term effects of poverty for the child or young person into adulthood like long-term health problems, employment prospects, difficulties in building and maintaining
Positive relationships, homelessness, crime.

Role of children and young people’s personal choices and experience on their outcomes and life chances: the negative impact of poor choices on all areas of development and wellbeing like impact of smoking on health, repercussions of offending behaviour, impact of substance abuse, impact of aggressive behaviour.

At my nursery we provide healthy snacks for the children. We also promote healthy choices, talk about healthy hearts and activities that teach them an active lifestyle. Be Healthy – this also includes how our health is affected by our social, mental, emotional and physical well-being.
At my nursery I ensure children in my care are safeguarded.
We have a named safeguarding officer who we can take any concerns to. We also have a safeguarding policy. Children know they can talk to any member of staff if they do not feel safe and they know they will be listened to.

I observe children so I understand their needs and I can then plan more accurately for individual children. Enjoy and Achieve

At my nursery we are continually assessing and developing our policies to ensure we are always making positive contributions to children’s development, this make a positive contribution.

I can achieve economic well-being – by ensuring that I follow all the EYFS and Every Child Matters and ensuring all children have the best start in life and can go on into adulthood and achieve economic well-being.

By designing services around the needs of children and young people
Services are more likely to be successful if they are child-centred or young person-centred and relevant to the individual’s needs, preferences, likes and dislikes; services that are targeted at individuals are more likely to achieve goal of supporting wellbeing and positive outcomes.

Active participation of children and young people in decision making can dramatically increase the service’s chances of success; helps build self-esteem, accountability and independence in child or young person.

I can support children by encouraging children and young people to think about consequences of choices or behaviour; offer easy to understand information about possible consequences of their choices or offer access to such information as necessary; be a positive role model; plan and/or facilitate age-appropriate activities and experiences that take advantage of current interest or issues of children or young people; use of different types of activities like circle time.

Potential impact of disability on outcomes and life chances of children and young people: potential impact eg discrimination, lack of choices or opportunities, decreased accessibility, low self-esteem or confidence, depression, poor disposition to learning.

positive attitudes towards children and young people with disabilities can have significant impact on outcomes; importance of focusing primarily on the child or young person as a human being and seeing the disability as secondary; importance of working to minimise the impact of the disability in order to enable the Disabled child or young person to lead as normal a life as possible.

Social model of disability and its impact: idea that disability is caused by the way society is organised, not caused by the child or young person’s disability; emphasises ways of removing obstacles which restrict life
Choices for children or young people with impairments or differences.

Medical model of disability and its impact: idea that disabled children or young people are defined by their medical condition or illness; disabled child or young person should be helped to fit into society rather than society be encouraged to change in order to meet the needs of disabled child or young person; medical model strongly rejected by organisations
Representing disabled people.

Support available for disabled children and young people and those with specific requirements: appropriate to the needs of the individual eg speech and language therapy, support form health professionals, assistive technology, specialised services; responsibility of social services to provide a range of services to support families with disabled children to minimise the impact of any disability eg short-term breaks, respite care, support services in the home, assistance for children and young people to participate in out-of-school activities alongside their peers.

Equality, diversity and inclusion in the context of positive outcomes for children and young people: Every Child Matters (England) and any other current legislation; the Children Act 2004, the Education Reform Act
1988, the Equality Act 2010; equal opportunities policy of own setting; support services use the social model of disability and work towards removing barriers which restrict life choices for children and young people; services planned according to the individual child or young person’s needs and abilities in order to maximise chances of success; all practitioners should have a child-centred or young person-centred approach; child or young person needs to be involved in decision-making as appropriate for their age and abilities.

At my nursery we promote equality, diversion and inclusion by treating all families equally this as a positive impact on the child because they can see that their family is being respected and will raise the child’s self-esteem. Also in my setting we promote different cultures and religions every year we celebrate the Chinese New Year and children are taught about some of their traditions and we make dragons and lanterns.

My setting provides excellent equipment and resources to enable children to be included and the correct training of staff. We have wall displays about others counties and provide many books on other cultures and religions in the library we display work the children have done for parents to see. We adapt activities to meet the needs of the child and also adapt ways of communicating including visual aids, body language, and speaking slower and face-to-face.

Speech therapists promote this by providing different types of communicating methods. With the child and the parents.

Behavioural support will come into school and give information and advice on the best ways to tackle bad behaviour and they will also work with the parents/carers.

Education support services will monitor attendance and provide a link between school, parent/carers and pupils where necessary and they will develop a supportive relationship between them. They will give advice on issues such as bullying and also they will take legal action against parents/carers if their child is not accessing an education.

All these services aim to promote positive outcomes for all children and parents/carers.

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