Tda 2.2 Safeguarding Essay
TDA 2.2 Safeguarding the welfare of children and young people
1.1) Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety.
Current legislation and guidelines, for safeguarding the welfare of children and young people, include the Children act of 1989 (amended in 2004), Working together to safeguard children (2006) and s175 of the education act (2002).
These laws and guidelines outline the need for inter-agency co-operation, and a competent work force that are confident in dealing with inquiries, and other child protection situations.
Children act (1989)
The children act (1989) which was implemented for the most part on the 14th of October …show more content…
1991, is one of the leading pieces of legislation concerned with safeguarding and promoting the welfare of children. The act aims to; Bring together private and public law in one framework; Achieve a better balance between protecting children and enabling parents to challenge state intervention; Encourage greater partnership between statutory authorities and parents; Promote the use of voluntary arrangements; Restructure the framework of the courts to facilitate management of family proceedings.
This act was updated in 2004 following the case of Victoria Climbié.
Working together to safeguard children (2006)
In 2006, the government released “Working together to safeguard children”. This document sets out how agencies and individuals should work together in order to safeguard and promote the welfare of children. It is addressed to those who have particular responsibilities for safeguarding and promoting the welfare of children (such as designated health and education professionals, police, social workers) and to senior and operational managers, in organisations that are responsible for commissioning or providing services to children, young people and adults who are parents/carers.
The document is intended to provide a national framework within which agencies and professionals at local level – individually and jointly – draw up and agree on their own ways of working together to safeguard and promote the welfare of children. It applies to England.
This document was updated in 2010, to focus more on inter-agency co-operation, and took into consideration Lord Lamings 2008 progress report “The Protection of Children in England”.
S175 Education Act (2002)
Section 175 Education Act 2002 provides that: A local education authority shall make arrangements for ensuring that the functions conferred on them in their capacity as a local education authority are exercised with a view to safeguarding and promoting the welfare of children (s.175(1)); The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school (s.175(2)); The governing body of an institution within the further education sector shall make arrangements for ensuring that their functions relating to the conduct of the institution are exercised with a view to safeguarding and promoting the welfare of children receiving education or training at the institution (s.175(3)); and An authority or body mentioned in any of subsections (1) to (3) shall, in considering what arrangements are required to be made by them under that subsection, have regard to any guidance given from time to time (in relation to England) by the Secretary of State or (in relation to Wales) by the National Assembly for Wales (s.175(4)).
Thus, LEAs and governing bodies of maintained schools and further education institutions will now be required, under s.175(4), to have regard to Circular 10/95, and any other guidance issued. Circular 10/95 has essentially been given statutory effect, strengthening child protection measures and offering further safeguards against child abuse.
When the proposition for new provisions to be inserted into the education bill were made, their sponsor, Baroness Ashton of Upholland defined the welfare of a child as 'the health, happiness, prosperity and well-being in general of a person'.
Section 175 applies to all children under the age of 18.
St.
Gregory's policies and procedures
"Where there is a safeguarding issue, St. Gregory's Catholic Primary School will work in accordance with the principles outlined in the Cumbria Local Safeguarding Children Board requirements and procedures." A child's welfare is paramount. Each child has the right to be protected from harm and exploitation and have their welfare safeguarded. Each child is unique. Action taken by child welfare organisations should be child-centred, taking account of a child's cultural ethnic and religious backgrounds, their gender, their sexual orientation, their individual ability and any special needs. Children, parents and other carers should be made aware of their responsibilities and their rights, together with advice about the power of professionals to intervene in their family circumstances. Each child has the right to be consulted about actions taken by others on his/her behalf. The concerns of children and their families should be listened to and due consideration given to their understanding, wishes and feelings. Individual family members must be involved in decisions affecting them. They must be treated with courtesy and respect and with due regard given to working with them in a spirit of partnership in safeguarding children's
welfare. Open-mindedness and honesty must guide each stage of assessment and of operational practice, the strength of individual family members, as well as their needs should be given due consideration. Personal information is usually confidential. It should only be shared with the permission of the individual concerned, or unless the disclosure of confidential personal information is necessary in order to protect a child. In all circumstances, information must be confined to those directly involved in the professional network of each individual child, and on a strict "need to know" basis. Professionals should be aware of the effects of outside intervention upon children, upon family life, and upon and the impact and the implications of what they say and do. Explanations by professionals to children, their families and other carers should be plainly stated and jargon-free. Unavoidable technical and professional terminology should be explained in simple terms. Sound professional practice is based upon positive inter-agency collaboration, evidence based research and effective supervision and evaluation. Early intervention in providing support services under s17 of the Children Act (1989) is an important principle of practice in inter-agency arrangements for safeguarding the welfare of children.
It also states in our safeguarding policy that "if staff have significant concerns about any child they should make them known to the schools designated Child Protection Officer (Mrs Celia Holder) or Nominated Child protection Governor (Mr Hughie Stamper). These concerns may include Physical abuse Emotional abuse Neglect Sexual abuse
Making referrals
Where a child is registered at school, consultation must take place with the school's designated teacher or child protection co-ordinator, who will often be the most appropriate person to initiate any referral. A written record of our concerns should be made using the schools internal recording form. This should be given to the Designated Child Protection teacher who will then make the decision if a referral is needed to the local social care intake team.
Confidentiality
You can never guarantee confidentiality to a child as some kinds of information may need to be shared with others.
If a child decides to disclose, you SHOULD: Be accessible and receptive; Listen carefully and uncritically at the child's pace; Take what is said seriously; Reassure the child that they are right to tell; Tell the child that you must pass this information on; Make a careful record of what was said; Do not ask too many questions;
You should NEVER: Take photographs or examine an injury; Investigate or probe aiming to prove or disprove possible abuse – never ask leading questions; Make promises to children about confidentiality or keeping 'secrets'; Assume that someone else will take the necessary action; Jump to conclusions or react with shock, anger or horror; Speculate or accuse anybody; Confront another person (adult or child) allegedly involved; Forget to record what you have been told; Fail to pass the information on to the correct person; Ask a child to sign a written copy of the disclosure;
For children with communication difficulties or who use alternative/augmented communication systems, you may need to take extra care to ensure that signs of abuse and neglect are identified and interpreted correctly, but concerns should be reported in exactly the same manner as for other children.
E-safety at St. Gregory’s Software is in place to minimise access and to highlight any person accessing inappropriate sites or information. Pupils will be encouraged to discuss openly their use of technology and anything which makes them feel uncomfortable. (If this results in child protection concerns the schools designated child protection teacher should be informed immediately) Pupils should not give out their personal details, phone numbers, schools, home address, computer passwords etc. Pupils should adhere to the school policy on mobile phones.
The police will be informed if there is any criminal element to misuse of the internet, phones or any other form of electronic media.
1.2) Describe the roles of different agencies involved in safeguarding the welfare of children and young people.
There are many agencies which are responsible for safeguarding and promoting the welfare of children. Generally any agency or individual who works with children or families has a duty of care. This includes Parents, Police, Schools, Social services and many other agencies.
Police
The police force, have a general duty of care to children. They should detect when a crime has occurred, and to identify the offender/s and to gather evidence for the criminal proceedings.
In relation to safeguarding, the priorities of the police are; To protect the lives of children, and make sure the policing of child abuse and the welfare of the child is paramount To investigate all reports of child abuse properly, and protect the rights of young victims of crime To establish investigating child abuse and safeguarding children as a mainstream policing activity To take effective action against those guilty of crimes against the welfare of children, so that they can be held accountable, whilst also safeguarding the welfare of the child. To adopt a proactive multi-agent approach to the safeguarding, and in preventing and reducing child abuse and neglect.
Health services
The health services also play a great part in the safeguarding of children. This includes not only the NHS, but also other health staff such as school nurses, health visitors, psychiatrists, speech and language therapists and alcohol and drug services staff.
In relation to the safeguarding of children, the role of the health services are; Contributing to inquiries from other agencies about a child and their families. (E.g., assisting with a police investigation) Assessing the health and development of children, and raising any concerns they have with confidence. Ensuring they provide support for families and children who need it. (Whether this is mental health, physical wellbeing or any other problems they may have). Generally promoting safeguarding the welfare of children, through proactive work with children. Liaising with other authorities in conferences family conferences and strategy meetings. Addressing risks posed by adults who suffer from alcohol, drug or other substance abuse, those with mental health difficulties and those with learning difficulties.
Children and young people’s service: Social care
The social services have a leading role in the safeguarding of the welfare of children. It is there duty to assess, plan and provide support for those who are suffering from, or are likely to suffer from serious harm. Other duties include Make enquiries under section 47 of the children’s act (1989), if ever there is reason to suspect a child is at risk of serious harm. To convene and chair child protection conferences Provide a key worker for every child Make sure that all parties concerned with the protection of children co-ordinate their activities to protect the child Instigate legal proceedings where required.
Children and young people’s service: Education
Education staff have a crucial role to play in identifying welfare or concerns, or indicators of possible abuse or neglect at early stages. These people work with children on a daily basis and therefore have a duty of care.
Their duties include; The schools should have policies and procedures which should be followed to ensure all children are protected to the highest possible standard, and that safeguarding procedures are conducted in accordance with the children act (1989) and Working together to safeguarding children (2006) Staff should be provided with appropriate child protection training Refer cases of suspected abuse or neglect to the relevant investigating agencies All staff should feel confident in raising concerns they may have about the welfare of children. Act as a source of support
District councils
District councils should ensure that all other authorities are informed of their roles in regard to the safeguarding of the welfare of children. They should liaise with other authorities to make sure they provide the best possible network of support and care for children and families.
OFSTED
OFSTED (Office for Standard in Education) play an important role in making sure that education and child care services meet the national standard with respect to child protection.
The role of OFSTED is to ensure Ensure the environment children work and play in is safe
The OFSTED children’s directorate: Inspects, assesses and review all care services Deals with complaints about care service providers Takes enforcement action when services do not meet the minimum standards
NSPCC
The NSPCC is a charity concerned with safeguarding the welfare of children. They have a statutory right to bring care proceedings in their own right.
in order to provide the best possible care for children, and in order to safeguard the welfare of children the inter-agency co-operation of these organisations is essential.
2.1) identify the signs and symptoms of common childhood illnesses
Some of the most common signs that a child is unwell are If the child looks pale The child is tired or appears to have no energy The child is quieter or more irritable than usual The child has dark circles around their eyes The child has lost their appetite The child has a rash, or they look flushed
Common childhood illnesses and their symptoms Illness | Symptoms | Cold | Cough, runny nose, sore throat | Flu | Tiredness, weakness, cold symptoms, headache | Tonsillitis | Sore throat, difficulty swallowing, fever, pain in ears and neck | Sickness and Diarrhoea | Sickness and diarrhoea, stomach pains. | Chicken pocks | Itchy spot like rash, fever | Mumps | Swollen and painful jaw, pain when swallowing and fever | Measles | Fever. Runny nose. Cough, Redish spots, white spots in mouth | Glandular fever | Tiredness, swollen glands, fever, sore throat, | Ring worm | Circle like raised red rash on skin (or scalp) Scaly patches on scalp if scalp ringworm | impetigo | Red sores, particularly around mouth and nose, turning into yellowish brown crusts |
Meningitis is another illness to be aware of. The symptoms are;- Stiffness in the neck A bad headache Fever Vomiting Sore/stiff joints or muscles Convulsions Confusion A rash that does not fade when a glass is pressed to it
2.2) describe the actions to take when children and young people are ill or injured
2.3) Identify circumstances when children and young people might require urgent medical attention
Actions to take when a child is injured
There must be at least one qualified first aider in all schools. It is important that the qualified first aider is known, and you know how to contact them.
If a child has a minor accident, it is unlikely that they will need to be sent home. For example, a child that falls in the playground and scrapes their knee, usually just needs cleaned, and an elastic plaster applied. Similarly, a child that falls and sustains a minor bruise may require an ice pack, but does not need to be sent home.
All accidents, especially head bumps must be reported and recorded and given to the parents of the child/children involved.
In my setting if a minor accident takes place, if witnessed, the adult must provide details to the first aider that is recording the incident. If the child requires medical attention eg Plaster, Icepack etc, they must be taken inside (if outside) and one of the first aiders will provide the necessary care.
If a situation occurs where a child requires urgent medical attention, 999 should be called. An emergency situation includes;- Severe bleeding Unconsciousness choking Head injuries seizures suspected fractures breathing difficulties
It is important that both the injured child, and the other children in the setting stay calm. The child should also not be moved unless it is necessary. If the child is unconscious, then they should be put into the recovery position by one of the first aiders on the site. The child should be kept comfortable and warm, this may mean putting a blanket or coat over them.
As a teaching asisstant, if an accident occurs, I should inform a qualified first aider as quickly as possible, Reassure the child until the first aider comes, and try to keep other children calm. I should also provide details of the accident to either a first aider or paramedics if required.
Actions to take when child is ill
If the child is suffering from a common childhood illness, such as a cold or a sickness bug, the child should be sent home. If the child is suffering from a more serious illness, then different steps may be necessary. The actions to take are different for different illnesses
Asthma
A child with asthma usually has an inhaler at school. If a child is having an asthma attack, (wheezing and coughing) they should be given their inhaler according to the directions given by a doctor or parent. If the inhaler does not seem to be helping the child breathe any better, medical help should be sought.
Epilepsy
If a child has an epileptic fit, a first aider should be called. It is important to call for medical assistance if the child does not quickly recover, has more than one fit, or has not been diagnosed with epilepsy.
Anaphylaxis
If a child is known to have an intolerance to something (such as nuts or eggs) they will usually have an epipen at the school. If a child goes into anaphylactic shock, the child should be given a shot of adrenaline. Medical attention should also be sought. If a child does not have an epipen, immediate medical attention should be sought.
Sickle cell disease
If a child suffers from sickle cell disease -and has a crisis- they may have medication at the school to be administered. The child should be kept warm and you should teach medical attention.
Diabetes
If a child suffering from diabetes becomes hypoglycaemic (Symptoms include hunger, fart pulse, glazed eyes, shaking and tiredness) they should be given something high in sugar, such as sweets, chocolate or a sugary drink, then biscuits or bread (Carbohydrates) they should then be able to return back to work, unless they continue the hypo or become unconscious, in which case immediate medical assistance is required.
When children are ill, in most cases they should be sent home. If it is a more serious situation, they may require immediate medical assistance. As a teaching assistant, I should inform the class teacher if I suspect that a child is ill, so that the class teacher can evaluate the situation, and know which actions to take.
2.4) describe the actions to take in response to emergency situations including:
Emergency | Action to take (in your own setting) | Fires | If a fire occurs, the alarm should be raised, and the route outlined on the fire procedure should be taken in order to leave the building. The school should go to the nearest assembly point, and staff should use registers to make sure all children are out of the building and safe. It should also be made clear what not to do, such as collecting personal belongings, or going back inside until you are told to do so. | Security Incidents | Signing in books and visitors badges should be in place so that expected visitors are identifiable. If a child is being collected by someone the teacher is not familiar with, it is important that the teacher is informed before home time, so that the child is collected by the right person. If you are unsure about someone, you should go to someone higher, eg the class teacher or even head teacher. | Missing children or young people | Report to the teacher responsible for the child. Ensure all other children are present and safe. Check all over the school grounds for the missing child/children. If the child is not found the child's parents and the police should be informed. | Accidents and Illnesses | A first aider should be informed. If the hild needs to go home, their parents should be called to collect them. If the child requires urgent medical care, 999 should be called. All accidents should be recorded and parents should be informed. |
3.1) Identify the characteristic of different types of child abuse
Form of abuse | Description | Physical | Physical abuse is where the child is physically harmed. Hitting, kicking burning, suffocating, throwing, hitting with objects are all forms of physical abuse. | Sexual | This may be physical contact or non physical contact. Physical Contact- forcing or persuading a child into sexual activities or situations. This includes touching or penetration Non-physical contact. Putting children in situations where they are exposed to pornographic images or looking at sexual acts. | Emotional | Making a child feel worthless, unloved, scared or in danger. This type of abuse may occur alone, but usually coincides with other forms of abuse. | Neglect | When someone fails to provide for a child's health and psychological needs. This includes not providing food, shelter, or not providing for educational or emotional needs. |
3.2) Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies
When using technology, children are at risk of sexual or emotional abuse. Two ways this can occur is the child giving out personal information, and having access to inapropriate material, usually accidentally.
Children who have online accounts such as social networking sites are vulnerable to adults sexually exploiting them. This may occur by the adult grooming them (Talking to the child), asking the child to engage in conversation of a sexual nature, and sharing/taking pictures of the child.
Software and procedures should be in place in schools, to prevent children accessing unsuitable sites, and children should be monitored at all times while using computers.
Staff should report all concerns.
3.3) Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying
Teaching assistants are often the one a child may feel the most comfortable talking to when they are upset or worried. It is therefore important, to take everything the child tells you seriously, and deal with it in the correct way. You should not jump to conclusions, but you should always be observant looking for physical signs, or hints from the child that they are being bullied or abused. The child may also disclose information to you.
If you suspect a child is being bullied or abused, or if the child has told you they are being bullied or abused, you must tell either the class teacher, or other necessary people, such as your mentor. Listen to the child, take them seriously and assure them that they are not at fault. You can not guarantee disclosure to a child, and so it is important that you tell them that you must tell someone, so that they can help them. An accurate record should be kept of what the child has said, and it should be kept safe and secure.
In this situation a child may be worried and so it is important to maintain composure, and not appear shocked. You should listen to the child carefully, and remember not to investigate further or ask more questions.
Consider the following scenarios:
| What is your response? | Abused | If I suspect a child is being abused, or a child tells me they are being abused, I will tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are being abused I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. | Harmed or is self-harming | If I suspect a child is self harming, or if a child tells me they are, I will follow tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are self harming I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. | Being bullied | If I suspect a child is being bullied, or if a child tells me they are, I will follow tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are being bullied I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. |
3.4) Describe the actions to take in response to concerns that a colleague may be:
a) Failing to comply with safeguarding procedures
If you feel that a colleague is failing to comply with safeguarding procedures, you should inform the head teacher, or the person in charge of safeguarding, in order to protect the children.
b) Harming, abusing or bullying a child or young person
If you suspect a colleague is abusing a child, then you should inform the head teacher, or the person responsible for safeguarding. You should also write down if a child tells you that a colleague is abusing them, and take all allegations seriously. If the allegation is against the head teacher, it should be reported directly to the the education authority.
3.5) Describe the principles and boundaries of confidentiality and when to share information?
In most cases, all information shared with you regarding the children in your care should be kept confidential. In some cases however, this information may need to be shared. For example, if a parent tells you something sensitive about a child, you may need to share it with the teacher or other relevant members of staff. You should inform the parent of this. If the information is about abuse or harm to the child, the parent's permission is not required in order for you to share this information with those who need to know.
All information you feel needs to be shared, especially regarding abuse, should be shared. If unsure, it is best to seek advice from your mentor, or other senior members of staff.
1.1) Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety.
Current legislation and guidelines, for safeguarding the welfare of children and young people, include the Children act of 1989 (amended in 2004), Working together to safeguard children (2006) and s175 of the education act (2002).
These laws and guidelines outline the need for inter-agency co-operation, and a competent work force that are confident in dealing with inquiries, and other child protection situations.
Children act (1989)
The children act (1989) which was implemented for the most part on the 14th of October …show more content…
1991, is one of the leading pieces of legislation concerned with safeguarding and promoting the welfare of children. The act aims to; Bring together private and public law in one framework; Achieve a better balance between protecting children and enabling parents to challenge state intervention; Encourage greater partnership between statutory authorities and parents; Promote the use of voluntary arrangements; Restructure the framework of the courts to facilitate management of family proceedings.
This act was updated in 2004 following the case of Victoria Climbié.
Working together to safeguard children (2006)
In 2006, the government released “Working together to safeguard children”. This document sets out how agencies and individuals should work together in order to safeguard and promote the welfare of children. It is addressed to those who have particular responsibilities for safeguarding and promoting the welfare of children (such as designated health and education professionals, police, social workers) and to senior and operational managers, in organisations that are responsible for commissioning or providing services to children, young people and adults who are parents/carers.
The document is intended to provide a national framework within which agencies and professionals at local level – individually and jointly – draw up and agree on their own ways of working together to safeguard and promote the welfare of children. It applies to England.
This document was updated in 2010, to focus more on inter-agency co-operation, and took into consideration Lord Lamings 2008 progress report “The Protection of Children in England”.
S175 Education Act (2002)
Section 175 Education Act 2002 provides that: A local education authority shall make arrangements for ensuring that the functions conferred on them in their capacity as a local education authority are exercised with a view to safeguarding and promoting the welfare of children (s.175(1)); The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school (s.175(2)); The governing body of an institution within the further education sector shall make arrangements for ensuring that their functions relating to the conduct of the institution are exercised with a view to safeguarding and promoting the welfare of children receiving education or training at the institution (s.175(3)); and An authority or body mentioned in any of subsections (1) to (3) shall, in considering what arrangements are required to be made by them under that subsection, have regard to any guidance given from time to time (in relation to England) by the Secretary of State or (in relation to Wales) by the National Assembly for Wales (s.175(4)).
Thus, LEAs and governing bodies of maintained schools and further education institutions will now be required, under s.175(4), to have regard to Circular 10/95, and any other guidance issued. Circular 10/95 has essentially been given statutory effect, strengthening child protection measures and offering further safeguards against child abuse.
When the proposition for new provisions to be inserted into the education bill were made, their sponsor, Baroness Ashton of Upholland defined the welfare of a child as 'the health, happiness, prosperity and well-being in general of a person'.
Section 175 applies to all children under the age of 18.
St.
Gregory's policies and procedures
"Where there is a safeguarding issue, St. Gregory's Catholic Primary School will work in accordance with the principles outlined in the Cumbria Local Safeguarding Children Board requirements and procedures." A child's welfare is paramount. Each child has the right to be protected from harm and exploitation and have their welfare safeguarded. Each child is unique. Action taken by child welfare organisations should be child-centred, taking account of a child's cultural ethnic and religious backgrounds, their gender, their sexual orientation, their individual ability and any special needs. Children, parents and other carers should be made aware of their responsibilities and their rights, together with advice about the power of professionals to intervene in their family circumstances. Each child has the right to be consulted about actions taken by others on his/her behalf. The concerns of children and their families should be listened to and due consideration given to their understanding, wishes and feelings. Individual family members must be involved in decisions affecting them. They must be treated with courtesy and respect and with due regard given to working with them in a spirit of partnership in safeguarding children's
welfare. Open-mindedness and honesty must guide each stage of assessment and of operational practice, the strength of individual family members, as well as their needs should be given due consideration. Personal information is usually confidential. It should only be shared with the permission of the individual concerned, or unless the disclosure of confidential personal information is necessary in order to protect a child. In all circumstances, information must be confined to those directly involved in the professional network of each individual child, and on a strict "need to know" basis. Professionals should be aware of the effects of outside intervention upon children, upon family life, and upon and the impact and the implications of what they say and do. Explanations by professionals to children, their families and other carers should be plainly stated and jargon-free. Unavoidable technical and professional terminology should be explained in simple terms. Sound professional practice is based upon positive inter-agency collaboration, evidence based research and effective supervision and evaluation. Early intervention in providing support services under s17 of the Children Act (1989) is an important principle of practice in inter-agency arrangements for safeguarding the welfare of children.
It also states in our safeguarding policy that "if staff have significant concerns about any child they should make them known to the schools designated Child Protection Officer (Mrs Celia Holder) or Nominated Child protection Governor (Mr Hughie Stamper). These concerns may include Physical abuse Emotional abuse Neglect Sexual abuse
Making referrals
Where a child is registered at school, consultation must take place with the school's designated teacher or child protection co-ordinator, who will often be the most appropriate person to initiate any referral. A written record of our concerns should be made using the schools internal recording form. This should be given to the Designated Child Protection teacher who will then make the decision if a referral is needed to the local social care intake team.
Confidentiality
You can never guarantee confidentiality to a child as some kinds of information may need to be shared with others.
If a child decides to disclose, you SHOULD: Be accessible and receptive; Listen carefully and uncritically at the child's pace; Take what is said seriously; Reassure the child that they are right to tell; Tell the child that you must pass this information on; Make a careful record of what was said; Do not ask too many questions;
You should NEVER: Take photographs or examine an injury; Investigate or probe aiming to prove or disprove possible abuse – never ask leading questions; Make promises to children about confidentiality or keeping 'secrets'; Assume that someone else will take the necessary action; Jump to conclusions or react with shock, anger or horror; Speculate or accuse anybody; Confront another person (adult or child) allegedly involved; Forget to record what you have been told; Fail to pass the information on to the correct person; Ask a child to sign a written copy of the disclosure;
For children with communication difficulties or who use alternative/augmented communication systems, you may need to take extra care to ensure that signs of abuse and neglect are identified and interpreted correctly, but concerns should be reported in exactly the same manner as for other children.
E-safety at St. Gregory’s Software is in place to minimise access and to highlight any person accessing inappropriate sites or information. Pupils will be encouraged to discuss openly their use of technology and anything which makes them feel uncomfortable. (If this results in child protection concerns the schools designated child protection teacher should be informed immediately) Pupils should not give out their personal details, phone numbers, schools, home address, computer passwords etc. Pupils should adhere to the school policy on mobile phones.
The police will be informed if there is any criminal element to misuse of the internet, phones or any other form of electronic media.
1.2) Describe the roles of different agencies involved in safeguarding the welfare of children and young people.
There are many agencies which are responsible for safeguarding and promoting the welfare of children. Generally any agency or individual who works with children or families has a duty of care. This includes Parents, Police, Schools, Social services and many other agencies.
Police
The police force, have a general duty of care to children. They should detect when a crime has occurred, and to identify the offender/s and to gather evidence for the criminal proceedings.
In relation to safeguarding, the priorities of the police are; To protect the lives of children, and make sure the policing of child abuse and the welfare of the child is paramount To investigate all reports of child abuse properly, and protect the rights of young victims of crime To establish investigating child abuse and safeguarding children as a mainstream policing activity To take effective action against those guilty of crimes against the welfare of children, so that they can be held accountable, whilst also safeguarding the welfare of the child. To adopt a proactive multi-agent approach to the safeguarding, and in preventing and reducing child abuse and neglect.
Health services
The health services also play a great part in the safeguarding of children. This includes not only the NHS, but also other health staff such as school nurses, health visitors, psychiatrists, speech and language therapists and alcohol and drug services staff.
In relation to the safeguarding of children, the role of the health services are; Contributing to inquiries from other agencies about a child and their families. (E.g., assisting with a police investigation) Assessing the health and development of children, and raising any concerns they have with confidence. Ensuring they provide support for families and children who need it. (Whether this is mental health, physical wellbeing or any other problems they may have). Generally promoting safeguarding the welfare of children, through proactive work with children. Liaising with other authorities in conferences family conferences and strategy meetings. Addressing risks posed by adults who suffer from alcohol, drug or other substance abuse, those with mental health difficulties and those with learning difficulties.
Children and young people’s service: Social care
The social services have a leading role in the safeguarding of the welfare of children. It is there duty to assess, plan and provide support for those who are suffering from, or are likely to suffer from serious harm. Other duties include Make enquiries under section 47 of the children’s act (1989), if ever there is reason to suspect a child is at risk of serious harm. To convene and chair child protection conferences Provide a key worker for every child Make sure that all parties concerned with the protection of children co-ordinate their activities to protect the child Instigate legal proceedings where required.
Children and young people’s service: Education
Education staff have a crucial role to play in identifying welfare or concerns, or indicators of possible abuse or neglect at early stages. These people work with children on a daily basis and therefore have a duty of care.
Their duties include; The schools should have policies and procedures which should be followed to ensure all children are protected to the highest possible standard, and that safeguarding procedures are conducted in accordance with the children act (1989) and Working together to safeguarding children (2006) Staff should be provided with appropriate child protection training Refer cases of suspected abuse or neglect to the relevant investigating agencies All staff should feel confident in raising concerns they may have about the welfare of children. Act as a source of support
District councils
District councils should ensure that all other authorities are informed of their roles in regard to the safeguarding of the welfare of children. They should liaise with other authorities to make sure they provide the best possible network of support and care for children and families.
OFSTED
OFSTED (Office for Standard in Education) play an important role in making sure that education and child care services meet the national standard with respect to child protection.
The role of OFSTED is to ensure Ensure the environment children work and play in is safe
The OFSTED children’s directorate: Inspects, assesses and review all care services Deals with complaints about care service providers Takes enforcement action when services do not meet the minimum standards
NSPCC
The NSPCC is a charity concerned with safeguarding the welfare of children. They have a statutory right to bring care proceedings in their own right.
in order to provide the best possible care for children, and in order to safeguard the welfare of children the inter-agency co-operation of these organisations is essential.
2.1) identify the signs and symptoms of common childhood illnesses
Some of the most common signs that a child is unwell are If the child looks pale The child is tired or appears to have no energy The child is quieter or more irritable than usual The child has dark circles around their eyes The child has lost their appetite The child has a rash, or they look flushed
Common childhood illnesses and their symptoms Illness | Symptoms | Cold | Cough, runny nose, sore throat | Flu | Tiredness, weakness, cold symptoms, headache | Tonsillitis | Sore throat, difficulty swallowing, fever, pain in ears and neck | Sickness and Diarrhoea | Sickness and diarrhoea, stomach pains. | Chicken pocks | Itchy spot like rash, fever | Mumps | Swollen and painful jaw, pain when swallowing and fever | Measles | Fever. Runny nose. Cough, Redish spots, white spots in mouth | Glandular fever | Tiredness, swollen glands, fever, sore throat, | Ring worm | Circle like raised red rash on skin (or scalp) Scaly patches on scalp if scalp ringworm | impetigo | Red sores, particularly around mouth and nose, turning into yellowish brown crusts |
Meningitis is another illness to be aware of. The symptoms are;- Stiffness in the neck A bad headache Fever Vomiting Sore/stiff joints or muscles Convulsions Confusion A rash that does not fade when a glass is pressed to it
2.2) describe the actions to take when children and young people are ill or injured
2.3) Identify circumstances when children and young people might require urgent medical attention
Actions to take when a child is injured
There must be at least one qualified first aider in all schools. It is important that the qualified first aider is known, and you know how to contact them.
If a child has a minor accident, it is unlikely that they will need to be sent home. For example, a child that falls in the playground and scrapes their knee, usually just needs cleaned, and an elastic plaster applied. Similarly, a child that falls and sustains a minor bruise may require an ice pack, but does not need to be sent home.
All accidents, especially head bumps must be reported and recorded and given to the parents of the child/children involved.
In my setting if a minor accident takes place, if witnessed, the adult must provide details to the first aider that is recording the incident. If the child requires medical attention eg Plaster, Icepack etc, they must be taken inside (if outside) and one of the first aiders will provide the necessary care.
If a situation occurs where a child requires urgent medical attention, 999 should be called. An emergency situation includes;- Severe bleeding Unconsciousness choking Head injuries seizures suspected fractures breathing difficulties
It is important that both the injured child, and the other children in the setting stay calm. The child should also not be moved unless it is necessary. If the child is unconscious, then they should be put into the recovery position by one of the first aiders on the site. The child should be kept comfortable and warm, this may mean putting a blanket or coat over them.
As a teaching asisstant, if an accident occurs, I should inform a qualified first aider as quickly as possible, Reassure the child until the first aider comes, and try to keep other children calm. I should also provide details of the accident to either a first aider or paramedics if required.
Actions to take when child is ill
If the child is suffering from a common childhood illness, such as a cold or a sickness bug, the child should be sent home. If the child is suffering from a more serious illness, then different steps may be necessary. The actions to take are different for different illnesses
Asthma
A child with asthma usually has an inhaler at school. If a child is having an asthma attack, (wheezing and coughing) they should be given their inhaler according to the directions given by a doctor or parent. If the inhaler does not seem to be helping the child breathe any better, medical help should be sought.
Epilepsy
If a child has an epileptic fit, a first aider should be called. It is important to call for medical assistance if the child does not quickly recover, has more than one fit, or has not been diagnosed with epilepsy.
Anaphylaxis
If a child is known to have an intolerance to something (such as nuts or eggs) they will usually have an epipen at the school. If a child goes into anaphylactic shock, the child should be given a shot of adrenaline. Medical attention should also be sought. If a child does not have an epipen, immediate medical attention should be sought.
Sickle cell disease
If a child suffers from sickle cell disease -and has a crisis- they may have medication at the school to be administered. The child should be kept warm and you should teach medical attention.
Diabetes
If a child suffering from diabetes becomes hypoglycaemic (Symptoms include hunger, fart pulse, glazed eyes, shaking and tiredness) they should be given something high in sugar, such as sweets, chocolate or a sugary drink, then biscuits or bread (Carbohydrates) they should then be able to return back to work, unless they continue the hypo or become unconscious, in which case immediate medical assistance is required.
When children are ill, in most cases they should be sent home. If it is a more serious situation, they may require immediate medical assistance. As a teaching assistant, I should inform the class teacher if I suspect that a child is ill, so that the class teacher can evaluate the situation, and know which actions to take.
2.4) describe the actions to take in response to emergency situations including:
Emergency | Action to take (in your own setting) | Fires | If a fire occurs, the alarm should be raised, and the route outlined on the fire procedure should be taken in order to leave the building. The school should go to the nearest assembly point, and staff should use registers to make sure all children are out of the building and safe. It should also be made clear what not to do, such as collecting personal belongings, or going back inside until you are told to do so. | Security Incidents | Signing in books and visitors badges should be in place so that expected visitors are identifiable. If a child is being collected by someone the teacher is not familiar with, it is important that the teacher is informed before home time, so that the child is collected by the right person. If you are unsure about someone, you should go to someone higher, eg the class teacher or even head teacher. | Missing children or young people | Report to the teacher responsible for the child. Ensure all other children are present and safe. Check all over the school grounds for the missing child/children. If the child is not found the child's parents and the police should be informed. | Accidents and Illnesses | A first aider should be informed. If the hild needs to go home, their parents should be called to collect them. If the child requires urgent medical care, 999 should be called. All accidents should be recorded and parents should be informed. |
3.1) Identify the characteristic of different types of child abuse
Form of abuse | Description | Physical | Physical abuse is where the child is physically harmed. Hitting, kicking burning, suffocating, throwing, hitting with objects are all forms of physical abuse. | Sexual | This may be physical contact or non physical contact. Physical Contact- forcing or persuading a child into sexual activities or situations. This includes touching or penetration Non-physical contact. Putting children in situations where they are exposed to pornographic images or looking at sexual acts. | Emotional | Making a child feel worthless, unloved, scared or in danger. This type of abuse may occur alone, but usually coincides with other forms of abuse. | Neglect | When someone fails to provide for a child's health and psychological needs. This includes not providing food, shelter, or not providing for educational or emotional needs. |
3.2) Describe the risks and possible consequences for children and young people using the internet, mobile phones and other technologies
When using technology, children are at risk of sexual or emotional abuse. Two ways this can occur is the child giving out personal information, and having access to inapropriate material, usually accidentally.
Children who have online accounts such as social networking sites are vulnerable to adults sexually exploiting them. This may occur by the adult grooming them (Talking to the child), asking the child to engage in conversation of a sexual nature, and sharing/taking pictures of the child.
Software and procedures should be in place in schools, to prevent children accessing unsuitable sites, and children should be monitored at all times while using computers.
Staff should report all concerns.
3.3) Describe actions to take in response to evidence or concerns that a child or young person has been abused, harmed (including self harm) or bullied, or maybe at risk of harm, abuse or bullying
Teaching assistants are often the one a child may feel the most comfortable talking to when they are upset or worried. It is therefore important, to take everything the child tells you seriously, and deal with it in the correct way. You should not jump to conclusions, but you should always be observant looking for physical signs, or hints from the child that they are being bullied or abused. The child may also disclose information to you.
If you suspect a child is being bullied or abused, or if the child has told you they are being bullied or abused, you must tell either the class teacher, or other necessary people, such as your mentor. Listen to the child, take them seriously and assure them that they are not at fault. You can not guarantee disclosure to a child, and so it is important that you tell them that you must tell someone, so that they can help them. An accurate record should be kept of what the child has said, and it should be kept safe and secure.
In this situation a child may be worried and so it is important to maintain composure, and not appear shocked. You should listen to the child carefully, and remember not to investigate further or ask more questions.
Consider the following scenarios:
| What is your response? | Abused | If I suspect a child is being abused, or a child tells me they are being abused, I will tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are being abused I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. | Harmed or is self-harming | If I suspect a child is self harming, or if a child tells me they are, I will follow tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are self harming I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. | Being bullied | If I suspect a child is being bullied, or if a child tells me they are, I will follow tell the class teacher, who will take the necessary steps to resolve the situation. If the child tells me they are being bullied I will listen carefully, make sure they know that I have to inform the class teacher, and record everything the child has said. |
3.4) Describe the actions to take in response to concerns that a colleague may be:
a) Failing to comply with safeguarding procedures
If you feel that a colleague is failing to comply with safeguarding procedures, you should inform the head teacher, or the person in charge of safeguarding, in order to protect the children.
b) Harming, abusing or bullying a child or young person
If you suspect a colleague is abusing a child, then you should inform the head teacher, or the person responsible for safeguarding. You should also write down if a child tells you that a colleague is abusing them, and take all allegations seriously. If the allegation is against the head teacher, it should be reported directly to the the education authority.
3.5) Describe the principles and boundaries of confidentiality and when to share information?
In most cases, all information shared with you regarding the children in your care should be kept confidential. In some cases however, this information may need to be shared. For example, if a parent tells you something sensitive about a child, you may need to share it with the teacher or other relevant members of staff. You should inform the parent of this. If the information is about abuse or harm to the child, the parent's permission is not required in order for you to share this information with those who need to know.
All information you feel needs to be shared, especially regarding abuse, should be shared. If unsure, it is best to seek advice from your mentor, or other senior members of staff.