CYP: 3.3; Understand How To Safeguard the Well- being Of Children and Young People. 1.1; A good knowledge of current legislation and guidelines are extremely important as the welfare of the children in your care is paramount‚ therefore we as practitioners must work alongside the guidelines‚ policies and procedures‚ and always follow legislation. * The UNCRC (1989) is a treaty that the UK signed up to in 1991. It is a set of articles that include ‘the rights of a child to be kept safe’. Article
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Team‚ Other Statutory Roles‚ Teachers and Support Staff Roles School Governors – School Governors give direction and focus by performing a vital and strategic role. Their main role is to help raise standards of achievement. Governors: • Are accountable for the performance of the school • Help shape the school’s future direction • Monitor and review the performance of the school • Make decisions about the school’s budget and staffing • Make sure the school provides for all its pupils‚ including
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Nikki Denham-Marsh CYP Core 3:3 Beat the Bullies Booklet It is the aim of the following booklet to support practitioners‚ children‚ young people and their families to recognise and respond to bullying at school. Responding to Evidence or Concerns: 5:2 Outline policies and procedures to follow in response to concerns or evidence of bullying. Explain why these are in place: As part of the Every Child Matters agenda set out by the previous Government (Education Act 2002 and the children Act
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Synthesis of Bibliography and What is Well-being A vital component of well-being is the inclusion of interpersonal relationships. For someone to have a positive well-being‚ it is important that they have a close support system‚ whether it be friends‚ family‚ or coworkers. In fact‚ it’s said that the more close relationships a person has‚ the more likely they are to report happiness in their overall life (Blizen and Kippes 1999). That being said‚ these interpersonal relationships need to have compassionate
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0HS Student number JOR010HS / S28787 Assignment 7 Question 1) Vocabulary factors Level of English proficiency / Educational background Factors foe ELs Motivation / Primary language Vocabulary knowledge • How well developed students vocabulary is affects how much comprehended during reading. • Social language v. academic language: (i.e. a student may have vocabulary for communication skills but may not have the academic vocabulary needed for rigorous secondary content instruction)
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HEALTH AS91461 3.1: Analyze a New Zealand health issue. Drug use by young people in New Zealand 5 Credits TASK 1: Why is the use of methamphetamine a health issue? Methamphetamine is an illegal Class A drug that is used excessively in New Zealand by young people aged between 15-24years. They use this drug without knowing the implications it has on them‚ because they are at a vulnerable age. Its effects are those that no other drugs have. It has a more damaging effect on a person than any
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Understand how to safeguard the well being of children and young people 1.1. Outline current legislation‚ guidelines‚ policies and procedures with own UK Home Nation affecting the safeguarding of children and young people Children act 1989 The Children Act 1989 was brought about to help keep children safe and well and‚ if necessary‚ help a child to live with their family by providing services appropriate to the child’s needs. The Act imposes a general duty on local councils to provide a range
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REFLECTIVE PRACTICE Reflective assignment 2 Introduction The purpose of this essay is to reflect on my personal role in the inter-professional team and the delivery of healthcare that I have encountered during my duty as a health care assistant in one of the hospitals here in England. In accordance with the NMC (2002) Code of professional conduct‚ confidentiality shall be maintained and all names have been changed to protect identity. The purpose of reflection as stated by John’s (1995) is
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Teaching Assistant Diploma – Assignment Six 1. What is meant by the term educational inclusion? Inclusion in education is an approach to educating students with special needs. Under the inclusion model‚ students with special needs spend most or all of their time with non-disabled students. Implementation of these practices varies. Schools most frequently use them for selected students with mild to severe special needs. Inclusive education differs from previously held notions of ’integration’
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may put time aside during the week to discuss the learning objectives for the lessons so that the support practitioner will have a clear understanding of what is to be expected of the lesson and how to help the children achieve this. Working with Special Needs Children within the classroom setting they will have different learning objectives and will require extra support. During the planning a support practitioner should have the opportunities to give any input and suggestions into the lesson plan/learning
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