CYP 3.5 - 1.1 2.1 Explain why positive relationships withthe following are important and how these are built and maintained:- Children Young People Parents/Carers Agencies and other professionals Children - The way we build good relationships with children changes according to their age and stage of a child. Having a positive relationship with children is important because when a child feels comfortable with us they feel that they can separate a lot easily from their parents‚ children are
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everybody in the school setting. Children’s Act 2004 – this act provides the framework for Every Child Matters and also identifies the needs of working in a integrated manner when safeguarding children. Children’s Act 1989 – where there is reasonable concern
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Together to Safeguard Children 2003 clearly outlines what is meant by the safeguarding of children and what it entails (i.e. they should be protected from maltreatment). It also states who is responsible for what when it comes to safeguarding children and young people and how organisations should work together to protect them. The Munro Review of Child Protection: Moving Towards a Child- Centred System 2012 outlines a safeguarding system which puts children rights‚ experiences‚ feelings at the centre
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CYP Core 3.4 Support children and young people’s Health and Safety When planning a healthy and safe indoor or outdoor environment there are some factors that need to be taken into account. Specific Risk to individuals. Specific Risk to individuals. Age‚ needs and abilities of the children and young people. Age‚ needs and abilities of the children and young people. Desired outcomes for children and young people. Desired outcomes for children and young people. Line of responsibility
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1.1 Explain the importance of multi-agency working and integrated working: Before multi-agency working came into place‚ parents of children with additional needs or families needing some extra help and support were essentially on their own and had to see lots of different professionals in order to get to a point where help was being given. Children were also quite likely to fall through the net and in the UK we have seen many cases of child abuse and neglect‚ which have ended in the worse possible
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Communication and professional relationships with children‚ young people and adults Task A – Communication and relationships -(ref 1.1‚ 1.2‚ 1.3) Explain the term ‘communication’ in the context within your role of supporting children‚ young people and adults Communication means “the exchange of thoughts‚ messages‚ or information‚ as by speech‚ signals‚ writing‚ or behaviour”. Communication is a way to develop a strong and positive relationship. For developing a strong and positive relationship
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Unit 10 Safeguarding in health and social care
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UNIT 5 SAFEGUARDING Question: 1.1 & 1.2 Safeguarding or (SOVA) is in place for the protection of vulnerable adults and you need to know what abuse is and how to recognise the signs of abuse. There are seven categories of that can be defined and recognise. ACTIONS PHYSICAL ABUSE SIGNS & SYMPTONS Physical abuse can be hitting‚ slapping‚ pushing‚ dragging‚ forcing limbs and putting them into to situations and actions
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CYP 3.7 1.1 There are many things that can impact a child’s life but he main three are social‚ economic and cultural factors. Being in a care system can effect children‚ it can make them insecure and unable to trust others‚ as there parents behaviour could be the reason they are in care. It can also change there personalities and make them feel different to a lot of other children. Bereavement and loss is another big issue that can impact a child’s life greatly. Loss can impact and effect
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Chloe Smith CYP Core 3.3 - Understand how to safeguard the well being of children and young people. 1.1 - Outline current legislations‚ guidelines‚ policies and procedures within UK Home Nation affecting the safeguarding of children and young people. In England the current main legislations and guidelines are: Children’s Act 1989 Children’s Act 2004 United Nations Convention on the Rights of the Child Statutory Framework for the Early Years Foundation Stage 2008
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