Duty of care contributes to the safeguarding of the young people by firstly protecting them from sexual‚ physical or emotional harm by it being our duty to report any suspicious behaviour in relation to these. SEXUAL ABUSE There are 2 different types of child sexual abuse. These are called contact abuse and non-contact abuse. Contact abuse involves touching activities where an abuser makes physical contact with a child‚ including penetration. It includes: sexual touching of any part of the body
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Birmingham City Council | | |Outline Business Case | |for transformation of CYP&F services | |Purpose | |The purpose of this document
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CYP 3.1 3.1 Assessment Frameworks The assessment framework is used to determine whether a child is in need and if so the nature of their needs. Once the needs have been established then interventions can be put in place. Observations These can be carried out formally and informally. Information from observations on a pupil’s progress is passed onto the teacher who will then report it to the parent/carer. Information observations These are carried out daily when working with a pupil and
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CYP 3.1 2.2 How development is influenced by personal factors. A child’s development will be influenced by many factors such as; environmental‚ genetics‚ parenting styles‚ religion‚ background‚ culture‚ income‚ health disability etc. Health: If a pupil suffers from a disability‚ impairment or poor health this could restrict their opportunities in development. For example a child with an impairment may not be able to participate in certain activities that other children can. This could
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CYP 3.3 Understand how to safeguard the well-being of children and young people. Task 3 links to learning outcome 3 Policies and procedures form an important part of work place practice. It is vital to ensure that all staff have a clear understanding of the requirements and responsibilities in relation to the safeguarding of children‚ young people and staff. Add to your folder the following: 3.1. An explanation of why it is important to ensure children and young people are protected from harm
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1.1 Explain the sequence and rate of each aspect of development from birth – 19 years Physical development Age Range Explain the sequence and rate of development 0 – 3 years The rate of physical development at this stage is fast. Babies turn their head towards sounds and movements. They start sitting with support and gradually sit alone. They raise their hands to be lifted and point their fingers to objects. They try to crawl or roll and then eventually learn to walk alone.
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Communication and professional relationships with children‚ young people and adults. 1 Understand the principles of developing positive relationships with children‚ young people and adults. 2.1 Explain why effective communication is important in developing positive relationships with children‚ young people and adults. We communicate for a number of reasons‚ mainly in a social capacity as it is in our nature to crave the company of others‚ but also to pass on information to make sure
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1.1) Chart the language development of children between the ages of 0 – 5 years old. • From Birth – 6 Months Vocalisation accompanied with intonation . Most babies are able to respond to their name as well as being able to distinguish between tones by responding accordingly. Some babies can react to human voices by turning their head and eyes without the aid of visual cues. • 6 – 12 Months By now infants are using holophrastic speech ; conveying one word with meaning. The baby is able
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1.1 Explain each of the areas of learning and development and how these are interdependent There are seven areas of learning and development set out by the EYFS‚ each are important and interconnects there are three prime and four specific areas. The prime are the main area of development from birth to 2 years and important for firing children’s curiosity and enthusiasm and helping them to form relationships. The prime areas are:
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1.1 Describe how a learning support practitioner may contribute to the planning‚ delivery and review of learning activities Sources of information:- • The Teaching Assistants Handbook by Teena Kamen The National Curriculum sets out the statutory requirements for the knowledge and skills that every child is expected to learn in school. Its sets out standards used to measure the performance and progress of pupils. A teaching assistant will be required to help the teacher plan and implement
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