3.1 Why is it important to protect children and young people from harm in the setting? Ensuring that all children and young people are safe and protected is a crucial part of safeguarding and promoting their welfare. Every practitioner working in the setting must be a suitable person (e.g. DBS checked) this also includes students on placement. All practitioners need to actively promote the well being of every child. This also includes providing any opportunity for children and young people to
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CYP 33 1.2 Explain child protection in the wider concept of safeguarding children and young people. Safeguarding of children is known as an umbrella term which means it involves everything to ensure the health and safety of the children. Safeguarding of a child is priority‚ whether it to be at home‚ nursery‚ youth clubs‚ in a social setting or in someone else’s care. Also whether it is an adult they know or don’t know or even another child‚ knowing the welfare of each individual child is paramount
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Helen Purvis. CYP 3.3 1.5 processes used by setting that comply with legislation covering data protection and sharing. In my setting all information collected and held regarding pupils who are in attendance is kept safe and secure by using passwords on the computer and it can only be accessed by those who are in charge of it. Educational records kept in each classroom are locked into cupboards with padlock‚ and only senior staff hold the key School only collects information that is used
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Gareth Devlin KEYWORKER REPORT 1 April 2012 to 30 April 2012 Family Contact. 12.05.12 Visit from Julie Harrison Gareth’ s mum and brother Leo and Grandad 26.05.12 Visit from Julie Harrison Gareth’s mum and brother Leo spent time in the garden positive visit Be Healthy 23.05.12 Joanna Gadd Occupational Therapist visited Gareth in the home to take measurements of Gareth to adjust his hard rock chair 24.05.12 Joanna Gadd visted the home to adjust Gareth’s hard rock
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Evidence Recording Sheet Unit:……………………………………………………….. Evidence Ref:……………………………… Candidate Name:…………………………………………. Assessor Name:……………………………. Observed by your assessor (O) Personal Statement (EPS) Product Evidence (EP) Professional Discussion (PD) Seen by Witness (EWT) Case History (ECH) Questioning (QC) APEL/RPL | |
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External Research Introduction Literature Review Section 1 – Rationale Section 2- Approaches to planning Practitioners always plan what they’re going to do in order to meet childrens needs‚ to think about how they are going to achieve the particular task‚ how it’s going to benefit the child‚ what they are going to learn from it‚ is it appropriate and what will it’s short term and long term outcomes be. “Planning starts with observing children in order to understand and consider their current
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CYP 3.3 Types of schools Community schools - A community school in England and Wales is a type of state-funded school in which the local education authority (LEA) employs the school’s staff‚ is responsible for the school’s admissions and owns the school’s estate. Foundation/trust Schools -- are a kind of "maintained school"‚ meaning that they are funded by central government via the Local Education Authority‚ and do not charge fees to students. As with voluntary controlled schools‚ all capital
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Unit 76 Outcome 1 1.1 As we are a rather diverse society we find ourselves caring for many children with different backgrounds ethnicity religions and beliefs also social conscience can play a major role in how we want our children cared for. These all need to be respected and taken into account when caring for a child and before even accepting in the setting because if we are not able to meet these needs the parents must be informed as everything we do requires parental consent from physical
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but concise details. You may find reference books to support but remember to reference them. Age CYP 3.1/1.2 Physical development CYP3.1/1.2 Behavioural /Social/Emotional development including moral developmentCYP3.2/5.1 CPOP 5 Explain how to support Behavioural development CYP3.2/5.1 CPOP5 Communication development CYP3.1/ Explain how to support Communicational development CYP3.1/4.3 CYP 3.5/2.2 Intellectual /cognitive development CYP3.1/1.1 0-3 months Gross motor skills: The baby
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guidance for schools and colleges April 2014 Contents Summary 3 About this guidance 3 Who this guidance is for 3 What it replaces 3 Part one: Safeguarding information for all staff 4 What school and college staff should know and do 4 Types of abuse and neglect 8 Specific safeguarding issues 9 Part two: The management of safeguarding 11 The responsibility of governing bodies and proprietors Part three: Safer recruitment 11 16 Recruitment‚ selection and pre-employment vetting 16
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