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Copy of Safeguarding

Teaching Assistants Course 2013
by

Sue Clark

on 21 March 2013

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Transcript of Copy of Safeguarding

CYP 3.3 - Understand how to Safeguard the Well being of Children
and Young People Sue Clark Outcome 1
Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety Outcome 2
Know what to do when children and young people are ill or injured, including emergency procedures Outcome 3
Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied Education Act 2002
Responsibilities of LEAs and schools to ensure children are safe from harm. Children Act 2004
Legal framework for Every Child
Matters
Requires:
Integrated services
Common Assessment Framework
Shared database of information
Early support for parents Children Act 1989
Section 47- LA has duty to investigate when ‘they have reasonable cause to suspect that a child who lives, or is found, in their area is suffering, or likely to suffer significant harm The UNCRC
Article 19- ‘right to be protected from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation including sexual abuse by those who look after them.’ UK signed up to treaty in 1991 Outcome 1
Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety(O1.1 W.Q) Legislation containing express powers or which imply powers to share:
The Children Act 1989 and 2004
Local Government Act 2000
Education Act 1996 and 2002
Learning and Skills Act 2000
Education (SEN) regulations 2001
Children (Leaving Care) Act 2000
Mental Capacity Act 2005
Protection of Children Act 1999
Immigration and Asylum Act 1999
Crime and Disorder Act 1998
National Health Service Act 1977 and 2006
The Health and Social care Act 2003
Criminal Justice Act 2003
Adoption and Children Act 2002
Disability Discrimination Act 1995 and 2005 The common law duty of confidentiality The Data Protection Act 1998 The Human Rights Act 1998 ACTIVITY

What Policies should a school have?

What agencies might be involved with a school to protect children? Safeguarding and protecting (procedures for reporting)
E-safety
Bullying, including cyber-bullying
Whistleblowing Schools
Children’s social care
Police
Health Professionals
The National Society for the Prevention of Cruelty to Children (NSPCC)
The UK Council for Child Internet Safety (UKCCIS)
The Child Exploitation and Online Protection Centre (CEOP)
The Local Safeguarding Children Board (LSCB) Outcome 2
Know what to do when children and young people are ill or injured, including emergency procedures ACTIVITY
Identify the signs and symptoms of common childhood illnesses(O2.1 W.Q.) MENINGITIS! Seek immediate medical help.
Child may display ANY of these signs:
Fever Joint/muscle pain
Severe headache Dislike of bright lights
Neck stiffness Seizures/convulsions
Vomiting A rash DISCUSS
Describe the actions to take when children or young people are ill or injured(O2.2 W.Q.) Case Study
Jemma is supervising a group of children at lunchtime. A new pupil starts to have difficulty breathing and his friends call Jemma over. She finds out that the pupil has a nut allergy and is sitting close to a pupil who has peanut butter in her sandwiches.

What should Jemma do?
What should have happened to have prevented this situation? DISCUSS
Identify circumstances when children and young people might require urgent medical attention DISCUSS
Describe the actions to take in response to emergency situations Outcome 3
Know how to respond to evidence or concerns that a child or young person has been abused, harmed or bullied Every single one of us has a
duty of care.

You MUST always report your
concerns if you feel a child is
at risk of significant harm! DISCUSS
What are the four categories
of abuse? Activity
In groups, discuss the physical and behavioural effects of each of the
types of abuse that may be
presented by CYP Physical abuse
Hitting, kicking, beating, scolding, suffocating, throwing, shaking
Emotional abuse
Persistent ill-treatment which affects emotional development. May happen alone but often occurs with other types of abuse.
Sexual abuse
Physical contact
Non-physical contact (involving children looking at pornographic materials or sexual acts).
Neglect
Failure to provide for a child’s health, development and physiological needs. Bullying Emotional
Physical
Racist
Sexual Cyber-bullying DISCUSS
The risks and possible consequences for children and young people using the internet, mobile phones and other technologies Viewing harmful content
Giving away personal information/ images
Grooming
Bullying
Unwanted sexual contact
Meeting an online contact
Chat-rooms and social networking
Gambling
P2P filesharing
MMO gaming
Sexting
Neglect DISCUSS..
actions to be taken 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 INFORMATION SHARING ACTIVITY
Child Names What should you do?
Report your concerns/disclosure
Take it seriously
Reassure child (they are not to blame)
Explain to child that you will have to tell someone who can help them
Write down everything you have observed and been told by the child (keep it confidential) You should NEVER …
…promise to keep a secret
…ask leading questions
…appear shocked
…make promises YOU have a statutory duty to report concerns under the Education Act 2002 Describe the principles and boundaries of confidentiality and when to share information.
(O3.5 W.Q) Sharing information as part of
early intervention and preventative services Effective partnership working between universal and targeted specialist services
Active processes for identifying those people at risk of poor outcomes e.g. CAF
Sharing of relevant information between universal services and those delivering targeted support. Success depends upon… Increased emphasis on integrated working across services to better identify and meet needs Information sharing along a continuum Issues to consider:
Significant harm to children and young people or serious harm to adults can arise from a number of circumstances
It is not restricted to cases of extreme physical violence
Confidential information can be shared without consent if justified in the public interest
It is good practice to seek consent and/or discuss concerns, unless this would increase the risk Practitioners must:
Always consider referring concerns to social care or the police
Keep the individual’s safety and well-being as the overriding consideration in making any such decisions
Seek advice if unsure what to do Sharing information where there are concerns about significant or serious harm The right to a private life can be legitimately interfered with where it is in accordance with the law and is necessary, for example:
for the prevention of crime or disorder
for public safety
for the protection of health or morals
for the protection of the rights and freedoms of others
if a child or young person is at risk of significant harm, or an adult is at risk of serious harm The Human Rights Act 1988 Where there is a confidential relationship, the person receiving the confidential information is under a duty not to pass on the information to a third party. However this duty is not absolute and information can be shared without breaching the common law duty if:
The information is not confidential in nature
The person to whom the duty is owed has given explicit consent
There is an overriding public interest in disclosure
Sharing is required by a court order or other legal obligation The Common Law Duty of Confidentiality Before disclosing personal information at least one ‘Schedule 2’ condition must be met. When information is sensitive, one or more schedule 3 conditions must also be met. The Data Protection Act 1998 Practitioners must weigh up their decision – whether it is to share or not - and record the reasons for it Evidence of, or reasonable cause to believe, that a child is suffering or at risk of suffering significant harm; or an adult is suffering or at risk of suffering serious harm
To prevent significant harm to children or serious harm to adults Confidential information Can be shared if.. authorised by the person who provided it or to whom it relates personal, sensitive, not already in the public domain and shared in confidence Confidential information is.. Can be shared unauthorised if justified in the public interest..
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