This aims to simplify the laws that protected children and young people,. Children act 2004
By 2003 services were still not working well together an example of this is the Victoria Climbie. The main factors of the act are: -The merging of all children services
-The organization of the LSCB makes sure that all bodies work together
-A new common assessment framework
The vetting and barring scheme
-Introduced in 2009
-To prevent unsuitable people working with children
-From july 2010 and over a five year period people working with vulnerable children have to register with the ISA -ISA decide who should/shouldn’t be given employment regarding children by using CRB/DBS checks
Safeguarding isn’t just protecting children from direct abuse; services that work with children have a bigger role then just keeping them safe for example: -Safe from accidents
-Crime and bullying
People working with children need to recognise signs of abuse as soon as possible so the child can be helped. The department of education have an overall responsibility for safeguarding the children in England. They issue legislative and non legislative rules to the local authorities. The local authorities use the guidelines to produce the procedures for the practitioners and services; they then use the policies and procedures.
Inquiries and serious case reviews are required when there a child dies and abuse is suspected or is known to be the reason behind the death. The local authority children’s services are involved and so are the police, health agencies and education agencies. Lessons that have been learned from serious case reviews will include the significance of: -sharing important information
-keeping an exact timeline of proceedings
-finding ways to sort out problems with difficult families
-an evaluation of a child’s situation
An example of a case where there is a serious case review is the Laming inquiry. The Victoria Climbie case shows that there were chances for the authorities to have saved her life.
At my setting we keep the children’s information such as the childs date of birth, the child’s address and the child’s religion, in their own personal folders that are locked away in the manager’s office and are only accessible by the manager and members of staff. When sharing information we don’t share with anyone other than the parents unless we believe there is suspected abuse or the child is in danger in cases like this we would share information with the people who are connected to the case for example the child’s social worker. .
No child deserves to be abused; whether its physical, sexual or emotional abuse and no child deserves to be neglected, we have a responsibility to protect them from any harm. Every child deserves to live a life without fear. Children are vulnerable as they can not defend themselves so it’s up to practitioners to recognise the signs and symptoms to protect all children.
Every child needs to:
-enjoy and achieve
-make a positive contribution
-achieve economic well being
For example as a practitioner, if I have a concern about a child I would firstly record anything I see and then I would speak to my manager and discuss my concerns. My manager would then contact single point of access for advice and the early year’s advisers which would lead to speaking to a social worker for advice. If my manager believes that the child is in immediate danger then my manager would call the police.
-A settings role is to: record evidence, observe and support the children -The social services role is to: support vulnerable children and families that are in need. They also help the settings to support the families in need -The role of the police is to: protect the children from immediate harm. -The role of the GP is to: be the first people to identify any signs of abuse.
Parents leave their children believing that they are in safe hands and will be very well looked after. Many parents find it difficult to leave their children so practitioners have to ensure the parents trust them and feel that they can speak to them whenever they need to. Failing to do this is a huge breach of your professionalism.
In my setting we have a policy for visitors. Visitors must first sign in before entering the nursery; they must not be left alone at any point of their visit and must stay with the manager. The setting has a no mobile phone policy so mobile phones have to be kept in bags and can not be taken out. Cameras and phones must be kept away so that they can no be used to take photos. Photos that are taken of the children can only be shared with the child’s parent/carer. Everyone who is working with children must have a DBS check for them to be able to work with children. If a child comes to me and tells me that something has happened to them I have to listen to what the child has to say and record what they have told me. All members of staff must make sure that’s they are visible to others to ensure your own safety. Practitioners have to make sure they follow the physical contact policy, if a settings policy says you can not let a child sit on your lap you must obey that.
If I have a concern about a member of staff I would report my concerns to my manager who would then take it further. If I had a concern about my manager I would go to the owner of the nursery and if I have a concern about the owner of the nursery I would then go to OFSTED. I have a whistle blowing policy in my setting that all members of staff have to read and agree to. .
In my setting to protect ourselves practitioners have to follow our policies and procedures. Practitioners also go on training courses. If I need guidance or support i will go to my manager. Off site we protect ourselves we have to follow the policies for off site trips and visits, we talk to the children about stranger danger and we make sure we are in the correct ratio. We carry out risk assessments.
-patches of hair missing
-frequent injuries that are unexplainable
-wearing clothes to cover injuries
-fear of contact
-unexpected speak problems
-low self esteem
-medical problems that have gone untreated
-clothing that is dirty/to small/ to big
-sexual knowledge that is inappropriate for the childs age
-starting to wet/soil
-personality changes – very clingy
-medical problems – pain or bleeding
If a child comes to me and tells me something that I should be concerned about it I have to listen to what they have to say and record it I then go to my manager and discuss my concerns with them.
Children and young people will need to receive support so that they can discuss what has happened to them and so that they can understand what is happening. The parents of a child have a right to know what is going on and what information is being shared and looked at when it concerns them as they have an important role in their child life and the decisions for their life.
-Verbal – insults, name calling, teasing
-Physical – pushing, pinching, kicking, hitting
-Emotional – not talking to and ignoring someone, humiliation
Children can be affected by bullying in so many different ways for example:
-Low self esteem
In order to support a child’s self confidence and self esteem you need to ensure that you are always encouraging the child to make independent choices. You must always praise a child when they have the correct behaviour and encourage them to use the correct behaviour when they are not.
To ensure a child is resilient you must make sure the child has a good confidence of being loved by friends/family. You must also make sure they have the ability to act independently and have the confidence to try new things.
It is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety, you can do this by teaching them how they should behave when indulging in an activity that has higher safety risks. You can also do this by teaching them the dangers posed by some adults, for example stranger danger.
To empower a child you should show an interest in the activity that the child is doing. You should look at what is going on and ask questions like:
How far is it to the ground?
How far to the top?
How will you get down?
How do your friends get up or down?
Could you hurt yourself doing that?
Go slower, hold on, Look, listen.