Beruflich Dokumente
Kultur Dokumente
2 Safeguarding
the welfare of children
& young people
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Key term
Signicant harm the
seriousness of the harm or
likely harm that a child is likely
to suer
In need children who are
unlikely to maintain, or be given
the opportunity to maintain, a
reasonable standard of health or
development, or whose health
could be impaired without
the support of local authority
services. It also includes
children with disabilities
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Reect
Following the death of Victoria
Climbi in February 2000, an
inquiry was set up into what
had gone wrong. Lord Laming,
who led the inquiry, reported
that there was a failure in
the system. He said that the
services responsible for the
protection of children had not
been working together. His
recommendations were included
in the Children Act 2004.
Identify the dierent services
which may work closely with
schools to safeguard children.
Portfolio activity
Functional skills
English: Reading
This is a detailed document that contains a lot of information. Reading
the document will help to develop your reading skills. To demonstrate
your understanding of the document you could:
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Functional skills
English: Speaking, listening and communication
You could prepare a few questions before you speak to the designated
person for safeguarding in the school and hold a short discussion with
them about what their role involves.
Schools have a responsibility to:
Key term
At risk register children
who are identied as being at
particular risk of being harmed
or abused
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Police
Health services
Over to you!
Functional skills
Key term
Police
The police work closely with childrens social care to protect children from
harm. The police have particular role to play. All forces have a Child
Abuse Investigation Unit (CAIU). Their role and responsibilities include:
making a decision on whether a crime had been committed and if so,
to begin a criminal investigation
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What are the benefits for children when agencies work closely together?
Health professionals
Health professionals, in particular GPs and doctors in emergency
departments, may examine children with injuries which they suspect may
be non-accidental. They have a duty to alert childrens social care when
abuse is suspected. Health professionals may also:
carry out a medical examination or observations of a child thought to
be at risk of abuse or who has suered abuse
contribute to childrens social care reports
give evidence in court if a crime has been committed.
Key term
Statutory power given in law
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E-safety
The UK Council for Child Internet Safety (UKCCIS) was launched in 2008
in response to concerns about Internet safety. Its role is to safeguard
children in relation to this issue. The Council has produced a strategy
to increase awareness of Internet safety, set out measures to protect
children from unsuitable sites and establish codes of practice.
Skills builder
Charities such as Barnardos
and Kidscape also work to
safeguard children. Find out
about what they do and the
materials they produce to
inform and support people who
work with children, parents and
children and young people. This
task will help you to develop
your research skills.
Functional skills
ICT: Finding and selecting information
The Internet is a good starting point to nd out information about
these charities. Try using a range of dierent search engines to nd the
information you require.
is quiet or irritable
It is important that you can recognise the signs and symptoms, but it
is not your role to diagnose or jump to conclusions. If children display
signs of common illnesses, the school will inform their parents so that
they can take the child home. Older children and young people will be
able to describe how they feel. If you work with a younger age group, or
children with communication diculties, they may be unable to tell you
theirsymptoms.
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Flu
Headaches, weakness
When recovered
Tonsillitis
Diarrhoea /
vomiting
Chickenpox
Mumps
Rubella (German
measles)
Measles
Glandular fever
Impetigo
Ringworm
Portfolio activity
Obtain and read policy and
procedures for:
Link
For more on this, see TDA 2.8
Support children and young
peoples health and safety.
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The length of time children must stay away from school will vary
between the type of illness and between children. Advice given to schools
on how soon children can return is included on the table and is taken from
Health Protection Agency guidance (2009). Some childhood illnesses
such as measles and mumps must be notied to the local authority.
If meningitis is suspected immediate medical help should be sought.
Meningitis can be dicult to spot in the early stages but can very quickly
become life-threatening. Children with meningitis may be displaying any
of the following signs:
fever
severe headache
neck stiness
ts/confusion
vomiting
a rash.
Functional skills
English: Writing
Writing an incident report is a
dierent form of writing and
something that you may have
already come across in school.
Ifyou have not had experience of
completing one of these forms,
you could take a photocopy of
the template that you use at
your setting and have a go at
lling it in for a made-up incident
for example, a stranger talking
to the children through the
school gates. The style of writing
for a report needs to be clear,
concise and factual.
Key term
Health and Safety Executive
an independent watchdog for
work related to health and safety
epileptic seizure
unconsciousness
suspected fractures
breathing diculties
head injuries
disorientation.
choking
Accidents
When an accident occurs you must always call for immediate help, even
if you are a rst aider yourself. You must nd out what has happened so
that accurate information can be given when dialling 999. Other children
can become very distressed when they witness an accident, so you
should try to remain calm.
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Asthma
One of the most common conditions in the schools is asthma. In some
schools there may be as many as one in four children with this condition.
Asthma aects the airways of the lungs. The symptoms are wheezing and
coughing. Most children with asthma manage the illness well and carry
an inhaler with them. You should know where these are kept and how to
support children when using it. When children have an asthmatic attack
which is not helped by the inhaler, it is essential to seek medical help.
Epilepsy
Children with epilepsy may rarely have attacks, but it is important that
you are aware of what to do when this happens. A rst aider should
always be called. A child who has an attack must be kept safe from
harm. As they recover from the seizure, they will need to be reassured.
Urgent medical help must be sought if a child:
does not recover immediately
Anaphylaxis
Many children have allergic reactions, which cause sneezing, wheezing,
itchy eyes or swelling. In rare cases children may have severe allergic
reactions which can be life-threatening and need immediate treatment.
Common triggers for children with anaphylaxis are foods such as eggs,
nuts and seafood. Stings from insects can also cause anaphylaxis.
Children in anaphylactic shock have diculty breathing and suer swelling
(which may be in the throat) which is life-threatening. Children who have
been diagnosed may have an auto-injection kit of adrenaline (sometimes
called an EpiPen) available at the school. Immediate medical help must
be sought in the event of a reaction, even if adrenaline has been given.
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Diabetes
Knowledge into action
Find out about any health
conditions of children who you
support. Seek advice on ways
that you can support them to
manage their illness and how
to recognise when immediate
medical attention is required.
Link
Further information on the
importance of diet to prevent
illness and life threatening
incidents is included in TDA
2.14 Support children and
young people at meal or snack
times.
Diabetes happens when the body does not produce insulin. Some
children may need to inject themselves with an insulin pen during the
school day, so may need a quiet area to do this. Sometimes, following
activity or when children have not eaten enough carbohydrates, their
blood glucose levels can fall. You need to be aware of the signs of this
which include hunger, pallor, a fast pulse, glazed eyes, drowsiness,
trembling, vagueness and trembling. This state is called hypoglycaemia
(oen referred to as a hypo). When this happens the child requires
something sugary such as sweets, glucose tablets or a sugary (not lowcal) drink. This is followed by carbohydrates such as biscuits or a cereal
bar. Children can usually return to their school work. Immediate medical
help will be required if a child continues to show signs of a hypo or they
become unconscious.
Functional skills
Maths: Representing
Once you have completed the task above, you could look at the gure
of children with health conditions and have a go at converting it into a
fraction, decimal and percentage. What percentage of children in your
school are to have a health condition?
Portfolio activity
Refer to the school policies to describe what actions you, and others in
the school, should take in each of the following scenarios:
1. Grace is 5 years old. Her mother reported that she complained of
stomach pains but wanted to come to school. Although she usually
eats well, you notice that she did not eat her dinner. During the
aernoon, Grace vomits as she is leaving the classroom.
Functional skills
English: Reading
By using the policies from
your school to answer these
questions in the Portfolio
activity, you are developing
yourreading skills.
2. Daniel is 9 years old. You are aware that he has diabetes. Shortly
aer playtime you notice that Daniel looks very pale. The other
children in the group are working on their 3D models, but Daniel is
sitting quietly by himself in the reading area. You ask him if he is
OK but he looks glazed and does not appear to have heard you.
3. As you walk across the playground, you notice a group of boys
around a boy on the oor. You see that it is 12-year-old Nikhil. He
is moving but appears very dazed. The other boys tell you that he
had banged his head on a post when playing football which had
knocked him out for a few moments.
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Security
Security should be in place which minimises the risks to children. You
must know what these are and ensure that you follow the procedures at
all times. These procedures will include:
signing-in procedures/visitor badges
security locks on doors
procedures for collection of younger pupils
registration.
All visitors to the school should be identied by badges. If you are unsure
about someone you see, always report your concern to someone higher up.
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emotional abuse
sexual abuse
neglect.
Children may oen suer more than one type of abuse. A child who is
being sexually abused, for example, may also be threatened and made
to feel worthless.
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Description
Physical abuse
Physical abuse happens when a child is physically hurt or injured. Hitting, kicking, beating
with objects, burning, scolding, suffocating, throwing and shaking are all forms of physical
abuse.
Sexual abuse
Sexual abuse happens when a child is forced or persuaded into sexual activities or
situations by others. This may be:
physical contact including touching or acts of penetration
non-physical contact involving children in looking at pornographic materials or sexual
acts.
Emotional abuse
Emotional abuse happens when the child suffers persistent ill treatment which affects their
emotional development. It may involve making the child feel frightened, unloved, worthless
or in danger. Sometimes expectations of the child are inappropriate for their age. Emotional
abuse may happen alone, but often takes place with other types of abuse.
Neglect
Neglect happens when there is a persistent failure to provide for a childs health,
development and psychological needs. This can include providing inadequate food, shelter,
clothing or medical care, or not providing for their educational or emotional needs.
Bullying
Bullying is also recognised as a type of abuse. Bullying is always
distressing for the victim and can have serious consequences. Bullying
should always be taken seriously. Emotional bullying is the most
commonly reported by children and young people and is oen more
dicult to spot. Bullying can take place both inside and outside of the
school.
Bullying happens when an individual or a group show hostility towards
an individual and this can be:
emotional, such as name-calling, sending to Coventry (not talking
to someone), taking or hiding personal items, humiliating, spreading
rumours or teasing
physical, such as pushing, kicking, hitting, pinching or threatening to
use physical force
racist, such as racial taunts or gestures
sexual, such as inappropriate physical contact, sexual comments and
innuendo, or homophobic taunts.
Cyber-bullying
In recent years, a new form of bullying known as cyber-bullying has
become increasingly common. Studies show that one in ve children
were cyber-bullied in 2008. Cyber-bullying may be emotional, racist
or sexual forms of abuse. It happens through emails, text messages
or telephone calls. Information about someone may also be shared by
putting it on to social networking sites. This can include the sharing of
private photographs.
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Functional skills
ICT: Developing, presenting and communicating information
You could design a poster about cyber-bullying suitable for the age of
the children who you work with. You could display your poster in your
IT area.
Type of abuse
Physical signs
Physical
Behavioural signs
Withdrawal
Aggression
Reluctance to change for PE
Sexual
Bruises or scratches
Difficulty in walking or sitting
Sleep problems
Stomach problems
Frequent headaches
Vaginal bleeding or discharge
Love bites
Self-harming behaviour
Eating disorders
Displaying inappropriate sexual behaviour
Behaviour/knowledge inappropriate for age
Using sexually implicit language
Withdrawn or confused
Secrecy, for example, wiping history from
the Internet or closing a web page when
adult present
Emotional
Poor concentration
Self-harming behaviour
Overreaction to problems or mistakes
Difficulty in making friends
Attention seeking or aggressive
Low self-esteem
Rocking/thumb sucking/hair twisting
Abuse of drugs, solvents or alcohol
Truancy
Self-harming behaviour
Hunger
Poor personal hygiene
Under or overweight
Tiredness or lethargy
Inappropriate or inadequate clothing
Untreated health problems
Developmental delay
Frequent illness
Neglect
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Do you know what action to take if you recognise abuse is happening to a child?
Key term
Disclose share information,
oen of a personal nature
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How can sharing sensitive information cause damage for the individuals concerned?
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Functional skills
ICT: Using ICT
Computers are oen used to keep a record of any information about
children. It is important to remember that if you have a condential
le on your computer, you should have it password protected.
Find out about the organisations which work closely with your
school and ways that information is shared with them.
Take the opportunity to attend training sessions for rst aid or enrol
on a rst aid qualication.
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WEBSITES
www.dcsf.gov.uk/ukccis UK Council for Child Internet Safety
www.everychildmatters.gov.uk Every Child Matters
www.hpa.org.uk Health Protection Agency
www.nhs.uk information on childrens health
www.nspcc.gov.uk National Society for the Prevention of Cruelty to
Children, a third-sector organisation working to safeguard children
www.teachernet.gov.uk information and resources for teachers
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