1. Unit 3 Providing safe environments for children
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2. AC 2.3 Identify policies and procedures in relation to safeguarding.
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures.
AC 2.1 Identify current legislation and frameworks in relation to safeguarding.
AC 2.2 Describe the relationship between legislation, policy and procedure.
AC 2.3 Identify policies and procedures in relation to safeguarding.
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3. Who would you turn to if you did not feel safe? Consider:
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Time: 15 mins
Who would you turn to if you did not feel safe?
Consider:
In your own home
In the street
In a shopping centre
In college or school.
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4. Current legislation and frameworks
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Current legislation and frameworks
Legislation and frameworks are in place to support practitioners to protect children.
They include:
Children Act 1989 and 2004
Working Together to Safeguard Children 2006 and 2013
Early Years Foundation Stage: Section 3 – The safeguarding and welfare requirements
Disclosure and Barring Service.
Teacher notes:
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5. The benefits to the child The benefits to the practitioner
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Time: 15 mins
Why is it important to have legislation and guidelines for the safeguarding, protection and welfare of children in place?
Consider:
The benefits to the child
The benefits to the practitioner
The benefits to the setting.
Teacher notes:
Learners should discuss how having and following legislation and frameworks can support the role of the practitioner.
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6. Current legislation and frameworks
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Current legislation and frameworks
Children Act 1989
This brought together the laws that protect children and made them easier to follow.
It informs people of their duties and identifies how all professionals should work together when child abuse is suspected.
Children Act 2004
This key piece of legislation was a result of the Laming inquiry over the death of Victoria Climbié.
The inquiry led to ‘Every Child Matters’ being implemented and the Children Act 2004 being in force.
Teacher notes:
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7. Current legislation and frameworks
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Current legislation and frameworks
Working Together to Safeguard Children 2006 and 2013
This piece of legislation further updates safeguarding and how everyone who works with children should come together to safeguard and promote the welfare of all children.
Disclosure and Barring Service
The Disclosure and Barring Service (DBS) carry out checks on people who are working or volunteering with children and vulnerable adults to ensure that only suitable people are allowed to fill this role.
Teacher notes:
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8. LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Time: 15 mins
The Children Act 2004 included the setting up of Local Safeguarding Children’s Boards (LSCB).
Find out about your local board and describe their role within the local area.
Include:
Contact details
Who they support
Services they offer
Links to other organisations.
Teacher notes:
Learners should research the LSCB within the local area and show that they can find the relevant information.
Useful resources:
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9. Legislation and polices and procedures
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.2]
Legislation and polices and procedures
All current legislation and frameworks for safeguarding inform policies and procedures. Early Years Foundation Stage (EYFS) – Safeguarding and welfare requirements Areas covered include: 3.4: Safeguarding 3.9: Suitable people 3.18: Staff qualifications 3.26: Key person 3.27: Staff: child ratios 3.66: Information and records.
Useful resources:
Statutory Framework for the Early Years Foundation Stage: Section 3 – The safeguarding and welfare requirements is relevant (page 16)
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10. Explain how it supports safeguarding children.
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.1]
Time: 15 mins
Take a closer look at the EYFS safeguarding and welfare requirements identified on the previous slide.
For each one:
Describe what it means
Explain how it supports safeguarding children.
State which policies and procedures it would inform and why.
Teacher notes:
Using the EYFS document either on the Internet or as a hard copy, learners should examine the welfare requirements and the links to the setting.
Useful resources:
Statutory Framework for the Early Years Foundation Stage: Section 3 – The safeguarding and welfare requirements is relevant (page 16)
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11. Legislation and polices and procedures
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.2]
Legislation and polices and procedures
The Children Act 2004 contains information on:
Safeguarding
Positive outcomes for children
Working with other professionals
The welfare of the child is paramount.
The Children Act 2004 states that anyone working with children has a duty to safeguard and promote their welfare.
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12. Legislation and polices and procedures
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.2]
Legislation and polices and procedures
The Data Protection Act 1998 says that information kept must be:
Fairly and lawfully processed
Processed for limited purposes
Adequate, relevant and not excessive
Accurate and up to date
Not kept for longer than is necessary
Processed in line with your rights
Secure.
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13. LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.2]
Time: 20 mins
1. The Children Act 2004 has been very influential in the safeguarding and welfare of children.
Consider:
Which policies and procedures are in place as a result?
Why are they important?
2. How does the Data Protection Act keep children safe?
Relevant policies and procedures
Access to information
Storage of information
Sharing information.
Teacher notes:
Learners should link the Children Act 2004 to policy and procedures (P&P) within the setting, such as:
Child protection
Safeguarding
DBS checks
Suitable people.
DPA 1998 – Learners can link their answers to their experience within the setting. For example, how their setting stores files and data, and which policies support this.
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14. Polices and procedures
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.3]
Polices and procedures
Policies give an outline of how a setting aims to comply with legislation. Procedures will give practitioners guidance on what to actually do in practice. For example: A setting will have a policy on carrying out DBS checks on all new staff members and volunteers. Their DBS procedure will give detailed, step-by-step instructions on how to do it.
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15. Polices and procedures
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.3]
Polices and procedures
Policies and procedures relating to the safeguarding, protection and welfare of children in settings are the result of legislation passed in Parliament. They are written by the setting and/or the local authority and they give guidance on how to protect children.
Each setting will have its own set of policies and procedures but may include:
Confidentiality
Risk assessments
Lost or missing child
Non-collection of child
Safeguarding children
DBS procedure.
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16. LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.3]
Time: 15 mins
How much do you know about your setting’s policies and procedures for the safeguarding, protection and welfare of children?
Consider:
Where are they kept?
Have you read them?
Were you given a copy?
Do you understand them?
Why is it important to have them?
Teacher notes:
This activity will enable learners to identify their knowledge and show what information they need to find out about.
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17. Find out what this was and why it was thought necessary.
LO2 Understand how to safeguard children in relation to legislation, frameworks, policies and procedures [AC 2.3]
Time: 15 mins
The Laming inquiry brought about ‘Every Child Matters: Change for Children’.
Find out what this was and why it was thought necessary.
Find out the following information:
How was it used in settings?
Why was it needed?
Is it still used?
Teacher notes:
Learners should research and identify the five outcomes and how these are or were used in settings.
Although this is now ‘archived’, many settings still follow its principles and it is important for learners to be familiar with the terminology.
Useful resources:
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18. In this lesson we learnt that:
Legislation is in place to safeguard, protect and maintain the welfare of all children.
Policies and procedures demonstrate how settings will follow the legislation and guidelines.
Everyone has a responsibility to keep up to date with all policies and procedures.
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19. Is it Children’s Act or Children Act?
What does DBS stand for and what does it do?
Name two pieces of legislation or guidelines that support the safeguarding and welfare of children.
Name three policies for the safeguarding, protection and welfare of children.
Who has to follow the policies and procedures of a setting?
How can you find out about the setting’s policies and procedures?
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