Protection children and young people

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 develop and learn to play, communicate and socialise with each other in the setting.

Children and young people also need a healthy and nutritious but yet enjoyable food and opportunities to move and exercise their bodies to promote a healthy lifestyle choice. They also need to be able to make decisions for themselves and develop a level of independence that is appropriate to their age and development. Every practitioner has the responsibility for providing any extra support to children and young people whose needs are not being met, working with parents and other professionals. Most children in an early years setting may present with delayed development or emotional and social difficulties.

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These may result from any adverse early experiences e. g. witnessing domestic abuse or growing up with a parent who has mental health issues. Extra support is out there for everyone including parents which may include and ‘stay and play’ group so that parents can make friends and find support within the other parents. It may also include working with the clinical psychology service to give advice about bedtimes or meal times. Practitioners need to protect that small group of children and young people who may be at risk of significant harm as a result of their home and family circumstances.

Most children and young people are at risk because of their parents’ actions e. g. physical abuse like hitting or sexual abuse or it may just be because the parent fails to keep them safe and well e. g. neglect. In cases like these all the different agencies work together to provide support and help to the parents but there may also be actions that the parent is advised to take which can be through unannounced visits and compulsory medical, developmental and psychological assessments. 3.

Write an evaluation of how concerns about poor practice can be reported whist whistle-blowers and those being questioned are protected If you have an issue because you have seen poor practice you must never ignore it. You need to report it to your manager as quickly as possible or the issue can get worse. If you see any poor practice and it is to do with Duty of Care or whistle blowing then you have to go straight to your manager immediately so that the case doesn’t get an worse. Concerns about any bad behaviour and physical contact needs to stop asap or the child will carry on and an issue will be put in place.

Immediate personal care has to be has to be seen and if not reported then another child may do the same and the matter will get worse. Sharing any concerns and photography, videos and reporting incidents needs to be used in the correct way or you will not be protecting that given child and you may lose your work and be unable to work with children and young people. 3. 4 Explain how you can take steps to protect yourself in everyday practice and off site visits You need to understand and follow all policies and procedures.

To never be alone in the same room as the child and respect the child’s needs. When you are visiting another nursery you need to follow their policy and procedures of that setting. You should never be alone with a child you do not know, if you are new or if something happens then you can be held responsible despite you knowing nothing about the situation. If a child has any special needs then you must respect them, if you don’t then you are not treating that child fairly and you may get disciplined for the mater.

You need to be DBS checked before working in any educational work setting, this is so that the setting understands that you do not have a negative background involving negative actions towards children and young people. 4. 2 Describe the actions you must take if a child or young person discloses abuse to yourself Make a note of exactly what that child has told you, make it as exact as possible including anything you have noticed (signs of an unexplained injury, child seem upset, stressed, angry or ashamed while talking to you. Discuss your matter as an emergency with the named member of staff for safeguarding however busy that person may be.

Sometimes the safeguarding officer will discuss the concerns with the parent or carer and will only then make a judgement about what should happen next, you will be told what the next steps (if any are being taken) will be. If no action if being taken it will only be because the parent has given the safeguarding officer a reasonable explanation for their child’s injury or behaviour. Advice given, this may be when the child is coming to the setting wearing shorts in winter because the child wishes so, the safeguarding officer will give advice to the parents abut what clothes the child should be wearing to keep them warm in winter.

Staff can then check if the child is appropriately dressed on subsequent days. Support offered, this is when a parent agrees that they are finding it difficult to manage the child or young person’s behaviour and will welcome the offer of support from a parenting group or an appointment with a clinical psychologist. Referral to family support at the local children’s centre will provide structured support and help for the family on a voluntary basis. A similar referral might be made to a specialist social work team (Disabled Children’s Team, Domestic Violence Project).

Referral to Children’s Social Care (social services) will be made if the named safeguarding officer judges that the child or young person is at risk of significant harm, a written referral will be made. 4. 3 What rights do children have in cases where harm and abuse is suspected or alleged? What rights do parents/ carers have when harm or abuse of a child or young person is suspected or alleged? They have a lot of different rights when harm or abuse is suspected or alleged because you need to be confidential towards any sensitive information.

If any information circulates too freely then parents can feel exposed and vulnerable, then they may stop sharing information wit any of the staff. When it is appropriate you must seek consent before you share information, you may find that on a home visit a child’s mother has a serious case of mental health issues which may be well managed by medication and therapy. However the medication may make her feel rather tired first thing in the morning and she tell you that she sometimes struggles to take on information or hold a conversation.

You may suggest talking at the end of the day and not in the morning. You must never disclose any information about a child or young person’s welfare in an inappropriate way to people outside the setting e. g. you wouldn’t tell friends about a child protection conference you attended. If sharing any information will help to ensure a child or young person’s safety you need to do just that. If most cases you would start by explaining to the parent why you so wish to share the information and how this is going to hep their child.

If a parent refuses to let you share that given information then you must ask for advice and guidance from the named safeguarding officer in the setting. If a parent tells you that they hit their child then ask you not to tell anyone you’ll need to explain to them clearly that you are legally required to pass the information on. 5. 1 Create a chart or table to show different types of bullying and the effects they can have on children and young people Physical Hitting, kicking, taking belongings, spitting. Effect: fear of leaving home, fear of going out alone, refusal of undressing in front of others. Verbal

Name calling, insulting, making offensive remarks, spreading unthinkable stories about someone, violence threatening. Effect: insecurity, in fear of what people will think. Emotional Exclusion from a group, being made the subject of malicious rumours. Effect: always upset, insecurity, fear of being left out. Cyberbullying Sending malicious emails or texts about someone. Effect: not wanting to read text messages or crying at one, not wanting to go on the internet. Certain groups may be targeted by bullies, these groups can be about their gender, race, special educational needs and disabled children and young people.

When groups get targeted about their gender its classed as sexist bullying as you are discriminating someone because of their gender e. g. there is two boys telling a girl she should be doing the cleaning and cooking not dressing up as a police officer. Groups can also be targeted because of their special educational needs and this is when someone who is dyslexic is being joked about and made to feel unworthy because of their dyslexia e. g. a dyslexic person is being told that they are stupid and will never get a job, this is not true.

Anyone, no matter what their needs can get a job and be successful in life. 5. 3 Explain how would you support a child and/ or their family if bullying is suspected or has been proven Children and young people who are experiencing or have experienced bullying may be reluctant to attend the setting and therefore be absent. They may be more anxious and feel insecure than others, have fewer if not no friends and are often unhappy and lonely. They can often suffer from low self-esteem and have a negative self-image, seeing themselves as failures, stupid, ashamed and unattractive.

Some possible signs that a child or a young person is being bullied can include sudden refusal to not enter the setting when they usually enjoy it, unexplained cuts and bruises, possessions have unexplained damage or persistently lost and becoming withdrawn or depressed but refusing to explain why. While these can indicate whether someone is getting bullied they may also be symptomatic of other problems such as child abuse.

The behaviour of some children and young people may also lead them to be experiencing bullying, although this does not justify the behaviour of the bullies e.g. a child or young person may find it difficult to enjoy play with others, be hyperactive, behave in a way to irritate others, bully other children and young person, be easily roughed up to anger, may also fight back when attacked or even slightly provoked and also be actively disliked by the majority of children and young people in the setting. The child’s practitioners and the parents need to work together to identify any negative behaviour. The child or young person needs help to improve any personal and social skills including assertiveness techniques and conflict resolution.

You may be able to provide support for a child or young person who is being bullied by encouraging the child or young person to talk to you about their problems and you need to listen and show them with good body language that you are listening, believing them in what they say when they tell you they are getting bullied, provide reassurance that it is not their fault and that no one deserves to be bullied, you should discuss the matter with a senior colleague and both you and the senior colleague should take action following the settings policy on anti-bullying. 6.

Explain how you support children to develop self-confidence and self-esteem. Think about encouragement, praises, choices The self-confidence and self-esteem of children and young people can be greatly upgraded by a strong key person approach to the setting. Many aspects of supporting self-confidence and self-esteem approach supports the safeguarding of children. Listening and tuning into a child will include the key person noticing any changes in a child’s behaviour, emotional well being and developing a trusting relationship with that child so that they can tell you if anything is upsetting them.

Taking a child’s concerns seriously is very important. Sometimes, when a child has been bullied or abused in some way they will try to communicate what has happened. The child or young person needs to know that you are there to listen to them and that you believe in what they need to tell you. If a child is allowed to express their sadness and anger as well as happiness and enjoyment they will begin to feel more confident that they can have a range of emotions, therefore the child or young person will be more likely to tell other people how they are feeling.

Increasing a child and young person confidence involves making a child feel a sense of belonging and that they are unique with different qualities. It is very important to show a genuine interest in what a child has to say and to praise them for any achievements e. g. stickers, certificate, letting them choose a song or a story. 6. 2 Why is it important to support children to be resilient? What might the effects be on the child/ young person if we do not do this?

It is important to support all children and young people to be resilient as after they have had a big shock to their system e. g. a diet change or sleep pattern change then they may not be themselves for a couple of weeks, it is important to support that because they start to feel comfortable with you and around you and then slowly go back to themselves. 6. 3 Why is it important to make sure children and young people are able to make choices to keep themselves safe and well? It is important to make sure that all children and young people can make a choice that keep themselves safe and well so that we are giving them independence.

This might be when a young person wants to stay the night at a friends house and decides to contact you when they get their to tell you they are safe. Although some parents and practitioners are worried about letting children have independence as it lets children grow wiser quicker, it also gives you as a practitioner that little bit of space to do something else, e. g. observe them or plan an activity. 6. 4 How can you support children and young people to make positive choices and keep themselves safe and well?

As a practitioner I support children and young people to make positive choices and keeping themselves safe and well by asking them if they know what to do if their was a fire in the setting or at home, asking them what they do at home when they are bored and when they’ve finished playing ask them if they tidy up after themselves. Also ask them if ‘mum or dad’ let them wash up or hoover up and whether they know about recycling. I do this so the child or young person feels good about helping out at home and the setting and also understands about the enviornment.

What are the risks of children and young people being online or using a mobile phone? What are the possible consequences or dangers? Not knowing where your number ends up if you give it people you do not know, you may also start receiving annoying, nasty and rude texts. Don’t answer but keep a record of everything that is said. A growing number of viruses are attacking mobile phones so they need to be careful what they download onto there mobile. If they start receiving spam texts from random numbers you must report it your mobile phone operator.

If they are taking pictures or video’s of friends they need to ask their permission before uploading it onto the internet. Remember to keep control of their image to, people can easily copy it, change it and distributed without any knowledge so make sure you are happy with the picture being exchanged. 7. 2 Consider social networking, internet use, buying online, using a mobile phone and how the risks can be reduced Social networking Children and young people should only be given access to educational chat rooms which should be kept moderated to ensure that discussions are kept on topic and that there is no inappropriate language being used.

Guidelines for using chat rooms or social networking sites in the setting should be included policy for ICT. Children and young people should be taught never to give out personal details that would identify who they are and never to arrange to meet someone they have never met before on a social networking site. They should also be taught not to rely on someone they met in a chat room for important advice and if anything makes them feel uncomfortable not to reply to the message tat was sent but instead seek advice from an adult. Internet use

All settings need to install a filtering system to prevent children and young people from accessing inappropriate material. There should be procedures in place for children and young people to report accidental access to any inappropriate material. Settings should also provide appropriate opportunities within the current curriculum to teach internet safety. There should be procedures in place to deal with ‘personal alleging’ by a child or young person as a result of internet safety education. All settings must have a named member of staff who has responsibility for child protection issues.

Children and young people who use the internet e. g. for emails, chat rooms should be regularly monitored to ensure that inappropriate use is not being made. There should be sanctions in place to deal with children and young people who deliberately access inappropriate or post bullying or offensive messages. Buying online With a number of internet payment options to choose from e. g. debit cards, top-ups, pre-paid cards, children and young people can buy goods and services online even if they do not own a credit card.

It is very important they understand e-safety when buying online, especially possible dangers such as being tricked into buying something on a fake website or accidentally giving their personal details to a fraudster. Young people need to be made aware of the important points about buying online: being aware of the potential risks of online shopping such as identity theft and security issues, ensuring that your computer has all up-to-date anti virus software and a firewall in place, only use online retailers you trust or ones that have been suggested by friends or family.

Shop around to get the best deals and to check a websites returns and privacy policy before buying anything. When buying online always read the small print! Ensure you have strong passwords and know what a secure website looks like e. g. look for the padlock symbol in the bottom right of the browser window and for websites that start with https, also print out a copy of any online orders and check your bank statements after you have bought anything online. Using a mobile phone

Internet access is now available on a lot of mobile phones, while this can provide many opportunities for communication, interaction and entertainment there are possible risks to children and young people including: accessing potentially harmful content e. g. pornography, possible dangerous contact with strangers in chat rooms. UK mobile phone operators have taken steps to help protect children and young people from potentially harmful content accessible via their mobile phone including all UK mobile phone operators have to provide an internet filter on their phones to help block any harmful content.

Being registered as a child user will mean tha6 the child cannot access material provided by the mobile operator that is rated 18+, bluetooth allows a mobile phone to find and talk to other bluetooth enabled mobile phones nearby and vice-versa. Chat rooms and games which are provided by a mobile operator and its partners which do not have an 18+ age restrictions must be modified. The mobile operator should have systems and procedures in place to help deal with nuisance and malicious phone calls they must also take action against spam whether it is a text, picture or email.



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