safeguarding the welfare of children and young people

it needs to be harvard references

Safeguarding the welfare of
children and young people

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Entitlement and provision for early years education........................................................1
1.2 Characteristics of the different types of schools in relation to educational stages...........4
1.3 Post 16 options for young people and adults....................................................................6
TASK 2............................................................................................................................................7
2.1 Strategic purpose .............................................................................................................7
2.2 Roles of external professionals who may work with a school.........................................8
TASK 3............................................................................................................................................8
3.1 How the ethos, mission, aims and values of a school may be reflected in working practices
................................................................................................................................................8
3.2 Methods of communicating a school's ethos, mission, aims and values..........................9
TASK 4............................................................................................................................................9
4.1 Laws and codes of practice affecting work in schools.....................................................9
4.2 How legislations affects how school works...................................................................10
4.3 Roles of regulatory bodies relevant to education sector.................................................10
TASK 5..........................................................................................................................................11
5.1 Why schools have policies and procedures ...................................................................11
5.2 Policies and procedures of schools.................................................................................11
5.3 How schools policies and procedures may be developed and communicated...............12
TASK 6..........................................................................................................................................12
6.1 Roles and responsibilities of national and local government for education policy........12
6.2 Roles of schools in national policies relating to children, families and young people. .13
6.3 Roles of other organisations working with children.......................................................13
REFERENCES..............................................................................................................................14

INTRODUCTION
Safeguarding can be defined as protecting individuals with different damages, harm and
so on. On the other hand, welfare of children along with young people is something that supports
them in different ways like improving their health, educating them and so on (Silverman, 2016).
In present report, different elements will be covered and some of these are provisions for early
years of education, roles of external professionals, methods of communicating a school's
mission, ethos, values and aims as well. Lastly, report will also keep it's focus on different codes
and ethics of practice affecting working in schools and so on.
TASK 1
1.1 Entitlement and provision for early years education
Types Description Age of children
Registered Childminder Registered childminders are said to
be the self-employed individuals
who comes under private or
statutory working sector that majorly
works from homes and serves
different services to other person's
child or children. It has also been
found that a registered childminder
in United Kingdom specifically
delivers services to 6 children at a
time (Lloyd, 2018).
Basically, care that is
specifically being given by
registered childminders is
under the age of eight only. It
has also been analysed that
only three of them can be aged
under five.
School Based Nursery School based nursery can be
considered as classes which
specifically provides childcare and
early education to the children and
works under statutory guidelines of
UK. In United Kingdom's education
department, nursery classes runs just
Children's age between three
to four years are being served
with school based nursery
services.
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like schooling hours which may vary
based on the educational and support
services offered by them (full or
half-day sessions).
Reception Class In Britain, a reception class is
specifically being defined as a class
where children are being served with
this type of services just when they
first start school at the age of four or
five. This type of services may come
under private, voluntary or statutory
guidelines.
Children belonging to the age
group of four or five are
specifically being given this
type of service in United
Kingdom (Carlson and et. al.,
2020).
Children's center In United Kingdom, children's centre
is said to be a centre which supports
local families with young children
that are looking forward to receive
any sort of support.
Child under the age of five can
be served with support under
children's center in United
Kingdom.
Day nursery It has been considered as a childcare
centre which offers different types of
support like development and well-
being to children belonging to the
age group from birth to five years.
This can also be voluntary, statutory
or private.
Children from birth to five
years.
Out of school club In United Kingdom, out of school
clubs are said to be the ones that
delivers services like breakfast and
so on to children before school. Also,
children are being served even after
school, during school time or
Children and adolescents ages
5 to 14.
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holidays as well.
Parent and toddler
group
This type of group specifically
provides different range of services
like they may conduct a meeting for
carers and parents in order to
develop a connection in them
through considering different
physical activities and so on. These
groups in United Kingdom are
registered in OfSTED (Office for
Standards in Education).
Children from birth to five
years.
Playgroup/preschool Playgroups majorly offers children
with different range of pre-school
experiences and which can be
anything from craft, art, sand and
water play, books and stories,
construction activities, music and
movement, adventure play and so on
(Coles and et. al., 2016).
0 to 5 years of the age of
children are being served with
services like early childhood
education, day care and so on.
Workplace Nursery This is specifically being considered
as a crèche which majorly being
placed in premises of employer
where children of staff are served
with day care. This also comes under
'workplace nurseries exemption',
where the cost of nursery is
exempted by National Insurance
Contributions (TIC) or taxes as well.
In United Kingdom, children's
age group from 0 to 7 are
specifically being served with
daycare in workplace nursery.
Nanny/Home Care A nanny or a home care is said to be
a child care department where
0 to 3 years of children are
being served with different
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workplace can be private home of
family.
services in home care
(Higgins, 2019).
Creche Creche can be defined as a child care
center, where individuals takes care
of children or child at homes of
parents. Creches do comes under
guidelines of voluntary.
0 to 5 years of the age of
children are being served with
services like early childhood
education, day care and so on.
1.2 Characteristics of the different types of schools in relation to educational stages
Types Description Age of Children
Primary (Infant and
junior) Secondary/Three
tier:
There are a few characteristics that came
in front of primary (Infant and junior)
Secondary/Three tier schools is that they
are Student-Centred where most of the
schools have developed an effective
system of considering different core values
(Franklin, Brady and Bradley, 2020).
0 to 18 years of aged
children are
specifically being
educated in primary
secondary/ three tier
schools.
Pre-preparatory school Primal characteristic that came in front of
prep schools is to prepare pupils for entry
to private secondary schools at either 11 or
13. This type of school can be statutory,
independent, voluntary or private in
nature.
Pre-preparatory
schools consider
children aged 4 to 13.
Preparatory school Main characteristic of a preparatory school
is that it helps in preparing children for
common entrance for better learning in the
7 and 8 years, with a broad syllabus and
strong academic focus. On the other side,
it is independent, usually a private and
8 to 13 aged children
are specifically being
served with education
in preparatory school.
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follows guidelines in relation with the
same.
Public school (single sex) Gender-isolated education or public school
(single sex) is considered to be the practice
of conducting education with male and
female students attending separate classes
in a school (Fitzgerald, 2020).
0 to 18 aged children
are given with
education.
Independent Grammar
school
Independent grammar schools do not
charges parent's of children in terms of
money to attend instead of this they are
being funded by the government. All these
do comes under private schools where
there must be registered with government
and are inspected regularly.
0 to 18 aged children
are given with
education.
Community School The primal characteristic of community
school is that it is focusing to link
education in social process.
These schools
consider children
aged 4 to 13.
Foundation and Trust
school
Statutory guidelines are followed by all the
Foundation and Trust Schools and they are
run by they are run by an elected
governing body.
0 to 18 aged children
are given with
education.
Voluntary-aided school Main characteristic of this type of school
is that the running costs for those of other
state-maintained schools. These schools
follows voluntary based guidelines of
United Kingdom.
0 to 18 years of aged
children are
specifically being
educated in
Voluntary-aided
schools of United
Kingdom.
Voluntary-controlled This type of school is said to be a 0 to 13 years of aged
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school "maintained school", where these are
funded by central government and follows
statutory guidelines.
children.
Special school Individualized education is provided by
special schools of United Kingdom.
3-19 years of age (or
even up to 25).
Special unit Specially trained teachers do delivers
information to special kids based on their
requirements and these may follow
independent, statutory, voluntary or
private in nature (Green, 2020).
0 to 13 years of aged
children.
Pupil Referral unit (PRU) Permanent exclusion from their
mainstream school for behaviour reasons
where these schools are funded by
government of United Kingdom.
3-19 years of age (or
even up to 25).
1.3 Post 16 options for young people and adults
Types of post 16 setting Description
Sixth-forms and Colleges Sixth-forms and college is considered to be an educational
institute, where students from the age group 16 - 19 typically
study for advanced school-level qualifications.
University Universities majorly focuses on providing both undergraduate
along with postgraduate programmes.
Disabled students'
allowance (DSA)
Disabled Students’ Allowances (DSAs) specifically covers a
range of extra costs in a particular educational program and the
reason behind this is that a children have long term illness, a
mental health problem or any other sort of disability.
Correctional services and
youth offending teams
This type of particular team specifically works with young
individuals that are dealing with unmet psychological problems
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and unidentified ones where a number of benefits are provided by
them in order to enhance the performance level of their own and
also it helps in building learning abilities as well of children
(Mansoor, Mansoor and Ahmed, 2019).
Apprenticeship settings This is said to be a system that specifically helps individuals in
getting trained by a new generation of practitioners of a trade or
profession.
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TASK 2
2.1 Strategic purpose
Title Role and responsibilities
School Governors Almost all the schools should have a governing body that
specifically consider all the different range of sections in
every 3 times a year.
Senior management team Their job is to work with teachers and monitor all the
situations and try to specifically run a college or school.
Other statutory roles eg.
SENCO
Developing policies is said to be the crucial role of SENCO.
Teachers Deliver lessons to children.
Support staff roles Large number of activities are done by support staff in a
school like they can support teachers in different ways.
Admin Every single school should have an admin where their role is
to that they performs different activities like hiring,
programming and so on.
Receptionist and secretary These are said to be the front-line individuals who performs
different range of roles and responsibilities like they deliver
information to parents about how school is operating and so
on.
Facility School facilities specifically carries role like they make
alterations in teacher recruitment and so on.
Care taker and cleaner Responsibility of a care taker is to ensure that buildings are
well-maintained safe, secure & clean.
Catering Some of the roles are ordering food for students and so on.
Cooks and dinner ladies They specifically cooks food for students, teachers and other
support staff of a school.
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Tech, ICT technician, science
technician and maths
technician
High quality features are provided by this group of technician
in a school, which helps school in offering students with high
learning skills and so on (Gray, 2019).
2.2 Roles of external professionals who may work with a school
Title Description
Youth justice worker Their role is to prevent young individuals from anti-social
behaviour.
Social worker Resolve the issues of children, parents and other guardians in
context with social withdrawal, truancy, overaggressive
behaviours and so on.
Sensory specialist Role of this type of specialist is to support and advice the
schools, which enables them to meet statutory obligations for
children.
Educational Psychologist They support schools so that they may effectively improve the
children's experiences of learning.
Speech and language
therapist
This person's role is to meet different needs of children with
SLCN through considering good practice across specialist
approaches, universal and targeted.
school nurse Their role is to support students with health diet plans which
aid students to improve learning abilities.
Physiotherapist Role of this individual is to maintain and develop their mobility
skills.
Home school liaison officer Role of this officer is to provide complementary services to the
existing support staff and teachers within school setting.
Counsellor Role of a counsellor is that they specifically learns different
blocks and needs like equipping them with study skills.
Physical activity and nutrition Role of the coordinator in school is that monitoring breakfast
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coordinator and lunch of students and so on.
TASK 3
3.1 How the ethos, mission, aims and values of a school may be reflected in working practices
In a school of United Kingdom, ethos are required to be recognised well at the time any
individual enters in a school setting because this specifically encompasses teachers, children,
reception staff along with general feeling as well of a school. On the other side, if it is talked
about mission statement then it can be considered as a motto form which reflects ethos of a
particular school. This could be understood with a good example where “Joy is learning” is
considered to be the motto of Offley Primary Academy which covers both ethos of school and
aim as well. Away with this, it has also been found that a school's statement covers aims that are
specifically being built or developed by Head Principal or any other individual who are coming
within head department of the school (Appleton, Harrison and Mumby-Croft, 2020).
Including this, values of a particular school are said to be non-negotiable and the reason
that came in front was to remove elements like discrimination, bullying and to control diversity
in school. It is must for a school like Offley Primary Academy to consider values through
developing anti-bullying statements because then only they may become able to deliver the best
suitable environment to children.
3.2 Methods of communicating a school's ethos, mission, aims and values
It has been found schools not specifically in United Kingdom but in all over the world
mainly carries an aim and that is to develop a child emotionally, physically and academically.
Away with this, it has also been analysed that they aim to develop a child as a whole through
classroom and teaching programmes which aid them in creating a learning environment (joy in
learning). In context with Offley Primary Academy, all the elements like ethos, aims, values and
mission are communicated through league tables and exam results of children where positive
results if gathered by children then it directly reflects aims, values, ethos along with mission as
well of the school. On the other hand, speech given by principal of Offley Primary Academy is
also said to be a crucial method that helps in communicating school's aims, ethos, values and
mission.
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TASK 4
4.1 Laws and codes of practice affecting work in schools
In present time, it has been found that United Kingdom's parliament has formulated a
range of codes of practice along with laws as well which majorly impacts on working capacities
of schools and some of them are described below: General Data Protection Regulation, 2018: This is considered to be the regulation which
mainly directs schools like how they are required to manage all of their data along with
the information as well. Education Act, 2002/2004: This is another regulation which was formulated by United
Kingdom where they have given schools with different autonomies so that they can
implement various methodologies like experimental teaching methods and so on (Gearon,
2019). The Children Act, 2004/2006: This particular act regulation has given school's learner
with right to protection from abuse and exploitation and the right to inquiries to safeguard
their welfare. This has helped in reducing the rising cases of exploitation, abuse and so
on. Freedom of Information Act, 2000: Any individual like parents or children carries a
legal right to ask for accessing the information that has been kept by schools. Before
2005, when this act was applied fully into force, there was no right given to students and
parents of getting any sort of information from school which raised many conflicts. Equality Act, 2010: This is considered to be the law which has given right to individuals
belonging to schools like students, teachers and other staff where they can raise voice
against any sort of discrimination like unlawful for any education provider, considering
independent or private providers, where they discriminate against pupils on various
factors like race, disability, gender reassignment, sex, religion, pregnancy and maternity,
belief and sex as well. Human Rights Act, 1998: This particular law did not impacted on school's
administration because government of United Kingdom does not passed any sort of rules
and regulations on rights to children. Education and Inspections Act, 2006: This particular law which was developed by
government of United Kingdom has intended to take a crucial step which impacted on
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children of schools like they can get proper education which is needed to be implemented
to enable students of getting right knowledge in correct time.
 UN Convention on the Rights of the Child, 1991: This act particularly implements
different range of procedures where all the children belonging to United Kingdom has
their own right to educate themselves. Another purpose of UN Convention on the Rights
of the Child, 1991 is that it enabled children to focus individuals with fullest possible
potential to learn and gain respect as well in relation with fundamental freedoms.
4.2 How legislations affects how school works
General Data Protection Regulation, 2018, Education Act, 2002/2004, The Children Act,
2004/2006, Freedom of Information Act, 2000, Equality Act, 2010, Human Rights Act, 1998,
Education and Inspections Act, 2006 and UN Convention on the Rights of the Child, 1991
influence the rights of individuals in different ways. This could be understood with a good
example of Equality Act, 2010 where schools would require to develop an effective policy in
relation with anti-discrimination so that no student belonging to any culture, race or religion
become victim of discrimination. On the other hand, while talking about UN Convention on the
rights of the child (1991), then this legislation has affected schools among different areas as well.
On the other hand, it has been found that there are 54 articles which relates links with schools
and so of these are: Article 14, Article 13, Article 28, Article 29 and so on where these have
given rights to children like they can share and receive the information as long as that
information is not damaging to others and so on.
Including this, Education Act, 2002/2004 has resulted among positive impacts on how a
school should work on daily basis. Basically, specific needs within education field that are asked
by children influenced the overall perspective of overall working of teachers belonging to
different subjects within education field. On the other hand, Children Act 2004/2006, then it can
be said that every child and his or her parents were given with a right to protect and take actions
on any sort of exploitation or abuse that majorly takes in place in a school. Away with this, it has
been found that Education and Inspections Act, 2006 also impacted among different ways on
schools like they would have to effectively deliver all the information to students, their parents.
4.3 Roles of regulatory bodies relevant to education sector
There are different roles that are carried by regulatory bodies of United Kingdom's
education sector. Local, National government schools and even private ones are required to
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consider various rules and responsibilities developed by regulatory bodies like OFSTED. Also. It
can be said that these regulatory bodies roles within education sector is to set general
direction/ethos so that schools of United Kingdom can follow them through developing their
own policies of following set rules by government. On the other hand, various governing bodies
of United Kingdom are responsible for setting the standards and level of educational
achievements in order to upraise the learning of children. Staffing, policies, performance
management, finance, discipline, curriculum, and many more. A good example which can be
taken into consideration is of safety and health executives where it is the responsibility of this
governmental body to keep its focus that if all the schools are following all the policies and
procedures or not (Sanders and et. al., 2020).
TASK 5
5.1 Why schools have policies and procedures
Over the years, it has been found that all the schools not only in United Kingdom but in
all over the world have different range of procedures and policies in order to support students,
staff members, teachers, administration and so on. These policies along with procedures majorly
stays enclosed with threatening behaviour, violence, abuse among other policies which are all
legal requirements within the setting of a school. This helps a school in keeping a healthy and
positive environment for students, teachers and administrative as well. Including this, school's
policies majorly being formulated and kept by head of school, which are also being amended by
them whenever it is needed (Franklin, Brady and Bradley, 2020).
5.2 Policies and procedures of schools
This implies protecting kids from mishaps (for example street security), wrongdoing and
harassing and effectively advancing their prosperity in a sound, protected and strong condition. It
additionally incorporates issues, for example, understudy well-being and security and
tormenting, about which there are explicit legal necessities, and a scope of different issues, for
instance, courses of action for meeting the clinical needs of kids with ailments, giving emergency
treatment, school security, medications and substance abuse.
Shielding is a significant piece of coordinated working. At the point when experts cooperate in
an incorporated manner, they put the youngster at the focal point, all things considered, to help
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distinguish their comprehensive needs prior to improve their life results (Sanders and et. al.,
2020).
5.3 How schools policies and procedures may be developed and communicated
It has been found that each and every school in United Kingdom and even in different
nations ought to create distinctive scope of strategies and arrangements too. A school's
arrangements and techniques are received from laws passed by the Government. These are set up
to guarantee the school is run accurately, and that staff, understudies, and some other people
associated with the school are ensured and meeting desires and rules. There are normally an
enormous number of strategies set up inside a school.
Some of these policies are linking with some of the crucial factors and these are: Health
and Safety, Child Protection, Confidentiality, Fire Safety, Teaching, Homework, Anti-Bullying
along with learning, and so on. These strategies and techniques are applicable to staff,
understudies and guardians. New and existing polices are put onto the school site for staff and
guardians to peruse. Arrangements are significant for the school to run successfully following
government guidelines,they are significant for Teachers ,understudies, guardians so they can feel
great that propositions are set up so there kid is being instructed in a sheltered caring condition.
TASK 6
6.1 Roles and responsibilities of national and local government for education policy
In terms of formulating education policy, it is the responsibility of national government to
device them and also ensure that they are specifically being implemented in an appropriate way
within educational department of United Kingdom. On the other side, if it is talked about role of
national government then they aim to improve the existing experiences of children belonging to
poor family or to the vulnerable children where they specifically support them with different
range of offerings. Including this, they also give them different range of opportunities in order to
improve the standardisation of overall education system like they invest for scholarship and so
on.
Away with this, local government also carries different roles and responsibilities like they
are responsible for developing an effective education system considering strategic management
approaches which may involve planning, administration of education service as a whole. Along
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side this, their role is to advice schools on different range of conditions in relation with services
for non teaching staff members and also they grade as well considering different aspects of staff.
6.2 Roles of schools in national policies relating to children, families and young people
It has been found that every single school within United Kingdom, consists of their own
types of roles in relation with national policies relating with families, young individuals and
children. For an example: A school's role is to keep them updated with the information like if
any amendments done by education department in existing policy or deliver them information of
any new policy is formulated and implemented by national or local government. Away with this,
another role that came in front of schools in United Kingdom is that they are expected to develop
own policies linking with different factors like safeguarding, child protection, educational
standards and so on (Higgins, 2019).
6.3 Roles of other organisations working with children
Over the years, it has been analysed that in United Kingdom there are ample number of
organisations working with schools in order to support them while working or practising with
young people, children and also special children as well who dealing with disabilities. Role of
these organisations along with schools are to collaborate with schools and perform different
range of tasks as a team. This is specifically done by these organisations is to improve the
knowledge of children and improve the proficiency level as well. In present context, example
that can be taken into consideration is of social services where they are looking forward to
protect children that are at risk of abuse. Their role is to assist schools in order to deal with
different sensitive situations like they aid schools in collecting data for different reasons like
court and so on.
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REFERENCES
Books and Journals
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Process. Refuge: Canada's Journal on Refugees, 32(3), pp.30-39.
Lloyd, M., 2018. Domestic violence and education: examining the impact of domestic violence
on young children, children, and young people and the potential role of
schools. Frontiers in psychology, 9, p.2094.
Carlson, L., Hutton, S., Priest, H. and Melia, Y., 2020. Reunification of looked‐after children
with their birth parents in the United Kingdom: A literature review and thematic
synthesis. Child & Family Social Work, 25(1), pp.192-205.
Coles, E., Cheyne, H., Rankin, J. and Daniel, B., 2016. Getting It Right for Every Child: A
National Policy Framework to Promote Children's Well‐being in Scotland, United
Kingdom. The Milbank Quarterly, 94(2), pp.334-365.
Higgins, M., 2019. Contemporary Debates in Safeguarding Children: National and International
Implications. Practice, 31(5), pp.349-358.
Franklin, A., Brady, G. and Bradley, L., 2020. The medicalisation of disabled children and
young people in child sexual abuse: Impacts on prevention, identification, response and
recovery in the United Kingdom. Global Studies of Childhood, 10(1), pp.64-77.
Fitzgerald, H., 2020. The welfare of disabled people in sport. Routledge Handbook of Athlete
Welfare, pp.183-195.
Green, P., 2020. Risks to children and young people during covid-19 pandemic.
Mansoor, T., Mansoor, N. and Ahmed, M., 2019. Safeguarding Children and Young People-
Everyone’s Responsibility. Journal of the Dow University of Health Sciences
(JDUHS), 13(3), pp.165-170.
Gray, P., 2019. ‘Rights-Based’and ‘Children and Young People First’Approaches to Youth
Justice. In The Routledge Companion to Rehabilitative Work in Criminal Justice.
Routledge.
Appleton, J.V., Harrison, J. and Mumby-Croft, K., 2020. Safeguarding children: a public health
imperative. Community Public Health in Policy and Practice E-Book: A Sourcebook,
p.263.
Gearon, A., 2019. Child Trafficking: Young People’s Experiences of Front-Line Services in
England. The British Journal of Criminology, 59(2), pp.481-500.
Sanders, C., Fisher-Smith, D., Neill, S. and Jones, M., 2020. Lessons for the future: Reflections
on a review of child death overview panels through a local lens in the United
Kingdom. Journal of child health care, 24(2), pp.274-296.
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