Childhood Practice: Legislation and Policy Evaluation (HND)

This assignment addresses key legislation and policies relevant to childhood practice, fulfilling a placement pack requirement. It identifies and critically evaluates five current legislations: the Parent Involvement Act (2006), the Regulation of Care Scotland Act (2001), the Children and Young People Scotland Act (2014), the United Nations Convention on the Rights of the Child (1989), and the Education Scotland Act (2016). The evaluation includes the strengths and weaknesses of each act, and their application within a professional workplace. The assignment also identifies a school/nursery policy related to the discussed legislation, linking it to local authority and national legislation or guidance, such as GIRFEC and the Children and Young People Scotland Act (2014), displaying a sound knowledge of their practical application and providing a critical evaluation. The assignment covers the legislation related to play and playwork, and the curriculum for excellence to improve the education and provide more flexible curriculum for the children.

HND Childhood practice the polices and
legislation

Table of contents
Question 2........................................................................................................................................3
Parent Involvement Act (2006)...................................................................................................3
Regulation of Care Scotland Act 2001........................................................................................3
Children and young people Scotland Act (2014)........................................................................3
United Nations Convection on the Rights of the Child (1989)...................................................4
Education Scotland act (2016).....................................................................................................4
Question 3........................................................................................................................................4
REFRENCES...................................................................................................................................5

Question 2
Parent Involvement Act (2006)
According to the Scottish School (Parental Involvement) Act, 2006, it is the part of the
education system that reform and improve the education for the children in the nurseries and the
school, so that the children can start better and have better opportunities in the future. The
parents and the teachers are both involved to provide the child with the better education and
make them confident learners. The act is improving the parent’s involvement in the child’s
education (Boylan and et.al, 2021). Sometimes the parents are finding them out of the loop for
the contribution in education.
The head teachers have the role to develop the relationship with the parents and ensures
they school is welcoming the parents with warmth. The different need as well as the
circumstances is taken in account for decision making purpose for the child’s education.
Regulation of Care Scotland Act 2001
According to the Act, the worker in the school or the nursery has to follow the set
standards for improving the standards of the services. If the staff does not follow the standards
then the worker will no longer be able to provide the service. Lack of independence, lack of
consistency and lack of integration are the weaknesses of the act. The act provides service to the
children up to the age of 16 years. The act reflects the rights of the children, parents, carer and
young people (Lilley, Lambden and Goel, 2018). The main principles of the act used in the
schools are the nurseries are: Dignity, privacy, choice, safety, realising potential and equality as

well as diversity. The worker in their service has to maintain the principles for improving the
standards of education.
Children and young people Scotland Act (2014)
The Scottish Ministers and public bodies are encouraged for improving the children’s
rights and have to give reports for the children’s progress rights. The duties of the minister are
served as opportunity to help the children’s right into the decision making. The worker in the
school or the nursery can be investigated for following the rights of the children. The voluntary,
public and private sectors are investigated. The parents, carer or children are able to ask for an
investigation to know the extent of child’s rights being held in the school or the nursery (Mowat,
2019). The Commissioner can give recommendations for the improvements in the service but
have no power to force the service provider to take actions.
United Nations Convection on the Rights of the Child (1989)
The convection on the right of the children is important for their education. The
convection has many articles to it that deal with the children’s right to education and provide the
convection in three equal parts. The first part enables the child to have the free primary education
and is accessible to the secondary and higher education. The second part give the child right in
the education such as non-discrimination, protection form the abuse, expression and religion.
The third part is the child’s right through the education where they are able to know and
understand their rights. All these rights are to be followed in the schools and the nurseries
(MGHEBRISHVILI, 2020). The provision of the act are morally blinding for the states that
ratify it and the intrinsic weakness are needed to be tackled.
Education Scotland act (2016)
The Act is introduced to reduce the inequality among the children due the socio-
economic disadvantage and many other causes. The education authorities have to set plans for
the reducing the inequality. The school and the nurseries have to plan out the learning hours for
the children that is 25 hours in a week. The school meals are given free. The school have to
provide with the clothing grant for the children. The school and nursery have to appoint an
officer for overseeing and advising in the implication of the act. The head teacher is required to
have the mandatory qualification (Couper-Kenney and Riddell, 2021). The Act incorporate
measures for improving the attainment for the people coming from the poor background, the

rights of the children is extended for additional support to them but the limitation in the
curriculum planning can set the improvements back.
Question 3
Play
Legislation is Children Scotland Act (1995)
National Guidance/Framework is National play strategy.
Local authority is GIRFEC (Getting it right for play) Schools-play policy
The curriculum for excellence is used for the transformation in the education and provide more
flexible curriculum for the children of age 3 to 18. The awareness about the indoor and the
outdoor games is increased in the educators, parents as well as the carers (Jones and Jones,
2018). Providing the children with the high quality play opportunities of young age. Ensuring
that the opportunity of playing outdoor is accessible to all in the school and the community.

REFRENCES
Books and Journals
Boylan and et.al, 2021. Practicing Parental Involvement: Heterogeneity in Parent Involvement
Structures in Charter and Traditional Public Schools. Educational Administration
Quarterly. p.0013161X21990431.
Couper-Kenney and Riddell, 2021. The impact of COVID-19 on children with additional support
needs and disabilities in Scotland. European Journal of Special Needs Education. 36(1).
pp.20-34.
Jones and Jones, 2018. Prioritising Sibling Relationships for Looked After Children.
Lilley, Lambden and Goel, 2018. Medicines management for residential and nursing homes: a
toolkit for best practice and accredited learning. CRC Press.
MGHEBRISHVILI, 2020. Unaccompanied Migrant Children–Their Rights and the Challenge
for the State. Levan Alexidze Journal of International Law (LAJIL). 1(1).
Mowat, 2019. Exploring the impact of social inequality and poverty on the mental health and
wellbeing and attainment of children and young people in Scotland. Improving
Schools. 22(3). pp.204-223.