Comprehensive Report on Child Safeguarding: Legal Framework Analysis

This report provides a comprehensive overview of the legal duties and responsibilities related to child safeguarding, drawing from the Children Act 1989 and other relevant legislation. It outlines the obligations of child care practitioners, parents, and local authorities in protecting children from maltreatment, ensuring their well-being, and promoting a safe environment. The report addresses key aspects such as confidentiality, recognizing signs of abuse (physical, sexual, and emotional), and the importance of multi-agency collaboration in child protection. It further discusses the processes for reporting concerns, the significance of believing children, and compliance with data protection laws. The document emphasizes the need for consistent auditing and adjustments in safeguarding procedures to ensure the safety and well-being of children, with references to relevant books and journals for further reading. Desklib offers a platform to access this and similar assignments for students.

SAFEGUARDING
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Q 01.01
As per the Children Act 1989, all the child care practitioners have the duty to identify, meet the
needs o every individual and keeping them safe (Lindsey, 2018). It also provides the obligation
to parents of a child for keeping them sage and free from harm. For the local authorities it
provides obligation to safeguard, promote and place welfare of the children who are in need.
01.02
The roles and legal requirements of an individual for safeguarding children includes protection
from maltreatment, prevention from impairment of child's health and ensuring a safe
environment for the children.
Q 01.03
The rights of child duty of safe recruitments EYFS include the right to know own identity, not
forced to separate from family, contact with parents across boundaries, respecting children's
opinions, sharing thoughts freely and making the decisions in the best interest of child.
Q 02.01
Own responsibilities regarding confidentiality of information includes not to disclose the
information about the children and families without the consent of family (Macdonald and et.al,
2017).
Q 02.03
When children are away from their guardians or parents, they do not have any knowledge, nor
they know about how to protect themselves. So it is the duty of adults to ensure that they are
provided a harm free work setting.
Q 03.01
Physical abuse: Physical abuse refers to the abuse which involves hitting, throwing, burning,
poisoning, drowning, suffocating or any other harm caused to an individual such as children
Sexual abuse: Sexual abuse refers to the activities of enforcing children to take part in sexual
activities such as prostitution regardless of child's awareness about the situation.
Emotional abuse: Emotional abuse refers to the maltreatment of children, which can cause
persistent adverse effects on the child's mental and emotional development.
Q 03.02
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Physical abuse indicators include bruises, bleeding, fractures, burns or other injuries.
Emotional abuse indicators include fearful appearance, self harm or difficulty to make
friendships.
Sexual abuse indicators include disinterest, constantly tiered, fear of physical tounch and
displaying sexual knowledge beyond their age.
Q 03.03
It is important because they provide a way or method to connect to a child and discover their
connections to environment and others.
03.04 Explain own settings' procedure for passing on concerns about the practice of others that
may impact on the welfare of children
The procedure for passing concerns about the child abuse practice is to make referrals to local
authorities, lead practitioners and specialized agency.
Q 03.05
Anyone who have a contact with children such as parents, cousins, sibling or expanded family
has the potential opportunities to abuse children because they are known to the child. Children
would not go to strangers otherwise.
Q 03.06
It is important to work with children to help them to build a culture of safety and give the
children very best starts in their lives. It provides the children an opportunity to grow without
trauma.
04.01
When concerns about child abuse are identified, firstly written statements are recorded and then
child's concerns are referred to Local authority of social care department (Featherstone and
Gupta, 2018).
04.02
It is the responsibility of everyone to remain non-judgemental about the abuse because it is the
professional responsibility to not to discriminate where abuse is identified or alleged. Believing
a child is important because non-belief can cause trauma and emotional suppressing to the child.
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Q 04.03
The organizations have the responsibility to provide support for vulnerable children, deal with
courts, act as a prime contact for children where child protection is concerned, have
arrangements for immediate contact, recommending for treatments and contact directly with the
guardians of the child.
Q 04.04
All the agencies have to work together As described by the Children and Social Work Act, 2017.
Agencies must work together by placing duties on other authorities such as police, local
authorities and commission groups to make arrangements to safeguard children (Tunstill and
Thoburn, 2020).
Q 05.01
The processes used by own setting to comply with data protection complies with the Data
Protection Act, 1998 which states that all the gathered information within the own setting should
be kept confidential and away from the views of others.
Q 05.02
The information in relation to safeguarding can be shared only with the consent of family. It can
also be shared if it is important to protect the child from any kind of abuse or harm or if it is
protecting their well-being.
Q 06.04
The setting and procedures for safety are consistently audited and responsible adjustments are
made if any poor practices are identified.
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References:
Books and journals
Featherstone, B. and Gupta, A., 2018. Protecting children: A social model. Policy Press.
Lindsey, C., 2018. The Children Act 1989: Implications for the family and the school. In The
Family and the School (pp. 160-167). Routledge.
Macdonald, G.M. and et.al, 2017. Evaluation of the safeguarding children assessment and
analysis framework (SAAF). Department for Education.
Tunstill, J. and Thoburn, J., 2020. The 1989 England and Wales Children Act: the high-water
mark of progressive reform?. Social Work: Past, Present and Future. p.157.
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