Report on Supporting Children and Learning in Schools, University Name

This report, focusing on 'Supporting Children and Learning in Schools,' provides a comprehensive overview of child safety and protection within the UK context. It begins by outlining relevant legal guidelines and policies, including the Children Act 2004 and the Safeguarding Vulnerable Groups Act 2006, emphasizing the importance of safeguarding children from maltreatment. The report delves into the significance of a child-centered approach, partnerships between various organizations (such as NSPCC and schools), and the roles and responsibilities of different entities in protecting children from abuse. It also addresses workplace protection, strategies to prevent harm, and procedures for identifying and reporting bad practices. Furthermore, the report examines indicators of child safety concerns, actions to be taken when abuse is reported, and the importance of children's rights. The report includes an in-depth analysis of bullying, its effects, and policies to address incidents, as well as strategies to foster children's self-esteem, resilience, and decision-making skills. Finally, it explores the adverse effects of online activity and mobile phone use on children and provides strategies to mitigate associated risks. The report is well-structured, referencing relevant literature and providing a holistic view of child protection in educational settings.

Running head: SUPPORTING CHILDREN AND LEARNING IN SCHOOLS
Supporting children and learning in schools
Name of the student
University name
Author’s note

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SUPPORTING CHILDREN AND LEARNING IN SCHOOLS
Contents
Task 1:........................................................................................................................................3
1.1 Present UK based legal guidelines and policies influencing the safety of children and
young individuals:..................................................................................................................3
1.2 Understanding of child protection as a part of the wider aspects of safeguarding
children:..................................................................................................................................3
1.3 Analyses of national and local guidelines........................................................................3
1.4 Sharing of findings informs practice................................................................................4
1.5 Compliance of work process setting with legislation......................................................4
Task 2:........................................................................................................................................4
2.1 Significance of protecting children and young individuals:............................................4
2.2 Significance of an approach centred towards a child or young person:...........................5
2.3 Partnerships in the context of safeguarding children and young individuals:.................5
2.4 Roles and responsibilities of different organizations involved in protection of abuse....6
Task 3:........................................................................................................................................6
3.1 Importance of workplace protection harm.......................................................................6
3.2 Rules and strategies to prevent children and adults at work............................................6
3.3 Evaluation of strategies by which bad practice could be identified and reported:...........7
3.4 Steps taken by practitioners to protect themselves at workplace setting.........................7
Task 4:........................................................................................................................................7
4.1 Probable indications that should raise safety concerns in the context of child safety:....7

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4.2 Actions that can be taken (as per the policies and procedures) in the instance a child
reports of abuse or harm:........................................................................................................8
4.3: Children’s Rights:...........................................................................................................9
Task 5:......................................................................................................................................10
5.1 Types of bullying and its effects:...................................................................................10
5.2 Policies and procedures to be followed about incidents of bullying:.............................10
5.3 Supporting a child or their families during the suspicion or allegation of bullying:.....12
Task 6:......................................................................................................................................12
6.1 Strategies ti foster self esteem and self confidence of children::...................................12
6.2 Significance of fostering resilience:...............................................................................13
6.3 Importance of strategies to ensure children can protect themselves and make decisions
regarding their own safety:...................................................................................................13
6.4 Strategies to empower children to make e positive and informed decisions which foster
their safety and well being:..................................................................................................13
Task 7:......................................................................................................................................14
7.1 Adverse effects on children being online and using mobile phones:.............................14
7.2 Strategies to reduce the risks posed to children being online:.......................................15
References................................................................................................................................17

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Task 1:
1.1 Present UK based legal guidelines and policies influencing the safety of children and
young individuals:
A number of policies and effective guidelines could be stated over here to ensure the
safety and protection of children and young indivuduals. Some of these is discussed over here
in the context of the UK based legislation such as- Children Act, 2004; Safeguarding
vulnerable Groups Act, 2006; Children and Young Persons Act 2008.
The Children Act, 2004 places opportunities on the local administration and
stakeholders to ensure their safety and well –being. The safeguarding vulnerable Groups Act
is aimed at removing children from the proximity of people who could inflict serious harm
upon the children. The Children and young Persons Act, 2008, places responsibilities on the
registrars to intimate the local authorities of the death of the children.
1.2 Understanding of child protection as a part of the wider aspects of safeguarding
children:
In this respect, safeguarding means protection of children from maltreatment and
health deterioration. As mentioned by Pecora et al. (2017), the implementation of the
policies and procedures helps in ensuring that the children grow up in a safe and effective
environment. It could be further guaranteed by reporting of any ill treatment or misbehaviour
with children to the local authorities. The safeguarding Act further states that the values and
beliefs of the children need to be acknowledged as children are emotionally fragile (Roberts,
2017). Hence, not responding to them effectively could evoke strong and negative feelings.

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1.3 Analyses of national and local guidelines
There are a number of policies and legislations which are implemented for the
protection of the vulnerable age group. Some of these are implemented both at the local and
national level. Some of the policies are – Children and Young Persons Act, 2008; Children
Act, 2004. However, due to the lack of sufficient support from the federal and national level
some of the policies are not implemented equally at the local level. Additionally, the lack of
knowledge regarding child protection further makes the effective implementation of the
policies difficult, which could affect the quality of support care services delivered to the
children in homes (Bradshaw, 2016).
1.4 Sharing of findings informs practice
In case of incidents of abuse inquiries and care reviews could be conducted. Some of
these particularly depend upon the aspect of whistle blowing. For the purpose of which risk
assessment could be conducted from time to time. Additionally, the sharing of information in
between care professionals could improve the quality of care. In this respect, the trained
professionals are expected to pass on the required amount of knowledge pertaining to child
care to the subordinates (Parsons, Abbott, McKnight & Davies, 2015).
1.5 Compliance of work process setting with legislation
The work processes implemented and followed within the care homes follows the
particular Data protection and confidentiality act, 1998 as per which the confidential and
privy details of the support users should not be leaked and could only be shared in case of
emergency with informed consent.

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Task 2:
2.1 Significance of protecting children and young individuals:
Incidences of abuse against children and young individuals have grown at a rapid rate
all over the world. The children are seen as soft targets and could be easily lured and
manipulated. On the other hand, the youth often fall prey to peer pressure which makes take
up illegal and wring activities such as addiction to drugs and alcohol. There are several forms
of abuse against children and young adults such as physical abuse, mental abuse etc. since
children have developed decision making and reasoning skills they often fail to recognize the
ones who may harm them (Hagger, 2016).
2.2 Significance of an approach centred towards a child or young person:
This type of approach can help in implementing a friendly attitude towards the
children within the care setting which helps in understanding their grievances. As
mentioned by Vagni, Maiorano, Pajardi and Gudjonsson (2015), a child centred approach
helps in being sensitive to the feelings and emotions of the children. Therefore, by
understanding the feelings expressed by the children further abuses against them could be
prevented.
2.3 Partnerships in the context of safeguarding children and young individuals:
With regards to safeguarding of the vulnerable population group a multidisciplinary
approach needs to be undertaken where more than one agency or person is involved. In this
respect, more than one agency or channel is required such as social services group, general
physician and psychology services.
The social services employed in the protection and care of vulnerable people could be
local or national level in origin. In this respect, the local healthcare channels are dependent
upon the government and federal government agencies for funds. They social services and

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support channels often work in close collaboration with the general physician and the
psychologists. Some of these are aimed at providing emergency and trauma care services to
the children. As mentioned by Bernard and Harris (2016), the partnership working helps in
ensuring that fast and quick delivery of care services could be provided to the support
services users by whistle blowing at the right moment.
2.4 Roles and responsibilities of different organizations involved in protection of abuse
In this respect, different organizations and personnel may be responsible for provision
of care & support options to the children and young adults. Some of the organizations who
are entrusted with the responsibilities of providing care and support facilities to the
vulnerable age group are- National Society for the Prevention of Cruelty to Children
(NSPCC), general physician, school and psychology services. The NSPCC could work in
collaboration with multiple channels such as schools, psychology services. Some of these
form the additional layers which help in ensuring that the children are prevented from
suspected mental and physical abuse in their learning and growth environment (Ní
Raghallaigh & Thornton, 2017).
Task 3:
3.1 Importance of workplace protection harm
Workplace harm is very common universally and affects children and other
vulnerable age group equally. The abuses are of many different forms including physical,
emotional and verbal. It has been seen that children working in factories are often subjected
to physical and emotional abuse (Gray, 2016). There have been instances where children
below the age of 14 years have been employed in factories. Therefore, the protection act
implemented could prevent them against such harm.

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3.2 Rules and strategies to prevent children and adults at work
Some of the basic acts which have been implemented in this regard are the Children
Protection and Welfare Act, 2016. Additionally, the Management of Health and Safety
Regulations 1999 ensures that employers are careful and responsible for the health and
general well being of its employees.
Moreover, for the prevention of children and vulnerable employees at work effective
whistle blowing and compliant redressal cells need to be maintained. Hence, the employees
should share a transparent and clear communication with the employers which helps in the
reporting of untoward incidents.
3.3 Evaluation of strategies by which bad practice could be identified and reported:
The number of strategies using which the bad practices could be identified and
reported is through implementing effective duty of care by the management, through on time
whistle blowing and working in an open and clear manner. The positions of power and trust
should ensure that the suspicious behaviours and activities of certain employees as well as
management are reported in order to prevent future accidents within the workplace setting
(Hicks & Stein, 2015). The implementation of a transparent way of working helps in ensuring
that the practice right of individual and employers are protected. Additionally, effective
documentation procedures can also help in recording as well as reporting of the poor
practices.
3.4 Steps taken by practitioners to protect themselves at workplace setting
A number of steps could be taken by the practitioners to protect themselves within the
workplace settings. Some of the effective steps which could be taken over here are
maintaining intimate personal care. These can prevent them from the contraction of disease
and infection in healthcare setups.

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Task 4:
4.1 Probable indications that should raise safety concerns in the context of child safety:
Different types of indicators can be present that can imply concerns related to the
safety to the safety of the children. Such signs or symptoms can arise when children are
exposed to bullying, physical, sexual or emotional abuse as well as neglect. Children
suffering from neglect can appear unkempt, unclean and missing personal hygiene, and can
suffer from under nourishment and underweight. Moreover, they can also suffer from sleep
deprivation, and look tired and hungry which can suggest that they were not properly fed
(Ilola et al., 2016). They can also suffer from persistent and untreated health conditions and
related symptoms. Children suffering from physical and sexual abuse can show signs of
physical injury such as bruises, cuts or other injuries which might lack proper explanation.
Such children might also exhibit internalizing and externalizing behaviors such as self harm
or aggression towards others and might themselves be acting as bullies towards others. Such
children can also become withdrawn, socially secluded and their academic performance can
also deteriorate (Fisher et al., 2017).
4.2 Actions that can be taken (as per the policies and procedures) in the instance a child
reports of abuse or harm:
In the scenarios where a child or young person alleges of harm or abuse being
directed towards them, the policies and procedures (about safeguarding children and young
adults) in the UK can be followed and such incidents reported to the authorities (Prinz, 2016).
When the child is disclosing the incident, it is important to listen to the child carefully,
supporting their decision to report the event, informing them that it is not their fault that they
are being bullied, instilling confidence in the child by taking them seriously, avoiding
conversation with the alleged abuser, explaining the child the next course of action, and
avoiding any delays in reporting the event (Keddell, 2015). While reporting the event of

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abuse, it is vital that the details of the child (including the name, age and address) and any
available information on the alleged abuser should be noted. Also, a detailed note should be
maintained, and sharing the relevant information with child services and also the police, and
inform the child and their families of other support network available for them. If the child is
in immediate danger, calling 999 is also strongly advised (Horn et al., 2015).
4.3: Children’s Rights:
“All children should be protected from violence, abuse and neglect, and governments
should protect them” UNICEF Article 19
“All organizations concerned with children, for example, schools and the health
service, should work towards what is best for each child” UNICEF Article 3
“All Children have the right to privacy” UNICEF Article 16
The rights children have in situations where they have experienced harm or abuse
includes:
i. Right towards equality
ii. Rights towards the best interests of the child
iii. Right to have individual identity
iv. Right to citizenship and not to be illegally removed from the country
v. Right toward a freedom of expression
vi. Freedom of information
vii. Freedom of thought and religion
viii. Right to health and social services

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ix. Right towards education
x. Right against being abducted
xi. Right to protection against tortures and abuse
xii. Right to children’ service
xiii. Rights against discrimination
xiv. Right for equality
(UNICEF, 2015; Hunter et al., 2017)
Task 5:
5.1 Types of bullying and its effects:
Children can be exposed to various types of bullying within its social milieu, and can
include: physical bullying, emotional bullying, verbal bullying and cyber bullying (Yen et al.,
2014).
The effects of bullying can include a fall in academic performance, an illogical fear to
attend schools, depression, withdrawal, anxiety, or distress; signs of physical harm like
bruises or scratches; inadequate sleep; being hungry (due to lunch taken by bullies), loss of
appetite; loss of self confidence; secrecy; lack of self esteem; developmental delays; signs of
aggression directed either outward or towards self and self harming behavior. Being victims
to bullying and bullies, a child can become very insecure and shy and develop unhealthy self
image (Wolke & Lereya, 2015). Even children who bully other can also develop
psychosomatic problems, psychotic problems, psychosocial problems such as internalizing
behavior, externalizing behaviors and psychotic symptoms. Studies have also supported that

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bullying can increase risks of behavioral traits such as self blame, social cognitive problems
and emotional deregulation (Full charge & Furlong, 2016).
5.2 Policies and procedures to be followed about incidents of bullying:
In the UK, several laws, policies and guidance exist that aims to prevent various types
of bullying. The key legislations on anti bullying include:
i. The Education Act 2002
ii. The Equality Act 2010
iii. The Special Educational Needs and Disability Act 2001
iv. The Race Relations (Amendment) Act 2000
v. The Disability Discrimination Act 1995
vi. The Education and Libraries (Northern Ireland) Order 2003
vii. Standards in Scotland’s Schools etc. Act 2000
viii. Education (Additional Support for Learning) (Scotland) Act 2004
ix. Schools (Health Promotion and Nutrition) (Scotland) Act 2007
The key policy and guidance that can be followed to prevent and report bullying includes:
i. Keeping children safe in education policy- providing statutory guidelines for colleges and
schools
ii. Preventing and tackling bullying- providing advice to head teachers, staff and governing
bodies
iii. Pastoral care in school policy- providing guidance to promote positive behavior