1.1 Outline current legislation, guidelines, policies and procedures within Home Nations affecting the safeguarding of children and young people

Unit summary

This unit provides the knowledge and understanding required to support the safeguarding of children and young people.

Credit value

4

Guided learning hours

25

Level

3

Mandatory/optional

Mandatory for Award, Certificate and Diploma

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand legislation, guidelines, policies and procedures for safeguarding children and young people

1.1 Outline current legislation, guidelines, policies and procedures within Home Nations affecting the safeguarding of children and young people

2. Understand how to work in partnership with other organisations to safeguard children and young people

2.1 Explain the need to safeguard children and young people

2.2 Explain the impact of a child or young person-centred approach

2.3 Explain what is meant by partnership working in the context of safeguarding

2.4 Describe the roles and responsibilities of the different organisations that may be involved when a child or young person has been abused or harmed

3. Understand the need to ensure children and young people’s safety and protection in the learning environment

3.1 Explain why we need to ensure children and young people are protected from harm within the learning environment

3.2 Identify the risks and possible consequences for children and young people of being online and using digital mobile devices

3.3 Describe ways of reducing risk to children and young people from:

• social networking
• internet use

3.4 Explain how support staff can take steps to protect themselves within their everyday practice in the learning environment and during off-site activities

4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed

4.1 Explain child protection within the wider context of safeguarding children and young people

4.2 Identify different types of abuse and bullying

4.3 Outline the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding

4.4 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting

4.5 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

4.6 Explain how serious case reviews inform practice

5. Understand how to work with children and young people to support their well-being

5.1 Describe ways support staff can work with children and young people to build self-confidence and self-esteem

5.2 Describe the role of support staff in recognising the signs of mental health concerns in children and young people

5.3 Identify the signs of possible mental health concerns in children and young people

5.4 Explain the need to work with children and young people to enable them to develop emotional resilience and mental well-being

Delivery and assessment

3.2 Digital mobile devices eg:

• smart phone

• tablet

• other devices.

Assessment tasks STL3C3: Understand how to safeguard children and young people

These non-mandatory tasks have been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1(AC 1.1)

• Produce a factsheet to be included in the staff handbook that outlines:

  • current legislation, guidelines, policies and procedures within Home Nations affecting the safeguarding of children and young people.

Task 2 links to learning outcome 2 (AC 2.1, 2.2, 2.3, 2.4)

Understanding how to work in partnership with others to safeguard children and young people is essential when working in a learning environment. It is also important to have an understanding of different organisations that may be involved when a child or young person has been abused or harmed.

As part of your induction as a new member of staff, you have a session booked with your line manager where you have been asked to provide information that will show you can:

• explain the need to safeguard children and young people

• explain the impact of a child or young person-centred approach

• explain what is meant by partnership working in context of safeguarding

• describe the roles and responsibilities of three (3) different organisations that may be involved when a child or young person has been abused or harmed.

Task 3 links to learning outcome 3 (AC 3.1, 3.2, 3.3, 3.4)

Your school/college is taking part in ‘Safer Internet Day’ again this year with workshops, information packs, notice boards and activities being arranged for children and young people, parents and carers and school staff.

• Plan a presentation for teachers to use with different audiences which:

  • explains why we need to ensure children and young people are protected from harm within the learning environment

  • identifies the risks and possible consequences for children and young people of being online and using digital mobile devices

  • describes two (2) ways of reducing risk to children and young people from social networking and internet use.

• Develop a handout to be used alongside your presentation, which explains how support staff can take steps to protect themselves within their everyday practice in a learning environment and during off-site activities.

Task 4 links to learning outcome 4 (AC 4.1, 4.2, 4.3, 4.4, 4.5,)

Read through this scenario before beginning the task.

The scenario introduces safeguarding and welfare issues.

Jordan is five years old and attends the local primary school. Jordan lives at home with his Dad and two older siblings. Whilst Jordan has never been punctual and is frequently collected late at the end of the school day, attendance has not been a cause for concern.

However, for the past few weeks, Jordan has been waiting at the school entrance very early in the morning and is collected by other parents or his older brother at the end of the school day, with permission from Jordan’s Dad.

As well as this change to Jordan’s attendance pattern, staff have noticed changes in Jordan’s appearance and behaviour. Jordan, usually a quiet and calm child who managed transition well, now often presents challenging behaviour, frequently becoming inconsolable as he arrives in class. Jordan regularly appears unwashed, wearing the same clothes all week and is often without his packed lunch. As a teaching assistant, you are concerned about Jordan.

The class teacher is not overly concerned and has told you that ‘everything will be OK, don’t let it worry you.’ You are worried that Jordan needs intervention.

• Explain child protection within the wider context of safeguarding children and young people.

• Identify different types of abuse and bullying.

• Outline the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding.

• Describe the actions to take if a child or young person alleges harm or abuse, in line with policies and procedures of own setting.

• Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged.

Task 5 links to learning outcome 4 (AC 4.6)

It is staff development week at your secondary school and all staff are expected to deliver a short session to colleagues on a subject related to safeguarding children and young people. This will inform all staff CPD and will be included on professional development records.

• Undertake some research and prepare to explain how serious case reviews inform practice.

Task 6 links to learning outcome 5 (AC 5.1, 5.2, 5.3, 5.4)

Read the scenario before attempting the task.

You are a member of the support team at a large community college and in your spare time you undertake voluntary work for a local charity which supports positive mental health and well-being in young people.

Recently you became concerned about the rising numbers of children and young people with poor mental health and bought this to the attention of senior staff.

The college has now planned a mental health awareness week to coincide with national promotions and the local radio has approached you to record an interview about supporting children and young people’s well-being.

• Develop a script for the radio broadcast which:

  • identifies the signs of possible mental health concerns in children and young people

  • describes the role of support staff in recognising the signs of mental health concerns in children and young people

  • describes three (3) ways support staff can work with children and young people to build self- confidence and self-esteem

  • explains the need to work with children and young people to enable them to develop emotional resilience and mental well-being.