NCFE CACHE L 3 Supporting Teaching Learning STL

NCFE CACHE L 3 Supporting Teaching & Learning STL 3 C 3 Understand how to safeguard children and young people

STL 3 C 3: Safeguarding STL 3 C 3 § Understand how to safeguard children and young people § Mondays 7 th, 14 th and 21 st October 2019

STL 3 C 3: Safeguarding § This unit involves 25 hours of Guided Learning time. § 6 hours of your Guided Learning will be your knowledge tuition on a Monday evening. § You need to hand your completed assignment in on Monday 11 th November and feedback will be given on Monday 2 nd and 9 th December. § Remember: this is knowledge evidence 2 (KE 2)

STL 3 C 3: Safeguarding § Learning Outcome 1 § Understand legislation, guidelines, policies and procedures for safeguarding children and young people § 1. 1 Outline current legislation guidelines, policies and procedures within UK Home Nations affecting the safeguarding of children and young people § What do you think the term safeguarding means to you? Talk to everyone on your table and see if anyone has any different opinions. § Who has the responsibility for safeguarding? § Who has had any Safeguarding Training at their placement? What did it involve? Have you been directed as to where all the policies/procedures are kept?

STL 3 C 3: Safeguarding and promoting the welfare of children is defined as: ‘protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to enable all children to have the best outcomes’

STL 3 C 3: Safeguarding § Learning Outcome 1 § Understand legislation, guidelines, policies and procedures for safeguarding children and young people § 1. 1 Outline current legislation guidelines, policies and procedures within UK Home Nations affecting the safeguarding of children and young people § Keeping children safe in education (Revised September 2019) § This guidance is an important one that is well worth a read. § There a number of guidelines, policies and procedures that you can use to answer this outcome. § It is important that you include: § Counter Terrorism, Prevent and Fundamental British Values

STL 3 C 3: Safeguarding § Learning Outcome 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. § Can you give an example where you may have had to ensure that a child was safe. § What do you think your role is when safeguarding? § Remember to use the policies that you have written about in 1. 1 to help you answer this outcome

STL 3 C 3: Safeguarding § Learning Outcome 2 § Understand how to work in partnership with other organisations to safeguard children and young people § 2. 2 Explain the impact of a child or young person-centred approach § What is meant by a child or young person centred approach? § How would you feel if your ideas weren’t listened too? § Remember that the child or young person has a right to be heard, (UNICEF, Every Child has a right to be heard 2011)

STL 3 C 3: Safeguarding § Learning Outcome 2 § Understand how to work in partnership with other organisations to safeguard children and young people § 2. 3 Explain what is meant by partnership working in the context of safeguarding § Do you know who is your safeguarding leader is in your setting? § Which partnerships may be involved? § Why do you think these groups have to work together in the context of safeguarding?

STL 3 C 3: Safeguarding § Learning Outcome 2 § Understand how to work in partnership with other organisations to safeguard children and young people § 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 § It is important that everybody works together to ensure the child is kept safe. § You will need to include at least 3 different organisations § Use the organisations that we spoke about in 2. 3

STL 3 C 3: Safeguarding § Learning Outcome 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 § Group Activity: § In small groups list as many things as you can that your school may have in place to ensure that all the children there are kept safe. § Please feel free to share your ideas with us all.

STL 3 C 3: Safeguarding § Learning Outcome 3 § Understand the need to ensure children and young people’s safety and protection in the learning environment § 3. 2 Identify the risks and possible consequences for children and young people of being online and using digital mobile devices § Can we list the devices that children and young people use § How does your setting ensure that everyone, especially the children are kept safe while on the internet? Do they include parents in any talks they present?

STL 3 C 3: Safeguarding § Learning Outcome 3 § Understand the need to ensure children and young people’s safety and protection in the learning environment § 3. 3 Describe ways of reducing risk to children and young people from: § social networking § internet use § The UK Council for Child Internet Safety (UKCCIS) est 2008 was established to keep children safe online. § Can you give a personal way that you reduce your own risk on the internet/social networking

STL 3 C 3: Safeguarding § Learning Outcome 3 § Understand the need to ensure children and young people’s safety and protection in the learning environment § 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 § Discuss as a group how you keep yourself safe while working with children. § Are there any everyday routines that you complete to protect yourself?

STL 3 C 3: Safeguarding § Learning Outcome 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 § Can you explain the difference between child protection and safeguarding? § Think about: § Who is your Child protection Officer? § What sort of training should staff be doing? § How do you report concerns? § How can you check that all staff are safe to be in your setting? § What information can you share? What policies have you read?

STL 3 C 3: Safeguarding § Learning Outcome 4 § Understand how to respond to evidence or concerns that a child or young person has been abused or harmed § 4. 2 Identify different types of abuse and bullying § What is the definition of abuse? § What is the definition of bullying? § What types of abuse/ bullying have you heard of?

STL 3 C 3: Safeguarding § Learning Outcome 4 § Understand how to respond to evidence or concerns that a child or young person has been abused or harmed § 4. 3 Outline the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding § This can be linked to 4. 2 as you will find yourself writing about signs, symptoms etc.

STL 3 C 3: Safeguarding § Learning Outcome 4 § Understand how to respond to evidence or concerns that a child or young person has been abused or harmed § 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 § One of the most important criteria to answer this question is never tell the child that you will keep it a secret. § Which policy will you find out this information from?

STL 3 C 3: Safeguarding § Learning Outcome 4 § Understand how to respond to evidence or concerns that a child or young person has been abused or harmed § 4. 5 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged § Article 12 and 19 of the United Nations Convention on the rights of the child 1989 will explain about the rights. § Article 3 of the Human Right Act 1998 § The Children Act 1989

STL 3 C 3: Safeguarding § Learning Outcome 4 § Understand how to respond to evidence or concerns that a child or young person has been abused or harmed § 4. 6 Explain how serious case reviews inform practice § When is a Serious Case Review (SCR) undertaken? § How would you respond to any information given to you by a child/young person?

STL 3 C 3: Safeguarding § Learning Outcome 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 § Why is important to ensure children and young people feel confident in themselves? § What can you do to help a child with low self –confidence/self – esteem? § What symptoms might the child/young person be showing if they feel low about themselves? §

STL 3 C 3: Safeguarding § Learning Outcome 5 § Understand how to work with children and young people to support their well- being § 5. 2 Describe the role of support staff in recognising the signs of mental health concerns in children and young people § According to the Mental Health Foundation around 1 in 10 children and young people are affected by a mental health problem. § There a number of key events and risk factors that make children/young people more vulnerable: § Can we list some?

STL 3 C 3: Safeguarding § Learning Outcome 5 § Understand how to work with children and young people to support their well- being § 5. 3 Identify the signs of possible mental health concerns in children and young people § Changes in school performance § Excessive worry or anxiety, for instance fighting to avoid bed or school § Hyperactive behaviour § Frequent nightmares § Frequent disobedience or aggression § Frequent temper tantrums

STL 3 C 3: Safeguarding § Learning Outcome 5 § Understand how to work with children and young people to support their well- being § 5. 4 Explain the need to work with children and young people to enable them to develop emotional resilience and mental well- being § Resilience – the ability to recover from difficulties § What specific strategies do you think we could use to help children to develop their emotional resilience?

STL 3 C 3: Safeguarding § Resources to help you § https: //www. gov. uk/government/publications/keeping-children-safe-ineducation--2 § www. nspcc. org. uk § www. childnet. com/teachers-and-professionals § www. thinkuknow. co. uk § www. nhs. uk/Conditions/female-genitalmutilation/Pages/Introduction. aspx § www. nhs. uk/conditions/Fabricated-or-inducedillness/Pages/Introduction. aspx § www. iwf. org. uk/sites/default/files/inlinefiles/Safer%20 Children%20 in%20 Digital%20 World%20 report. pdf § www. childline. org. uk