Children in Wales Safeguarding Training

Children in Wales Safeguarding Training

Version 3 Workbook for: Understand how to safeguard the welfare of children and young people revised Aug 13

Children in Wales –Safeguarding Training

Workbook for:Understand how to Safeguard the Well being of Children and Young People

Level 3 -3 credits

Learner name:

Learner contact details:

Date of submission:

Induction

Welcome to the programme.

This programme requires you to evidence knowledge and understanding against set learning outcomes and assessment criteria. The training will give you opportunities to develop your knowledge and understanding in the key areas in which you will be assessed.

This workbook contains space for you to record entries against the specific knowledge assessment criteria put as short tasks and there is space for you to make notes during the training or in work settings afterwards.

Your completed workbook should contain the evidence required for this Unit and will be used by your assessor to make an assessment judgment. You will be required to submit work within an agreed timescale which will be given to you on the course you attend. All assessed work will be graded as having met all the assessment criteria, or requiring further work in order to meet the assessment criteria. Learners will be offered an opportunity to resubmit referred work one further time and if this does not meet the assessment requirements on this occasion it will be treated as a Fail. Written feedback will be sent to you. If successful your certificate will be issued following quality assurance verification.

Assessment

This unit is a Knowledge unit to show achievement of understanding, with no requirement for demonstrated competence. The unit is at Level 3 and is valued at 3 credits.This unit is part of the QCF Diploma in Children’s Care Learning and Development and once achieved can be used directly as part of this Diploma (or any other QCF qualification that contains this unit). The learning and evidence of knowledge and understanding can also be mapped against other similar units to show full or partial achievement and this is known as Recognition of Prior Learning (RPL). Learning will be achieved through participation on the Children in Wales Safeguarding Training provided through Cardiff Workforce Development and additional work on the assessment tasks completed after you haveundertaken the training. Some evidence can be gathered during the course while you are working and learning.

The Level 3 unitUnderstand how to safeguard the well being of children and young people contains seven Learning Outcomes (LOs). Each Learning Outcome has several Assessment Criteria (ACs). Each AC will need to be evidenced through completion of the workbook tasks. You will need to refer back to the assessment criteria on pages 5-7 of this booklet when you complete the tasks to ensure that you are addressing these fully through your written response to the tasks.

Assessment criteria wording

When you are considering how to ensure you meet the assessment criteria you should have a look at the wording of the assessment criteria because the clues are in the verbs:

  • Describe – provide details about a topic or item
  • Outline – list the key information
  • Identify – recognise and pull out the main points from a bigger piece of information
  • Explain – provide details about a topic or item with reasons or examples, i.e how does it work in practice.
  • Analyse – examine a topic in detail to explore the meaning, essential features and significance – this often requires providing more than one perspective on practice and/or theory
  • Evaluate – review theory and/or practice in a way that shows clearly the points for and against, and make a reasoned judgement. What needs to be done to make something work better?

Three hot tips!

1.Plan to make progress – give yourself several mini-deadlines to complete pieces of work.

2.You do not have to complete the workbook tasks in the order that they are laid out. Start with something that you feel more confident to answer and then move on to something that may be more of a challenge for you.

3.Map your work to the assessment criteria, if you think that the answer you have written for one learning outcome also provides evidence for another task then cross reference this piece of writing with the number of the assessment criteria.

Plagiarism

This meansusing another person’s work whilst presenting it as your own. This may include;using information from a formal written source and not acknowledgingwhere a quotation or paraphrase comes from, or submitting some or all of the work of another learner in a way that suggests that it is your original work when it is not. Part of the experience of being a learner studying this unit is exchanging views and using the ideas of other people – provided that they are acknowledged in what is written. If you want to use short quotes from other sources make sure that you use quotation marks and identify where you have found this information. If you are sharing ideas for the workbook with a colleague on the course it is alright to discuss the tasks together but you need to write your tasks separately as you are required to produce an individual response to the work. If you present work that is plagiarised then it is likely that you will not pass the assessment.

Access to fair assessment

You have a right to be fairly assessed. If you are unhappy about the way your award is managed, taught or assessed please contact either your assessor, your training provider or your verifier of quality assurance. If you wish to take this further you will be informed of the Appeal policy. The purpose of the appeals policy is to enable learners to appeal against an assessment decision which has not been resolved by informal action. In the event of an assessment decision that a learner is not satisfied with, the policy can be accessed through Caroline Taylor at Children in Wales - .

Deadlines

Assessors will give you a deadline for submission of your work. If you cannot meet this deadline then you will be told about the arrangements for late submissions. The assessor will also inform you about the procedures for submission.

The deadline for the level 3 course starting on 30 November 2013and concluding on 7December 2013 is 14 January 2014. Please send to the assessor Claire Sharp at the email address below by this date.

Important information

Your assessor is: Claire Sharp

Contact details:

Your Internal Quality Assurance link is: Catherine Lewis

Contact details:

I have read this document. I confirm that the work submitted in this workbook is my own.

Name of learner:

Signature of learner:

Date of signature:

Purpose and Aim:

This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.

LEARNING OUTCOMES - The learner will: / ASSESSMENT CRITERIA - The learner can:
1. Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people / 1.1 Outline current legislation, guidelines, policies and procedures within own UK Home Nation affecting the safeguarding of children and young people
1.2 Explain child protection within the wider concept of safeguarding children and young people
1.3 Analyse how national and local guidelines, policies and procedures for safeguarding affect day-to-day work with children and young people
1.4 Explain when and why inquiries and serious case reviews are required and how the sharing of the findings informs practice.
1.5 Explain how the processes used by own work setting or service comply with legislation that covers data protection,information handling and sharing.
2. Understand the importance of working in partnership with other organisations to safeguard children and young people / 2.1 Explain the importance of safeguarding children and young people
2.2 Explain the importance 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 importance of ensuring children and young people’s safety and protection in the work setting / 3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting.
3.2 Explain policies and procedures that are in place to protect children and young people and adults who work with them.
3.3 Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected.
3.4 Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.
4. Understand how to respond to evidence or concerns that a child or young person has been abused or harmed / 4.1 Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding
4.2 Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting
4.3 Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged
5. Understand how to respond to evidence or concerns that a child or young person has been bullied / 5.1 Explain different types of bullying and the potential effects on children and young people.
5.2 Outline the policies and procedures that should be followed in response to concerns or evidence of bullying and explain the reasons why they are in place
5.3 Explain how to support a child or young person and/or their family when bullying is suspected or alleged
6. Understand how to work with children and young people to support their safety and well being / 6.1 Explain how to support children and young people’s self-confidence and self-esteem.
6.2 Analyse the importance of supporting resilience in children and young people
6.3 Explain why it is important to work with the child or young people to ensure they have strategies to protect themselves and make decisions about safety.
6.4 Explain ways of empowering children and young people.
7. Understand the importance of e-safety for children and young people / 7.1 Explain the risks and possible consequences for children and young people of being online and of using a mobile phone
7.2 Describe ways of reducing risk to children and young people from:
• social networking
• internet use
• buying online
• using a mobile phone.

Learning Outcome 1: Understand the main legislation, guidelines, policies and procedures for safeguarding children and young people.

1.1Identify the key legislation, guidelines, policies and procedures in the grid sections below that are relevant to helping you safeguard the well being of children and young people in your workplace setting including e-safety. Make sure that the examples you provide are relevant for the Welsh context.

You are expected to demonstrate independent research by providing sources of information and support that you could go to if you needed additional specialist help, these could be other organisations, websites, and helplines.

Current legislation:
Identify relevantcurrent legislation that provides a framework for the practice of your setting
Guidance, policies and procedures
These are the documents that explain how the legislation should be applied in particular context ensure they refer to the Welsh context
Where you could go to for additional information or support:
Websites, helplines etc that provide advice and support re :child protection e-safety, bullying, sexual abuse and on issues of cultural practices and that are viewed as child abuse in the UK. Some of these could be places where children and young people could seek help directly.

1.2Explain using full sentences what is meant by child protection within the wider concept of safeguarding the well being of children and young people.

1.3 and 1.4

Analyse a serious case review (SCR) that was held into child abuse;

  • explain why a SCR was needed in this case.
  • outline the problems that led to the abuse not being identified and addressed effectively,
  • highlight some of the main concerns about the role of different professionals involved with this case.
  • identify what the main recommendations of this SCR were
  • outline how workplace practice and possibly legislation changed as the result of the findings from this review.
  • identify any particular implications for the policies and procedures that are used in your workplace.

Maximum word count 500

1.5Identify two examples from your work setting that demonstrate how your working practices and record keeping comply with legislation that covers data protection, information handling and sharing of information. These should be examples of how you collect and store information about the children you work with, and how this is shared with their parents and other agenciesappropriately.

1.

2.

Learning Outcome 2Understand the importance of working in partnership with other organisations to safeguard children and young people.

Read the case study Daniel provided and then write a response that covers the following areas

Daniel is 3 and a half years old, he lives with his mother and his new baby sister who is 6 weeks old. Daniel is very close to his father who has been sent to prison recently for possession of drugs. Daniel is normally very well dressed, clean and happy when he attends your setting but you have been concerned that a few times recently he has arrived in dirty clothes and appeared to be very irritable and hungry during the session. He keeps asking when snack time is and pushing other children out of the way to get his food first. Daniel has also become more tearful and clingy when his mother drops him off.

  1. Describe the roles and responsibilities of differentorganisationsthat may be involved with Daniel and his family (you should describe at least 4 organisations some of which should be those who hold statutory responsibility for addressing child protection).
  2. Why it is important that your workplace plays a part in safeguarding the children who attend this setting.
  3. Explain what is meant by partnership working and what can you do to make sure that you work positively with other organisations to ensure the safety and well being of Daniel
  4. How will you make sure that Daniel remains at the centre of your approach to the situation and that his voice is heard by the adults making decisions.

You will need to refer to assessment criteria 2.1, 2.2, 2.3,2.4on page 5 of this workbook

Maximum word count500 words.

Learning Outcome 3.Understand the importance of ensuring children and young people’s safety and protection in the work setting

3.1 Explain why it is important to ensure children and young people are protected from harm within the work setting; in your answer you need to refer to the particular vulnerabilities of certain groups of children and demonstrate awareness of situations where children have been harmed by people responsible for their care.

3.2Identify the key policies and procedures that need to be in place to help ensure that children and the adults who work with them feel safe in yourworkplace.

3.3

a) Explain what is meant by the term ‘whistle blowing’.

b)Identify who you could go to if you were concerned about unsafeworking practices in a setting or the actions of a colleague.

c) What are the difficulties that might arise from challenging the working practices of others in your workplace setting?

d) Explain what kind of support would be available for the different people involved ina situation where a colleague was alleged to have acted inappropriately with a child.

What sources of support do you suggest for:

  1. The child or young person
  1. The colleague whose practice is in question
  1. The person who has reported concerns

3.4From your work setting think about the ways you and your colleagues can take steps within your everyday practice to create a safe working environment in work and during off site visits. These should be practical measures that work to keep everyone safe. Describein fullsentences 3 examples of how you can create a safe working environment. You should write about 200 words in total

Example 1:

Example 2:

Example 3:

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

Choose one of the given safeguarding scenarios or create a relevant example for your setting and describe the key actions of how you would respond if there was evidence or concerns that there has been or is a risk of abuse or harm (including self harm and bullying) to a child or young person.

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