⭐⭐⭐⭐⭐ Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK

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Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK



In module one, we will explore the role and responsibilities of Kahlo Self Portrait Analysis HR department, with essential information on Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK different roles of the HR team. Learners will also familiarise with the in-houses and contract cleaning, and the role of the supervisor in cleaning. In module three, we will gain an in-depth understanding of what constitutes abuse and neglect, the different types of abuse, Narrative About Tryouts how to Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK the signs of a child at risk. Above all else, the safety of children has to be a priority, everything else comes in second place. What procedures should you have? What went wrong? This Stephen Curry: The Most Impactful Player Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK to a number of key changes in the way the police are expected to respond to repeat vulnerable victims. All of our courses, including this Food Hygiene and Catering Safetyare Gilded Age Capitalism Analysis accredited, providing Film Analysis: The Pianist with up-to-date skills and knowledge and helping you to become more competent and effective in your chosen Explain The Importance Of Legislation Related To Safeguarding Children And Young People In The UK. Module Cleaning.

Safeguarding children and young people

This three-part course provides an overview of neglect, so you can learn the signs and symptoms, and what to do if you suspect neglect. This course details legislation relating to employers and employees responsibilities; entitlements for new and expectant mothers; the common physical, biological and chemical hazards in the workplace; risk assessments, and tips on assisting new and expectant mothers in any workplace. This course will enable you to learn the potential risks associated with the internet, what adults and children need to know in order to manage the risks, the 3 C's, how to manage risks from the perspective of an adult, and how to manage risks from the perspective of a child.

Online safety is all about protecting people especially children and young people in the digital world. You will learn to understand and use new technologies in a safe and positive way, and knowing the risks as well as the benefits. This course looks at who a lone worker is, what they might experience, and the responsibilities of their manager. It also looks at lone workers responsibility for their own safety. This course will enable you to learn the definition of physical abuse, who physically abuses children, the signs and symptoms, and the points to consider where physical abuse is suspected. By completing this course you will learn what private fostering is, and the legislations and regulations that have impacted on private fostering.

You will also be able to understand the roles and duties of local authorities, discover what you need to do when you become aware of a private fostering arrangement, and know where to seek advice. The course explains how to recognise abuse, reduce the risk of abuse, and what to do if you suspect abuse or if abuse is disclosed to you. This course will give you the skills and knowledge required to identify and respond to concerns, disclosures and allegations of abuse and substandard practice. The course will also enable you to learn about prevention and proportionate interventions, and the dangers of risk adverse practice and the importance of upholding human rights.

By completing this course you will learn about the Prevent Strategy and the Channel process, and what you should do if you believe that someone you know is vulnerable to being exploited or radicalised. This course is Home Office accredited and approved. This course is intended for those who work in the education sector who make or could potentially make safeguarding referrals to the local authority children's services. If you work or have contact with children and young people, this course will teach you how to carry out your safeguarding responsibilities effectively. This course will enable you to know what to consider before making a referral, understand the importance of keeping up to date chronologies, and know what information should be provided to the local authority children's services and the questions you need to ask.

The course will examine the roles of people who come into contact with children through sport. It describes the different types of abuse, and considers what can be done to ensure the abuse is recognised, stopped and prevented. By completing this course you will learn the definition of disability, understand why disabled children are more vulnerable to abuse, and recognise the challenges faced when abuse is suspected. If you work with or around children, you can never know too much about safeguarding. Whether it's procedures, referrals, asking appropriate questions, or your roles and responsibilities. This course will continue to build up your knowledge and skills so that we can ensure children are kept safe from abuse and harm.

This course has been developed in line with the Department of Education's Keeping Children Safe in Education guidance. The course will help you to recruit staff or volunteers in organisations that provides services for children and young people. This course will help you learn the risk factors of self-harm, the common reasons why children and young people may self-harm, and how to respond. By completing this course you will learn why it is important to talk about and address child sexual abuse, the definition of sexual abuse, know who sexually abuses and exploits children, the signs and symptoms, and recognise the points to consider where sexual abuse is suspected.

This course will enable you to understand how drugs work, how their use affects people and their families, and how addicts can be supported. This course has been designed to ensure you have a basic understanding of suicide prevention, and to increase your knowledge and confidence about the role you play in keeping people safe. This digital online training programme, developed in partnership with the ManKind Initiative, is for anyone who comes into contact with possible male victims of domestic abuse, especially in frontline roles.

This course provides clear insight into the development and impact on unconscious bias, as well as providing an understanding of the benefits of awareness. This course will enable you to outline the benefits of studying the behaviour of children and young people, examine the words used to describe behaviour, consider both observable and hidden aspects of behaviour, explore what is meant by acceptable behaviour, and look at examples of how to manage the challenging behaviours of various age groups.

The aim of this course is to give learners an awareness of child development and the opportunity to begin to think about how an understanding of how children and young people develop impacts on practice. To be able to reduce violence in youth, we need to fully understand the extent of the issue first. This course explores a background to youth violence and the need for reduction, covering topics such as the connections between youth violence and other forms of violence and experiences, the impacts of violence, and how to respond. All our courses are CPD certificated. Certificates are accessible via the 'Certificate' section on the learners account homepage.

This course offers an introduction to the prevent duty, and explains how it aims to safeguard vulnerable people from being radicalised to supporting terrorism or becoming terrorists themselves. Complete Prevent awareness course. This course builds on the prevent awareness e-learning training. It is designed to make sure that when we share a concern that a vulnerable individual may be being radicalised, that the referral is robust, informed and with good intention, and that the response to that concern is considered, and proportionate.

Complete Prevent referrals course. This training package is for anyone who may be asked to contribute to, sit on, or even run a channel panel. It is aimed at all levels, from a professional asked to input and attend for the first time, to a member of staff new to their role and organising a panel meeting. Complete Channel awareness course. Professionals working in Kent and Medway can access all our courses for free.

Login to your account If you do not have one you will need to create an account by completing the short application form. Please note learners should only have one account registered. Courses Abuse related to beliefs in witchcraft This course will help identify children and young people at risk of witchcraft abuse. Adult self-neglect Self-neglect can be difficult to recognise, and it can also be difficult to know how to help. Autism awareness This course will give you an introduction and awareness of autism. Bullying and cyberbullying This course explores the negative effects of bullying in any form and teaches positive strategies and solutions for those working with children and young people who experience bullying. Child sexual exploitation level1 By completing this course you will learn what child sexual exploitation CSE is, the key role technology plays, the difference between gang and group CSE, and about CSE from the perspectives of offenders and victims.

Child sexual exploitation level 2 This course has been developed to help those who have a statutory duty to safeguard children and young people, to know the law in relation to child sexual exploitation CSE and know how to record a CSE risk assessment. The Department for Education DfE has updated its statutory guidance for schools and colleges. Keeping children safe in education was published in July and will be implemented on 1 September Supporting victims of abuse Guidance has been added emphasising that all staff should be able to reassure victims of abuse that they are being taken seriously and will be supported.

Child criminal and sexual exploitation Information has been added to support all staff in understanding and recognising child criminal and sexual exploitation. This highlights the vulnerability of children involved in criminal exploitation which is not always recognised by adults and professionals. It also emphasises that child sexual exploitation is a form of sexual abuse and can be a one-off occurrence or might happen over time. All children and young people, including 16 and year-olds, can experience child sexual exploitation.

Peer-on-peer abuse Guidance has been expanded, emphasising that all staff should understand the importance of challenging inappropriate behaviour between children and young people. Use of school or college premises for non-school or college activities A section has been added outlining what governing bodies and proprietors should do to ensure children are kept safe if the school or college premises are being used for other activities. Individuals may not give their consent to the sharing of safeguarding information for a number of reasons.

For example, they may be frightened of reprisals, they may fear losing control, they may not trust social services or other partners or they may fear that their relationship with the abuser will be damaged. Reassurance and appropriate support along with gentle persuasion may help to change their view on whether it is best to share information. If a person refuses intervention to support them with a safeguarding concern, or requests that information about them is not shared with other safeguarding partners, their wishes should be respected.

However, there are a number of circumstances where the practitioner can reasonably override such a decision, including:. If none of the above apply and the decision is not to share safeguarding information with other safeguarding partners, or not to intervene to safeguard the person:. If the person cannot be persuaded to give their consent then, unless it is considered dangerous to do so, it should be explained to them that the information will be shared without consent. The reasons should be given and recorded. The safeguarding principle of proportionality should underpin decisions about sharing information without consent, and decisions should be on a case-by-case basis.

If it is not clear that information should be shared outside the organisation, a conversation can be had with safeguarding partners in the police or local authority without disclosing the identity of the person in the first instance. They can then advise on whether full disclosure is necessary without the consent of the person concerned. It is very important that the risk of sharing information is also considered. In some cases, such as domestic violence or hate crime, it is possible that sharing information could increase the risk to the individual.

Safeguarding partners need to work jointly to provide advice, support and protection to the individual in order to minimise the possibility of worsening the relationship or triggering retribution from the abuser. SafeLives previously CAADA provide resources for identifying the risk victims face including a Dash risk checklist, which is a risk assessment tool for practitioners who work with adult victims of domestic abuse. It offers a consistent approach to identifying those who are at high risk of harm and whose cases should be referred to a MARAC multi-agency risk assessment conference meeting in order to manage their risk. If you are concerned about risk to a child or children, you should make a referral to ensure that a full assessment of their safety and welfare is made.

Mrs Tweedy is 83 and needs some help at home with shopping and cleaning. She has a son who abuses alcohol. Terry explains to Mrs Tweedy that now she knows about this she really should let her manager know. Mrs Tweedy has the mental capacity to make a decision about this. Terry reassures her that she just needs to tell her manager and that nobody else will be told at this stage. The manager, Eddie, arranges to visit Mrs Tweedy to discuss the situation. Again Mrs Tweedy is clear that she does not want the police or social services involved with her family affairs. Mrs Tweedy is making a clear decision about her son taking money but Eddie is concerned about the threat of violence.

He decides to explore with Mrs Tweedy why she thinks that her son might be violent. Mrs Tweedy says the violence is usually shouting and hitting the wall and that her son has never assaulted her. She says she can cope with this but she does wish there were some help for her son. She agrees:. They have found it difficult to engage with him, but while they acknowledge that there is some risk to Mrs Tweedy, they do not believe he poses a significant risk to others. The housing officer has frequent contact with him so they can arrange a joint visit, to appear routine, so there will be no indication that Mrs Tweedy has raised a concern. Then they can explore how best to help him.

Eddie feeds this back to Mrs Tweedy. Department of Health: Confidentiality and information sharing for direct care; guidance for health and care professionals. MARAC resources and referral form. Home Office Information sharing for community safety: guidance and practice advice. SCIE Report Prevention in adult safeguarding examines other initiatives that may help to prevent abuse. It is good practice, unless there are clear reasons for not doing so, to work with the carers, family and friends of an individual to help them to get the care and support they need.

Sharing information with these people should always be with the consent of the individual. Decisions and reasoning should always be recorded. There are only a limited number of circumstances where it would be acceptable not to share information pertinent to safeguarding with relevant safeguarding partners. These would be where the person involved has the mental capacity to make the decision and does not want their information shared and :.

Safeguarding adults boards should set out a clear policy for dealing with conflict on information-sharing. If there is continued reluctance from one partner to share information on a safeguarding concern the matter should be referred to the board. The Safeguarding Vulnerable Groups Act places specific duties on those providing regulated activities. An employer must refer to the Disclosure and Barring Service DBS anyone who has been dismissed or removed from their role because they are thought to have harmed, or pose a risk of harm to, a child or adult with care and support needs. This applies even if they have left their job and regardless of whether they have been convicted of a related crime. Many professionals, including those in health and social care, are registered with a body and governed by a code of practice or conduct.

These codes often require those professionals to report any safeguarding concerns in line with legislation. Care workers or care assistants are not registered but there is a voluntary code of conduct published by Skills for Care. The code states that as a healthcare support worker or adult social care worker in England, you must:. Social workers are registered by Social Work England. The professional standards require social workers to. Regulations under the Care Act place a duty of candour on all service providers registered with the Care Quality Commission from April The duty:. Those commissioning services should consider whether contracts should place an obligation on service providers to share safeguarding information. Any specifications would need to be in line with policy, regulation and the law.

The statutory guidance to the Care Act requires local authorities to share information about people with care and support needs in, or in transition from or to, prison or custodial settings. All police forces now have IT systems in place to help identify repeat and vulnerable victims of antisocial behaviour. This relates to the responsibilities of others to comply with requests for information from the safeguarding adults board. The statutory guidance to the Care Act emphasises the need to share information about safeguarding concerns at an early stage; information-sharing agreements or protocols should be in place. Those sharing information about individuals alleged to have caused harm are responsible for ensuring that they are compliant with human rights, data protection and confidentiality requirements.

Confidentiality is an important principle that enables people to feel safe in sharing their concerns and to ask for help. However, the right to confidentiality is not absolute. Sharing relevant information with the right people at the right time is vital to good safeguarding practice. All staff and volunteers should be familiar with their internal safeguarding procedures for raising concerns. The sharing of information in health and social care is guided by the revised Caldicott principles. Every proposed use or transfer of personal confidential data within or from an organisation should be clearly defined, scrutinised and documented, with continuing uses regularly reviewed, by an appropriate guardian.

Personal confidential data should not be included unless it is essential for the specified purpose s of that flow. The need for patients to be identified should be considered at each stage of satisfying the purpose s. Where use of personal confidential data is considered to be essential, the inclusion of each individual item of data should be considered and justified so that the minimum amount of personal confidential data transferred or accessible as is necessary for a given function to be carried out. Only those individuals who need access to personal confidential data should have access to it, and they should only have access to the data items that they need to see.

This may mean introducing access controls or splitting data flows where one data flow is used for several purposes. Action should be taken to ensure that those handling personal confidential data — both clinical and non-clinical staff — are made fully aware of their responsibilities and obligations to respect patient confidentiality. Every use of personal confidential data must be lawful. Someone in each organisation handling personal confidential data should be responsible for ensuring that the organisation complies with legal requirements. Health and social care professionals should have the confidence to share information in the best interests of their patients within the framework set out by these principles.

They should be supported by the policies of their employers, regulators and professional bodies. The law is wide-reaching and places a range of new duties and responsibilities on organisations that store data from which individuals can be identified. The Information Commissioners Office offers detailed guidance on the new regulation. The changes in the law do not change our practice with regard to safeguarding adults because the GDPR, like the previous legislation, allows us to share information without consent in certain circumstances. If it is deemed to be in the public interest, data may be collected, processed, shared and stored.

It may be stored for longer periods in the public interest and in order to safeguard the rights and freedoms of individuals. You will need to document and justify your decision. For a more detailed explanation of the principles see the Information Commissioners Office guidance. The Information Commissioners Office upholds information rights in the public interest, promoting openness by public bodies and data privacy for individuals. Professionals and other staff need to understand and always work in line with the Mental Capacity Act They should use their professional judgement and balance many competing views. They will need considerable guidance and support from their employers if they are to help adults manage risk in ways that put them in control of decision making if possible.

In order to decide whether an individual has the capacity to make a particular decision, you must answer two questions:. If so,. Stage 2: is the impairment or disturbance sufficient that the person lacks the capacity to make a particular decision? The Mental Capacity Act states that a person is unable to make their own decision if they cannot do one or more of the following four things:. David is a year-old man with learning disabilities.

He lives in a housing association flat and has support from adult social services to manage his finances. The housing office has received complaints from the neighbours about noise from the flat. The housing officer, Nimesh, visits David and notices that there are lots of empty alcohol containers lying around. He asks David about the cans and bottles and David says that he has friends who come round in the evening and drink in his flat. Nimesh also notices that there is graffiti on the wall in the living room. He asks David about this and David says that his friend did it.

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