Reporting concerns about poor practice in the context of safeguarding

Raising concerns against a colleague’s malpractice is always a sensitive issue since telling on our peers may lead to victimisation from the part of the staff community. However, when working with children, their well-being is the paramount issue which outweighs the importance of good relationship with colleagues. Blowing the whistle in suspicious situation still requires courage but the school’s whistle blowing policy will provide protection for those who feel the need to voice their concerns against their co-workers, on the basis of the Public Interest Disclosure Act 1998. (Lisaandgeorge, 2013)

The policy has to outline the rights of those involved and the exact procedure to be followed in order to investigate if the allegations are correct. If we have seen something from our colleagues that we regard as misconduct, the first step is to talk to our line manager and ask their advice. If it is our line manager in question, we need to go to the next level, the head teacher or the head of governors. Each school should also have a safeguarding officer, who is able to advise the colleagues on current policies and the procedures to be followed. If we are looking for support from outside the institution we can turn to the teachers’ union for advice.

Following an official complaint, the school management is legally required to give a response within five working days and call a meeting where concerns can be shared with an investigation committee. The person bringing up the charges will be asked to prepare a written document about detailing the allegations and any supporting information. They have to provide details, names, places and exact dates as evidence to confirm the charges. If there are any witnesses their names have to be included in this report. Following the meeting within ten days the school management has to inform the whistle blower in a formal letter about the actions to be taken. If there is an investigation to be carried out, it is not done by the line managers but the Local Authorities who can act independently and make sure that the procedures safeguarding children are followed. (Jacibennett 2012)

The investigation has to be carried out in a discreet way, as required by the Data Protection Act 1998. Both the whistle blower and the person charged has to be informed about the investigation and its outcomes, even though some pieces of information might be retained in order to respect confidentiality.

Acting upon our suspicions and blow the whistle when we experience malpractice and misconduct from our colleagues can be a frightening experience but we always have to keep in mind that the pupils’ well-being and safety might be affected by our co-workers’ dishonest actions. That is why law also protects the whistle blower and schools encourage staff to be sincere about any concerns.

Reference list

Jacibennett October 2012. Evaluate ways in which concerns about poor practice can be reported whilst ensuring whistle blowers and those who practice or behaviour being questioned are protected. Accessed 02/12/2013. <http://www.studymode.com/essays/Cyp-3-3-3-3-1129013.html>

Lisaandgeorge 08/02/2013. Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistle blowers and those whose practice or behaviour is being questioned are protected. Accessed 02/12/2013.
< http://www.antiessays.com/free-essays/401558.html>

Safeguarding the welfare of children and young people 5

Possible signs and symptoms, indicators and behaviours that may cause concern in the context of safeguarding

According to statistics children are more likely to be abused by people who are close to them and who they know well than by strangers. Abuse can happen in families of any social or cultural background and does not depend on the child’s age either. Abusive relationship in a family is not an isolated incident but a process; therefore school staff has to look out for any drastic changes in a pupil’s behaviour that can be a sign of abuse at home.

There are four main forms of abuse whose signs a TA has to be able to recognise and take necessary action. Physical abuse is a knowingly not prevented or non-accidental injury that can include cuts, scratches, bite marks, fractures, burns, bruises in places and forms unlikely to be caused by an accident. Injuries from accidents are infrequent and likely to appear on the limbs. Non-accidental injuries, on the other hand, are frequent, patterned, and appear in an unusual place, like skull, eyes, nose, face, ears, mouth, neck, shoulders, chest, genitals, thighs, legs. If a TA notices injuries like these, they first have to ask the child how they received them. If the signs show a disturbing frequency, it is advisable to make a record of them to find out if they show any pattern and if abuse can be suspected.

Emotional abuse in the family can happen through verbal attacks, humiliation, isolation, rejection or over-protectiveness, or inconsistency in the adults’ behaviour. Signs of emotional abuse include: aggression, unresponsiveness, communication problems, lethargy, stunted growth, failure to thrive, wetting or soiling themselves, poor self-esteem, rocking back and forth, or withdrawal from social activities. Just like as signs of physical behaviour, an isolated appearance of one or two of these signs is not necessarily a reason to be worried. But the TA has to be aware if a child is showing one or some of these signs repeatedly over a period of time and consider if they are caused by emotional abuse.

Sexual abuse is the exploitation of children in sexual activities to meet the sexual demands of an adult and can be indicated by a number of different types of sings, for example, bruising on the chest, inner thighs and buttock of the child, genital injuries, urinary-tract infections, frequent headaches and stomach aches, stained underclothes, bed wetting, and eating disorders. A TA should be alerted if they experience any of the above on a regular basis or any sudden changes of behaviour. Potential indicators of sexual abuse can be flirtatious behaviour, running away from home, referring to secrets that cannot be told, fear of a certain person, feeling of worthlessness, anxiety, or inappropriate sexual knowledge for the child’s age.

Finally neglect is a type of abuse when the child’s basic needs are not met and their rights to be fed, kept warm, loved and given medical attention are breached. Signs of neglect are low weight, large appetite, dirtiness, smelliness, inappropriate clothing, e.g., sandals in winter. Some of these signs do not necessarily mean neglect, because some children develop slower than the others, but if their development if affected by the lack of care from the parents, the TA has to take action. A neglected child can be recognised by the lack of attention they show for what is happening around them and by the parents’ lack of interest in their own child.

Since the TA is spending a lot of time with the children they will get the pupils know very well and have to notice any sudden or unexpected changes of behaviour or any physical injuries. Behaviour problems can be caused by harmless changes in the family (e.g., new baby is born), and injuries can be caused by simple accidents. But if the child is often upset and the signs are coming back repeatedly, the TA has to consider taking action against potential child abuse. (Teaching Assistant, 2012)

Actions to take if a child or young person alleges harm or abuse in line with policies and procedures

While working in a close relationship with the pupils the TA has to be able to recognise any potential signs of child abuse. On the other hand, if child approaches the TA with complaints about any form of abuse in their home, the TA should stay calm and keep their emotions under control. It is essential that the child is comforted and sees that their problems are taken seriously. The pupil has to understand that it is not their fault what is happening to them and the appropriate action will be taken to help them. If they are ready to talk about it, the TA is there to listen to them and can be trusted, but also the child has to be informed that the issue cannot be kept in secret; certain people have to informed in order to make the necessary steps.

They can seek advice in the school policy or procedures for suspected child abuse.  It is a legal requirement for the school to have a policy of potential child abuse that is checked with Social Services staff and compatible with local authority systems. There also has to be a specialist member of staff who has the necessary training to deal with such cases. The first step for the TA, however, is to contact their supervisor and make notes about what pupil said, without changing any details or interpreting anything. Senior members of staff are responsible for carrying out the procedures laid down by Area Child Protection Committee. The ACPC has managers in each area to deal with children and their families. ACPC issue procedures about what should be done in case of suspected child abuse, ensure that national policies and procedures relating to child protection are carried out, and all relevant agencies work together for protection of children. (Teaching Assistant, 2012)

Rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged

It is essential for school staff to identify concerns as soon as possible to get help. Cases of suspected child abuse have to be reported to the local authority and it is the responsibility of the Social Service Department to carry out the investigation.

The process starts with a Consultation which involves discussion and advice on concerns. Then a Referral, formal request on behalf of child, is handed in. During the Initial Assessment all records and files are checked to find out if the child needs protection. There is also a consultation with the family but only if it does not expose the child to further risk of abuse. It is essential during this process that all individuals are treated with respect in accordance with their basic human rights. Parents who are being suspected to be abusive cannot be treated as guilty until it is proved by a legal procedure.

A Strategy Discussion involves professionals from the Social Services Agency making a decision and planning further action. Child Protection Enquiry is the investigation carried out by Social Services and police to assess the need of child protection. Following the investigation a Child Protection Conference, multi-agency meeting takes place to decide whether any action is necessary, and whether to put the child’s name on the child protection register. The result of the conference is the Child Protection Plan that outlines how to keep the child safe and reduce or remove any risks of further abuse. A series of regular follow-up meetings is necessary to assess progress, review needs, and de-registration if child’s safe. (Teaching Assistant, 2012)

Throughout this process teaching staff strictly has to follow the school policy, investigate through the correct channels, document all outcomes and maintain absolute confidentiality.

Reference list

Teaching Assistant. Providing Support to Teaching and Learning in Schools. February 2012, edn. 2010/05. UK Open Learning Ltd.

Safeguarding the welfare of children and young people 4

The importance for children and young people to be protected from harm in the work setting

When pupils arrive to the school premises, teaching staff is taking over responsibility from the parents in taking care of all the needs of the children. Teachers are acting “in loco parentis” during the day and it is their paramount duty to ensure children’s safety and well-being.

Possible risks include physical harm, either from accidents and falls during play, or due to bullying and physical abuse by peers. If a member of staff notices any suspicious injuries on a child, they have to make the necessary steps to investigate the case and prevent it from happening again. Safeguarding has to cover issues of mental harm too; therefore teachers and teaching assistants have to be alert to signs of emotional problems and behavioural issues. Stress at school and home, emotional abuse or neglect in the family, or peers picking on a certain child can all be causes of this situation. Signs of possible sexual abuse have also be recognised right away by teaching staff, and whether it has been committed by family members, school peers or teachers, immediate action is crucial.

Children are incredibly exposed to different kinds of harm therefore teaching staff has to do their outmost to protect them from any risks while pupils are in their care in the school setting.

Policies and procedures in place to protect children and young people and the adults who work with them

Each school has a set of policies and procedures regarding the protection and safeguarding of children and place the duty of care on the teachers.

Teaching staff has to be careful when establishing physical contact with the pupils so that they do not cross the line from caring to abuse. This applies more to male staff and also depends on the child’s age. Younger children might need more physical contact especially when they fall on the playground, get injured and get scared, but even in such a case a reassuring hug should not last longer than necessary. Teachers and teaching assistants can protect themselves against accusations of abuse by working transparently, i.e. by not staying alone with a pupil in a room behind closed doors (unless talking about a confidential matter). If everybody in the staff knows what you are doing and why you cannot fall victim of false charges. It is a legal requirement that any photographs and videos are to be made about the pupils only with the consent of the parents. Last but not least, if we have any concerns about a colleague behaving inappropriately with a pupil, we have to report it immediately. A child’s mental health and development is much more important than a friendship with a co-worker. The first step is to talk to our line manager and tell them that we have seen something we do not like. If it is the line manager we are suspicious of, we have to go to the next level, to the head teacher or head governors. It is useful to have a look at the school’s whistle blowing policy to see the exact procedure. If we are making a complaint like this we are protected by law against any future disadvantages. The teacher’s union can also provide advice about the relevant policies and the rights of those involved.

The children’s safety and healthy development is the paramount concern in a school setting, therefore whether we are being accused or are suspicious about a co-worker of being abusive, we have deal with the situation in a professional way and follow the relevant procedures in order to clear up the situation.

Steps practitioners can take to protect themselves within their everyday practice in the work setting and off site visits

As a teacher or a teaching assistant it is important that we prevent any suspicious situations and protect ourselves from the possibility of any false accusations by being careful in our relationships with the pupils.

We have to work in an open way, which means that whatever we are doing have to have a reason why we are doing it. We have to be clear about our choices and action, e.g. why we are choosing a particular pupil to carry out a nice task. Our colleagues might have a look if we chose the same child last year, or in similar cases. There are always favourites and children that we do not like that much, but we have to be professional about it and treat the pupil in a fair way. If we ensure that we are not left alone with a pupil or if so, we leave the doors open, we can prevent nasty rumours or any cause for concern from our colleagues. It is also important that we keep other staff informed about any concerns we might have. For example, if we notice that a pupil has feelings for a teacher it is better to let the colleague in question know about it. This way they can do their best not to further encourage the child by being careful how they behave with them. If we are taking our class to trip or visit outside the school, it is advised to be prepared for any incidents. A written consent from the parents is essential in order to take the children anywhere outside the school setting. Also, we can prepare for unexpected situations by writing a list of necessary equipment, compile a risk assessment and an action plan in case any hazard occurs, e.g. a child falls and gets injured. This way there is evidence for any future investigation showing that the teacher did their outmost to eliminate the risks and also to deal with the unfortunate situation.

Local Authorities and Governing Bodies can support the teaching staff by providing relevant policies and procedures as a guide. Children are also being protected by the safe teacher recruitment procedures that include a full CRB check. Schools are also required to appoint a Designated Teacher in Child Protection (DTCP) who always have an up to date training in child protection issues, can train the rest of the staff and offer help and support to colleagues who have concerns.

Safeguarding the welfare of children and young people 3

The importance of safeguarding children and young people

Safeguarding children and young people is a complex task that includes a number of factors to be considered. It does not only consist of the physical safety of children in school and on outside visits, but also their mental and emotional well-being and their e-security in the web environment. Teaching staff that is in day-to-day contact with the pupils has to be well-trained, suitable for dealing with children and also aware of the needs of children and possible signs of harm that abuse of neglect can cause. The main principle is that the child’s needs are paramount and should be put first, so that each child receives the individual support they need. Professionals have to share relevant information about the children’s situations so that problems can be recognised early and the designated members of staff can make the necessary steps to find a solution. A regular review of outcomes help to improve processes and the general care provided for pupils in the school setting.

The importance of a child or young person centred approach

The document Working together to safeguard children states that it is everyone’s responsibility in a childcare setting to ensure the security and welfare of the children. None of these professionals are able to see alone all the needs and circumstances of a child therefore it is essential that teachers, individuals and agencies share information with each other. The common aim is that families receive exactly the help they need. In order to achieve this every practitioner has to be clear about their role in the process, aware of the role played by other individuals and organisations and strive for a smooth cooperation between services. If these agencies want to be effective they have to work according to a child-centred approach. Children’s needs, views and opinions have to be understood and placed in front of the adults’ interests. Professionals can build a stable relationship with children if they regard their opinion as important and give them the respect they deserve. This way they will be able to get an honest opinion from the children regarding their needs and provide them with the most suitable support. It is a legal requirement under the Children Act 1989 that local authorities take a child’s wishes into consideration when determining what services they need. Furthermore the Equality Act 2010 makes public authorities responsible for the eliminate discrimination and the promotion of equal opportunities. The child-centred approach is also supported by the United Nations Convention on the Rights of the Child (UNCRC). It is an international agreement protecting the rights of children and by ratifying it in 1991 the UK Government accepted a framework for the development of children’s services that recognises children’s right to self-expression and access to information. The work of individual professionals looking after the unique needs of children is aided by the local agencies whose effective services are based on a clear understanding of the collective needs of local children. These include vigilance of adults who notice when something is troubling a child. They need to be provided with stability so that they trust the people offering help. Children need not only to be informed about the actions happening to them but also understand the underlying reasons. If adults respect the children they will have the confidence to share their views and by doing so, assist the process helping them.

Partnership working in the context of safeguarding

The continuous safeguarding of children and young people throughout their school years can only be provided by a strong cooperation between the individuals and organisations that are responsible for their development in the different age groups. Moreover, each child is an individual, unique person with different problems and issues; these specific cases have to be dealt with by professionals trained in certain areas. Class teachers and teaching assistant have to be able to recognise when they need specialised help, and support the work of these professionals. Communication and professional partnership are utterly important between school staff and external support workers in order to ensure that the best service is being provided for pupils. On the one hand class teachers have to share all relevant information about a child with special needs with the specialised professionals so that they have all the necessary background information to work out the most appropriate way to help the pupil. On the other hand these external support workers should let the teacher know about the results of the sessions and about any way the pupil’s development can be facilitated inn the everyday classroom environment. Each professional working with children has to respect the others’ areas of expertise and support others’ work as everybody is making a valuable contribution to the pupils’ development. All the school staff and external professionals have to work together as a “team around the child” and have regular meetings to share information, results and discuss any further steps to be taken. To make sure that professionals and agencies work together effectively in order to safeguard children, section 10 of the Children Act 2004 places the duty on local authorities to make arrangements to promote cooperation to improve the wellbeing of all children in the authority’s area.

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

There are a number of agencies who take part in protecting and safeguarding children and young people in the school and outside it. Under section 11 of the Children Act 2004 a range of organisations and individuals working with families have statutory duties to ensure the welfare and protection of children. Social Services provide help and support when children suffered harm or abuse at home or outside of their home or if they are at risk of being harmed. NHS team, GPs, nurses and school visitors, when carrying out examinations have the opportunity to find marks of physical or sexual abuse on a child’s body, recognise these problems before the child would disclose it, and report their findings to prevent further harm to the child. NSPCC is a national service to protect children from harm or stop children from being abused. They can provide support when a child needs to be protected from physical harm or neglect in their family environment. Child and Adolescent Mental Health Services (CAMHS) and psychologists can provide help for children with mental, emotional and behavioural problems or when they had been exposed to emotional abuse. Children with special educational needs have to be supported by Educational Services and the SENCOs in school. A statement of special educational needs have to be worked out for them to detail the kind of support they need and the individualised educational plan that fosters their development. Law enforcement agencies, police and probation services have a major role in safeguarding children and protecting them from harm on the streets and in their homes when they are exposed to abuse of criminal danger. It is the responsibility of every adult who works with or around children to promote their welfare, and cooperate in protecting them from any real or potential harm.

Safeguarding the welfare of children and young people 2

Child protection within the wider concept of safeguarding children and young people

It is a legal requirement that schools maintain a safe and secure environment where pupils can develop mentally and physically, explore new ideas, establish positive relationships with others and create a healthy self-image. The school’s safeguarding and anti-bullying policies include the principles and procedures to be followed by staff. The responsibility to safeguard children involves a number of aspects that the school and teaching staff have to pay attention to.

It is the duty of all staff to watch out for possible signs of child abuse and neglect and report their concerns immediately if they believe that a pupil is likely to be suffering any harm by another person. These issues include physical, emotional and sexual abuse (usually by adults close to the child), neglect by the family/carers or bullying by peers. Any of these issues can cause significant physical and/or emotional harm to the child therefore teaching staff has to make sure to do whatever they can to prevent or stop the process. (Kamen 2011, p. 47) Furthermore, by training the children about avoiding risks (e.g. not playing in dark or deserted places), making responsible decisions (e.g. not trying drugs just because of peer pressure) and asking for support from trusted adults (e.g. teachers, police officers), we can prepare them for adult life. (Kamen 2011, p. 54)

Safeguarding children also involves the requirements towards the adults who are in contact with them inside the school setting on a daily basis. Schools are legally bound to employ only people who are not listed as unsuitable to work with children and have a clear criminal record. Teachers and teaching assistants in a school are expected to behave as professionals as they are role models for the pupils around them. Also if there is an allegation against a staff member in the school, the head teacher has to follow the relevant procedures in order to investigate the problem.

Finally, the school environment has to be designed in a way that promotes opportunities of healthy development for all pupils. The Health and Safety Act 1974 requires the school to have procedures to protect everyone from harm on the premises and have procedures in place to prevent accidents. Potential hazards have to be reported to the appropriate person who also carries out an annual risk assessment. All staff has to be informed about the safety policies and procedures. Adults have to make sure that pupils are not taking any actions that may cause harm to another person, minimize risks by always tidying up after themselves and use appropriate tools and safety equipment when needed. (Burnham 2007, p. 5) A safe and secure environment also includes a building and classroom design that is accessible for and supports wheelchair users, promoting their security and development as well.

When and why are inquiries and serious case reviews required and how does the sharing of the findings inform practice?

Children’s welfare is a paramount consideration within the school setting; therefore educational institutions have to assess regularly their internal practice and external relationships with other agencies according to the recommendations of the serious case reviews. Chapter 8 of Working together to safeguard children (2010) describes serious case reviews as lessons to be learned for individuals and agencies, in order to improve their practice of ensuring children’s well-being in the school setting. If the recommendations are implemented effectively, the changes ensure a better protection for children against future harm and suffering.

A SCR has to be undertaken by the Local Safeguarding Children Board when a child’s death (including suicide) is suspected to be the result of neglect or abuse, even when parent, carer or relative who committed the murder is suffering from mental illness or addiction. The LSCB will also consider carrying out a serious case review if a child suffers a potentially life-threatening injury or permanent impairment due to abuse or neglect; or has been seriously harmed as a result of sexual abuse or a violent assault by another child or adult; if a parent has been murdered and a domestic homicide review is being initiated; or in any case that raise concerns about the way in which local professionals and services cooperate in safeguarding children. (Serious Case Reviews, n.d.)

The information gained from SCR’s provides lessons on local and national level too. At the local level, if the recommendations are acted upon, individual agency and inter-agency cooperation improves. The review is a learning exercise for those involved, good results and areas requiring change both need to be shared. Training plans can be set up, focusing on the key areas of the recommendations with timely and achievable goals. At the national level, child death and serious case reviews are valuable sources of information when creating and reviewing national policy and practice. (Working together 2010)

Processes in a work setting need to comply with legislation that covers data protection, information handling and sharing

The job of a teaching assistant includes creating, updating and dealing with pupil records therefore the relevant rules about information handling and data protection have to be clear for them. Whenever a TA is contributing to pupil records, it has to be accurate, complete and up to date. Furthermore confidential information about the children in school cannot be shared with a third party unless they are relevant in the particular situation.

When a child makes a disclosure to the teaching assistant about being abused, this sensitive information has to be handled very carefully. The adult has to listen to whatever the child wishes to share rather than ask questions, and has to accept what they hear without criticism. The child has to be reassured that it is not their fault what has happened and it was the right decision to tell about it. However, they also have to be informed that this situation cannot be kept a secret but has to be shared with relevant third parties. The teaching assistant then has to make notes as soon as possible about the date, the time, the details of the conversation and any non-verbal behaviour accurately and objectively, without interpreting or forming an opinion. This documentation can be the basis of the child abuse case and might even be used in court if necessary. (Kamen 2011, p. 51-52)

The teaching assistant is also responsible for maintaining pupil records, documents regarding e.g. pupil activities and assessments, progress and attendance records etc. They have to be aware of the Data Protection Act 1998, which prevents the disclosure of materials that are likely to cause harm to the development of the pupil, those concerning child abuse cases and references supplied to the potential employers of the pupil. (Teaching Assistant 2012, p.185) The pupil records have to be locked up in a file cabinet or stored in a computer secured by a password, being available only for authorised personnel. Each pupil has to have a separate file for their records and these documents have to be kept for five years. Parents have the right to see what is recorded about their child, correct any mistakes and add any relevant information to it. Under the Data Protection Act the information held by the schools can only be used for specific purposes (i.e. to support the child’s development), and individuals have the right to access the data held about them. The Freedom of Information Act 2000 requires schools to publish their publicly available information under a publication scheme so it is accessible for anyone. (Teaching Assistant 2012, p155-156)

Reference list

Burnham, Louise, 2007, The Teaching Assistant’s Handbook Primary Schools, Heinemann, p. 4-27.

Kamen, Teena, 2011, Teaching Assistant’s Handbook Level 3, Hodder Education, p. 46-58.

Serious Case Reviews, n.d. North Yorkshire Safeguarding Children Board, accessed 04/11/13, <http://www.safeguardingchildren.co.uk/section-13-procedures.html>

Teaching Assistant. Providing Support to Teaching and Learning in Schools. February 2012, edn. 2010/05. UK Open Learning Ltd, p. 154-156, 180-181

Working together to safeguard children, 2010. 

Safeguarding the welfare of children and young people 1

Guidelines and Legislation and how they affect the day to day work with young children

a.       The Children Act 1989

The main point of this act is that the welfare of children is paramount. It is the first document that introduces the concept of parental responsibility instead of parental rights. It is the duty of local authorities to identify, safeguard and promote child welfare and provide services. However, courts have to consider all factors before reaching decisions as orders should only be made if it is better for the child. The act also recognises the importance of early recognition of problems as a delay can adversely affect the child’s welfare.

b.      The Education Act 2002

As teachers and school staff have a day-to-day relationship with the pupils, they are able to recognise any signs of abuse, neglect or developmental delay. Following the tragic case of Lauren Wright (who was physically abused by her stepmother, ending in her death), the new act made schools and Local Authorities responsible for the safeguarding and welfare of children. Teachers need to have training on how to recognise the signs of child abuse and neglect and report their concerns to the designated teachers who can give guidance and advise colleagues on suspicious cases. If it is necessary, Local Authorities also have to be informed. (Fiddy, n.d.)

c.       The Children Act 2004

This act made the guidelines of Every Child Matters a legal requirement, setting out the process for providing services to children so that every child can achieve the five outcomes described in EMC: be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being. The post of Child Commissioner was introduced and local authorities are required to lead a multi-agency co-operation, sharing a database of children containing information about their welfare. It puts emphasis on ascertaining children’s wishes and promotes the educational achievement of looked-after children.

d.      Working Together to Safeguard Children 2006/2010

The act describes how individuals and organisations should work to together to ensure the welfare of children and young people. It details the roles and responsibilities of agencies involved and introduces the Local Safeguarding Children Boards. The requirements for training, development and supervision for inter-agency working were set out as well as the process of managing individual cases where there are concerns about a child’s safety and welfare. A guidance about child death review processes and serious case reviews are also included.

e.       Health and Safety at Work Act 1974

It contains guidelines and procedures for a safety policy at a workplace. The employer’s responsibilities include regular and thorough risk assessments in order to identify hazards. They are also required to provide proper equipment for the work and maintain it on a regular basis. The employees are required to follow safety procedures and attend training, as well as report any hazards they notice and work safely.

All these legislations are based on the principle that the welfare of the child is the most essential consideration. Children are best cared for within their own families and the state should not intervene in family life only if it the only solution to prevent abuse and neglect against the child. Local Authorities are supposed to work in partnership with the families when ensuring child safety and welfare and must have regard for the child’s and their family’s racial origin, cultural and linguistic background and religious persuasion.

Reference list

Fiddy, Alison n.d., Education Act 2002: Safeguarding and promoting the welfare of children, accessed 27/10/2013, < http://www2.essex.ac.uk/clc/hi/childright/article/189/cR189_3.doc>

The Effects of Transitions on Child and Young Person Development

Transitions mean changes or movement from one position or stage to another in a child’s or young person’s life. Transitions can be gradual or sudden, can affect different aspects of the pupil’s life and may last for various lengths of time. (Transitions, n.d.)  All children experience changes in their life at certain points, but it depends on their personality, the nature of transition and the support they receive from family and school, how they react to these turning points.

Transitions experienced by all children

Some changes will inevitably happen to every child, because these are natural landmarks in everybody’s life that can fall into three categories: physical, social and intellectual transitions. A child who receives consistent caring support from the adults surrounding them will have enough mental strength to cope with these changes.

The first physical transition in a child’s life is when they start nursery and the environment where they spend certain time each day changes, new people (nursery teachers and little peers) step into their lives. Similar transitions happen again when the child starts primary school and later when transferring into secondary education. At these turning points all the people around them, including teachers and pupils are experiencing the same change, which helps the child to accept the new situation.

A social transition for each young person is reaching puberty and experiencing changes on their body and in their thoughts and emotions. Puberty changes the way they look at their own body: they might find it awkward in the process of transition and feel ashamed of it. Adolescents start to think in a different way about the world, their priorities shift and friends will have a central role in their social lives instead of family. They experience strong waving emotions, the first love, hatred towards their parents who try to control them etc. therefore this period is arduous for both the teenagers and their parents.

Intellectual transition means the shift between key stages or finishing school. When starting the next key stage pupils find themselves facing new challenges and new goals that they have to reach. The academic requirements are higher and higher as they go forward in formal education but based on their previous knowledge and experience they should be able to meet the new expectations. Leaving school and starting a job or university may be an absolutely different situation; the young person can find him/herself against totally alien priorities and requirements.

Transitions only experienced by some children

Transitions that do not occur in everybody’s life but only experienced by some children or young people during their development can affect different aspects of their lives as well. In these cases it is advisable for the teaching staff to pay closer attention to the pupils affected, because they might need additional support to cope with these changes.

Moving house and as a consequence transferring to another school is a physical change whereby the child might experience a sense of loss. Their home environment suddenly changes, they have to get used to a new place and in addition, integrate into a new school. They feel that they are losing their old friends and have to make new ones. Also, they have to get to know new teachers, maybe new methods and new rules in the new school setting. They do not have a say in this decision and might blame their parents for forcing the new situation on them if they are not explained why the changes are necessary for the family.

Transitions in social life can include the death or illness of a family member or relative. A young child might have difficulties in understanding the concept of death while they see their family members being emotionally struck by what happened. In this case nobody in the family has control over the situation; they can only accept it and try to cope with the loss. The parent’s divorce is also a transition that causes loss in the child’s life because their family as they have known it so far does not exist anymore.

Certain transitions can cause fear and terror in a child’s life and if a teacher does not recognise early signs of these problems they can have a long lasting negative effect on the pupil’s development. It can be physical, emotional or sexual abuse by a family member or somebody else, as well as bullying in school or outside the premises that cause a break in a child’s or young person’s development. In any case, if a transition means for the child the loss of safety, outside help is needed urgently.

The effect of transitions on children’s development

Children react to changes in different ways, depending on their own personality and the nature of the change they are experiencing. Their behaviour can go to the extremes: they can either become quiet and withdrawn or start to produce anger and aggression against their environment. They might regress in their studies and cognitive development: daydreaming during class, forgetting to do the homework. If something is gnawing at a child, they might express their problems by unusual conversations and remarks, strange drawings and actions that are not typical of them.

A typical transition situation is changing schools (either because the family moves to different location or due to normal academic advancement), which can easily make the child nervous and sad about losing the security of the old, well-known school as well as their friends. Even if a child reacts with withdrawal or extroverted behaviour to the changes, their academic and communication development will suffer. The stress caused by this situation my lead to mental or physical problems, a pretend or even genuine illness in order to delay the upsetting changes. Younger children might react by being clingy and displaying the behaviour of a little child because they feel vulnerable, older children can have nightmares, sleeping problems, loss of appetite or show moody behaviour. All these reactions lead to a negative influence on the child’s physical, emotional and cognitive development. (Lawrence, 2012)

Nevertheless, changes do not necessarily mean negative effects on a child’s behaviour. For example, the parents’ divorce can bring a positive turn in the family’s life, when the mother and the child move in with the grandparents and the child experiences a busier social life, being surrounded by loving family members. Also, seeing their parents happier in separation and not having to listen to their fighting can help the child understand that some changes are for the best.

The effect of having positive relationships during periods of transmission

When experiencing changes is their lives, children need the support of the adults surrounding them to be able to deal with the situation. Therefore it is essential to maintain positive relationships with children affected by transitions, even if they are being introverted, hostile or aggressive as a reaction to the changes.

It is advisable to be prepared about the child’s situation so that we are ready to talk to them about it: listen to them if they want to tell us about their feelings and answer their questions. Adults can guide them in dealing with the situation by showing that the loss of the old will be balanced by the anticipation of something new in their lives. (Transitions, n.d.) We have to be open and sensitive to their needs: if they require more attention, to make sure they do not feel neglected, or do not force them to participate if it is not absolutely necessary.

Communication with parents is crucial, as they have to be fully aware of the effects of the changes on their children. Children may show different behaviour in school and at home, therefore parents may not notice how deeply their child is shaken be the recent transitions. Also, parents and teachers in cooperation can make the child feel that they can take control of the situation by having a positive attitude and embracing the advantages of the change.

If the transition is about starting a new school (e.g. at end of Year 6 in elementary school), the teacher can help the affected pupils to soothe their fears by taking them for a visit to the new school. This way they will have an idea about what the building looks like, how the classrooms are laid out and what is the general atmosphere like in the new institution. They may also make some friends during the visit, so that the new community will not consist exclusively of strangers. Conversely, the teacher can invite a few pupils and teachers from the secondary school to talk to the year 6 pupils about their experiences.

Whatever the transition is in the life of a child or young person, they cannot be left alone with their fears and emotions caused by the change. Effective communication between teacher and pupil is essential because the children need opportunities to express their thoughts and the feelings. Support from the adults around them in this critical period will help the children to work their way through the transition and do not let it to be a negative influence on their development.

Reference list

Lawrence, Claire 2012, How Different Transitions Affect Child Development, StudyMode, accessed 22/10/213,
<http://www.studymode.com/essays/How-Different-Transitions-Affect-Child-Development-1259270.html>

Transitions n.d, Young Minds in School, accessed 22/10/2013,
<http://www.youngminds.org.uk/training_services/young_minds_in_schools/wellbeing/transitions>

Child and young person development 4

The importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition

A delay in communication skills has a negative influence on a child’s social and cognitive development therefore early intervention in this area is key.

As far as the social aspect is concerned, a speech or language disorder can lead to frustration, behaviour problems and have a negative influence on relationships. Children tend to be rather selfish and impatient with those who they do not understand or those who do not understand what they say. A child with communication problems can easily find him/herself to be excluded from games whose rules he/she cannot grasp or left out of general playground conversations. Teaching staff have to make the classmates aware of the communication problem of their peer and prompt them to interact with this child regardless of the difficulties. Furthermore a speech difficulty can make them introverted and shy, so they will not even initiate social interactions if they are not encouraged by a teacher or their peers.

As regarding the cognitive side, communication is crucial to learning because it is the channel of the new information handed over by the teacher. Not to mention the fact that a difficulty with speech and language affects the way one organise their thoughts, develop abstract thinking and express themselves. Maybe they cannot follow what the teacher is talking about in the lesson, have reading difficulties because they do not understand the worlds or have a delay in their writing skills since it is very difficult for them to organise their thoughts into sentences. If an early intervention to communication delays is missed, the child will lack the essential foundations in brain development for further studies.

Co-operation of multi-agency teams to support speech, language and communication

A child’s language difficulties may stem from different sources. Therefore a range of specialised professionals are available to support children with various language development delays. In most cases the school’s SENCO should be prepared to advise and support the class teacher in working with these pupils or find appropriate help from external agencies.

Autistic children often have problems with expressing themselves or understanding the world around them because of their condition. An Autism Advisory Teacher is trained in dealing with autistic pupils and in supporting them to improve their communication skills.

If a child is suffering from a speech disorder that prevents them from properly pronouncing words or building up sentences, a Speech and Language Therapist is able to support them in learning the proper techniques of sound production and in overcoming their difficulties. These problems may arise because English is not the child’s and their family’s first language. In this case visual aids and a clear sample of pronunciation from the teacher can be enough for the pupil to learn the new words and enrich their knowledge of the language.

An Educational Psychologists uses psychological tests and assessment to find out if a language delay is a result of psychological or emotional problems or medical conditions. In the first case the pupil needs therapy in order to overcome the communication difficulties. If these problems are a result of a medical condition, i.e. a problem in the connection between brain neurons and speech skills, the child may need hospital treatment or medication to help them.

If the cause of speech disorder is the child’s deafness or hearing difficulties, visual aids may be as helpful as in case of a foreign child. In addition Sensory Support Teachers are available to support those children whose communication is delayed due to hearing problems.

How can play and activities be used to support the development of speech, language and communication?

A teacher or teaching assistant can promote effective communication through the way they communicate with children and through encouraging them to communicate with each other. Different classroom activities involving communication or playground games (whether teacher or child initiated) can support the improvement of these skills.

Communication involves physical aspects, e.g. pointing and gestures that make understanding easier for those pupils who for different reasons (e.g. hearing problem, English as a second language) do not fully understand the words or sentences used.

In my opinion, language skills can be developed best by social activities and interactions. Body language help us understand the real meaning of what a person says if we can read these prompts accurately. It is useful for children to learn to read these signs early as it is not only useful in supporting their development of communication, but will be a helpful source of clue in their adult life as well. Playing a board game together is a fun activity but also teaches important lessons to the pupils about the rules of taking turns and talking only when it is your time. They also have to read, understand and follow the rules, and this knowledge will spread to other aspects of their lives too.

Communication activities that can easily be integrated into the lesson will support the pupils’ intellectual development as well. Reading a story together or listening to the teacher telling or reading it out support their skills to listen and pay attention. We can challenge their memory and self-expression after this by asking them to retell the story. Listening to, learning and singing song has a similar effect, also including musical skills and hearing.

Play activities, e.g. role plays help children in their cognitive and social development, support them in getting a better understanding of the world around them and have a positive effect on their communication skills. However, teaching staff have to monitor pupil behaviour during free play to make sure that everyone benefits from the activity. Popular children usually have good social skills, easily join activities, share toys and accept the rules. Unpopular children, conversely, may be disruptive in the game, aggressive to peers, and want to take over control. The reason for this is that they often wrongly interpret social prompts, therefore it is the teacher’s task to help these pupils integrate into the game and the community of peers and develop socially through these activities. If everyone can participate equally, a role play can help children to develop social, communication and cognitive skills. For example, when acting out shopping in a supermarket from a pre-written shopping list, children practise Maths when counting out the three apples and five bananas that they need to buy. Also during role play they are not bound by fear of getting an answer wrong like in a regular classroom situation. Knowledge acquired this way will also stick with them more effectively because they are more motivated and enthusiastic about this kind of activity than doing exercise sheets. Interaction during the role play is especially beneficial for shy and introverted students as these activities can reduce their fear of communication and teach them why social interactions are important in our lives. (How does roleplaying…, n.d.)

Reference list

How does role playing help my child? N.d., KalliKids, accessed 20/10/2013, <http://www.kallikids.com/en/KalliKids/For-families/learning-articles/Specific-Areas-Of-Learning/Role-playing-and-child-learning.cfm>

Child and young person development 3

Monitoring children and young people’s development using different methods

Monitoring pupils is an important tool in the teacher’s hand to collect information about children’s development, their relationships and skills in order to specify any areas where help may be needed. Observation can be carried out in groups or individually.

If we are monitoring a group of children at the same time it is better to work with a smaller group or only a couple of pupils at a time so that it is easier to jot down all the relevant details. If we are comparing children’s developmental stages, we can fill in a chart, or if the observation is about their relationships we can draw a sociogram using the pupils’ initials.

There are different approaches to monitoring depending on our goal of collection information. Time sampling means observing the chosen child for planned periods throughout the day at planned times. In case of event sampling we make a note any a time a particular form of behaviour occurs in order to find the reason causing it. Structured observation is setting up an organised situation where we can observe how successfully a pupil is developing a specific skill. Naturalistic observation simply means the monitoring of a pupil throughout the course of the day while in a participative observation the teaching assistant and the child are engaged in an activity together. Longitudinal monitoring means a series of observations over a period of time in order to create a picture of a child’s progress. The aim of target child observation is to decide whether a pupil is obtaining worthwhile experiences while working in a group. (Teaching Assistant, 2012, p. 144-147)

In all cases when monitoring children we have to specify beforehand why we are collecting information, where and how we are carrying out the observation and what method we are using. The results of the observations have to be summarised in a report, also stating any necessary action to be taken.

Reasons why children and young people’s development may not follow the expected pattern

There are a number of factors that can affect children’s development. If they have to spend time away from school due to their own illness or somebody else’s in the family, they are likely to fall behind in their studies and develop a delay in social interactions with their peers. If they do not have anybody to talk to about problems in the family or the illness of a relative, it can result in a problem with managing their feelings. Fatigue can be caused by a lack of sleep if there is no routine in the home about bedtime and the child is allowed to stay up, e.g. playing computer games. Also, if the morning routine of having breakfast is missing from the child’s day, they will have less energy to perform well in school. Memory is another skill whose development can be influenced by interactions in the family, e.g. if a child is prompted by frequent questions to remember what he or she was doing that day. Concentration may be affected by medical conditions or emotional problems and has a great impact on one’s cognitive development. Finally, physical restrictions stemming from disabilities or illnesses can affect physical and social development because these pupils are not able to engage in the normal playground activities with their peers, getting less exercise and being excluded from interactions. Teaching staff can improve this situation be inventing different rules in e.g. a football game, so that the child in wheelchair can also participate.

Effects of disability on development

In spite of a school’s best efforts to integrate children living with some kind of disabilities into mainstream education, their development will be affected by factors that cannot be controlled by the teaching staff. If a child has to attend regular hospital appointments in connection with their disability, this time spent away from school (the missed lessons and the lack of interaction with their peers) will have a negative influence on their physical, cognitive and social development. When these pupils return to school after hospital visits, they might be tired from the treatments they had. It makes it harder for them to concentrate on learning and catch up with the others in the classroom or even to participate in activities. If their condition causes pain or discomfort to these children, they might not be able to relax properly and start the school day already exhausted. Most of these symptoms are physical but some disabilities can cause mental developmental delay. If a child has a condition like that we have to take it into consideration that their memory and cognitive skills might be affected. According to current policy, every child has to be included in mainstream education unless they have a severe disability. Therefore teaching staff have to do their best to make it possible for these children to participate in every activity with their peers. Even if a child in wheelchair cannot run but they can move around in their chair and can take part in games. If a game cannot be modified to include everybody, the game should not be included in the daily activities. This way whatever their disabilities are, these children will not feel to be socially excluded and can make the best of their abilities like all their peers.

Interventions promoting positive outcomes for children and young people where development is not following the expected pattern

Through regular monitoring the Class Teacher and the Teaching Assistant can make the first step in recognising if a child has any kind of developmental delay and needs to be referred to a specialist’s care.

In each school the SENCO (Special Educational Needs Coordinator) is the person who is responsible for overviewing children with statements of SEN. He/she can advise colleagues on what to do when e.g. a child is disruptive in the classroom or seems to require specialised help.

Social Workers are involved in everyday school life where there is a cause for concern of LAC (Looked-After Child). These children either live in foster or in residential care, and it is the Social Worker’s job to make sure that their cognitive, emotional and physical development do not suffer from this situation.

If there are concerns of a child’s emotional development, it is best to refer them to an Educational Psychologist. These professionals can carry out psychological assessments on children to find the cause of their emotional or behavioural problems and help them working out their issues. (Teaching Assistant, 2010, p. 297)

A Physiotherapist can support a child when there is a problem with their mobility or gross motor skills (e.g. unable to walk straight line). Even if it is a long term condition, e.g. dyspraxia, blindness, cerebral palsy etc. or only a temporary physical difficulty, e.g. after an accident, a physiotherapist is able to advise the Teacher on what kind of activities might be helpful for the child. (Teaching Assistant, 2012, p. 298)

A Nurse or Health Visitor is trained to attend to the physical or health needs of the children. They are the ones who are allowed to administer drugs when a child needs regular doses even during the school day.

A successful cooperation among all these professionals is essential in order to ensure children’s well-being in school. The most important task of the Teacher or Teaching Assistant is to recognise if a child in their class needs any external help and to support the work of these specialists.

Reference list

Teaching Assistant. Providing Support to Teaching and Learning in Schools. February 2012, edn. 2010/05. UK Open Learning Ltd.