...It is imperative to safeguard children and young people as this results in a more secure and safe environment where children are able to develop to their full potential. Children achieve finest while they are healthy, safe and their welfare is protected. Guaranteeing that each child is achieving in this way. Whilst working in line with Every Child Matters. It is our responsibility to care for these children and protect them from any abuse such as physical, sexual, emotional, neglect and bullying. It is also vital to identify any signs and symptoms of abuse that may well be happening to a child, reporting any reservations straight away to the designated safeguarding officer, who will then communicate with other multi agency workers such as police, social services etc. Reporting these suspicions straight away may well theoretically protect a child from any more abuse. Early signs of abuse...
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...Kennet Way. L2 Unit 201 – Safeguarding and Protection in Care Settings. 1.1 Explain the term safeguarding. Safeguarding refers to a series of measures and actions aimed at enhancing the well-being of vulnerable individuals such as children, young adults, and those at risk. The objective is to protect them from abuse, neglect, and harm by ensuring a secure environment and taking all essential steps to prevent maltreatment. 1.2 Explain your role and responsibilities in safeguarding individuals. As a diligent care worker, my responsibility in safeguarding entails keenly observing and promptly reporting any indications of mistreatment or disregard, upholding the safeguarding protocols and procedures...
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... Assessment Criteria | Question it has been covered in | 204/304 – 1.2 | Question 1 | 204/304 – 1.1 | Question 2 | 204/304 – 2.1 | Question 3 | 204/ 304 – 2.2 | Question 3 | 304 – 2.3 | Question 3 | 204/304 – 3.1 | Question 4 | 204/304 – 3.2 | Question 4 | Key Words | Definitions | Describe | * To say or write what someone or something is like | Explain | * To make something clear or easy to understand by describing or giving information about it | Question 1:What is meant by the term ‘duty of care’? How does it contribute to the safeguarding and protection of your service users? | | | | | | Duty of care means providing care and support for individuals within the law and also | | | within the policies, procedure and agreed ways of working of my employer. It | | | contributes to the safeguarding and protection of service users as it is my duty of care | | | to raise any concerns I may have about any aspect of my work such as poor working | | | conditions and poor practice by staff, and to safeguard individuals from harm such as | | | abuse. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 204-1.2, 304 – 1.2 | | Question 2:Explain what it means to have ‘duty of care’ in your job role. | | | It means making sure that I provide a good quality and standard of care. It is my duty to | | | take care of vulnerable clients and to make sure that their needs...
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...QUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 3.1 (February 2012) Qualification at a glance Subject area City & Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, Practical Demonstration/Assignment. Automatic approval is available for centres offering the 3172 Level 4 NVQ in Health and Social Care – Adults 100/4794/3 and the 3078 Level 4 NVQ in Leadership and Management for Care Services 500/4105/8 Learner logbook and Smartscreen Consult the Walled Garden/Online Catalogue for last dates City & Guilds number 3978-51 Accreditation number 600/0573/7 Support materials Registration and certification Title and level Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Residential Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Management) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Children and Young People’s Advanced Practice) Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (Adults’...
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...Rachel Dag. NVQ in Health and Social Care level 2. (A/601/8574) Principles of safeguarding and protection in health and social care 1.1 Define the following types of abuse: 1.2 Identify the signs and /or symptoms associated with each type of abuse: .Physical abuse: The intended use of physical force that may results in bodily injury, pain or impairment. This includes the application of techniques or treatments, involuntary isolation or confinement, misuse of medication and feelings of intimidation. It can also include smashing of the residents furniture and belongings, pushing or shoving, holding against the persons will, slapped, bitten, kicked, pinched, punched, threats of becoming violent. Those are many signs and symptoms due to the physical abuse: some bruising can appear in wellhidden places, broken bones, sprains and dislocations, burns(friction/scalds), pressure sores, flinching when approached, weight loss, feeling depressed and in a low mood, angry. .Sexual abuse: this is when sexual contact is made without the consent of the person or when the person has been tricked or force into taking part in sexual activities. This can happen to males and females. This can include sexual penetration with any object, fingers or penis. Being exposed to pornographic elements, touching someone up or kissing is also a way of sexual abuse. Those are many signs and symptoms due to the sexual abuse: you can find some bruising around the person’s genitals and breast, urinary...
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...individuals following principles of mental capacity legislation and codes of practice As a senior support worker, upholding the rights of individuals according to mental capacity legislation and codes of practice involves several key responsibilities: • Assessment and Support: Regularly assess and monitor the mental capacity of individuals under your care, providing support to help them make informed decisions. Documentation: Accurately document assessments, decisions, and actions taken by mental capacity legislation. Training and guidance to junior staff on the principles of mental capacity legislation and best practices. Safeguarding: Identify and act on safeguarding concerns, ensuring that individuals are protected from harm or abuse. Collaboration: Work with healthcare professionals, families, and other stakeholders to support individual decision-making. 2.2 Explain why it is important to establish an individual's consent when providing care and support Establishing an individual's consent when providing care and support is crucial for several reasons: • Respect for Autonomy: Ensures the...
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...Unit 204 Principles of safeguarding and protection in health and social care Learning outcomes and assessment criteria Outcome how to recognise signs of abuse Define the following types of abuse: Physical abuse is an act of another party involving contact intended to cause feelings of physical pain, injury, or other physical suffering or bodily harm including hitting, slapping, pushing, kicking, or inappropriate sanctions Sexual abuse is a statutory offense that provides that it is a crime to knowingly cause another person to engage in an unwanted sexual act by force or threat. Including encouraging relevant individuals to look at pornography, harassing them by making sexual suggestions or comments, or sexual acts where the individual has not consented, or could not consent or was pressured into consenting. Emotional/psychological abuse is subjecting an individual to bullying tactics such as threats. These bullies can take away the self-confidence of their victim and sometimes render them brain washed into believing they will never make a go of it on their own or they are ugly; fat; the opposite sex wouldn’t want them; they are stupid because they may have not got high enough marks in school; or, in the elderly threatening to put the elderly person in a home if they do not conform to the abuser’s wishes. Mental and emotional abuse can be between couples in a relation; siblings; elderly abuse or abusing one’s peers. Including emotional abuse as well as threats of...
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...Unit 5 1.1 Define the following types of abuse Physical: The physical ill treatment of a person which may or may not cause physical injury. Physical abuse can also occur when people are not provided with adequate care and support, causing them unjustifiable physical discomfort. Sexual abuse: Sexual abuse includes acts which involve physical contact or non-physical contact. Contact abuse can include rape, sexual assault,and touching in a sexual way. Non-contact abuse can include people being forced to be photographed naked or made to let other people look at their body. Emotional/Psychological abuse: There is usually a psychological element to all forms of abuse. It may involve; The abuser acting in a calm but destructive manner, humiliating a person, treating a person as a child, and, indifference to the needs of a person. Financial abuse: This involves a persons funds or possessions being taken or used inappropriately by a third party. Institutional abuse: This can involve practices of abuse in an institutionalised environment, for example, where the rights of the person using the service are denied. This can involve, amongst other things, ignoring other forms of abuse, abuse by one or more staff member or staff misusing any power they may have over the people using their services. Self neglect and neglect by others: This is the deliberate withholding of, or intentional failure to provide a necessary level of care and support for an adult to meet his...
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...CYP Core 3.1 4.3 Play and activities are used to support the development of speech, language and communication because children can learn by copying how others interact with one another. Speech and language doesn’t always come natural to everyone and sometimes it needs gentle encouragement from others around them, this is done by copying what is said and done. This is usually encouraged by things that interest the child which can then be fun for the child which then helps them learn how to communicate. An example of play and activities to support speech, language and communication is that by the use of dolls, puppets and toys because when a child becomes interested in communicating with the doll they begin to role play which indicates that they are ready to use new words and are improving their vocabulary. Another example would be nursery rhymes, songs and musical instruments because they are helpful for communication skills. These encourage children...
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...individual needs are being met. 1.3 Communication is a two way process called interaction. It is important to identify someone’s reaction when interacting to see what effect you are having on them. This can help prevent problems or enable them to be dealt with early. Good communication is the source of any relationship and important to be a good carer. However there are many different types of communication such as speaking, facial expressions, body language, position, dress and gestures. 2.1 It is very important to find out an individuals language needs so you can understand the preferences and wishes of the person. Effective communication can help solve small issues such as an individual needing new clothes to larger issues such as a safeguarding problem. An individual’s care plan should provide information on an effective way to communicate with them. 2.2 There are many different way to communicate which require use of our five senses. • Visual (Seeing) • Auditory (Hearing) • Olfactory (Smelling) • Kinaesthetic (Feeling) •...
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...Safeguarding & Child Protection Policy Version Effective Date Review Date Lead Agreed by 2.2 01/08/2015 01/08/2016 Director of Student Services SLT and Governors 1 Contents Introduction 1. Policy Statement 2. Keeping Children Safe 3. Adults Working with Children and Vulnerable adults 4. Monitoring and Reviewing our Policy and Practice Page 3 Page 4 Page 5 Page 9 Page 11 Appendices Appendix A – Guidance for good practice when working with young people Appendix B – Types of abuse and specific safeguarding issues Appendix C – Recognising abuse and indicators of abuse Appendix D – Responding to disclosure Page 14 Page 15 Page 17 Page 18 Appendix E – Guidance on Radicalisation and Extremism Page 19 2 Introduction All schools and colleges are required to have a Safeguarding & Child Protection Policy that guides the procedures and practices of staff when safeguarding and promoting the welfare of children, young people and vulnerable adults (henceforth referred to as students). NewVIc takes very seriously its duty towards all its students who have been entrusted to our care and seeks to provide a college environment where all students are safe, secure, valued, respected, and listened to. NewVIc understands that our work in safeguarding and protecting children and vulnerable adults must always have regard for the national guidance issued by the Secretary of State and should be in line with local guidance and procedures...
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...Task 1: Developing and using a personal development plan * Identify the links between organisational objectives and personal development objectives The organisation’s main aim is making a difference, as outlined in their Programme for and to make the Company t a “top performing organisation”. This mirrors my personal objectives to make myself a better worker. In order to achieve this I need to adhere to the Civil Service Competency Framework’s (2015) main aims of Setting Direction, Engaging People and Delivering Results. * Construct a personal development plan which meets agreed objectives I have created a PDP https://www.managers.org.uk/ that can be seen below. In my plan, I have identified what my short, medium and long term objectives will be for the next 12 months and beyond. I did this by using my Performance Management Review and my personal objectives I have included relevant training courses to enhance and expand my knowledge, but also formal and informal discussions and feedback from my colleagues to assist me to reflect on my practice and develop. Part 1 – Personal Analysis Strengths | Area for Further Development | * My personal organisational skills are excellent and I work well with others in the team. * I am confident in showing other members of the team how various system work such as the Financial System. * I have shown by attending the CMI leadership course that i have excellent time management skills by juggling my work and...
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...Advanced External Auditing [AU2] Examination Blueprint 2013/2014 Purpose The Advanced External Auditing [AU2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s...
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...1.1 Explain how the current legislation and sector skills standards influence organizational policies and practices for promoting and maximizing the rights of users of health and social care services. Legislation is law which has been produce by a governing body in order to regulate, to authorize, to sanction, to grant, to declare or to restrict. In terms of events, legislation defines the governing legal principles outlining the responsibilities of event organizers, and other stakeholders such as the local authority, to protect the safety of the public. (ref:http//www.londoneventstoolkik.co.uk). Legislation aims to get rid of direct and indirect discrimination, promote positive outcomes, to guide others in their practice of care and to allow them to learn from their past mistakes. Both legislation and policy are always evolving and changing, this is in order for them to serve and protect clients from discrimination. Within my placement I ensure that I attend all mandatory training so that I am aware of all new policies which will enable me to provide a better quality of care to my service users. However, the law will always override policy, meaning it is essential to keep policy and procedure. 1.2 Analyze factors that may affect the achievement of promoting and maximizing the rights of users of health and social care services. According to Gauthier (2000), there are many factors that can affect the achievement of promoting and maximizing the rights of users of health, as...
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...Advanced External Auditing [AU2] Examination Blueprint 2013/2014 Purpose The Advanced External Auditing [AU2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s...
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