201012120 01599 Safeguarding

Module No Task Essay Student No

Knowledge and Understanding 1.

Foundation Degree in Learning Support Assignment Marking and Feedback Sheet 2012/2013 Level 5 01599 Module Title Safeguarding Weighting 100% 201012120 Tutor Mrs Ellen Richardson
LEARNING OUTCOMES FOR THIS TASK
The procedures and legislation relating to assessment, reporting, recording and planning to support learners (Ia) 2. The learners position in a wider social context including issues of diversity and difference (Ic)

Met

Not Yet Met

Intellectual Skills 3. Understand the complexity of the interaction between learning, the learning context and the impact of working with others in the field (IIb) 4. Analyse concepts, theories and policies relating to learning support in a systematic and thorough way (IIc) Practical/professional skills 5. Recognise the importance of, and comply with, data protection, human rights, ethical procedures and confidentiality issues in the context of your role (IIIb) Transferable skills 6. Organise and articulate opinions and arguments in speech and writing in an appropriate manner conforming to guidelines and the expectations of others (IVc)

Take careful note of any learning outcomes which are not yet met. You will need to meet these in other tasks in other modules.

Comments by 1st marker Name

Date

Areas for further development The work is over the prescribed word count: Y/N 10-20% over more than 20% over (Please note if your work is over length the mark indicated below will be reduced by the appropriate penalty, subject to confirmation by the Module Board).

2nd marker Name Date Second marking is a verification procedure. The role of the second marker is to check that the first marking has been carried out appropriately. The second marker is commenting on the marking standards of the first marker and is not expected to provide feedback to students (which is provided by the first marker).
Comments by moderator (if appropriate) Name: Date:

Agreed Internal Provisional Mark

NB any penalty for over length or late submission has not yet been applied.

PLEASE NOTE THAT THIS MARK IS PROVISIONAL AND IS SUBJECT TO VERIFICATION BY THE EXTERNAL EXAMINER AND THE MODULE BOARD OF EXAMINERS. IF THE WORK WAS SUBMITTED AFTER THE DEADLINE OR IF THE WORK EXCEEDS THE WORD COUNT, THE PRESCRIBED PENALTY WILL BE APPLIED PRIOR TO VERIFICATION OF THE MARK BY THE MODULE BOARD OF EXAMINERS.

201012120 01599 Safeguarding Level 5

Professional/ Practical Skills l
Identification, access and use of sources, use of Harvard conventions

Knowledge and understanding

Focus, content, understanding, accuracy

Intellectual Skills l
Structure, planning, organisation

Intellectual Skills ll
Argument based on evidence, criticality, judgement, explanation

Professional/ Practical Skills ll

Methods of enquiry; linking theory to practical and/or professional contexts

Transferable Skills
Presentation; use of English; use of ICT; reflection on abilities; setting and meeting personal targets

80 100 (1ST)

Work in this category would show a very good grasp of all essential aspects with no errors or omissions. It would be strong in reflection, criticality and clarity with a coherent structure and logical line of argument. A wide range of appropriate literature would be used, consistently and suitably referenced. The style would be academic, professional and fluent with no errors in use of English.
Strong focus on assignment title. Effective disciplined management of relevant material. Very good grasp of essential aspects of the topic. Very good treatment of theories, principles and concepts. 1st mark 2nd mark Very good structure. Shows strong qualities of clarity, logic and ability to synthesise material. Very well planned. Shows good insight and reflection. Demonstration of ability to analyse critically and weigh evidence. A convincing line of argument supported by reference to a range of relevant evidence. Very good judgements and explanations are demonstrated. 1st mark 2nd mark Insightful and reflective. Demonstration of a willingness to analyse critically and weigh evidence. Appropriate development of an argument based on relevant evidence. Explanations and judgements are clear and effective. 1st mark 2nd mark Strength in ability to identify, access and use up to date sources. Goes beyond recommended texts. Accurate use of the Harvard conventions. Wide range of sources applied to support argument. 1st mark 2nd mark Good ability to use and justify appropriate methods of enquiry. Very good ability to apply a range of principles and concepts to practical or professional contexts. 1st mark 2nd mark Very well-presented overall. Style is fluent, scholarly and fit for purpose. Ideas expressed clearly and coherently for overall understanding. Very good reflection on abilities. Good use of ICT where relevant. 1st mark 2nd mark

70 79 (1ST)

1st mark

2nd mark

60 69 (2:1)

Focus on assignment title. Disciplined management of material. Good grasp of essential aspects. Good treatment of theories, principles and concepts within given contexts. Minimal errors and omissions.

Good structure. Shows qualities of clarity, logic and ability to synthesise material. Well planned.

Very good ability to identify access and use a range of information. Correct use of Harvard conventions.

The ability to use and justify appropriate methods of enquiry. Good ability to apply a range of principles and concepts to practical or professional contexts.

Well-presented. Style is fluent, scholarly and fit for purpose. Ideas clearly expressed and understandable. Minor proof-reading errors. Very good reflection on abilities. Good use of ICT where relevant. 1st mark 2nd mark

1st mark

2nd mark

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2nd mark

50 59 (2:2)

Focus on assignment title present but content may be diffuse. Competent grasp of main essential aspects. Some treatment of theories, principles and concepts within given contexts. A small number of errors and omissions. 1st mark 2nd mark

Competent structure. Effective organisation of material with some degree of complexity present.

Shows some reflection and criticality. Evidence of some attempts to sustain an argument. Few assertions made. Explanations and judgements are logical.

A good ability to identify and access essential information sources. Mostly correct use of the Harvard conventions.

Ability to use appropriate methods of enquiry. Ability to apply principles and concepts to practical or professional contexts.

Good presentation. Style is fluent and fit for purpose. Ideas understandable. Some proof-reading errors. Good reflection on abilities. Good use of ICT where relevant. 1st mark 2nd mark

1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

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201012120 01599 Safeguarding Level 5

Professional/ Practical Skills l
Identification, access and use of sources, use of Harvard conventions

Knowledge and understanding

Focus, content, understanding, accuracy

Intellectual Skills l
Structure, planning, organisation

Intellectual Skills ll
Argument based on evidence, criticality, judgement, explanation

Professional/ Practical Skills ll

Methods of enquiry; linking theory to practical and/or professional contexts
Some ability to use appropriate methods of enquiry. Some ability to apply principles and concepts to practical or professional contexts.

Transferable Skills
Presentation; use of English; use of ICT; reflection on abilities; setting and meeting personal targets
Acceptable presentation throughout. Generally, style is fluent and fit for purpose and ideas are understandable. May have some errors of grammar, spelling and punctuation. Adequate reflection on abilities and use of ICT where relevant. 1st mark 2nd mark

40 49 (3RD)

Assignment identifies and explains some essential aspects but some material not relevant. Some attempt to employ of theories, principles and concepts within given contexts.

Satisfactory structure. Some sense of progression in the organisation of the material.

Concentration on factual or general issues with limited critical sense. Descriptive rather than analytical. Awareness of argument but lacking coherence. Assertion much in evidence. Explanations and judgements are adequate.

An ability to identify, access and use sources of information. Some correct use of the Harvard conventions.

1st mark

2nd mark

1st mark

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1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

35 39 (Compenmsatable)

Assignment identifies and attempts to explain some of the essential aspects but may include irrelevant content and a large number of errors and omissions. No/limited attempt to employ theories, principles and concepts.

Limited structure. Main points are not cohesively linked. Very little evidence of planning. Some attempt at organisation.

Very limited critical awareness and argument. Largely descriptive. Assertion is strongly in evidence. Little awareness of key issues. Explanations and judgements are insufficient.

*Limited ability in the accessing and use of sources of information. *Limited use of the Harvard conventions

Limited ability to use appropriate methods of enquiry. Limited ability to apply principles and concepts to practical or professional contexts.

Presentation may be poor in parts. Style fails to make ideas understandable and/or is not fit for purpose Errors of grammar, spelling and punctuation. Limited ability to use specified ICT appropriately for task. Limited capacity to reflect on abilities. 1st mark 2nd mark

1st mark

2nd mark

1st mark

2nd mark

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2nd mark

0 34 (Fail)

Irrelevant content or little or no coverage of main essential aspects. Very many instances of incoherence, inaccuracy or lack of understanding.

Very weak structure/no structure. Material lacks coherence and progression. No evidence of planning/ work is incomplete.

Perfunctory. Little or no critical awareness. Mainly assertion. Work is inconclusive and unconnected. Many errors of judgement.

*Incomplete use of information sources. *Inaccurate or no use of Harvard conventions.

Almost no evidence of ability to use methods of enquiry or to apply principles and concepts to practical or professional contexts.

1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

1st mark

2nd mark

Poor presentation. Work lacks fluency and style is not fit for purpose. Fails to make ideas understandable. May be many errors of grammar, spelling and punctuation. Limited ability to use specified ICT. Little capacity to reflect on abilities or set and meet targets for personal learning. 1st mark 2nd mark

*NOTE: Failure to use accurate referencing may result in the tutor deciding to give a fail grade irrespective of the other criteria above. Where weightings have been ascribed to aspects above, this will be clearly indicated in the specific assignment guidance.
The University of Hull Grading Criteria Level 5

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201012120 01599 Safeguarding

THE UNIVERSITY OF HULL FACULTY OF EDUCATION CENTRE FOR EDUCATIONAL STUDIES

The plagiarism declaration below must be read and understood. Attaching this cover sheet to work is taken to be the equivalent of submitting a signed copy of the form. Please read the declaration carefully and query with your department if you do not understand its meaning.

ASSESSMENT SUBMISSION COVER SHEET ELECTRONIC SUBMISSION

STUDENT NUMBER

Degree Programme Module Code Module Title

Foundation Degree in Learning Support

Year of Study

2012/13

Date 7 January 2013

Safeguarding Safeguarding Name of Tutor Mrs Ellen Richardson

Assignment Title Word Count

4511

Plagiarism Declaration I declare that the work that I am submitting for assessment contains no section copied in whole or in part from any other source unless it is explicitly identified by means of quotation marks. I declare that I have also acknowledged such quotations by providing detailed references in an approved format. I understand that either or both unidentified and unreferenced copying constitute plagiarism, which is one of a number of very serious offences under the Universitys Code of Practice on the U se of Unfair Means. (Information on the Code of Practice is available from the online student handbook www.hull.ac.uk/handbook)

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01599 Safeguarding 201012120

the role of the learning support worker demands that they engage in practices to ensure the safeguarding of children and young people, protecting them from harm and promoting their welfare in relation to the Early Intervention Agenda

The basic requirement that children are kept safe is universal and cuts across cultural boundaries. Every child living in this country is entitled to be given the protection of the law, regardless of his or her background. (Laming report 2004:346). The practitioners role in the school is to assist with the learning of the pupils that have been deemed to have the greatest needs regarding their education. This can be needs for behaviour management, medical needs, or a statement of learning which has been given through assessment. These needs are met through differentiating within the national curriculum remit for education. Although differentiation is not delivered in Literacy or Maths lessons the practitioner can deliver this in breaking down tasks given b the class teachers. The skills required are gained by the practitioner through training in house or through external sources, understanding policies of the given school and understand how to act on these policies is also required. These policies, for the purpose of this essay focus on safeguarding, Inclusion and an understanding of how, the policy is applied in the school and the system of reporting incidents to the Child Protection Officer and the Local Authority child protection officer or a social worker appointed to the child.

01599 Safeguarding 201012120

The essay will discuss the history of safeguarding in the United Kingdom (UK), and how some of the changes where implemented into safeguarding, and the role of safeguarding in education. It will also cover the current changes the coalition government is starting to implement and any future developments regarding the legal and statutory requirements to the safeguarding of children.

Two scenarios will be used for the understanding of the system that is currently used within the school, and the implications this has on the education of the pupils involved. It will focus on the whole child; this will involve knowledge of how life outside the school can affect the education of the pupil. It will outline and discuss any problems that can, and are currently happening due to the communication between the different agencies that are involved with the pupil, this will include not only problems the school have but also communication with the pupils family.

The conclusion will summarise all the information that has been given reiterating the importance of a system that looks after the whole child, and how to improve on the current system, making sure the pupils needs are the key element in any future targets and progression that is needed. It will also take in to consideration any changes to the future of safeguarding any the future implications of this.

01599 Safeguarding 201012120 For the purpose of this essay the school will be named only as school x, pupils names and any personal information regarding the pupil will be changed to protect their identity, this is in accordance with the data protection act 1998

The Practitioner

Within the given school setting, the practitioner is employed to work with a small group of children who have Special Educational Needs (SEN); the pupils are place in a small group in the classroom with the practitioner place at the table to assist them during lesson time. Broadhead and Martin state that Teaching Assistants (TAs) have a greater understanding of the childrens needs and their life is as specific training is usually given, along with information regarding the difficulties the child faces in their education. A teacher has a duty to deliver knowledge and understanding to the whole class, these children may be struggling without assistance. When the class teacher and the TA work together, they can reflect on the holistic needs of the pupil (2009:45). Practitioners are at an advantage to teachers in the classroom as their work normally involves individual pupils or small groups within the classroom. This form of practice gives more time with pupils and thus builds relationships that would not otherwise happen, Parker states that teaching assistants have evolved from assisting the teacher to assisting the teaching (2009:92), this has

01599 Safeguarding 201012120 enhanced the role of the practitioner and their involvement with the pupils. Within this small group the pupils currently have Independent Education Plans (IEP) that assist the practitioner in understanding the targets for each child and any difficulties they may present in their learning. Klein, et al, states that, an IEP is a legal document and I a result of multidisciplinary assessment and planning; this could also involve the parents or guardians and can include sensitive information regarding medication or protection orders that are in place to protect the child., educators need to pay particular attention to the targets and objectives listed in the IEP (2001:104). The IEP for each child is reviewed every three months for the first year within the junior school, this action is taken as the feeder infant school in currently in special measures with Ofsted. Some of the information on the IEPs is not suitable for the practices of the junior school. For example the infant school teach phonics, which the junior school does not promote, they also practice print handwriting and the junior school teaches cursive script. Other areas relate to a difference of opinion regarding behavioural targets and the referral for assessment of needs. Some of the information regarding the child is restricted and only passed to the relevant professionals. This could involve the Head teacher, the Deputy or the Special Education Needs Coordinator (SENCO); the information could also be with a social worker if one has been assigned to the family or pupil. The school safeguarding policy states that, members of staff that are in contact with such children will be made appropriately aware of the childs needs and circumstances in order to maximise the effectiveness of support (2011: 33). As this information on the pupils is case sensitive, the practitioners

01599 Safeguarding 201012120 must be compliant with school policies and have an understanding of the confidentiality agreement in place in the school.

Training in safeguarding is of upmost importance when assisting children that are at risk. The school Safeguarding policy states that, all members of staff are reminded of the policy and procedures at the start of each term and all members of staff will complete the East Riding Safeguarding Children Board (ERSCB) Foundation Level (2011). East Riding council state that, the Foundation Module is for individuals who may have contact with children and young people but do not work directly with them. The Core Introduction Module is aimed at individuals who are working directly with children, young people, and their families. These practitioners will have some professional or organisational responsibility for safeguarding children. The areas taught are

An understanding of the various types of abuse or harm to a child Identify signs of abuse and what to look for Know how to ask questions if you suspect a child is being abused Know what steps to take if you suspect abuse or harm Understand what happens after a referral is made to children's social care (2012).

Although this is stated in the school policy, there are members of support staff in the school that have not been given this training. The practitioner has been in employment for a year in the present job role, but has not received this training. The Laming report stated that the safeguarding of children must not be placed in jeopardy, the joint training of staff are likely to ensure the desired effort to

01599 Safeguarding 201012120 make them work effectively, all staff appointed to services where they will be working with children must have adequate training for the position that they fill (2003:11). On appointment, the policies were made available to the practitioner and an urgency to read them was made. The Special Educational Needs Coordinator (SENCO,) was also available to assist in understanding the procedures involving reporting any worries about children or staff at the school, this help was invaluable in assisting the pupils as the SENCO is also the acting CPO in the school.

The system of reporting issues regarding safeguarding are set out in the safeguarding policy at the school. It states that any member of staff who is told, either knows of, or strongly suspects any incident of physical abuse, emotional or sexual abuse. Must report the information the same day to the designated staff, unless the concern involves a member of staff at the school, in these circumstances the information needs to be reported directly to the head teacher. If the head teacher is implicated the local Child Protection Officer (CPO) must be contacted immediately. It also states that it is unacceptable for any member of staff to keep such concerns to themselves, including concerns about the conduct of another member of staff (2011:1). The important factor in this reporting is fundamentally for the pupil and their immediate need for care, delays in this could result in further harm and stress for the pupil. Gilbert et al states that failure to recognise and address these forms of abuse can result in

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01599 Safeguarding 201012120 life-long damage. Ten times as many children experience emotional abuse and neglect as come to the attention of child welfare services (2008).

The safeguarding policy is set out not just to inform on how to report incidents, but is there to give set rules of procedure. As some personal views may differ according to their role, agency, corresponding aims, responsibilities, and other personal and professional factors. Professionals perspectives are likely to differ from the views that young people have. Descriptions and definitions from whichever standpoint may also vary in respect of the particular age of the young person, or reasons such as individual circumstances and abilities.

The History of Safeguarding in England

Safeguarding has been evolving since 1741 with the creation of the Foundlings Hospital by Captain Thomas Coram. 1870 saw Dr Thomas Banardo setting up orphanages for boys, then in 1884 the National Society for the Prevention of Cruelty to Children (NSPCC) was established by the Reverend Benjamin Waugh. It was the NSPCC that lobbied for the introduction of the children charter in 1889, this charter allowed the state to intervene for the first time regarding child welfare. The first register for children was established in 1975, this was set to improve communication between the different agencies that are involved with children.

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01599 Safeguarding 201012120

Through the following years many new legislations where implemented in child safety, the most significant was the Children Act of 1989. The Act had major implications for the practice of all who work with, or for children. It changed the law for children and young people, introduced new concepts relating to the responsibilities of adults, and changed the structure and functioning of the courts, this provided an entirely new range of orders in both private and public law relating to the care of children. The main principles and provisions embodied in this legislation are for the welfare of the children. Local authority duties where to identify children in need and to promote their welfare. The next major change to the legislation was the 2004 Children Act this was a result of the Laming inquiry into the death of Victoria Climbi. The inquiry revealed substantial discrepancies regarding communication between the different agencies. These communication issues ultimately resulted in the death of Victoria.

In his opening statement to the Inquiry, Neil Garnham QC listed no fewer than 12 key occasions when the relevant services had the opportunity to successfully intervene in the life of Victoria. This report was the first time the emphasis of failure was placed on the services in place to protect children, rather than the family. The Lamming report resulted in issuing recommendations for 108 changes; he also stated that Some 82 of the 108 recommendations should be implemented within six months.

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01599 Safeguarding 201012120 This Report is intended to have an impact on practice now not just some time in the future. Its recommendations cannot be deferred to some bright tomorrow... The adherence to inward-looking processes must give way to more flexible deployment of staff and resources in the search for better results for children and families. (Lord Laming 2004).

The changes where implemented through the publishing of the Every Child Matters agenda. This agenda stated the importance of a holistic approach to assisting children and their families. Walton and Goddard state, that the EMC envisioned the wellbeing of every child in the country would be realised (2009). The outcome was the five areas of need for the child being healthy; staying safe; enjoying and achieving; making a positive contribution; and achieving economic well-being. These changes where put in place to maximise opportunities for all children and to reduce harm towards them, it also placed emphasis on all agencys collaborating and reiterated the importance of sharing information under the Children Act 1998. This would ultimately improve the services and make changes to future safeguarding policies.

The Munro Report

The current system has quite inadvertently become focused on compliance with procedures and very defensive practice, so that people are more concerned about whether they will be blamed than the impact on the child (Munro,2011:Q4).

The Munro report was issued by the secretary of state for education in 2010, this report was to highlight issues regarding the bureaucracy surrounding the services that assist vulnerable children and their families, and to create a child

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01599 Safeguarding 201012120 centred system (Munro,2004). The review stated 15 recommendations that would improve the services for children, these recommendations fell in to 5 sub headings that included a system that valued expertise, sharing responsibilities and accountability through the different services, developing a greater expertise in social work and supporting this practice. The recommendations focused on the practice of the social services and the government initiatives towards implementing change in the services. Munro stated that, the protection of children in this country presents challenges for the coalition Government. All children are, to some extent vulnerable due to their age, immaturity and their dependence on adults (2011:25). The government has responded to this in making changes to some of the recommendations. According to the department for education, the changes they have made so far are consultations on the framework for assessment, local child safeguarding performance has been developed with the assistance of Office for Standards in Education (Ofsted), and the association of directors of childrens services, Ofsted agreed to update joint inspection model. Local authorities are looking into more flexible approaches to assessment in safeguarding in schools. Local authorities are designating a Principal Child and Family Social worker in every local area, the appointment of a chief social worker and a reform of safeguarding children in the NHS (2012). The early intervention agenda has also been reviewed for change due to this report, the review includes cross party co-operation and the continued development of this, early intervention in schools and through the services that help children (2011). An emphasis has been placed on early intervention by the government and local authorities as it is seen that if early

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01599 Safeguarding 201012120 intervention is applied to all money and resources will be saved in adult services in later life. The grant for this has increased to help local authorities implement the changes that are needed. According to the department for education (DFE) the early intervention grant in 2011-2012 allocated 2223 million to local authorities, this was then raised to 2235 million due to pilot activities auctioned by the Local Authorities (LA). The allocated fund for 2012-13 is 2365 (2012). The total figure for this will be released in February 2013. Although these changes are happening there is still an increase in children being subject to harm .A report from the Queens University Belfast about trends in child protection in the United Kingdom (UK) has found that the number of children placed on the child protection register in England increased by 60% between 2006 and 2011 from 26,400 to 42,330. The increase in England is by far the biggest in the UK.

Scenarios

As stated earlier in the history of safeguarding, this form of information sharing can create delays in helping the child concerned, Davles, and Ward state that there is insufficient agreement and clarity over thresholds for referral to childrens social care and initiating proceedings in the family courts. Poor feedback and communication from professionals working in these settings to

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01599 Safeguarding 201012120 other professionals can have a detrimental impact on inter-agency working (2011: 4). The following scenarios highlight the difficulties schools and professional face when communication of vital information is delayed of fails.

Ben has difficulties in education, he has Attention Deficit Hyperactivity Disorder (ADHD), which is medicated at home, and in school, he is hearing impaired which is assisted with a hearing aid, visually impaired with a patch for 6 hours per day and has Reynauds phenomenon. The NHS web site states, the condition affects the blood supply to certain parts of the body, usually the fingers and toes the patient can experience pain, numbness and pins and needles in the affected body parts. Symptoms can last from a few minutes to several hours. Reynauds is usually triggered by cold temperatures or by anxiety or stress (2012); it is also believed to be a side effect of retinol. He lives with his birth parents and an older sister, neither parent works and both have a history of alcohol abuse, he is currently not on the Child protection register and was not known to social services.

On entering the junior school, the parents where requested to complete a medication form as the retinol, needed to be taken during school hours. After a week into the new term, the form had not been returned, although it was later discovered the retinol was in Bens school Bag. After numerous reminders, and the confiscation of the retinol, the form arrived 3 weeks after the school term had begun. The medication was not given in school during this period, although Ben was told by his parents to take the medicine in the school toilets, no

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01599 Safeguarding 201012120 evidence of this happening was found, but observations into Bens behaviour before and after lunch was substantially different, leading the school to believe he was taking the tablets. Other issue that arose was the lack of the eye patch, and a hearing aid that was faulty. This was requested on numerous occasions, but to date, it has not been resolved. Other issues that hinder Ben in his education are inadequate clothing for the time of year, much to often Ben would have no winter jacket, no gloves or scarf and have footwear that was either too big for him or had holes in. On further investigation, it was discovered he would also have no breakfast before coming to school. This did not meet the needs that Ben required for a success full learning environment. Faragher and Goddard stated that, Maslow believed in a hierarchy of needs, that every child needs to perform at their optimum learning capacity. These needs include, physiological needs- the need of the body, safety needs- to feel secure in their environment, belonging, and esteem needs- to feel they are valued (2012:87). The class teacher informed the SENCO of the situation with concerns of Ben suffering from neglect The government state, that neglect is the constant failure from the parent/guardian to meet a childs basic physical/ psychological needs, this can include a failure to provide adequate food, clothing and shelter, to ensure access to appropriate medical care or treatment (2011:9). The SENCO requested that the practitioner and the class teacher keep a diary for two weeks on the child and any information that is relevant to the child. The practitioner was the main person for collecting the information, as Ben was a child that needed assistance during lesson time. This information included the times when the school supplied food in the morning, coat, gloves and scarf, spare socks

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01599 Safeguarding 201012120 and shoes and kit for PE. Lindon states that good quality records are important when concerns are raised; the way in which the information is presented is paramount to the effectiveness of the information (2012). The diary was completed with the practitioner discussing the content with the class teacher at the end of every school day. This was to verify the information had been collated in the correct manner. After the two weeks the SENCO received the diary, the external CPO was contacted and the information was passed over .The Department for education states that sharing information is vital to effective safeguarding of children and young people. A key factor in many serious case reviews has been a failure to record information, and to take appropriate action in relation to known or suspected abuse or neglect (2011:56). Information regarding any progress in the case has not yet been received by the school, although the parents have made a complaint against the school for social services requesting a visit. The SENCO is still requesting this information 9 weeks after submission. The practitioner is still keeping the diary and the school is still providing the spare clothes and shoes if they are needed. The children Act, section 17 states that if a child is not maintaining reasonable standards of health or is failing to succeed, the authorities need to work with the family and provide support and give guidance on any services that are required to ensure the safeguarding of the child (1998). The future care of Bens needs will be assessed by the school CPO with or without the information from the outside agencies.

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01599 Safeguarding 201012120 Emma is currently in year 3 and has an IEP for behaviour problems, she lives with her birth mother and partner, and there is a brother, a sister, and the partners 3 children. Mother is known to have alcohol and drug related problems, with no information on the partner or the 3 children. Bowlby stated that if children do not form an attachment with their parent of guardian, they might find it difficult to develop other relationships; this can be a cause of concern as they can often have behaviour problems (2001).

Emma has frequent bruising and bite marks on her body, and according to her records, she has had two broken arms in the past two years. Her school clothes are dirty and sometimes smell of urine, and her personal hygiene is not adequate for a child of 8 years old. When the practitioner first saw the marks they passed the information straight to the SENCO, a concern for harm form was filled in with the information and passed to the outside CPO. The information received from the CPO was that the mother and children were known to the social services and the police for neglect and physical abuse of the children. This information was on a need to know basis, the practitioner had received this information, as Emma was a child whom the practitioner supported in behaviour management. The information on the bruising and biting came from the practitioner over hearing a conversation between Emma and another child, it was recorded that Emma told a child that the older child living with them had bitten her to keep her quiet, the bruising was from supposed play fighting with the same older child. The practitioner deemed this information severe and informed the SENCO. The information again was passed to the social worker

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01599 Safeguarding 201012120 dealing with the family. The social worker requested a meeting with the school to discuss all information gathered, in this meeting it was discovered by the school that the social worker had not met the new partner and did not know about the other children living in the house. The department for education states that there is compelling evidence that parents who miss treat their children can be struggling with problems of their own. This can include drug and alcohol abuse and domestic violence (2012:4).

The information received from the social worker is the partner has moved out with his children and the mother is currently on a drug rehabilitation programme, this is seen to be acceptable progress of the social services. The school has advised the practitioner on recording any future marks and to place Emma in a friends group, friends groups in the school promote the pupils to talk about issues that concern them and help them understand their feelings. The friends group is part of the Social and Emotional Aspects of Learning (SEAL) in the school, it is to promote new skills and to apply them when interacting with others, and this is a whole school approach to learning and is supported through the curriculum taught in the school. The school inclusion policy states that through understanding our feelings towards others, the understanding of how to respond is established, making the school environment beneficial to all pupils (2011). Wear stated that, social and emotional aspect of learning is central to the childs achievement in education (2007:239). Although the National Strategies that promoted SEAL in schools has been removed, it can still be accessed through the national archives, the school still promotes this

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01599 Safeguarding 201012120 practice, and will continue to until the new inclusion policy is written, this policy will include the new behaviour and discipline in schools that was published by the coalition government.

Conclusion
The role of the practitioner in regards to safeguarding is as important as the teaching staff within the school as stated above, the relationship between the pupil and the practitioner is stronger than that of the teacher, this gives them the advantage of following change in the pupil, and understanding signs of distress, they may present in the classroom.

The government is currently making changes to the structure of safeguarding children; this has been seen through new agendas and policies being implemented in the local authorities. Some of these changes have placed a greater emphasis on the overall child rather than the problem that is present. Time will tell if these improvements assist in the prevention of harm towards children. It is also evident that the school in question has difficulties with communication regarding the local services, this may be an isolated problem with the communication being hard to understand from the school at present this is not clear. The Munro report highlighted the importance of good communication and professionalism with a hope that the recommendations would aid in adjusting this. Other changes that the coalition has made have not yet been implemented in the school; this will change over the course of the

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01599 Safeguarding 201012120 school year, bringing change to procedures and policy. The school is confident in the practice of safeguarding in the school and welcomes any improvements the Government will make.

In the school there are still problems regarding safeguarding, the acceptance of not receiving information and just carrying on is not acceptable to the practitioner and the pupils at the school. Greater care is needed regarding employment and the training that is allocated as mentioned earlier the practitioner has no training in safeguarding, although this is an area of importance in the role.

Reference list
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01599 Safeguarding 201012120 HM Government. (2011) Early Intervention: The Next Steps. London: Cabinet Office. Klein,M. Cook, R. Richardson-Gibbs, M. (2001) Strategies for Including Children with Special Needs in Early Childhood Settings. Albany: Delmar. Lindon,J. (2012) Safeguarding and Child protection 0-8 years. 4 th edition Hodder Education: Oxton. Munro,E (2011) The Munro Review of Child Protection: Final Report. Norwich: TSO. Parker, M. (2008) supporting Emotional Health and Well Being. In Parker, M. Lee, C, Gunn,S. Heardman,K. Hinks,R. Pittman,K and Townsend,M. A Toolkit for the Effective Teaching Assistant.(2nd ed). London:SAGE. Walton,A. Goddard, G (2009) The Context of the Evey Child Matters agenda and its relevance to support staff. In Walton,A. Goddard,G. (Eds.) Supporting Every Child. London: Learning Matters. Davies, C. and Ward,H. (2011) Safeguarding Children Across Services: Messages from research on identifying and responding to child maltreatment. [online] Dfe. Available: https://www.education.gov.uk/publications/eOrderingDownload/DFE-RBX-1009.pdf [Accessed 21 November 2012]. DfE. (2012) Early Intervention Grant. [online]. DfE. Available: http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare /delivery/funding/a0070357/eig-faqs [Accessed 21 November 2012].

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01599 Safeguarding 201012120 School x (2011) Inclusion Policy. Anatomised for confidentiality.

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