Cyp 3.4 support children and young people's health and safety - Unit 027 or Unit 4

[Ruthierhyme]

Hi, practitioners can support children and young people to assess and manage risk for themselves by having a balanced approach to risk management and by understanding the dilema between the rights and choices of children & young people and health and safety requirements.

There's supportive reading that examines these points on pages 144 and 145 of the level 3 handbook - on amazon.co.uk

Best wishes

[nicola78]

hi if any one can help me i need help on writing a reflective account on a child accident dont know what units or knowledge points to include thank nicola

[Ruthierhyme]

Hi, welcome to silkysteps. There's an example reflective sheet here that you can use & adapt to accompany a copy of a working accident and injury / incident form that your setting uses.

The layout of your setting's incident form ought to cover the necessary legal requirements and your reflective account should detail your part in the incident, why you did what you did, how you did it, what was good about it, what went wrong, why it went wrong and how you'd improve it next time - that should encompass all the possible criteria.

http://www.silkysteps.com/forum/showthread.php?t=6065

Best wishes

[MaDDye]

any ideas?

2.4 Explain potential conflicts between the rights and choices of children and health, safety and security requirements

thank you x

[MaDDye]

can anyone help me??? pretty please :)

thank you


3.3 Explain the actions to take if accidents, incidents, emergency or illness situations occur

[MaDDye]

Kaalouise



All members of staff including new staff, supply staff, students and volunteers must be made aware of the contents of the setting health and safety policy.

A member of staff must be appointed to undertake specific duties relating to health and safety matters affecting the nursery setting . The policy must be reviewed regularly and revised as and when is necessary.

Risk assessments must be carried out on any activity that has significant associated hazards. A group approach to risk assessment can comprise of an individual who has had specific training in the theory of risk assessment, a teacher who has had hands on experience of the tasks being assessed and any safety representatives the school may have.

Where significant risks are identified appropriate measures and safe
working practices are introduced to eliminate such hazards. |Inspections should be undertaken of the school premises, plans, equipment and working practices on a regular basis.

Where it is necessary changes and improvements can be implemented. An annual report should be prepared for the governors detailing what risk assessments have been carried out, how many accidents have occurred , how many fire drills etc.

This should show up any trend and give the opportunity to take appropriate action. The Head teacher should advise the governing body of any safety policies that need introducing.

Effective first aid provision and reporting procedures should be in place in accordance with the guidelines issued by the Education Health and Safety Officer.

Health and safety and welfare procedures should be explained to children in language that they can understand. All staff must set a good example to the pupils.

Pupils have a personal responsibility for their own and other’s safety in school and the school should ensure that pupils are aware by direct instruction, notices and school letters and handbooks.
As appropriate to their ages all pupils should be able to take personal responsibility, observe safety rules, carry out instructions of adults in an emergency, use and not wilfully misuse, neglect or interfere with such items as fire extinguishers and fire alarms.

[Zerocool]

1.2
The Scotholme behaviour policy is outlined as follows:
In order to achieve success everyone in the school is ready to work and learn using targets to help them to achieve the best possible outcomes for themselves and others, using the 5 habits of learning.
To engender a sense of responsibility in respecting the rights of others to work and learn, to feel safe and secure and understand the needs of others.
To help the development of confidence through the challenge of new goals and sharing achievements with others and through this celebrating those achievements.

Ways to promote excellent behaviour:
-staff acting as positive role models, providing support and guidance and offering praise for achievements.
-provision of stimulating and challenging curriculum
- effective school routines
- an elected school council
- A clear system of behaviour management, agreed by all staff, pupils and has the full commitment of everyone in the local community.
- Acting upon children’s ideas
- Use of lunchtime play leaders
- regular communication with home
- providing opportunities to represent the school
-Work with Parents and Carers.



2.1

Positive aspects of behaviour leads to how we deal with conflict and respect for others. Children tend to be like sponges and will adopt the behaviour and mannerisms of the adults and people in positions of responsibility around them. Social, emotional and behavioural skills are the underlying factor of very interaction at school, home and in the wider community. The situations and areas that these are key to helping and developing are:
-Friendship building
-respect for your peers
-solving problems by yourself or in a group
-managing feelings, frustration, anger and resolving conflict.
-competing fairly and understanding rules
-self promotion and effective learning.

3.5

Disruptive behaviour in the classroom, especially in situations where they have refused to follow an instruction to do so.
If a member of staff or another pupil is being attacked or a fight in the playground or communal areas.
If you are uncomfortable dealing with a pupil because they are behaving in a threatening manner or unpredictably.
When a pupil is a danger to themselves.
It is dependent on the situation as to how you deal with it. In some cases it may be appropriate to have support from another adult/volunteer/lunchtime supervisor. In other cases you may need more specialist support (SENCO). A child’s ‘class teacher’ or deputy head-teacher is always the first point of contact for behavioural support and any other additional activities or solutions within the classroom. Any contact of other professionals or a child’s parents will be the responsibility of

[MasterMole]

I am currently doing my diploma level 3 in residential childcare. This unit on safeguarding is doing my head right in. I am ready to give up!