Ensuring children and young people’s safety Essay Example for Free

Ensuring children and young people’s safety Essay Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to achieve the five basic outcomes: be healthy; stay safe; enjoy and achieve; make a positive contribution and achieve economic well-being. Children are vulnerable and depending on their age and level of development, do not see danger or recognise risks. They do not know when or how to look after themselves and need adults to protect them and ensure their safety, whilst encouraging their independence in an age appropriate manner. All organisations that employ staff or volunteers to work with children need to use a safer recruitment practice. In March 2005, following the Soham murders and the subsequent Bichard Inquiry, the DCSF – Department for Children, Schools and Families (previously the DES and the DoH) proposed that Recommendation 19 of the Bichard Inquiry should be carried out: ‘new arrangements should be introduced requiring those who wish to work with children, or vulnerable adults, to be registered. The register would confirm that there is no known reason why an individual should not work with these clients.’ As a result, the Safeguarding Vulnerable Groups Act 2006 was passed, providing the legislative framework for the new Vetting and Barring scheme. This Act established the Independent Safeguarding Authority (ISA) to make decisions about who should be allowed to work with children, the elderly and other vulnerable adults and to maintain lists of those who are barred. Under the Act, it is an offence for an employer to employ a barred person in a role with children. It is also an offence for a barred person to apply for  such a role. Employers must also advise the ISA if an individual harms a child whilst working for them. The Protection of Freedoms Act 2012 merged the ISA with the CRB (Criminal Records Bureau) to form the DBS (Disclosure and Barring Services). It also differentiated between supervised and unsupervised activities. Schools should have policies and procedures for safer recruitment practice, which should be applied at every stage in the recruitment process, from advertising, references and pre-interview checks, to the selection of candidates, interviewing process and the offer of appointment. As part of the process, every adult wanting to work with children or vulnerable adults must have a DBS (Disclosure and Barring Services) check. There are three levels of DBS disclosure: -Basic disclosure: details relevant information about the individual, together with any convictions (spent or in force), cautions or warnings that the individual has received. -Enhanced disclosure: includes the same as the basic disclosure, plus any additional relevant information held by the police. -Enhanced disclosure with Barred List Check. Schools must also ensure that any adults (including cleaners and caretakers) or volunteers in the workplace do not have unsupervised access to children unless they have been DBS checked. Schools need to ensure that they provide children and young people with a happy safe environment to learn and develop, with trusted and supportive adults. Practitioners need to actively promote the well-being and welfare of every child. This includes providing a wide range of activities to promote development through play as well as formal learning. These activities should include age appropriate toys and games that meet the Toy (Safety) Regulations 1995 and are in a good state of repair. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life and personal circumstances. There are a number of policies and procedures that should be in place in schools to ensure children and young people’s protection and safety: †¢Working in an open and transparent way – adults should make sure that another member of staff is always aware of where they are working, especially if they are alone in a room with a child, there should always be visual access or the door should remain open. †¢Duty of care – adults should always act in the best interests of the child and ensure their safety – the welfare of the child is paramount (Children Act 1989). †¢Whistleblowing staff should understand their responsibilities to raise concerns of malpractice. Staff will be deemed to be failing in their duty to safeguard children if they do not act. †¢Listening to children adults relationships with children should always be professional, caring and respectful. Children need to feel valued and listened to. †¢Power and positions of trust adults working with children hold positions of trust due to their access to the children in their care, and relationships between pupils and staff will  always have an unequal balance of power – these positions should never be abused. †¢Behaviour teachers should behave in such a way as to safeguard children’s well-being and maintain public trust in the teaching profession. †¢Physical contact staff should ensure that any contact with children is entirely professionally appropriate. †¢Off-site visits staff must take particular care to ensure that clear boundaries are maintained and full risk assessments must be carried out prior to a visit. †¢Recording of images – there must be age-appropriate consent from the person or their parents or carers. †¢Intimate personal care all children have a right to safety, privacy and dignity when intimate care is required. †¢Sharing concerns and information highly confidential information about children and their families should only ever be shared on a need to know basis, and anonymously wherever possible. †¢Security – school premises should be made secure with fencing, gates and locking doors with secure access codes to prevent unwelcome visitors and to stop children from leaving the premises unaccompanied. There should be clear locking and unlocking procedures and stringent rules for visitor access to the buildings. Contractors should be LA approved or selected using safe selection procedures and should have carried out appropriate risk assessments in advance. They should be given information to enable them to follow the school’s safety procedures. The three main areas that address the protection of children from harm in the work setting are: child protection; health and safety, and risk assessments. †¢Child protection. It is the responsibility of all adults in the setting to actively safeguard children and young people and to prevent abuse or neglect. The setting should detail how the policies and procedures should work on a daily basis and outline current legislation in this area (see Task A). The policy should describe the responsibilities of the setting as well as those of individuals. It should include a summary of the possible signs of abuse or neglect for staff to refer to (see Task D1). Staff are required to respond to any concerns in an appropriate and timely manner. There should be clear guidelines on how staff should proceed when there are concerns, or  allegations have been made, including the role of the designated CPO (Child Protection Officer) (see Task D2). Staff should also be made aware of the procedures if the allegation concerns another member of staff or the head teacher (see Section 2 below). The policy should detail external services that may be required, including names and telephone numbers etc. There should be specific guidance about how to behave if a child or young person makes an allegation of abuse. The policy should detail other procedures and policies that support staff responsibilities in this area, such as the behaviour and anti-bullying policies (see Task E) and the whistleblowing policy (see Section 3 below). †¢Health and Safety. Schools are legally required to have a Health and Safety policy to ensure that there is a plan for how health and safety is managed in the setting and that all staff are aware of all their responsibilities. This policy should be read and implemented by all staff and it should form part of the induction process for new members of staff. The Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999 were designed to protect everyone at work. The employer in a school must take reasonable steps to ensure that staff and pupils are not exposed to risks to their health and safety. This applies to activities on or off school premises. The employer is required to carry out regular reviews of the school, its premises and activities. There should be a designated health and safety representative at every setting who is responsible for the reviews and any subsequent action. The reviews should involve regular walks around the school as well as safety checks on equipment. All electrical items should be checked annually by a qualified electrician. Fire extinguishers should also be checked annually. Staff should ensure that they use any safety equipment provided and store it safely. All materials and equipment used in schools should meet recognised safety standards. Practitioners should check for Kitemarks and CE markings. Kitemarks are symbols that show products have been tested and meet the British Standard Institute requirements. CE markings show that products meet European standards as set out by the European Community. The Workplace, (Health, Safety and Welfare) Regulations 1992 deal with physical conditions in the  workplace and require employers to meet minimum standards in relation to a wide range of issues, including: maintenance of buildings and equipment; lighting; provision of drinking water; temperature; ventilation; rest rooms; toilet facili ties; room dimensions and space; cleanliness; condition of floors and traffic routes. The School Premises (England) Regulations 2012 apply to all maintained schools in England, and came into effect in October 2012. This legislation works in conjunction with the Workplace Regulations, but applies specifically to school standards, which are often more stringent i.e. the provision of a medical room for pupils, or a lower maximum temperature for hand washing in children’s toilet facilities. To protect children and young people from harm on the premises, the school should consider the following: †¢Safety of the indoor and outdoor play equipment, including water and sand play. †¢Safety in the school kitchen, including the storage, preparation and cooking of food. †¢Fire safety, including maintaining clearly marked exit routes and doors. †¢Appropriately sized furniture and equipment for the children. †¢Safe storage of hazardous materials under the Control of Substances Hazardous to Health Regulations (COSHH) 2002. †¢Appropriate adult-child ratios at all times. †¢First aid training for staff, with sufficient numbers of first aid trained staff on the premises at all times. †¢Safety in the dining hall, including hot food, spillages, choking risks etc. †¢Vigilance in challenging unidentified adults. †¢Procedures for cleaning up bodily fluids, vomit or faeces. †¢Internet safety. †¢Hand washing facilities and practices. †¢Adaptations where necessary for children with special needs or disabilities. †¢Safety of outdoor play areas, including access, space and floor surfacing. †¢Safe storage and supervision of medicines. †¢Implementation of procedures for children and staff with illnesses, i.e. remaining away from school for 48 hours after sickness or diarrhoea. †¢A  nominated person for asbestos and legionella competency. †¢Tidiness and safety of traffic routes around the premises. Off-site educational visits have additional issues that could affect children’s safety. The Management of Health and Safety at Work Regulations 1999 requires full risk assessments to be carried out prior to a visit. Employers must assess the risks of activities, plan measures to control the risks and inform employees of the measures. Staff must follow school and Local Authority regulations, policies and guidance, which include: evidence of parental permission; emergency procedures; first aid kit and trained staff; appropriate clothing and equipment; qualified staff for activities; adult to children ratios; special educational or medical needs of the children; approval of volunteers (including DBS checks); age and competence of the pupils and transport arrangements. Health and Safety arrangements also require members of staff to keep colleagues/senior staff aware of their whereabouts and movements. †¢Risk assessments. It is a legal requirement for all employers to carry out risk assessments. Risk assessments are a formal examination of things that could cause harm to people. The Health and Safety Executive guidance sets out a simple Five Steps to Risk Assessment: Step 1: Look for the hazards and risks. A hazard is something that can cause harm. A risk is the likelihood of harm together with the consequences should it take place. Step 2: Decide who could be harmed and how. Step 3: It is necessary to differentiate between hazards and risks and then to prioritise them, dealing with the most serious risks first. Decide whether the existing precautions are sufficient. If not, decide what other precautions should be introduced and ensure that they are put in place. Step 4: Record your actions and findings. Step 5: Review the assessment at regular intervals, or if circumstances  change, and revise if necessary. Risk assessments should be used within the school setting e.g. for a new climbing frame or for outdoor water play, and also for off-site visits regardless of their duration. The head teacher is usually responsible for risk assessments and should sign and date them after they are completed. If existing precautions are not satisfactory, then activities may have to be restricted or stopped until changes are made. Changes may involve staff training or additional equipment. Risk assessments will also need to be carried out for individuals with special needs or disabilities and specialists may come to the school to carry them out. Other individuals may require a risk assessment in certain circumstances, i.e. a pupil on crutches or temporarily in a wheelchair. Ofsted inspectors would expect risk assessments to be available as part of their inspections. Risk assessments should form part of a school’s management processes and help to formalise working practices and arrangements. They are a valuable tool for identifying problems and potential problems, monitoring situations and ensuring precautions are taken to keep children and adults safe from harm.

The Progressive Era Essay examples -- American Reform Movement

The Progressive Era was a period that exposed the contradictions found in American society in the late nineteenth and early twentieth century. Theodore Roosevelt summed up the Progressive/Reform feeling in his "Square Deal" speech - that it was all about morals, not economics. His goal was the "moral regeneration of the business world." He preached that it was wrong for some people to get ahead in business and politics by tricks and schemes, while others were cheated out of the opportunity. This was the kind of talk that millions of Americans from all areas of society could understand and respond to. Roosevelt simply acted in the interests of the common working man, fixing things that they found unjust. For years, the poor and immigrants were unhappy with treatment from their big-business employers. Their long working hours and exploitation of children were, among other things, exposed by the Muckrakers. The Muckrakers were journalists who exposed corruption in business and politics and made many of their readers angry. These new reformers took over the old Populist idea that the government should work for the public's economic well being.(Mintz, 2015) Reform groups near the turn of the century were interested in the moral changes of the way the government and businesses were run. They wanted the government to be more open and listen to the people. Also, they wanted the government to put more effort into protecting the well being of all citizens. This would require government action to regulate business, improve public health and safety and make sure that every citizen had the chance to succeed and to be happy. Today there are also many reform groups. Just like the progressives of the early twentieth century, modern reformers are trying to change things for the better. One modern reformer is Ralph Nader. Nader is a leader in the consumer-protection movement. He organized investigative teams of young lawyers, consumer specialists, and students, popularly called Nader's Raiders, to conduct surveys of numerous companies, federal agencies, and the U.S. Congress. Nader is a controversial man; his investigations have at times been criticized as biased against big business and government.   Ã‚  Ã‚  Ã‚  Ã‚  Cesar Chavez was another modern reformer. The issues that he dealt with included: Women Farmworkers, Farmworker Health Issues, and Migrant Labor. Many issues th... ...nion. He held the vice-presidency for less than a year, succeeding to the presidency after the assassination of President McKinley on November 14, 1901. In 1904 Roosevelt was elected to a full term as president. The ideals of the twentieth century were built on the work of reform groups. Reform groups still play a large part in changing the way large corporations and the government are run. Because of the constant need for change and reform, the turn of the twentieth century to the twenty-first could be called a progressive era just like the turn of the nineteenth to the twentieth century was.  Ã‚  Ã‚  Ã‚  Ã‚   Works Consulted Barbuto, Domencia. American Settlement Houses and Progressive Social Reform. New York: Orynx Press, 2009. Buenker, John. Progressivism. Chicago: Schenkman Books, 2007. Cohen, Miriam. "Women and the Progressive Movement" Gilderlehrman.org Web. 25 April 2015. http://www.gilderlehrman.org/history-by-era/politics-reform/essays/women-and-progressive-movement Mintz, Steven. "Reform Movements of the Progressive Era" Gilderlehrman.org Web. 25 April 2015. http://www.gilderlehrman.org/history-by-era/politics-reform/resources/reform-movements-progressive-era

Oedipus Rex (Oedipus the King) Essay

Sophocles tells perhaps the most tragic of all tales pertaining to great families in Greece. The play is divided into three parts, namely: Oedipus the King, Oedipus at Colossus, and Antigone. The plays focus on how one family experiences seemingly endless, tragic circumstances leading them to despair and anguish. There are a handful of strong characters that seem to have the courage to face these unfortunate events; however, there are also several characters that seem weak and easy prey for the tragedy. Oedipus Rex (Oedipus the King) The story revolves around Oedipus. Oedipus travels from Corinth to escape from a prophecy. He meets a group of men who fights him; he defeats and kills all of the men, except for one. A sphinx is positioned right outside the gates of Thebes. Before anybody can enter the city, the sphinx asks him to answer its riddle. The sphinx eats the men who are not able to solve its riddle. Soon, men stop attempting to come near the gates of Thebes, and its inhabitants start to face famine. (Sophocles 1) When Oedipus faces the sphinx, he solves the riddle. The sphinx kills itself and Oedipus is able to enter Thebes. He is hailed as a hero and he marries the widowed queen, Jocasta. Oedipus and Jocasta live in prosperity and have four children who grow up to be honored by the men and women of Thebes. Once their children grow of age, a revelation comes in the form of a Delphic Oracle. He tells the royal family that Oedipus is the child of Jocasta and her murdered King Laius. Jocasta kills herself after realizing the horror of what happened, and Oedipus, upon seeing the death of his wife and mother, blinds himself. Oedipus at Colonus The story begins after Oedipus has blinded himself to prevent himself from seeing the horror in his life. Thebes banishes Oedipus and he wanders with one of his daughters, Antigone. They settle in Colonus near the city of Athens and are left in peace. There are very little developments in this story as opposed to the plots of Oedipus the King and Antigone. Oedipus accepts his fate and realizes what has become of the royal family. He grows old but regains respect as a man outside of Thebes. Both Antigone and Oedipus lead a quiet life. He passes away quietly and Antigone goes back to Thebes. Antigone Oedipus’ daughter, Antigone, returns to Thebes to find his brothers fighting for the throne. Both of her brothers, Polynieces and Eteocles, are killed in their battle against each other. Eteocles is given a hero’s burial since he fights for Thebes. King Creon, the king of Thebes, orders that Polynieces should not be buried because he has defied Thebes and has fought against it. Antigone pities her brother and decides to bury him despite the pleas of her sister, Ismene. Antigone argues that she cannot possibly let Polynieces’ remains to be exposed and dishonored. She proceeds to make a burial for her brother despite the King’s orders. King Creon finds out about Antigone’s treachery and orders that she be punished – that she be put to death. The Thebans and Ismene try to convince King Creon to reconsider his punishment. He retracts his edict, but they find it futile since Antigone has already taken her own life. The Political Purpose Sophocles’ trilogy shows the dynamics of the relationships within a royal family during ancient Greece. There are a lot of responsibilities bestowed upon the members of the family that there are times during which their own happiness is taken away: they are called to choose their duty above their own lives. Antigone’s strength of character is a most admirable trait a royal has shown – she gave up her life and liberty to do the right thing. The Evolution of Prophetic Literature Sophocles shows the promise of a riveting plot and how it can be made by using prophesies as a major element in the story. He illustrates the importance of believing and following the oracles’ counsel. (Segal 129) Oracles plays very significant parts in Sophocles’ plays. There are several more works which take after the formula of this play. The Oedipus trilogy is marked as one of the stronger foundations in Prophetic Literature. Works Cited Segal, Charles. Sophocles’ tragic world: divinity, nature, society. Harvard University Press, 1998. Sophocles. The Oedipus Trilogy. Kessinger Publishing, 2004.

Bp Csr - 3693 Words

Strategic Corporate Social Responsibilities and Law Contents BP Company Info 3 Deepwater Horizon Oil Spill Event 4 Summary of the Deepwater Horizon Event 5 Stock price before and after Deepwater Horizon 7 Impact on Stakeholders 8 BP’s Oil Spills and Corporate Social Responsibility 9 Inadequate disclosure on the oil spill event 11 Recommendations for BP to get reputation back 13 Conclusion 14 BP Company Info BP is a global oil and gas company headquartered in London, United Kingdom. It is the third-largest energy company and fourth-largest company in the world measured in terms of their revenues and stock prices. It is active in every area of the oil and gas industry, including exploration and production,†¦show more content†¦Scientists have also reported immense underwater plumes of dissolved oil not visible at the surface as well as an 8 km ² kill zone surrounding the blown well.[1] The U.S. Government has named BP as the responsible party, and officials have committed to holding the company accountable for all cleanup costs and other damage.[2] After its own internal probe, BP admitted that it made mistakes which led to the Gulf of Mexico oil spill. Summary of the Deepwater Horizon Event February 15, 2010 – Deepwater Horizon drilling rig, owned by Transocean, begins drilling on the Macondo Prospect.[6] The planned well was to be drilled to 18,000 feet (5,500 m) below sea level, and was to be plugged and suspended for subsequent completion as a subsea producer. April 6, 2010– The Department of the Interior exempted BPs Gulf of Mexico drilling operation from a detailed environmental impact study after concluding that a massive oil spill was unlikely. March 17, 2010 – BP Chief Tony Hayward sells one third of his BP stock (223,288 shares).[6] Closing BP price on March 17 on the New York Stock Exchange is 58.15. April 17, 2010 – Deepwater Horizon completes its drilling and the well is being prepared to be cemented so that another rig will retrieve the oil. The blowout preventer is tested and found to be functional.[8] Gagliano now reports that using only 6 centralizers would likely produce channeling and a failure of the cement job. 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