Unit_324_Support_Children_and_Young_People_During

Unit 324 Support children and young people during transitions in their lives Level: 3 Credit value: 4 NDAQ number: D/601/8325 Outcome 1 Understand the range and impact of transitions that children and young people may experience 1.1 explain the different types of transitions that children and young people may experience 324 1:1 Explain the different types of transitions that children and young people may experience Types of transitions • Emotional - personal experiences such as parent's separating, bereavement, beginning or leaving a place of care. • Physical - change in environments • Intellectual - maturation, moving from one educational establishment to another. • Physiological – puberty or medical conditions Also covered in 331.5.1.5.2 The tern transition refers to periods of change. . Types of transitions are • Emotional - personal experiences such as parent's separating, bereavement, beginning or leaving a place of care. • Physical - change in environments • Intellectual - maturation, moving from one educational establishment to another. • Physiological - puberty or medical conditions 1.2 explain patterns of transition from childhood to adulthood Common Transitions 0-19 years, possible affects and benefit positive relationship may have: Babies weaning - young children may not like the texture or taste of other foods and may lose weight if weaning attempts to replace a milk diet too early. Children may begin to have disturbed sleep patterns, be more irritable whilst awake and less motivated to try new foods. Supportive relationships help to overcome the anxiety during these times with use of a soothing, calm voice, reassurance through eye contact, physical contact to comfort, play ideas that help distract tension and diffuse worry, or maybe anger at facing another unwanted episode of food tasting. Motivate trying new foods by showing how you taste them first and what impact that has - facial expression yum, where this is hesitant try a tongue tip & touch approach to a new food, have knowledge of baby led weaning and the benefits this has for self-motivated experimentation with foods, tastes, flavours, textures that are set solely at the child's own pace: Loss of a comforter - the transition between having a soother, dummy or pacifier and not having one can be quite traumatic. Supportive relationships will understand that what a child has come to rely on for reassurance and comfort to assist sleep and achieve calm may well be gone. Move from crawling to walking - this transition sees children reach new perspectives on their lives, viewing the world around them from an independently upright position. They can obtain items with greater ease, move with increasing speed. Supportive relationships will ensure children explore their environment safely with interest and enjoyment. Move from cot to bed - a child may feel insecure with new sleeping arrangements, may have disturbed sleep patterns, wake more or less frequently, be happier or more withdrawn / tired / aggressive / upset at leaving parents during the day. They may react negatively when they realise bed is the next part of their day and behaviour may regress. Supportive relationships help to overcome these fraught, stressful times, reassuring children in ways that show it's ok to be concerned about change - demonstrate resilience and have knowledge of coping strategies that can establish healthy sleeping routines. The move from nappies to using the toilet - is a potential confidence and self-esteem demoraliser. The reassurance that nappies offer can be enormous for both child and parent. Some children move effortlessly through this transition with seemingly minimal support, for others it is more difficult recognising the signs of needing the toilet, for them it can make accidents and the events that could occur in response to an accident, something to be dreaded and feared. The independence that comes with using a toilet/potty alone is one of the firsts for the responsibilities involved with managing own care routines. Supportive relationships understand when an accident happens, and shows that it's okay. That they can be cleaned up, everyone moves on and reassurance is given for trying again the next time. Where children are unaccustomed to leaving parents or are feeling unwell, separation can be a very upsetting and confidence shattering experience. Repeats of this negativity may cause withdrawal, regression - toilet using children may begin to wet the bed, be aggressive where usually amenable and may begin experience anxiety issues - not wanting to go out, becoming fearful of separation/clingy, not want to take part in activities that would usually engage some interest. Supportive relationships help children through this potentially difficult time by reassuring the child that it's ok to be upset at leaving their parent/carer, you know how much they love them, that you also have fun activities planned and would they like to join you. Policies and procedures for a setting will guide if parents stay or how you contact parents for collection due to illness. Benefits of supporting this transition are for the child's independence, their ability to deal with times of separation, resilience, and begin understanding how they have control of and can lead their own learning, socially, emotionally and intellectually. Joining primary school Joining a new nursery or reception class - new faces, unknown personalities, lack of knowledge about who provides support will impacts on a child's confidence, ability to interact, be comfortable and relax. Nervousness or anxiety may impact in ways that have them need the toilet more frequently - anxiety and urination, request something to drink more frequently - anxiety and dry mouth, experience a feeling of nausea, nervousness or regress to being aggressive and confrontational. Moving from one class to another new year starts involve the uncertainty of not knowing a new teacher, a new room, resources and way of working. Positive relationships can support children across the school by adults making themselves known to children. Personalities, attitude and approach will reassure the children on the type of support they could expect. A permanent, new class environment offers the opportunity to experience different layouts, places where resources are kept and resource items themselves. Positive relationships can reassure children that access is the same as they're already used to. A tour of the new room and its facilities will help familiarise everyone with what's available and enable children to settle in and establish routines. • Starting a before or after school club • Starting secondary school • Going through puberty • Starting new college 3. Less common Transitions 0-19 years Bereavement: may involve sadness, depression, loss of self-worth, value and direction in life. Supportive relationships can provide consistency in the knowledge that talking, communicating in ways that help a child come to terms with that sense of loss is healthy. • Moving home/area/country • Moving away from home • Starting a new college or university • Change in family structure: • eg. Parents separating - divorce, new siblings, new step parent, step children, new baby • Abuse - physical, emotional, sexual, neglect • Bullying • Significant illness or disability 4. Transitions for adults: • Start employment • Leave home • Establish long term relationship, marriage • Have children • Change jobs • Experience family death 1.3 explain how different types of transitions may affect a child or young person Emotional - Personal experiences and relationships with others have a huge impact on peoples' emotions, particularly young people. The effects can be both positive and negative. Clearly if relationships or experiences are traumatic or distressing it can be very unsettling. A child’s ability to trust and form future relationships can be impaired if they feel they have been let down or abandoned. Any form of grief can impact on a child and affect their development. Physical - A child’s development can be affected by different types of physical change from significant changes such as moving house or school to everyday changes such as changes of topics at school. If a child cannot keep up with the pace set or is reluctant to move on their development may be affected. Intellectual - there are many intellectual changes in a child's life connected with their time in education. Children move from nursery to main stream education, within these environments they move through the different key stages. Children may also move within year groups. All these transitions need to be dealt with sensitively in order to avoid trauma. As children get older there are other transitions to be considered for example the different exams they may take and their introduction to work. Information, mentoring, work experience, careers advice and pastoral care are all examples of things available to make these transitions easier. Physiological - physiological changes can be difficult for some children. The time span for puberty can vary enormously. Some children can cope with all the changes associated with puberty others require more support and reassurance. Some may even require medical assistance eg. acne. Talking through things whether on an informal or formal basis can help children through this transition period. 1.4 explain how a child or young person’s approach to transitions may be affected by their: a) culture b) religion c) personal beliefs d) gender e) stage of development f) previous experiences Could you explain these in more detail. 1.5 explain how transitions may affect children and young people most at risk of exclusion or underachievement 5. How transition may affect children’s behaviour and development Short term effects: • Outbursts of anger • Crying and tearfulness • Clinginess/need for affection • Withdrawal • Unreasonable behaviour • Tantrums in younger children • Regression in behaviour • Difficulty sleeping • Loss of appetite • Loss of motivation • Lack of concentration 1.6 explain why children and young people with disabilities or special educational needs may need additional support to manage transitions. 6. How transition may affect children’s behaviour and development Long term effects: • Self harming • Withdrawal • Avoiding social contact • Lack of concentration • Not learning/developing • Low self-confidence and self esteem • Strained relationships 7. Supporting children through transition involves • Explaining what's going on • Discussing what is happening • Providing activities that help to distract, focus and give opportunities for communication, language and literacy • Have routines that reassure children of what's next • organise visits that help children be familiar with places they'll be attending. Outcome 2 Recognise and respond to transitions in children and young people’s lives 2.1 explain with examples the signs and indications that a child or young person is experiencing a transition in their life Recognise and respond to signs of transitions • build open and honest relationships with children or young people using language appropriate to their age and stage of development • provide opportunities for children or young people to explore and discuss significant events and experiences that may impact on them • Identify signs of concern or distress in children or young people which may relate to a transitional experience, such as anger, excitement, illness, withdrawn behaviour, bad disruptive behaviour, challenge instructions, weepy. • recognise and take account of any signs of change in the attitude and behaviour of individual children or young people • explain clearly to children or young people what information you may have to share with others and why • share information and concerns about children or young people with the appropriate person • contribute to planning how to support children or young people to manage transitions in a positive way • confirm with the appropriate person the boundaries and protocols that govern your role in supporting children or young people through transitions I was and am involved with the organisation of work experience for year 10 students. It gave me the opportunity to join a form group on a weekly basis and develop good relationships with the students. I became aware that a once friendly, positive young lady had become withdrawn, negative and rude. I was pleased that she felt able to talk to me and it became apparent that she was experiencing a very difficult time domestically. I made her fully aware that I would have to inform other members of staff however she was always assured that we had her best interest at heart. The student has been given counselling and a mentor. She has continued to have a difficult time at home, but has dealt with it very well. Her attendance has improved as has her academic achievement. I think school has helped her through a very challenging time. 2.2 provide opportunities for children and young people to explore and discuss significant events and experiences that may impact on them The emotional well-being of children is just as important as their physical health. Good mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults. Things that can help keep children and young people mentally well include: •being in good physical health, eating a balanced diet and getting regular exercise •having time and the freedom to play, indoors and outdoors •being part of a family that gets along well most of the time •going to a school that looks after the well-being of all its pupils •taking part in local activities for young people. Other factors are also important, including: •feeling loved, trusted, understood, valued and safe •being interested in life and having opportunities to enjoy themselves •being able to learn and having opportunities to succeed •accepting who they are and recognising what they are good at •having a sense of belonging in their family, school and community •feeling they have some control over their own life •having the strength to cope when something is wrong (resilience) and the ability to solve problems. Professional help If a child is having problems at school, a teacher, school nurse, school counsellor or educational psychologist may be able to help. Different professionals often work together in Child and Adolescent Mental Health Services (CAMHS). As a school we provide a mentoring support network. This enables students to have a friendly reliable person that they can talk to if required. Once it is put in place the mentor generally goes to the student rather than waiting for the student to come to them. We have found that this way, ie informal, relaxed, encourages students to open up. I mentored a male student for approx. eighteen months. His mother had been diagnosed with a terminal illness and we felt it appropriate to give him support through a very difficult time. He was not pushed into communicating but he knew he had someone to turn to if required. The social and emotional development of students is directly linked to the way in which they relate to others. Pupils need to be confident that they have trustworthy, reliable and consistent people that they can turn to. 2.3 identify signs of concern or distress in children or young people which may relate to a transitional experience Children will demonstrate their anxiety in a number of ways. The younger a child, the less their ability to identify anxiety or fear. Behavioural expression is usually seen when a child feels fear and anxiety and cannot find relief. Transitions are any significant stage or experience in the life of a child or young person that can affect behaviour and/or development. Transitions include those that are common to all children and young people, such as moving school and puberty, and those that are particular only to some, such as bereavement and divorce. Children who are anxious experience physical symptoms in the presence of or in anticipation of a feared situation: • rapid heartbeat, dizziness, shortness of breath or difficulty breathing, • muscle tension, stomach upset, diarrhoea, headache • hyper or hypo activity, difficulty sleeping, • selective autism, avoidance of feared situations or objects, temper tantrums They also experience scary thoughts and they often express their anxiety behaviourally by avoiding situations that make them uncomfortable. Children and teens suffer from anxiety as well as adults. Starting school, moving, sudden separation or loss of a parent, pet, or loved family member can trigger the onset of an anxiety disorder. Several stressors can also trigger an anxiety disorder. Experiences anxiety/fear/anger symptoms prior to, or at the thought of a scheduled social event and has physical symptoms of intestinal upsets such as nausea, stomachache, diarrhea, or headache, racing heart, dizziness. Behavioural symptoms can include: • defiance • anger • inflexibility • tantrums 2.4 recognise and take account of any signs of change in the attitude and behaviour of individual children or young people All young people entering school will have a variety of backgrounds and experience, many of which will have affected or influenced the way in which their personalities react to others. It is important that schools have as much information as possible about unsettled students so that behaviour patterns can be monitored. It is an integral part of any member of staff’s role to be aware of changes in behaviour patterns that may indicate problems. Learning how to behave is an important part of a child’s development. This is because it is a learned skill. Build open and honest relationships with children or young people using language appropriate to their age and stage of development Provide opportunities for children or young people to explore and discuss significant events and experiences that may impact on them Identify signs of concern or distress in children or young people which may relate to a transitional experience Recognise and take account of any signs of change in the attitude and behaviour of individual children or young people Explain clearly to children or young people what information you may have to share with others and why Share information and concerns about children or young people with the appropriate person Ie Safeguarding designated member of staff, head of year, social worker. etc Contribute to planning how to support children or young people to manage transitions in a positive way Confirm with the appropriate person the boundaries and protocols that govern your role in supporting children or young people through transitions Provide structured opportunities for children or young people to explore the effects of transitional experiences on their lives Listen actively and respond constructively to any concerns Explain situations fully and accurately, setting out what is happening and, if possible and appropriate, the reasons for the changes Encourage questions and check for understanding Provide support in a timely way to help children or young people to manage the transition and reach a positive outcome Support children or young people to find ways to manage change positively and encourage them to recognise and build on their strengths Make effective links with others within your own or other organisations, according to your role, should further support be necessary Record any actions taken using agreed organisational procedures Comply with legal, organisational and ethical requirements relating to the exchange of information A year 7 student, full statement high on the autistic spectrum, found the transition to high school very difficult. We implemented a mentoring system, consequence flow charts and gave her coping strategies. She had the use of homework clubs and quiet rooms. Only three members of staff supported her offering continuity and developing relationships she felt confident with. Communication with her, her parents and staff was crucial. The student has developed into a very confident young lady who requires less and less support. 2.5 share information and concerns about children or young people with the appropriate person or agency according to the procedures of the setting. Within KJS there are designated members of staff and lines of communication available to all members of staff should they have any concerns or anxieties. All information is made available via the school intranet system and planners. The first point of call should be your immediate line manager, provided the concern is not with regards to them. Outcome 3 Work with others to plan integrated support for children and young people going through transitions 3.1 explain the support available for children and young people going through transitions Major transitions arising from life events may be an experience in the life of a child or young person that can affect them emotionally, behaviourally or developmentally. These transitions are major and far reaching, such as bereavement, divorce, relocation, separation from family through removal to children’s home and fostering. Such transitions may be known and planned for or unexpected and unplanned, but critically they have a major impact on the child or young person. It is important that when a child or young person is going through a major transition they have as much support as possible. There are many organizations and agencies in place to offer help and advice. • Child and Adolescent Mental Health Services • Social Workers • Pastoral Care within Schools • Key Workers • GP’s who will refer to relevant agencies eg eating disorder, speech therapy • Department for Children, Schools and Families • Psychologists • Education Welfare Officers • Health and Social Services • SEN provision • Youth and Community Workers • Police • Learning Mentors and School Support Staff • School Nurses • The welfare of the child/young person is paramount • When assessing need, the views of the child/young person/family must be sought and considered and they should be fully involved • Early intervention and prevention is a shared responsibility that will achieve better outcomes for children, young people and families • All agencies/services should work together and understand/appreciate each other’s roles and responsibilities. Other transitions in children or young people’s lives can be managed at a more local level. The transition from primary to secondary education can be very traumatic for many students. At KJS we organize transition days for all students, but particular care is given to students with additional needs. We arrange for these students to come to school on three different occasions. They are familiarized with the learning support department, resources and staff. Different activities, depending on the individual student’s requirements, are organized, parents are invited, and tours of the school are arranged. We have found these days have contributed to the successful and confident transition of many different students. 3.2 explain the legal frameworks, organisational procedures, and referral routes to ensure integrated working for children and young people going through transition 3.4 comply with legal, organisational and ethical requirements relating to the exchange of information 3.5 demonstrate respect for the role and expertise of other professionals in planning support for children and young people going through transitions. The Common Assessment Framework (CAF) The Common Assessment Framework (CAF) offers a basis for early identification of children’s additional needs, sharing of this information between organisations and co-ordination of service provision. When it is considered that a child has additional needs with the consent of the child, young person or parents, professionals may undertake a common assessment to assess these needs and how best to support them. The findings from the common assessment may however give rise to concerns about a child’s safety and welfare. Professionals should be particularly concerned about children whose parents are experiencing difficulties as a result of domestic abuse, substance misuse, mental illness and/ or learning disability. All staff who have or become aware of concerns about the safety or welfare of a child should know: • who to contact, in what circumstances, and how; and • when and how to make a referral to Children Social Care or the Police. The CAF is a shared assessment tool used across agencies that work with children. It consists of: • A common process, to enable practitioners to undertake a common assessment and then act on the result; • A standard form, to help practitioners record and, where appropriate, share with others, their assessments and plans/ recommendations for support; • A pre-assessment checklist which practitioners may use to help decide who would benefit from a common assessment. The common assessment should be completed when a professional in any agency has concerns that a child will not progress towards the five Every Child Matters priority outcomes ( being healthy, staying safe, enjoying and achieving, economic well being, making a positive contribution and achieving economic well being) without additional services. The CAF is not to be used for those children in need or in need of protection. Protocols and guidance are in place in North Yorkshire in relation to criteria for referral. Common Assessments are focused on 'Level Two: Coordinated Early Intervention' on the spectrum of need as defined by the North Yorkshire Children and Young People's Strategic Partnership. More information may be found in the Levels of Vulnerability Document (2007) Best Practice: NYSCB website. The common assessment covers three domains: • Development of the unborn child, infant, child or young person; • Parents and carers; • Family and environment. Completing a common assessment should: • Enable the professional to identify the child's needs; • Potentially provide a structure for systematic gathering and recording of information; • Record evidence of concerns and a base line for measuring progress in addressing them; • Potentially provide a framework for a referral discussion to Children's Social Care for an initial or core assessment or to another service for a specialist assessment. Completing a common assessment can also provide a standardised written referral proforma to support a telephone referral. Every Child Matters – Executive Summary Green Paper proposals We are building on the progress already made by focusing action on four main areas: Supporting parents and carers Early intervention and effective protection Accountability and integration – locally, regionally and nationally Workforce reform ● reforms to the youth justice system. The Government intends to revise the Child Safety Order to make it more effective and build on the success of the Intensive Supervision and Surveillance Programme by using it more widely as an alternative to custody. We will also create a new range of community sentences and make greater use of a wider range of residential placements such as intensive fostering for young offenders, including for 10 and 11 year old persistent offenders Some children will always require extra help because of the disadvantages they face. The key is to ensure children receive services at the first onset of problems, and to prevent any children slipping through the net. We will do this by: ● improving information sharing between agencies to ensure all local authorities have a list of children in their area, the services each child has had contact with, and the contact details of the relevant professionals who work with them. The Government will remove the legislative barriers to better information sharing, and the technical barriers to electronic information sharing through developing a single unique identity number, and common data standards on the recording of information ● developing a common assessment framework. We will expect every local authority to identify a lead official with responsibility for ensuring information is collected and shared across services for children, covering special educational needs, Connexions, Youth Offending Teams, health, and social services. The aim is for basic information to follow the child to reduce duplication The Government intends to put supporting parents and carers at the heart of its approach to improving children’s lives where support is needed or wanted. To build additional capacity in this area, the Government has announced the creation of a Parenting Fund of £25 million over the next three years. We are consulting on a long term vision to improve parenting and family support through: ● Universal services such as schools, health and social services and childcare providing information and advice and engaging parents to support their child’s development ● targeted and specialist support to parents of children requiring additional support ● Compulsory action through Parenting Orders as a last resort where parents are condoning a child’s truancy, anti-social behaviour or offending ● introducing a lead professional. Children known to more than one specialist agency should have a single named professional to take the lead on their case and be responsible for ensuring a coherent package of services to meet the individual child’s needs ● Developing on the spot service delivery. Professionals will be encouraged to work in multi-disciplinary teams based in and around schools and Children’s Centre’s. They will provide a rapid response to the concerns of frontline teachers, childcare workers and others in universal services. Key services for children - should be integrated within a single organisational focus at both levels. To achieve this Government will: ● legislate to create the post of Director of Children’s Services, accountable for local authority education and children’s social services ● legislate to create a lead council member for children ● in the long term, integrate key services for children and young people under the Director of Children’s Services as part of Children’s Trusts. These bring together local authority education and children’s social services, some children’s health services, Connexions and can include other services such as Youth Offending Teams. Children’s Trusts will normally be part of the local authority and will report to local elected members ● require local authorities to work closely with public, private and voluntary organisations to improve outcomes for children. Local authorities will be given flexibility over how this partnership working is undertaken ● in relation to child protection, require the creation of Local Safeguarding Children Boards as the statutory successors to Area Child Protection Committees. The Government will encourage joining up locally by: ● Ensuring children are a priority across services. Local bodies such as the police and health organisations will, subject to consultation, have a new duty to safeguard children, promote their wellbeing and work together through these partnership arrangements. We intend to give local authorities a duty to promote the educational achievement of children in care ● setting out clear practice standards expected of each agency in relation to children ● rationalizing performance targets, plans, funding streams, financial accountability and indicators ● creating an integrated inspection framework for children’s services. Ofsted will take the lead in bringing together joint inspection teams. This will ensure services are judged on how well they work together ● creating an improvement and intervention function to drive up performance by sharing effective practice, and intervening where services are failing. The North Lincolnshire Common Assessment is used by any professional coming into contact with a child. The aim is for all services to take responsibility for identifying children’s needs before referring vague concerns or value based judgments to other services. The simple assessment has been designed to be completed in around one hour. Many teachers and other school staff find the assessment a useful tool to identify the real needs of a child about whom they are concerned. Rather than purely arranging specialist educational support for a child who is struggling at school, the assessment identifies all the child’s needs, not just the educational ones, which may require intervention. The views of the parent/carer and the child are sought where appropriate. The advantages of using a common assessment framework across agencies are: ● Referrals are appropriate. During the pilot phase, child concern referrals to social services dropped by 64 percent – in many cases this was due to other agencies taking responsibility for addressing the child’s needs themselves. Previously, the police made 50-60 referrals to social services per month. Now the figure is 8-9. This means social services provide more services rather than simply dealing with unnecessary referrals ● Children and families do not have to repeat their information to different professionals as the assessment process is the same, irrespective of which agency the child and family go to for help ● Services are provided more promptly and coherently as professionals trust one another’s assessment of need as it has been made using agreed ‘common’ indicators of need about what is required by a child and their family ● Assessments are triggered when a concern about a child is raised, rather than when the child reaches a crisis point ● If any further assessments are required, these then build upon the Common Assessment, rather than duplicate it. The Government’s aim is that there should be one person in charge locally and nationally with the responsibility for improving children’s lives. Key services for children should be integrated within a single organisational focus at both levels. To achieve this Government will: ● legislate to create the post of Director of Children’s Services, accountable for local authority education and children’s social services ● legislate to create a lead council member for children ● in the long term, integrate key services for children and young people under the Director of Children’s Services as part of Children’s Trusts. These bring together local authority education and children’s social services, some children’s health services, Connexions, and can include other services such as Youth Offending Teams. Children’s Trusts will normally be part of the local authority and will report to local elected members ● require local authorities to work closely with public, private and voluntary organisations to improve outcomes for children. Local authorities will be given flexibility over how this partnership working is undertaken ● in relation to child protection, require the creation of Local Safeguarding Children Boards as the statutory successors to Area Child Protection Committees. To support local integration, the Government has created a new Minister for Children, Young People and Families in the Department for Education and Skills to co-ordinate policies across Government. The Government will encourage joining up locally by: ● Ensuring children are a priority across services. Local bodies such as the police and health organisations will, subject to consultation, have a new duty to safeguard children, promote their well-being and work together through these partnership arrangements. We also intend to give local authorities a duty to promote the educational achievement of children in care ● setting out clear practice standards expected of each agency in relation to children ● rationalizing performance targets, plans, funding streams, financial accountability and indicators ● creating an integrated inspection framework for children’s services. Ofsted will take the lead in bringing together joint inspection teams. This will ensure services are judged on how well they work together ● creating an improvement and intervention function to drive up performance by sharing effective practice, and intervening where services are failing. Taken from King James School Policy Information King James’s School recognises that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school, their behaviour may be challenging and defiant or they may be ithdrawn. The school will endeavour to support the pupil through: • The content of the curriculum • The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued • The school Behaviour Policy which links to the e-Safety Policy is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupils knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred • Liaison with other agencies that support the pupil such as Social Services, Child and Adolescent Mental Health Service, Education Welfare Service and Educational Psychology Service • Ensuring that when a pupil on the Child Protection Register leaves the school, their information is transferred to the new school immediately and that the child’s social worker is informed The Headteacher and all other school staff, including non-teaching staff, new staff and NQTs, undertake appropriate induction training to equip them to carry out their responsibilities for child protection effectively, which is kept up to date by refresher training at 3 yearly intervals or completing the Basic Awareness course online. The Headteacher should ensure that: • The policies and procedures adopted by the Governing Body are fully implemented and followed by all staff; • Sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities; and • All staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies. Senior member of staff with designated responsibility for child protection Referrals: • Refer cases of suspected abuse or allegations to the relevant investigating agencies; • Act as a source of support, advice and expertise within the educational establishment; • Liaise with Headteacher to inform him of any issues and ongoing investigations and ensure there is always cover for this role. Training: • To recognise how to identify signs of abuse and when it is appropriate to make a referral; • Have a working knowledge of how LSCBs operate, the conduct of a child protection case conference and be able to attend and contribute to these; • Ensure that all staff have access to and understand the school’s Safeguarding Policy; • Ensure that all staff has induction training; • Keep detailed accurate secure written records and/or concerns • Obtain access to resources and attend any relevant or refresher training courses at least every 2 years. • Keep up to date with recent guidance Although the above information applies specifically to the KJS safeguarding policy, the principles and legislation is also applicable to children in transition. One of the fundamental good practice and legal requirement is effective communication. Teachers and other adults in school are well placed to observe any physical, emotional or behavioural signs which indicate that a child may be suffering significant harm. The relationships between staff, pupils, parents and the public which foster respect, confidence and trust can lead to disclosures of abuse, and/or school staff being alerted to concerns. All staff follow the North Yorkshire SCB Child Protection and Guidance (www.safeguardingchildren.co.uk) which are consistent with ‘Working Together to Safeguard Children’ and ‘what to do if you are worried a child is being abused’. It is not the responsibility of the school staff to investigate or determine the truth of any disclosure or allegation of abuse or neglect. All staff, however, have a duty to recognise concerns and maintain an open mind. Accordingly all concerns indicating possible abuse or neglect will be recorded and discussed with the designated senior person with responsibility for child protection (or in his/her absence with the person who deputizes) prior to any discussion with parents Disclosures or information may be received from pupils, parents or other members of the public. School recognises that those who disclose such information may do so with difficulty, having chosen carefully to whom they will speak. Accordingly all staff will handle disclosures with sensitivity. Such information cannot remain confidential and staff will immediately communicate what they have been told to the designated person and make a complete written record. Principles: Staff will not investigate but will, wherever possible, elicit enough information to pass on to the designated person in order that s/he can make an informed decision of what to do next. Staff will: • Listen to and take seriously any disclosure or information that a child may be at risk of harm • Clarify the information • Try to keep questions to a minimum and of an ‘open’ nature eg. ‘Can you tell me what happened'’, rather than ‘Did x hit you'’ • Try not to show signs of shock, horror or surprise • Not express feelings or judgements regarding any person alleged to have harmed the child. • Explain sensitively to the person that they have a responsibility to refer the information to the senior designated person • Reassure and support the person as far as possible • Explain that only those who ‘need to know’ will be told • Explain what will happen next and that the person will be involved as ppropriate and be informed of what action is to be taken. Action by the Designated Senior Person (or Deputy DSP/other senior person in their absence) Following any information raising concern, the senior designated person will consider: • Any urgent medical needs of the child • Making an enquiry to the child Protection Register (01845 574742) • Discussing the matter with other agencies involved with the family • Consulting with appropriate persons eg. ESW service, Social Care • The child’s wishes and any fears or concerns they may have Then decide: • Wherever possible, to talk to parents, unless to do so may place a child at risk of significant harm, impede any police investigation and/or place the member of staff or others at risk • Whether to make a child protection referral to social care because a child is suffering or is likely to suffer significant harm and if this needs to be undertaken immediately OR • Not to make a referral at this stage • If further monitoring is necessary • If it would be appropriate to undertake an assessment (eg. CAF) and/or make a referral for other services All information and actions taken, including the reasons for any decisions made, will be fully documented. All referrals to social care will be accompanied by a standard referral form. Action following a child protection referral The designated senior person or other appropriate member of staff will: • Make regular contact with Children’s Social Care • Wherever possible, contribute to the Strategy Discussion and all Assessments • Provide a report for, attend and contribute to any subsequent Child Protection Conference • If the child or children are placed on the Child Protection Register, contribute to the Child Protection Plan and attend Core Group Meetings and Review Child Protection Conferences • Where possible, share all reports with parents prior to meetings • Where in disagreement with a decision made eg. not to apply Child Protection Procedures or not to convene a Child Protection Conference, discuss this with the Education Safeguarding and Child Protection Manager Recording and monitoring Accurate records will be made as soon as practicable and will clearly distinguish between observation, fact, opinion and hypothesis. All records will be signed and dated, any information given will be recorded verbatim where possible and a note made of the location and description of any injuries seen. All child protection documents will be retained in a ‘Child Protection’ file, separate from the child’s main file. This will be locked away and only accessible to the head teacher and senior designated person. These records will be copied and transferred to any school or setting the child moves to, clearly marked ‘Child Protection, Confidential, for attention of Designated Person Child Protection’. Along with the original Child Protection file, a record will be kept of when and to which establishment the copy Child Protection file was sent. If the child goes missing from education or is removed from roll to be educated at home then any Child Protection file should be copied and the copy sent to the Principal Education Social Worker, County Hall, Northallerton, DL7 8AE. Original copies will be retained until the child’s 25th birthday. School will monitor any cause for concern including where there could be serious child welfare concerns: • Injuries/marks • Attendance • Changes e.g. mood/ academic functioning • Relationships • Language • Behaviour • Demeanour and appearance • Statements, comments • Medicals • Stories, ‘news’, drawings • Response to P.E./Sport • Family circumstances • Parental behaviour/ care of child 3 Initial actions: • The person who has received an allegation or witnessed an event will immediately inform the head teacher and make a record • In the event that an allegation is made against the head teacher, the matter will be reported to the Chair of Governors who will proceed as the ‘head teacher’ • The head teacher will take steps, where necessary, to secure the immediate safety of children and any urgent medical needs • The member of staff will not be approached at this stage unless it is necessary to address the immediate safety of children • The head teacher may need to clarify any information regarding the allegation, however no person will be formally interviewed or asked to write a formal statement at this stage • The head teacher will consult with Education LADO (see Contacts list) in order to determine if it is appropriate for the allegation to be dealt with by school or if there needs to be a referral to social care and/or the police for investigation • Consideration will be given throughout to the support and information needs of pupils, parents and staff • The head teacher will inform the Chair of Governors of any allegation. 3.3 use knowledge of individual children and young people to contribute to planning how to support them in managing transition Within the KJS Learning Support Department procedures are in place to ensure effective communication. We have individual student files, telephone logs, whiteboard notice system and regular meetings. A member of staff can be attached to an individual student, if deemed appropriate and we offer a mentoring service. There are excellent communication links with HOY’s, pastoral heads and other departments. We have the opportunity to develop constructive links with individual students. Recently I have been involved with the transition of a student who had been excluded from mainstream education and had spent a number of months at the Pupil Referral Unit. She has emotional and behavioural difficulties. I support her in numeracy lessons. The decision, through consultation with staff, parents and student has been made to reintegrate into classes slowly, involving 1:1 sessions, of which I will take three. There is a strict protocol for behaviour, which she is fully aware of and how she proceeds will very much be dictated by decisions she makes and how she conducts herself. I have spent a lot of time building up a relationship with this student, based very much on respect, consistency and reliability. I have been able to develop good communication links with her. She is aware that her progress is monitored and that there are regular meetings with her head of year, parents and other agencies such as social workers. The procedures are in place to ensure she feels supported, has people she trusts in place but also to offer consistency and continuity. Outcome 4 Support children and young people to manage transitions in their lives 4.1 work within the boundaries and protocols that govern own role in supporting children or young people through transitions As a member of staff in a secondary school it is part of our job to ensure that all students have avenues of communication. However we are often more closely associated with students with additional needs such as behavioural problems. Behavioural and emotional challenges can often be generated by transition events in a child’s life and we very often are in a unique position to be party to these. It is our job to support the students, provide avenues of communication but to always be aware of the policies and protocols connected with working with young people. We are also an efficient interdepartmental link. Most members of staff are only associated with one subject, whereas support staff are interdepartmental. I myself have developed good relationships with the Pastoral heads at school and the behaviour department which allow the transfer of relevant information. See criteria 324.3.3 4.2 demonstrate ways of supporting children and young people to manage transitions in their lives In my role as a teaching assistant I should be able to assist in the support of young people in the many different transitions in their lives. In order to manage these transitions we should be • encouraging children and young people to ask questions about transitions in their lives • listening actively to what children and young people are saying about transitions in their lives • communicating simple, reassuring messages about key transitions • responding constructively to children and young people’s concerns about transitions in their lives • explaining situations fully and accurately, setting out what is happening and, if possible and appropriate, the reasons for the changes • working with children and young people to explore possible actions to deal with new and challenging situations • involving children and young people in making decisions summarising and confirming key points in discussions with children and young people I work on a regular basis with many students between the ages of 11 and 18, a lot of whom have self-esteem issues. This can manifest itself in different ways, whether it be bad behaviour, over confidence or introversion. As an example I had to deal with a young female student, who had recently arrived at the school, she had come from a small village school and was quite naive and inexperienced. She found the transition to King James quite difficult, this resulted in a higher than average absence rate, solitary behaviour and an inability to concentrate. Through a process of mentoring, and giving the student choices such as joining clubs, her confidence improved. It transpired that the student had found the breakup of her parents’ marriage very difficult. Whilst working with her in class, I developed a good relationship; I kept her busy and made her laugh. As her confidence grew and she trusted me better she opened up a lot more. She has matured into a very confident and well-adjusted young lady. 4.3 provide support in a timely way to help children and young people to manage transitions and reach positive outcomes 4.4 support children and young people to recognise and build on their strengths to manage change positively If help is wanted, it is important that children and young people are made aware of who is the best person to ask, and have the skills to know how to ask for what they need. Taking care of oneself and not taking dangerous and inappropriate risks go with the territory of good levels of self-esteem and optimism. It is when children and young people feel hopeless or frightened and isolated from others that they are most likely to take risks harmful to themselves and others. In times of transition there is a need for information, emotional support, practical help and resources. A lot will depend on the circumstances and the nature of the transition. It may be necessary to look at • What critical moments or transitions might the children or young people you are working with face' • What help or support would be useful to them at different stages' • Are there any ‘special’ circumstances facing them' For example, are they looked after, do they have a disability, or have they suffered a bereavement' • What training or support do you need to help them' 1. Identify key changes, critical moments and transition points for children and young people, including those most children will experience, such as moving school, and those that some children will experience, such as family break-up or bereavement, and ensure the relevant people are aware of the impact of change and the importance of support through transition. 2. Ensure mainstream work with children and young people builds life skills including emotional resilience and empathy, and emphasises the importance of asking for help and support when they are needed. 3. Develop curriculum and project work that focuses on transitions and helps children and young people understand the range of transitions they will experience as they move from puberty, through adolescence and into adulthood. 4. Prepare children and young people for leaving school or leaving care well in advance, providing an opportunity to reflect on successes and challenges and celebrate their work together. 5. Identify individuals who may need particular support through transitions. Identify the support mechanisms and agencies that are available for the child and their family. Work in partnership to provide this support, where possible. 6. Involve children and young people in providing support to their peers as part of everyday friendships and relationships. This can be developed as peer support. 7. Involve and support parents and carers in transitions work so they can celebrate the transitions and provide understanding and support. 8. Encourage optimism and work with the excitement and opportunities, as well as the fears and anxieties caused by change and transitions. 9. If the behaviour of a child or young person changes, encourage them to acknowledge it and talk about it. Are there issues relating to transition and change that are causing difficulties and what can be done to address these' 10. Provide consistent responses to critical moments and events in children and young people’s lives, such as when they are bullied, bereaved or experiencing parental divorce or separation. Ensure the child is at the heart of deciding what support and help they need. Discuss with a child when they are happy for their peers and others to know and understand what has happened, and who they would like to tell them. As part of the KJS curriculum the students have phscee lessons in key stage 3. These are designed to introduce the students to topics such as illness, bullying, bereavement, divorce. Any possible experience in a child’s life that may require emotional or practical support. The students are made aware of the avenues open to them for communication and support. The school has dedicated pastoral heads of year that are separate to the academic heads. 4.5 provide opportunities for children and young people to discuss the effects and results of Transition 4.6 explain when and how to refer children and young people to others within the setting or in other agencies should further support be necessary At KJS students have different opportunities to discuss the effects that transitions are having on them. It is important to remember to be proactive and not reactive when dealing with these situations. It is also important to not try to deal with these discussions single handedly. Other members of staff may need to be involved. We provide a quiet room, a games room and a craft room for our students. The students can have 1:1 sessions or work in smaller groups. We also provide a mentoring service. We provide these as safe comfortable environments and hope that they encourage communication, If we feel it appropriate intervention strategies such as counselling, speaking to pastoral heads or involving other agencies could then be put in place. If I as a GTA had concerns I would speak immediately to my line manager the SENCO. A strategy plan would then be put in place; parents would be consulted if appropriate, notes and records would be referred to and compiled. Include a case study here I have been involved with the reintegration of a year 8 pupil who has returned to the school from the pupil referral unit. She has clear and concise rules. An adjusted timetable has been implemented so that she may have 1 to 1 tuition. This gives her the opportunity to catch up with work but also to develop relationships with individual members of staff. We have found that mutual respect can greatly improve and help student’s attitude to the school. The student has clearly defined rules and consistency is imperative. Many members of staff are involved, her HOY, the SENCO and the parents of the student.