Posted at 11.28.2018
Duty of care is the duties and tasks for children and young people from the keyworker, teacher or child-minder to ensure they are not harmed in a particular task's that are created for the kids. We can do this by ensuring we make wise choices so that we now have no hazards and pay full focus on everything all around us also to ensure the children's health insurance and safety all the time. Every child should be assigned an integral person. In child-minding settings, the child-minder is the key person. The main element person should meet the needs of each child in their care and respond sensitively to their feelings, ideas and behavior, talking to parents to be sure that the child is being cared for appropriately for each family. Whenever we are trained we are seen as experts, although this varies depending on the level and extent of working out. Duty of care is necessary not and then the children, but also with their parents and families, who expect us to work with our knowledge to look after their children. A high duty of care is necessary for children because of their narrow ability to look after themselves because they are still learning, and younger the child the higher the work of care is. A good example of this is actually the Occupier's Liability Act 1957. This consideration should be even greater if a kid is known to have learning difficulties or is known to have a condition which may make them more vulnerable than the common child to foreseeable risk of harm. If we do not meet up with the duty of care then we would be fully responsible and become held in charge of following negligence to occur (Lutzenberger, 2010) (Meggitt C, 2011; 40). The EYFS is the framework that ensures all parents and carers that their children will be kept safe and can help them to succeed. The EYFS also helps to achieve the five stages of each child matters. Since September 2008 it is just a legal requirement to make use of the EYFS to meet up with the learning and development of all children in every early year's settings which complies with the welfare regulations (section 40 of the childcare act 2006) Also we have safeguarding which states the expectations of what can be done to guarantee the safety and wellbeing of children and teenagers We do that by doing assessments, getting advice and support from the correct people.
Examples of how exactly we do this in my own setting.
Within our setting we perform daily checks to ensure that the surroundings outside and inside is safe before the morning session at 8am. We have a check set of things you can do for example check all fire doors are unlocked, all gates outside are locked, no wet floors and everything plugs have safety covers etc. We tick them off every day when they are done. We have daily rotas for change of nappies, dinners and lunches and vacuuming. We all contribute to ensure it is clean and the end of the session and by the end of your day and before and after meals we disinfect tables chairs we could stopping the spread of infection. We ensure that at least one employee in each room has been been trained in first Aid and that we have the right equipment. To complete accident forms when a major accident occurs and getting the parent/carer to sign to state there have been made aware. We register and out every child that enters and leave the setting we also have one at the primary doors for staff and people which come to drop or accumulate children.
One part of my work is to always put the kids and young people first, keep them safe and protect them from significant harm. We must follow the guidance of every child matters and promote safeguarding and the welfare of the children and young people. We should also ensure that the person looking after a child especially alone would work to do so and has a CRB check. Many things help us to provide the care to keep children and teenagers protected and safe, a few of them are:
Risk Assessments: By doing risk assessments for all of the activities we do as well as for the playing areas means that if any risks concerning equipment, venues and activities will be found therefore reducing the risk of injury or injury to the children and teenagers. Also spotting potential hazards and eliminating them this could include germs and transferable diseases, we can minimise this just by cleaning surface and toys with an anti-bacterial to market a healthy body.
Policies and Procedures: With rules and policies set up it give a good guidance of what is suitable in the setting from a grown-up or child that reaches an age of understanding the guidelines and boundaries.
Making observations and assessing children: Using this method I am able to check to see if individual child or young person is progressing and developing at suitable rates, following the EYFS. Also by doing observations it can help us detect and recognise any signs of neglect or abuse so that these can be reported to the relevant third parties to safeguard the kid or young person.
Training and development: I and all the childcare providers must continue thus far on compulsory training such as first aid and safeguarding. No-one should be left to car for a kid or young person alone if indeed they don't have the correct training to look after a child which as on 2015 is a the least level 3 trained in childcare.
It might lead to conflict if a piece of information is shared in regards to a child or young person without the parents' consent. Information regarding a child or young person is collected and stored in a locked unit in the main office or on the computer with a password protection data base with the parents or carers consent. Data protection act 1998 clearly states that information should not be shared and kept safe but accessible to professionals with the parents or carers signature. The parents or carers should have free usage of these details on request, the sole exception to this is in an exceedingly few cases such as though a child or young person are at threat of significant harm. Another issue that could cause conflict is if we have to tell a parent some information that they may disagree with or would not like to hear. As early years practioners we put the children's welfare, development and learning first but if we noticed a kid is lacking in speech we'd speak to the parent and discuss that the child will need the correct support and help at home. This is a concern that parents may find hard to come quickly to terms with and even though they would want the best because of their child they could reject the comments of the practitioner and think it is criticism rather than it actually being concerns for the kid. By taking the parent into a quiet and confidential space in order to take in it is main focus for child's needs. It's important to involve the nursery manager or senior staff in the discussions.