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Safeguarding and wellbeing 23 10 14

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MikeHayler

This document discusses teachers' standards and safeguarding pupils' wellbeing. It outlines policies and legislation aimed at promoting children's social inclusion, health, and economic well-being, including the Every Child Matters initiative and five outcomes of being healthy, staying safe, enjoying and achieving, making a positive contribution, and achieving economic well-being. It also discusses multi-agency working models and new practices introduced to support children's welfare, as well as ongoing issues around structural challenges and measuring well-being and happiness.

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EV681/2 PGCE Primary Safeguarding and Wellbeing
Teachers Standards . . . establish a safe and stimulating environment for pupils, rooted in mutual respect . . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary . . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
“Social Inclusion” “Together, we are working to create prosperous, inclusive and sustainable communities for the 21st century - places where people want to live that promote opportunity and a better quality of life for all.” Introduction to Social Exclusion Unit report (2001)
Building on success • ‘Sure Start’ children’s centres • development of ‘extended’ or ‘full service’ schools and out of school activities • increased investment in child and adolescent mental health services (CAMHS) • improved speech and language therapy • tackling homelessness • reforms to youth justice
Every Child Matters (2003) • Increasing the focus on supporting families and carers • Ensuring necessary intervention takes place before children reach crisis point • Addressing weak accountability and poor integration • Ensuring that the people working with children are valued, rewarded and trained
The five outcomes  be healthy  stay safe  enjoy and achieve  make a positive contribution  achieve economic well-being
Multi-agency working: focus for response • Safeguarding children and young people • Supporting health and well being • Responding to barriers to achieving • Supporting children and young people in transition • Providing “things to do and places to go to” • Providing information, advice and guidance
New practices • Extended schools • Children’s centres • Multi-agency teams • Service co-location • Children’s Trusts and Children’s Plans • Team Around the Child (TAC)
Models of working: traditional multi-professional working Child and Family Teacher School Nurse Teaching Assistant Social Worker Allied Health Professional Early Years Educator
Models of working: integrated working Young Person Teacher Social Worker Youth Worker Health Education Practitioner Police Community Safety Officer
Coalition policies • Re-naming of DCSF to Department for Education • Bonfire of the quangos – CWDC, GSCC, GTC, Audit Commission, etc • Abolition of Contact Point, Child Trust Fund,, etc • Reforms to health, social work and education and local authority expenditure • Major reviews – Allen, Field, Tickell and Munro • Changes to Serious Case Reviews • De-regulation of Children's Trusts and Children's Plans • Green and white papers • Children and Families Bill (2013)  United by a strong emphasis on ‘early intervention’  Framed by discourses of ‘austerity’ and ‘choice’
Moving forward structural & professional issues • workload / deployment • joint planning • skills and expertise • procedures • identity and status • focus and ideology of practice
safeguarding • What did you find out in schools? • Legislation and policies? • Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children (DCSF, 2010) • EYFS Safeguarding and Welfare requirements (DfE 2012) • Children Act 1989 and Children Act 2004 • Designated person? • Physical • Sexual • Neglect • emotional
whistleblowing • ‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288) • ‘…respond appropriately to any significant changes in children’s behaviour, or a deterioration in their wellbeing….(Physical marks, neglect comments for concern)’ (EYFS welfare requirements DCSF 2008)
How are you feeling today? I’m feeling happy! How do you know you feel happy? How would someone else know?
Measuring Happiness (Ofsted 2012) What makes you happy? being safe; being well looked after; being treated with respect and fairness; being able to make own decisions; stability, and “money can make you happy but not genuinely make you happy”
Maslow (1943) Hierarchy of needs
• "Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.“ http://www.who.int/en/
Children’s society – Good childhood report 2014 http://www.childrenssociety.org.uk/sites/ default/files/publications/the_good_child hood_report_2014_summary_final.pdf • ‘…well-being is an ultimate goal in life..’ (P4) • ‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (p4) Interviewed 5,000 children – about their happiness
However . . . • 10% (or half a million children) are ‘struggling’ with their lives (The Good Childhood Report, 2012) • 10% of these have mental health issues (ibid) • The number of children ‘dissatisfied’ is on the increase (ibid) • Children in England ranked ninth in well-being out of a sample of 11 countries around the world (Good childhood report 2014) • Wellbeing diminishes with age (ibid)
What is this thing called wellbeing? An indicator of the child doing well emotionally; feeling comfortable with themself
“Wellbeing is a social construct and represents a shifting set of meanings – wellbeing is no less than what a group or groups of people collectively agree makes a ‘good life’.” (Ereaut and Whiting, 2008, p1)
Leuven (2005) signals • Enjoyment • Relaxed • Vitality • Openness • Self-confidence • Being in touch with self
A scale for wellbeing and involvement 1. Extremely low 2. Low 3. Moderate 4. High 5. Extremely high
What does this all mean in the classroom? • Validating children’s emotions; being a role model • Encourage all children to communicate and discuss how they feel • Use stories, drama, role play and puppets to develop understanding and empathy • Prioritise opportunities to promote secure attachments/relationships • Take into account cultural perspectives on emotions • Refer to supportive materials, e.g. SEAL/SEAD • Listen and look
Working with others http://www.workingwithothers.org Peer-Peer relations – Kutnick, P. - Two pedagogic worlds: adult/child & child/child trust Emotional Vocabulary Problem solving
The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born. (Unicef, Report card 7, 2007)

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Safeguarding and wellbeing 23 10 14

  • 1. EV681/2 PGCE Primary Safeguarding and Wellbeing
  • 2. Teachers Standards . . . establish a safe and stimulating environment for pupils, rooted in mutual respect . . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary . . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
  • 3. “Social Inclusion” “Together, we are working to create prosperous, inclusive and sustainable communities for the 21st century - places where people want to live that promote opportunity and a better quality of life for all.” Introduction to Social Exclusion Unit report (2001)
  • 4. Building on success • ‘Sure Start’ children’s centres • development of ‘extended’ or ‘full service’ schools and out of school activities • increased investment in child and adolescent mental health services (CAMHS) • improved speech and language therapy • tackling homelessness • reforms to youth justice
  • 5. Every Child Matters (2003) • Increasing the focus on supporting families and carers • Ensuring necessary intervention takes place before children reach crisis point • Addressing weak accountability and poor integration • Ensuring that the people working with children are valued, rewarded and trained
  • 6. The five outcomes  be healthy  stay safe  enjoy and achieve  make a positive contribution  achieve economic well-being
  • 7. Multi-agency working: focus for response • Safeguarding children and young people • Supporting health and well being • Responding to barriers to achieving • Supporting children and young people in transition • Providing “things to do and places to go to” • Providing information, advice and guidance
  • 8. New practices • Extended schools • Children’s centres • Multi-agency teams • Service co-location • Children’s Trusts and Children’s Plans • Team Around the Child (TAC)
  • 9. Models of working: traditional multi-professional working Child and Family Teacher School Nurse Teaching Assistant Social Worker Allied Health Professional Early Years Educator
  • 10. Models of working: integrated working Young Person Teacher Social Worker Youth Worker Health Education Practitioner Police Community Safety Officer
  • 11. Coalition policies • Re-naming of DCSF to Department for Education • Bonfire of the quangos – CWDC, GSCC, GTC, Audit Commission, etc • Abolition of Contact Point, Child Trust Fund,, etc • Reforms to health, social work and education and local authority expenditure • Major reviews – Allen, Field, Tickell and Munro • Changes to Serious Case Reviews • De-regulation of Children's Trusts and Children's Plans • Green and white papers • Children and Families Bill (2013)  United by a strong emphasis on ‘early intervention’  Framed by discourses of ‘austerity’ and ‘choice’
  • 12. Moving forward structural & professional issues • workload / deployment • joint planning • skills and expertise • procedures • identity and status • focus and ideology of practice
  • 13. safeguarding • What did you find out in schools? • Legislation and policies? • Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children (DCSF, 2010) • EYFS Safeguarding and Welfare requirements (DfE 2012) • Children Act 1989 and Children Act 2004 • Designated person? • Physical • Sexual • Neglect • emotional
  • 14. whistleblowing • ‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288) • ‘…respond appropriately to any significant changes in children’s behaviour, or a deterioration in their wellbeing….(Physical marks, neglect comments for concern)’ (EYFS welfare requirements DCSF 2008)
  • 15. How are you feeling today? I’m feeling happy! How do you know you feel happy? How would someone else know?
  • 16. Measuring Happiness (Ofsted 2012) What makes you happy? being safe; being well looked after; being treated with respect and fairness; being able to make own decisions; stability, and “money can make you happy but not genuinely make you happy”
  • 18. • "Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.“ http://www.who.int/en/
  • 19. Children’s society – Good childhood report 2014 http://www.childrenssociety.org.uk/sites/ default/files/publications/the_good_child hood_report_2014_summary_final.pdf • ‘…well-being is an ultimate goal in life..’ (P4) • ‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (p4) Interviewed 5,000 children – about their happiness
  • 20. However . . . • 10% (or half a million children) are ‘struggling’ with their lives (The Good Childhood Report, 2012) • 10% of these have mental health issues (ibid) • The number of children ‘dissatisfied’ is on the increase (ibid) • Children in England ranked ninth in well-being out of a sample of 11 countries around the world (Good childhood report 2014) • Wellbeing diminishes with age (ibid)
  • 21. What is this thing called wellbeing? An indicator of the child doing well emotionally; feeling comfortable with themself
  • 22. “Wellbeing is a social construct and represents a shifting set of meanings – wellbeing is no less than what a group or groups of people collectively agree makes a ‘good life’.” (Ereaut and Whiting, 2008, p1)
  • 23. Leuven (2005) signals • Enjoyment • Relaxed • Vitality • Openness • Self-confidence • Being in touch with self
  • 24. A scale for wellbeing and involvement 1. Extremely low 2. Low 3. Moderate 4. High 5. Extremely high
  • 25. What does this all mean in the classroom? • Validating children’s emotions; being a role model • Encourage all children to communicate and discuss how they feel • Use stories, drama, role play and puppets to develop understanding and empathy • Prioritise opportunities to promote secure attachments/relationships • Take into account cultural perspectives on emotions • Refer to supportive materials, e.g. SEAL/SEAD • Listen and look
  • 26. Working with others http://www.workingwithothers.org Peer-Peer relations – Kutnick, P. - Two pedagogic worlds: adult/child & child/child trust Emotional Vocabulary Problem solving
  • 27. The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their education and socialization, and their sense of being loved, valued, and included in the families and societies into which they are born. (Unicef, Report card 7, 2007)