safeguarding and wellbeing 23 10 14
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Lecture sessionTRANSCRIPT
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EV681/2 PGCE PrimarySafeguarding and Wellbeing
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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
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“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)
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Building on success
‘Sure Start’ children’s centresdevelopment 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 therapytackling homelessnessreforms to youth justice
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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
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The five outcomes
be healthy stay safe enjoy and achieve make a positive
contribution achieve economic
well-being
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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
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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)
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Models of working:traditional multi-professional working
Child and Family
Teacher
School Nurse
Teaching Assistant
Social Worker
Allied Health Professional
Early Years Educator
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Models of working:integrated working
Young Person
Teacher
Social Worker
Youth Worker
Health Education
Practitioner
Police
Community Safety Officer
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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’
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Moving forwardstructural & professional issues
• workload / deployment • joint planning
• skills and expertise• procedures• identity and status• focus and ideology of practice
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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
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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)
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How are you feeling today?
I’m feeling happy!
How do you know you feel happy?
How would someone else know?
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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”
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Maslow (1943) Hierarchy of needs
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• "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/
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Children’s society – Good childhood report 2014
http://www.childrenssociety.org.uk/sites/default/files/publications/the_good_childhood_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
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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)
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What is this thing called wellbeing?
An indicator of the child doing well
emotionally; feeling comfortable
with themself
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“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)
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Leuven (2005) signals
• Enjoyment• Relaxed • Vitality
• Openness• Self-confidence• Being in touch with self
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A scale for wellbeing and involvement
1. Extremely low2. Low3. Moderate4. High5. Extremely high
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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
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Working with othershttp://www.workingwithothers.org
Peer-Peer relations – Kutnick, P. - Two pedagogic worlds: adult/child & child/child
trust EmotionalVocabulary
Problem solving
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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)