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What safeguards need to be in place when assessing children and the need for objectivity?

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Mandatory Unit 303 NVQ Care, Learning and Development Unit Questions and Knowledge Evidence Candidate Name __________________ Unit 303: Promote children's development. The need for confidentiality and care when dealing with sensitive information about children and families. Security and data protection arrangements for storing and retrieving information in your setting. When dealing with children and their families you need to make sure that records and information are only available to those who are working directly with the child.you must read and understand your settings policys regarding confidentiality, and follow procedures. Sensitive information should not be discussed unless you are sure that it is appropriate to do so. If you need to talk with a parent this should be done privately, and must not be discussed with others that are not involved with the child. Any records of childrens information should be kept in a locked area and only accessed by those who have permission to use the information. in the setting all confidential information will be kept in the supervisors office and can only be accessed with permission from the supervisor. All parents can have access to their childs information at all times. Any information that is held on a computer will be registered with the data protection register, and only those registered will have access to the information. The importance of involving children and families as partners in observation and assessment and testing out findings with colleagues, families and other agencies. By trying to involve parents in the assessment of their children they will see their children in a different way, as children usually act different in different environments. For example a child at home may engage in activities such as jigsaws, but at nursery or pre school they may play with sand and water. Some children are very talkative at home, where in a setting they may be more quiet. By encouraging the parents to share information about their child this will help us gain a picture of their childs development. ...read more.


A late child would be then logged into the register with the time they arrived. If a parent would like another adult to collect their child they must sign in the book the name of who is to collect their child and they must sign the book for consent at home time,. Staff will greet the parents and then one at a time, a child will be taken out to their parent. If a child is going home with another adult other than parent or carers they need to sign the book. For new staff who do not recognize parents or carers, they will be asked who they are and who they are collecting , and will need conformation from a member of staff firstly before the child is sent home. Your environment must ensure that you value the welfare of each child, you contribute effectively to each childs care and learning and work with the parents and partners. Here are some values of childcare which can be reflected in the setting... Ensuring the needs ,rights and views of each child are the centre of your environment - support for special needs, access for all children to activities, resources and materials, child centred displays and activities Provide a safe environment that allows appropriate risks and challenges - clear health and safety policies and standards, risk assessments, clear and appropriate supervision. Promote self esteem and resilience and positive self image - involvement of children, praise and reward, activities and resources relating to a range of cultures, encouraging respect of each other. Share professional knowledge, skills, and values for the benefit of the children - range of resources and training opportunities for staff, time to share ideas and experiences. Ensure best practice, which requires reflection and continuous search for improvement - opportunities to evaluate the curriculum and practice with collegues and children, planning of activities and resources, team meeting. ...read more.


Adapt your practice to support all the young people you work with, including those with disabilities and special educational needs 3. Adapt the environment and activities so that all young people can take part equally and, where necessary, provide alternative activities 4. Provide a framework to support inclusion and anti-discriminatory practice to meet individual needs 5. Support emotional well-being and intelligence 6. Encourage creativity and young people's ability to construct creative solutions to problems and issues 7. Provide opportunities for young people to assess and take risks and face challenges, according to their age, needs and abilities, including assessing risk to themselves and others from their own behaviour and choices 8. Give meaningful praise and encouragement and encourage self-esteem, confidence and resilience 9. Encourage choices and positive decision-making 10. Encourage a wide range of communication strategies 11. Support information handling and assessing the value of information 12. Answer questions with sensitivity and be available in a supportive role 13. Provide information about healthy lifestyles, according to accepted guidelines and why this information is most useful if requested by young people themselves 14. Provide information about the health and welfare issues arising from smoking, illegal drug abuse, sexually transmitted diseases, unwanted pregnancies and why this information is most useful if requested by young people themselves 15. Provide information and support as young people make career, education and training choices, being aware that some will require basic skills support 16. Talk honestly and raise awareness of issues, in line with questions and concerns from young people 17. Recognise and acknowledge children's particular needs as they go through puberty and adolescence and become adults How to do you support children through transition in their lives. For example - 1. Children aged 0-3 years as they make transitions from home to daycare, room to room within a setting 2. Children aged 3-7 years as they move between different settings 3. Children aged 7-12 years through transitions such as moving to a new school 4. Young people aged 12-16 years, transition including preparing to leave school or move from home ...read more.

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