Diploma qualification units can be knowledge or skills based. Each different unit within the qualification has specific requirements and will have different evidence to demonstrate your ability to meet the requirements of the unit. Your coach will plan the most appropriate types of evidence with you. If you identify your own that is even better as it will clearly show your coach that you have a good understanding of the requirements and will have your qualification achieved much faster.

 

Title

Understand how to safeguard and protect children and young people

Type

Knowledge

Learning outcomes

Assessment criteria

Potential Evidence

1

Understand the context of safeguarding and protection of children and young people

1.1

Define the term safeguarding in relation to children and young people

Showcasing your knowledge: –

Tutor marked assignment – one of:

a) Assessment Pack

b) Resource Pack                      

c) Essay

 

All Assignments MUST use and be submitted with an appropriate referencing system

Professional Discussion

E-learning

Prior Learning / Certificates

Learning Journal

 

 

 

 

 

 

 

1.2

Explain how child protection relates to safeguarding

1.3

Outline current legislation, national guidelines and policies affecting the safeguarding and protection of children and young people

2

Understand policies and practices for the protection of children and young people and the adults who work with them

2.1

Explain why it is important to ensure children and young people are protected from harm and abuse

2.2

Explain how findings from official inquiries and serious case reviews are used to inform practice

2.3

Identify policies and procedures that are in place to protect children and young people and the adults who work with them

2.4

Analyse how working practices with children and young people reflect national and local guidelines, policies and procedures for safeguarding

2.5

Explain how following procedures helps protect team members from allegations and complaints as well as protecting children and young people from harm and abuse

2.6

Explain the importance of building positive, trusting and consistent relationships with children and young people who are vulnerable to harm or abuse

2.7

Describe systems and practices to ensure children and young people can voice allegations, concerns and complaints and be confident these will be addressed

3

Understand the nature of abuse that can affect children and young people in residential childcare

3.1

Describe types of abuse that a child or young person may experience

3.2

Describe signs and indicators associated with each type of abuse

3.3

Describe factors which increase the vulnerability of children and young people in residential childcare

3.4

Summarise common myths about people who harm and abuse children and young people

3.5

Describe known characteristics of perpetrators and their behaviours that can make it difficult for children and young people to report harm or abuse and for others to recognise and address abusive activity

4

Understand how to address concerns about abuse

4.1

Outline the actions to be taken in line with policies and procedures if abuse is suspected

4.2

Explain the importance of early identification of abuse

4.3

Explain why warning signs may be miss-interpreted or ignored

4.4

Explain reasons why a child or young person may not recognise that they are being abused or exploited

4.5

Explain reasons why a child or young person may not disclose that they are being abused or exploited

5

Understand policies, procedures and practices to address bullying

5.1

Explain the effects of different types of bullying on children and young people

5.2

Outline the policies and procedures that should be followed in response to concerns or evidence of bullying

5.3

Explain why policies and procedures regarding bullying are necessary

5.4

Explain how to support a child or young person when bullying is suspected or alleged

6

Understand principles for e-safety

6.1

Explain the risks and possible consequences for children and young people from:
• social networking
• internet use
• buying and selling online
• electronic communication devices

6.2

Describe ways of reducing risk to children and young people from:
• social networking
• internet use
• buying and selling online
• electronic communication devices

7

Understand how to minimise risk of harm to a child or young person who goes missing from care

7.1

Describe the risks to a child or young person who goes missing from care

7.2

Outline actions to be taken in line with policies and procedures when a child or young person goes missing

7.3

Explain the importance of prompt and persistent action when a child or young person goes missing

8

Understand child sexual exploitation

8.1

Define child sexual exploitation and its relationship to human trafficking

8.2

Describe how child sexual exploitation differs from non- abusive sexual activity

8.3

Outline different patterns of child sexual exploitation in relation to:
• Gangs
• Groups
• Solo perpetrators

8.4

Describe typical behaviour patterns of those who sexually exploit children and young people

8.5

Describe the support that should be offered to a child or young person who has been the victim of child sexual exploitation

8.6

Explain the role of key partners in protecting children and young people from sexual exploitation

9

Understand the concept of multi- agency working to safeguard children and young people

9.1

Explain what is meant by multi- agency working in the context of safeguarding

9.2

Identify multi agency forums which coordinate the safeguarding of children and young people locally

9.3

Describe the roles and responsibilities of the different organisations that may be involved in situations where
• harm or abuse is suspected or disclosed
• a child or young person has been abused or harmed
• a child or young person has gone missing from care

10

Understand how to empower children and young people to develop strategies to protect their own safety and well being

 

10.1

Explain the importance of building children and young people’s resilience, self-confidence and self- esteem

10.2

Describe ways to work with children and young people to enable them to develop protective strategies

10.3

Describe ways of empowering children and young people to make informed choices that support their safety

11

Understand process and procedures when there are concerns about practice

11.1

Explain how to report concerns about practice in the work setting

11.2

Describe ways in which whistle-blowers are protected in the work setting

11.3

Explain why those whose practice is being questioned are also protected and how this is achieved

11.4

Explain the process of escalating concerns about practice if they are not being addressed

 

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