A01: Care value base
The care value base is: a code of conduct that is produced to allow people in the health and social care sectors to provide a professional and specialized standard of care, to clients involved in the health and social care sector. The care value base consists of 5 main segments, when these segments are correctly fulfilled only then is the best standard of care given to clients accessing the health care service. The 5 segments are based around: confidentiality, communicating effectively, abiding by anti-discriminatory practises, empowering those under authority and respecting the choices individuals make as well as their identity, beliefs and culture. This report is based on Greenfield primary school, please note the primary school name has been changed for confidentiality purposes.
Confidentiality
Confidentiality is maintaining information in a protected and regulated view this allows the information to be kept highly private, therefore meaning information can only be seen by those who provide the care. Confidentiality can be breached if a particular person is at risk or poses as a risk to themselves or others around them. If confidentiality is not breached in such circumstances then the danger and risk may escalate leading to fatality, a recent example in the media includes “The story of four year old Daniel Pelka” (Holt, A (2013).
The Data protection Act 1998
This act legally enforces information about clients is stored safely and securely and used appropriately and not excessively, this means only certain members of staff, who require access to information are able to view files (Government Digital Service (2014).

Empowerment
Empowerment is where a person who is receiving a service (client) is given enough power to speak out, by making choices and decisions independently; meaning those with authority cannot have complete control over the client they have authority over. Clients are usually made aware of the possible choices they have in a specific situation however it is up to the client to make the decision about the situation (Moonie et al. (2005).
Application of Empowerment in a primary school
Empowerment can be applied in a primary school through the use of class captains; this is where a child has been elected from each class to represent their class during school events such as sports days, this builds up a child’s confidence as they have been presented with a responsibility, enabling children to feel empowered. Children can also be empowered when the teacher selects children to become monitors for specific roles in the class, this gives the children a status within the classroom through the form of responsibility. Suggestion boxes can be placed within each classroom or outside the head teacher’s office, for pupils attending the primary school, to make suggestions about what differences they would like to see implemented in the school. A school council team can be introduced, consisting of children from each class, who will ask their fellow classmates about any improvements they would like to see introduced to the school. This informal approach, will encourage shy classmates with ideas to come forth and suggest ways for improving their primary school. Members of the school council will report possible improvements to staff members, who will consider and try to implement any sensible suggestions put forth, this allows children to feel they have a voice in their school.
Pupil star of the week award is given out to children who have applied themselves correctly throughout the week, this gives children a confidence boost. Award systems for good attendance are used and the class with the most attendance awards is allowed to organize a school trip, encouraging children to gain responsibility and become empowered.
For children who don’t speak English properly or experience learning difficulties (through autism) an interpreter can be used, who will explain what is being said to them by mediating between the two languages e.g. translating English into sign language. Translated texts can be used to allow children who do not understand English to understand what they are being taught E.g. words can be expressed through a series of pictures, or translated into other languages.
For people with low confidence and difficulties in communication advocates can be used, these are people who will defend and support pupils through both verbal and written communication (E.g. by writing letters on behalf of a person), this will allow pupils to feel encouraged to express concerns as they feel they are not on their own and will get support, allowing children to feel empowered.
Say ‘No’ campaign
An example of an advocate campaign includes the say ‘No’ campaign. This campaign enables children to speak out against adults, who have authority against them if they feel uncomfortable in situations they find themselves in.

Effective communication
Effective communication involves communicating in a social or non -verbal way (using gestures and facial expression) to get a point across clearly, in the appropriate form and mannerism, this enables the recipient to absorb or decode the message and give an appropriate response back
(Brevian 1907x (2014).

The communication cycle
Effective communication can be expressed through the communication cycle, which requires active input from both the sender (the person who sends a message out) and the receiver (the person who receives the message from the sender) (Sun, L (2014).The first step of the communication cycle involves the sender coming up with a conversation starter; to encourage a response the conversation starter should be about news that concerns the people who will participate in the conversation; a good conversation starter could be about the news headline in the local area or region of the country (E.g. the main headlines about healthcare in the West Midlands region). The second step of the communication cycle involves the sender coming up with relevant information about the specific topic; this can include a person’s personal thoughts and feelings about the topic; these will be used to approach the topic (E.g. the topic= healthcare headlines, specific conversation focus =NHS and its disputes about finance, Relevant information= the governments approach to regulating finance).A combination of the related issues are the used to start the conversation and convey the message across. The message will then reach the receiver who can then interpret the message, by decoding it to find out its raw meaning, this enables them to evaluate the message they have just received and give appropriate feedback to allow the conversation to continue in an orderly manner.

Communication can be disturbed if there are barriers present such as: physical and intellectual disabilities, background noise, the use of different languages, unclear speech and poor listening skills.

Examples of how effective communication is implemented in a primary school
In a primary school teachers use a variety of ways to communicate aims and objectives of their lessons across so they meet the needs of the three types of learners: kinaesthetic, visual and or auditory learners. Examples of how teachers produce lessons to meet the requirements for kinaesthetic learners are: by using white boards to answer questions with, making models and creative projects e.g. history projects such as the Tudor project, which are given throughout key stage 4. Teachers produce lessons to meet the needs of auditory learners by speaking clearly and slowly to reduce confusion when explaining a topic. For pupils with learning difficulties such as dyslexia a teaching assistants sits next to them during exams to provide extra support through reading questions out to the pupil to provide clarity, this reduces the chance of the individual failing, due to confusing words in their written form. Teachers produce lessons to meet the requirements of visual learners by including video’s to aid explanations about concepts e.g. in science to explain condensation (videos with speech are also meet the requirements of auditory learners). Teachers can also use diagrams and flowcharts to show the steps in a process e.g. long division in maths. A way of compiling these flowcharts, diagrams and videos can be through the use of a power point presentation. By including the three types of learners into lessons the teacher will make the lessons productive and this is a form of effectively communicating lesson criteria across.

Speaking slowly with varying voice tones will gain the pupils interest, it will also encourage the children to contribute to lessons as it causes a warm and friendly environment and this allows trust to be built between the teacher and pupil, this is an important aspect of producing effective communication within the primary school (Godbole, M (2013).

When the teacher expresses an emotion e.g. disappointment at a pupil for not completing homework, then non- verbal communication should be used to emphasize and allow the pupils to understand the full extent of their action, e.g. head shaking to signal the pupil has done something wrong. Facial expressions are also a part of non-verbal communication that can be used to display emotions e.g. when the teacher is proud of the class; for having full attendance ;they can congratulate the pupils and smile, to allow the pupils to understand that their achievement has had a positive impact on their teacher (Godbole, M (2013). Pupils from different countries can overcome language barriers by having their subject text books translated into a language that they understand, this will ensure the lessons have been effectively communicated to the foreign pupil (Houghton Mifflin’s premier dictionary (2014). Also the school could employ a few teachers who know English and one additional language as well so if a foreign pupil comes to the primary school the teacher could also translate subject material across to the foreign pupil, this will aid communication allowing it to be effective. If there is an issue the foreign student can get an advocate to help support them when they are communicating the issue across so it can have the correct effect when communicated across (Random house, Inc. (2014).

Promoting anti-discriminatory practise
This is when people who are not often accepted by society are given fair and equal rights; similar to those who are accepted in society; they are also treated well and in a respectable manner. Types of people who may discriminated if anti discriminatory practises aren’t promoted include: the elderly, people coming from ethnic minorities, gay or lesbian individuals and people with mental or physical disabilities. Prejudice usually causes discrimination as they create unjustifiable and inaccurate judgments, regarding a specific social group and this leads to unfair treatment of that social group (Moonie et al. (2005).

They are two types of discrimination, known as direct and indirect discrimination. According to the Equality Act 2010 (this act is a collection of smaller acts that promote anti discriminatory practise), direct discrimination involves people being treated differently or worse based on there: age, sexual orientation, race, religion or belief, disability, gender and for being a transgender, these characteristics are known as protected characteristics under the Equality Act (Walsh et al. (2005). Direct discrimination can be focused towards a person because of whom they are who they are thought to be or because of the person they are with/ associate with (National Association of Citizen Advice Bureaux (2014). An example of direct discrimination that could occur in a primary school can be: if a foreign student applies for a space at the primary school but is rejected because the head teacher (who processed the application) has a prejudice against foreigners because she/he believes they shouldn’t be trusted and are unreliable. On the other hand indirect discrimination involves creating requirements and rules that can’t be met by certain people (those classed under the protected characteristics) as easily, therefore these people have a disadvantage over others (National Association of Citizen Advice Bureaux (2014). An example of indirect discrimination can be: to get employed as a health worker you must work full time for five years, this discriminates against women as they will not be able to go on maternity leave; if they decide to have a child and the employer probably won’t hire a women for the job just in case they go on maternity leave and the employer has to find a replacement worker. Instead a man may receive the job.
Discrimination can take place: physically, verbally, through neglect and exclusion. Due to its many forms, discrimination can have severe impacts on people, such as: low self-esteem problems, depression- from anxiety, seclusion and stress related mental health issues (Walsh et al. (2005). To reduce discrimination a person needs to understand their personal prejudices and be cautious to make sure they are not applying these prejudices and accusations instead a clean mind should be kept regarding all social groups (Induction training programme (2014).
A recent example of discrimination having a negative impact on a person includes the story of Polly, who is primary school pupil and is physically impaired therefore she requires a wheel chair. In order to participate in a school trip she requested transport and was denied from her local authority, this lead to her being unable to participate in the school trip. Instead Polly remained in school and missed out on all the fun her fellow peers experienced. She felt lonely and unwanted, which caused her great amounts of distress (Chapter 5: Case study (no date specified).
Examples of how anti-discriminatory practise is promoted in a primary school
There are disabled toilets in place, that can been accessed by disabled pupils; meaning they are on the ground floor therefore no stairs have to be used to get into the toilets, the main areas of the school are also based on the ground floor with ramps placed near entries and exits to allow easy access for wheelchair users. All the hallways of the school are wide to enable disable children to have enough space to use their wheelchair safely.
Extra support staff are available to pupils with learning difficulties and disabilities, this allows these less able pupils to get the appropriate standard of education to tailor their needs from the primary school, instead of attending a private centre. Physiotherapy is also available through the primary school, to allow physically impaired disabled pupils to receive appropriate help, this will enable them to make progress in physical development.
The primary school accepts applicants regardless of nationality and ethnicity, this means they are not discriminating against people based on their race, religion or beliefs hence they are promoting anti-discriminatory practise.
During school hours if any of the teachers have heard or known someone has made a racist joke or comment that pupil is taught about their negative action and is warned about making such hurtful and offensive comments that discriminate against people.
Actions like verbal and physical discrimination such as bullying are not taken lightly and the pupil responsible for bullying may get suspended or excluded, if there are clear signs of such acts taking place.
In the school curriculum teaches PSHE (physical, Social and Health Education), this covers aspects related to everyday life and life choices this can encourage young people to understand about the world/ the wider society we live in.

Respecting choices, identities, beliefs and cultures
As the UK is becoming diverse and multi-cultural it is vital people understand the traditions behind other cultures (this is specific to the values, norms and beliefs of a particular country) and religions (the beliefs and practises of a specific group of people) so they don’t display ignorance regarding these matters, ignorance can lead to offending people and social groups, which could potentially lead to conflicts. Each individual person has a different personality and characteristics, which separate them from other people and to treat everyone the same is not equality as it does not cater to providing the person with the specific care they require or with the same opportunities. Different people have a different set of specific needs e.g. people with a learning difficulty may require more support with the same task compared to an intellectually capable person.
The Human Rights Act 1998 states that people have the right to choice, privacy and dignity this is due to choices allowing people to live their own lives based upon their own decisions therefore the person takes their own responsibility of their own choice, in their own hands.
Examples of how a primary school will respect choices, identities, beliefs and cultures A primary school allows children to wear religious symbols to represent their religion, this respects peoples beliefs as those who want to express their religion are able to, Examples of religious symbols that pupils can wear include: a turban (for Silks), headscarf (for Muslims), a cross (for Christians) and a kipper (for Jews) (NHS Choices (2013).

Pupil’s choices are respected as the children can select what food they would like to eat at lunchtimes from the small variety offered in the menu, there is a vegetarian option and some primary schools also cater halal meet for Muslim pupils. This choice of food allows cultures that don’t eat specific foods to have an alternative for example some Hindus do not eat beef and they can have chicken or the vegetarian option instead. In primary schools the pupils are young and may not be able to communicate what food they want so younger, nursery/reception children receive badges saying what foods they can and cannot eat. Allowing pupils to eat the food they want this respects beliefs, cultures and choices as well.
Pupil’s opinions can be used to produce personalised displays in classrooms, displaying the pupil’s work, this respects their choices and contributions to the classroom, this enables the pupils to feel accepted and valued.
In primary schools pupils have parties to celebrate upcoming cultural events such as: Christmas, Easter and Eid also during assemblies the children learn about the stories related to religious celebrations and this shows respects to other beliefs and cultures as people are trying to understand them better.

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