Unit 054 Principles for implementing Duty of Care in setting

outcome 1

1. Explain what it means to have a duty of care?

Duty of care in childcare settings means to keep children and young people safe, protecting them not only from physical harm but also from neglect, emotional and sexual harm and abuse. It is guarding the rights of the child in your care, as they have the right to be independent and to be treated with respect and dignity. This also includes respecting their rights, cultural beliefs and values of their parents and families.

2. How duty of care contributes to the safequarding or protection of individuals?

In my role I have a duty of care to raise any concerns I may have about any aspect of my work. These can range from inadequate working conditions, poor equipment, and poor practice by other staff; to raising concerns about potential abuse cases and situations of neglect. It is my duty of care to safeguard individuals from harm. All employees should report any concerns of abuse they have. These might include evidence or suspicions of bad practice by colleagues and managers, or abuse by another individual, another worker or an individual’s family or friends. If I do not work in this way, I could be considered negligent or incompetent. If I am in any doubt at any time, I must discuss any issues I have with my supervisor / manager.

Outcome 3

1. Describe how to respond to complaints

Within my setting any complaint is handled seriously. All complaints are properly investigated promptly and appropriate action is taken on any concerns that are raised. All complaints are recorded and available on request from both OFSTED and parents. The records include any action taken for each individual complaint.

2.Main points of agreed procedures for handling complaints

There are two stages to our complaint procedure
Stage One
If a parent/carer has a complaint about the Nursery or the conduct of a individual member of staff we try to solve the problem by speaking to those involved or to the Manger to try to resolve the problem. If satisfactory resolution cannot be found stage two formally comes into place.

Stage Two
If stage one is not successful then the parent/carer should put their complaint in writing to the Manager/registered person. Relevant names, dates evidence and other important information should be included. We will acknowledge the complaint and send a full and formal response.

If the manager feels that the situation has Child Protection implications they should inform the designated Child Protection Officer and ensure the local services department is contacted according to the procedure set out in the Child Protection Policy. If any party involved in the complaint has good reason to believe a criminal offense has been committed then they will contact the police.

The formal response from the nursery will be sent to the parent/carer concerned and copied to all relevant members of staff where appropriate. The response will include recommendations for dealing with the complaint and for any amendments to policies or procedures emerging from the two main points of agreed procedurs for handling compaints.

unit 53 Promote Equality and Inclusion

Outcome 1

1. Explain what is meant by:

a) Diversity means difference, it recognises that people have things in common with each other but are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors, which include background, culture, personality, race, disability, gender, religion and belief, sexual orientation and age. By recognising and understanding our individual differences and embracing them, and moving beyond simple tolerance, we can create a productive environment in which everybody feels valued.

b) Equality can mean different things to different people, some people believe that equality means treating everyone the same. However you cannot treat everyone as equal due to different backgrounds, life experiences, skills and knowledge. So no two people are the same. Equality can be described as when people are given equal opportunities giving them access to the same rights, choices and resources no matter of their gender, race, age, sexual orientation, religious belief or cultural differences.

c) Inclusion is to embrace all people regardless of race, gender, disability, medical or other need, culture, age, religion and sexual orientation. It is about giving equal access and opportunities and getting rid of discrimination.

2. Describe potential effects of discrimination

The potential of effects of discrimination could be different for different people, these could be emotional or physical, sometimes both. Discrimination against any child regardless of their needs can make them feel isolated and different to other children. Very often children with special needs have a very difficult time trying to fit in with other children especially if they are in a mainstream school. All children can be very unintentionally cruel to one another and should be helped to understand that everyone is different and how this is good.

Possible effects could be:
· Depression
· Low self esteem
· Feeling isolated
· Stress
· Fear of rejection
· Humiliation
· Weight loss or gain
· Anger

Long term effects could be:
· Long term depression
· Increased behaviour problems
· Difficulty communicating
· Lack of acheivment
· Lack of education
· Restricted oppurtunities

3. How inclusive practice promotes equality and supports diversity

Inclusive practice supports and promotes both diversity and equality by working to welcome everyone regardless of culture, background, social factors, gender, any form of disability, impairment, mobility restriction. This open approach to providing a service helps to break down the barriers that might prevent participation.

Inclusive practice is known to be attitudes, approaches and strategies taken to make sure that others are not excluded from the learning environment because of their differences. Inclusive practise teaches children how to work together.
By using the principle that inclusion is ‘a right’ for all children, early years settings can make sure that every child:
• has an equal chance to learn and develop
• participates equally in activities
• is given the opportunity to communicate in their preferred format
• has their individual needs known and met
• feels safe and know they belong
• is valued as a unique individual
• feels strong and confident about their identity

For example, if a child has different religious beliefs to others, its important to make sure we celebrate everyone's and not just the majority. Also depending on the age of the child, they (or if they are too young, their parents/carers) could offer a great amount of input and knowledge on what we might not be able to provide. This way the child is actively included by offering their knowledge and making a positive contribution (Every Child Matters).

Outcome 2