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Usually parents and carers have the primary...
• It keeps them safe from significant harm. • They feel safe in their environment. • They can develop and...
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Chris Henson 02/12/13 NVQ Level 3 Units Define the following:- 1.1 physical abuse Physical abuse is abuse involving contact intended to cause feelings...
Safeguarding the Welfare of Children and Young People 1) Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and...
1.1 Identify current legislation, guidelines, policies and procedures for safeguarding the welfare...
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1. Know about the legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. |1.1. Identify...
202.1.1 Identify the current legislation, guidelines, policies and procedures for safeguarding children and young people The childrens act covers England and Wales...
Unit 202 Safeguarding the welfare of children and young people Worksheet 3 Roles and Responsibilities Describe the roles of different agencies involved in safeguarding...
and young people including safety 1.1 Describe the roles of different agencies involved in safeguarding the welfare of children and young...
Describe the roles of different agencies involved in safeguarding the welfare of young children and young people. SOCIAL SERVICES: The social workers are...
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and safety, safe guarding, anti ... involved with them. The SEN has responsibility to involve or request to involve ... 2004. Agencies ... head of year. Their role is to set...
The following legislations have been out in place to ensure schools have the correct policy and procedures for safeguarding the welfare of children The Children’s...
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1.1 - Identify the current legislation, guidelines, policies and procedures for safeguarding the welfare of children and young people including e-safety. Policies...
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4222-205 Principles of safeguarding and protection in health and social care. 1.1 & 1.2 ) Physical abuse is when victims are being punched, kicked, scratched...
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