EV681/2 PGCE PrimarySafeguarding and Wellbeing

Teachers Standards. . . establish a safe and stimulating

environment for pupils, rooted in mutual respect

. . . maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

. . . having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions

“Social Inclusion”

“Together, we are working to create prosperous, inclusive and sustainable communities for the 21st century - places where people want to live that promote opportunity and a better quality of life for all.” Introduction to Social Exclusion Unit report (2001)

Building on success

‘Sure Start’ children’s centresdevelopment of ‘extended’ or ‘full service’ schools

and out of school activities increased investment in child and adolescent

mental health services (CAMHS)improved speech and language therapytackling homelessnessreforms to youth justice

Every Child Matters (2003)

Increasing the focus on supporting families and carers

Ensuring necessary intervention takes place before children reach crisis point

Addressing weak accountability and poor integration

Ensuring that the people working with children are valued, rewarded and trained

The five outcomes

be healthy stay safe enjoy and achieve make a positive

contribution achieve economic

well-being

Multi-agency working:focus for response

• Safeguarding children and young people

• Supporting health and well being

• Responding to barriers to achieving

• Supporting children and young people in transition

• Providing “things to do and places to go to”

• Providing information, advice and guidance

New practices

• Extended schools• Children’s centres• Multi-agency teams• Service co-location• Children’s Trusts and Children’s Plans• Team Around the Child (TAC)

Models of working:traditional multi-professional working

Child and Family

Teacher

School Nurse

Teaching Assistant

Social Worker

Allied Health Professional

Early Years Educator

Models of working:integrated working

Young Person

Teacher

Social Worker

Youth Worker

Health Education

Practitioner

Police

Community Safety Officer

Coalition policies

• Re-naming of DCSF to Department for Education• Bonfire of the quangos – CWDC, GSCC, GTC, Audit Commission, etc• Abolition of Contact Point, Child Trust Fund,, etc• Reforms to health, social work and education and local authority

expenditure• Major reviews – Allen, Field, Tickell and Munro• Changes to Serious Case Reviews• De-regulation of Children's Trusts and Children's Plans• Green and white papers• Children and Families Bill (2013)

United by a strong emphasis on ‘early intervention’ Framed by discourses of ‘austerity’ and ‘choice’

Moving forwardstructural & professional issues

• workload / deployment • joint planning

• skills and expertise• procedures• identity and status• focus and ideology of practice

safeguarding

• What did you find out in schools?• Legislation and policies?• Working together to safeguard children: A guide to inter-agency

working to safeguard and promote the welfare of children (DCSF, 2010)

• EYFS Safeguarding and Welfare requirements (DfE 2012)• Children Act 1989 and Children Act 2004

• Designated person?• Physical • Sexual• Neglect• emotional

whistleblowing

• ‘suspend disbelief, believe the unbelievable, imagine the unimaginable and don’t think what if I am wrong but think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288)

• ‘…respond appropriately to any significant changes in children’s behaviour, or a deterioration in their wellbeing….(Physical marks, neglect comments for concern)’ (EYFS welfare requirements DCSF 2008)

How are you feeling today?

I’m feeling happy!

How do you know you feel happy?

How would someone else know?

Measuring Happiness (Ofsted 2012)

What makes you happy?being safe;being well looked after;being treated with respect and fairness;being able to make own decisions;stability, and“money can make you happy but not

genuinely make you happy”

Maslow (1943) Hierarchy of needs

• "Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.“

http://www.who.int/en/

Children’s society – Good childhood report 2014

http://www.childrenssociety.org.uk/sites/default/files/publications/the_good_childhood_report_2014_summary_final.pdf

• ‘…well-being is an ultimate goal in life..’ (P4)

• ‘…Low subjective well-being may be a precursor to other issues and problems in people’s lives such as poor mental health.’ (p4)

Interviewed 5,000 children – about their happiness

However . . .

• 10% (or half a million children) are ‘struggling’ with their lives (The Good Childhood Report, 2012)

• 10% of these have mental health issues (ibid)

• The number of children ‘dissatisfied’ is on the increase (ibid)

• Children in England ranked ninth in well-being out of a sample of 11 countries around the world (Good childhood report 2014)

• Wellbeing diminishes with age (ibid)

What is this thing called wellbeing?

An indicator of the child doing well

emotionally; feeling comfortable

with themself

“Wellbeing is a social construct and represents a shifting set of meanings – wellbeing is no less

than what a group or groups of people collectively agree makes a ‘good life’.”

(Ereaut and Whiting, 2008, p1)

Leuven (2005) signals

• Enjoyment• Relaxed • Vitality

• Openness• Self-confidence• Being in touch with self

A scale for wellbeing and involvement

1. Extremely low2. Low3. Moderate4. High5. Extremely high

What does this all mean in the classroom?

• Validating children’s emotions; being a role model• Encourage all children to communicate and discuss

how they feel• Use stories, drama, role play and puppets to

develop understanding and empathy• Prioritise opportunities to promote secure

attachments/relationships• Take into account cultural perspectives on emotions• Refer to supportive materials, e.g. SEAL/SEAD • Listen and look

Working with othershttp://www.workingwithothers.org

Peer-Peer relations – Kutnick, P. - Two pedagogic worlds: adult/child & child/child

trust EmotionalVocabulary

Problem solving

The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security,

their education and socialization, and their sense of being loved, valued, and

included in the families and societies into which they are born. (Unicef, Report card 7, 2007)