Describe Some Examples Of The Occasionss Of When A Child Missing

These rules are displayed throughout the school and are referred to continuously by staff and children equally. We also have class rules that have been developed by the children themselves and are a positive device for encouraging good behaviour. The children can then monitor their own behaviour as well as the behaviour of other children in the class.

In terms of arts and design development the children got to explore a different texture and produced a variety of shapes where there was space in the sand. They also responded in a variety of ways to what they saw, heard and felt.

The bus was due to leave at 9am. As soon as the children arrived at 8.30am and ushered into the class, they were settled down and the register was taken, ensuring all the children that were going on the trip were present. Before departing, we ensured all the children had their coats, that they had their packed lunch in a carrier bag and that it was labelled with their name. We also asked the children if they needed to go to the toilet so

Whatever age group or setting you are working with, you must plan an environment that encourages the development of the whole child. First of all you think about the different settings that children and young people aged 0-16 years may experience. These settings have both indoor and outdoor physical spaces that need to be considered. The layout of the physical environment is your team’s responsibility and contributes to giving each child positive outcomes in their learning, and development. The available space will influence the way the furniture and equipment is set out.

My health and social care setting is an under 5's nursery, within my setting there may be many incidents or emergencies. There could be incidents within my setting such as bumping their heads, falling over, tripping over toys. An emergency within my setting could be things such as fire's or severe injuries such as being knocked unconscious. In this assignment I will cover two

Early years require sponge flooring in the play area outside to prevent injury that you would receive from concrete areas. The equipment that the teacher uses needs to be safe. For example, when reaching up high in the classroom to do a display an elephant’s foot or stepladder should be used as opposed to standing on a chair or table. When using equipment for physical activity (PE) safety mats for climbing frames, the beam, etc. must be in place.

By safeguarding a child or young person we are ensuring that they have the best opportunities to achieve their full potential whilst keeping them safe. Safeguarding is a basic part of our everyday working with children from ensuring that they wash their hands, helping younger children with going to the toilet, wearing ID badges and ensuring there are locks on all doors and making sure that we sign children in and out of the school. Anyone who is working with children are required to have an enhanced CRB check which prevents inappropriate people from working with children. In addition to this all staff must be fully aware of the procedures to follow. Ensuring the protection and welfare of children can and often be a shared responsibility with many different agencies involved so it is important that if there are concerns of neglect or abuse we get as much information as possible so that we are able to get a better picture of the overall

A letter will be sent to the parents of any child identified as having attendance problems informing them of the school’s concerns and offering support to resolve any problems that may be preventing a child from attending. The child’s attendance will be closely monitored and if after a two week period there appears to be no improvement the parents of the child will be invited to a meeting with the head teacher to discuss the issue and hopefully resolve any problems preventing the child from attending. If the parents do not attend the meeting or after the meeting the attendance of the child does not improve a formal referral to the EWO (education welfare officer) will be made.

Equipment and Environment: The lesson will take place in a large area outside of the school free of any obstruction. There will be bright orange place markers so the children know not to wonder out of the designated areas.

Your child's school should have a number of measures in place to help protect them, including: staff who have been trained to identify signs of abuse including what to do if they or someone else is worried about a child a designated teacher responsible for dealing with child protection procedures for checking on staff before they are allowed to

• The school has to follow the local safeguarding children board procedures • The head teacher will decide how to deal with the incident and whether to involve the social services or not • The school should work cooperatively with the parents and need to consult them before stepping into conclusions. •

No Child Left Behind has created a multitude of emotions and high stress situations throughout schools nationwide. Getting students to perform well on standardized tests seems to be the goal at whatever cost it takes to get there. Administrators have turned to slashing teacher prep time and much needed breaks as well as taking away physical activity from those that need it most, our young students. This writing will look at why recess is being taken away and the many benefits children get from recess. Information will be presented about the different benefits children get from recess and connections will be made as to how that may benefit them in future years.

After talking with Sergeant P. Smith and Sergeant J. Brown, I made contact with Detective J. Figueroa. I learned that Detective J. Figueroa had been in contact with Tillman Freeman III. I was advised the decision was made to allow Tillman Freeman III to talk to his wife Candice Renee Freeman black female 8/23/1989.

Child Find and Zero Reject. Under IDEA’s “child find” mandate, states are required to identify, locate, and evaluate all resident children with disabilities (including those who are homeless, limited English proficient, or wards of the state), regardless of the severity of their disability or whether they attend public or private schools. The mandate to serve all students with disabilities is commonly referred to as “zero reject.” Although federal law requires that children with disabilities be identified, it does not dictate how this is to occur. Nevertheless, courts give deference to districts when their identification efforts are substantial, in good faith, and ultimately effective. Consequently, state procedures vary widely and

The missing child experiment was conducted to see if missing persons posters really work, however, the experiment also highlighted our inability to notice the obvious in our surroundings.