What Is The Importance Of GIRFEC

Protecting children from maltreatment also preventing impairment of children’s health or development. This ensuring that children are growing up in circumstances consistent with the provision of safe and effective care. Taking action to enable all children and young people to have the best outcomes.

Effective practice can support children’s well-being and development when looking at a child’s health and physical development. Effective practice means ‘About ensuring that all children get optimum benefit from their experiences in the EYFS. This apparently simple outcome can only be achieved when adults work together to get to know the children s that they can support their play, development and learning.’ (Early years’ matters,2017.) Children’s well-being means the quality of the child and how their life is, and to ensure that they child is happy, comfortable and stable throughout their everyday life. Children all develop at different stages, whether this is through additional needs or family issues or they might have a gap in there learning.

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

Striving to provide high quality childcare provisions that support children’s development to reach their potential.

Theories of development and frameworks to support development are incredibly important to us working with children and young people. They help us to understand children, how they react to things/situations, their behaviour and the ways they learn. Different theories and ways of working with children have come together to provide frameworks for children’s care, such as Early year’s foundation stage (EYFS) which is used within all child care settings. This encourages us to work together, help and check the development of babies, children and young people, to keep them healthy and safe. It promotes teaching and learning to

Children also need to communicate and socialise with their peers, children from other age groups and other adults. They need to feel safe and secure in their environment so that they feel able to speak to adults about any concerns they may have, or to ask questions and seek help without fear of embarrassment. They need good role models who can help them extend their decision making skills and develop independence appropriate to their age and development level. Practitioners have a further responsibility to provide additional support to children who may have special educational needs. This may be through individual sessions within the school, liaison with external services such as educational psychologists or through the CAF (Common Assessment Framework) process. The CAF process was developed to gather and assess information in relation to a child’s needs in development, parenting and the family environment. It is a service that should be offered to children (and their families) whose additional needs are not being met through universal services within the school. Practitioners also need to protect any children who may be at risk of significant harm because of their home life

Support is offered to children to enable them to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being.

The Scottish Educational system has many key components which make it so successful, for example; The Curriculum for Excellence, also known as the CfE is providing children aged from 3 years to 18 years old the chance to develop new skills that they can carry with them through their life. The CfE is built up of four capacities; Successful Learners, Confident Individuals, Responsible Citizens and Effective Contributors and through providing the correct and challenging experiences for each child as an individual you will be helping them to work towards developing aspects of all four of the capacities. Another key component is the recent introduction of the National Qualifications. The new National Qualifications offer more flexibility, with a

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

* Analysing the child’s and families need’s and the level of risk or harm the child may be suffering

5. How the implementation of these policies at a local level affect children’s development, resilience and self confidence (Ref. 2.1, 4.1, 4.3, 5.1)

Understand how to monitor children and young people’s development and interventions that should take place if this is not following the expected pattern.

A revised SEN code of practice came into force in 2002 which provides a clear framework for identifying, assessing and make provision for Robert, so that his needs will be met ( Hodkinson and Vickerman, 2009). Thomas and Vaughan (2005. p.129) declared that the Salamanca statement (1994) called upon all Government to “adopt as a matter of law or policy the principle of inclusive education” and the improvement of education services for all children regardless of differences or difficulties.

This assignment will show what services are available in early year’s settings and for young people to support positive development. It will show what assessments we carry out within my setting and I will also critically analyse agencies that are available for referrals, transitions and safeguarding for children and young people.

Global In-house Centers or GICs in India are 3-4 times more cost effective than their western counterparts, but when it comes to automating processes, there’s still a long way to go. While we are steadily moving forward to a time when automated solutions can be implemented on a broader scale across industries, GICs in the Indian market right now also have a long way to go. Globally, this space has a $34 billion valuation, with India occupying a mammoth 40% of market share. With the implementation of AI, machine learning and cognitive abilities, GICs in India can massively ramp up their market share even further.