1. Demonstrate knowledge of the legal framework for safeguarding and how this relates to a variety of settings underpinning with relevant theory.

Knowledge & Understanding

Learning

2. Interpret the impact of abuse and neglect on the child, family, cultural community and work setting.

Analysis

3. Evaluate strategies to prevent abuse and safeguard of learners in a relevant setting, reviewing the underpinning knowledge and research which leads to these strategies.

Problem solving

Enquiry

communication

4. Evaluate the role of the professional in relation to safeguarding, child protection procedures and risk management, including the importance of interagency co-operation.

Problem solving

Communication

Reflection

A case study based on a fictional situation (choose 1 of the case studies provided for this assessment).

The assessment for this module is based on a fictional case study (see Appendix B).

Suggested structure:

Introduction: The introduction should put the case study into context it should not be a repeat of the case study. This will include a review of relevant and current literature, including legislation. LO1 LO2

Evaluation: Ensure you have a balance of theory and practice when you analyse and evaluate this case.

LO1 LO2 LO3 LO4

Conclusion regarding the case study: conclusions and recommendations regarding points for practice in relation to safeguarding procedures, including inter-agency co-operation. This should include a reflection on your own practice. LO3 LO4

The case study should be written in 3rd person; although elements of personal reflection can be written in 1st person.

It is suggested that you develop a pen picture. The pen picture can be in list or diagram format and must be put into your appendices to show your ‘thought showers’ about the chosen case. This will need to be referred to in your introduction but only 4/5 points need be chosen to discuss in your analysis.

In this module, students will examine, across professional boundaries, the reformed structuring and services which create the means by which the interests, needs and welfare of the children can be protected and advanced. Students will consider how resources and attitudes reflect and underpin the value that society places on children and childhood. Students will explore the notion of child protection and safeguarding within the context of major legislation and policy change. They will reflect, in detail, on the major changes in child welfare in order to understand the debates shaping children's policy. This module will introduce contemporary debates about child protection, as well as deepening understanding of the policy developments involved and the implications for children's rights.

How do we protect children, young and vulnerable people?

This module examines how the interests, needs and welfare of children and young people can be protected through the structure, services and policy in place today. The value that society places on children and childhood will also be explored through the major developments in child welfare; legislation and the serious case reviews which sparked the changes. This module will gain you 40 credits at level 4 towards the full 240 credits for your Foundation Degree.

The teaching, learning and assessment strategy has been carefully developed for this module. It recognises that you come to the programme through a different route to “traditional” students and your learning needs to be supported, in a different way. We recognise that you bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others, and this vast pool of practical experience will be used to promote discussion and debate, which will build upon existing knowledge to encourage reflection and critical thought. The methods are designed to provide practical contexts for the analysis of contemporary issues and problems of a practical nature. The following strategies will be adopted to ensure that students have a supportive teaching and learning environment, providing a range of learning opportunities. A blended learning approach will provide both face-to-face and virtual opportunities.

Work Related Learning – You will be required to reflect on values, practices, assumptions and work-place policies. Work-based activities help students to establish connections between the workplace and issues raised by the programme.

Lectures - You will be given lectures which will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions, dependent on the Blended Learning policy.

Tutorials – You will be given the opportunity to discuss work-related and academic concerns in small group tutorials and individual tutorials. This will support the development of theoretical understanding.

Guided reading and supported self-study – You will be provided with booklists and reading tasks in order to enable you to engage with relevant and appropriate debates.

This module will also provide opportunities for you to:

Work with others

Develop interpersonal skills

Demonstrate the capacity to plan, share goals, and work as a member of a team

Communicate and present oral and written arguments

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.

Core texts:

Lindon, J. and Webb, J (2016) Safeguarding and Child Protection. Fifth Edition. London. Hodder



DfE (2015) The Prevent Duty : Departmental advice for schools and childcare providers . June 2015. London. Department for Education.



DfE (2020) Keeping Children Safe in Education: Statutory guidance for schools and colleges: September 2020. London. Department for Education.

DfE (2018) Working Together to Safeguard Children: A Guide to Interagency Working to Safeguard and Promote the Welfare of Children. London, The Stationery Office

DfE (2011) The Munro Review of Child Protection: Final Report. Norwich. The Stationery Office

DfES (2003) Every Child Matters: Change for Children. London. DfES [online]. Available from: https://www.gov.uk/government/publications/every-child-matters

DfE (2015) Send Code of Professional Practice 0-25. London DfE. [Online]. Available from: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf

Suggested texts:

Jones, P., Moss, P., Tomlinson,P. and Welch, S., (ed) (2008) Childhood: Services and Provision for Children. Harlow, Pearson/ Longman

Kellet, M. (2011) Children's Perspectives on Integrated Services. Basingstoke. Palgrave MacMillan

Lord Laming (2009) The Protection of Children in England: A Progress Report. London. The Stationery Office

Soni, S. (2011). Working with Diversity in Youth and Community Work. Exeter. Learning Matters Ltd.¿

Unless otherwise stated, all books are available online through Staffordshire University library website when logged in using your university username and password. If you have difficulty accessing these, please contact the University library. There is also an online reading list for each module on this course. To access this, go to http://staffs.rebuslist.com/ and then type in the module code in the search box. Do not worry if this list seems excessively long. You may wish to focus on texts which are most relevant to your education sector. This module covers a wide range of texts and you may find that you only need to read short sections of the texts listed (or from other texts that you may find in libraries or journals). Your tutor will also advise you on the relevant texts and sections of texts to read. Remember that it is important to show you have considered views from a wide range of sources. When referring to texts in your assignment, always use https://libguides.staffs.ac.uk/refzone for guidance. There are many versions of Harvard referencing systems in use around the world, but for Staffordshire University, Refzone Harvard system is the only correct method to use.

Study skills:

For guidance on academic writing, remember that the Staffordshire University library holds a wealth of resources to support study skills at https://libguides.staffs.ac.uk/study-skills. The study skills team can also provide 1 to 1 support.

Suggested texts:

Bedford, D. and Wilson, E., (2013), Study Skills for Foundation Degrees (2nd Ed.), Abingdon: Routledge

Bolton, G. and Delderfield, R. (2018) reflective Practice: writing and professional development. London. Sage.



Cottrell, S., (2011), Critical Thinking Skills: Developing Effective Analysis and Argument, Basingstoke: Palgrave.



Greasley, P. (2016) Doing Essays and assignments: essential tips for students (2nd Edition) London. Sage.

Weyers, J & McMillan, K. (2011) How to Write Essays and Assignments (2nd Edition) Osmond, A. (2016) Academic Writing and Grammar for Students (2nd Edition). London. Sage.



VLE Resources

Your College VLE will be used as a support resource for candidates by providing flexible learning, especially during reading week with access to materials on-line to enable candidates to manage their time more effectively and to improve staff/ student communication through bulletin boards. Your VLE will enable you to have access to course materials, lecture notes, PowerPoint presentations and reading lists, to enable you to manage your time more effectively. Your VLE offers opportunities to engage in group work and independent learning by the use of such things as synchronous/asynchronous discussion boards, video links, blogs and wikis.