There were uncertainties around the methods used to develop much of this guidance. The Department for Education has published a revised version ofDevelopment Matters, governments non-statutory curriculum guidance for the Early Years Foundation Stage (EYFS), and said, to reflect feedback received from our Early Adopter schools that have adopted the reforms to the EYFS over the 2020/21 academic year. the barriers and facilitators to embedding learning from Safeguarding Adults Reviews in care homes. As a result of the limitations of the evidence, the committee also used their own expertise, and their knowledge of statutory guidance requirements, to make a recommendation. P~iv|znjrH[X8e1Cf!"jJ-X,;lqE->%@u\%$(6dsd#jtTmc!\El-MW:rhkXDx"dl5kmq@crgqoEbtq8. However, the committee found the guidance to be highly relevant as a source of evidence to support their work, and used it to inform the recommendations, alongside their own expertise and experience. EYFS and safeguarding: practitioners can choose from a variety of interactive seminars including keeping children safe from harm, special educational needs and disability awareness, running a successful nursery business and consulting with children.Quality improvement programmes: a range of 15 programmes helping nurseries to develop practices against a set of quality standards through online training. While these skills are probably rarely used, early years staff need to be confident and proficient in them, so it is essential to arrange regular refresher training. Despite these limitations, the committee agreed on the importance of support for care home staff, and built on the evidence with their own expertise. Care homes will have to check that their safeguarding leads have the relevant skills and competencies to assess and act on concerns. To address this, the committee made a research recommendation to look at the effectiveness, cost effectiveness and acceptability of e-learning safeguarding training, compared with face-to-face training. It is based in London and has eight regional co-ordinators working across England, Wales and Northern Ireland.4 TRAINING AND CONSULTANCYPaediatric first aid: a 12-hour course recognised by Ofsted and the National Childminding Association.FPM. The majority of training programmes are linked to the learning outcomes in the learning disability pathway of the new Level 2 and 3 Health and Social Care Diploma and the level 2 and 3 certificates in supporting people with learning disabilities.Communication and Autism: an insight into the complexities of communication for individuals with autism. NICE guideline [NG189] Some, such as being denied freedom of movement, are also enshrined in law (for example the Human Rights Act, Article 5: right to liberty and security). Helping children with dyslexia and dyspraxia: practical guide for recognising early signs of dyslexia and dyspraxia. Given the limited evidence about the use of Safeguarding Adults Reviews, the committee made a research recommendation to identify how the findings from these reviews affect practice in care homes. Because of the shortage of good-quality evidence, the committee made recommendations partly based on their own expertise and experience. There was no research evidence about the indicators that should alert people to abuse and neglect in care homes. There were uncertainties around the methods used to develop much of this guidance. Instead, the committee used existing non-NICE UK health and social care guidance about information gathering when abuse or neglect is suspected. The committee agreed that it is important to reiterate the responsibilities of local authorities, clinical commissioning groups and other public sector commissioners, because they can use contract monitoring and other statutory monitoring processes to ensure that care homes are meeting their safeguarding responsibilities. This includes all procedures designed to prevent harm to a child. fv kxhisq!ujyqHTNO @*R^uS The committee suggested 'safeguarding champions' as a way to provide more informal support for people worried about the impact of raising concerns. Recommendations on financial and material abuse are needed because, while staff are often experienced at recognising other types of abuse, they may find it more difficult to recognise certain types of financial and material abuse. The quantitative evidence had issues with bias (as most studies were not randomised) and imprecision in effect estimates. Care Quality Commission standards cover basic safeguarding training for all staff (CQC: Regulation 13 - Safeguarding service users from abuse and improper treatment and CQC: Safeguarding Adults - Roles and responsibilities in health and care services) so this is not a new requirement and is unlikely to lead to significant resource implications. Topics include: leadership and management; safeguarding and child protection; nursery environment; nutrition, serving food and oral health; out-of-school care; working with babies; and nursery visits and visitors. No evidence was identified on the management of safeguarding concerns. The requirements explain what early years providers must do to Although there were concerns about this evidence (mainly regarding the adequacy and relevance of the data), the committee also drew on their own expertise to make the recommendations. TWIN AND MULTIPLE BIRTHS ASSOCIATION (TAMBA). The committee also reviewed existing non-NICE UK health and social care guidance. Disability awareness and inclusion in childcare settings: two half-day workshops which cover a range of issues including an inclusive ethos and attitude, communications and partnerships, listening to disabled children and inclusion and playwork principles. ENTAEnta is a voluntary sector, not for profit organisation working across Birmingham to provide learning opportunities, training courses, information, advice and guidance and employment support to help people think about and prepare for paid employment. Organisational abuse is distinct from other types of abuse or neglect because it is generally not directly caused by individual action or inaction. The National Childbirth Trust provides information and practical support on all aspects of pregnancy, childbirth and early parenthood. It will particularly focus on the key areas identified within the Planning Tool manual and aims to help and support existing work with children and young people and to identify and evaluate its aims and goals.ADVANCED CHILDCARE, Afasic seeks to raise awareness and to create better services and provision for children and young people with speech and language impairments. The paramount duty of all childcare practitioners is to keep the children in their care safe from harm and to ensure their well-being at all times. This has implications for: the safety and wellbeing of residents, because abuse or neglect may go unreported. As a result, they felt that it was important to make specific recommendations on this, to ensure that this learning is more widely promoted. The committee agreed, based on their own expertise and experience, that local authorities needed to plan ahead for the support that these people might need (this would be especially important for large-scale enquiries). The committee recommended that care homes should ask for feedback from residents and families to find out what they thought about the way that safeguarding issues were addressed and managed in the home. There was a small amount of qualitative evidence on effective multi-agency working, and on responding to and managing safeguarding concerns. The committee felt it was important to be clear that if you suspect abuse and neglect you must tell someone in a responsible and accountable position about this. Professional Training Solutions provide a number of workshops relevant to early years practitioners, including: ROYAL NATIONAL INSTITUTE FOR THE BLIND (RNIB). There was no research evidence identified in this area. The main issues with the evidence were that the included studies provided only limited data and reported research conducted in a range of settings, making it difficult to determine whether each finding was directly relevant to care home contexts. There were uncertainties around the methods used to develop much of this guidance. Despite the limitations of the evidence, the committee recognised that this is a crucial issue, in particular for staff who are subject to a safeguarding enquiry. The EYFS have made sure that all practitioners follow this correctly by having Ofsted. The overarching aim is to improve the levels of knowledge, understanding and skills of those interfacing with ASD and their carers. This was mostly due to issues with: the study methods, such as the processes used to analyse the data, the relevance of the data, as it was not clear whether data was specific to safeguarding (rather than more general quality of care) or whether data had been generated in care settings other than care homes. These meetings already commonly occur, so they may just need more emphasis on guidance and support for the affected member of staff. Creating a culture in which everyone can learn from safeguarding concerns should not represent a significant change. Scottish Autism offers a range of autism training events throughout the year, often involving speakers with autism expertise and professionals from health, education, social care, therapeutic and research backgrounds. The Early Years Foundation Stage Profile is a statutory review of childrens progress in the year they reach five. In turn, this should help reduce the under-reporting of safeguarding concerns. This guideline aims to complement these other sources of guidance, rather than duplicate them. Other evidence that was available highlighted the positive outcomes achieved with some training methods (such as case studies and examples), and the challenges associated with other types of training (such as e-learning). These notifications must be made as soon as is reasonably possible, but at the latest within 14 days of the allegation being made. There was a lack of detail regarding study methodology, making quality assessment difficult. This is in line with standards that already exist, such as Adult Safeguarding: Roles and competencies for Health Care Staff 2018, but there is still inconsistent practice in this area. The Early Years Foundation Stage requires that settings must have written copies of certain policies and procedures.
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