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Assignment Briefs
10-18-2024
1.1. Summarise national and international legislation that underpins the rights of children and young people.
RCC 5.14 Lead practice to promote the rights, diversity and equality of children and young people in residential childcare
Unit reference
T/506/7584
Unit level
5
Credit value
3
Guided Learning (hours)
25
Unit aim
This unit provides the knowledge and skills required to lead practice that
promotes the rights, diversity and equality of children and young people in residential childcare settings.
Learner name:
Centre no:
PIN:
ULN:
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
1. Understand the legislative frameworks for children and young people’s rights.
1.1. Summarise national and international legislation that underpins the rights of children and young people.
1.2. Analyse how legislative and rights frameworks are intended to improve the life chances and outcomes of children and young people.
2. Be able to develop policies and procedures that promote the rights of children and young people.
2.1. Identify evidence-based principles and components needed to ensure rights are fully embedded in policies and procedures.
2.2. Evaluate how well policies and procedures in own work setting incorporate the rights of children or young people.
2.3. Propose improvements to policies and procedures to strengthen the rights of children or young people.
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
3. Understand anti- discriminatory practice with children and young people.
3.1. Analyse the impact of current equalities legislation on work with children and young people.
3.2. Evaluate models of anti- discriminatory practice in residential childcare settings for children or young people.
4. Be able to lead anti- discriminatory practice.
4.1. Ensure team members implement policies and procedures that support equality, diversity and inclusion.
4.2. Support team members to work in a culturally sensitive way.
4.3. Support team members to address tensions between anti- discriminatory practice and gender-specific issues .
5. Be able to lead practice that supports the right of children and young people to raise concerns and make complaints.
5.1. Explain the relationship between raising concerns or making complaints and the rights of children and young people.
5.2. Analyse reasons why children and young people can find it difficult to raise concerns or make complaints in a residential childcare setting.
5.3. Provide information on how to raise concerns and make complaints in accessible formats to children or young people and others .
Learning outcomes
The learner will:
Assessment criteria
The learner can:
Evidence record
e.g. page number & method
Assessor judgement achieved
Initial and date
5.4. Ensure children or young people are provided with the support they need to raise concerns and make complaints.
5.5. Establish a culture of transparency and openness that gives children or young people the confidence that they can raise concerns and have them addressed.
6. Be able to lead continuous improvement to practice to promote the rights of children and young people.
6.1. Monitor how effectively rights are upheld in the work setting.
6.2. Support team members to evaluate their own practice in promoting the rights of children or young people.
6.3. Review own practice in promoting the rights of children or young people.
6.4. Challenge self and others to continuously improve practice to promote the rights of children or young people.
6.5. Use recommendations from concern and complaint investigations to improve the quality of service for children or young people.
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Additional information about the unit:
Relationship to occupational standards
SCDLMCE9
Additional unit assessment requirements
Units need to be assessed in line with the Skills for Care & Development Assessment Principles.
Guidance for developing assessment arrangements for the unit:
Guidance for developing unit assessment arrangements – provided with the unit
Learning outcomes 2, 4, 5 and 6 must be assessed in a real work environment.
Unit assessment guidance – provided by the sector
Anti-discriminatory practice seeks not to discriminate on the basis of one or more of the following:
gender / transgender
sexual orientation
race / ethnicity
religion
age
ability / disability
health status
physical attributes
social circumstances.
Culturally sensitive includes:
recognising cultural similarities and differences
avoiding value judgements (e.g. better or worse, right or wrong)
respecting beliefs and practices while being alert to any heightened risks.
Gender-specific issues are those with specific relevance to male, female or trans-gender children and young people.
Raising concerns or making complaints may be done formally or informally.
Others may include colleagues, other agencies, children and young people or their families and friends.
To monitor will involve children or young people and others.
Example Answer
Introduction
The importance of promoting the rights, diversity, and equality of children and young people in residential childcare settings cannot be overstated. This assignment will explore the legislative frameworks supporting these rights, the development of policies and procedures that uphold them, and the implementation of anti-discriminatory practices. Additionally, it will highlight the significance of enabling children and young people to raise concerns and complaints while fostering a culture of transparency and continuous improvement within the care environment.
Learning Outcome 1: Understand the Legislative Frameworks for Children and Young People’s Rights
1.1 Summarise National and International Legislation that Underpins the Rights of Children and Young People
Nationally, the Children Act 1989 and its subsequent amendments set the foundation for children’s rights in England and Wales, prioritising their welfare and best interests. Additionally, the Children and Families Act 2014 emphasises the rights of children with special educational needs and disabilities, advocating for their inclusion and support in education.
Internationally, the United Nations Convention on the Rights of the Child (UNCRC) , ratified in 1989, is a crucial document that outlines the civil, political, economic, social, and cultural rights of children. The UNCRC advocates for the right to survival, development, protection, and participation, significantly influencing national legislation.
1.2 Analyse How Legislative and Rights Frameworks are Intended to Improve the Life Chances and Outcomes of Children and Young People
Legislative frameworks aim to safeguard and promote the rights of children and young people by providing a structured approach to welfare and protection. For instance, the UNCRC ensures that children`s voices are heard in matters affecting them, which enhances their emotional and social development. By promoting equality and inclusion, these frameworks help to reduce barriers faced by disadvantaged groups, thereby improving their overall life chances and outcomes.
Learning Outcome 2: Be Able to Develop Policies and Procedures that Promote the Rights of Children and Young People
2.1 Identify Evidence-Based Principles and Components Needed to Ensure Rights are Fully Embedded in Policies and Procedures
To embed rights within policies and procedures, it is essential to adopt evidence-based principles, such as:
Child-Centred Approaches: Ensuring the needs and views of children and young people are prioritised.
Participation: Involving children and young people in decision-making processes that affect them.
Inclusivity: Developing policies that consider the diverse backgrounds and needs of all children.
2.2 Evaluate How Well Policies and Procedures in Own Work Setting Incorporate the Rights of Children or Young People
In my current role, the policies and procedures are regularly reviewed to ensure they reflect the rights enshrined in national and international legislation. For example, the implementation of a complaints procedure allows children to voice their concerns safely. However, there is a need for ongoing training for staff to fully understand and integrate these rights into everyday practice.
2.3 Propose Improvements to Policies and Procedures to Strengthen the Rights of Children or Young People
To further strengthen the rights of children, I propose:
Regular Training: Providing staff with ongoing training sessions on children`s rights and anti-discriminatory practices.
Continued...
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