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Assignment Briefs 10-18-2024

1.1. Explain key points of the legislative framework for health, safety and risk management in residential childcare settings

RCC 5.6 Manage risk in residential childcare

Unit reference

J/506/7590

Unit level

5

Credit value

3

Guided Learning (hours)

22

Unit aim

This unit provides the knowledge and skills required to manage risk in residential childcare settings.

Learner name:

Centre no:

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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 legal, ethical and theoretical context for health, safety and risk management in residential childcare settings.

1.1. Explain key points of the legislative framework for health, safety and risk management in residential childcare settings.

 

 

1.2. Analyse the theoretical models of risk management in services supporting children and young people.

 

 

1.3. Analyse the legal responsibilities of own role in relation to risk management.

 

 

1.4. Analyse ethical principles associated with the management of risk.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

2. Be able to establish a culture where risks and benefits are balanced to achieve positive outcomes for children and young people.

2.1. Analyse how risk-taking relates to the wellbeing and development of children and young people.

 

 

2.2. Support others to understand how the balancing of risks and benefits can achieve positive outcomes for children and young people.

 

 

2.3. Manage others to establish shared agreement on approaches to risk and risk management.

 

 

2.4. Evaluate own practice in leading a culture that recognises the benefits of positive risk-taking and a balanced approach to risk management.

 

 

3. Be able to lead implementation of risk management procedures.

3.1. Manage others to assess potential risks and issues, in line with agreed approaches and health, safety and risk management requirements.

 

 

3.2. Work with others to manage risks and issues.

 

 

3.3. Ensure others complete records and reports to comply with health, safety and risk management requirements.

 

 

3.4. Explain the actions to take when health, safety and risk management policies, procedures and practices are not being complied with.

 

 

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

e.g. page number & method

Assessor judgement achieved

Initial and date

4. Be able to review health, safety and risk management policies, procedures and practices.

4.1. Obtain feedback on health, safety and risk management policies, procedures and practices from children and young people and others.

 

 

4.2. Evaluate the health, safety and risk management policies, procedures and practices within own work setting.

 

 

4.3. Evaluate reports of injuries, incidents, accidents and illnesses to identify any improvements needed in reporting.

 

 

4.4. Plan improvements to address the findings of the evaluations.

 

 

For e-portfolio a signature is not required, providing the learner has a personalised and secure login.

Additional information about the unit:

Relationship to occupational standards

SCDLMCC1

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, 3 and 4 must be assessed in a real work environment.

Unit assessment guidance – provided by the sector

Others may include:

  • children and young people
  • workers / practitioners
  • other professionals
  • carers
  • visitors to the work setting
  • inspectors / regulators.

Sample Answer - Do Not Copy

1. Understand the Legal, Ethical, and Theoretical Context for Health, Safety, and Risk Management in Residential Childcare Settings

1.1 Explain Key Points of the Legislative Framework for Health, Safety, and Risk Management in Residential Childcare Settings

The legislative framework governing health, safety, and risk management in residential childcare includes key pieces of legislation such as the Children Act 1989, which focuses on the welfare of children, and the Health and Safety at Work Act 1974, which mandates that employers ensure the health, safety, and welfare of their employees and others affected by their work. Additionally, the Safeguarding Vulnerable Groups Act 2006 requires background checks for individuals working with children, promoting a safer environment.

1.2 Analyse the Theoretical Models of Risk Management in Services Supporting Children and Young People

Theoretical models of risk management relevant to childcare include the Risk-Benefit Analysis Model, which helps practitioners weigh the potential benefits of risk-taking against the potential harms. The Dynamic Risk Assessment Model emphasises the need for ongoing assessment of risks as situations change, particularly in a childcare setting where children`s needs and behaviours can vary greatly. Both models advocate for informed decision-making to foster healthy development.

1.3 Analyse the Legal Responsibilities of Own Role in Relation to Risk Management

As a practitioner in residential childcare, my legal responsibilities include adhering to safeguarding policies, conducting risk assessments, and ensuring compliance with health and safety regulations. I must also ensure that any activities involving children are appropriately supervised and that the environment is safe for all children and staff. Failure to fulfil these responsibilities could result in legal repercussions for both myself and the organisation.

1.4 Analyse Ethical Principles Associated with the Management of Risk

The ethical principles guiding risk management include autonomy, which supports the right of children and young people to make informed choices about their activities, and beneficence, which involves acting in the best interests of children to promote their welfare. Balancing these ethical considerations is crucial for creating an environment where children can explore and learn while remaining safe.

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