This document discusses teachers' standards and safeguarding pupils' wellbeing. It outlines policies and legislation aimed at promoting children's social inclusion, health, and economic well-being, including the Every Child Matters initiative and five outcomes of being healthy, staying safe, enjoying and achieving, making a positive contribution, and achieving economic well-being. It also discusses multi-agency working models and new practices introduced to support children's welfare, as well as ongoing issues around structural challenges and measuring well-being and happiness.

1. EV681/2 PGCE Primary
Safeguarding and Wellbeing

2. Teachers Standards
. . . establish a safe and stimulating
environment for pupils, rooted in mutual
respect
. . . maintain good relationships with pupils, exercise
appropriate authority, and act decisively when
necessary
. . . having regard for the need to safeguard pupils’ well-being,
in accordance with statutory provisions

3. “Social Inclusion”
“Together, we are working to create prosperous, inclusive and
sustainable communities for the 21st century - places where
people want to live that promote opportunity and a better
quality of life for all.”
Introduction to Social Exclusion Unit report (2001)

4. Building on success
• ‘Sure Start’ children’s centres
• development of ‘extended’ or ‘full service’ schools
and out of school activities
• increased investment in child and adolescent
mental health services (CAMHS)
• improved speech and language therapy
• tackling homelessness
• reforms to youth justice

5. Every Child Matters (2003)
• Increasing the focus on supporting families and
carers
• Ensuring necessary intervention takes place
before children reach crisis point
• Addressing weak accountability and poor
integration
• Ensuring that the people working with children
are valued, rewarded and trained

6. The five outcomes
 be healthy
 stay safe
 enjoy and achieve
 make a positive
contribution
 achieve economic
well-being

7. Multi-agency working:
focus for response
• Safeguarding children and young people
• Supporting health and well being
• Responding to barriers to achieving
• Supporting children and young people in transition
• Providing “things to do and places to go to”
• Providing information, advice and guidance

8. New practices
• Extended schools
• Children’s centres
• Multi-agency teams
• Service co-location
• Children’s Trusts and Children’s Plans
• Team Around the Child (TAC)

9. Models of working:
traditional multi-professional working
Child and
Family
Teacher
School
Nurse
Teaching
Assistant
Social
Worker
Allied Health
Professional
Early Years
Educator

10. Models of working:
integrated working
Young
Person
Teacher
Social
Worker
Youth
Worker
Health
Education
Practitioner
Police
Community
Safety
Officer

11. Coalition policies
• Re-naming of DCSF to Department for Education
• Bonfire of the quangos – CWDC, GSCC, GTC, Audit Commission, etc
• Abolition of Contact Point, Child Trust Fund,, etc
• Reforms to health, social work and education and local authority
expenditure
• Major reviews – Allen, Field, Tickell and Munro
• Changes to Serious Case Reviews
• De-regulation of Children's Trusts and Children's Plans
• Green and white papers
• Children and Families Bill (2013)
 United by a strong emphasis on ‘early intervention’
 Framed by discourses of ‘austerity’ and ‘choice’

12. Moving forward
structural & professional issues
• workload / deployment
• joint planning
• skills and expertise
• procedures
• identity and status
• focus and ideology of practice

13. safeguarding
• What did you find out in schools?
• Legislation and policies?
• Working together to safeguard children: A guide to inter-agency
working to safeguard and promote the welfare of children (DCSF,
2010)
• EYFS Safeguarding and Welfare requirements (DfE 2012)
• Children Act 1989 and Children Act 2004
• Designated person?
• Physical
• Sexual
• Neglect
• emotional

14. whistleblowing
• ‘suspend disbelief, believe the unbelievable, imagine the
unimaginable and don’t think what if I am wrong but
think “what if I am right?” ‘(Waterhouse 2000 in Veale 2014; p 288)
• ‘…respond appropriately to any significant changes in
children’s behaviour, or a deterioration in their
wellbeing….(Physical marks, neglect comments for concern)’
(EYFS welfare requirements DCSF 2008)

15. How are you feeling today?
I’m feeling
happy!
How do you know
you feel happy?
How would someone
else know?

16. Measuring Happiness (Ofsted 2012)
What makes you happy?
being safe;
being well looked after;
being treated with respect and fairness;
being able to make own decisions;
stability, and
“money can make you happy but not
genuinely make you happy”

17. Maslow
(1943)
Hierarchy of
needs

18. • "Health is a state of
complete physical,
mental and social well-being
and not merely
the absence of disease
or infirmity.“
http://www.who.int/en/

19. Children’s society –
Good childhood report 2014
http://www.childrenssociety.org.uk/sites/
default/files/publications/the_good_child
hood_report_2014_summary_final.pdf
• ‘…well-being is an ultimate
goal in life..’ (P4)
• ‘…Low subjective well-being
may be a precursor to other
issues and problems in
people’s lives such as poor
mental health.’ (p4)
Interviewed 5,000 children –
about their happiness

20. However . . .
• 10% (or half a million children)
are ‘struggling’ with their lives
(The Good Childhood Report, 2012)
• 10% of these have mental
health issues (ibid)
• The number of children
‘dissatisfied’ is on the increase
(ibid)
• Children in England ranked
ninth in well-being out of a
sample of 11 countries around
the world (Good childhood report
2014)
• Wellbeing diminishes with
age (ibid)

21. What is this
thing called
wellbeing?
An indicator of the
child doing well
emotionally;
feeling comfortable
with themself

22. “Wellbeing is a social construct and represents a
shifting set of meanings – wellbeing is no less
than what a group or groups of people
collectively agree makes a ‘good life’.”
(Ereaut and Whiting, 2008, p1)

23. Leuven (2005) signals
• Enjoyment
• Relaxed
• Vitality
• Openness
• Self-confidence
• Being in touch with self

24. A scale for wellbeing and involvement
1. Extremely low
2. Low
3. Moderate
4. High
5. Extremely high

25. What does this all mean in the
classroom?
• Validating children’s emotions; being a role model
• Encourage all children to communicate and
discuss how they feel
• Use stories, drama, role play and puppets to
develop understanding and empathy
• Prioritise opportunities to promote secure
attachments/relationships
• Take into account cultural perspectives on
emotions
• Refer to supportive materials, e.g. SEAL/SEAD
• Listen and look

26. Working with others
http://www.workingwithothers.org
Peer-Peer relations – Kutnick, P. - Two pedagogic worlds: adult/child &
child/child
trust
Emotional
Vocabulary
Problem
solving

27. The true measure of a nation’s standing is
how well it attends to its children – their
health and safety, their material security,
their education and socialization, and
their sense of being loved, valued, and
included in the families and societies into
which they are born.
(Unicef, Report card 7, 2007)