Education law conference, March 2017 - Manchester - Policy drafting masterclassBrowne Jacobson LLP
This document summarizes a presentation on drafting and implementing effective safeguarding policies. It discusses why policies are important, what statutory guidance and Ofsted require in terms of content and review. Ten tips are provided for effective policy drafting, including ensuring clarity, brevity, dissemination to staff, and training. Child protection policies should cover specific safeguarding issues in a clear, succinct manner. Separate policies on individual topics like Prevent may also be implemented if needed. Regular review and staff training are essential to ensure policies are properly understood and implemented.
This audit tool provides a framework for schools to assess their current practices in preventing violent extremism. It covers four areas: leadership and values, teaching and curriculum, pupil support, and risk management. Schools can use the tool to identify strengths and priorities for improvement. It includes example actions, and prompts schools to provide evidence for their self-assessment and identify next steps. The goal is for schools to develop and continuously improve their approaches in each of the four areas.
The Works Wonders program provides employment and life skills training to foster youth in Rhode Island. It uses a youth engagement model where foster youth help develop the curriculum. The program includes peer support groups, individual career coaching, and supported employment experiences. Early findings show foster youth lack employment skills but are motivated to learn. Involving youth in decision-making has increased participation and buy-in. The program aims to improve foster youth transitions to adulthood by addressing relationships, self-advocacy, and career development.
The document outlines Essex County Council's 2014-2019 strategy for children and young people with special educational needs and disabilities (SEND). It was developed to address poor outcomes for many SEND students and to comply with new legislative requirements. The strategy's vision is to ensure SEND students have support to maximize their life chances. Its four priorities are: 1) Ensuring access to good schools, 2) Providing a range of high-quality SEND provisions, 3) Supporting a smooth transition to adulthood, and 4) Improving SEND assessment across agencies. The strategy was informed by research, consultation, and subject matter experts. Progress will be monitored through an implementation plan.
The document discusses curriculum evaluation and assessment. It provides a framework for evaluating different aspects of the curriculum, including engagement, progression, coherence, and opportunities for learning. It also discusses evaluating outcomes related to the five Every Child Matters goals: being healthy, staying safe, enjoying and achieving, making a positive contribution, and economic well-being. Key areas of assessment discussed include attainment, behavior, attendance, basic skills, career choices, and healthy lifestyles.
Jim Nicholls has over 25 years of experience in child protection policy development, research, and leadership roles. His career has included positions as a Practice Adviser, Court Coordinator, and Senior Advisor on child safeguarding. He holds qualifications including a Masters in Social History and Graduate Certificates in Statutory Child Protection and Client Assessment. Nicholls seeks to apply evidence-based best practices, identify risks, and drive continual improvement in child protection systems.
Une vidéo ici http://colloque-adiut-fca.univ-rennes1.fr/colloque/Videos/
Le 26 mai se tenait à Rennes le colloque annuel des directeurs d'IUT avec pour thème
L'apprentissage. Le Garf Bretagne, un representant d'OPCA ainsi que du CREF Bretagne, et d'entreprise sont intervenu autour d'une table ronde animé par Yvan Leray.
Education law conference, March 2017 - Manchester - Policy drafting masterclassBrowne Jacobson LLP
This document summarizes a presentation on drafting and implementing effective safeguarding policies. It discusses why policies are important, what statutory guidance and Ofsted require in terms of content and review. Ten tips are provided for effective policy drafting, including ensuring clarity, brevity, dissemination to staff, and training. Child protection policies should cover specific safeguarding issues in a clear, succinct manner. Separate policies on individual topics like Prevent may also be implemented if needed. Regular review and staff training are essential to ensure policies are properly understood and implemented.
This audit tool provides a framework for schools to assess their current practices in preventing violent extremism. It covers four areas: leadership and values, teaching and curriculum, pupil support, and risk management. Schools can use the tool to identify strengths and priorities for improvement. It includes example actions, and prompts schools to provide evidence for their self-assessment and identify next steps. The goal is for schools to develop and continuously improve their approaches in each of the four areas.
The Works Wonders program provides employment and life skills training to foster youth in Rhode Island. It uses a youth engagement model where foster youth help develop the curriculum. The program includes peer support groups, individual career coaching, and supported employment experiences. Early findings show foster youth lack employment skills but are motivated to learn. Involving youth in decision-making has increased participation and buy-in. The program aims to improve foster youth transitions to adulthood by addressing relationships, self-advocacy, and career development.
The document outlines Essex County Council's 2014-2019 strategy for children and young people with special educational needs and disabilities (SEND). It was developed to address poor outcomes for many SEND students and to comply with new legislative requirements. The strategy's vision is to ensure SEND students have support to maximize their life chances. Its four priorities are: 1) Ensuring access to good schools, 2) Providing a range of high-quality SEND provisions, 3) Supporting a smooth transition to adulthood, and 4) Improving SEND assessment across agencies. The strategy was informed by research, consultation, and subject matter experts. Progress will be monitored through an implementation plan.
The document discusses curriculum evaluation and assessment. It provides a framework for evaluating different aspects of the curriculum, including engagement, progression, coherence, and opportunities for learning. It also discusses evaluating outcomes related to the five Every Child Matters goals: being healthy, staying safe, enjoying and achieving, making a positive contribution, and economic well-being. Key areas of assessment discussed include attainment, behavior, attendance, basic skills, career choices, and healthy lifestyles.
Jim Nicholls has over 25 years of experience in child protection policy development, research, and leadership roles. His career has included positions as a Practice Adviser, Court Coordinator, and Senior Advisor on child safeguarding. He holds qualifications including a Masters in Social History and Graduate Certificates in Statutory Child Protection and Client Assessment. Nicholls seeks to apply evidence-based best practices, identify risks, and drive continual improvement in child protection systems.
Une vidéo ici http://colloque-adiut-fca.univ-rennes1.fr/colloque/Videos/
Le 26 mai se tenait à Rennes le colloque annuel des directeurs d'IUT avec pour thème
L'apprentissage. Le Garf Bretagne, un representant d'OPCA ainsi que du CREF Bretagne, et d'entreprise sont intervenu autour d'une table ronde animé par Yvan Leray.
This document contains a sample yearly lesson plan for English for Year 1 students in Malaysia. It outlines 4 weeks of lessons organized by theme, learning standards, and activities. Week 1 focuses on sounds, with students practicing pronunciation, rhyming, and identifying letters. Week 2 focuses on introductions and family, with activities like conversations and identifying letter sounds. Week 3 continues working on pronunciation and reading skills through rhyming and blending sounds. The plan aims to help students develop strong English reading, writing, listening, and speaking skills by the end of primary school.
El legado andalusí y la Escuela de Arte de Granada han participado en el encuentro que, recientemente, ha tenido lugar en Budapest. Allí, El legado andalusí ha presentado a esta Escuela como ejemplo de buenas prácticas, en el apartado Acceso a la innovación en el diseño y asistencia financiera a la pequeña y mediana empresa, con la explicación de los proyectos “Mi proyecto en la Red” y “Educación y cultura emprendedora”. La presentación corrió a cargo de Susana Vellarino, profesora de fotografía artística de la Escuela.
“Mi proyecto en la red” es una oferta complementaria de formación que se lleva a cabo con la colaboración de Conecta13. La finalidad es que los alumnos participantes puedan iniciar su actividad profesional en la web utilizando, para ello los canales más adecuados y evaluar su impacto, a la vez que comienzan a construir una red de profesionales y personas interesadas en sus creaciones y actividades en torno a ellos.
El proyecto “Educación y cultura emprendedora” es también una oferta complementaria de formación, con el objetivo de impulsar el espíritu emprendedor y fomentar las vocaciones empresariales. Cuenta con la colaboración de la Asociación de Jóvenes Empresarios (AJE Granada) y Fundación Andalucía Emprende. Ambos proyectos están dirigidos al alumnado de los Estudios que se imparten en el centro: Estudios Superiores de Diseño. Ciclos de Grado Medio de Artes Plásticas y Diseño. Ciclos de Grado Superior de Artes Plásticas y Diseño. Bachillerato de Artes Plásticas, Diseño e Imagen.
Guidance aims to help individuals discover and develop their potential through personal happiness and social usefulness, according to definitions from Ruth Strang, Crow & Crow, and the US Office of Education. The document outlines the principles, objectives, elements, types, advantages and limitations of guidance, as well as the establishment and processes of counseling.
The Charming Genius of the Apollo Guidance ComputerBrian Troutwine
The Apollo Project was the first flight system to deploy with a digital, general-purpose computer made of integrated circuits at its core: the Apollo Guidance Computer (AGC). It was a complete research project: no IC computer had run consecutively for more than a few hours, sophisticated programming techniques were unknown and the interactive human/computer interface had to be invented and made to appeal to astronauts opposed to machine interference in flight operations.
In this talk I'll give the historical context for the AGC, discuss its initial design and the evolution of this design as the Apollo Project progressed. We'll do a deep-dive on the machine architecture and note how tight integration with a special-purpose vehicle admitted incredibly sophisticated behaviour from a primitive machine. We'll further discuss the human/computer interface for the AGC, how the astronaut's flight roles dictated the computer's role and vice versa. Motivating examples from select Apollo flights will be used.
Throughout, we'll keep an eye on lessons to be gleaned from the experience of engineering the AGC and how we can adapt these lessons to modern computer systems in mission-critical deployments.
Guidance aims to help people by addressing issues before problems arise. The document discusses the history of guidance in the Philippines. It identifies Sinforoso Padilla as the father of guidance in the Philippines. It also discusses the Guidance and Counseling Act of 2004 which aims to promote ethical and effective guidance services. The movement of guidance in the Philippines began in the 1930s and the first guidance institute was established in 1945.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
R.A. 9258 THE GUIDANCE AND COUNSELING ACT OF 2004Youise Saculo
This document summarizes the Rules and Regulations of Republic Act Number 9258, also known as the "Guidance and Counseling Act of 2004". It establishes the Professional Regulatory Board of Guidance and Counseling to supervise and regulate the practice of guidance and counseling. The Board is tasked with determining qualifications for registration and licensure, preparing and evaluating examinations, registering successful examinees, and investigating any violations of the law or rules. It also outlines the composition, powers, and duties of the Board as well as the qualifications and terms of Board members. The document defines key terms and sets forth requirements for applicants seeking examination and licensure as guidance counselors.
This document provides the yearly scheme of work for the English language curriculum for Year 3 students following the KSSR standards. It outlines the content standards, learning standards, evidence of learning, and notes for teachers over 12 weeks of lessons organized into 5 units: World of Self, Being Healthy, My Cousins My Neighbour, People Around Me, and Having Fun. The standards cover listening, speaking, reading, writing, language art and grammar skills. Lessons incorporate activities such as conversations, reciting rhymes, reading comprehension and creative writing tasks.
Ein Strategie für viele Marken - IA Konferenz 2016 - BerlinLutz Schmitt
Wie der Schweizer Detail-Händler Coop seine Online-Aktivitäten neu strukturiert. Ein Vortrag von Lutz Schmitt zum IA Konferenz-Thema "Vision, Strategie, Produkt".
El documento resume el análisis de 61,164 comentarios de Twitter relacionados con el Caso Palma Arena entre el 28 de enero y el 27 de febrero de 2012. La mayoría de los comentarios (96.33%) señalan directamente a Iñaki Urdangarin, mientras que sólo el 2.76% mencionan al Instituto Nóos y el 0.91% a Diego Torres. El 43.58% de los comentarios se refieren al seguimiento del caso y al esclarecimiento del mismo, y el humor (23.61%) destaca frente a otros tipos de comentarios
This document provides guidance on accounting for greenhouse gas emissions from purchased electricity, known as scope 2 emissions. It outlines new requirements for dual reporting using location-based and market-based accounting methods. For companies with electricity choice, it requires reporting both methods and following scope 2 quality criteria for market-based instruments. The guidance was developed over four years with input from a technical working group of over 200 members from 23 countries. It aims to improve transparency and accuracy in accounting for scope 2 emissions.
Lecture wd teachers on guidance & counselingGodwin Cariaga
The document provides an overview of guidance and counseling in an educational setting. It defines guidance as a process of helping students develop holistically, while counseling involves addressing non-incapacitating problems through individual or small group sessions. The document outlines the roles and responsibilities of school counselors, including providing services related to students, staff, and program evaluation. It also describes various guidance tools and techniques, such as appraisal methods, information services, testing, placement, and individual or group counseling sessions.
El documento proporciona instrucciones detalladas en 9 pasos para recoger hisopados bucales de cadáveres presuntamente infectados por el virus del Ébola de forma segura. Incluye reunir equipo de protección como trajes, guantes y mascarillas, así como equipo para la recogida y envío de muestras. Describe cómo recoger las muestras de la boca del cadáver y prepararlas para su transporte al laboratorio, y los procedimientos para quitarse el equipo de protección personal de forma segura.
Handout zum Votrag von Jeanette Ewen (Jeannette Ewen, Ewen Consult S.à r.l.) vom 14.10.2014, beim YAVEON Branchentreff in Köln. Themen des Vortrags sind Definition von Compliance, Computerisierte Systeme, Anforderungen an Computerisierte Systeme, Validierung von Computerisierten Systemen, Beispiele aus der Praxis.
Education law conferences, March 2018, Workshop 3B - Safeguarding and OfstedBrowne Jacobson LLP
This document provides 10 tips for ensuring safeguarding compliance during an Ofsted inspection. It discusses knowing statutory guidance requirements, having effective policies and procedures, maintaining an accurate single central record, providing regular staff training and safeguarding updates, evidencing outputs from training, having a strong partnership between the designated safeguarding lead and safeguarding governor, establishing a robust safeguarding culture, preparing appropriately for inspections, and being willing to challenge inspectors when necessary to accurately represent safeguarding practices. The tips are intended to help schools and other educational institutions meet safeguarding expectations and requirements.
Child Safeguarding Standards - this document needs to work in conjunction with........
Child safeguarding is the responsibility that organisations have to make sure their staff, operations, and programmes do no harm to children, that is that they do not expose children to the risk of harm and abuse, and that any concerns the organisation has about children’s safety within the communities in which they work, are reported to the appropriate authorities.
This document contains a sample yearly lesson plan for English for Year 1 students in Malaysia. It outlines 4 weeks of lessons organized by theme, learning standards, and activities. Week 1 focuses on sounds, with students practicing pronunciation, rhyming, and identifying letters. Week 2 focuses on introductions and family, with activities like conversations and identifying letter sounds. Week 3 continues working on pronunciation and reading skills through rhyming and blending sounds. The plan aims to help students develop strong English reading, writing, listening, and speaking skills by the end of primary school.
El legado andalusí y la Escuela de Arte de Granada han participado en el encuentro que, recientemente, ha tenido lugar en Budapest. Allí, El legado andalusí ha presentado a esta Escuela como ejemplo de buenas prácticas, en el apartado Acceso a la innovación en el diseño y asistencia financiera a la pequeña y mediana empresa, con la explicación de los proyectos “Mi proyecto en la Red” y “Educación y cultura emprendedora”. La presentación corrió a cargo de Susana Vellarino, profesora de fotografía artística de la Escuela.
“Mi proyecto en la red” es una oferta complementaria de formación que se lleva a cabo con la colaboración de Conecta13. La finalidad es que los alumnos participantes puedan iniciar su actividad profesional en la web utilizando, para ello los canales más adecuados y evaluar su impacto, a la vez que comienzan a construir una red de profesionales y personas interesadas en sus creaciones y actividades en torno a ellos.
El proyecto “Educación y cultura emprendedora” es también una oferta complementaria de formación, con el objetivo de impulsar el espíritu emprendedor y fomentar las vocaciones empresariales. Cuenta con la colaboración de la Asociación de Jóvenes Empresarios (AJE Granada) y Fundación Andalucía Emprende. Ambos proyectos están dirigidos al alumnado de los Estudios que se imparten en el centro: Estudios Superiores de Diseño. Ciclos de Grado Medio de Artes Plásticas y Diseño. Ciclos de Grado Superior de Artes Plásticas y Diseño. Bachillerato de Artes Plásticas, Diseño e Imagen.
Guidance aims to help individuals discover and develop their potential through personal happiness and social usefulness, according to definitions from Ruth Strang, Crow & Crow, and the US Office of Education. The document outlines the principles, objectives, elements, types, advantages and limitations of guidance, as well as the establishment and processes of counseling.
The Charming Genius of the Apollo Guidance ComputerBrian Troutwine
The Apollo Project was the first flight system to deploy with a digital, general-purpose computer made of integrated circuits at its core: the Apollo Guidance Computer (AGC). It was a complete research project: no IC computer had run consecutively for more than a few hours, sophisticated programming techniques were unknown and the interactive human/computer interface had to be invented and made to appeal to astronauts opposed to machine interference in flight operations.
In this talk I'll give the historical context for the AGC, discuss its initial design and the evolution of this design as the Apollo Project progressed. We'll do a deep-dive on the machine architecture and note how tight integration with a special-purpose vehicle admitted incredibly sophisticated behaviour from a primitive machine. We'll further discuss the human/computer interface for the AGC, how the astronaut's flight roles dictated the computer's role and vice versa. Motivating examples from select Apollo flights will be used.
Throughout, we'll keep an eye on lessons to be gleaned from the experience of engineering the AGC and how we can adapt these lessons to modern computer systems in mission-critical deployments.
Guidance aims to help people by addressing issues before problems arise. The document discusses the history of guidance in the Philippines. It identifies Sinforoso Padilla as the father of guidance in the Philippines. It also discusses the Guidance and Counseling Act of 2004 which aims to promote ethical and effective guidance services. The movement of guidance in the Philippines began in the 1930s and the first guidance institute was established in 1945.
This document outlines the organization and administration of guidance services. It defines guidance services and their essential components, which include individual inventory, information, counseling, consultation, referral, placement, follow-up, and research/evaluation services. It discusses the necessary elements for organizing a comprehensive guidance program, including establishing an underlying philosophy, objectives, services, staff roles, and community resources. Basic principles for developing and managing an effective guidance program are presented through a sample model that can be used as a guide.
R.A. 9258 THE GUIDANCE AND COUNSELING ACT OF 2004Youise Saculo
This document summarizes the Rules and Regulations of Republic Act Number 9258, also known as the "Guidance and Counseling Act of 2004". It establishes the Professional Regulatory Board of Guidance and Counseling to supervise and regulate the practice of guidance and counseling. The Board is tasked with determining qualifications for registration and licensure, preparing and evaluating examinations, registering successful examinees, and investigating any violations of the law or rules. It also outlines the composition, powers, and duties of the Board as well as the qualifications and terms of Board members. The document defines key terms and sets forth requirements for applicants seeking examination and licensure as guidance counselors.
This document provides the yearly scheme of work for the English language curriculum for Year 3 students following the KSSR standards. It outlines the content standards, learning standards, evidence of learning, and notes for teachers over 12 weeks of lessons organized into 5 units: World of Self, Being Healthy, My Cousins My Neighbour, People Around Me, and Having Fun. The standards cover listening, speaking, reading, writing, language art and grammar skills. Lessons incorporate activities such as conversations, reciting rhymes, reading comprehension and creative writing tasks.
Ein Strategie für viele Marken - IA Konferenz 2016 - BerlinLutz Schmitt
Wie der Schweizer Detail-Händler Coop seine Online-Aktivitäten neu strukturiert. Ein Vortrag von Lutz Schmitt zum IA Konferenz-Thema "Vision, Strategie, Produkt".
El documento resume el análisis de 61,164 comentarios de Twitter relacionados con el Caso Palma Arena entre el 28 de enero y el 27 de febrero de 2012. La mayoría de los comentarios (96.33%) señalan directamente a Iñaki Urdangarin, mientras que sólo el 2.76% mencionan al Instituto Nóos y el 0.91% a Diego Torres. El 43.58% de los comentarios se refieren al seguimiento del caso y al esclarecimiento del mismo, y el humor (23.61%) destaca frente a otros tipos de comentarios
This document provides guidance on accounting for greenhouse gas emissions from purchased electricity, known as scope 2 emissions. It outlines new requirements for dual reporting using location-based and market-based accounting methods. For companies with electricity choice, it requires reporting both methods and following scope 2 quality criteria for market-based instruments. The guidance was developed over four years with input from a technical working group of over 200 members from 23 countries. It aims to improve transparency and accuracy in accounting for scope 2 emissions.
Lecture wd teachers on guidance & counselingGodwin Cariaga
The document provides an overview of guidance and counseling in an educational setting. It defines guidance as a process of helping students develop holistically, while counseling involves addressing non-incapacitating problems through individual or small group sessions. The document outlines the roles and responsibilities of school counselors, including providing services related to students, staff, and program evaluation. It also describes various guidance tools and techniques, such as appraisal methods, information services, testing, placement, and individual or group counseling sessions.
El documento proporciona instrucciones detalladas en 9 pasos para recoger hisopados bucales de cadáveres presuntamente infectados por el virus del Ébola de forma segura. Incluye reunir equipo de protección como trajes, guantes y mascarillas, así como equipo para la recogida y envío de muestras. Describe cómo recoger las muestras de la boca del cadáver y prepararlas para su transporte al laboratorio, y los procedimientos para quitarse el equipo de protección personal de forma segura.
Handout zum Votrag von Jeanette Ewen (Jeannette Ewen, Ewen Consult S.à r.l.) vom 14.10.2014, beim YAVEON Branchentreff in Köln. Themen des Vortrags sind Definition von Compliance, Computerisierte Systeme, Anforderungen an Computerisierte Systeme, Validierung von Computerisierten Systemen, Beispiele aus der Praxis.
Education law conferences, March 2018, Workshop 3B - Safeguarding and OfstedBrowne Jacobson LLP
This document provides 10 tips for ensuring safeguarding compliance during an Ofsted inspection. It discusses knowing statutory guidance requirements, having effective policies and procedures, maintaining an accurate single central record, providing regular staff training and safeguarding updates, evidencing outputs from training, having a strong partnership between the designated safeguarding lead and safeguarding governor, establishing a robust safeguarding culture, preparing appropriately for inspections, and being willing to challenge inspectors when necessary to accurately represent safeguarding practices. The tips are intended to help schools and other educational institutions meet safeguarding expectations and requirements.
Child Safeguarding Standards - this document needs to work in conjunction with........
Child safeguarding is the responsibility that organisations have to make sure their staff, operations, and programmes do no harm to children, that is that they do not expose children to the risk of harm and abuse, and that any concerns the organisation has about children’s safety within the communities in which they work, are reported to the appropriate authorities.
Here are the key points regarding my role and responsibilities in lifelong learning according to the IFL code of practice:
- Identify and meet the learning needs of all students in a fair, sensitive and timely manner
- Maintain appropriate boundaries and refer students to other professionals when needed
- Establish ground rules and a learning environment where all students feel safe, respected and supported
- Continually evaluate and improve my teaching practice through professional development and self-reflection
Here are the key points I would make about my role and responsibilities in lifelong learning based on the IFL code of practice:
- My primary responsibility is to support learners and help meet their individual needs
- I must maintain appropriate professional boundaries and understand when to refer learners to other support services
- It is important to create a safe, inclusive and supportive learning environment where all learners are respected
- Continual professional development is important to keep my knowledge and skills up to date so I can best support learners
The document discusses administrative policies and procedures in educational institutions. It states that policies set parameters for decision-making but allow flexibility, explaining the "why" of actions, while procedures explain the "how" through step-by-step instructions. The document also discusses the importance of clear policies and procedures in providing structure and accountability in schools. It provides examples of policy areas and benefits such as maintaining compliance, safety, and productivity.
Keeping Children Safe: Presentation of child safeguarding standards Keeping Children Safe
This is a presentation of the international standards to keep children safe from child abuse. Produced by Keeping Children Safe this outlines the four areas to consider within your organisation to ensure your organisation is not putting children at risk. For further guidance contact: info@keepingchildrensafe.org.uk
Bulliying policies and processes interactive activity 1 section 3belenita78
This document discusses several aspects of developing policies and strategies to address bullying prevention and response in schools. It provides guidance on:
1. Developing a bullying prevention policy that defines bullying, outlines prevention strategies, and establishes procedures for responding to incidents. This includes establishing a working group, drafting the policy, seeking feedback, and implementing and reviewing the policy.
2. Informing and engaging parents and caregivers by providing information on what bullying is, the roles students can take, impacts of bullying, and what to do if their child is being bullied. It emphasizes supporting the child and working with the school.
3. Addressing bullying that occurs outside of school, as these incidents still impact students' wellbeing
This is a short pdf about holding to account for school governors. It poses some questions and offers some definitions on which governors can reflect. It does not provide any answers but poses some suggestions for discussion.
An update for ISA Headteachers on changes to the EYFS Statutory Framework 2012.
A presentation by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep and Day Nursery on Wednesday 6th March 2013
The document discusses visions for the future of learning analytics based on a presentation given by Rebecca Ferguson. It outlines several potential futures for learning analytics, including learners being monitored by their learning environments, learners' personal data being tracked, and learners controlling their own data. It also discusses various challenges regarding ethics, regulation, validity, and affect that will need to be addressed for learning analytics to achieve its potential while avoiding negative consequences. The overall message is that learning analytics show promise to improve education if developed and applied carefully and ethically with student well-being and consent as top priorities.
COURSE REFLECTIONJune 11, 2020How has this course helped you.docxmelvinjrobinson2199
COURSE REFLECTION
June 11, 2020
How has this course helped you be more prepared for successful leadership?
This course has helped prepare me for successful leadership. It has enlightened me about various rights regarding the treatment of students. The learning standards in the course have been helpful. Through the learning standards, knowledge of the freedom of religion and expression was gained. As a successful educational leader understanding that the students have the freedom of religion. Also understanding that students who come from minority groups are likely to be discriminated against or denied their rights. Therefore, advocates for equity in the course of educational leadership and honors diverse views. However, being a successful educational leader understands that children have different learning needs, and this makes them strive to create a strong educational opportunity and provide adequate learning resources.
How do you see yourself using the information in this course to support your leadership goals?
The course enabled me to learn about how to handle student records. As an educational leader, I am in a better position to safeguard the records of students. Upon completion of the course, one understands how to communicate with parents about the progress of children and their rights. I learned that I should ensure that student records are accessed only for educational legitimate reasons. Researchers are likely to ask for students' records, and this means an educational leader must have a proper understanding of privacy laws. The knowledge acquired about the safety of students was important. It was useful to know that teachers are responsible for the safety of students as they must care for them when they are at school or during school-related events. Regarding school attire, it was good to know that one must create opportunities for open discussion with parents and teachers and even community members to decide on the appropriate attire for students.
The information gained in this course will be used to create safe learning environments for children in the future. Students will be protected from harassment, discrimination, and other potential dangers they could face at school. The information will also be used to create adequate policies about various issues such as school uniforms and the level of expression. It will also help to find learning resources for students, especially from the community members. While creating policies regarding various school issues such as student privacy and search, I will use the information acquired from this course. For students with disabilities, adequate learning aids will be provided and they will be treated fairly. Positive relationships will be developed with families and caregivers of the children. There will also be a high level of collaboration and supervision of instruction.
How might the information in this course change or add to your own personal definition of leadership (Especially .
The document discusses the role of teachers as guidance advocates in schools. It begins by defining what a guidance advocate is and what their main roles and responsibilities are, such as providing career guidance, advice, and education to students. It also discusses handling discipline, bullying, and child abuse cases according to Department of Education policies and protocols. The challenges of being a guidance advocate are acknowledged, such as the emotional toll of counseling students, as well as skills and mindsets needed like empathy, active listening, and maintaining objectivity. Principles for guidance advocates are outlined, such as not giving personal advice or fixing students' problems for them. The document provides an overview of the guidance advocate's important function of supporting students' well-being and development
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
This webinar was developed by Child Trends for the Office of
Adolescent Health (OAH) as a technical assistance product for use with OAH grant programs.
This document provides information about the Professional Practice Module for the EYPS Pathway program. It includes:
- An overview of the learning outcomes which focus on developing awareness of professional responsibilities, knowledge of practices and standards, ability to evaluate and reflect on one's own practice, and ability to work effectively in a team setting.
- Details about the required placements in Ofsted-registered early years settings arranged by the university, including nurseries, preschools, and children's centers.
- An outline of commitments such as completing three 30-day placements with visits from a university tutor, meetings with workplace mentors, developing a personal practice file, and end of placement reports.
- Guidance on
Responsible Individual Training - F5 Foster Care.pptxThe Pathway Group
An independent fostering agency must have a registered provider and a responsible individual (RI) who represents the organization to Ofsted. The RI is accountable for ensuring legislation is implemented and has responsibilities in relation to managers, staff, children, and foster carers. The RI must follow the applicable National Minimum Standards and ensure the welfare of children in care.
Similar to Education law conference, March 2017 - London - Policy drafting masterclass (20)
Employment law update - Browne Jacobson Exeter - 06 February 2020Browne Jacobson LLP
These seminars are aimed at anyone who deals with employment law on a day to day basis, including HR Managers and HR Directors.
At these events we will present an overview of what we consider to be the most significant developments in 2019, and what they teach us about managing your workforce – together with our practical tips.
You will also hear about what is coming up in 2020, and how you can get ready for what will be another busy year in employment law.
This document discusses school exclusions and provides guidance on the topic. It begins with an overview of the exclusions landscape and key documents related to exclusions. It then outlines prospective changes being made to exclusions policy, including recommendations from the Timpson Review. The exclusions process is explained as a multi-stage process involving the head teacher's decision, governing board review, and potential independent review panel. Finally, tips are provided to avoid common pitfalls in the exclusions process related to issues like SEND, documentation, and timelines.
Procurement workshop training slides - Birmingham sessionBrowne Jacobson LLP
Managing procurement risks and challenges aims to increase understanding of procurement processes and risks, and knowledge of risk mitigation strategies. The document outlines several procurement stages and associated risks, including pre-market engagement, selection, tendering, contract award, and modifications. Key risks include challenges from bidders, non-compliance with regulations, undisclosed evaluation criteria, and substantial contract changes. Mitigation strategies include transparency, equal treatment of bidders, thorough documentation, and compliance with regulations.
Local authority acquisition and disposal of land - July 2019Browne Jacobson LLP
Ongoing austerity requires authorities to “sweat their assets” and land holdings are a significant focus for the generation of revenue and capital. These slides cover commercial and public law considerations in relation to:
- Powers to acquire land
- Powers to invest through land acquisition including investment purchases
- Potential barriers to disposal
- Powers to appropriate land
- Planning permission
- Powers to dispose of land
- Pre-conditions relating to disposal of land
- A capital receipt or a revenue stream
- Development vehicles and options
- Who do you need to be able to satisfy as to the legality of land transactions
Your employees, their future employers, and your intellectual property - July...Browne Jacobson LLP
Innovation and creativity is driven by your people. How do you as a business encourage innovation, capture the relevant IP assets and reward your innovators? What happens when a key individual leaves the business – how do you ensure that your R&D crown jewels remain legitimately protected? In a market of ever increasing competitive collaboration, setting up the right strategy to ensure the appropriate safeguards are in place and are communicated to your employees is important.
At this Public Sector Planning Club we reviewed:
- Recent developments in planning law, including cases and guidance
- Consideration of the use of planning conditions, including the appropriate use of pre-commencement conditions
- The powers available for stopping up and diverting highways, when these may be used, and points to consider
Browne Jacobson, Deloitte and DoctorLink are pleased to invite you to our first joint health tech seminar with leading industry thought leaders. This will be a practical session, sharing experience from across the NHS and beyond to inform options on how to improve services, break down silos and focus on population health outcomes.
This event is exclusively for Commissioners, GPs, and Policymakers keen to understand how new integrated care systems and models of care can meet the needs of their local population and can be implemented pragmatically and affordably to drive improvement goals and achieve better health, better care and better value.
Education Law Conference Manchester - Monday 10 June 2019Browne Jacobson LLP
1. Implement a clear, well-publicized complaints procedure that outlines appropriate steps and timelines.
2. Address social media issues promptly by controlling the narrative and responding diplomatically or ignoring depending on the circumstances.
3. Understand when the law can help, such as the Protection from Harassment Act for addressing vexatious complaints.
4. Escalate complaints appropriately and clarify the desired outcome to resolve issues efficiently. Stand back when complaints are really about private disputes rather than the school.
Designed to inform, challenge and enliven your perspectives, our packed agenda was designed to provide innovative ideas and fresh perspectives. With a headline session on the management of transgender children needs within a school setting, we aim to provide you with the advice and guidance that the sector currently lacks.
Other topics included:
learning from child death inquests
good governance – so much more than compliance
managing difficult parents and their complaints.
The IICSA has a number of investigative streams, and one of its areas of focus is Accountability and Reparations. It has already recommended that the Government sets up a Payment Scheme for former Child Migrants, and the Government has acted upon it.
Is a redress scheme the way forward for abuse claims? How might it impact your organisation? We are helping more and more organisations explore the pros and cons of redress schemes so that they can decide whether a scheme is right for them and what the longer term impacts might be.
Our Birmingham Claims Club event will cover the following:
- Civil Liability Act 2018
- Freedom of Information Act requests - including 'Information Law, why is it relevant?'
- Brexit and local government
Our London Claims Club event will cover the following:
- Civil Liability Act 2018
- Freedom of Information Act requests - including 'Information Law, why is it relevant?'
- Brexit and local government
Our Admin and Public Law seminar, chaired by Sir Robert Devereux, former Permanent Secretary for the Department for Work and Pensions was held on Thursday 4 April, covering the following topics:
- 'wearing two hats' - managing the legal risks of conflicts of interest and allegations of pre-determination/bias
- information law update session - freedom of information (FOI) cases, General Data Protection Regulation (GDPR)
- case law update
- judicial review - tactics for dealing with judicial review and case law
In this webinar recording, Selina Hinchliffe, Alex Kynoch, Nick Smee and Helen Jones hold a panel discussion covering some of the key state aid concepts and how this impacts ownership and licensing of intellectual property, both from a commercial partner, public body and university perspective.
Whilst you’ve been distracted with Brexit and what that means for your business, you’ve probably missed some significant changes in the law. In our March forum we covered:
- contract changes (what they mean to your supply chain, customers and suppliers)
- data protection (the challenges of becoming a 'third country')
- legal privilege and internal investigations (practical tips following SFO V ENRC)
- employment law (changes to employment law you need to be aware of)
- banking - your banking covenants (what to be aware of - particularly in the event of a downturn ahead)
- property (end of lease issues for business owners).
For further training and resources visit our webpage - https://www.brownejacobson.com/sectors-and-services/sectors/in-house-legal
Every business, and every in house lawyer, will at some point be involved with an enquiry, an investigation, or potential litigation. During litigation, documents – including emails, attendance notes and reports – which are relevant to the litigation may have to be disclosed if they are not privileged.
So businesses need to know how it can assess litigation risk or conduct an enquiry without creating documents that it then has to produce and which may be detrimental to its position. The law on this issue has recently been considered by the Court of Appeal in two key cases: WH Holding Ltd v E20 Stadium LLP and SFO v Eurasian Natural Resources Corp Ltd.
In this webinar recording, our experts Mark Daniels and Helen Simm provide you with the key information you need to identify these issues when they arise and to know how you can best protect your position.
We are all waiting with bated breath for the Supreme Court decision in CN & GN, a case which will have a huge practical impact on service providers. Previously the Court of Appeal was dismayed about the damages claims, that had been litigated with little regard to, or understanding of, the law and reality of social care practice. Some of the team involved in the case discus what might happen next, and analyse the practical effect for you of the Supreme Court judgment.
Whilst that judgment has been awaited many claims have been on ice, but to fill that gap we are seeing many of our clients being affected by:
- pressure to consider Redress Schemes
- the Independent Inquiry into Child Sexual Abuse
- claims being brought directly against them as fostering agencies
- claims under the Human Rights Act
- issues following the implementation of GDPR.
For further information and training visit our webpage - https://www.brownejacobson.com/insurance
In this practical session we explored the legal duties of directors and the difficulties which they may face. The session focussed on individuals who are directors for public sector companies, including their role, obligations and competing interests which may arise.
At our February planning club we covered the following topics:
- planning performance agreements
- expert evidence in planning inquiries
- certificates of lawful use.
For further information and training visit our webpage - https://www.brownejacobson.com/sectors-and-services/sectors/public-sector
Mental health, capacity and deprivation of liberty case law update, February ...Browne Jacobson LLP
Rebecca Fitzpatrick looks at some of the most recent leading cases in relation to the Mental Health Act and Deprivation of Liberty, including the Supreme Court’s important decisions of 'MM' and 'PJ' which consider the interaction between the Mental Health Act and deprivation of liberty in the community. Rebecca also covered the subsequent case of 'AB' which focuses on the role of the High Court’s inherent jurisdiction in these types of cases, and the recent final report from the Mental Health Act independent review chaired by Professor Sir Simon Wessely.
Sangyun Lee, 'Why Korea's Merger Control Occasionally Fails: A Public Choice ...Sangyun Lee
Presentation slides for a session held on June 4, 2024, at Kyoto University. This presentation is based on the presenter’s recent paper, coauthored with Hwang Lee, Professor, Korea University, with the same title, published in the Journal of Business Administration & Law, Volume 34, No. 2 (April 2024). The paper, written in Korean, is available at <https://shorturl.at/GCWcI>.
Synopsis On Annual General Meeting/Extra Ordinary General Meeting With Ordinary And Special Businesses And Ordinary And Special Resolutions with Companies (Postal Ballot) Regulations, 2018
Guide on the use of Artificial Intelligence-based tools by lawyers and law fi...Massimo Talia
This guide aims to provide information on how lawyers will be able to use the opportunities provided by AI tools and how such tools could help the business processes of small firms. Its objective is to provide lawyers with some background to understand what they can and cannot realistically expect from these products. This guide aims to give a reference point for small law practices in the EU
against which they can evaluate those classes of AI applications that are probably the most relevant for them.
Lifting the Corporate Veil. Power Point Presentationseri bangash
"Lifting the Corporate Veil" is a legal concept that refers to the judicial act of disregarding the separate legal personality of a corporation or limited liability company (LLC). Normally, a corporation is considered a legal entity separate from its shareholders or members, meaning that the personal assets of shareholders or members are protected from the liabilities of the corporation. However, there are certain situations where courts may decide to "pierce" or "lift" the corporate veil, holding shareholders or members personally liable for the debts or actions of the corporation.
Here are some common scenarios in which courts might lift the corporate veil:
Fraud or Illegality: If shareholders or members use the corporate structure to perpetrate fraud, evade legal obligations, or engage in illegal activities, courts may disregard the corporate entity and hold those individuals personally liable.
Undercapitalization: If a corporation is formed with insufficient capital to conduct its intended business and meet its foreseeable liabilities, and this lack of capitalization results in harm to creditors or other parties, courts may lift the corporate veil to hold shareholders or members liable.
Failure to Observe Corporate Formalities: Corporations and LLCs are required to observe certain formalities, such as holding regular meetings, maintaining separate financial records, and avoiding commingling of personal and corporate assets. If these formalities are not observed and the corporate structure is used as a mere façade, courts may disregard the corporate entity.
Alter Ego: If there is such a unity of interest and ownership between the corporation and its shareholders or members that the separate personalities of the corporation and the individuals no longer exist, courts may treat the corporation as the alter ego of its owners and hold them personally liable.
Group Enterprises: In some cases, where multiple corporations are closely related or form part of a single economic unit, courts may pierce the corporate veil to achieve equity, particularly if one corporation's actions harm creditors or other stakeholders and the corporate structure is being used to shield culpable parties from liability.
This document briefly explains the June compliance calendar 2024 with income tax returns, PF, ESI, and important due dates, forms to be filled out, periods, and who should file them?.
Genocide in International Criminal Law.pptxMasoudZamani13
Excited to share insights from my recent presentation on genocide! 💡 In light of ongoing debates, it's crucial to delve into the nuances of this grave crime.
Defending Weapons Offence Charges: Role of Mississauga Criminal Defence LawyersHarpreetSaini48
Discover how Mississauga criminal defence lawyers defend clients facing weapon offence charges with expert legal guidance and courtroom representation.
To know more visit: https://www.saini-law.com/
सुप्रीम कोर्ट ने यह भी माना था कि मजिस्ट्रेट का यह कर्तव्य है कि वह सुनिश्चित करे कि अधिकारी पीएमएलए के तहत निर्धारित प्रक्रिया के साथ-साथ संवैधानिक सुरक्षा उपायों का भी उचित रूप से पालन करें।
2. Policy drafting masterclass
How to draft, disseminate and train your staff on your
policies and ensuring they are applied effectively and
consistently
1st March, London
Victoria Hatton, Solicitor
Join the conversation #BJ_EDC
3. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
5. Why policies matter
• Structure and clarity of organisation
• Parents, pupils and staff expectation
• Statutory requirement/expectation
• Ofsted
• Why else?
6. Your policies
• What is good about your policies?
• What could be better?
• Do they comply fully with what the guidance requires and what
Ofsted are looking for?
7. Rest of this session
• Useful to focus on one policy to work through the principles
Child Protection Policy
• Required
• High Profile
• Ofsted focus
• Statutory guidance
8. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
10. What does guidance require?
Keeping Children Safe in Education 2016
• Policy generally - Para 47 – GBs and proprietors should ensure
there are appropriate policies and procedures in place in order for
appropriate action to be taken in a timely manner to safeguard
and promote children’s welfare.
11. What does guidance require?
Policy generally - Para 48 - This should include:
• an effective child protection policy; and
• a staff behaviour policy (sometimes called the code of conduct)
which should amongst other things include - acceptable use of
technologies, staff/pupil relationships and communications
including the use of social media.
12. What does guidance require?
• Policy generally: Para 50 - HTs and principals should ensure that
the policies and procedures, adopted by governing bodies and
proprietors, particularly concerning referrals of cases of suspected
abuse and neglect, are followed by all staff
• Missing from education: Para 51- GBs and proprietors should put
in place appropriate safeguarding responses to children who go
missing from education, particularly on repeat occasions, to help
identify the risk of their going missing in the future
13. What does guidance require?
• Vetting: Para 71 – In line with Part three of this guidance, GBs and
proprietors should prevent people who pose a risk of harm from
working with children by adhering to statutory responsibilities to
check staff who work with children, taking proportionate decisions
on whether to ask for any checks beyond what is required; and
ensuring volunteers are appropriately supervised. The school or
college should have written recruitment and selection policies and
procedures in place
14. What does guidance require?
• Allegations: Para 73 - GBs and proprietors should ensure there are
procedures in place to handle allegations against teachers,
headteachers, principals, volunteers, and other staff. Such
allegations should be referred to the designated officer(s) at the
local authority by the appropriate person as set out in Part four of
this guidance
• Allegations: Para 74 - There must be procedures in place to make
a referral to the Disclosure and Barring Service (DBS) if a person in
regulated activity has been dismissed or removed due to
safeguarding concerns, or would have been had they not resigned.
15. What does guidance require?
• Work placements: Para 140 - Schools and colleges organising work
experience placements should ensure that policies and procedures
are in place to protect children from harm
16. What does guidance require?
DSL role: Annex B - DSL should ensure policies are known and used
appropriately:
• The designated safeguarding lead should ensure the school or
college’s CP policies are known, understood and used
appropriately
• Ensure CP policy is reviewed annually and the procedures and
implementation are updated and reviewed regularly, and work
with governing bodies or proprietors regarding this.
17. What does guidance require?
DSL role: Annex B - DSL should ensure policies are known and used
appropriately:
• Ensure CP policy is available publicly and parents are aware of the
fact that referrals about suspected abuse or neglect may be made
and the role of the school or college in this.
18. What does guidance require?
Summary:
• KCS mentions the importance of policy and procedure frequently
• At times is prescriptive about what must be mentioned
• Mainly leaves it for you to decide what to include and how to do it
19. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
21. What do Ofsted want?
Ofsted Inspecting Safeguarding, August 2016
• The signs of successful safeguarding arrangements:
• Leaders and managers have put in place effective child
protection and staff behaviour policies that are well
understood by everyone in the setting
22. What do Ofsted want?
Ofsted Inspecting Safeguarding, August 2016
• Inspectors should look for evidence of five main aspects of the
setting’s safeguarding arrangements:
• the application and effectiveness of safeguarding policies and
safe recruitment and vetting processes
• all staff and other adults working within the setting are clear
about procedures where they are concerned about the safety of
a child or learner
23. What do Ofsted want?
Ofsted Inspecting Safeguarding, August 2016
• Inspectors should consider evidence that:
• child protection and staff behaviour policies are in place and
regularly reviewed to keep all children and learners safe
• the setting has clear policies and procedures for dealing with
children and learners who go missing from education,
particularly those who go missing on repeat occasions. Leaders,
managers and staff are alert to signs that children and learners
who are missing might be at risk of abuse or neglect
24. What do Ofsted want?
Ofsted Inspecting Safeguarding, August 2016
• Safeguarding requirements for leaders and managers:
• GBs etc. must ensure that they comply with their safeguarding
duties under legislation. They must ensure that the policies,
procedures and training in their…schools…are effective and
comply with the law at all times.
• …ensuring that an effective child protection policy is in place…
25. What do Ofsted want?
Summary:
• Successful safeguarding includes having well understood policies in
place
• Inspectors will consider:
• their “application and effectiveness”
• whether they are regularly reviewed
• whether they are clear on children missing education
• The role of GBs etc in safeguarding
26. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
28. 10 tips for effective policies
1. Content – cover what needs to be covered (guidance and Ofsted)
2. Clarity and brevity are your friends (be accurate and succinct)
3. Size is not important
4. Get the flow right (the right topics in the right order)
29. 10 tips for effective policies
5. Review means review, not “bolt on” new elements
6. Spin-out separate policies if needed, but only if needed
7. Disseminate to all staff
8. Train staff
30. 10 tips for effective policies
9. Critically assess - if you don’t find it an easy read, your staff
won’t either…
10. Carry out a procedural review after a safeguarding issue:
• Did they work?
• Could they have worked better?
• What changes should you make
• Do you need to engage the LSCB or other agencies?
• Record that you carried out a review
31. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
34. Child protection policy
1. Policy statement and principals (inc. child protection statement)
2. Safeguarding legislation and guidance
3. Related safeguarding policies
4. Roles and responsibilities (DSL, Head, Governor)
35. Child protection policy
5. Good practice guidance
6. Vulnerable children
7. Children missing education
8. Staff/pupil relationships (inc social media)
36. Child protection policy
9. Allegations against staff
10. Staff training
11. Safer recruitment, vetting and barring (RA, Volunteers,
Contractors, DBS Referrals)
12. Visitors
37. Child protection policy
13. Child Protection procedures (Recognising abuse, categories of
abuse, taking action)
14. Pupil disclosing to you
15. Notifying parents (inc. not notifying them)
16. Referring to Children’s Social Care
38. Child protection policy
17. Peer on peer abuse and sexually harmful behaviour
18. Child Sexual Exploitation
19. Honour-Based Violence
20. Female Genital Mutilation
39. Child protection policy
21. Radicalisation and extremism
22. Confidentiality and information sharing
23. Special circumstances (Private Fostering arrangements, Looked
After Children, Work experience, Host families)
41. 10 tips for effective policies
1. Content – cover what needs to be covered (guidance and Ofsted)
2. Clarity and brevity are your friends (be accurate and succinct)
3. Size is not important
4. Get the flow right (the right topics in the right order)
42. 10 tips for effective policies
5. Review means review, not “bolt on” new elements
6. Spin-out separate policies if needed, but only if needed
7. Disseminate to all staff
8. Train staff
43. 10 tips for effective policies
9. Critically assess - if you don’t find it an easy read, your staff
won’t either…
10. Carry out a procedural review after a safeguarding issue:
• Did they work?
• Could they have worked better?
• What changes should you make
• Do you need to engage the LSCB or other agencies?
• Record that you carried out a review
44. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
46. Separate policies
• No right or wrong answer
• The key is doing what is right for your children, in your setting, in
your community
• What is right for one school will not be right for another, e.g.
Prevent and extremism
• If you do have separate policies, make sure they fit neatly with
your overarching CP policy and with each other
47. Separate policies
Separate polices could include:
• Prevent, Child Sexual Exploitation, FGM, managing allegations,
children missing education, e-safety, work placements, host
families
• If you use separate policies, note them in the opening to your CP
policy
48. Separate policies
Remember:
• If it is right for your school; and
• The staff understand your policies; and
• You remain complaint with guidance; and
• You can comfortably explain to Ofsted why it works
…then having some separate policies is right for you
49. This session
1. Why policies matter
2. What does guidance require?
3. What do Ofsted want?
4. 10 tips for effective policies
5. Child protection policy
6. Separate policies
7. Dissemination and training
51. Dissemination
• How accessible is your safeguarding policy?
• Website
• Internally
• If you asked your staff, from where would they say they accessed
it?
• Would the answers be consistent?
52. Dissemination
• How do you disseminate your policy once it has been
approved?
• Email to staff
• Staff meetings
• Training update
• Short training video on the key changes
• No right or wrong answer, it’s about outcomes – do staff
know your policy and where to find it?
54. Training needs
• Horses for courses – different staff need a different level of
training and for it to be delivered in different ways:
• DSL
• Governors
• Cleaners
• Office staff
• Front line staff
• What do they need to know and what approach is required to help
them know it?
55. Training needs
• Extension of dissemination
• How do you train your staff on your policy and guidance
requirements?
• Inset days
• Staff meetings
• Online training
• How do you measure and record the success of the training?
56. Training needs
• Record of attendance
• Post session quiz
• Refresher training
• What evidence can you then present to Ofsted?