AB1 Lead Practice to Support Safeguarding of CYP & Harm & Abuse NVQ Level 5 Diploma Unit 4 and Unit 8 Activity Assignment Brief, Cambridge Management and Leadership School (CMLS)

Activity Brief

CYP Number: 4

Task Type: Questions and Answers

Level : 5

Pathway: CYP

Task Name: Unit 4: Lead Practice to Support Safeguarding and Protection of Children and Young People in Residential Childcare
Unit 8: Lead A Service That Can Support Children or Young People Who Have Experienced Harm and Abuse

Description of Task: Questions and answers to demonstrate your knowledge and understanding.

Scope of Task: The following areas are to be covered / discussed / referred to in your answers:

• Legislation
• Safeguarding
• Protection
• Advocates
• Sexual exploitation
• Grooming
• Trends

Task Questions

Part 1:

1. Explain the current legislative framework that underpins the safeguarding of children and young people.
2. Analyse how current national and local guidelines, policies and procedures for safeguarding affect working practice with children and young people, you should then review your workplace processes and how these are compliant.
3. Explain the relationship between safeguarding and child protection.
4. Identify a range of agencies and organisations involved in local networks for safeguarding of children and young people.
5. Analyse the role of advocates and independent visitors in relation to safeguarding children and young people.
6. Identify policies and procedures needed for comprehensive safeguarding in a residential childcare setting.
7. Evaluate own role in ensuring prompt response to suspicions of harm and abuse.
8. Identify situations and circumstances that present high risk of harm or abuse for children and young people.

Part 2:

9. Analyse known characteristics of perpetrators and their behaviours that make it difficult for children and young people to report harm or abuse or for others to recognise and address abusive activity.
10. Explain why children and young people in care can become involved with groups and gangs and why this presents additional risks of harm and abuse.
11. Explain the types of restriction that may be imposed on the involvement of key people with a child or young person following harm or abuse.
12. Evaluate own role in ensuring prompt response to suspicions of harm or abuse.

Part 3:

13. Discuss at length research and official inquiries to identify key features of child sexual exploitation.
14. Analyse trends in child sexual exploitation in the context of human trafficking.
15. Analyse ways in which children and young people in care are particularly vulnerable to harm from child sexual exploitation and grooming.
16. Explain the roles of key partners involved in local networks to address sexual exploitation of children and young people.
17. Explain the purpose and key features of problem profiling.
18. Describe ways to contribute to local strategies to combat child sexual exploitation.
19. Analyse findings from a review of policies and procedures.

Part 4:

20. Explain roles and responsibilities within the organisation in relation to children and young people who have experienced abuse.
21. Explain roles and responsibilities of other agencies in local networks in relation to children and young people who have experienced abuse.
22. Research and discuss sources of information and guidance about best practice in supporting a child or young person who has experienced harm or abuse.
23. Explain types of restrictions that might be imposed on the involvement of key people with a child or young person following harm or abuse.
24. Analyse areas of support that may be needed when working with a child or young person following harm or abuse.
25. Analyse characteristics of a child or young person’s behaviour that might give cause for concern and action following harm or abuse.

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