Principles for implementing duty of care in health

Explain what it means to have a duty of care in own work role? Duty of care is a legal obligation to act toward others with careful attention and reasonable caution to protect their wellbeing and prevent harm occurring. Safe practice: working in the ways that uphold laws and standards prevent harm and protect and promote the safety and wellbeing of others.

As practitioners we have a duty of care to protect any children from significant harm, we do this by: Ensuring that up to date CRB Checks are carried out and held for ourselves, any assistants we may have and each person, over 16 years, residing in the property where the childcare will be provided. Providing a safe and nurturing environment by performing regular risk assessments and ensuring that any necessary actions are carried out as soon as possible. Attending regular training sessions, such as safeguarding and first aid, food hygiene, inset days in order to ensure that our knowledge and understanding is kept up to date and any changes to legislation are implemented. Keeping within the ratio of numbers as set by Ofsted.

Providing written policies and procedures to all parents upon commencement of childcare, ensuring these are reviewed annually and any changes are promptly updated. Keeping an accurate record of any accidents/incidents that may occur or any concerns we may have for the child’s welfare. Observing, planning and providing activities for children where they are able to exercise safe risk taking experiences, and learn behavioural boundaries. Seeking professional support or advice from and liaising with the relevant associations should we have any safeguarding or development concerns.

Logging and promptly responding to any complaints or allegations made against us or any other person living, working or visiting the childcare setting. Ensuring the children are cared for in a happy, safe and stimulating environment. Daily tasks: changing nappies, feeding, going for walks, providing activities that cover the seven areas of learning of the EYFS. Working in partnership with the parents.

Providing day to day guidance for my staff where needed. Leading my team in order for them to plan, prepare, and review the curriculum as a team reflective of the EYFS. Following and implementing all the policies and procedure set out by the setting. Working as part of a team.

Providing inspiration to the setting’s children through exciting activities in all area of learning whilst incorporating EYFS. Taking on a small group of key children and will be responsible for tracking their learning. Promoting positive relationships with parents, children and colleagues. Supporting the children’s development, learning and play.

Building relationships with key children and their families.

Explain how duty of care contributes to the safeguarding or protection of individuals. The duty of care that we provide enables us to safeguard and protect children by ensuring that any concerns of abuse are promptly recognised, recorded and any support required obtained, children’s behavioural issues that may cause harm or distress to others are discouraged and children are cared for in a safe environment where they cannot come to any harm. In order to safeguard ourselves against allegations of abuse childminders must ensure that they, and any other person, over 16 years, that may come into contact with the child, have been CRB Checked.

Accidents and incidents must be well documented and signed by the child’s parent/carer to ensure that they are fully aware of any injuries to their child. Before purchase or loan, equipment and resources are checked to ensure that they are safe for the ages and stages. Sand is clean and suitable for children’s play. All materials, including paint and glue, are non-toxic. Physical play is constantly supervised. Children who are sleeping are checked regularly. Children learn about health, safety and personal hygiene through the activities we provide and the routines we follow. Any faulty equipment is removed from used and is repaired. Check toys regularly for rough edges, and breaks and discard any damaged toys.

Remove dust regularly, dust can trigger asthma attacks and harbour germs. Wash, disinfect and dry toys regularly. There are many signs which may indicate child abuse, physical, emotional, sexual, neglect, bullying and harassment and failure to thrive not based on illness. When observing a child this are some of the things which may be noticed if this happening to them. By careful observation we may be able to see behavioural changes such as regression where an older child starts to act childish (wetting themselves, thumb sucking) they can become very withdrawn and quiet or being very attention seeking (always wanting someone with them, or being very aggressive towards other people).

Other signs in which we can tell if a child is being abused is physical, marks such as bruises in unlikely places, burns and symptoms which cannot be explained. Our job, in this cases is to safeguard children so if we become aware of a child being abused in any way (physical, emotional, sexual or neglect) we must report this to Social Services and notify the Local Authority Initial Response team.

Describe potential conflicts or dilemmas that may arise between the duty of care and an individual’s rights? There are many situations in a childcare setting that could cause conflicts or dilemmas between the duty of care and an individual’s rights to arise. For example a dilemma may arise should we suspect a safeguarding issue for a child in our care, we may feel uneasy talking to the child’s parents/carers about our concerns or we may be unsure when we need to notify other agencies for support and advice and if this will breach the confidentiality of the child.

Any allegations made could create a conflict between us, a child’s parent/carer and any other agencies involved. It is important to remember that if you ever suspect a risk to the welfare of a child you must share them, it is much better to be edge on the side of caution than to hope the problem goes away. Other dilemmas that could occur in our setting are:

The ways which the behaviour of a child is managed whilst in our care, against parent’s wishes, for example smacking and discipline. Providing play activities to promote development that parent’s/carers or practitioner’s may feel are too unsafe for children, for example using climbing frames. Parents/carers may ask you to administer non-prescriptive medication to their child, which you may feel is unnecessary. Performing first aid or medical procedures on a child against the religious/cultural beliefs of their families. Food/drink provided for the child whilst in our care, against parent’s wishes, for example a healthy puddings, etc. A difference of opinion regarding the care provided for a child could lead to a disagreement between ourselves, other childcare practitioner’s or the child’s parents/carer.

Describe how to manage risks associated with conflicts or dilemmas between an individual’s right and the duty of care. When confidentiality issues or dilemmas and conflict arise between fulfilling your duty of care and risk taking, you need to be able to manage the situation. Codes of practice and conducts must be followed to understand the standard of work which should be followed throughout the job roles in the care setting. We must follow the policies and procedures of the setting to ensure the safety of the children, some of these may include meals, snacks and dietary needs policy procedure and rest and sleep policy procedure.

There are many ways in which we manage the risks associated with any conflicts or dilemmas between an individual’s rights and the duty of care in our childcare setting, these are: Attending regular training sessions to keep knowledge and understanding up to date. Implementing policies and procedures to show clear guidelines of the service we provide and the statutory requirements we must follow to ensure the safety of children. Ensuring all parents agree with these policies and procedures and have signed permissions to allow us to carry out any that may put their child or ourselves at risk, for example administering first aid treatment, nappy changing etc Performing risk assessments on the premises, garden, outings and activities and carry out any relevant changes or repairs as required. Keeping all children records in a secure manner.

Recording any concerns, accidents, incidents or medications for all children and following them up with the relevant actions if necessary. Agreeing with parents/carers the ways in which behaviour will be managed for their child.

Explain where to get additional support and advice about conflicts and dilemmas. Information and support regarding conflicts and dilemmas can be accessed via the following: Professional bodies, such as Ofsted.

Charities, such as the NSPCC and child line. Advisory centres, such as the Citizen Advice Bureau. Health Protection Agency (Infection Control) . Supportive organisations, such as a union, who are particularly qualified to provide legal information related to particular employment. Internet Sources. Library Services.

Describe how to respond to complaints. Complaint is an expression of concern, dissatisfaction or disappointment in a situation or service. It is inevitable that from time to time a complaint will arise within a childcare setting. Perhaps a parent perceives that their child has not been looked after with enough care. How the complaint is handled is very important for finding a satisfactory resolution, as well as enables learning from the experience. Sometimes a complaint can be handled with a quick conversation. At other times a complaint needs to be handled by a formal complaint procedure.

When dealing with a complaint it is best to find a private place where to talk away from work area and the presence of children and other parents. If the person is upset, speaking calmly and quietly in response may help them settle. Respect is shown by the way you respond to them. Be aware of your body language, such as facial expression, tone of voice, proximity and gesture. The most important response is to listen carefully; giving your full attention and clarifying their words when necessary to ensure you understand their point correctly. The parent should be reassured that the matter will be held in confidence and only shared by those who need to know about it.

Explain the main points of agreed procedures for handling complaints. Complaints procedure is an official process to deal with a complaint, where specific steps are taken to ensure that it is thoroughly investigated with fairness shown to all parties. The policy must be available for parents to see at any time and should include information about who to take their complaint to if they are not satisfied with the way it is being handled. Contact detail, such as name, address and telephone number must appear in the complaint policy. Complaints procedures set out each stages of the process, including a timescale, so the complainant knows what to expect. A verbal response should be expected, within a certain timeframe. A meeting should be arranged at a mutually agreed time and place. There should be a written response following the meeting.

If this does not resolve the matter the complaint needs to be put in writing to a higher authority. In my setting we keep a ‘ Summary log’ of all complaints that reach stage two or beyond. This is available to parents as well as to Ofsted. Stage 1: In my setting when a parent is making a complaint first they discuss the concern with the setting leader. Most complaints should be resolved amicably and informally at this stage. Stage 2: When this does not have a satisfactory outcome, the parent moves to this stage of the procedure by putting the concern in writing to the setting leader and the owner. Also in my setting there is a template form for recording complaints on the Safeguarding Children’s Board, in case some parents are not comfortable with making written complaints.

This form may be completed with the person in charge and sign by the parent. Parents are informed of the outcome of the investigation within 28 days of making the complaint. Stage 3: If the parent is not satisfied, the parent requests a meeting with the setting leader and the owner. The parent should have a fried or partner present and the leader should have the support of the owner present. An agreed written record of the discussion is made as well as any decision or action to take as a result. They sign the record and receive a copy of it. When the complaint is resolved at this stage is logged in the Complaints Summary Record. Stage 4: If at this stage the parent and the setting cannot reach agreement, an external mediator is invited. The mediator must keep all discussions confidential and hold separate meetings with the setting personnel and the parent. Stage 5: when the mediator has concluded their investigations, a final meeting between the parent, the setting leader and the owner is held. The mediator advice is used to reach this conclusion; the meeting is recorded and signed by everyone present at the meeting. Parents may approach Ofsted directly at any stage of this complaints procedure.