zilongwang/ReadingBank huggingface dataset:
a As at June each year. b Single females without children are assumed to cover ‘dependent students’, ‘non-dependent child’, ‘other family person’, ‘person living alone’, and ‘non-family member not living alone’. Source: Productivity Commission calculations based on ABS (2014a). Figure C.13 Part-time shares of employment of fathers by age group of childa,b,c Per cent
Figure C.21 Employment patterns of families by age of youngest child in selected OECD countriesa,b,c,d,e Per cent a Covers single parent and couple families aged 15 to 64. b There is no distinction between full-time and parttime employment in the United States. c The OECD average for single parent and couple families covers the following countries: Australia, Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Estonia, Finland, France, Germany, Greece, Hungary, Italy, Japan, Latvia, Lithuania, Luxembourg, Malta, Mexico, Netherlands, New Zealand, Poland, Portugal, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, United Kingdom. d For couple families, ‘other’ includes any other combination (for example, both parents working part time, one parent working part time and one parent not working). e Data on the aged group of youngest child 6 to 14 years was not included as there are no data reported for Australia with which to make comparisons. Source: OECD (2010, 2012).
Under the Commission’s recommended new approach to funding families on Parenting Payment are eligible for 20 hours of subsidised ECEC a fortnight without meeting the activity test (chapter 15). 3 Specific examples of effective marginal tax rates When calculating the EMTRs of families using ECEC services, it is necessary to analyse an array of tax and transfer arrangements. Many of the transfer payments are complex in their own right (with eligibility and payment rates varying based on family characteristics, the type of ECEC services used, the pattern of ECEC usage and income thresholds — with the thresholds also varying based on family characteristics). The presence of systemic problems arising from the interactions of an array of taxes and transfer payments can be identified by examining EMTRs for some family circumstances (called cameos). The current or future prevalence of those circumstances can then be determined by examining the impacts of policies and policy changes on a representative sample of family circumstances. The following sections use selected cameos to highlight key strengths and weakness of the current ECEC funding arrangements. This approach also underlies the distributional analysis of the recommended reforms as outlined in chapters 13, 14 and 15. Table E.8 outlines ten cameos that the Commission has undertaken to assist with an examination of EMTRs. Table E.8 Commission Cameos
S.No Activity Result Achived 2014 Impact in Community. 1 Registration - 1171 Community aware this issue and demand generate about birth registration through by community. 2 Disable Children Certification - 59 59 disable children certificate issued support with BRC office. 2 House hold reached by WG members for counseling 22333 17585 Which woman cannot participate in meeting any reason so that family aware about child issue through the WG member couseling. 3 Out of school children identified No 432 432 out of School children identification through by CPC member and their parents about RTE. FA regular contact of their parent When the next session start they enrolled out of school children in school. 4 Out of school children enrolled No 405 5 Child Marriage Prevented No 2 When the start Block level child protection committee meeting aware the block level officer and they prevented one child marriage and give the all situation information to programme officer same day. 9 Children’s linked with various social protection schemes No 759 Till date 10 Village level CPC meeting organised No 6137 Regular activity 11 Women group meeting organised No 6797 Regular activity 12 Adolescent girls group meeting No 1948 Regular activity Progress with Highlights :-
Table F.3 Waivers granted by type and jurisdiction Source: ACECQA (2014b, p. 15). A waiver is approved when the provider can demonstrate: genuine difficulty in meeting the requirements of the NQF children’s safety, health and wellbeing is not compromised or at risk a plan is in place for the service to meet the requirements by the time the waiver is due to expire (if temporary). Since the introduction of the NQF, just over a quarter of waiver applications have been rejected (Commission calculations based on ACECQA administrative data, 20 January 2014). There is an application fee for waiver applications and waivers may be revoked by the Regulatory Authority at any time. Reviews and reassessments If an approved provider disagrees with their rating, they may apply to the Regulatory Authority for a review of their rating within 14 days of receiving the final assessment and rating report. This is referred to as a first tier review. There is no application fee for a first tier review. If a first tier review does not resolve the concerns of the approved provider, they may apply on limited grounds to ACECQA for a further review by a Ratings Review Panel. This is referred to as a second tier review. Applications for a second tier review must be made within 14 days of receiving the decision of the Regulatory Authority on a first tier review and require an application fee of between $400 and $800. Such applications may only be made on the grounds that the Regulatory Authority: did not appropriately apply the prescribed processes for determining a rating level
Source: OECD (2012a). Funding arrangements for OSHC are also diverse. As with childcare, OSHC is split between systems that deliver assistance directly to providers and systems that deliver payment to families to meet ECEC fees. The former is common in continental Europe, while the latter is a feature of OSHC systems in Australia, New Zealand, the Netherlands and Belgium, amongst others. Some countries — including Finland and Denmark — cap the outofpocket costs families may face for accessing OSHC services (Department for Education (UK) 2013a).
this model can be specified algebraically. Let y equal income net of taxes and transfers, less out-of-pocket childcare costs, l equal leisure of the mother, c equal a vector of childcare choices (formal, informal, maternal), and j denote a particular combined choice of labour, leisure and childcare. A household will choose choice j over all other choices k if it provides the most utility, Uj. That is: Observed and imputed wages (taken from the previously estimated wage equation) are combined with the number of work hours to derive the level of net income y for each potential labour and childcare choice j. All other variables (discussed below) do not vary across different hours worked and childcare combinations. The household utility function includes for hours worked per week (h), sole parent/maternal childcare hours per week (m), informal childcare hours per week (i) and income and transfers net of taxes and out-of-pocket childcare expenses (y). There are also squared terms for these variables. There are also cross-product terms between these variables and crossproduct terms between each of h, y, m and i and a number of demographic variables. The demographic variables include family characteristics such as the number of children in the household and whether the youngest child is aged 0–2 years, 3–4 years, 5–9 years or 10–14 years (omitted to ensure there is no collinearity). There are also interaction terms for age and age squared, as well as the highest educational attainment of the primary carer (diploma, vocational education or degree). A fixed cost of working parameter () is also included. The utility function (U) estimated for sole parents takes the form: Where X1 to Xn are the various cross product terms associated with the demographic variables (demographic variables multiplied by income, labour supply, hours of informal childcare, and hours of sole parent/maternal childcare). For couples, there are additional cross product terms for the husband. Table C.3 lists all utility function variables used. Table C.3 Variables included in the utility function regressions
UNIVERSITY OF NEW MEXICO STUDENT FINANCIAL AID OFFICE VERIFICATION OF CHILD CARE EXPENSES FALL/SPRING 2017-2018 Student’s Printed Name UNM ID Number Telephone Number E-mail Address Please provide the information requested below for your dependents age 12 or under, whom you included in questions 51, 52 and 95 on your Free Application for Federal Student Aid (FAFSA), who will be in child care during FALL/SPRING SEMESTER(S). Do not include private school tuition, including Pre-K or kindergarten. Child Care Provider’s Name Child Care Provider’s Address COMPLETE THIS SECTION ONLY FOR FALL/SPRING SEMESTER(S) Child’s Name Age Circle day(s) of the week in child care No. of hours in child care each week Amount you pay for child care each week Amount paid by another source each week M T W TH F S M T W TH F S M T W TH F S M T W TH F S Is your spouse attending UNM during 2017-2018? Yes No If “Yes,” please list your spouse’s name and UNM ID number below: Spouse’s Name Spouse’s UNM ID Number I hereby certify that the information I provided is complete and correct. I understand that it is my obligation to notify the Student Financial Aid Office if the amount I am paying for child care changes at anytime during the academic year. Student’s Signature Date Signed I hereby certify that the above information is correct to the best of my knowledge and belief. Child Care Provider’s Signature Printed Name Date Signed Telephone Number The University of New Mexico is an Equal Opportunity/Affirmative Action institution. Pursuant to the Americans with Disabilities Act, if you require this information in alternative format or have special needs, please contact the Office of Student Financial Aid for assistance. Rev. 10/16
Arrange Medical Aid IN AN EMERGENCY DIAL 000 AND ASK FOR THE AMBULANCE When dialling an emergency call it is important to remember: STAY FOCUSED - Answer the prompted questions STAY RELEVANT - Stick to the facts, not what you think STAY ON THE LINE - Until you speak to the ambulance operator Please note: When using a mobile phone – You can dial 112 as well as 000. First aider responsibilities Duty of Care In an emergency, all first aiders and staff have a duty of care to: Use common Don’t act beyond capabilities Do as much as they can to take appropriate action Be prepared to administer adrenaline without delay. Reporting the incident The report must: Be completed as soon as possible after the incident Contain relevant information such as: the date, time, casualty’s full name, any injuries, treatment and medication Be accurate Be kept private and confidential. After the incident Following a first aid incident, you should also consider: What else could you have done? What you would do differently next time? Consider a debriefing about the incident, it would be beneficial.
Occupational Health Department CHILD CARE WORKER Program Elements FY12 YES NO COMMENTS/% Compliance 1 Is documentation of required immunizations MMR/Polio and Varicella 2 Has Hepatitis A series been offered *Declination form mandatory 3 If Hepatitis A given, was series completed 4 Were Hepatitis A surface Antibodies obtained after series completed 5 Td/Tdap current 6 Annual PPD current 7 Is PC Matrix in medical record 8 Has Flu vaccine been offered Records Screened for compliance Date Last name Last 4SSN 1 2 3 4 5 6 7 8 __________________________________ _____________ Validated by/Program Manager Signature Date
Victorian Child Safe Standards and Reportable Conduct Exploring Implications for Disability Services Thursday 28th June 2018 9.30am – 12.30pm George Hicks Building International House – Melbourne University 241 Royal Parade, Parkville VIC 9.15am Registration 9.30am – 9.40am Welcome and Overview Quality and Safeguarding Developments Moody, State Manager, NDS 9.40am – 9.50am Zero Tolerance and the Safety of Children and Young People with Disability James Bannister, NDS National 9.50am – 10.45am Child Safe Presentation and Discussion Dr Deborah Absler 10.45am – 11.00am Morning Tea 11.00am – 11.40am Reportable Conduct Scheme Emily Sanders, Director, Regulation, Commission for Children and Young People 11.40am – 12.10pm Table Discussions 12.10pm – 12.25pm Report Back and consideration of next 12.25pm – 12.30pm Close
Approving Body The School’s Governing Body Date Approved February 2015 Effective Date February 2015 Review Date December 2015 Version V1.4 Final Appendix 1 Staff Suitability Declaration This form is to be completed by all new school staff when they commence employment (including volunteers and students where appropriate) AND completed by all staff on an annual basis. the DfE Statutory Guidance Update October 2014, “Keeping Children Safe” requires schools which provide care for pupils under the age of 8 years old, to ensure that staff and volunteers working in school are not disqualified from doing so under the Childcare (Disqualifications) Regulations 2009 Name of Staff:……………………………………………………………………… Name of Headteacher: …………………………………………………………….. or nominated representative Please answer the questions and sign the declaration below to confirm that you are not disqualified from working with children in school. If there are any aspects of the declaration that you are not able to meet, you should disclose this immediately to the headteacher / or the member of staff leading the recruitment activity. If you fail to complete and return this form, it will be regarded as a disciplinary matter which may result in you no longer working at the school. Please circle yes or no against each bullet point: Have you been cautioned, subject to a court order, bound over, received a reprimand or warning or found guilty of committing any offence since the date of your most recent enhanced DBS disclosure? Yes/ No Have you been cautioned, subject to a court order, bound over, received a reprimand or warning or found guilty of committing any offence either before or during your employment at this setting? Yes/ No Are you ‘Disqualified for Caring for Children’? Yes/ No
The updated document is entitled: The Childcare (Disqualification) and Childcare (Early Years Provision Free of Charge) (Extended Entitlement) (Amendment) Regulations 2018. This replaces the last (and current version until 30th August 2018) and outlines schools and academies statutory obligations under the Childcare Act 2006. The 2018 Regulations are made under Section 75 of the Childcare Act 2006. They set out the circumstances in which an individual will be disqualified for the purposes of Section 75 of the act. A person who is disqualified may not: Provide relevant childcare provision; or Be directly concerned with the management of such provision Schools are prohibited from employing a disqualified person in connection with relevant childcare provision as follows: Who is covered under the regulations? The rules in relation to disqualification apply to the following: - Staff working directly with children under 5 years of age within the Early Years Foundation Stage Those providing ‘wrap around’ care (after school and breakfast clubs) with children up to 8 years of age. The legislation applies to agency or third party organisations, volunteers and casual staff and those on work experience as well as staff employed by a school. Where staff are engaged via an agency the obligation to have fulfilled the requirements of the legislation is on the agency that employs them. Schools must obtain confirmation that agencies have done so. During School Hours Outside School Hours* Reception age or younger Covered Covered Older than Reception age until age 8 Not Covered Covered 8 years or older Not Covered Not Covered *Outside school hours does not include school clubs e.g. Choir or sports team, but does include breakfast clubs or after-school provision. Staff such as caretakers, cleaners, drivers, transport escorts, catering and office staff, who are not employed to directly provide childcare, are NOT covered by the legislation. With regards to self- employed persons (e.g. Music teacher or sports coach) the School must ensure that they are compliant with the requirements of the legislation in this guidance.
16 INTRODUCTION Ida Kids Center (IKC) was opened as a non-profit organization in 1995. The center participates in the Great Start To Quality Program, and has earned a Three Star Rating. We are dedicated to providing affordable, quality childcare for children 13 months up to 13 years of age. IKC provides the Ida Community with a locked and secure childcare setting where children can learn, play and socialize; a place where children are nurtured and encouraged and Christian values are constantly modeled. Listed are the State of Michigan’s guidelines for caregiver to child ratios (caregiver:children). 13 months to 2 ½ years 1:4 2 ½ years to 3 years 1:8 3 to 4 years 1:10 4 years to 5 years 1:12 6 to 12 years 1:18 **Our goal is to maintain smaller class sizes than those established by the State. At no time will we exceed State ratios. PHILOSOPHY Whether at home or in childcare, we believe that children need a consistent predictable environment. An important part of the childcare experience is giving parents as well as children a supportive and loving atmosphere on a daily basis. With this environment we strive to create parental peace of mind, child confidence, and developmental progress. We believe children learn by doing, by being offered interesting and challenging activities along with guidance, encouragement, and appropriate limits. The overall goals of our program are to provide care and experiences that help each child develop mentally, physically, emotionally and socially. We see child care as an extension of parent care, not a substitute. To be beneficial, it takes all three components: STAFF
TIME REQUIRED FOR TRAINING: may be customized for a 10 to 30 minute training CHILD FIND OVERVIEW OF REGULATIONS CHILD IDENTIFICATION (34 CFR - Part 300) Summary All school districts are required to implement a comprehensive system of Child Find in which district personnel actively search for all individuals with disabilities, birth through 21 years of age, both in school and not in school. Child Find is a district obligation to identify, locate, and evaluate children who live within district jurisdiction to determine a need for special education and/or related services. Federal and state funding is provided to each district or special education program for the purpose of establishing a Child Find system that addresses public awareness. Public awareness is a series of planned activities conducted throughout the year to address this need. Districts must also have written procedures to describe their system of Child Find. A district's Child Find system must include guidelines for the following: processing referrals; following individuals with disabilities who fall within the birth through 21 year old age range who may or may not be currently enrolled in an infant, early childhood, public, or private educational facility, to ensure the delivery of services;
Initiative in Professional Development CAEP 5c Pursues professional development based on the ongoing analysis of children’s learning, self-reflection, current research and contemporary best practice. Knowledgeable about standards of professional ethics that inform and guide their practice. Engages in professional development based on the analysis of children’s learning, self-reflection, current research and contemporary best practice. Knowledgeable about standards of professional ethics that inform and guide their practice. May understand the importance professional development, yet needs motivation and direction in engaging in professional development regarding the analysis of children’s learning, self-reflection, current research and contemporary best practice. Somewhat knowledgeable about standards of professional ethics that inform and guide their practice. Interacts Professionally CAEP 5b Consistently interacts with others in the school and in other professional settings with exemplary conduct and interpersonal skills. Interacts with others in the school and in other professional settings with an appropriate level of professionalism in regard to conduct and interpersonal skills. May understand the importance of interacting with others professionally, yet limits professional language or conduct to particular situations or particular people. Participation in Professional Learning Communities CAEP 5d Engages in opportunity to participate in peer and professional learning communities, including professional networks and other such forums for professional interchange among colleagues, mentors and peers focused on continuing professional development. Engages in most opportunities to participate in peer and professional learning communities, including professional networks and other such forums for professional interchange among colleagues, mentors and peers focused on continuing professional development. Avoids opportunities to participate in peer and professional learning communities, including professional networks and other such forums for professional interchange among colleagues, mentors and peers focused on continuing professional development. Continue onto next page for commentary, feedback, and signature Commentary regarding Strengths: Suggested Goals:
SHIP TO: DATE ORDERED: SHIPPING ADDRESS: Check If Any Shipping Changes CITY: ZIP: CONTACT: TELEPHONE: FAX: DELIVERY TIMES: Please specify all days and hours your clinic is available to receive vaccine. (e.g., 9AM-3PM) Monday Tuesday Wednesday Thursday Friday Special Shipping Instructions (e.g., Closed for lunch 12-1): Vaccine Description / Guidelines for Use MUST COMPLETE ALL FIELDS BELOW* Doses Used Last Month Doses On Hand Minimum Order (Doses) Number of Ordered Influenza Fluzone® - Preservative free, 10x1 single dose pre-filled syringe (0.25mL) sanofi-pasteur 6 months of age up to the 3rd birthday 10 Influenza Fluzone® - Multi-dose vial (5.0mL) sanofi-pasteur 3 years of age up to the 19th birthday 10 Influenza FluMist® - Preservative Free, 10x1 single dose intranasal spray (0.2mL) MedImmune 2 years of age up to the 19th birthday 10 Influenza Fluvirin® - Preservative Free, 10x1 single dose syringe (0.5mL) Novartis 4 years of age up to the 19th birthday Due to limited supply, must be prioritized for pregnant adolescents 10 PROVIDER REQUEST FOR CHILDHOOD VACCINE SEASONAL INFLUENZA VACCINE 2011-2012 Provider PIN#: used last month and doses on hand for each vaccine, including vaccines not ordered, are required with every order For more information, see Immunization Guidelines for the Use of State-Supplied Vaccines at: Manufacturer Quality Control Office Telephone Numbers: sanofi pasteur, 800-822-2463, MedImmune, 877-358-6478, Novartis, 800-244-7668, LHJ Use Only DOH Use Only
A GUIDE TO COMPLETING THE APPLICATION FORM FOR Sustainability Grant This guide takes you through each of the sections on the application form. If you need more help, please contact your local umbrella organisation representative. Introduction Who can apply? Childminders registered with the Care and Social Services Inspectorate for Wales (CSSIW), within the Vale of Glamorgan currently providing childcare for children between the ages of 0-14 years (copy of CSSIW registration certificate must be provided). Those settings not eligible Those settings who were late returning or failed to complete an acceptable end of grant report during 2016/17 Childminders who are classed as ‘suspended’ at time of application or who are in the process of setting up a provision, will not be eligible for a grant Those who submit their application after the closing date What can be applied for? The grant is intended to be used for membership and insurance and to help support and develop good quality provision. This may be achieved by applying to do a Quality Assurance scheme. Section 1 – Details of setting. The main contact person must be someone who can talk about the application in detail. Section 2 – Registration Details Your setting must be registered with CSSIW. Please provide details. Section 3- Supporting organisation Please give details of any umbrella organisations that you may be a member of or who you receive support from. E.g. PACEY or other Section 4 – Previous applications for a sustainability grant Please provide details Section 5 – Why a sustainability grant is required. We require 3 months of your most recent income/expenditure information Section 6 - Child protection Tell us what measures you have to safeguard children in your care e.g. Disclosure and barring service checks, protection training undertaken. Tell us how you monitor concerns regarding protection and who is responsible for child protection issues which may arise. Section 7 – Declarations & signatures The main contact must be the main contact in Section 1. Section 8 – Authorisation And finally Check each Section is complete. In order to minimise any delays in processing the grants, applicants are requested to ensure that all the essential information is correctly completed on the form. Once the form has been completed the applicant must then sign to confirm who carried out the check.
Planet Size (Ranking 1-8) Distance From Sun (miles) Diameter Length of Day Length of Year Moons Rings Temperature Range Atmosphere (Does it have one? What’s it made of? Etc.) Composition (What’s it made of?) Four Interesting Facts About Planet
Explanation given by the child/vulnerable adult including any key phrases they used. (Make sure you record exactly what was said by them and details of any questions/remarks from yourself): established during the disclosure: Name and contact details of all witness: YOUR NAME AND CONTACT DETAILS Name of the person completing this form: Are you a Designated Senior Person? YES/NO (delete as appropriate) Position: Contact number: Initial action taken and when: If a referral is made, is the child/vulnerable adult aware of the referral?
This approach to tackling sensitive issues promotes a whole school approach to safeguarding giving children the space to explore key issues and the confidence to seek the support of adults should they encounter problems. This issue will be taught as part of a wider PSHE, SRE programme and though IT curriculum work to underpin a specific message such as ‘sexting’. The work that we do therefore will include issues such as: communication understanding healthy relationships, including trust understanding and respecting the concept of genuine consent understanding our rights (especially our collective right to be safe and to feel safe) recognising abusive and coercive language and behaviours Helplines and reporting Children can talk to a ChildLine counsellor 24 hours a day about anything that is worrying them by ringing 0800 11 11 or in an online chat at http://www.childline.org.uk/Talk/Chat/Pages/OnlineChat.aspx. If parents or carers are concerned that their child is being contacted by adults as a result of having sharing sexual imagery they should report to NCA-CEOP at www.ceop.police.uk/safety-centre ChildLine and the Internet Watch Foundation have partnered to help children get sexual or naked images removed from the internet. A young person can get their photo removed by talking to a ChildLine counsellor. More information is available at http://www.childline.org.uk/explore/onlinesafety/pages/sexting.aspx If parents and carers are concerned about their child, they can contact the NSPCC Helpline by ringing 0808 800 5000, by emailing , or by texting 88858. They can also ring the Online Safety Helpline by ringing 0808 800 5002. Advice and information for parents The NSPCC has information and advice about sexting available on its website: The National Agency/CEOP has produced a film resource for parents and carers to help them prevent their children coming to harm through sharing sexual imagery: Childnet have information and advice about sexting available on its website: Parent Info () provides information and advice to parents from expert organisations on topics ranging from sex and relationships, mental health and online safety including sexting. Resources parents could highlight to their children is information on the ChildLine website for young people about sexting: The Internet Centre has produced resources called ‘Childnet So you got naked online which helps young people to handle incidents of sexting.
excessive preoccupation with sexual matters or had an inappropriate knowledge of adult sexual behaviour or language. This may include acting out sexual activity on dolls/toys or in the role play area with their peers, drawing pictures that are inappropriate for a child, talking about sexual activities or using sexual language or words. The child may become worried when their clothes are removed, e.g. for nappy changes. The physical symptoms may include genital trauma, discharge and bruises between the legs or signs of a sexually transmitted disease (STD). Emotional symptoms could include a distinct change in a child’s behaviour. They may be withdrawn or overly extroverted and outgoing. They may withdraw away from a particular adult and become distressed if they reach out for them, but they may also be particularly clingy to a potential abuser so all symptoms and signs should be looked at together and assessed as a whole. If a child starts to talk openly to an adult about abuse they may be experiencing the procedure below will be followed: Procedure: The adult should reassure the child and listen without interrupting if the child wishes to talk The observed instances will be detailed in a confidential report The observed instances will be reported to the setting manager or DSCO The matter will be referred to the local authority children’s social care team. We will be aware of the possibility of child sexual exploitation (CSE) and the signs and symptoms this may manifest as. If we have concerns we will follow the same procedures as for other concerns and we will record and refer as appropriate. As this mainly happens with older children we will have heightened awareness in our out of school facilities. Emotional abuse Action should be taken if the staff member has reason to believe that there is a severe, adverse effect on the behaviour and emotional development of a child, caused by persistent or severe ill treatment or rejection. This may include extremes of discipline where a child is shouted at or put down on a consistent basis, lack of emotional attachment by a parent, or it may include parents or carers placing inappropriate age or developmental expectations upon them. Emotional abuse may also be imposed through the child witnessing domestic abuse and alcohol and drug misuse by adults caring
Safe Environment Policy Purpose All Victorian organisations that provide services to children are required the Child Safety and Wellbeing Act to ensure that they implement compulsory child safe standards to protect children from harm. As part of the broader child safety approach, the Education and Training Reform Amendment (Child Safe Schools) Act 2015 requires that all Victorian schools adopt minimum child safe standards to improve the protection of children, and consistent policies for responding to allegations of abuse. The child safe environment policy sets out the school's approach to creating a child safe organisation where children and young people are safe and feel safe; and provides the policy framework for the school's approach to the Child Safe Standards. Scope All staff, volunteers and contractors who work directly or indirectly with JSA students within and across a range of school forums (e.g. camps, online, excursions) and outside of school hours are expected to comply. This policy will be shared with all external agencies who provide short term (e.g. contractors) and long term (e.g. Mee’s Bus, ANZUK, Daniher’s) services to JSA school and our students. Commitment: Jacana School for Autism has zero tolerance for child harm and abuse or neglect and holds child safety as a top priority. Jacana School for Autism is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard about decisions that affect their lives. Every person involved in Jacana School for Autism has a responsibility to understand the important and specific role he/she plays individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. In its planning, decision-making and operations Jacana School for Autism will Take a preventative, proactive and participatory approach to child safety; and empower children to participate in decisions which affect their lives; Foster a culture of openness that supports all persons to safely disclose risks of harm to children Respect diversity in cultures and child rearing practices while keeping child safety
Solihull Children’s Services Social Work Teams Team Manager Contact MASH Team Manager: George Derby (Interim) 0121 788 4333 Childrens Assessment Team Team Manager: Sara Jefferies Assistant Team Managers: Toni Clifton, Linda Wharton 0121 788 4305 Children In Need Team Team Manager: Rupinder Minhas Assistant Team Managers: James Hodgetts, Charlotte Clark 0121 788 4305 Child Protection & Court Team Team Manager: Joel Desous Assistant Team Managers: Hayley Hadnum, Emily Newbury 0121 788 4305 Childrens Disability Team Team Manager: Karim Meghji 0121 779 1702 Emergency Duty Team Team Manager: Jon Hudson 0121 605 6060 Looked After Children Team Team Manager: Caroline Fitzgerald (acting interim) Assistant Team Managers: Tim Bowden, Rachel Knight 0121 788 4226 0121 788 4215 Child Asylum and 16+ Team Manager: Darren Bishton Assistant Team Manager: Helen Guizani, Laura Freeman 0121 717 1424 0121 788 4216 Fostering Team Manager: Lauren Hirst Assistant Team Manager: Beverley Grimley 0121 788 4265 0121 788 4293 Adoption Team Manager: Jane Francis Assistant Team Manager: Alison Gray 0121 709 7180 Child Protection & Review Unit Head of Service: Simon Stubbs 0121 788 4310 LADO Head of Service: Simon Stubbs 0121 788 4310
Paediatric Psychologist with interest in chronic paediatric conditions / asthma Eur Respir J 2011, Eur Respir J 2014 x x x x Ideally a referral might be made directly to this service from primary care Referral to Paediatric Psychologist x x x Ideally a referral might be made directly to this service from primary care Paediatric Pharmacist Eur Respir J 2011, Eur Respir J 2014 x x Paediatric Dietitian Eur Respir J 2011, Eur Respir J 2014 x x Ideally all services to be able to access. Tobacco Cessation referral NRAD x x x x Safeguarding Referral x x x x In Clinic Equipment Service Specification Ref Justification Primary Care Clinic Acute Care Secondary Care Clinic Tertiary Care Clinic Comments
Specialist Nurse Assessment duration time 20 -30 20-30 20-30 20-30 May be shorter if combined with Physician Other professional (Physiotherapist and Psychologist) 60 x 6 Age appropriate asthma management for routine and post exacerbation x x x x Nebuliser O2 driven x x x x Lung Function Assessment and Interpretation Service Specification Ref Justification Primary Care Clinic Acute Care Secondary Care Clinic Tertiary Care Clinic Comments
Medical Assessments Service Specification Ref Justification Primary Care Clinic Acute Care Secondary Care Clinic Tertiary Care Clinic Comments Paediatric ENT Eur Respir J 2011, Eur Respir J 2014 x x Paediatric Allergy Eur Respir J 2011, Eur Respir J 2014 x x Dysfunction Breathing Assessment Eur Respir J 2011, Eur Respir J 2014 x x Paediatric Immunology Eur Respir J 2011, Eur Respir J 2014 x Paediatric Radiology- HRCT and other investigations Eur Respir J 2011, Eur Respir J 2014 x x Should be done in Specialist Centre or under guidance with Specialist Centre Paediatric Gastroenterology Eur Respir J 2011, Eur Respir J 2014 x x Paediatrician with Interest in secondary centre Dysfunction Breathing Assessment Eur Respir J 2011, Eur Respir J 2014 x Speech and Language x
[From Australian Curriculum/Year 5: drawing upon fiction elements in a range of model texts - for example main idea, characterisation, setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts] VISUAL ART EXPLORATION Time: 45 mins, everyone working individually. Creating illustrations inspired by Robert Ingpen’s works Choose one illustration which you’d like to use as your inspiration for the art work you are going to do. Plan your approach to the illustration you are going to create. You may decide to base your illustration on one of the illustrations from Ziba came on a boat or else you can base it on the text that you create inspired by Liz Lofthouse’s writing.
Any Violations During Mid or Re-Licensure Periods: Yes No X If Yes See Report (s) Date(s): Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Lisa Beeman Date: 6/13/2016 Email: Program Manager: Richard Berger Date 6/13/2016 Email:
how to navigate through framework and standards documents to find areas relevant to this unit of competency Should the requirements be more specific to ensure appropriate coverage? What are the advantages and disadvantages of a more specific approach? What are specific examples where training package terminology is at odds with EYLF and NQF terminology? Your feedback and specific ideas for change to ensure EYLF and NQF knowledge is more appropriately covered: Communication skills Interacting with children and Engaging with individual families (at all levels) Core requirements in Certificate III Interactions with children covered specifically in core unit CHCECE007 Develop positive and respectful relationships with children, and is also part of many other units. Some focus on interactions with families covered in core unit CHCECE005 Provide care for babies and toddlers. However, this only relates to transitions and is not supported by knowledge. No other coverage. Core requirements in Diploma As for Certificate III, plus the core unit dedicated to family interactions: CHCECE026 Work in partnership with families to provide appropriate education and care for children, with knowledge as follows: strategies for involving family members in the service relevant theories that underpin the value of family/educator relationships Your feedback and specific ideas for change to ensure ‘communication skills’ are more appropriately covered:
AGENDA DISCUSSION ACTIONS TAKEN/ OUTCOME TIME FRAME WHO’S RESPONSIBLE Standing Agenda Cont’d. Consolidation: Family Service Association of South Jersey and Center for Family Services will merge on October 1st. NA NA NA Open Discussion Members raised questions about the move of certain behavioral health services to MCOs on October 1st. CMOs are expecting pressure from the MCO case managers. CSOC will begin monitoring outpatient Medicaid services. Pre-authorizations will not be required. Save the dates: September 11th – Suicide Prevention Conference: Back to School: Building Youths’ Resiliency October 23rd – NJAMHAA’s Fall Conference: Champions for Healthcare Continue monitoring implementation of managed care changes. Continue monitoring Ongoing Ongoing NJAMHAA and all members NJAMHAA staff and children’s providers Upcoming Meetings: FY 2019 Children’s Practice Group Meeting Dates: All from 10 a.m. to noon at NJAMHAA 2018: September 27th, November 20th FY 2019 Membership Meeting Dates: The September and November Membership meetings are scheduled from 10:30 a.m. to 12:30 p.m.: September 26, 2018 – at Hunterdon Medical Center, Flemington, NJ November 28, 2018 - at AtlantiCare Behavioral Health, Egg Harbor Township, NJ
Children’s Promise – self-assessment Instructions This self-assessment tool will enable library services to measure their children’s provision against the statements in ASCEL’s This assessment can either be used service-wide or for specific libraries. Version 1 (Blue heading) is intended for Service-wide assessment and Version 2 (Yellow heading) is for specific libraries. You will need to decide how frequently it should be carried out. We suggest annually. You need to complete the following columns “Self-assessment” –list your evidence. In appendix 1, we have suggested some ideas for evidence that you may have, but you need to use your own local evidence. In the “Quality of evidence” column you will need to consider how good your evidence is, it is not enough just to have evidence but does it deliver the outcomes you need? If not do you need to work on the quality of the practice? The “Actions” column is for you to create a local development plan depending on your evidence and local priorities Universal Offers URO= Universal Reading Offer; UHO – Universal Health Offer; UDO- Universal Digital Offer; UIO information Offer; ULO - Universal Learning Offer VERSION 1 Library Service: Date:
Children’s Promise Self-assessment –List your evidence Quality of evidence What works particularly well? What could be improved? Actions Links to Universal Offers There is information to support parenting and caring for children and young people Libraries provide information for children on health and healthy lifestyles There are partnerships with Health and other agencies who support children and young people’s health and well being The service is actively supporting the CYP Mental Health list developed by TRA and developing partnerships to maximise the impact of this (From January 2016) . , URO UHO UDO UIO ULO
quality cultural, creative and arts activities with authors and other artists – including active partnerships with cultural organisations Class visit programmes Introduction to the library visits programmes for groups – cubs etc. Vision: Children and people are actively involved in decisions about service developments and are offered opportunities to volunteer Children’s Promise Self-assessment –List your evidence Quality of evidence What works particularly well? What be improved? Actions Links to Universal Offers There are opportunities for children and young people for participation and engagement with the library such as SRC URO UDO UHO
2.02 Improvement Skills - compulsory Bidders must demonstrate experience in developing and implementing effective children’s services improvement strategies which have brought about rapid and sustainable improvements in performance. Please your response to approx. 550 words The evaluation will look for evidence and examples of: contribution to successful children’s services improvement in a range of underperforming LAs; identifying improvement priorities, including through application of inspection frameworks; planning improvement activity including resource and funding to achieve improvement; implementing improvement plans and removing barriers to improvement; monitoring progress and quality assurance; evaluating impact outcomes; and deliver complex organisational change programmes; and develop and implement realistic strategies to gain sustainable improvement in service delivery. High 2.03 Service transformation and innovation - compulsory Bidders must demonstrate experience in developing and driving innovative approaches to service design and delivery. transforming services in challenging contexts; bringing innovation to public service delivery; make effective recommendations to High
Mitterauer, Michael, and Reinhard Sieder. The European Family: Patriarchy to Partnership from the Middle Ages to the Present. Translated by Oosterveen and Manfred Hörzinger. Chicago: University of Chicago Press, 1984. Discussion of the role of guilds in regulating the apprenticeship (pp. 103–105). A transition occurred over time as the apprenticeship evolved into a sweatshop (p. 107). Rawson, Beryl. Children and Childhood in Roman Italy. Oxford: Oxford University Press, 2003. Examples are offered of early legal statues governing the treatment of apprentices by masters (p. 194). Steidl, Annemarie. “Silk Weaver and Purse Maker: Apprentices in Eighteenth- and Nineteenth-Century Vienna.” In Learning on the Shop Floor: Historical Perspectives on Apprenticeship. Edited by Bert De Munck, Steven L. Kaplan, and Hugo Soly, 133–157. International Studies in Social History 12. New York: Berghahn, 2007. “The most important reason for complaints was physical punishment. However, public authorities admonished the guilds not to maltreat subordinates. In 1775 the mayor and other council of Vienna sent a letter to all crafts and trades’ organizations in which they complained about the ill-treatment of apprentices by their masters. Another public admonition in 1845 argued again against masters who maltreated their subordinates” (p. 148).
Nursing Team Base GPs Name WTE Band Battersea Fields Caren Caroll HV 1.00 7 (J Grannell) Catherine Machira HV 0.80 6 Stormont Health Centre A M Hossain Althea McFarlane HV 0.80 6 Katie Stone HV (FRP) 1.00 7 Lesseta Osbourne Student HV 1.00 5 Tel: 020 8812 5516 Jennifer Carter CSN 1.00 5 Pauline Grant CNN 0.65 4 Claudette Newman A&C 1.00 3 Carmen Pagor HV & Breastfeeding Lead 0.80 7
Children and family services redesign With 16 different categories on this sub-section and another due to be added (traded service - Manor Contact Centre) we need to condense these pages as follows: Current entries: Childcare and school holiday activities All year childcare and school holiday schemes for all ages Children with disability and/or special educational Support available via Luton’s Local Offer Family directory Directory listing of childcare, schools, activities and much more available in Luton Parenting support and courses in Luton A variety of courses run by trained practitioners being coordinated across Luton Flying Start – Luton’s Pregnancy to Five Strategy A strategy that's aim is to improve the outcomes of children from preconception to 3 years of age Children and young people's trust* Prevention and early help services to ensure that babies, children and young people are supported The Early Help team and Stronger Families programme Improving the lives of families in Luton who are experiencing lots of different challenges Children's services: working together to improve services Details on information sharing and safeguarding Missing children Details on who to contact if a child goes missing or if you cannot get hold of them. Are you a young carer? Help and support if you are under 18 and care for someone Adoption If you have a loving home, time to give to a child and a supportive environment contact us today Child protection (safeguarding children) Contact details if you are concerned about the welfare of a child Children's social care Looked after children, leaving care, complaints, access to records, advocacy and independent visitors service. Early help Early help for children and families, CAF and family support Family Information Service Information, advice and guidance on a variety of services, helplines and websites Fostering If you have a loving home, time to give to a child and a supportive environment contact us today * Delete New categories: Adoption and fostering If you have a loving home, time to give to a child and a supportive environment contact us today. Adoption If you have a loving home, time to give to a child and a supportive environment contact us abou adoption or fostering today.