1 2016 Suite Cambridge TECHNICALS LEVEL 3 HEALTH AND SOCIAL CARE Unit 2 Equality, diversity and rights in health and social care D/507/4366 Guided learning hours: 60 Version 2 Revised content March 2016 ocr.org.uk/healthandsocialcare
2 LEVEL 3 UNIT 2: Equality, diversity and rights in health and social care D/507/4366 Guided learning hours: 60 Essential resources required for this unit: none This unit is externally assessed by an OCR set and marked examination. UNIT AIM Everyone is different and everyone has rights. Promoting equality and respecting diversity and rights in health, social care and child care environments is essential in today s very diverse society. Whatever role you have, or aspire to, in health, social care or child care, an effective practitioner must be able to provide care that meets the needs of individuals and that supports their rights. Many individuals who use health, social care or child care environments can be vulnerable and dependent on others; this means that practitioners attitudes, values and prejudices can significantly affect the quality of care, individuals who require care or support experience. This unit will help you to understand the implications of diversity on practice and also the effects of discriminatory practice on individuals who require care or support. You will also gain an appreciation of how legislation and national initiatives can support and promote anti-discriminatory practice. Strategies used to promote equality, respect diversity and support individuals rights will be examined. You will develop your ability to recognise both good and discriminatory practice in care situations. You will develop your judgement and decision-making skills to choose appropriate responses to care situations and determine a course of action to promote the equality, diversity and rights of individuals in care settings. OCR 2015 UNIT 2: Equality, diversity and rights in health and social care
3 TEACHING CONTENT The teaching content in every unit states what has to be taught to ensure that learners are able to access the highest grades. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative. For externally assessed units, where the content contains i.e. and e.g. under specific areas of content, the following rules will be adhered to when we set questions for an exam: a direct question may be asked about unit content which follows an i.e. a direct question will not be asked about unit content which follows an e.g. Learning outcomes Teaching content Exemplification 1. Understand concepts of equality, diversity and rights and how these are applied in the context of health, social care and child care environments 1.1 Concepts, i.e. equality, i.e. o a person is respected as an individual, treated fairly, given the same opportunities regardless of differences, treated according to needs diversity, i.e. o race o religion o cultural differences o gender and gender reassignment o sexuality and sexual orientation o age o family structure o marriage and civil partnership o social class o language o dress o food o music Learners need to be guided to develop an understanding of the key concepts of equality, diversity and rights that underpin this unit. They should be able to define key terms and concepts and be able to describe the benefits of understanding diversity (e.g. empowerment, independence, inclusion, respect, dignity, opportunity, access and participation) Learners must develop an understanding of how all of the values of care are applied in health and social care and in child care environments. They must be able to analyse practical examples of how practitioners can apply the values in their day to day work, in care settings, to promote equality, respect diversity and support individuals who require care or support. Learners must develop an understanding of the support networks available to promote equality, diversity and rights.
4 Learning outcomes Teaching content Exemplification o o o o the arts education pregnancy and maternity disability rights, i.e. o choice o confidentiality o protection from abuse and harm o equal and fair treatment o consultation o right to life 1.2 Application of the concepts, i.e. the values of care in health and social care services, i.e. o promoting equality and diversity o promoting individual rights and beliefs o maintaining confidentiality the values of care in child care services, i.e. o making the welfare of the child paramount o keeping children safe and maintaining a healthy environment o working in partnership with parents/guardians and families and other professionals o encouraging children s learning and development o valuing diversity o ensuring equality of opportunity o anti-discriminatory practice o maintaining confidentiality o working with other professionals
5 Learning outcomes Teaching content Exemplification 1.3 Support networks, i.e. advocacy services (e.g. SEAP, MENCAP Empower Me, British Institute of Learning Disabilities) support groups (e.g. MIND, Age UK, Headway) informal support (e.g. friends, family, neighbours) 2. Understand the impact of discriminatory practices on individuals in health, social care and child care environments 2.1 Discriminatory practices, i.e. basis of discrimination (e.g. race, culture, disability, social class, age, gender, sexual orientation, religion) direct and indirect discrimination types of abuse prejudice stereotyping labelling bullying 2.2 Individuals affected, i.e. individuals who require care and support (e.g. patients, children, older adults, people with disabilities) family/friends/relatives of individuals practitioners (e.g. nurse, G.P., physiotherapist, teacher, early years practitioner, social worker, care assistant, care worker) 2.3 Impact on individuals, i.e. disempowerment low self-esteem and low self-confidence poor health and well-being unfair treatment mental health Learners need to identify the factors that can incite discrimination or discriminatory behaviour and the individuals that this may affect. They could be encouraged to reflect on and analyse their own attitudes and prejudices, or those of others that they may have experienced or observed. Learners must be able to define the correct use of terminology listed in the unit content and also forms of discrimination, i.e. racism, ageism, sexism and homophobia. Learners must be able to evaluate the impact of discrimination on individuals, including physical, intellectual, emotional and social effects.
6 Learning outcomes Teaching content Exemplification 3. Understand how current legislation and national initiatives promote antidiscriminatory practice in health, social care and child care environments 3.1 Key aspects of current Legislation, i.e. The Care Act 2014 The Health and Social Care Act 2012 The Equality Act 2010 The Mental Capacity Act 2005 The Children Act 2004 The Data Protection Act 1998 Human Rights Act 1998 Children and families Act Overview of national initiatives, i.e. The Care Certificate 2014 Quality assurance i.e. o inspections such as Ofsted, CQC (Care Quality Commission) EHRC(Equality and Human Rights Commission) NICE National Institute for Health and Care Excellence 3.3 The impact of legislation and national initiatives, i.e. person-centred approach to care and provision individual needs met empowerment accessible services provides a system of redress clear guidelines for practitioners to follow raises standards of care staff selection and interview procedures must comply with the Equality Act organisational policies - bullying, confidentiality, equal opportunities, data handling Learners must be able to identify key aspects of each piece of legislation and be able to describe how these support individuals rights. The Care Act 2014 (e.g. there should be no gap in care and support when people choose to move) The Health and Social Care Act 2012 ( e.g. greater voice for patients) The Equality Act 2010 (e.g. the introduction of protected characteristics) The Mental Capacity Act 2005 (e.g. capacity must be assumed unless it is proved otherwise) The Children Act 2004 (e.g. introduction of the role of children s commissioner) The Data Protection Act 1998 (e.g. Personal data shall be accurate and, where necessary, kept up to date) Learners must be taught any changes to legislation which supersedes those listed in the teaching content. Learners must be able to explain how the various national initiatives provide a framework to maintain and improve quality of practice; how they provide guidance for those working in health, social care and child care environments and how they set out the standard of practice and conduct expected. Learners must be able to evaluate the impact of legislation and national initiatives. For example the Equality Act gives all service users the right to access services; this means that the service provider may have to install ramps and lifts and provide information in a range of formats. Practitioners may have to attend training to become proficient in sign language.
7 Learning outcomes Teaching content Exemplification 4. Understand how equality, diversity and rights in health, social care and child care environments are promoted. 4.1 Applying best practice in health, social care or child care environments, i.e. being non-judgemental respecting the views, choices and decisions of individuals who require care and supportantidiscriminatory practice valuing diversity using effective communication following agreed ways of working provision of training and professional development opportunities for staff mentoring, monitoring and performance management of staff staff meetings to discuss issues/practice 4.2 Explaining discriminatory practice in health, social care or child care environments, i.e. stereotyping, labelling, prejudice inadequate care abuse and neglect breach of health and safety being patronising 4.3 Choosing appropriate action/response to promote equality, diversity and rights in health, social care and child care environments, i.e. acceptable methods of challenging discrimination (e.g. challenge at the time, challenge afterwards through procedures or through long-term campaigns) whistleblowing Learners need to explain the role of formal and informal support groups in helping individuals deal with discriminatory practice and to obtain redress. Learners will focus on active promotion of antidiscriminatory practice within health, social care and child care services. They must analyse situations in health, social care and child care settings to reach a decision about the correct course of action a practitioner should take. Learners must be able to use their knowledge and understanding of the unit content to apply best practice in care situations and also be able to explain discriminatory practices in a range of settings. They must be able to prioritise actions in response to discriminatory practice in the best interests of the individuals who require care or support. Use of real life case studies, news articles and documentary programmes provide opportunities for learners to develop insight into discriminatory practice that can occur and how it should be dealt with. In the external assessment learners will be required to analyse given situations or case studies. Learners will then recommend the correct course of action to take this may be for the practitioner, the individual who requires care or support or the service provider. Their recommendations may be chosen from examples provided, and/or based on their own judgements. Learners must be able to justify their recommendations.
8 Learning outcomes Teaching content Exemplification applying values of care providing information about complaints procedures / advocacy services implementing policies, codes of practice, legislation dealing with conflict training / mentoring / monitoring
9 LEARNING OUTCOME (LO) WEIGHTINGS Each learning outcome in this unit has been given a percentage weighting. This reflects the size and demand of the content you need to cover and its contribution to the overall understanding of this unit. See table below: LO % LO % LO % LO % ASSESSMENT GUIDANCE All Learning Outcomes are assessed through an externally set, written examination paper, worth a maximum of 60 marks and 1 hour 30 minutes in duration. A range of different types of questions will be used in the external assessment. These include multiple choice, short answer questions and longer, extended response, questions. Many of the questions will be context-based where learners will be expected to demonstrate their understanding through questions that require skills of analysis and evaluation in particular contexts. This means that the questions will be based on scenarios; examples could be in a hospital, retirement home, nursery, primary school setting, etc. Learners will have to apply their knowledge of promoting equality, diversity and rights to the given scenario context to produce a response relevant to that setting. An example would be a short case study of an incident involving discriminatory practice. Learners will be required to analyse the situation then recommend, and justify, the correct course of action to take this may be for the practitioner involved, the service user or the service provider. Their recommendations may need to be chosen from a list of examples provided, or may need to be based on their own suggestions. During the assessment of this unit, learners will benefit from using learning from the following units and Learning Outcomes: Unit 1 Building positive relationships in health and social care - LO2 Understand the factors that influence the building of relationships Unit 5 Infection Control - LO3 Be able to control the spread of infection LO4 - Understand the role of the health and social care worker in controlling infection Unit 6 Personalisation and a person-centred approach to care LO1 Understand personalisation in health and social care. LO2 Understand what is meant by a person-centred approach to care.
10 Unit 7 Safeguarding Unit 8 Creativity and activity - LO1 Understand the importance of creativity for children and young people. Unit 9 Supporting people with learning disabilities LO2 Understand the difficulties that may be experienced by individuals with learning disabilities LO3 Be able to support individuals with learning disabilities to plan their care and support. Unit 10, Nutrition for health LO3 Understand factors which influence nutritional health. Unit 12, Promote positive behaviour LO1 Understand how to promote positive behaviour Unit 13, Sexual health, reproduction and dearly developmental stages - LO1 Understand sexual health and contraception Unit 14, The impact of long-term physiological conditions - LO4 Know about end of life care Unit 16, Supporting people with dementia - LO3 Be able to support individuals with dementia to plan their care and support Unit 17, Supporting people with mental health conditions - LO1 Know the main concepts, types, causes and effects of mental health conditions Unit 18, Caring for older people- LO2 Be able to support older people to plan their care and support, LO3 Understand the potential vulnerability of older people Unit 19, Creativity and activity for adults - LO2 Be able to design and plan a creative activity/activity for use with an adult/group of adults Unit 20, Principles of youth work practice - LO1 Know values and principles of youth work practice Unit 21, Looked after children and young people - LO2 Understand possible issues and difficulties that may affect looked after children and young people Unit 23, Sociology for health and social care.
11 To find out more ocr.org.uk/healthandsocialcare or call our Customer Contact Centre on Alternatively, you can us on Oxford Cambridge and RSA OCR is part of Cambridge Assessment, a department of the University of Cambridge. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. OCR 2015 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number OCR is an exempt charity.
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE EQUALITY, DIVERSITY AND RIGHTS IN HEALTH AND SOCIAL CARE D/600/9222 LEVEL 3 UNIT 2 GUIDED LEARNING HOURS:
2016 Suite Cambridge TECHNICALS LEVEL 3 HEALTH AND SOCIAL CARE Unit 22 Psychology for health and social care J/507/4443 Guided learning hours: 60 Version 2 Revised content March 2016 ocr.org.uk/healthandsocialcare
2016 Suite Cambridge TECHNICALS LEVEL 3 HEALTH AND SOCIAL CARE Unit 24 Public health R/507/4445 Guided learning hours: 30 Version 2 Revised content March 2016 ocr.org.uk/healthandsocialcare LEVEL 3 UNIT
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE CARING FOR INDIVIDUALS WITH ADDITIONAL NEEDS M/600/8981 LEVEL 3 UNIT 19 GUIDED LEARNING HOURS: 30 UNIT
Lead and manage service provision that promotes the well being of Overview This standard identifies the requirements associated with leading and managing practice that supports the health and well being
1 Equality, Diversity and Inclusion Policy Owned By: Senior Management Issue Date: July 2015 This policy will be reviewed in six months 1 2 Equality, Diversity and Inclusion Policy Introduction ProCo NW
H5NC 04 (SCDHS0024) Support the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals. The standard
EQUALITY AND DIVERSITY POLICY AND PROCEDURE TABLE OF CONTENTS PAGE NUMBER : Corporate Statement 2 Forms of Discriminations 2 Harassment and Bullying 3 Policy Objectives 3 Policy Implementation 4 Commitment
NHS Constitution 1 Introduction The NHS is founded on a common set of principles and values that bind together the communities and people it serves patients and public and the staff who work for it. This
How CQC regulates: Community Health Services Appendices to the provider handbook March 2015 Contents Appendix A: Core service definitions and corresponding inspection approaches... 3 Community health services
H5PJ 04 (SCDHSC0045) Lead practice That Promotes the Safeguarding of Individuals Overview This standard identifies the requirements associated with safeguarding which must permeate all your work with individuals.
Agenda item 8 Report RPC 09/13 Appendix 1 South Downs National Park Authority Equality & Diversity Policy Version 0.04 Review Date March 2016 Responsibility Human Resources Last updated 20 March 2013 Date
ARE HEALTH AND SOC H AND SOCIAL CARE H OCIAL CARE HEALTH A ARE HEALTH AND SOC ND SOCIAL CARE HEA E QUALIFICATIONS HE LTH AND EXEMPLAR SOCIAL CARE OCIAL CANDIDATE CARE HEALTH WORK A ARE HEALTH AND SOC UNIT
SUPPORT KNOWLEDGE QUALIFY PETROCTM DISTANCE LEARNING Courses for the caring professions, and more Distance learning courses for caring careers Certificate in Mental Health Awareness...... 3 Certificate
Child Care Occupational Standard MQF Level 5 CDC 501 Establish and develop working relationships CDC 502 Support policies, procedures and practice to safeguard children and ensure their inclusion and well-being
Achieving equality and valuing diversity DERBY CITY COUNCIL S EQUALITY AND DIVERSITY POLICY November 2009 Translations and making the booklet accessible This policy booklet gives details of the Council
SKILLSOFT S CARE CERTIFICATE SOLUTION Health and Social Care CARE CERTIFICATE SOLUTION The Care Certificate is the new training standard for all social and health care workers in England. Introduced in
The National Occupational Standards for Social Work Topss UK Partnership May 2002.doc &.pdf files edition Every effort has been made to keep the file sizes of this document to a manageable size. This edition
National Standards for Safer Better Healthcare June 2012 About the Health Information and Quality Authority The (HIQA) is the independent Authority established to drive continuous improvement in Ireland
Develop practices which promote choice, well-being and protection of Overview For this unit you will need to develop, maintain and evaluate systems, and support others to promote the rights, responsibilities,
SERVICE SPECIFICATION Provision of a Service for Young Carers Wokingham Borough Council OFFICIAL - SENSITIVE Page 1 1. Introduction This is the service specification for the provision of a Young Carers
NHS Constitution Patients and the public your rights and NHS pledges to you Everyone who uses the NHS should understand what legal rights they have. For this reason, important legal rights are summarised
The Care Certificate Standards Copyright Health Education England, Skills for Care and Skills for Health 1 What is the Care Certificate? The Care Certificate is an identified set of standards that health
Christ Church CE School Intimate and Personal Care Policy April 2015 Christ Church CE Primary School Regents Park NW1 4BD 1 Christ Church C of E Primary School Intimate and Personal Care Policy CONTENTS
The St James and Emmanuel Academy Trust Sex and Relationships Education Policy Didsbury CE/West Didsbury CE Sex and Relationship Education (SRE) Policy Guidance, Sept 2015 1. Introduction context Our school
Diversity and Equality Policy For the attention of: All Staff Produced by: Director, Human Resources Approved by: SMT Date of publication: September 2013 Date of review: August 2015 Our Mission To provide
Equality and Diversity Policy Author: Deputy Director of HR Version Number: V.2.00 Date: 27/01/11 Approval and Authorisation Completion of the following signature blocks signifies the review and approval
Cambridge TECHNICALS OCR LEVEL 3 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE PEOPLE SAFEGUARDING CHILDREN AND YOUNG PEOPLE Y/505/7775 LEVEL 3 UNIT 32 GUIDED LEARNING HOURS: 90 UNIT
HX.127.1 Equality, Diversity and Inclusion Handbook This publication is available in large print and easy read Welcome! At Calico, we are dedicated to promoting and celebrating the positive effect that
JOB DESCRIPTION Job Title: Responsible to: Head of Learning and Standards Director of Faculty Salary grade: Management Scale 2 + 1 Hours per week: 21.6 hours per week Main Purpose of the Role 1. To manage
Professional Capability Framework - End of First Placement Level Capabilities: By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values
Equality, Diversity & Inclusion (EDI) Policy Version 2.1 Original Author: Ariana Henderson Version 2.1 updated August 2013 Contents Confetti Institute of Creative Technologies... 2 Mission Statement...
Promote participation in agreed therapeutic group activities Overview This standard identifies the requirements when you promote participation in agreed therapeutic group activities. This includes planning
The Care Certificate Standards Self-Assessment Tool Copyright Health Education England, Skills for Care and Skills for Health 1 What is the Care Certificate? The Care Certificate is an identified set of
Lead and manage the provision of care services that deals effectively with transitions and significant life events Overview This standard identifies the requirements associated with leading and managing
The CARE CERTIFICATE Understand your role What you need to know THE CARE CERTIFICATE WORKBOOK Standard Your role - Tasks, Behaviours and Standards of work Your role will have a job description. This tells
Learning Disabilities Nursing: Field Specific Competencies Page 7 Learning Disabilities Nursing: Field Specific Competencies Competency (Learning disabilities) and application Domain and ESC Suitable items
The Nine Grounds of Discrimination under the Equal Status Act Sexual Orientation School Ethos Donabate/Portrane Educate Together National School operates under the direct patronage of Educate Together.
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 13 Social media and digital marketing D/507/5016 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/it LEVEL 3 UNIT 13: Social media and digital
Oxford Cambridge and RSA Unit title: Principles of health and social care practice Unit number: 21 Level: 5 Credit value: 15 Guided learning hours: 60 Unit reference number: Y/601/1566 UNIT AIM AND PURPOSE
H5T9 04 (SCDHSC0393) Promote Participation in Agreed Therapeutic Group Activities Overview This standard identifies the requirements when you promote participation in agreed therapeutic group activities.
Australian ssociation Practice Standards for Social Workers: Achieving Outcomes of Social Workers Australian Association of Social Workers September 2003 Contents Page Introduction... 3 Format of the Standards...
Professional Capability Framework Social Work Level Capabilities: This document presents the Social Work level Professional capabilities. The capabilities should be read in conjunction with the level descriptor
Unit 5/LD 205(K): Principles of positive risk taking for individuals with disabilities Unit code: QCF Level 2: K/601/6285 BTEC Specialist Credit value: 2 Guided learning hours: 20 Unit aim This unit provides
Dealing with against School Personnel, Volunteers, Headteacher or Pupils Dealing with against School Personnel, Volunteers, Headteacher or Pupils Date Sept 15 Review Date Sept 16 Designated Child Protection
Linked Law Solicitors Equality and Diversity Policy (based on the Law Society s model policy issued under Rules 3 and 4 of the Solicitors Anti- Discrimination Rules 2004 and amended in the light of the
LSI YW00 Youth Work National Occupational Standards Introduction Youth Work National Occupational Standards Introduction Contents: Suite Overview...2 Glossary......8 Functional Map.11 List of Standards..15
EVERYONE COUNTS STRATEGY Introduction The aim of the Equality and Diversity Strategy is to ensure that Great Places Housing Group promotes equality, tackles discrimination, values diversity, and continues
for England 27 July 2015 2 The NHS Constitution The NHS belongs to the people. It is there to improve our health and wellbeing, supporting us to keep mentally and physically well, to get better when we
Unit overview Elements of competence 35a 35b 35c Develop supportive relationships that promote choice and independence Respect the diversity and difference of individuals and key people Contribute to the
National Standards for Disability Services DSS 1504.02.15 Version 0.1. December 2013 National Standards for Disability Services Copyright statement All material is provided under a Creative Commons Attribution-NonCommercial-
1 of 8 A summary of how to avoid discrimination under the Equality Act 2010 when defining who can benefit from a charity A. About the Equality Act and the charities exemption A1. Introduction All charities
JOB DESCRIPTION Title: Specialist Community Practitioner School Nurse (Child and Family Health) Band: Band 6 Location/Base: Designated Locality within the Trust Directorate/Dept.: Children s Provider Services
Page 1 of 7 Alveston CofE Primary School has adopted this policy from the Local Authority. INTRODUCTION Social media includes online social forums such as Facebook, Twitter and LinkedIn, and websites such
Skills for Care Safeguarding route planner 1 Contents Route one Route two Route three Route four Making sure you are meeting CQC standards for a safe service What are the ten top tips from ADASS for Directors
Code of Practice Revised Edition 2014 A CODE OF PRACTICE FOR ADVOCATES 1 Contents Page 1. Introduction... 3 2. The Advocacy Charter... 5 3. The Code of Practice... 7 4. References... 19 A CODE OF PRACTICE
APPENDIX A EQUALITY AND DIVERSITY MANAGEMENT POLICY Page 1 of 11 Revision Date November 2014 Author Glen White, Corporate Services Officer Policy Owner Reason for Revision Training and Awareness Methods
Level 3 Diploma in Health and Social Care (Adults) for England (4222-31) Candidate logbook 501/1194/2 All pathways www.cityandguilds.com June 2011 Version 1.0 About City & Guilds As the UK s leading vocational
Equality and Diversity Strategy If you require this document in another format or language please contact: Telephone: 023 9282 2444 E-mail: firstname.lastname@example.org Write: NHS Portsmouth Clinical
TDA 2.4 Equality, diversity & inclusion in work with children & young people This unit focuses on the importance of promoting equality and diversity in all aspects of work with children and young people.
Council meeting, 31 March 2011 Equality Act 2010 Executive summary and recommendations Introduction 1. The Equality Act 2010 (the 2010 Act) will consolidate into a single Act a range of existing equalities-based
Equality, Diversity and Inclusivity - Policy 1. Purpose 1.1 The University of Kent is committed to the creation and support of a balanced, inclusive and diverse community which is open and accessible to
Inspection Report We are the regulator: Our job is to check whether hospitals, care homes and care services are meeting essential standards. Prince George Duke of Kent Court Shepherds Green, Chislehurst,
Unit 2: Equality, Diversity and Rights in Health and Social Care Unit code: QCF Level 3: Credit value: 10 Guided learning hours: 60 Aim and purpose D/600/9222 BTEC Nationals This unit aims to develop learners
Case study 'Joanne', evidence 5: Action plan Domain 1, Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional
S c h o o l r e p o r t Abbey College Cambridge 17 Station Road, Cambridge, CB1 2JB Inspection dates 28 30 January 2014 Overall effectiveness 1 Pupils achievement 1 Pupils behaviour and personal development
PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this
SAFEGUARDING CHILDREN AND CHILD PROTECTION POLICY Our setting will work with children, parents and the community to ensure the rights and safety of children and to give them the very best start in life.
Standards of proficiency Social workers in England Contents Foreword 1 Introduction 3 Standards of proficiency 7 Foreword We are pleased to present the Health and Care Professions Council s standards of
National Standards for the Protection and Welfare of Children For Health Service Executive Children and Family Services July 2012 About the Health Information and Quality Authority The (HIQA) is the independent
LEARNING DISABILITIES POLICY v1.0 Policy Statement: This policy will ensure that the services provided by the Trust are equally and easily accessible to the diverse communities it serves. Key Points This
Policy Type Information Governance Corporate Standing Operating Procedure Human Resources X Policy Name CCG IG03 Information Governance & Information Risk Policy Status Committee approved by Final Governance,
Equality and Diversity UK Ltd Six Strands of Equality and Diversity Activity Pack EDUK 2008 Contents Introduction About the Activities 4 Introduction Activity Descriptions 5 Introduction Where does equality
NMC Standards of Competence required by all Nurses to work in the UK NMC Standards of Competence Required by all Nurses to work in the UK The Nursing and Midwifery Council (NMC) is the nursing and midwifery
for entry to the register: Adult Nursing Domain 1: Professional values All nurses must act first and foremost to care for and safeguard the public. They must practise autonomously and be responsible and
Equality Act 2010: Know Your Rights! The Equality Act 2010 provides a new cross-cutting legislative framework to protect the rights of individuals and advance equality of opportunity for all; to update,
Lead the performance management of care service provision Overview This standard identifies the requirements when leading and managing the performance of the care service provision. It includes identifying
School Disaster Recovery Policy Date Review Date Coordinator Nominated Governor July 2014 July 2016 S Emsley D Boustead We have a duty in accordance with Health and Statutory requirements to have in place
Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN HEALTH AND SOCIAL CARE CREATIVE AND THERAPEUTIC ACTIVITIES IN HEALTH AND SOCIAL CARE D/600/6885 LEVEL 2 UNIT 9 GUIDED LEARNING
Avalon School Intimate care policy Principles 1.1 The Governing Body will act in accordance with Section 175 of the Education Act 2002 and the Government guidance Safeguarding Children and Safer Recruitment
Culture, Communities and Rural Affairs Equality And Diversity Awareness 1 Introduction This booklet is aimed at Culture Communities and Rural Affairs (CCRA) staff and casual staff who do not have access
Optional Units BIIAB Level 3 Diploma in Children s Learning and Development (Early Years Educator) (QCF) 601/7786/X Version 1 BIIAB November 2015 Contents Optional Group B Unit No. 3CLD10 3CLD11 3CLD12
Liverpool Hope University Equality and Diversity Policy Approved by: University Council Date approved: 14.04.2011 Revised (statutory 18.02.2012 changes) Consistent with its Mission, Liverpool Hope strives
JOB DESCRIPTION Job Title: Responsible to: Curriculum Leader Full Cost Recovery (FCR) Head of Learning and Standards Salary grade: Tutor Scale + 1 Hours per week: Responsible for: A minimum of 36 hours
Information for students and education providers Guidance on conduct and ethics for students Contents About this document 2 Introduction 3 About this guidance 7 Guidance on conduct and ethics 10 More information
Date of Issue: December 5, 2012 Effective: Until revoked or modified Subject: Application: THE PROVINCIAL CODE OF CONDUCT AND SCHOOL BOARD CODES OF CONDUCT Directors of Education Supervisory Officers and