SEMESTER B

SESSION 17
Assessment B
Developing a response report
to a case study and using the
Action Plan
 AIMS OF THIS SESSION
 To recap any outstanding issues from last weeks session
 Discuss last weeks task and reading
 This week we will be looking at the requirements of assessment
B, which is concerned with material explored throughout the
second part of the module relating to safeguarding young
children’s well-being
 We will discuss ways in which you can work towards successfully
completing the assessment, a report of a child protection case
study.  
We will look at the following:
 The assessment details including the use of an action
 The learning outcomes and marking criteria
 Specific assessment guidance
 A practice case study
 Referencing
 Presenting your work
 RECAP AND TASK DISCUSSION
 Last week looked at Theories of Child Abuse
any questions?
 WEEKLY READING
 What have you read and how could it support
your discussions with Assessment B?
 ASSESSMENT B IN DETAIL
 In the child protection case study you will be given a scenario to
consider. 

 In your report you will discuss the possible impact of events on

children’s learning and development

 The implications for early childhood practice and the Early Years
Practitioner (EYP) including the role of the Designated l Person (DP)

 You will detail the welfare policy and procedural context at both
national and local levels, showing that you understand how to
follow the procedures in your setting

 You will also need to show awareness of issues discussed in the

module, e.g. if there is little or no multi-agency working where you
are, you will need to explore why this is and demonstrate knowledge
of the strengths and challenges of this way of working

 The case study report is worth 50% of the overall grade for the
module.  You will be given a mark out of 100 for both
assessment A and assessment B and your final mark for the
 ASSESSMENT B IN DETAIL
 The case study report is worth 50% of the overall grade
for the module.  You will be given a mark out of 100 for
both assessment A and assessment B and your final mark
for the entire module will be an average of the two marks

  The total number of words you can use for the report is
3,000.  When counting words we include everything in
the actual text, including quotes and references, but we
do not count the reference list at the end of the work.

 Generally, we allow a margin of 10% either way. If you use

far too few words, it is unlikely that you have included all
the information that you need to pass.

 If you are very much over words we stop marking your

work at the point that you are 10% over. This may have
extreme consequences if you have included vital
information at the very end of your work.
 ASSESSMENT B IN DETAIL
 As you will be aware, the actual FINAL case study
will not be put up on Weblearn until a week
before the assignment is due to be handed in
(which will be Monday 16th May 2022)

 The purpose of this is to replicate in some way

the immediacy of the response that is usually
needed when responding to a child protection
issue. 

 However, we are going to look at what will be

required in your response to it in some depth,
including essential readings and what you can
do before it goes up. 
 LEARNING OUTCOMES
 You need to ensure you address the learning outcomes in
your assignment as well as the general marking criteria,
which you can find in the course handbook. You will be
focusing especially on learning outcomes two and four for
this part of the assessment.

 LO2: Identify the impact of child abuse and neglect on

babies’ and young children’s development and learning

 LO4: Articulate the roles of the early years

practitioner and of different statutory and voluntary
agencies working with children and families in
identifying and assessing children’s health, welfare and
protection needs within a multi-disciplinary network
 LEARNING OUTCOME 2
GROUP TASK
 LO2: Identify the impact of child abuse and
neglect on babies’ and young children’s
development and learning

 Focussing on learning outcome 2, what are the

key words here? Name two or more readings
that might be useful to refer to when writing
about them.
 LEARNING OUTCOME 2
 You may have thought that significant words here are ‘child
abuse’, ‘neglect’, ‘development’ and ‘learning’. 

 To start responding to the learning outcome, you will need to

define the different kinds of child abuse and neglect

 And write a brief explanation of each that you think are

included within the case study.

 You will then want to consider their impact on development

and learning. 

 You may remember that the Children Act 1989 [S17] offers a
definition of development, which you could refer to here.
 LEARNING OUTCOME 2
 Remember, when responding to the case study- be specific
and relate ONLY to the child or children and the specific
issues or concerns they may have.

 Try not to describe these problems but give short,

snippets from the case study, as the example.

 To meet LO2 you then need to show an understanding of

how these concerns may, in the short, and in the longer-
term, impair the development of the child.

 If you could support with references or statistics this

would enhance your assignment.
 LEARNING OUTCOME 2
 You are asked to think about all this in relation to babies as well as young
children, so you will want to make sure that you include information to
cover the age range of the child/ren in the case study scenario.  You may
want to say why some groups of children are particularly vulnerable to
abuse. 
 
 You will need to make links to theory to underpin the points you are
making.  You may want (should) to refer to:

 Working Together to Safeguard Children (HM Government 2018) On

weblearn
https://assets.publishing.service.gov.uk/government/uploads/system/
uploads/attachment_data/file/942454/
Working_together_to_safeguard_children_inter_agency_guidance.pdf

 Cleaver et al (2011), which can be downloaded here: 

https://www.education.gov.uk/publications/RSG/AllRsgPublications/Page11/D
FE-00108-2011 
  

 Howe (2005) and Lindon (2012) are also very useful and of course you may
 LEARNING OUTCOME 2
 The NSPCC website has some informative resources and
leaflets on bruising and other topics that are highly
relevant too.
 
 LEARNING OUTCOME 4
 LO4: Articulate the roles of the early years
practitioner and of different statutory and voluntary
agencies working with children and families in
identifying and assessing children’s health, welfare and
protection needs within a multi-disciplinary network

 Now take a good look at learning outcome 4.  What is it

actually asking you to do?
 LEARNING OUTCOME 4
Learning outcome 4 is quite long and it would be easy to miss
part of it out.  It is asking you to discuss the following:
 
 The role of the early years practitioner in IDENTIFYING and
ASSESSING children's health, welfare and protection needs

 The roles of statutory agencies in IDENTIFYING and ASSESSING

children's health, welfare and protection needs

 The roles of voluntary agencies in IDENTIFYING and

ASSESSING children's health, welfare and protection needs

 Make sure you IDENTIFY the specific types of roles which would
be involved in the case study scenario- health practitioners,
education, social, Police etc.

 Show you understand what their particular role is with regard

to IDENTIFYING and also ASSESSING the needs of the child IN
THE CASE STUDY!!
 LEARNING OUTCOME 4
 You will need to do this in relation to identifying and
assessing children’s health, welfare and protection needs,
so you will need to make it clear to the reader what you
mean by ‘health, welfare and protection’, but also state
what identifying and assessing entails. 

 These roles must be considered within the Local and

National frameworks (from the setting, EYFS, (DfE, 2021),
LSCB, Threshold Document, MASH, and of course Working
Together (WTSC) 2018 and multi-agency working must be
considered throughout.

 End by suggesting whether it may be a S17 or S47 (Children

Act 1989) (If you are not sure what this is- have a look in
WTSC) 
 LEARNING OUTCOME 4
 Remember to include the key person role (EYP) that is part
of the early years remit, with responsibility for observing
and supporting children’s welfare within the early years
curriculum, as well as safeguarding.

 Which statutory and voluntary agencies did you think

about?  The police, children’s social care and the NSPCC
are central here, but there are many others that can also
be mentioned.
 
 Finally, do not forget the multi-disciplinary networks,
you will need show how these agencies relate to each
other and why this is important.
 
 For this learning outcome you will again need to refer to
‘The Working Together Document’
 THE ROLE OF THE DESIGNATED
PERSON
 The role of the Designated Safeguarding Person was specified in
the Children Act 2004 and ensured the every organisation had a
“named person” for safeguarding children and young people.
Prior to that, the role had frequently been known as the Child
Protection Officer.

 The Designated Safeguarding Person has a responsibility at both a

strategic level within the organisation and on a day to day basis.

Key Aspects of the Designated Person role includes:

1. Making sure all staff are aware how to raise safeguarding
concerns
2. Ensuring all staff understand the symptoms of child abuse and
neglect
3. Referring any concerns to social care
4. Monitoring children who are the subject of child protection plans
5. Maintaining accurate and secure child protection records
 POLICIES/LEGISLATION/REPORTS YOU MAY
WISH YOU REFER TO. TRY TO EXPLORE THEM
 You will also want to make reference to the EYFS (DfE 2021),

 The Children Act 1989, you will need to explain the terms ‘child in
need’, ‘child in need of protection’ and ‘significant harm’

 The Laming Inquiry, Every Child Matters (2003)

 The Children Act 2004, to give the legislative background to children’s

welfare and protection, and multi-agency working.

 You may want to make reference to the Children and Families Act 2014

 Children and Social Work Act 2017 

 Education Acts

 The Munro Review 2011 and updated 2015

 RESPONDING TO THE CASE STUDY
 You may RESPOND to the case study in whichever way
you wish

 One way may be to write in a Report style, using

headings and sub-headings

You may consider a format below: 

 Introduction                                                              
                                                  
Here you briefly explain what your Report will be about.
Explain how you have structured it. The underpinning
legislations, policies and procedures and key aspects of
each learning outcome should be included too.
 RESPONDING TO THE CASE STUDY
Your understanding of the child’s needs from
the case study    
                                  
 If you have used the Action Plan well, then this
section will build on that.

 Here you need to give a general overview of

the concerns you have IDENTIFIED from the
case study.

 You explain your understanding of the case

study scenario, how you have interpreted
it and your analysis of the situation.
 RESPONDING TO THE CASE STUDY
 To do this well, you need to critically
evaluate the case study (like you did the
documents in Assessment A) - just use small
snippets from the case study (do not
describe or rewrite it) of the areas of
concern for the child or children.
 You may wish to structure it and use the
following as sub-headings
 Concerns of the child (their development)
 Concerns of the parental capacity to meet
child’s needs
 Family situation and environmental concerns
 THE ACTION PLAN/CHECK LIST
In groups take a look at the Action Plan, discuss
and consider the following:

 What does each column mean?

 What is clear and what is not?
 How could the plan support you with the
written response?
 A SAMPLE CASE STUDY
(HAND OUT)
 In groups look at discuss and begin to link to
and consider in relation to the action
plan/check list
 THE DRAFT ASSESSMENT DUE
 Sunday 13th March by 11pm the
latest

 The Draft Case Study will be

released Sunday 6th March you
have one week to work on and
then submit on 13th
 THE FINAL ASSESSMENT DUE

 Monday16th May 2022 by 3pm the

latest
 REFERENCING
If
you are not used to referencing, it can seem daunting at first.
Even if you are used to it, it is still easy to make mistakes. There is
information on how to reference accurately on Weblearn and in the
course handbook.

If
you have any questions about referencing do ask your tutor,
because it is an important part of academic writing. It is worth
taking the time to get it right because poor referencing will always
bring your mark down, however strong your essay.

Some common referencing errors that students often make are: 

Not matching up authors’ names and publication dates accurately
between their text and reference list.

Not giving page numbers for direct quotes

Inaccurateuse of italics in the reference list. For hard copy

references, remember that it is the name of the item that you put
your hand on, to take it off the shelf, which goes in italics:
 REFERENCING
For a reference to the author of a book, it is the book’s title that goes in
italics.

Ifyou refer to an author who has written a chapter in an edited book, it is

again the name of the book that goes in italics, not the name of the
author’s chapter that you referred to.
With reference to articles in journals or newspapers, it is the name of the
latter that needs italics, not the title of the article that you have used.

When referencing internet sources, remember that you need to record the
actual web page address that you drew information from, not just the home
page of the source (unless, of course, it was the home page that you used).

Remember to always give a date accessed for internet sources.

 
Plagiarism
Using other people’s ideas in your assignments without properly
acknowledging the original author(s) could lead to you being accused of
plagiarism (passing off other people’s ideas as your own). Plagiarism is
considered to be a very serious offence and will threaten your position on
the course.
 WEEKLY TASK
 Look at the safeguarding policy (of your
setting) and spend more time looking at the
(WTSC) Working Together to Safeguard
Children Document (on web learn) and The
Child Protection procedures for further
discussion next week
 WEEKLY TASK CONTINUED
Journaling
 
 Write down some of your thoughts and feelings about
completing the assignment. What or who will support you
with finishing it successfully and what will get in the way? If
there are any barriers or difficulties that you can see, start
thinking about how to overcome them now.

 Case study Becca – Continue to work on

 
 Spend further time exploring the case study and start to work
up a draft that you can discuss with your tutor. Remember to
pay particular attention to the brief, the learning outcomes,
making links to relevant theory and legislation, and of course
your setting’s policy and your practice.