How important is the influence of the adults on children’s education?
As a teacher, a duty of care to ensure students can accomplish and learn in a safe environment must be upheld. The term “safeguarding” refers to the responsibilities of those providing a social, education or health service to protect individuals and vulnerable people. A vetting a disclosure scheme followed the publication of The Safeguarding Vulnerable Groups Act in 2006. This formed a barring panel to take all decisions on whether individuals should be banned from working with children and/or vulnerable adults. DfES created a document entitled Safeguarding Children and Safer Recruitment in Education, providing guidance intended for local authorities, schools, and further education colleges in England and accountable for endorsing the welfare of children and young people. This resulted in the publication of Safer Practice, Safer Learning and was created to provide guidance concerning adults in further education. The term “well-being” is used by the Children Act 2004 to define the five Every Child Matters outcomes of health, safety, achievement, positive contribution and the achievement of economic well-being. The QCA states that “A curriculum underpinned by Every Child Matters requires passionate and committed teaching that offers opportunities for open-ended investigation, creativity, experimentation, teamwork, and performance”.