Yahoo Web Search

Search results

1. sedl.org › afterschoolThe SEDL National Center for Quality Afterschool

   sedl.org › afterschool

   • Cached

   Each of the six subject areas in the free online Aftershool Training Toolkit is filled with standards-based multi-media resources including: research-based practices, sample lessons, interactive activities, and video segments taken from afterschool programs across the country.

2. www.gov.uk › government › publicationsUsing after-school clubs, tuition and community activities

   www.gov.uk › government › publications

   • Cached

   • Raising concerns about a club, tutor or coach
   • Choosing a suitable club, tutor or coach
   • Policies providers should have
   • Data protection
   • Online safety
   • Staff and volunteers
   • Special educational needs (SEN) or a disability

   If you have concerns about a club or activity your child attends, first raise concerns with the provider.

   All providers should have a clear policy to deal with complaints. This should include instructions on:

   •how to raise a concern

   •who to raise a concern to

   •how they will deal with the concern

   The complaints policy should be on the provider’s website or displayed clearly in the building where the club or activity takes place.

   See full list on gov.uk

   Questions you may wish to ask your chosen provider

   Ask the provider: for their complaints policy who the lead person responsible for safeguarding children is, checking: what training they have had how recent the training was for their child protection policy who is in charge of first aid if you need to complete a parental consent and emergency details form how they securely store any information they hold about your child, checking: who has access to this information if they’ll share it with anyone how they recruit staff and volunteers what checks they undertake to make sure staff and volunteers are suitable to work with children what training staff have had if any other adults will be present while your child is there, and if so, how regularly if they’ll allow your child to access to the internet unsupervised how they help children with special educational needs or disabilities how they help children with personal care needs such as: using the toilet changing feeding taking their medication Some of the questions will not be relevant to all providers. Answers may vary depending on the size and type of provision. For example, we would not expect a private piano tutor who does not employ any staff to have written step-by-step child protection procedures. However, we would expect them to have a written child protection policy. They should be able to explain to you in detail what action they would take if faced with a safeguarding issue.

   Before your child’s first session

   Before the first session, check the provider has: a health and safety policy (large providers[footnote 2] should have a written policy) a safe and clean environment - for example, a well-maintained building with a clear exit route in case of emergencies a first-aid kit available and a person appointed to be responsible for first-aid processes in place in case of a fire or emergency qualified (to the appropriate level) staff members and volunteers public liability insurance run Disclosure and Barring Service (DBS)[footnote 3] checks on staff and volunteers a child protection policy on safeguarding children and an appointed designated safeguarding lead a code of conduct for staff, volunteers and children, as well as for anyone visiting the premises a clear process for raising concerns and making complaints an online safety policy regardless of whether children have access to online material at a setting if appropriate, an affiliation to a governing body such as: the Football Association British Gymnastics Girlguiding the National Tutoring Association

   Warning signs to look out for

   If you spot any warning signs when asking the provider questions, or when visiting the setting, consider: sending your child elsewhere reporting any safeguarding concerns to the local authority designated officer You should report serious incidents by: calling the police calling the NSPCC helpline on 0808 800 5000 contacting the local authority designated officer at your local council Warning signs include: little or no consideration for health and safety, including general lack of awareness of the risks and how to reduce them evidence of a dangerous environment, for example: loose wires damp no clear emergency exit route no first-aid kit lack of awareness of what to do in case of a fire or an emergency no appointed person responsible for first aid the provider does not have clear steps for how you can report concerns, and how they’ll make parents aware of concerns no appointed designated safeguarding lead signs of abuse on other children who attend the setting - for example, unexplained bruises there are unknown adults in the setting there do not seem to be enough staff or volunteers to supervise all the children in their care adults having unsupervised one-to-one contact with children without parental or carer consent no internet safety policy in place or monitored access to the internet parents are not asked to complete and sign a consent form no process in place for dealing with complaints Warning signs relating to providers with staff members, include: staff have not completed relevant training or checks (for example, DBS checks) staff or volunteers appear not to acknowledge potential safeguarding concerns staff and volunteers do not know what to do if they have a child protection concern (for example, if a child makes a disclosure about abuse)

   See full list on gov.uk

   Safeguarding and child protection

   All providers should have a clear set of guidelines on how they will keep children safe and respond to child protection concerns. A copy should be available on their website or given to you on request. At a minimum, the policy should include: how they will keep children and young people safe a commitment that under no circumstances should any staff member or volunteer inflict physical or psychological harm on a child how they would handle specific safeguarding issues - if this is not written down, they should be able to verbally describe this details of the person responsible for keeping children in the club or activity safe and how to contact them contact details for local safeguarding services such as the local council and the police contact details for any relevant governing body and or association (if they have one) any additional guidance, information or expectations that you need to be aware of Every provider should have a lead person who is responsible for safeguarding children in the setting. In this guidance, we refer to this person as the designated safeguarding lead. A lone provider will be the designated safeguarding lead.

   Suitability of all staff and volunteers

   If the provider has staff members or volunteers, they should also be able to provide you with a written document explaining how they deal with: concerns that a child may be at risk of abuse child-on-child abuse (for example, bullying) allegations or concerns that staff members or volunteers may present a risk of abuse complaints and safeguarding concerns Providers with staff members should also be able to provide you with: a staff behaviour policy (sometimes called a staff code of conduct) that should include information on: how they deal with allegations against staff whistleblowing procedures acceptable use of technologies (including the use of mobile devices) staff and pupil relationships communications, including the use of social media information on how staff will respond directly to a child who discloses abuse

   Health and safety

   Providers should be able to name an appointed person in charge of first aid. They should also: be able to tell you what first-aid training this appointed person has had let you know that they have a first-aid kit available have carried out a risk assessment to identify what could cause injury or illness in their setting follow the guidance on: health protection in schools and other childcare facilities living safely with respiratory infections

   See full list on gov.uk

   The provider should be able to explain how they store information about your child. If they are storing it electronically, they should password protect and encrypt it. If they are storing paper copies, they should secure it in a locked container.

   Only the designated safeguarding lead, or someone senior and trusted in the organisation, should have access.

   See full list on gov.uk

   If a setting provides internet connectivity or internet-connected devices, they should be able to show you:

   •their online safety policy

   •an acceptable use statement (which could be part of the child protection policy)

   This should outline examples of what behaviour is acceptable online for children and staff.

   The misuse of technology plays a significant part in safeguarding issues. Providers should be able to identify and intervene in incidents where appropriate.

   The provider should have age-appropriate filtering and monitoring systems that protect them from:

   See full list on gov.uk

   All providers should have procedures in place to prevent unsuitable people from working or volunteering at their club or activity.

   There is no single check that can be undertaken to show that a volunteer or staff member is suitable to work with children. Providers should be able to give you details of:

   •the range of checks that they have done to reassure you that your child is safe in the care of their staff and volunteers

   •their staff behaviour policy, which describes the standard of acceptable behaviour for staff and volunteers

   •how they review and monitor the performance of staff to make sure they continue to have the necessary skills and training to carry out their role

   There are many checks providers can make to see if a person is suitable to work with children. This includes checking:

   See full list on gov.uk

   Being able to access after-school clubs, tuition and community activities is vital for children with SEN or a disability. They can help with:

   •education

   •social engagement

   •physical development

   •the growth of other important life skills

   The Equality Act 2010 requires providers to make sure they do not discriminate on the grounds of disability. This includes admissions. It means providers must take reasonable steps to make sure children with SEND can take part in their activities. They should make extra considerations to safeguard these children.

   See full list on gov.uk

3. rcrctoolbox.org › toolbox › emergency-planningEmergency Planning Template for After-School Programs

   rcrctoolbox.org › toolbox › emergency-planning

   • Cached

   This template is to assist a wide variety of after-school programs in developing an emergency or crisis management plan. If your program already has an emergency management plan, utilize this guide to assess the thoroughness and usability of your current plan.

4. afterschool.naesp.org › afterschool-resourcesAfterschool Resources | NAESP Afterschool and Summer Learning ...

   afterschool.naesp.org › afterschool-resources

   • Cached

   This resource will help principals understand the knowledge and skills needed by afterschool professionals. This site provides evaluations, consultation, and training to create innovative and effective solutions to out-of-school time needs on a local, state, regional and national basis.

5. www.scaffolds.org › learn › specialSpecial Educator Training Modules

   www.scaffolds.org › learn › special

   • Cached

   Nov 18, 2018 · Comprehensive, user-friendly online training modules for school professionals and anyone who supports students with disabilities. Free, open access.

6. beyondschoolbells.org › file_download › ab6868bd-03cafterschool program tool guide - Beyond School Bells

   beyondschoolbells.org › file_download › ab6868bd-03c

   afterschool program tool guide. ONE. Timeline for Planning an Afterschool Program. Use the following chart as a sample planning timeline — the process can take anywhere from 6-12 months to develop a quality afterschool program. This timeline will give you a rough idea of the process.

7. People also ask

   What is the Afterschool Training Toolkit?

   • The Afterschool Training Toolkit is a resource for afterschool program staff that provides training to build fun, innovative, and academically enriching activities. These activities engage students, extend their knowledge in new ways, and support academic achievement.

   The SEDL National Center for Quality Afterschool

   sedl.org/afterschool/

   See all results for this question

   Where can I find information about afterschool programs?

   • This collection of websites provides resources and information to help inform and support your afterschool initiatives. The special supplement to NAESP’s Principal Magazine is an essential resource guide to principals who want to make the most of summer and afterschool programs to support academic and social and emotional needs of students.

   Afterschool Resources | NAESP Afterschool and Summer Learning Portal

   afterschool.naesp.org/afterschool-resources/

   See all results for this question

   Where can I find a training module for students with special needs?

   • Reference: Hussman, J.P. & Holman, K.C., 2018, Supporting Students with Special Needs: Online Training Modules for School-Based Professionals who Support Students with Special Needs, Hussman Institute for Autism & Towson University, www.scaffolds.org/learn/special-educator-training-modules

   Special Educator Training Modules

   www.scaffolds.org/learn/special-educator-training-modules/

   See all results for this question

   What is an online community of afterschool professionals?

   • This online community for afterschool professionals provides professional learning and technical assistance to support the important work that happens in an out-of-school time setting.

   Afterschool Resources | NAESP Afterschool and Summer Learning Portal

   afterschool.naesp.org/afterschool-resources/

   See all results for this question

8. www.milestones.org › resources › tool-kitsDeveloping a Toileting Plan | Milestones Autism Resources ...

   www.milestones.org › resources › tool-kits

   • Cached

   A toilet training plan includes your goal(s), the routine/schedule, the language to use, the location(s), and any supplies and materials needed. This Autism Speaks tool kit can help you develop a toileting plan.