Please forward this error screen to 83. Food served in some schools and academies in England must meet guidance for parents on preparing children for school school food standards so that children have healthy, balanced diets. The school food standards apply to all maintained schools, and academies that were founded before 2010 and after June 2014.
You can read more about school food standards on the School Food Plan website. Find out if your child can get free school meals. Is there anything wrong with this page? All content is available under the Open Government Licence v3.
Please forward this error screen to 69. While objections are raised about visits to a number of places of worship, they are most frequently about visits to mosques, which raises the bigger issue of Islamaphobia and how this can be addressed. There have been mixed reactions to SACRE’s response to parents’ concerns, with Stoke Sentinel readers taking to Facebook to express their opinions on the matter. As long as there are also trips to places of worship of other religions too, but usually it’s just the mosque and children are expected to pray or even dress as if they were Muslim for this purpose. Would Muslims go to pray in the churches of other religions? The 11-page guide also advised schools put sex education classes on hold during Ramadan, as Islam requires its followers avoid sexual thoughts during this time. Comment count on this article reflects comments made on Breitbart.
0 to 25, from 1 September 2014. It explains the duties of local authorities, health bodies, schools and colleges to provide for those with special educational needs under part 3 of the Children and Families Act 2014. Other SEND guides are also available. 1 May 2015 Removed version of SEND code that was valid until 31 March 2015. 29 January 2015 Published the revised ‘SEN and disability code of practice 0 to 25 years’ which comes into effect on 1 April 2015.
15 August 2014 Added link to the ‘SEND: guide for parents and carers’ page. 30 July 2014 Updated the ‘SEND code of practice: 0 to 25’ document. It comes into force on 1 September 2014. 22 July 2014 Updated transitional and savings provisions document includes substantial changes throughout. Is there anything wrong with this page? UK Don’t include personal or financial information like your National Insurance number or credit card details. All content is available under the Open Government Licence v3.
Use this guideline in conjunction with the NICE public health guideline on looked-after children and young people and the NICE clinical guideline on when to suspect child maltreatment. Ensure that the health, education and social care processes and structures surrounding children and young people with attachment difficulties are stable and consistent. Ensure that the stability or instability of the child or young person’s placement does not determine whether psychological interventions or other services are offered. Ensure that, whenever possible, children and young people enter the care system in a planned manner rather than in response to a crisis.
Help arrange kinship placements, if safe and in the best interest of the child or young person. Consider comprehensive education and training for potential carers to prepare them for the challenges involved in looking after children and young people with attachment difficulties and the likely impact on them and their families. Provide ongoing support and advice, either by telephone or in person, and proactively monitor difficulties in placements to identify opportunities to provide additional support, if there are significant attachment difficulties or if disruption to the placement is likely. Actively involve children and young people, and their parents or current carers, in the process of entering the care system or changing placement.
If a return to the birth parents or original family is not an option, keep siblings together if it is possible and in the best interests of all the children or young people. Social care workers should keep a record of the significant people and places in the child or young person’s life while they are in the care system. Ensure safeguarding is maintained during any intervention for a child or young person with attachment difficulties. Do not treat attachment difficulties with pharmacological interventions.
Schools and other education providers should ensure that all staff who may come into contact with children and young people with attachment difficulties receive appropriate training on attachment difficulties, as set out in recommendation 1. Children and young people with attachment difficulties, and their parents or carers, should be involved in the design of the training courses, wherever possible. If a change is unavoidable, it should be planned in advance so that disruption is minimal. See the table in appendix 1 for further information about these tools.