Working in Partnerships
Task A 1 (ref 1.1)
Working in partnerships with -:
Child development officers
SALT – Speak and Language Therapist
EYTA – Early Years Teaching Advisor
Other settings – Primary teachers
SENCO – Special need co-ordinator
Chef/Kitchen – allergies, food requirements, vegetarian
EAL Worker – English Additional Language
Parents and carers
It is important to work in partnership with parents/carers because they’ll feel supported, included in the child’s progress and ability.
Also they’ll feel that their comments, opinions are being accepted and valued. Working in partnership with the parents/carers will also support, improve and maintain communication within the whole family.
Multi – Disciplinary Teams
They work with other services such as children’s centres, social services and someone working in a voluntary organisation. Working in partnerships with Multi-Disciplinary Teams is also important as they encourage everyone who works and supports the child to think of the whole child.
Also respecting roles and responsibilities.
Working in partnership with other professionals, can able us to support the child by gaining specialist advice about potential barriers, which may interfere with a child’s development.
Working in partnerships with our colleagues allows us to work together and communicate efficiently with regards to the child and shows continuity of care.
Task A 2 (ref 1.2)
The three relevant partners for communication and information sharing are primary teachers, chef/kitchen staff and Ofsted.
Task A 3 (ref 1.3)
The three characteristics that define an effective working partnership is that it builds a report, enables effective communication and allows decisions and ideas to be valued from all agencies, for example parents, teachers etc.
Task A 4 (ref 1.4)
The three examples of potential barriers for effective partnership are poor communication, language barriers and out of date information.
Task B 1 (ref 2.1)
Two reasons for clear and effective information between partners is important because it helps with assessing children and young people’s needs and with observations.
Task B 2 (ref 2.2)
One policy for young children or young person’s work setting for sharing information is partnerships with parents, confidentiality, transitions and continuity of care (key person). For the procedure you consult your senior or even your manager when sharing information and record all information and actions which are relevant to current needs.
Task B 3 (ref 2.3)
One example of a conflict that may occur when sharing information with partners is that the parents might not agree with your advice that you give them on the development of their child. As they may find it offensive when you’re only trying to help. One example for a dilemma may be that you’re sharing information with a parent/carer or someone that you shouldn’t be sharing information with about a child.
Task B 4 (ref 2.4)
The legal requirement for recording information is under the Data Protection Act 1998. The key points are that the data is stored about a family or staff must not be shared without the person’s permission.
Task B 5 (ref 2.5)
The records are kept in filing cabinets which have a lock on and only certain members of staff have the key. Also some records may be kept on computer which are under a password, and again only certain people know the password.
Task B 6 (ref 2.6)
Speak to parents about the problem, speak to manager or SENCO. Be confidential about what you’re discussing. Also gather evidence and observe the child. Keep the parents informed and fill in a Common Assessment Framework (CAF).
Task C 1 (ref 3.1)
The reasons for working in partnership with parents/carers are -: So they are involved in their child’s learning progress.
So their views and opinions are valued.
Task C 2 (ref 3.2, 3.3)
How to do this
Development of Partnership with Parents or Carers
Showing that you value the parents/carers opinion will create the basis of a good relationship. To communicate well with parents/carers.
Working parents do not communicate well.
Sustaining Partnership with Parents or Carers
Encouraging parents to talk with other parents, and to build another path of communication as well with the setting,
Parents lead a chaotic lifestyle and have no interest in communicating with other parents and with the staff within the setting.