Unit Title: Understand employment responsibilities and rights in health, social care or children and young people’s settings Sector unit reference: 201 Level: 2 Credit value: 3 Guided learning hours: 24 Unit expiry date: 30/09/2015 Unit accreditation number: R/602/2954 Unit purpose and aim This unit is aimed at those working in a wide range of settings in the health, social care or children and young people’s sector. It covers: statutory responsibilities and rights of employees and employers awareness of own occupational role and how it fits within the sector agreed ways of working with employer career pathways issues of public concern and how these may influence changes in the sector Learning Outcomes The learner will: Assessment Criteria The learner can: Exemplification 1 1.1 List the aspects of employment covered by law 1.2 List the main features of current employment legislation 1.3 Outline why legislation relating to employment exists 1.4 Identify sources and types of information and advice available in relation to employment responsibilities and rights Law – includes employment law and other legislation such as: Disability Discrimination Act Health & Safety Other relevant equalities legislation Sources and types of information and advice – this should be internal and external where appropriate and should include details of Access to Work and Additional Learning Support. Know the statutory responsibilities and rights of employees and employers within own area of work © OCR 2010 1 Learning Outcomes The learner will: Assessment Criteria The learner can: 2 Understand agreed ways of working that protect own relationship with employer 2.1 Describe the terms and conditions of own contract of employment 2.2 Describe the information shown on own pay statement 2.3 Describe the procedures to follow in event of a
• Importance of including parents/guardians in planning. Planning • Current influences on the planning and provision of learning opportunities. • Importance of planning and providing learning opportunities to meet children’s diverse needs. • Plans of curriculum activities • How planned curriculum can promote learning Role of practitioner • The role of the practitioner in meeting children’s learning needs • Reflective account how a practitioner can support the learning needs of the children. After the practitioner know the information and understands it, there next role is too use it to meet the children’s learning needs.
Tassoni. P (2007) says that “we need to work as part of a team to provide a quality service for children and their parents”. We also need to work with the parents and show respect towards them and encourage parent’s involvement within the setting. Tassoni says that “early years setting will have a management structure which should clarify practitioner’s responsibilities”. A responsibility practitioners have is to make sure the health of the child is paramount this could be by preventing hazards and carrying out risk assessments and safety checks.
Now I know that understanding the stages of child development helps parents and teachers know what to expect and how to support the child during growth and development. I am inspired by so many different programs offered to support children and their families by accessing them to quality health care, good nutrition, and education. Also the availability of programs to protect children and their families from harm, abuse and discrimination and to help them reach their full potential. It is especially comforting to know that educators are stepping up to the plate to ensure that this
Oct 2014 CU1516 Introduction to personal development in health, social care or childrens and young peoples settings 1.1 Describe the duties and responsibilities of own role My role is to support the staff and key workers in their duties and development of the children. My role is also to directly support the learning and development of the children These duties include learning how a child develops, the ability to communicate with staff and parents, to work as a team and understanding the physical needs of children at different ages or stages of ability 1.2 Identify standards that influence the way the role is carried out The standards that influence my role are the standards within the EYFS , codes of practice and policies and procedures of my setting that are laid out in my induction pack and acts such as the Health & Safety at Work Act and the Childrens Act 2004 which are displayed on our notice boards and in our induction packs and in relevant folders 1.3 Describe ways to ensure that personal attitudes or beliefs do not obstruct the quality of work Ways to ensure that personal attitudes or beliefs do not interfere with your quality of work include keeping an open mind and not to judge an individual or an individual situation, to keep a level head and to not let your own personal circumstances or experiences interfere with your judgement or decision, to contribute and listen to other staffs or childrens ideas or opinions, to refrain from confrontation of other peoples opinions and ideas and to let people have their say and be patient. To be able to communicate with diplomacy and integrity and to add a positive input to a situation. There are also many different ways to deal with a situation. 2.1 Explain why reflecting on practice is an important way to develop knowledge, skills and practice Reflecting on your own
Explain the importance of multi-agency and integrated working. How does this create a better outcome for children, young people and their families? Multi-agency working is different services, agencies, teams of professionals and other practitioners working together to provide the services that meet the needs of children, their parents or carers. These can include health visitors, educational psychologists, colleagues from other early year settings, social workers and parents or carers. Integrated Working is when all these professionals supporting children work together effectively to put the child at the centre, meet their needs and improve their lives all under one roof.
I link my supervisee’s capabilities and attitudes with development and enhancement of knowledge, it creates a positive environment to work in, continues to develop their skills and delivery, to improve the overall quality of care of the young people through their personal development and that we strive to develop their overall performance whether it be confidence, communication skills, team working, supporting written work. Sunderland City Council believes that to maximise the contribution that staff make to the service, there must be a structure of regular supervision and appraisal. The purpose of supervision and appraisal is to monitor work done, maintain oversight of individual performance, and to identify appropriate training and support to further staff development and enhance their capabilities. Within my working environment we have regular one to one supervisions between the supervisee and their line manager. The supervision is always on an agreed date which has been arranged from the previous supervision, at a time when the supervision is unlikely to be uninterrupted, however that is not always the case within a children’s home.
Engage in Personal Development in Health, Social Care Or Children`s and Young People`s Setting. 1.Understand what is required for competence in own work role. Duties and responsibilities: To work together with a service user to provide a service that meets personal care needs, while promoting health and safety, independence and choice and respecting service users privacy and dignity. To meet the aims and objectives of the agency, in compliance with agency policies and procedures and national minimum care standards. Expectations about own work role as expressed in relevant standards(Code of Practice, Regulations, Essential standards, National Occupational Standards): to examine why and how I practice, to identify areas for improvement, to develop different ways of working, to develop new areas of learning.
unit 517 – Lead Person - Centred Practice 1.1 Explain person – centred Practice Being person centred is taking things from the perspective of the person and what is important to them. This means that we listen to each person and help them to live the lives they choose. Person centred planning is a way of finding out what is important to a person and a way of turning an individual’s ideas and aspirations into reality. It provides a way of listening to and working with the person, their ideas and aspirations and working with their families in partnership. To make this happen we will work with family, friends and advocates to enable and empower the person with learning disabilities to making decisions about their lives and how they would like their care delivered.
| 2. Training for Youth and Young Adults:Develop leadership training, education and support to young people that is interesting and tailored to meet their needs, interests and styles | 1) Work with Youth Facilitator to provide statewide leadership training to youth and young adults to empower them to ensure their voice is heard in System of Care messages and in decision making. 2) Provide opportunities for youth to participate in marketing strategies and action steps in spreading the system of care message. 3) Develop and implement an evaluation tool/process.