Building trust with parents or carers will result in them knowing that the nursery is a very good place for their child as it offers a great amount of help and support, which is especially important for new parents or carers. Other professionals It is also important to partner with other professionals as they will offer the support and services, where needed, to improve the overall development of the child. For example, a speech and language therapist may assist a child with communication difficulties. Another example would be a play therapist to diagnose, prevent or resolve a child with psychosocial challenges. Multi-disciplinary teams It is very important that everyone in a multi disciplinary team work in partnership.
They work with individuals or a group. They advise teachers, parents, social workers and other professionals. They also support the SENCO with assessments and observations of pupils who have additional needs. Educational psychologists work in all sectors of the education system, including child development clinics for pre - school children where children with potential learning difficulties can be identified early. The roles of an educational psychologist include:- * Giving advice to teachers about individual children.
To be an advocate for the children to ensure the child's needs are met and their voice is heard. 5. To use training opportunities to develop or improve skills. 052: 1.2 Explain expectations about own work role as expressed in relevant standards (Standards may include: Codes of practice and Regulations). Foster Carers are expected to work in partnership with other professionals.
Explain early years action plus/ school action plus * Early years action plus is when practitioners who work with children on daily basis and SENCO are given advice and support by specialists in order to provide alternative interventions which are in addition to or different from other interventions identified in early years action. * School Action plan is
Multi agency working brings together practitioners from different sectors to provide an integrated way of working to support children, young people and families and ensure that children who need additional support get the right professionals they need to support them. Multi agency working may include people form professional backgrounds such as social workers, health , education, early years, youth work, police and youth justice. Because children, young people and family’s needs can be very different, the composition of a multi-agency team will differ from case to case. It is important each practitioner brings with them their own specialist skills, so that the child, young person and family gets the best support possible. An integrated working are service hubs for the community bringing together a range of services, usually under one roof, whose practitioners then work in a multi-agency way to deliver integrated support to children.
1.4 Explain common barriers to integrated working and multi-agency working and how these can be over come. Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families. It is a way of working that ensures children and young people who need additional support have exactly the right professionals needed to support them. Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver effective care for children. Children in their early years may have a range of needs and the way that we work together as practitioners can have a positive impact on their health, development and learning.
Integrated working focuses on enabling and encouraging professionals to work together effectively to deliver frontline services. Schools are aware that some children’s families can have complex needs which may impact adversely on children’s health, well-being and learning. Schools are developing their role in responding to the wider needs of
For such multidisciplinary teams to work effectively with commonly shared philosophy, values and ethos must be firmly established (Pugh 2006:147). The EYFS framework makes it clear that multi-agency working is imperative to daily practice. Working alongside professionals allows a deeper understanding of children providing them with better learning and care opportunities; this is particularly important for children with special educational needs. It is only through functioning together those working with children can provide a coherent service that generally meets the child’s and family needs (Effective practice: Multi-agency Working 2007). However for services to interlink with each other good relationships are key to success which generally takes time and resources to set up.
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
They are responsible for teaching and learning for children in the early years and in primary schools, teaching and learning for young people under 19 in secondary and further education, supporting professionals who work with children and young people, helping disadvantaged children and young people achieve more, making sure local services protect and support children. This achieved with tools such as the national curriculum, EYFS, the Every Child Matters framework which states that every child should: enjoy and achieve, be healthy, achieve economic well being, stay safe, and make a positive contribution, school league tables, and reports from OFSTED. National government also funds research into educational based projects concerning children and young people, promote integrated working for those who work with children and young people and develop the role of non-government organisations such as charities and community organisations. Local government is responsible for providing services to all schools in the community, they will promote community cohesion, develop school policies including school management issues, behaviour management, staff training and development and SEN. The LEA will have policies that communicate their leadership to schools and will have specialist advisors for different areas of the curriculum.