We are achieving the principles and areas of learning in accordance with the eyfs 1.2 Analyse how integrated working practises and multi-agency working in partnership deliver better outcomes for children and young people * The professional partnerships between the outside agencies and us are paramount to the child’s growth and development. * An example of this is that if there is a child under social services, I would communicate with health visitors, doctors, and anyone who comes into contact with the child or parents. * It is vital that all parties communicate with each other to ensure child’s safety at all times. 1.3 Describe the functions of external agencies with whom your work setting or service interacts. * My setting interacts with multiple agencies, these
This applies to the way the parents feel about us too, perhaps they will be more open to discussion as they will feel valued and welcome. Good working relationships will enable staff to rely on each other to pull together and help the nursery reach its highest potential. K3C155 – The relevant legal requirements which cover the way I relate to and interact with children include The Children’s Act 2004. This act was designed with guiding principles in mind for the care and support of children. These are: • To allow children to be healthy • Allow children to remain safe in their environments • Help children to enjoy life • Assist children in their quest to succeed • Help make a positive contribution to the lives of children • Help achieve economic stability for our children’s futures.
Unit 302 Engage in personal development in health,social care or children’s and young people’s settings 1.1 The foster carers own work role duties and responsibilities are outlined by the government as follows; 1. To Provide Care for a Foster Child This means the day to day caring - providing love, comfort, listening, patience, food, clothing and warmth. It means encouraging interests and hobbies. Foster carers should remember that children placed with them come from a variety of different backgrounds and experiences. It is important that any child placed has a positive image of himself and anything you can do to promote this will be helpful.
Unit 4 E1 & D1 The Health and Safety Act 1974 Childcare Act 2006 Children’s Act 2004 COSHH Regulation 2002 RIDDOR 1995 The Health and Safety Act 1974 This legislation is important as it keeps everyone in a safe environment. There are policies and procedures set within all settings so that everyone is protected and know what to do in case of accidents or serious matters. There must be a ration of staff members to children depending on their age range. When joining a setting as a practitioner you will need a CRB check so that the supervisor knows that you don’t have a criminal record. This legislation is also about working with parents and other professionals and keeping everyone safe.
Unit title: Engage in personal development in health, social care or children’s and young people’s settings Unit number: SHC 32 1.2 – Explain expectations about own work role as expressed in relevant standards Children deserve the best possible care for their well-being and development. When parents opt to make use of centre-based settings (kindergartens, play schools, nurseries etc) it is important that the persons assigned with the care of their children, do give the best alternative care possible and the standards are maintained to ensure the safety and well-being of the child. Practitioners should be qualified and trustworthy persons who are able and trained to respond appropriately to the children’s different needs. Practitioners are committed at all times to ensure the safety and welfare of the children. Children often challenge their own abilities but are not always able to recognise the risks involved therefore they need to be supervised closely to prevent and reduce the severity of injury.
When children who are in a nursery setting feel comfortable with staff it becomes easier for them to separate with their parents and engage in activities and play. Within a residential home when the relationship between the staff and the young person is strong this promotes practitioners to be able to address any issues or concerns that may be present and work with the young person to find a solution. From a practitioners point of view it is so important for the relationship between a practitioner and a young person to be strong and open but remain professional. • Communicating effectively. Enabling good communication between practitioners, other agencies and young people within residential care is important to good practice and building and maintaining positive relationships.
Unit 511 Develop professional supervision practice in health and social care or children and young people’s settings (LM2c) M/602/3187 1 - Understand the purpose of professional supervision in health and social care or children and young people’s work setting:- 1.1 Analyse the principles, scope and purpose of professional supervision: As providers off care in the community we are required to undergo supervision and meet particular standards and requirements. Policies and Procedures are to be followed and we are all accountable for our work. Supervision is an ideal format to establish a person’s performance, reflect and monitor any issues or concerns. For example, Morrison (2005) suggests that there should be underpinning beliefs to Supervision, some of which are:- - Supervision is an important relationship between employer and employee. - Supervision is about reflection as well as action - Supervision must attend to both process and content - Good supervisors bring about change - Supervising is a complex and demanding task that requires training - Supervisors should be a role model for their staff.
The environment which we provide for the children must be a safe (ensuring risk assessments are completed for new equipment, day trips etc), warm and welcoming to help encourage the child to develop. Having a professional relationship with the children’s parents/guardians by using good communication skills such as good eye contact, good listening skills, good body language etc and also most importantly keeping all information about the child and thier family confidential as families have the right to confidentiality this also helps build a professional and trusting relationship with the parents, and will make them feel more comfortable in approaching you if they have any concerns with their child, or some advice e.g. if the child’s behaviour started to change at home. Having a good relationship with the parent also helps so they can have a good role in their education, so you can work with the parents as a team, for example if a child wasn’t behaving they may have a reward chart, parents may like to carry this out at home aswell. Your relationship with your colleagues is
1a. Understand how to plan and provide environments and services that support children and young people's health and safety. Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. Every child has a right to feel safe, secure and protected from harm. One of the main responsibilities as a learning support practitioner is to help those pupils with whom we work with accomplish this.
CYP Core 3.3 Understand how to safeguard the wellbeing of children and young people. Task1 1.1 Legislation, guidelines, Policies and procedures for safeguarding children and young people within the UK; Children act 2004- the children’s act 2004, provides a legal base for nurseries to deal with any issues relating to the children. The children’s act 2004 has principles for the care and support of children which is also known as Every Child Matters. These principles are; ← To allow all children to be healthy ← Allowing children to be safe in their environments ← Helping children to enjoy life ← Assist children in their quest to succeed ← Help make a contribution- a positive contribution – to the lives of children ← Help achieve economic wellbeing The children’s act also includes the requirements for integrated services, such as health services, social services and schools working together. Working together to safeguard children 2006 - working together to safeguard children sets out how nurseries, parents and carers along with health care professionals, social services and other organisations can work together to help safeguard the welfare of children and young people.