Improve decisions about whether further specialist assessment is required and, if necessary, provide information to contribute to it. Provide better, more evidence base information to targeted and specialist services. The holistic approach adopted by the common assessment focuses on three assessment areas for the safeguarding of the children. • Development of the child or young person How well the child or young person is developing, including their health, emotional and social development, and progress in learning. • Parents and carers How well parents and carers are able to support their child or young person’s development and respond appropriately to their needs.
It is important that the boundaries are appropriate for the age and stage of their development. To enable children and young people to understand why there are boundaries and rules in place staff will need to explain the consequences if
Panels are usually made up of different agencies and these panels determine the access that is available between settings. These panels aim to support the early identification of children’s needs, monitor children’s progress, ensure a child’s needs are identified and assessed quickly and referred to the appropriate setting. They also coordinate provision through the development of partnership with parents, settings and different agencies and support inclusion in mainstream early years settings. It’s important to identify the need for additional support as early as possible. Without it the children will not get the help they need at the right time and this could have an affect on the child’s well being.
Effective communication can benefit your working role especially relationships between you and the children in your care or key children you or your colleagues and between you and parents. When communicating with children you need to be at their level and having eye contact is important. Its good to take time and allow time for the child to absorb what's said and maybe relay back to you what you have said, use open-ended questions to understand the point that being made, be open-minded and try to understand their point of view, use age-appropriate language maybe alongside pictorial communication or these can be used alone , be consistent and use positive body language, when talking ensure your showing respect for where you talk and the way you talk. When communicating with parents its so important that they feel you understand, listen, care about what they are saying and that they feel you value their child's development to ensure this you should have a range of effective communication methods like telephone,email,face to face and home communication books.
3.1 Explain how to monitor children and young people’s development using different methods. It is important to monitor a child’s development to make sure that any necessary assessments can be arranged to help and support them. It is crucial to identify any children who may be at risk, moreover to prevent those who are not yet at risk becoming at risk. Intervention is required as soon as possible to lower any chances of developmental delay. There are a few ways of monitoring and observing a child to gather necessary information.
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.
Understand how to monitor children and young people’s development and interventions that should take place if this is not following expected pattern 4. Understand the importance of early intervention to support the speech, language and communication needs of children and young people table 5. Understand the potential effects of transitions on children and young people’s development
The second skill is being able to do observations on the child as to what their needs are, how they are being met and if some of the needs are not being addressed properly then why. Making observations on the child for the practitioner would be a good skill that they would need as they will be able to closely measure the child’s progress, if their needs are being addressed properly and if any problems are outlined. The results/conclusion of the observation should be kept
It is important to see safeguarding as part of a continuum, where prevention and early intervention can help children, vulnerable adults and families get back on track and avoid problems turning into a crisis. Protection is a central part of safeguarding and promoting welfare. It is the process of protecting an individual
CU1520 – Promote child and young person development 1.1 Explain the factors that need to be taken into account when assessing development? Confidentiality – know when it can and cannot be broken Avoiding bias Children's wishes and feelings Ethnic, Cultural backgrounds Additional needs 1.2 Assess a child or young person? Development in the following areas Physical – Moving and Handling, Health and Safe-Care Communication – Listening, Understanding and Speaking Intellectual/Cognitive – Reading, Writing, Numbers and Shapes, Space and Measures Social, Emotional and Behaviour – Self Confidence and Self Awareness, Managing feelings and Behaviour, Making Relationships Moral – People and Communities, The World and Technology 1.3 Explain the selection of the assessment methods used Notes (note down until writing main observation) Events (transitions, New starters) Long Observations Short Observations Timed Observations 1.4 Develop a plan to meet the development needs of a child or young person in the work setting. 2.1 Implement the development plan for a child or young person according to own role and responsibilities, taking into account that development is holistic and interconnected Development Plan Child's Name:Child A Age: 2 Key Person: Emma Spencer Date: 28/8/14 | Interests Observed/Individual needs of the child Loves counting, Coloured blocks, Getting messy | Likes/Dislikes Fish fingers, Watching films, Orange Juice, Jaffa Cakes | Aims/Targets/Purpose of Plan Get into a routine, Encourage sitting down, doing activities and build on their communication | Suggested activities Threading to develop fine motor skills, Drawing their face | Equipment/Resources needed Colourful beads, Bold colour pens, Number blocks | Location Inside |