1. 5 Explain Why Partnership Working May Be Difficult In A Multidisciplinary Team By Our partnership policy states that we support parents as their child’s first and important educators by involving them in their child’s education. In our partnership policy statement it states that we refer to ‘parents’ as mothers and fathers, natural or birth parents, step parents, parents who do not live with their child but have contact with the child’s life, same sex parents and foster parents.
Our procedures are we have a means to ensure that all parents are included, consult with parents to find out what works best for them, ensure ongoing communication with parents to improve our knowledge of the child’s needs and to support the family, informing parents about how the setting is run and it’s policies through access to written information and regular informal communication, informing all parents about their child’s progress on a regular basis, involving parents in the shared record keeping about their child and also letting them know that they can view their child’s learning journal at any time, to arrange times for meetings with parents, welcoming contributions from parents, to inform parents of to make a query, complaint or suggestions and we do provide opportunities for parents to learn about the curriculum offered in the setting and about children’s learning.
The current setting guidance is that we work in partnership with local and national agencies to promote the well being of children, procedures are in place for sharing information about hildren and families, information that is shared by other agencies with us in regard as third party information – an example of this would be that information has to be kept confidential and will not be shared without consent, making sure that individuals are welcomed and that their role is respected, following protocols for working with agencies – an example of this would be child protection, staff from agencies do not have unsupervised access to the child or other children during the visit and do not casually share information or seek informal advice about any named child or family.
1. 2- Evaluate how integrated working practices deliver better outcomes for children and families Integrated working practices deliver better outcomes for children and families as they put the child’s rights and needs first. By putting the child’s rights and needs first, the child is more likely to progress more and especially in the areas where the may require extra support.
Analyse the responsibilities of early years professionals to work in partnership The responsibilities of early years progressions to work in partnership are: • Respect others views and opinions • To be non-judgemental • To abide with confidentiality • To give concerns to the relevant person • Awareness of time frames • The child to be at the centre of all the work It is important to respect others views and opinions as everyone should be given the opportunity to share. It is also important that we abide with confidentiality and should only say things that need to be known on a need to know basis. It is also important that you give any concerns to relevant person who can then support you and give you advice when needed.
Time frames are also important as these need to be stuck to and the child must be at the centre of all the work you do and must be given all the support that you can give to them. 1. 4- Explain the roles and responsibilities of colleagues in early years settings There are many different named roles in partnership and they are: • Senco • Key person • Early years teachers • Early years professional • Teachers • Social workers • Police liaison • Family support workers • Health visitors • Speech and language therapists • Dieticians • Educational psychologist • Counsellors Below I will talk about the roles and responsibilities that these named roles will hold · Senco The role of a Senco is to arrange care for children who have special educational needs.
The responsibilities of a Senco is to support to support those parents/carers who’s children have special needs, to train staff, to give advice to staff that may require it, to contact other professionals and make referrals to outside agencies when needed, to be involved with the developing individual plan for the child with special educational needs and to give required support with the transition when the child with special needs moves on to a different pre-school or to primary school
• Key person The role of a key person is to work with a number of children. The responsibilities of a key person is to meet and greet the parents and child when the child is settling in, first point of contact with parents, responsible for observing the child and organising and keeping up to date the child’s learning journal and to develop close bonds and relationships with child as they spend most of the time with them. • Early years teacher The role of an early years teacher is to promote the education of children.
The responsibilities of an early years teacher is to plan, deliver and monitor the teaching and learning in a setting, to offer any advice to staff or to be responsible for delivery and to be responsible for tracking a group of children who have a common feature for example age, gender, ethnicity. • Early years professional The role of an early years professional is to the lead the quality of early years practice. The responsibilities of an early years professional is that you could be responsible for the running of the setting in a manager or leadership role, could work with more than one setting and will offer advice and guidance to early years educators about teaching and learning and to monitor the work of others. • Teachers The role of a teacher is to educate the children.
The responsibilities of a teacher are that they are responsible for teaching the national curriculum and the early years foundation stage, to give children the knowledge that they will need to progress through their school life successfully and teach the core subjects along with other subjects and to monitor the progress that children make • Social workers The role of a social worker is to support children and their families when going through difficult times. The responsibilities of a social worker is to help families and offer support at difficult times, may have the difficult decision to make by removing the child to make sure that they receive the support that they need. • Police liaison The role of police liaison is to provide a link within the community and children and their families.
The responsibilities of police liaison is to go to a setting on an issue of child protection, go to a setting and help the children to understand what the police do and about road safety and stranger danger. • Family support workers The role of a family support worker is to give children and families emotional support and practical support if needed. The responsibilities of a family support worker is to support a family who have extra needs, not involved in making decisions but will contribute to assessments when and if needed. • Health visitors The role of a health visitor is to support children and families with guiding advice on the following issues such as immunisations and feeding.
The responsibilities of a health visitor as to offer support to families after the midwife, supports mothers who suffer from postnatal depression, weigh children and make sure that they are developing how they should • Speech and language therapists The role of speech and language is to assess the abilities of children’s talk about communication and to give strategies for communication delay and difficult The responsibilities of speech and language therapists is to help children with speech and language problems, to support children who have had mouth operations, have problems feeding or hearing difficulties and to provide work to help develop a child’s speech and communication skills
• Dieticians The role of dieticians is to give advice and support to those who need to make healthier food choices. The responsibilities of dieticians is to give advice and support to those who need to make healthier food choices, work both in hospitals and the community and to help the children and families to have an understanding of the food groups and what is the correct food to eat • Educational psychologist. Role: to assess children to be able to agree whether or not they have a special educational needs and to be able to give advice to early years practitioners about the support that they will be able to receive for that child with the special educational needs
Responsibilities: build a relationship with the child and to be able to build up an image of their behaviour and needs, to be able to assess whether the child has a special educational need or not and to give advice on ways that early years staff can help the child make progress through their learning and development • Counsellors Role: To give help and support to the children and families into understanding their emotions and feelings by talking it through with someone Responsibilities: To be able to help children and their families to talk about things that they find difficult and to help children and their families to understand why they feel the way they doing without offering any solutions 1. 5- Explain why partnership working may be difficult in a multidisciplinary team Partnership working may be difficult in a multidisciplinary team for reasons such as each person’s personalities, having different opinions and the time and availability.
Each person’s personalities may be difficult because some peoples personalities may clash for a number of different reasons but you must remember that you work together to help benefit and give help to the children. Having different opinions may be difficult because everyone brings a great depth of knowledge and experiences with them. When having different opinions you may feel that you have been able to share your views and ideas with everyone towards the child’s care. Time and availability may be difficulty because all partnership working colleagues are very busy and it’s hard to put meetings in place. Some partnership working colleagues may find that they are only able to attend the meeting for a limited amount of time because of their busy schedule.