REVISE EASY

Unit 2.5: Working in partnership


What is working in partnership?

Working in partnership is about public agencies and professionals working together to meet the needs of children, young people, carers and parents. The teams of people working together are also referred to as Multi-agency.

The experts in their field and established organisations work under one umbrella to provide a range of services and support for children, young people, carers and parents. They function collaboratively to provide, health, care, education and safety to children and young people in the homes, schools and early years settings.

Below is a list of organisations and professionals working together:

Doctors (GPs)
Health visitors
Social services
Speech and language therapist
Special Educational needs coordinator (SENCO)
Educational psychologist
Paediatricians
Physiotherapist
Child psychologist
Early years practitioners
Carers
Parents

Can you think of anymore?


Reasons for working in partnership


  • Work in an inclusive way - all children actively participate in all areas of the setting

  • Referral made quickly and reduce repeated referrals

  • Offer a child-centred support

  • Effective communication - enbles information sharing quickly and easily

  • Early interventions prevent issues from escalating

  • Child's needs identified earlier and allows early intervention

  • Parents can provide comprehensive information about their child, such as background, preferences and so forth.

Can you think of anymore?

Working together in relation to current frameworks:

  • EYFS - positive relationship: practitioners duty to build relationship with parents. Also provide a safe and stimulating resources to support child's learning and development.

  • The Common Assessment Framework (CAF) - This is used to assess the needs of a child and their family The information is used to identify the expertise service required to support the child.


CAF allows information sharing between the multi-agencies. CAF assessment involves:

  • child's development - practitioners can follow their progress in learning and development within the EYFS framework.

  • parents and carers - this sections looks at the care support offered to the child, such as responding to their needs and relationships.

  • family and environment - this section looks at the overall support the child has in the family home and enviroment. Looks at the overall capacity of the parents to support child's present and future child development.



    children from poor families living in crowded conditions and parents with mental or physical health issues or low income are more vulnerable and likely to affect child's development.



The information from the CAF assessment is then used by the professionals to work with the parents and the Team Around the Child (TAC) to set up a plan to protect the child.

Have a look at the CAF form in your setting and
study the 3 sections mentioned above.

Policies and procedures requirements relating to working in partnership

  • confidentiality policy

  • recording, storing and sharing information policy

  • inclusion and diversity policy


Data Protection 1998 information requires personal information to be securely stored and used only for the purpose stated. All information should be up to date, accurate, relevant and retained only as long as necessary.


Find out from your setting:

How the information is recorded?
Where is the information stored?
Who the information is shared with?

Find out how the information is kept confidential
How is it accessible and who has access to it

Policies for information sharing Conflicts and dilemmas in relation to sharing information
Personal records: name, address and admissions forms are confidential and cannot be shared with other parents.


Medical records are confidential and cannot be shared with other parents.



Accident records / incidents reports have to be kept confidential and locked in a secure drawer.


Developmental records such as Observation, planning and photographs are confidential, but parents can have access to them if needed.



Every matter relating to safe guarding is confidential. Staff in the work settings have responsibility to share information with other agencies in order to safe guard children.



The head of the centre or designated staff member will disclose any information about child to other member of staff on a need to know basis only.


 Children have a right to privacy and confidentiality.
Staff should not pass on any information to other parents for them to gossip or talk about. Parents need to feel confident that their child will not be topic of playground gossip. Children and young people need to feel secure that their personal information is kept confidential and protects them from being teased or bullied in the educational settings.


A parent may want to take photographs of their children playing with other children.
But this would not be permitted due to confidentiality and safeguarding policy.


Parents may want address of other children in the nursery because they want to send them an invitation to their children's birthday party.
Teacher or carer are not permitted to divulge this information, but may provide phone numbers after receiving permission from parents.



Parents may not agree to their child being referred to a specialist (child psychologist or an educational psychologist), but if it is in the interest of the child, the nursery or school setting can override parents decision.


If a nursery carer or school teacher observes repeated signs of physical abuse, then he/she must report it to the manager. Parent's consent is not required as it may place the child at greater risk.

After assessing the child, manager reports the abuse to social services who will report it to the police too without the need of parent's consent.

Identify the policies in your work setting that include details of information sharing. For each policy describe the procedures for information sharing.

Draw from your work setting to give an example of where there may have been a conflict or dilemma in relation to information sharing.

Role of multi-agencies working together

Safe guarding issues

Agencies and Professionals Function Reasons for making referrals
Doctors (GP) Diagnosis potential medical conditions.

Referred by carer, nursery, school, health visitor.

 Child who is failing to communicate may be referred to a GP for test to identify problems such as a hearing impairment.

Delay in walking or for a medical condition.
Health Visitors Visit and gives advice on feeding, weaning on new births.

Gives support to new parents.

Gives support to new parents.

Works with other professionals to retain the overview of the health and well-being of children and family in the area.

Trained on safeguarding of children.
 Child who is not eating may be offered advice and information on how to encourage children to eat. To check and monitor the physical developments of new born babies.

Provide specific support ? post natal depression.

Child who is not eating may be offered advice and information on how to encourage children to eat.

Provide specific support ? post natal depression.

Provide families with specific support around health areas of concern.
Social Services
Speech & Language Therapist Work to improve communications.

Referred by Local Education Authority or GP

 Child who has difficulty talking may be referred to a speech therapist.

Delay in language development.
SENCO

(special educational needs coordinator) 		Coordinates with other professionals to provide the necessary support for the child.
Ensuring that needs of pupils with special educational needs are met.

Provides additional support for children with special educational needs and challenging behaviour.
Also liaise with parents.

Every school has a s.e.n.c.o policy and a SEN coordinator.
Every school has a s.e.n.c.o policy and a SEN coordinator.
If parent has any concern over child?s progress, then they can contact the SEN coordinator.
 Child with special educational needs:

cerebral palsy or autism, asperges syndrome or dysphraxia

Child who behaves aggressively towards others in the setting.
Educational psychologist If child has special educational needs, nursery or school will discuss issues with parents and any interventions.
If no progress then child will be referred to the educational psychologist after receiving permission from parents.
School contacts the Local Authority who arranges for an educational psychologist to carry out an assessment on the child.
Dyslexia and learning difficulties
Paediatricians Has expertise knowledge and skills to support children with a range of issues.

Referred by a GP after assessment.
 Dyspraxia
ADHD (attention deficit hyperactivity disorder)
Developmental impairment
Developmental delay

Medical conditions such as epilepsy, asthma, obstructive sleep apnoea, genetic syndromes and cerebral palsy.
Physiotherapist The role of the physiotherapist is to assess and manage children and young peoples with movement disorders, disability or illness.

Provide physical intervention, advice and support.

Referral can be made by any health professionals:

paediatricians, GP, health visitor or school nurse. 		Delay in physical and motor development.

Physical disability

Cerebral palsy (impaired motor function.
Child psychologist Provide counselling and other forms of therapy.

A child psychologist specializes in understanding thought processes and actions of children and interpreting them to guide appropriate mental health treatment.

Referral from GP, hospitals and social workers.

 Emotional behavioural problems:Emotional behavioural problems: excessive anger, bed wetting or eating disorder, cries, mood and depression Social isolation or trauma events or abuse.

withdrawn worried and stressed sulky or tearful.

Insomnia , poor appetite, academic or social functioning.

Identify other partnerships within YOUR work setting

Describe the function of the partnerships in your setting

Describe the function of the partnerships in your setting


Evaluating working in partnership


Advantages of multi-agencies that supporting children with additional needs:

Early identification of child's needs means that child can have early intervention, as a result later difficulties can be reduced or prevented.

For example: 5 year old Kia does not interact with other children and hardly talks. Most of the time she nods or points with her finger and watches other children play. Also it appears she has difficulty with speech (making sounds)However, she does watch attentively and copies other children's actions. She enjoys story time and dances to music and engages in the activity 'Simon says' e.g. clap hands or jump .

What did the early years setting do to support Kia?

- Kia has a key worker.
- practitioners approached parents and discussed Kia's difficulties with social and communication skills.
- planned and designed activities to specifically promote speech, communication and social skills.
- practitioner carried out an observation using different forms of observations methods.
- information collected is evaluated and discussed with team members.
- completed a CAF form.
- made a referral to a speech and language therapist.

What other support could have been offered to Kia?


Are there any disadvanatages of multi-agencies supporting children like Kia?

For example consider:

- shortage of professionals, hence long waiting list for Kia to be seen.

- professional may differ in prioritising Kia's case which could lengthen waiting time to be seen

- professionals may not be in agreement with each other with regards to providing various types of support for kia.

- Kia's parents may not accept that Kia has a problem with speaking and maybe reluctant to have her assessed by a professional.

- Kia and parents maybe experience stress


Advantages of multi-agencies that safeguard children:

- How can multi- agencies help to safeguard children?
- Identify which agencies would be involved.
- What would the procedures would you follow for child who is being abused?
- To whom would you make a referral to

Are there any disadvantags of multi-agencies that safeguard children?

Advantages of multi-agencies that support children's transitions:

- How can early years practitioner support a child who is unable to settle into a nurserty?

- What support early years setting provide to ensure child's transition from home to nursery is smooth?

- Who would the early years practitioner work with to support the child?

Are there any disadvantags of multi-agencies supporting
children with transitions?

Different family structures

Family type Members of the family
Nuclear

2 generation of parent and children 		Mum, dad and children living together.
Extended

More than 2 generation 		Parents, grand-parents, aunts, uncles,
brother, sisters and cousins living
in same home.
Reconstituted
(step family)		 2 parents, each may have children from previous relationships, but re-formed into a single unit.

Children live with one natural parent and one step-parent. Families may also include step siblings and/or half-siblings.
Lonely parent Only mother or father living with children.
Adoptive family Family that has adopted a child.
Foster family Family temporarily caring for a child or children who
may not have a family of their own.
Residential care home Children without parents or unable to be looked after
by parents are cared for in residential homes by people by carers.
They are run by Social Services.
Nomadic family One who has no permanent town or village.
May live in a mobile home and travel to
different sites for short time and then
moving on again.
Communal family Children live i commune where they are cared by
other people who share their home
as well as being cared for by
their parents.


Analyse benefits of working in partnerships with parents and carers:

Working with parents can have a huge impact on the child's quality care, education, health and safety. Since parents know their child better than anyone, they can provide wealth of information on their children's behaviour, illnesses, diet, special needs, likes, dislikes, fears and any issues they maybe experiencing.

For example, 2 year old Shalyna likes to have a nap at 12 pm in the afternoon, so the parent relays this information to the carers in the nursery who will use the information to understand why Shalyna doesn't interact during play activities in the afternoons. or the nursery may discuss their 'rest and sleep policy and procedures with the parents as they may not be able to fulfill the parents wish because meal time is at 12 pm. Both parents and practitioners may discuss matter futher in order to accommodate the child.

Another example, a child is unable to settle in the nursery, parent is anxious and worries, so carers allow parents to stay with child during transition from home to nursery.

Third example, the importance of play is not always appreciated, so involving parents in the play activities will help them understand how play experiences can help children learn and develop; they may also want to replicate the ideas in the home.

Identifying when parents and carers need support

  • speak different language from setting

  • language barriers

  • under emotional pressure about leaving their child

  • financial problems

  • family problems

  • work problems


How would you help?

Welfare of the child is paramount, so your duty would be to promote the welfare, learning and developing of the child.

  • talk to parents
  • key worker share concern with parents regards to special educational needs
  • child not in good health, hair not combed, clothes dirty etc
    • or child appears to be lethargic, coughing or not responsing feeling unwell

  • talk in private space confidential space
  • focus on the child
  • be tactful
  • allow parents to respond
  • ensure that discussions are shared with senior practitionrs, head teacher, setting manager or SENCO


What to do if parents become upset and attitudes:

  • call on head teacher or manager

  • remain calm and polite

  • quiet place to talk

  • advice in friendly and non-critical manner


  • child may display discriminatory behaviour come from the home swearing or racist remarks

  • point out legislations and policies of setting

  • parent need to be told such views not toleratd or acceptable in early years setting or schools

  • point out there are different practices to that of home e.g. eating at table and finishing meal and not going off to play. Also, in the setting children are allowed to choose food and quantity.

  • in setting children allowed to play outside in cold weather although parents may not agree. Point out the policy on free flow, explain nurseries approach to inclusivity (all children are given opportunity to play outdoors) Both practitioners and parents can reach a compromise to allow child to play outdoor if child is wrapped up warm.

    Support offered to parents and carers


    • welcoming names correctley recorded

    • Greeting and smiling

    • Name badges on practitioners

    • photos of staff on board

    • key person parents need to know



    Barriers to developing partnership:

    • Stressful lives and circumstance - poverty, disability, illness or single parenthood
    • Language barriers - some parents may lack confidence in speaking English if it is not their first language.
    • Work pressure - long hours and unpredictable work patterns.

    Can you think of anymore?

    Information sharing conflicts between partners


    Data Protection 1998 information requires personal information to be securely stored and used only for the purpose stated. All information should be up to date, accurate, relevant and retained only as long as necessary.

    Policies for information sharing Conflicts and dilemmas in relation to sharing information
    Personal records: name, address and admissions form are confidential and cannot be shared with other parents.


    Medical records are confidential and cannot be shared with other parents.


    Accident records / incidents reports have to be kept confidential and locked in a secure drawer.


    Developmental records such as Observation , planning and photographs are confidential, but parents can have access to them if needed.


    Every matter relating to safe guarding is confidential. Staff in the work settings have responsibility to share information with other agencies in order to safe guard children.


    The head of the centre or designated staff member will disclose any information about child to other member of staff on a need to know basis only.


    		 Children have a right to privacy and confidentiality.
    Staff should not pass on any information to other parents for them to gossip or talk about. Parents need to feel confident that their child will not be topic of playground gossip.

    Children and young people need to feel secure that their personal information is kept confidential and protects them from being teased or bullied in the educational settings.

    A parent may want to take photographs of their children playing with other children. But this would not be permitted due to confidentiality and safeguarding policy.

    Parents may want address of other children in the nursery because they want to send them an invitation to their children's birthday party.
    Teacher or carer are not permitted to divulge this information, but may provide phone numbers after receiving permission from parents.

    Parents may not agree to their child being referred to a specialist ( child psychologist or an educational psychologist), but if it is in the interest of the child, the nursery or school setting can override parents decision.

    If a nursery carer or school teacher observes repeated signs of physical abuse, then he/she must report it to the manager. Parent's consent is not required as it may place the child at greater risk.

    After assessing the child, manager reports the abuse to social services who will report it to the police too without the need of parent's consent.

    Identify the policies in your work setting that include details of information sharing. For each policy describe the procedures for information sharing.

    Draw from your work setting to give an example of where there may have been a conflict or dilemma in relation to information sharing.

    Importance of clear communication and recording information that is
    legible, grammatically correct, clear and accurate

    • Prevent misinterpretation
    • Prevent misunderstanding
    • Prevent any confusion
    • Information is read correctly
    • Safe time and stress

    How communications and records are recorded and securely
    stored meeting data protection requirements:

    All children' s records and communication via email, note pad, letter, referral forms or application forms are recorded and secured in the following ways:

    • Information recorded and saved in a computer is accessible by person in authority and with the use of a pass word.
    • Paper-based information should be stored in a locked cupboard and access by manager or other authorised person.
    • Information should not be kept longer than necessary and shared by relevant partnerships with the consent of the person.


    REFERENCES

    DFE (2017) Early Years Foundation Stage Framework (EYFS)
    https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

    DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    Every Child Matters (2003)
    http://webarchive.nationalarchives.gov.uk/20130403155730/https://www.education.gov.uk/ publications/standard/publicationDetail/Page1/DfES/1081/2004

    Early learning and childcare
    https://www.education.gov.uk

    Every Child Matters (2003)
    https://www.education.gov.uk/consultations/.../EveryChildMatters.pdf

    DFE (2014) Development Matters in the Early Years Foundation Stage (EYFS)
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    DFE (2014). Statutory framework for the early years foundation stage
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    DEF(2014). Early years (under 5s) foundation stage framework (EYFS)
    https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

    DFE (2014) Keeping children safe in Out of hours provisions
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    DFE(2014) Early Years Outcomes
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    Parents? guide to EYFS (2014)
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    What to expect and when (2014)
    http://www.foundationyears.org.uk/eyfs-statutory-framework/

    The British Association for Early Childhood Education
    http://www.early-education.org.uk
    (Supported by DFE)

    Parliament (2003) Every Child Matters
    https://www.education.gov.uk/consultations/.../EveryChildMatters.pdf

    Caroline Meggit & Tina Bruce (2014) CACHE Level 3 Early Years Educator. Hodder Education:London

    Caroline Meggit (2011) CACHE Level 3 Children & Young People's Workforce Certificate. Hodder Education:London

    Tassoni et al (2014) Level 3 Early Year Educator. Pearson: Harlow Essex

    Tassoni et al (2011) Level 3 Certificate for the Children and Young People's Workforce. Pearson: Harlow Essex

    www.gov.uk/government/publications/2010-to-2015-government-policy-childcare-and-early-education

    www.education.gov.uk/publications
    www.foundationyears.org.uk.
    www.legislation.gov.uk/
    www.4children.org.uk


    https://www.nspcc.org.uk/preventing-abuse/safeguarding/