unit 16 legislation, policies, procedures and guidelines relating to working in partnership

[maddee12]

I am so stuck on unit 16, really need any help I can get on any of these questions. my tutor is useless and hasn't given me any information or help with it


1.3 Explain the key legislation, policies, procedures and guidelines relating to working in partnership.
1.4 Analyse the impact of legislation, policies and procedures on working in partnership
1.5 Evaluate the benefits of working in partnership on the development and well-being of children
2 Understand roles and responsibilities of colleagues and other professionals when working in partnership
2.1 Identify the roles and responsibilities of different people when working in partnership.
2.2 Explain the limitations of own role and responsibilities in relation to working in partnership
2.3 Analyse the importance of partnership working to: meet the needs of children; comply with legislation; deliver better outcomes for children
4 Understand the role of parents and/or carers in child development
4.1 Explain the significant contributions that parents and/or carers can have on a child’s development.
4.2 Identify strategies for encouraging parents and/or carers to play an active role in children’s development
5 Be able to encourage and work with parents and/or carers in an early years setting
5.3 Evaluate the impact of partnership working in making a positive contribution to the child’s health, well-being, play, learning and development.

[kaneez77]

taken from another thread on this website
Social services roles and responsibilities are:
• To provide support for vulnerable children and families.

NSPCC (National Society for the Prevention of Cruelty to Children) roles and responsibilities are:
• Provides support for children and families in situations such as domestic violence, abuse.
• Work with different organisations e.g. social services, police, family protection, education and health services.
• Provide support via telephone line to home-based childcare workers on whether to refer a situation to social services.
 
A Health Visitor’ s roles and responsibilities are:
• A health visitor have crucial skills in protecting children from harm and abuse, they are one of the first to recognise children who are likely to be abused or neglected. A health visitor plays a big part in all stages of a child protection process including case reviews.
• Support the health of babies and children under the age of five.
• They have contact with many multi agencies and they support the work of the Local
Safeguarding Children’s Board (LSCB).
• They are trained to a high level to recognise any risks that the child might be in.
• The health visitor will visit parents home so they will gather information such as signs and symptoms this will enable a health visitor to start the process of the signs and concerns of abuse or neglect. The health visitor will need to have access to ongoing contact with the family if abuse or neglect is suspected.
• Health visitors should use their own judgement on when to share information with other agencies.
• They support and guide parents of young children.
• Provide developmental checks on under fives.

General Practitioners (GP’s) roles and responsibilities are:
• The role of a GP is to maintain their skills in recognising if a child is being abused or neglected.
• They need to follow all correct procedures if abuse or neglect is suspected.
• All GP’s Should have regular training and update their training when necessary.

Probation officer roles and responsibilities are:
• The main role of a Probation officer is to supervise offenders to help support them not to re-offend and to protect others from harm.
• They supervise a large amount of offenders that have been identified as presenting potential risk of harm to children and also to protect familys of their own, who might be exposed to criminal or anti social behaviour.
• They also liase with Multi Agency Public Protection Arrangements (MAPPA) such as safeguarding children, procedures covering *** offenders, domestic abuse, child protection procedures.

Police roles and responsibilities are:
• The main role of the Police is to prevent crime and disorder and protect all individuals.
• The police have legislation to adhere to to protect the children. Children have the right to be fully protected (Children’s Act 2004 to safeguard and promote the welfare of children).
• All investigations can be sensitive so the police investigate and work with other organisations such as children’s social care to gather information needed.
• The police investigate child abuse cases (they have specialist training for this, Child Abuse Investigation Units (CAIUs)
• They can access information through IMPACT Nominal Index (INI) which enables them to get accurate information very quickly. (including child protection, domestic violence, crime,
• The Police need to gather information and work with other agencies in case of criminal proceedings against suspected child abusers. All information will be passed on to the CPS
(Criminal Prosecution Services).
• The Police also have powers to enter premises to ensure that children are immediately protected against significant harm.

School roles and responsibilities are:
• The role of the staff is to create and maintain a safe learning environment.
• To identify any concerns and to act upon this information.
• Staff to attend child protection and first aid courses . In cases of special schools staff should have appropriate training on medical issues on safeguarding all children.
• To protect children from harm and abuse. (including bullying/cyberbulling)
• To help meet the health needs of children with medical conditions and provide accurate information on the child’s educational needs.
• The school designate a person that have had specific training to deal with child protection issues
• They will be in contact with multi agencies to support the child and attend case conferences.
• Under the childrens Act 1989 the school have a key role to play referring children and providing information to the police for future criminal proceedings that might take place under child protection issues.
• The school should manage risks appropriately such as internet etc.
• Provide policies and procedures to protect children etc child protection, physical contact, safeguarding, risk assessments, outings, injuries, illnesses and emergencies.
All policies And Procedures should be followed at all times.

Psychology service roles and responsibilities are:
• Provide support for children who have experienced abuse or harm.

School nurses roles and responsibilities are:
• School nurses have regular contact with children from the ages of 5-19.
• They are lead professionals for CAF (Common Assessment Framework).
• School nurses provide a role in delivering the Healthy Child Programme. They access children and implement their needs such as individual or group needs.
• School nurses work with parents or carers in the care and treatment of vulnerable
children. They can provide support to the families to help them achieve better parental skills.

[Vdgreen19]

Hi sorry to jump on a post just wondering if anyone can help me with question 2.3 - analyse the importance of partnership working to
. Meet the needs of children
. Comply with legislation
.deliver better outcomes for children

Thankyou

[kaneez77]

Partnership involves parents, families and practitioners working together to benefit children. Each recognises, respects and values what the other does and says. Partnership involves responsibility on both sides.
Supporting learning and development
Parenting involves giving children the care, education and attention they need to learn and develop. Parents provide children with their first learning experiences and they help ensure that children reach important developmental milestones such as sitting, walking, becoming toilet-trained, talking, cutting, doing up buttons, cycling, reading, and so on. As children go on to spend time in out-of-home settings parents continue to support their learning and development. This is more effective when parents complement children’s experiences in a particular setting. Likewise, learning is more meaningful when practitioners use information from parents about children’s interests, skills, abilities, and dispositions as a starting point for new experiences. Below are some ways in which parents can support their children’s learning and development at home, and how practitioners can help them to do this.
Involving parents in the setting can also benefit the parents themselves. Often, the best way to improve children’s lives is to support their parents in their parenting role. One source of this support is the informal networks and friendships that are often created when parents meet. These can act as a valuable source of support and information for parents, particularly those who are isolated or new to the area. Parents can act as mentors for each other, or can simply offer friendship.

[kaneez77]

Partnership working
When there are lots of professionals involved in a child’s life, it is vitally important that they work together to support the best interests of the child. You may have seen in the news upsetting stories of child abuse and neglect. Unfortunately, tragedies could have been avoided in some cases if agencies had worked in partnership and shared information. Partnership working can take place if there are concerns over a child’s safety. Professionals such as social workers and health visitors may work with the parents and the early years setting to ensure a child is not at risk of harm. Likewise, if a child has additional needs or a disability, professionals such as the SENCO, physiotherapist or speech and language therapist can offer support to the child, their family and the setting. The benefits of a multi-agency approach Professionals from different agencies can support children and their families with their differing areas of expertise. When this knowledge is combined it supports positive outcomes. Child-centred planning Professionals should always put the needs of the child first. This means planning support to meet each individual child’s needs and avoiding a ‘one size fits all’ approach. Putting the needs of the child above everything else should ensure that children are given the correct support and resources to help them achieve their individual goals.
Joined-up working with other services Information should be shared between agencies, within the boundaries of confidentiality, to keep each child safe. When professionals work in a ‘joined-up’ manner, it helps parties to see the bigger picture and to work more effectively in partnership for the benefit of the child. Involving families and children in planning and decision making Parents are children’s first and central carers. Families should be listened to, their choices respected and their needs for support recognised. Each child should also have the opportunity to make their voice heard and be included in decision making, within their capabilities. By engaging children and families, this ultimately increases the chances of better outcomes for the child.

[Samscam]

Hi all, I wonder if I can jump on this thread and ask what significant contributions parents can have on their child’s development. Am I thinking too much on this one? Is it just things like the first learning opportunities such as teaching them to talk, walk etc??

[Ruthierhyme]

Hi, page 148/149 of this level 3 EYE handbook looks at the benefits of working in parnership with parents, it recognises the significant contribution parents make top their child's development through times of transition, sharing information and ensuring positive outcomes for children's learning, so yes it is about experiences xx

Quote: Benefits of working in partnership with parents

We know that parents play an essential role in children's lives. They offer emotional security and stability as well as influeinging children's values and attitudes. Unlike professionals who work with children, parents are there for the long term. They know about their child's personality, interests and also quirks. There are therefore many benefits of working in parnership with parents.

Transition
When children move from their home to an wearly years setting, we need to find ways of making this as smooth as possible. Where there are strong partnerships with parents, it is easier to help the child make the move.

Sharing information
When there are strong partnerships with parents, information that can help in the care and education of children can be easily exchanged. This is important as what happens at home can affect children in the early years setting, but also also what happens in the early years setting can influence the child at home.

Positive outcomes for children's learning
There has been research to show that, where there is strong partnership working and parents feel involved, children do better in their education. This is because parents and settings share ideas, and so parents can put these into practice at home.


Hope this helps xx

[Samscam]

Thank you that has really helped, I work in a pre-school and I have to answer this-
Explain the limitations of own role and responsibilities in relation to working in partnership.

Any ideas?

[Chloe Ellis]

Hello,

First time using this website so I don't really know what I'm doing :').

Just wondering if anyone can help me out with this question please?

-The impact of legislation, policies and procedures on working in partnership?


I work in a nursery. Children aged 3months-5 years old.

Many thanks

[Shelly-Parton]

Can anyone please help with these questions
5951 2.1 Analyse the impact legislation, guidance and policies and procedures have on own role and responsibilities.
5951 2.3 Explain how health, safety and security are monitored and maintained.
5951 2.4 Explain potential conflicts between the rights and choices of children and health, safety and security requirements.
5951 1.2 Explain how the legal requirements, guidance and policies and procedures are implemented in the early years setting.