CYP 3.6 how is this?
 

I have just finished doing some writing for 3.6 1.2, just wondered if anyone could have a read and let me know if this is alright. Nothing more depressing when you've worked hard for your assessor to then turn around and say it needs more or is completely wrong.

1.2-
It is important that different professions who work with children communicate with others whom they come into contact with, to ensure the child is kept from harm and reaches positive outcomes in life. A child with extra needs whether due to a disability or their upbringing will need support from various professions.
If you have a child who is under social services at preschool age, communication will be between health visitors, doctors and anyone who comes into regular contact with the child and parent. They would offer their services by providing parental classes, help at home through respite where the child can go and stay with someone for a weekend to enable the parent/carer a break and also the child. It is paramount that these individual services communicate to one another to ensure child's safety and that the parent/carer is coping.
A child who is on the Autistic spectrum (suffers ASD) will possibly need support from a number of services to help support their development and reach their full potential. If the child is in education and no referral has been made or communication from parent or other professionals regarding the child showing signs of Autism, firstly the teacher will discuss their concerns with the parent and the SENCO within the setting. A developmental assessment will be carried out. If necessary a referral will be made, this can be done via in person, telephone, email or letter. Referrals can be made to speech therapists, educational psychologist, general practitioners, all depending on the severity of the child's needs. There will be a Common Assessment Framework (CAF) in place. This is a standardised framework for assessing the child's needs for each profession. It is the aim of CAF to help practitioners gain a holistic view of the child and to help decide what support is needed.
The main sections of CAF are the development of the child, how well the parents are able to support the child and the impact of the wider family and environment the child is brought up in.

Thanks in advance (and excuse spelling or grammer haven't checked it all yet)x

hi can anyone help me with SHC 33 1.3 an explanation of how inclusive practice promote equality and supports diversity ??? xx please im stuck xx

this is what ive had signed off -
1.3) Explain how inclusive practice promotes equality and supports diversity

Inclusive practice is a term used in education to describe the way of ensuring all the children have an equality of learning, no matter if they have disabilities, different needs or disadvantages. This means that all the children in the setting will be taught and have their needs met in the best possible way for them. The children are seen as part of the community even if they do need extra help to support them in their day to day needs, and cant do things as well as other children may be able to.

Inclusive practice is best practice. Educational workers support inclusive practice by working in ways that recognise, respect and value each child in their care and make the most of all parts of diversity. Teaching the children how diverse the world is will help the children to understand that although other people and children may not look or act the same as them, we are all still equal. Having books about different cultures, beliefs and disabilities will also help the children learn.

Having a good awareness of the children’s individual needs supports them in developing. Each child should be individually praised on their achievements as each child has different abilities, this will help the children develop by helping them build their self-esteem and confidence.

this is what i've wrote but haven't had it signed off yet:
1.2. Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people.
Every setting is unique, and the nature of the multi-agency working will vary accordingly. For example, a school will have links with all different professionals and agencies in order to meet the needs of the children in their setting. In order to meet the needs of families accessing support from a range of professionals, there has been many systems of multi-agency working developed, such as; The Team Around the Child (TAC), Multi-Agency teams and integrated working practices.

Although my setting is an extended school, it also has a children’s centre part of it. In Children’s centres, practitioners work in a co-ordinated way to address the needs of children, young people and families, providing services such as; integrated early learning and full day care, family support, health services, outreach services to children and families not attending the centre and access to training and employment advice.

Anyone working together, be that a team of two or larger will know that different opinions and ideas and are known to be helpful. If a practitioner at the centre notices that a child in full day care at the centre has speech problems, it may be more than just problems with their speech. It may be that a child’s development is behind for their stage. So referring the child straight to a speech and language therapist (SALT) may be no help at all.


Speaking to the parents/carers of the child about their child’s speech could help. It may be that their speech is perfectly normal at home or that the parent/carer has noticed hearing problems or glue ear is suspected.

To help a child such as this the Children’s centre may have arranged for the parent/carer to see the health visitor at the centre. Depending on what the health visitor thinks, they may then see the child in the home or day care setting or both. The health visitor may then recommend that the child see’s a SALT, who then feels another professional is needed for development progress i.e. SENCO or education psychologist.

Working together everyone knows what is going on, what is or isn't working and what needs to be done next. Sometimes they work/go very smoothly with the child progressing, sometimes things don't 'move' at all and the multi-agency groups have to see why, sometimes then, different methods are used, sometimes different professionals are called in, sometimes a CAF is called for.

Coming together and sharing information can help a child. Parents are always included, but sometimes they aren't aware/perhaps don't want to share every piece of information and this can hamper professionals who are trying to help their child.