There … Here are Penny Wilson's ten top tips for working in partnership: 1. The purpose of this toolkit is to provide information to schools (and childcare providers) about the benefits of partnership working to meet the childcare needs of parents. Outlining choices and enabling good understanding around options is key in partnership working and involves services being clear about their offer and thresholds for access. This Book Chapter is brought to you for free and open access by the Law at ARROW@TU Dublin. It can be beneficial for early years setting to establish liaisons with other agencies. Commit to working in partnership with other professionals and agencies and ensure parents are aware that this is your professional responsibility. For working in partnership to be successful it has to be on the basis that the contributions of each person or organisation are as valued and valuable as each other. In relation to the importance of communication with parents in the EYFS, The Early Years Foundation Stage (EYFS) seeks to provide ‘partnership’ working between practitioners and parents. It is the responsibility of the Special Educational Needs Coordinator in the early years setting to “coordinate the support across the setting and specifically to liaise with the professionals or agencies beyond the setting” (SEND Code of Practice 5.54). Especially f you have few eligible children, working with others will allow you for example to jointly commission bespoke training to meet your continuous professional development needs. It is important that settings involve parents to stay informed about the setting and their child’s development, which may involve using translation services. In: (Eds.) The thresholds for Early Help or referrals to Children’s Services will also be available locally. 'Wraparound' care is childcare before and/or after school hours. Safeguarding children from harm is everybody’s responsibility. Good relationships between parent/careers colleagues and children are enormously important in the early year’s settings as they benefit everyone especially the children. The Designated Person in the setting is responsible for liaising with any statutory services concerning safeguarding and child protection. Some are involved in direct teaching whilst The Wider Context, Evaluating Early Years Practice in Schools, Facilitating Children's Early Learning - Ann Langston, info@earlyyearsmatters.co.uk | Early Years Matters Ltd, 36 Bloomfield Drive, Bury, BL9 8JX, United KingdomRegistered in the UK: Company No. There are many possible professionals who may be involved in the lives of children with special educational needs, from hospital staff who deal with medical conditions, to speech and language therapists who assess and deliver programmes to support communication and language development. Referral pathways should be outlined on the Local Offer. They This is known as ‘partnership working’. It is the responsibility of the Special Educational Needs Coordinator in the early years setting to “coordinate the support across the setting and specifically to liaise with the professionals or agencies beyond the setting” (SEND Code of Practice 5.54). Partnership working is essential to ensure children have their needs identified, assessed and met throughout their childhood. The first aspect of the early years professional in supporting effective partnerships, is through recognising and valuing the role of parents and families working with children. Safeguarding partners in a local area include the local authority, the clinical commissioning group and the chief officer of police and they must provide strategic leadership for safeguarding services and must set out how they will work together and with any relevant agencies, of which childcare and education services are a part. Are you a parent or an early years practitioner looking to improve your relationship with each other? M. Mhic Mhathúna and M. Taylor, Early Childhood Education and Care. Working in partnership with other relevant adults MU2.9-1.1 Why is it important to work in partnership with the following people:- Parents/ carers This is the most important partnership as Parents/carers need to feel happy with the setting and the staff who work there. Be prepared with evidence - based assessments when discussing children’s needs and progress, using the EYFS as a starting point. We will also be encouraged to develop the skills of understanding when it is important to seek the help of other professionals. Here we’ve put together a round-up of all our resources to help support you as a childcare professional to confidently connect and engage with parents to encourage and develop children’s learning. Other professionals . However, in most circumstances parents/carers are only too pleased to share information and receive appropriate support. Partnerships with professionals relates to the importance of collaboration and partnership amongst early childhood professionals, who work together to support children’s learning and development. Working in partnership with other professionals is a huge part of the EYFS as all professionals should be working together to meet the needs of the child and family. Children who are learning to speak more than one language have an additional need which can be supported through partnership working. Often it is through early years developmental assessments when delays and concerns are identified. There be times where childcare providers will need to work with one than one professional, this can be in situations where children are accessing support from different … The benefits of working in partnership are enormous allowing all families to share information about their children’s development or learning and supporting those children with particular needs to receive coordinated support. You'll need permission from the families you work with first to make sure they're happy with this arrang… A list of all guidance documents from the Government is available at www.gov.uk. Other professionals might be able to give us advice as how to meet that child’s needs or might suggest … Be clear about gaining permissions where applicable. 24 EFFECTIVE MULTI-AGENCY PARTNERSHIPS The National Foundation for Educational Research in two annual surveys of trends in education 2006 and 2007, reported on how the Every Child Matters agenda was affecting schools. Each early years provider will have access to their Local Safeguarding Children Board (LSCB) information where all processes are outlined if you have a concern. It can be beneficial for early years setting to establish liaisons with other agencies. Developing good partnership relationships improves the quality of care provided. Involve parents and children as much as possible in partnership working, keeping the child’s needs at the centre. By improving partnership working you can achieve greater equality, mutual respect and satisfaction, as well as more efficient use of everyone’s time. I will encourage parents/carers to work with me to support their child’s learning and development. Each local area will have different specialists. Remain compliant and stay ahead of industry changes in Early Years-inform. Children’s needs will dictate who the family may associate with, and therefore who the educator will need to work with. • Consider: • Professionals within the setting • Other professionals from outside the setting • Benefits to the child • Benefits to the setting. Keep records of discussions with other professional and agencies. Ensure clear policies and procedures are understood by all staff, outlining key responsibilities, such as that of the Designated Person or Special Educational Needs Coordinator. There is now a consensus that effective partnership working is essential in order to design, develop and deliver personal services for those requiring support and assistance to optimise their independence and happiness. Each local authority is required to provide information about services and pathways for families on their Local Offer outlining how they meet the needs of children identified with SEND. This in turn can support high aspirations for children and better outcomes. Croner-i is a comprehensive knowledge and resource platform that enables professionals to stay ahead of change in their industry, with legislation, trends and best practice. For everything that matters in early years. Building good professional connections reduces working in isolation and provides a holistic view of children and families. Joint Local Area Reviews are undertaken to review if local authorities are meeting their statutory duties for partnership working under the SEND Code of Practice, which can include visits to early years providers. Both surveys identified … Lack of confidence- approaching a “professional” about their childs learning may feel daunting- but as skilled early years professionals we recognise the parent is the most influential and important “teacher” of their child. Understand the principles of partnership working in relation to current frameworks when working with children 1.1 6. Partnerships abound in our society between both groups and individuals – the best partnerships are those where each partner is valued equally and has as much power as each of the other partners. Health visitors send questionnaires to parents as part of the health review at age two years, and childcare practitioners assess children against the EYFS prime areas developmental bands. Partnership working is key to successful implementation of safeguarding practice and policy. Call 0800 231 5199 to learn more. Gill and Macmillan. This is known as partnership working, where professionals support children, and their families, together in a holistic way. The principles behind working with others in a respectful way are the same … If you're a childminder caring for children who attend different schools, you might decide to team up with another registered childminder in your local area. It often involves sharing information, discussion and a commitment to working as a team around the child says Rebecca Fisk. Read ‘Families as partners’ to hear how Rhys’s family worked effectively with a range of professionals to provide the right support for him. Partnership working has come a long way in recent years. Working in partnership with colleagues and other professionals in early years settings unit 305 Barriers that might prevent partnership working Working with others will promote positive outcomes for children, but as in all such situations, there are certain potential barriers, as … Early childhood professionals are from diverse professional backgrounds. Working together in partnership can have long-lasting and beneficial effects on children’s learning and well-being. Consider how your childcare provision will be represented on the Local Offer and liaise with your local authority for information. There are other professionals who may work directly with children or provide advice and guidance to settings and to families in the early years: Specialist teachers/Advisory teachers Teachers who can give advice and support on children with particular needs, for example, children with a hearing or vision impairment. Working in partnership can reap huge rewards and deliver extensive and surprising results – the whole is greater than the sum of its partners! Level 3 Diploma for the Early Years Practitioner (Early Years Educator) Unit 305: Working in partnership with colleagues and other An introduction to information sharing for early years settings, nurseries and childminders including information on data collection, sharing and GDPR. As a part of the process of helping children to settle in it can be helpful to exchange or gain information from other agencies for example, a previous nursery that the child has attended or from a childminder. Families who have contacted the CBF report: Having to fight to access services The Principles into Practice cards on this page refers to the EYFS 2007, it is not linked to the Revised EYFS. For working in partnership to be successful it has to be on the basis that the contributions of each person or organisation are as valued and valuable as each other. need for greater partnership working with other services and agencies. Working in partnership with other providers will offer schools a solution to meeting the parental demand for childcare. All early years staff must know the circumstances under which they may share personal data with other agencies about individuals. Discuss how early years settings can demonstrate commitment to working in partnership with parents and carers, by outlining how getting involved in their children’s learning and development matters. How partners work together is defined by the agreements reached about data sharing and about confidentiality – any information is therefore provided on a need to know basis. Although it can be intimidating to contact and meet with other professionals, as an early years practitioner you are also a professional and your opinion is valuable. In early childhood settings this can involve teams from different disciplines such as education and health and social care teams working in partnership with families to ensure each child’s individual needs are met. The small amount of the EYPP funding per child means that partnership working will be a key way to making your funding go further. Parent partnerships are key to a successful early years experience for children and for them to gain the most out of their early education and reach expected levels of development. Working with parents/carers and other professionals Working in partnership. 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