The CAF is used by people who work in organisations including schools and children’s centres and is used by practitioners in a wide range of settings and circumstances. The main aim is for everyone including children‚ young people and parents/carers to agree
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CU1523 - Understand integrated and multi-agency working 1.1 Explain the importance of multi-agency working and integrated agency working. Multi-Agency or Integrated working are terms used to describe how different services work together to meet the needs of children‚ Multi-Agency involves different agencies‚ services or teams of professionals working together to provide services that can meet the needs of the children. Integrated working involves different services working together in the
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1.1 Explain the importance of multi-agency working and integrated working: Before multi-agency working came into place‚ parents of children with additional needs or families needing some extra help and support were essentially on their own and had to see lots of different professionals in order to get to a point where help was being given. Children were also quite likely to fall through the net and in the UK we have seen many cases of child abuse and neglect‚ which have ended in the worse possible
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Nottingham: DfES Publications. Feiler‚ A.‚ Logan‚ E. (2006) ‘Forging links between parents and schools: a new role for teaching assistants?’ Support for Learning. 21 (3) pp.115-119. Norgate‚ R.‚ Osborne‚ C.‚ Traill‚ M. (2009) ‘Common Assessment Framework (CAF) – early views and issues. Educational Psychology in Practice. 25 (2) pp.139-150. Office for Standards in Education (2006) Inspection Report: Frederick Bird Primary School. London: OfSTED Publications. http://www.ofsted.gov.uk/oxedu_reports/download/(id)/74065/(as)/103695_298753
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029 level 3 childcare 1.1 As practitioners we need to make sure we work together. This will have a positive impact on the children’s/young people’s health‚ development and learning. In order to achieve the best for children/young people the 5 possible outcomes need to be put in to action. The Every Child Matters is a part of the government framework in England which states these. The outcomes state that practitioners should be working together to offer the best for children/young people. In order
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Early Years SENCO Handbook Early Years SENCo Handbook – Information and Guidance Foreword I am pleased to introduce to you our Early Years SEN Handbook‚ designed to support all Early years’ Settings in receipt of the Free Entitlement (Nursery Education Grant) to meet their responsibilities under the Special Educational Needs Code of Practice (2001). It is designed to complement existing guidance such as the SEN Code of Practice (2001); SEN toolkit and Wiltshire Council’s own Indicators and Provision
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LINCOLNSHIRE CARE CONSORTIUM CENTRE 770070 RECORD OF PRACTICE AND KNOWLEDGE CANDIDATE NAME __ __________________ |HSC |DESCRIPTION OF CANDIDATE’S PRACTICE AND/OR KNOWLEDGE | | |The account should focus on the actions of the candidate; it must include dates when activity took place. If responses to questions | | |are used then indicate this and attach the questions
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Matters and the United Nations Convention on the Rights of the Child (UNCRC) (UN‚1989) which places a duty of care on Early Years Practitioners and Managers to Safeguard children and young people and promote their welfare. This is evident in raising a CAF on a child due to observations in setting then working as part of a mulit agency team that acknowledges if children and families’ health and wellbeing are affected they may not have the emotional and physical health to learn. Safeguarding children
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working in a multi-agency team to ensure that all children and families get the support they need and their rights are never breached. “The CAF should be offered to children who have additional needs to those being met by universal services unless a child is presenting a need it is unlikely the CAF will be offered. The practitioner assesses needs by using the CAF.” (www.education.gov.uk 18.10.2012) The common Assessment Framework is to be used by all professionals who are in contact with children
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Different roles in a school School Governors School governors are members of a school’s Governing Body. In schools they have responsibility for raising school standards through their three core strategic functions of ensuring clarity of vision‚ ethos and strategic direction‚ holding the head teacher to account for the educational performance of the school and its pupils and overseeing the financial performance of the school and making sure its money is well spent. Head teacher The Head teacher
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