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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Recommendation 5 states‚ “With the participation of the center for accountability for sexual assault and harassment: Develop a simple‚ broad definition of sexual harassment that effectively captures all dimensions of the member’s relationship with the CAF. Develop a definition of adverse personal relationship that specifically addresses relationships between members of different rank‚ and creates a presumption of an adverse personal relationship where the individuals involved are of different rank‚ unless
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Finally‚ Economic Wellbeing‚ which involves every child being able to achieve their full potential and not be underprivileged by economic disadvantage‚ Wild and Mitchel (2007). This can be supported by Zwozdiak-Myers‚ 2007 who adds by explaining how the CAF can fit into the ECM
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Working together for the Benefit of Children and Young People Task 1. As you are aware we work to the statutory framework for the Early Years Foundation Stage 2012‚ The framework states that “Multi-agency working is a key part of the framework that is designed to deliver improved outcomes for all children in their learning and development” and as an Early Years setting we have a responsibility to help the children in our care achieve the outcomes of the UK government initiative Every Child
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