Cyp Core 3.2 4.2
CYP Core 3.2 4.2 Explain how institutions, agencies and services can affect children and young people’s development.
Multi agency teams work together to improve a child’s development. Initially a health visitor or clinic would identify problems when a child is taken for check ups. Depending on the action needed the child could be referred to a speech therapist such as SALT. If the child/young person was of school age then the SENCO (special educational needs coordinator) would be well aware of the problems and put interventions into place, outside agencies will then be informed and a ILP (individual learning plan) drawn up which will consist of activities that will benefit the child’s development. Some children have therapy in school hours, which is coordinated between the SENCO and relevant agencies. Time out in class will be given for the child who will then learn different techniques on speech, language and communication. Teaching assistants will be part of the ILP and be instructed by the agencies and class teacher on how to utilize these interventions
Support teams function effectively by Meeting together, talking through of help/resources/support needed for the child/family/setting - helps by everyone being there, having a common objective/goal/target - knowing who is going to do what and when - knowing who to contact if more advice/support needed - working together cohesively towards a common goal - meetings/minutes/communication collectively providing correct/up-to-date information.
Some children and young people need input from a range of services, and the SENCO may well be the person who takes on the responsibility for pulling together the support from different agencies and keeping open the lines of communication. Since the implementation of Every Child Matters, and the introduction of extended services through schools and nurseries, there is a wider range of people working with pupils with SEN than ever before. The ‘Team Around the Child’ (TAC)
Multi agency teams work together to improve a child’s development. Initially a health visitor or clinic would identify problems when a child is taken for check ups. Depending on the action needed the child could be referred to a speech therapist such as SALT. If the child/young person was of school age then the SENCO (special educational needs coordinator) would be well aware of the problems and put interventions into place, outside agencies will then be informed and a ILP (individual learning plan) drawn up which will consist of activities that will benefit the child’s development. Some children have therapy in school hours, which is coordinated between the SENCO and relevant agencies. Time out in class will be given for the child who will then learn different techniques on speech, language and communication. Teaching assistants will be part of the ILP and be instructed by the agencies and class teacher on how to utilize these interventions
Support teams function effectively by Meeting together, talking through of help/resources/support needed for the child/family/setting - helps by everyone being there, having a common objective/goal/target - knowing who is going to do what and when - knowing who to contact if more advice/support needed - working together cohesively towards a common goal - meetings/minutes/communication collectively providing correct/up-to-date information.
Some children and young people need input from a range of services, and the SENCO may well be the person who takes on the responsibility for pulling together the support from different agencies and keeping open the lines of communication. Since the implementation of Every Child Matters, and the introduction of extended services through schools and nurseries, there is a wider range of people working with pupils with SEN than ever before. The ‘Team Around the Child’ (TAC)