QCF SUPPORT TEACHING & LEARNING IN SCHOOLS CERT/DIP LEVEL
PROFESSIONAL DISCUSSION (RPL/CRITERIA)
LEARNER LOG/REFLECTIVE DIARY
EXPERT WITNESS STATEMENT
REFLECTION ON PRACTICE
Date of visit/or statement:
| | | | | | |U |OU |CRI| | |N |T |TER| | |I |C |IA | | |T |O | | | | |M | | | | |E | | | |MU2.9 | | | |When people working with children and young people work together, it can be have a positive effect for the children and young people | | | | |concerned because it will impact on four areas: The children and young people’s health, development, learning, relationships. | | | | |So when different agencies work together, it will improve the outcomes for the children in their learning development. Practitioners will | | | | |also be encouraged to develop the skills of understanding in seeking help from other professionals. | | | | |When done well, working in partnership: gives children and young people the best start, | | | | |Ensures that everyone working together communicates about the child, means that specialist advice can be given to support everyday practice,| | | | |will encourage all those supporting children and young people to think about the whole child, will give support and improve communication | | | | |with the whole family. | | | | | | | | | |Other adults also provide support for young children. Different types of settings will provide services in children’s settings i.e. | | | | |schools may have extended care and behavioural support services, these may have services such as breakfast and after school facilities | | | | |which will support working families, monitoring groups such as Ofstead, Parents / Carers, Educational Psychologists, Play specialists. | | | | |It is important to work in partnership with the parents of the child, so that everyone can have a shared approach. Everyone concerned also | | | | |needs to understand: what information can be shared and the importance of confidentiality. There are core values that should be followed | | | | |when working together in partnerships, these are: Clear lines of...
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