Hope this helps
3.1
It is now recognised that parents play an essential role in the care and education of their children. The best outcomes for children are seen when parents and practitioners work together. This forms the basis for the model of partnership with parents and carers. Practitioners and parents will have their own roles when working with children but they can come together and share ideas and information about the best way to move their children forward. Below are some methods used by settings to encourage partnership with parents.
Open door policy - parents are welcome in the setting at any time and do not have to make a specific appointment.
Observations and Assessments – Theses are shared with parents and parents are encouraged to also contribute to them. This is because children may act differently at home than at the setting and it helps both parents and carers learn more about the child’s development, interests and needs.
Planning and decision making – Many settings share their planning with parents and encourage them to contribute ideas.
Working alongside practitioners – Parents are invited to come and work alongside carers at open mornings, drop in sessions or just to help out in general. Parents may also continue activities at home that have been started at a setting.
Practitioners learning from parents – Parents are the experts when it comes to their own children so it makes sense for practitioners to learn as much from parents about the child as they can. This is especially true when a child has a medical condition or disability.
The emphasis on personal and individual development – All the four nations frameworks emphasis play as the medium for children’s learning and the importance of personalised learning. This links closely with inclusion and diversity.
3. It is important to understand that not all parents wish to take part with working in partnership and some parents may react in a negative manner, but by not putting any pressure on them and taking a relaxed non-judgmental attitude it may result in them feeling more relaxed and having a more positive attitude. It is also important to try and find out why our attempts are not working and if/when possible adjust to better accommodate and encourage the parent. Those parents who act in a positive way will tend to be more at ease with discussing their child’s progress. Some carers may find it difficult to accept their child needs assessments to identify possible learning difficulties this can be helped by being sensitive and listening to any concerns the parent may have and offering lots of support and information and give plenty of time for discussions, explain that they will be informed about any changes and that their child will not be singled out. Involve parents and the child with details of what they should expect and that if their child is put on an IEP that they can come off it at any time and all information gained is confidential. If parents/carers are still not happy get SENCO to offer advice and also the manager/head teacher to offer support to the parents and staff. Parents tend to accept it more if it’s about their child’s learning but find it more difficult to accept if it’s about their child’s behaviour. It’s important to listen to what the carers and the child are saying and try your best to explain that it is in the best interest of the child. Give lots of advice and answer any questions they may have. Explain that by getting outside agencies in they too can give advice to staff and parents in the best ways to deal with the situation in order for their child to reach their full potential, and hold meetings in setting if it’s more convenient for the parents/carers. Parents may have suggestions on how they could be more involved and how to engage with other parents. Many settings carry out evaluation questionnaires or have suggestion boxes in order to learn more about why they are doing well and which areas could be improved upon.
4. As well as working together with parents and carers practitioners need to recognise that this should be taking place with multi- agencies working together too. Settings should be pointing parents in the directions of other agencies which could be of benefit to them.
Multi agency working is different services, agencies, professionals and practitioners who work together to provide services for children and parents. These services are sometimes integrated together to offer a more effective care for young children. Children in the early years may have a wide range of needs and working together with other professionals can have a positive impact on the child’s health, development and learning. Professionals that work together with children and their families can share lots of information. They can agree which ways they may assess and plan for a particular child. Both children and the parents can be involved in any planning; this will help the child to reach his full potential. It is also important that confidentiality is maintained at all times, sharing information about children and their families without their permission, unless there are serious concerns about a child’s welfare, can break a families trust and confidence in us and in other professionals. By sharing information correctly and with all professionals concerned working together the outcome for the child can only be positive.
unit 064 explain the partnrship model of working with carers and parents
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