k4m763 good practice values and ethnic requirments

can any 1 help with k4m763 good practice values and ethnic requirments when liasing with other proffesionals plaese

[sarahX]

hi there am struggling with this one two k4m763 good practice values and ethnic requirments when liasing with other proffesionals plaese any info to help me plz

[Doodah]

Values for integrated working
In September 2008, the Children’s Workforce network developed a statement of values for integrated working with children and young people. It describes the common values, beliefs and behaviours that would both:
�� Underpin joint working across agencies and professions
�� Encourage practitioners to personalize services to the ‘whole child'

Key attributes for practitioners include:
• Respect and good communication
• Placing the interests of children and young people at the heart of all work
• Sharing responsibility for a range of outcomes
• Commitment to supporting children and young people to achieve the ECM 5 outcomes
• Concern for the whole child, whatever their specialism
• Commitment to equality of opportunity for all children and young people and actively combat discrimination
• Recognising that respect, patience, honesty, reliability, resilience, trustworthiness and integrity are valued by children and young people, families and colleagues
• Recognising and upholding children’s rights and involving children, young people and parents in decisions and striving to work in partnership with them
• Understanding that their duty to safeguard children and young people comes first, but otherwise respect the right of children, young people and families to confidentiality

When working in an integrated way with a range of colleagues, practitioners will:
�� Value the contribution that a range of colleagues
�� Be willing to bring own expertise to bear on the pursuit of shared goals
�� Respect the expertise of others and be transparent and reliable
�� Be clear about lines of communication, management and accountability
�� Uphold the standards, and values of their own professions
�� Understand that sharing responsibility for children’s outcomes does not mean acting beyond their competence or responsibilities
�� Be committed to taking action if safety or standards are compromised
�� Be committed to reflecting on and improving their inter-professional practice
�� Be sensitive to and supportive of each others’ well being.

(A LOT MORE INFORMATION CAN BE FOUND HERE:http://www.cwdcouncil.org.uk/assets/...March_2009.pdf)

I hope this helps! x

[Heidi]

Originally Posted by sarahX

hi there am struggling with this one two k4m763 good practice values and ethnic requirments when liasing with other proffesionals plaese any info to help me plz

Is this the whole question?
If not, I hope this helps you move a little nearer to answering it.

good practice values -

That could apply for anything - make sure you are always professional - such as keeping what knowledge you are sharing within the setting - your confidentiality policy.

Treating them with respect and value their contributions.

Recording everything - good practice so you know what went on in your meeting/chat etc

Putting into practice what you/the setting/parents/professionals have decided.

Reviewing/following up - if that is needed.


Ethnic requirements

Treating everyone with respect and including them. You might think you always do (and you do) but there may be someone 'out there' who may exclude someone just because of their religion/culture or ethnicity - they may turn away from them in a meeting or never address or speak to them. Having sections in your training such as this ensures that everyone is aware that everyone is to be treated equally - whoever/whatever we are and that the behaviour such as I have mentioned will not be tolerated .

Also to be sensitive to other people's religion/beliefs/culture or ethnicity - if you have are having a meeting with a professional who is a muslim - you would not include pork in their lunch. If providing a buffet lunch for many, you would ensure you have catered for everyone's needs with a variey of food - likewise drink.
Always to respect and value the differences of everyone.

[sarahX]

thank you very much for your qick responce cheers

[twiggy321]

Hi Heidi

hope you can help seem to have put the same info into two questions wondered if you could give any pointers to K4C751 the imp of good communciations with all types of colleaguess and communication methods you should use.

this seems to link with K4C753 why it is important to share info did you by any chance link them

Thanks in advance

[Heidi]

Originally Posted by twiggy321

Hi Heidi

hope you can help seem to have put the same info into two questions wondered if you could give any pointers to K4C751 the imp of good communciations with all types of colleaguess and communication methods you should use.

this seems to link with K4C753 why it is important to share info did you by any chance link them

Thanks in advance

Hi Twiggy,
I have no idea of the units of any NVQs, and don't know the context of the question unless I see the whole question. My staff over the years have done NVQs and I help them when they ask. I try and write examples simply so hopefully it is clear. I have a teaching degree.

Sometimes if you turn a question around for instance the opposite of what you have asked it helps give you the answer. So the opposite of good communications could be heirarchy with work position - whether someone has a higher level or working at the setting for a lot longer and not sharing their knowledge as they don't want to help you.

Lack of understanding/misunderstanding - not sharing observations or information from a parent through not thinking. Just because someone may see something in a child, they shouldn't presume everyone has seen or knows. Unless practitioners pass information on, vital knowledge may be missed and may have consequences - not necessary child orientated.

Acting unprofessional - bringing differences into work, staff possibly not getting on with each other.

So, if you turn those around for good communication you need staff who share knowledge and expertise - willingly. They work with and respect their work colleagues/parents and those from other agencies and share information for the benefit of the child/setting/others.

You share by recording factually and keeping and sharing those observations - for procedures such as fire drills to show Ofsted etc and of children's needs or progress, with other practitioners, your setting's senco and if needed interagencies - area senco, health visitor, speech therapist etc

You can communicate verbally, telephone, written - observations, emails or written to outside agencies -i.e. if you are requesting early years action plus.

For your setting you have a notice board where information can be placed, have regular meetings whether that is a staff meeting or planning meetings so everyone is included and informed, so everyone is included and knows what's going on.

It is important for everyone to share information so everyone is working towards the same objective ,so you know what action to take, so there is no misunderstanding and to acknowledge that you are all working for the benefit of the child/setting.

I hope this gets you started.

[twiggy321]

Originally Posted by Heidi

Hi Twiggy,
I have no idea of the units of any NVQs, and don't know the context of the question unless I see the whole question. My staff over the years have done NVQs and I help them when they ask. I try and write examples simply so hopefully it is clear. I have a teaching degree.

Sometimes if you turn a question around for instance the opposite of what you have asked it helps give you the answer. So the opposite of good communications could be heirarchy with work position - whether someone has a higher level or working at the setting for a lot longer and not sharing their knowledge as they don't want to help you.

Lack of understanding/misunderstanding - not sharing observations or information from a parent through not thinking. Just because someone may see something in a child, they shouldn't presume everyone has seen or knows. Unless practitioners pass information on, vital knowledge may be missed and may have consequences - not necessary child orientated.

Acting unprofessional - bringing differences into work, staff possibly not getting on with each other.

So, if you turn those around for good communication you need staff who share knowledge and expertise - willingly. They work with and respect their work colleagues/parents and those from other agencies and share information for the benefit of the child/setting/others.

You share by recording factually and keeping and sharing those observations - for procedures such as fire drills to show Ofsted etc and of children's needs or progress, with other practitioners, your setting's senco and if needed interagencies - area senco, health visitor, speech therapist etc

You can communicate verbally, telephone, written - observations, emails or written to outside agencies -i.e. if you are requesting early years action plus.

For your setting you have a notice board where information can be placed, have regular meetings whether that is a staff meeting or planning meetings so everyone is included and informed, so everyone is included and knows what's going on.

It is important for everyone to share information so everyone is working towards the same objective ,so you know what action to take, so there is no misunderstanding and to acknowledge that you are all working for the benefit of the child/setting.

I hope this gets you started.

thanks heidi for you help glad when this unit is over prefere the good old fashinon BTEC/NNEB at least the questions didnt repeat themselves and there was a good mixture of work experience in different sectors

[Heidi]

Originally Posted by twiggy321

thanks heidi for you help glad when this unit is over prefere the good old fashinon BTEC/NNEB at least the questions didnt repeat themselves and there was a good mixture of work experience in different sectors

Yes, a member of my staff said just the same of NVQ4, the questions were so close/simliar, she felt she was going around in circles and felt she had deja vu.

I know it seems a pain, but I use to tell her it's to make sure you understand what you are doing and repeating/cross referencing will reinforce your knowledge. It may not seem like it at the moment but it does eventually end!