Hi,
page 145 of this level 3 handbook will help - search inside the amazon preview for the words
roles in partnership, click to page 148 and then scroll up to page 146 to read about the different professionals involved with supporting children's needs.
Early Years Educator Unit 2.5 Working in Partnership: 2.2 Evaluating Partnership Working
To meet children’s additional needs
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Where children have additional needs, such as speech, language delay or sensory impairement, other professionals will be involved in supporting them. It is important to work in partnership as they will be supporting and helping a child to make progress. In practice, partnership working may be exchanging information about the child's interests as well as their additional needs. Other professionals may give suggestions as to how early years settings can work to modify the environment or work in ways that will benefit the child. In additional, professionals such as speech and laguage therapists and physiotherapists will often want early years practitioners to implement some aspect of the programme that they have developed for the child. This might mean practising certain movements or encouraging a child to make certain sounds.
From this you might read that
a positive in working together means children's additional needs can be supported by a range of different professionals who each have skills that support the child to progess their development.
A negative might be organising times for a child's keyperson to attend the necessary meetings and talk with parents so that activities can be planned to support the child.
To safeguard children
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Safeguarding children requires a partnership approach as exchange of information is vital. In some cases, early years settings will flag up concerns about children to the relevant professionals so that the child can be protected from any potential harm. In other cases it may be that a social worker who is involved in supporting a family will ask the setting to contact them if a child does not attend, or ask the setting to be particularly vigilant about children's state of health and well-being.
In addition, decisions about how best to protect children may require input from all professionals who are involved with the child and so attendance at a case conference might be needed. This helps those making decisions about a child's welfare gain an all-round view of the child and their family.
Children's transitions
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When children move from one setting to another, they are making a transition. They may do this during the course of a day or a week or they may move onto school or another early years setting. Children need emotional security and so partnership working is essential for providing children with continuity. Early years practitioners will exchange information about a child's progress, interests and needs, always with a parent's permission. For a child who moves between childminder and pre-school, a notebook might be used to exchange informationabout what the child has done. In the case of children starting school, it is usual for children to visit the school with their early years practitioners amd also for the new teachers to come to the early years settings. During transition, partnership working also means that records about children's learning and progress are transferred, provided parents have given consent. This allows for continuity and helps the next practitioner plan for children's needs and interests.
Use your knowledge of the ways your setting/workplacement works when it comes to these three areas to find positives and negatives about the benefits of partnership working and the difficulties organising time to meet and resources that help.
best wishes xx
Evaluate partnership working? Unit 2.5 task 2.2
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