can anyone help unit 2.5 A.C. 1.2 summarise policy and procedural requirements in relation to partner ship working?
 

can anyone help, just a few qs left to go over

* unit 2.5 A.C. 1.2 summarise policy and procedural requirements in relation to partner ship working?

I have written the following below but been told I must summarise policy and procedure requirements and I need to explain how I work with colleagues? any hints? as thought id met the criteria .arghh -

It is important to work with others as this is the best way to a help a child, if you have concerns about their development. Other agencies and professionals are able to provide extra support and expertise to assist you in planning for extra support and learning opportunities for these children. This way all of the professionals are working together, information is shared and the best services are provided for the child, in line with the 5 positive outcomes under Every Child Matters. It also important to remember parental permission must always be sought before contacting outside agencies.

The following principles and values underpin the Work with Parents sector

1. All work with parents should reflect the rights of the child set out in the UN Convention on the Rights of the Child (1989) ratified by the UK in December 1991

2. Practitioners need to work in partnership with parents at all times, encouraging independence and self-reliance

3. Mothers, fathers and those in a parenting role are acknowledged as having unique knowledge and information about their children and are the primary educators of their children

4. Children are the responsibility of, and make a positive contribution to, the wider society as well as their families

5. Work with parents should value and build on parents existing strengths, knowledge and experience

6. Parenting information, education, support and interventions should be available to, and practitioners should engage with, all those in a parenting role

7. Services should aim to offer a range of appropriate support according to both child and parent level of need, what is available in the family already and in communities

8. Respect for diversity and different needs, promotion of equality and taking action to overcome threatening, offensive or discriminatory behaviour and attitudes are of fundamental importance to
Work with parents

9. Anyone who works with parents should have specific training, qualifications and expertise that are appropriate to the work they are undertaking

10. Good practice requires reflection, regular and appropriate supervision and support as well as a continuing search for improvement

11. Parenting practitioners utilise effective working partnerships with agencies and individuals in providing support to parents and families. Integrated working and the sharing of approaches across services is a key element of this role

12. Parenting information, education, support and interventions should utilise the best known evidence for good outcomes for children and parents

13. Parenting practitioners should be committed to engaging with children, young people and families fully through identifying goals, assessing options, mentoring or coaching, making decisions and reviewing outcomes. They should support children’s and families’ involvement in the development, delivery and evaluation of children’s services

14. Work with parents should place the interests of children and young people at the heart of the work. Practitioners are committed to working with parents and families so that children and young people have the opportunity to achieve positive outcomes

15. Work with parents recognises the need for innovation and creativity to address both emerging and local needs and to build self-regulating and supportive community networks

In our setting we don’t have a policy on working with partnership but we all know the importance of working in partnership. We currently work with SENCO and have a professional relationship with them and the parents as we want the best for the child in our setting. We do report writing and minutes of the meetings, and act on everything noted down in a confidential manner, and treat both the parents and children as individuals. We work alongside the health visitor who looks at both the interests of the child and parent both at home and within a setting. We work with social services if we feel a child is in danger as they have the ultimate power to remove a child in danger. We also work alongside the NSPCC, Samaritans and the gps as they can provide information for us to help the child.

Hi, thank you for the support.

You have explained your thoughts, feelings and knowledge of what industry standards expect of childcare professionals but you haven't mentioned what you do at work.

Daily practice and the procedures, that if identified may well form the basis of a parent partnership policy.

The EYFS expects you to understand confidentiality and sharing information - what policy explains how that's meant to happen in the workplace and where does it say Data Protection Act 1998 (page 29 of the EYFS)
Defining confidentiality

In our setting we don’t have a policy on working with partnership - the setting doesn't necessarily need a policy specifically for partnership what you do in daily practice will be governed by all the other policies and procedures that in turn link to the EYFS framework (if you work in england)

eg. 9. Anyone who works with parents should have specific training, qualifications and expertise that are appropriate to the work they are undertaking - you recognise the need for trained professionals but haven't said how it happens in your setting. What policy might explain staff training, do you discuss with colleagues any training that you're interested in? what procedures review staff training to ensure their levels of expertise are maintained and are able to share that expertise with parents? (page 21, 22, 25, 26 of the EYFS)

We work with social services if we feel a child is in danger as they have the ultimate power to remove a child in danger. Who does, how do they know they need to, when and how do they contact them - how report information in your early years setting. Does your setting's child protection policy explain that whilst social services do have the power to remove a child in danger this will not be the core reasoning you contact them.

We also work alongside the NSPCC, Samaritans and the gps as they can provide information for us to help the child. Who does, when do they, why?

Page 143 of the EYE work based learner handbook

Hth

update on page number
 

[quote=Ruthierhyme;61675]

The EYFS expects you to understand confidentiality and sharing information - what policy explains how that's meant to happen in the workplace and where does it say Data Protection Act 1998 (page 29 of the EYFS) this is now on page 31/32
[b]Defining confidentiality


I found this really useful so thank you but this has now changed page number to 31/32

Here is a partnership with parents policy

Our aim is to support parents as their children's first and most important educators by involving them in their children's education and in the full life of the setting. We believe that children benefit most from early years education and care when parents and settings work together in partnership.
This policy is underpinned by:

- Children Act 1989 and 2004
- Data Protection Act 1998
- Every Child Matters Change for Children 2004
- Freedom of Information Act 2000
- Race Relations Act 1976
- Race Relations Amendments Act 2000
- Early Years Foundation Stage (EYFS) 2008

 We inform all parents about how the setting is run and its policies by showing all parents upon registration of their child where the policies are on display. Parents may have a copy of them if they wish.

 We invite all parents to visit the setting before their child starts so that we can show them all around the nursery and answer any questions they may have.

 A home visit is offered which consists of the child’s keyperson and a member of management visiting the child within their own environment for again the parents to ask any questions and to get to know their child’s keyperson.

 Children are also invited in for a trial session of up to 1.5 hours during which parents may also stay if they wish. Parents are able to stay with their children to help them settle if they wish.

 We ensure that parents are informed on a regular basis about their child’s progress by ongoing dialogue with parents to improve our knowledge of the needs of their children and to support their families. We place emphasis on the close relationship between Key Persons and Parents/Carers and this involves talking to parents/carers at drop off and pick up to ensure all information is passed between the nursery and home.

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 We communicate with parents mainly through e-mail sending individual and group emails advising all parents of the events at nursery along with displaying an A board with up and coming events displayed.

 We hold an informative and detailed website with information of the nursery for existing and perspective parents to view. Along with a facebook page which can be viewed showing events the children have been involved in and up and coming events the nursery will be taking part in. Parents are free to view and comment on.

Guys any help on
Unit14 Describe the impact of social care standards and codes of practice on work with children and young people

Hi, have you identified the social care standards and codes of practice that are relevant to your sector in a previous criteria?