At Asbestos Grange Day nursery we offer a variety of services including after school club and child care. In my setting we help to purport working parents by extending the day, by combining early education and childcare e. G. Breakfast clubs, after school clubs. By offering these clubs different agencies can work together for the benefit of each child. Some children may have a range of needs and the way that we work together can have a positive impact on their health development learning and wellbeing.
In my work setting we respond to the needs of young children and their families by using a holistic approach as this is a very important part of ECMA every child matters. The five outcomes of ECMA are: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well being Working together helps to improve the child’s out comes for both their learning and development. We share records with other agencies so we can support with their learning e. G. Speech and language therapist or other professionals. 1. Anyone working together be that in a team of two or larger will know that different opinion/ideas is known to be beneficial whether competing in a quiz or professionally. If a child has speech problems it may be more than just mechanical it may be that a child is developmentally behind. So for the child speech and languages therapist (SALT) may be insufficient. It could be their environment. What is their home like? Are their needs being met? Are they hearing social speech in their home? Do they have a dummy permanently in their mouth?
Do they attend nursery and if they do perhaps it was the nursery that picked up the gaps. Or possibly mother spoke to the following people such as a health visitor doctor or when hearing…… To help a child such as this the nursery may have sign posted the parent to the health visitor who may then see the child in the home setting or both depending on what she observes who then recommends a SALT who then feeds another professional is needed for development progress, i. . Are sense/sense education psychologist.
A meeting may be called where some or all including parents to see how best a child can be helped targets are written up agree, timetables on how long child will be monitored assessed and when professionals next meet up to see if all is going to plan or whether different more less help is needed. Working together everyone knows what is going on what is or is not working and what needs to be done next. Sometimes the work go smoothly with the child progressing. Sometimes things do to move at all and the multi-agency group have to see whey.
Sometimes then different ethos are used sometimes different professionals are called in. Sometimes a CAFE is called for. 1. 3 There are many external agencies for early year’s settings. Below are some of the agencies my setting interacts with: OFFSET: Offset inspect provision of care in the setting. They ensure all the staff are up to date training, they also Want to know if we provide a healthy and safe environment for children and if we also follow the EYES. Offset provide support and advice for staff and setting itself. POLICE: In cases of emergency the police will provide help and support.
They will be contacted if a problem arose such as child missing, reek entry, they can also be a point of contact if there is a suspected case of abuse or violence. DOCTOR: Doctor provides us with up to date information about any illnesses and medical outbreaks such as measles chicken pox etc… They are there for information , help and supports. SPEECH AND LANGUAGE THERAPIST: when a child has a developmental needs, we often work with a range of health professionals, their function is to provide information and advice using different methods to help the child overcome or improve a difficulty. . 4 Common barriers can be found in integrated and multi-agency working are hat of poor communication or a lack of communication, misunderstanding of situations, inconsistent or inaccurate record keeping also not following policies and procedures . Barriers such as the few I have just named can stop people from effectively communicating with one another, which can then cause distress and also could lead to certain harmful situation.
The ways in which a lack of communication can cause problems can be seen in the case of Victoria Climbed. As we know the systems that were involved such as social services and other agencies did not communicate with each other and so Hereford tragically, Victoria died in a gruesome way due to the fact there was a lack of information being passed on from one agency to another -Good aspects that have come out of this terrible situation though include ECMA (Every child matters) and also the children Act 2004.
Another way a barrier can be made is if a practitioners do not follow certain policies and procedures. A way that this can cause problems is that if a child is in harmful and dangerous situation. A way this can be overcome is to have a regular safety checks by other professionals in this sectors, to ensure that the setting s safe and that staff members are following procedures, this will help to make sure children are not victims and are not in any risk.
Finally one last barrier IS misunderstanding of information that has been passed on . Even though the fact that the information has been passed on is good, you must always make sure what is being passed on is a clear indication of the situation and that it has been received clearly too. A way in which this barrier can be overcome is to always check with the person who is receiving the message that they understand it clearly. 1. It is important that referrals are made in order for the child to get the best Seibel outcomes and by practitioners doing observations and recording evidence , this will make possible and easy for the child to be referred to the correct professionals, for example a child with hearing difficulties might need to be referred to a support service for deaf children or children who have impaired hearing panels are usually made up of different agencies and these panels determine the access that is available between settings, these panels aim to support the early identification of children’s needs, monitor children’s progress, ensure a child’s needs are identified and assessed quickly and offered to the appropriate setting ,coordinate provision through the development of partnership with parents.
Settings and different agencies and support inclusion in mainstream early years settings. It is important to identify the need for additional support as early as possible, without it the children will not get the help they need at the right time and this could have an effect on the child well-being. You must get the parents’ permission before any child is referred and keep them well informed. Early intervention teams have been set up in England to work with children with additional needs from birth to the end of FEES. The early year’s intervention team will be made between settings. Early years intervention team promote inclusive practice, provides advice, support and training in settings. 1. There is an assessment framework that is used in the UK which basically states the approach that must be used to assess the needs of a child or young person. It is called CAFE (Care Assessment Framework) this is a four-step process whereby practitioners can identify a child’s or young person’s needs early. Assess those needs holistically, deliver co-ordinate services and review progress. The CAFE is designated to be used when a practitioner is progressing e. G. Concerns about their health, development, welfare, behavior, progressing in learning or any other aspect of their well-being). A child or young person, or their parent/care, raises a concern with practitioner or a child’s or young person’s needs are unclear, or a broader than the practitioners service can address.
There is a flow chart which shows a clear child centered approach Identify needs early Assess those needs Deliver integrated services Review progress 3. AAA All settings have a designated person to deal with child protection issues. If you have concerns that a child is being abused it is our job to disclose this information to the designated ‘manager of the setting unless you think by disclosing the information will put the child /young person in further danger. This can be very hard to work out, so having colleagues to discuss this will help you come to a quick conclusion and more accurately. This can become very difficult if you feel that their child/young person abuse issue and the designated ‘manager thinks that there is none.
I think if you have a doubt then “it is better to be safe than sorry” maybe monitor the child and gather more information but if the child is in significant danger then report it to the upgrading boards immediately. Parents will have had a copy of the child protection policy when states that information regarding every child will be disclosed if it seems that any child is in significant harm danger. This gives us the right to report any kind of abuse to the safeguarding board without the parent’s ‘careers permission-it is important to follow the right steps whilst reporting. A case of abuse or a suspected case, we need to gather the correct information also when a child or young person discloses information to you do not promise to keep a secret . F a child or young person confides in us we Anton promise to keep it a secret because we will have to disclose the information given and this will make the child or the young person think that they cannot trust that person anymore. 3. B When it is suspected that a crime has been/ may be committed When a crime has alleged , suspected or committed by parent/careers: It is important to define what crime mean and the meaning of confidentiality within your setting -crime can cover a wide range of things such as taking drugs, prostitution, DVD piracy, benefit fraud or murder. It depends on how serious the crime is as to whether we break the trust between parents.
Trust is paramount because you need within a professional relationship with parents/ careers, without the trust, the child and their family is not going to be willing to share important information with us . If a child is being hurt or others such as abuse or violence/murder then it would be obvious that you have to break confidentiality to ensure that the child that you are looking after is not in any significant harm and is safe and protected. If however that crime that IS suspected or being committed is DVD piracy then it is going to be of significant harm to the child in your care . When a child is suspected of omitting a crime: if a child is committing a crime , this is when it becomes a child protection issue. The crime can be wide and varied such as shop lifting, theft, drugs or violence but one small crime can lead to another.
It’s our job to protect and monitor the child, every child by law has the right to be protected from harm. If this means that we involve the local safeguarding children board then we have the right to break confidentiality. UNIT 051 2. 2 Factors that you may need to consider when trying to communicate effectively with others could be their age. If it is a child you will need to amplify your language, get down to their level so that eye contact can be easily made. Be aware of your own posture and body language, while assessing theirs so that you can gauge their emotions, and be able to respond appropriately. It is also important to show that you are listening to the child and looking interested in what they are saying.
Sometimes it takes a while for a child to get their sentences out, so if you look bored and uninterested, he/she will be less inclined to carry on with the conversation and it may affect their confidence for when communicating in the future. When communicating with n adult it is slightly different, the language you use Will be complex and the sentences will follow a bit faster, good eye contact and facial expressions are important to help to convey your message, and to be able to decode their emotions and feelings. Adults also need to feel valued, so good listening skills are key to effective communication and allowing other person to answer before you start talking again. Never assume what a person is trying to say. Effective communication is not just achieved by verbally expressing yourself though.
Some organization use P. E. C. S (picture exchange communication yester) exchanging picture and symbols on a board to communicate feelings, choices, wants and needs. This is particularly useful for children with a speech delays, or children with learning difficulties. Photos of the toys/equipment on the front of the boxes and draws tells everyone where to put it after use, or at snack times the children can see the choices available on the board, in photos or picture form. Children learn to become more effective communicators through role play games. 3. 1 Communication can be slightly different when using it with other people from different background.
Communication can be interpreted in different ways by efferent people, this is because they may not speak English if from a different country, or they may not understand you. This is also a barrier to communication, other people may think that if they are being listened to, they will express their beliefs and their opinions about life. Different people from other backgrounds may use verbal communication to express what they think, however they could also use non-verbal communication to put their point across. Parents/careers of a child may have other preference for their child to other parents/careers, this means that practitioners will have to respect this. Communication can be used in many ways by using different methods.
Children from different background can communicate by doing what they like best, children could use body language and facial expressions to express their needs or what they want to do in the work place. Practitioners may use gestures and body language to show the parents/ careers that they are always friendly and can relied on. People from different backgrounds can use communication by being confident, this shows their personality and will help the communication beјmen them and others around. Different backgrounds of different people can cause countersigning when using communication they are using by using hand gestures, facial expressions or maybe body language.
The personality can also affect the way an individual communicates 32 Speaking different language: when someone speaks a different language or uses sign language, they may not be able to understand what the other person is trying to say. Sensory barriers: when someone cannot receive or pass information because they have an impairments to one or more of their senses, the most common is hearing or seeing Emotional difficulties: many of us have emotional difficulties at times and become very upset e. . You may have an argument with a member of your family or you may have had bad news; this may affect communication by not being able to focus properly and can lead to misunderstanding and mistakes.
Health issues: when you are feeling ill you may not communicate as effectively as when you are feeling well; this can affect the children or other member of staff. UNIT 030 l. La-l. LLC There are other issues in our broader society that will affect the lives of children and young people. Personal choice- some families decide that they do not wish to live or act in a way in which is viewed from the outside the social norm’ for example being a traveling family or a child having same genders parents. If a child is from a traveling family there is a possibility that their development at school may be delayed due to being transferred from school to school. Children also make personal choices. The choices they make can have a significant impacts on their life.
Children need to be encouraged or be given guidance on their life, it is very important for children to have good role models in their life. Housing and Community-children that lives in overcrowded, there can be a negative effect on children’s development due to or housing , family can become isolated if they live in a community where children have challenging behavior, this can make them unwilling to let their child play in the community health centre. Unemployment – can lead to economic crisis resulting in difficulties in finding food, bills and cloths for children. Conditions in health or cultural background can cause exclusion from certain activities in the setting.
Being aware of the positive and negative issues that influence children’s lives is part off practitioner’s role. Poverty- people are poor for many reasons, it could be down to drug and alcohol pendent, family breakdown, poor paternity, or a culture of not working. Growing up in poverty means cold, going hungry, not being able to join in activities with friends or being able to afford school clubs etc. Families living in poverty are almost juice as likely to live in bad housing which has significant effects On both their physical and mental health, as well as educational achievement. Families that live in poverty are more likely to suffer mental and physical problems.
Poverty can have a huge effect on their development, overall poverty removes choices from people’s lives, their choices are limited to what they ant or need; lack of finances may mean they cannot afford to do extra curriculum activities or participate in out of school sports clubs, poor housing will have an effect on their health if not heated adequately or their house is overcrowded so this limits their play. Communities in poverty may not have local amenities such as play schools, mother and toddler groups, high risk of gangs and anti-social behavior within neighborhood may reduce their play in a safe environment outdoors. Poor diet leads to obesity, diabetes, higher rate of dental problems.
Education – higher chance of children from deprived areas getting lower grades leading to them not attending further education- affecting future job prospects-lower paid jobs, poor working conditions, insecure jobs. Lack of motivation- the overall journey to better themselves seems too long and almost impossible, therefore it is not worth tying. Without guidance children do not learn the correct ways to behave. This will cause them to come into conflict at school because they do not know or understand acceptable boundaries they may be unaware of the dangers they can face in life. They may have a distorted view of their own abilities and may live that they are allowed to do what they want because they are never prevented. They may believe they are unloved, unimportant and unvalued and as they grow older this could lead to depression and self harm. 1. In accordance with article 13 of the United Nations Convention on the Rights of a child, the outcomes of the Governments Every child matters framework and early years foundation stage, children should be provisioned for by ensuring that children are involved and engaged with, allowing them to be heard, to make decisions, contribute their experiences and be supported and safeguarded through their development. Even from an early age, children’s choices, even simple ones, can have an impact on their life chances and outcomes such as choosing with toys to play with at pre-school or which friend to play with, a child may develop a friendship with another who is perhaps a bit louder who may display unwanted behavior is the practitioner responsibility to involve the child in setting expectations of their behavior and help them make positive contribution, which is one of the outcomes of every child matters framework.
According to Tattoos (2010) the EYES clearly states that a curriculum for children under five years should be lanced of adult-led and child-initiated activities; an environment needs to be rich in resources and displayed in such a way that children can determine their own play. Children and young people throughout their lives will make choices such as whether to eat healthy or unhealthy or Start smoking or drinking. An early years setting should encourage healthy snacks and encourage parents to supply healthy balanced lunchboxes. The setting should involve the children in activities and discussions about the importance of healthy living but there will be a point in their life when they will choose for themselves. If a child ‘young person choose to eat unhealthily this will have a negative impact on their wellbeing, they could become obese. Safeguarding Questions Outcomes 6 and 7 6. Adult have got to take children seriously, listen to them, make them feel that they are important, encourage children to try things out themselves (start with young children, by being close by so they know there is an adult there if they need them-this often gives them more confidence to try things) You praise and encourage and praise, if they say things such as ‘l can’t do it’ or ‘it is wrong again’ when completing a jigsaw, you encourage them by saying they re not doing anything wrong, they are trying/practicing ,you can tell them when you learnt knitting/cooking you had to try many times until you could get it right. You could build children’s confidence, self-esteem and self-image having those will help anyone (of whatever age) and build up resilience to try things out, not give in or up, learn that it’s normal to try something often before they have accomplished something, but not worrying if they don’t succeed in everything. You can help by talking at circle time of something you are not so good at e. G. Every time I try and grow a plant it dies, and finish off tit-but am very good at cooking and everyone enjoys it , Read stories Of resilience i. E. Jack and the beanstalk.
Resilience is something that needs to be built up in layers, some children may have a better disposition/character that may make them gain resilience a little easier for those that don’t have such as “easy nature, they may need a little more help to gain skills to help them build up their resilience. 6. 3 All children and young people need strategies to make certain decision so that they can protect themselves and make appropriate decisions about safety although it is important that children and young people learn how to rotate themselves, taking their own risks are equally important as long as significant harm will not take place. Children in particular need to learn about strangers as people are not always going to be kind to them but also the significant message must be that not everyone they come into contact with is going to be someone that will present any harm.
Children and young people need to have good self-esteem and confidence and a good self- image (so it is important to promote this from a young age) so they know they are important, should be respected by all and know that there are trusted adult here to help them and keep safe. Some strategies that will enable children to protect themselves are: Adult to reinforce -about dangers that are posed by some adults which helps to minimize risk; reinforcement Of correct behavior with higher risk activities (e. G. Road safety, Green cross code, cycling proficiency) with, older children drug, alcohol and sex education and the effects they have on young people.
It is important that an adult gives these strategies at the appropriate developmental stage e. G. (younger children may use different words for parts of their bodies) reinforce the rights and wrongs . G. Hugs and kisses: tell a child that it is fine to have hugs and kisses particularly from family but these should never be kept as a secret. Body- explain that a person’s body is their own possession and does not belong to any other person if anybody touches or tries to touch your body in a way that you don’t want them to or that is frightening to you then you must say NO! 6. 4 When working with children we need to support them to help keep them safe and help support their own well-being.
There are different ways to do this such as helping them to understand boundaries by reinforcing issues when hey arise in positive manner such as taking turns, being patience and no pushing, we must understand that some children take more time than others to complete tasks and that everyone has own individual ways to complete tasks. If a child has a conflict when possible, as an adult working with children we must promote positive relationships, whether it is child to child, child to adult, adult to adult or adult to child; when children are playing, they should be allowed to assess risk themselves, also allow children to lead their own activity without guided instructions so they can see what needs to be done ND how they can achieve it.
We all learn by taking risk so when a child wants to take a risk we must be there to help them and support them, this may be physically such as helping a child come down a climbing frame backwards, being there to catch them from reposition arms and legs. We can verbally support children by encouraging them that they can do what they want to do and how they can do it; sometimes a child may not be able to do something because of their age or stage, we need to explain this to the child and offer them support in doing what they want to achieve. We must never let a child sake a risk that could cause significant harm to themselves or others around them. 7. AAA-7. C Everybody who works with children needs to be aware of the increasing risks to children to be online and from the use of mobile phones.
E-safety is becoming a bigger issue as technology increases and advances, schools now have policies and procedures to protect children, staff and parents for e- safety-agreement to show they are aware of the rules and regulations and accept them. However this does not protect them at home, so children should also be made aware of the risks and consequence schools usually discuss this urine CIT lesson, the internet can be a valuable tool for both educational and social reasons, but there are some serious risks associated with using the internet and other technologies such as mobile phones. Children and young people are vulnerable and may expose themselves to danger when using the internet, mobile phones and other technologies. They may do this unknowingly.
One of the main risks of using the internet is that children may exposed to inappropriate things such as pornography or other illegal or age inappropriate information that encourages activities that are dangerous. There is also the risk of physical danger. This can arise when people use the internet to make contact with children and young people with the intention of developing a relationship which they can progress to sexual activity. This is known as ‘grooming. Pedophilia will often do this by posing as a young person with similar interests as the intended victim. Bullying is another aspect of using the internet and mobile phones. This is an anonymous method by which bullies can torment their victims. Children may receive texts or emails that make them feel sad,