Integrated working is when everyone supporting children and young people works together effectively to put the child in the centre and meet their needs and improve their lives. It involves everyone who is around children and young people. Integrated working focuses on enabling practitioners to help children achieve their learning outcomes. There are different tools to make this happen and they are following : The Common Assessment Framework (CAF) A framework to help practitioners work with children, young people and families to assess children and young people’s additional needs for earlier and more effective services, develop a common understanding of those needs and how to work together to meet them. Information sharing Helping practitioners …show more content…
work together more effectively to meet children and young people’s needs through sharing information legally and professionally. Guidance, training and support materials are available to support good practice in information sharing by offering clarity on when and how information can be shared legally and professionally, to achieve improved outcomes. The guidance also explains how organisations can support practitioners and ensure that good practice in information sharing is embedded. Lead professional Co-ordinate provision and act as a single point of contact for a child and their family. The lead professional role is a key element of effective frontline delivery of integrated children’s services. It ensures that professional involvement is rationalised, co-ordinated and communicated effectively. More importantly, it provides a better experience for children, young people and their families involved with a range of agencies. Multi-agency Working Multi-agency working enables different services to join forces in order to prevent problems occurring in the first place. It is an effective way of supporting children, young people and families with additional needs and helping to secure improved outcomes. There are a number of different models of multi-agency working, including fully integrated services, multi-agency teams, multi-agency panels, Teams Around the Child (TAC) and locality teams. As it is explained above, integrated tools and processes help identify and assess needs early and put in place support for practitioners working together to tackle those needs as early as possible. Needs can therefore be addressed more quickly and effectively because practitioners with a range of expertise and skills from across the children and young people’s workforce provide preventative personalised services. In other words, integrated working for children is possibly the best way to help children not to be excluded and discriminated in any circumstances and provide full learning environment especially when the children need additional support. Integrated working means working together and everybody who is around children and young people is involved in making this happen. Hence, having good communication with children, family and carer is central and it helps build trust, and encourages them to seek advice. It is key to establishing and maintaining relationships, and is an active process that involves listening, questioning, understanding and responding.
Therefore, everyone who is around children should always communicate with them appropriately to match the stage of development, personal circumstances, and needs of the person they are talking to. To have effective communication, it is important to respect opinions and perspectives of everyone, including children and also it is crucial to build trust between the workforce and children as well as family and carers. Further to this, it is one of key elements to provide continuous and respectful service because people become engaged when relationships are continuous and their lives improve as a result. It has already been mentioned that integrated working means everybody is involved in supporting children to achieve their learning potential. Effective communication is one of the key elements and records have a very important role. Records of children’s progress help practitioners to share the information with others including children, families and colleagues. It provides a tool for discussing information and the story that shows children’s involvement in the programme. In addition, it …show more content…
allows for multiple perspectives to be documented, discussed and analysed. Records also provide the basis for planning and help to ensure that practitioners acknowledge children’s view, perspectives and progress and also helps to keep family informed and reassured about their child’s progress. Keeping good records helps practitioner and carer to see a whole picture of a child and to understand children as part of a family and a member of the community. It is important that the records are kept for purposes of accountability and to support communication and shared decision making between practitioner, family and other professionals.
It is the main goal to support children to achieve learning potential and it should be shared with everyone who is involved in. Ipso facto, all members of a team, children and a family should be able to interact with each other without any boundaries. It was highlighted earlier that how important effective communication is and it is possible when everybody is aligned for the same goals. Therefore, teamwork is the cornerstone of practice in integrated children’s services and it is essential being able to collaborate with other parts of the team. All practitioners should understand difference of views and perspectives of other practitioners and the family including children. Practitioners and carers should make sure what their roles and responsibilities are for the service and they should develop a clear vision and a goal through sharing information such as plans, records and thoughts as an expertise. It should be highlighted that there are needs for recognising and respecting different approaches from different parts of the team and efforts to make collaborative work
to reinforce positive behaviour and outcomes. Once again, it should be addressed that integrated working for children is everybody working together and it is vital to maintain effective communication. Hence, everybody’s role within the children’s service team is very important to provide children with full opportunities. As a support worker, a key role is to support lead practitioners in the implementation of integrated practice. In addition, it involves establishing strong links with a range of professionals from all different parts of the team and who contribute to integrated practice. Further to this, it is one of key responsibilities to support engagement of parents and cares in the children’s learning within each consortium. It should enable parents to engage in their children’s learning, development and wellbeing. It also contributes to the effective and efficient delivery of information and support to parents in order to help tackle children underachievement, remove barriers to learning and promote positive outcomes for children. As working between practitioners, parents and children, I think it is necessary to have regular communication with a direct practitioner and parents. There are different ways of communication such as phone call, communication book and casual or formal face to face meeting. In my experience, a communication book works really effectively since we can communicate daily if we wanted and it will be recorded as a written form. I try to be honest, respectful but firm, open and positive whenever I communicate with other practitioners and parents. More importantly, I believe that it is essential to provide positive plans and schemes for children to achieve their learning potential.
The local authority will also ensure that a suitable placement is put in place for the child for the amount of time that they need to be cared for.
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
By working together there is information sharing, improve safety and quality also collaboration gives knowledge to other professionals. (Littlechild and Smith, 2013).what I have learned through working in partnership with other professionals was creating a poster related to what each professional does. Some of the professionals I did not know how exactly they work together in partnership. Example: I was not aware of how a radiology would work with a social work and the outcome of that was that Radiology develop and maintain collaborative relationship with medical colleagues and participates in regular meetings with other professionals activities to meet the needs of a service users therefore they collaborate with Social Workers. By doing a poster and delivering information I learned a lot from the other team members, shared experiences knowledge and skills with other group members. Group work made me realise how it is very important to work in multi-displinary team, the benefit of it and what others can benefit from. During the poster each of the student was from different professional however we all had the question but each had to look at it in each profession perspectives. This gave an opportunity to everyone to go and search for each professional and communicate with the rest of the group the outcome of the presentation. By doing that, we exchanged ideas learned from each other’s skills and used it into practice. I have learned about sharing information with others, learned about communication and
the reason why they are learning something, then they will get a greater sense of the
A copy of the Ages & Stages is given to the parent with their child’s result ASQ. If there is an area or areas that need to be strengthened, we created an Individual Learning Plan to help the child reach his potential. When a weakness is observed in an area, we work with the child on those specific goals. We will observe and document the child’s progress. Parents are asked to provide a 1” binder and clear sheet protectors in order to build a portfolio of the child’s progressive work and parents are welcome to review their child’s portfolio at any time. Usually, when the children are fourteen months, they are sent to the next classroom. If they are not ready in some area or areas, there might be some delays in advancing them to the next classroom. In the meantime, we work with the child to overcome the weakness is having. We work with the child in each age intervals by reinforcing an activity related to the weakness he is having in a particular area of development that will put him/her where he/she supposed to be for his/her
For babies and young children, the key person approach ensures that each child feels special and individual, and a sense of safety and a caring nature whilst they are in a different environment as appose to their homes. For the child, they will experience a close relationship with somebody other than their parents. (Elfer, 2012). The parent will experience benefits of the key person approach. Parents have the chance to build up a personal and positive relationship with one member of staff rather than all of the practitioners in the setting. They also get the chance to share positive and maybe negative experiences that might happen between the child and themselves, the practitioners get chance to share experiences also. (Elfer, 2012). The Key Person approach is very hard work, the practitioner has to be committed to the child, and their families for it to be a positive experience. The relationship between the practitioner and the child needs to be understood and supported by every settings individual policies and management, as the Key Person approach is very demanding of a practitioner. (Elfer, 2012). If a child does not have a very secure or positive attachment with their parents or carers, then one with their key person in the setting can sometimes compensate for the one they do not have at home. (O’Connor, 2013). Another benefit of a key worker is that they can support a child through the different transitions they go through, this may be moving house, moving up in the nursery, or simply being dropped off at nursery by their parents. (O’Connor, 2006) Children go through many transitions in their life, they go through many different transitions in just one day, and the key person can help to support the child if they have a secure and positive relationship with them. In order to support a child through a transition they
Children need a meet their physical needs ‘nutrition, in order to function a safe environment, he needs to feel loved by their peers and educators, he need to have social interaction with others, he need recognitions acceptance from their teacher and family, feel respected and valued as a child during the early educational years, which this ensure a healthy outcome later in their
Whalley, M.E., and Allen, S. (2011). Leading Practice in Early Years Settings (2nd ed). Exeter: Learning Matters.
To add on, families will have a better understanding of the programmes and will be able to differentiate and choose the best quality education and care services for their children.... ... middle of paper ... ... Early childhood professionals leading today and tomorrow. Marrickville, NSW: MacLennan & Petty.
Communication is a very effective way of get things resolved. What we do at my work place, all staff have weekly meetings about positive and negative situations that have been encountered during the week. I find this very helpful because concerns or new ideas are brought. And we move al move along in the same page.
-This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.
Commission for Social Care Inspection (2005) Making Every Child Matter, Commission for Social Care Inspection
Therefore, learning how to work in teams will help facilitate effective outcomes for patients.
Communication is the process of conveying information to each another using words, actions, or by writing the information down to be read by another person. Communication is something that most people do at some point each day, and is an important part of life especially in a working environment. “The concept of communication is an essential part of every profession, and it is required to foster and maintain healthy relationships”( Jasmine, 2009, para. 1).
Students need to be inspired to think critically. By this they comprehend what has been learned and be able to use it. I hope my students will be able to achieve their greatest potential that they can accomplish anything they set their minds to. We can give our children these building blocks thru education to use in decision making situations, moral value of their thoughts and actions. This will guide them to realize how their actions and decisions will affect themselves and others.