Unit 12 012

Unit 12
012.1 – Understand partnership working within the context of services for children and young people1.1 Explain why working in partnership with others is important for children and young people
Partnership helps children and young people to interact with others to achieve a common goal to a mutual benefit. In order to make a partnership work, partners need to communicate, co-ordinate and co-operate. It is very important to work in a team as it can be positive for the children to see. It’s also important to work in a partnership to build a relationship and gain trust with the children and their families. Seeing this will make the children feel secure and safe in the nursery. Agencies’ working with one another in partnership is important as it enables information and concerns to be shared, this helps with the overall development of the child. It can be used to keep a child safe from harm. It can identify if a child has any special needs the child can then get support and help. It promotes a good relationship with parents/carers and helps them to feel more confident with the setting and its staff. It also helps colleagues share information and observations leading to a greater understanding of child and their development which helps the child receive consistent level of care. Overall working in partnership offers positive, improved outcomes for children and their families.

2.2 Identify who relevant partners would be in own work setting
Social services
Carers/parents
SENCO
Speech therapist
Ofsted
Health visitor
GP (doctor)
Paediatrician
Psychologist
Physiotherapist
Colleagues
3.3 Define the characteristics of effective partnership working
For a partnership between a number of organisations’ to be effective characteristics such as good communication, trust and respect and confidentiality maintained at all times .All partners should have a clear aim that is agreed to ensure the needs of the child are meet. Parents and children should be treated fairly and with respect so that trust can be maintained. 
4.4 Identify barriers to partnership working.

There are many potential barriers; these can be inconsistency between professionals.
Information barrier.

Language barrier
Incorrect information given
Incorrect knowledge
Personnel barrier
Misunderstanding
Poor communication
Cultural and or religious attitudes to disability
012.2 – Understand the importance of effective communication and information sharing in services for children and young peopleDescribe why clear and effective communication between partners is required
Clear effective communication is not only required, it is necessary to achieve the best outcome for all those involved. The key principles of partnership are openness, honesty and agreed shared objectives. All documents should be clear and concise, well written and dated. Any face to face meetings should have minutes taken, an agenda and a plan of action agreed that is sanctioned by all those involved ,all telephone conversations should be recorded e.g. written in dairy, date, time and with whom and what was discussed. This should then be confirmed by email outlining the conversation. If a breakdown between all partners involved in the Childs care, there may be an emotional, physical or intellectual impact on the Childs development.

Identify policies and procedures in the work setting for information sharing.

2.2 Identify policies and procedures in the work setting for information sharing
All policies regarding information in the setting are based on the Uk’s government guidance, these are European convention on human rights.

Human rights act.

Common law duty of confidentiality.

Data protection act 1988
Every child matters.

Children’s act 2004.

Working together to safeguard children 2006
Information sharing guidance
Safeguarding vulnerable groups act 2006
The children’s plan 2007.

Criminal records bureau guidance.

The manger will disclose any information on a need to know bias only. All staff aim to ensure that parents and carers can share information with confidence and it will be used to enhance the welfare of their child. All development records are confidential and only staff and parents have access unless it deemed necessary to share with partners, personnel records and welfare requirements are also confidential. Each child has a key member of staff e.g. a named person who is the parents’ main contact with development and safeguarding issues. We also have clear polices about sharing information and confidentiality, which describe the principles and boundaries of confidentiality and when to share information
3.3 Explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality
If you believe or have concerns that a child in your care may be suffering or may be at risk of significant harm, you may be unsure whether your concern constitutes a reasonable cause to believe that this is happening. In a situation like this your concern should not be ignored and you should approach your manger. You should not discuss the matter with anyone who does not need to know and protect the identity of the child and family involved. If you do have concerns it is not advisable to discuss the matter with the family until appropriate partners have been informed and agreed plain of action has been agreed. Sometimes a person may not specifically ask a member to keep information that they have given about themselves or another individual confidential and would of course assume that this is implied, the person may then share this information with others, who are not part of the setting partnership.

Sadly there may be a child in your setting, who is believed to have a physical or learning disability. Sometimes a parent may find it hard to cope and would rather with the not acknowledge the situation and refuse to co operate with the setting.

4.4 Describe why it is important to record information clearly, accurately, legibly and concisely meeting legal requirements
All information must be clear, accurate and legible. The data protection act states that you should take reasonable steps to ensure the accuracy of any personnel data you obtain. Ensure that the source of any personnel data is clear. Carefully consider any challenges to the accuracy of information, and consider whether it is necessary to update the information. All information must be correct, not used for any reason other than the reason it has been collected unless permission has been given. Not usually passed on without permission. Not to be kept for longer than necessary and to be secure. Under the data protection act parents can ask to see information that is held about their children and correct it if necessary and to know how the information is being used.

5.5 Identify how communications and records are recorded and securely stored meeting data protection requirements
We hold written records the purpose of which are to comply with legislative requirements. These demonstrate that statutory and policy has been met .As tool to provide evidence of work that has been undertaken. That demonstrates accountability in decision making, and to give an account of the children’s history, significant issues and involvement in the setting. Help us analyse and make assessments to help see if goals and aims have been achieved (next step). To provide a reference and a reminder to key worker communicate information to co workers and partners. Show how decisions have been made and in what order. Provide information for responding to complaints. We keep personal details such as name address contact numbers medical details including medical contact numbers. All files are kept in a locked cabinet in the management office, which if left unmanned by management is locked, and locked at all other times only management have access to the keys, so there is no way that anyone can have access unless they first ask management.

Only when the managements permission has been given, can a person have access to records however they must first sigh and date they have been allowed access and this will need to be counter sighed by a manger. No records are to leave the building. Only safeguarding officers are able to do this and this applies when there is a need to share information with our partners. Any use regarding safeguarding issues is at the discretion of management. No one is allowed in to be alone in the building other than staff, and no one is allowed alone in the office alone other than management .No pictures of the children are stored on the computer, which are taken for the purpose of their file are printed placed in profile because sometimes parents don’t understand English so we take a pictures as it tell them what their child is doing a picture tells a thousand word. The photos are then deleted from the camera right away.

6.6 Explain why and how referrals are made to different agencies.

To seek support from an agency which specialises in a certain department the child needs additional help in e.g. a child with delayed speech may be referred to a speech therapist.

Nursery can make referrals to speech therapists, in our area we have drop in sessions that we inform the parents, and get their consent. They take their child to have an a assessment done and it will be taken from there. You can also contact SEN co-ordinator on behalf of the parent, if there is a problem with their learning needs. They might get seen quicker if it is done through the setting than the parent then going to their GP, as they might need to contact the setting any way so that they can look up the child’s learning journal. Setting should be in contact with the local health visitors, social workers, SEN co-ordinators, and etc.

012.3 – Understand the importance of partnerships with carersIdentify the reasons for partnerships with carers
Working with carers is an essential aspect of work with children and young people because:
Gives the children a sense of security
Helps families to feel comfortable with sharing child’s care information.

Promotes discussion of issues affecting the child.

Encourages the family to become involved in the setting activities.

Contribute to a positive atmosphere in the setting.

This is important as they are the children’s significant role model and educator across their entire educational experience. They also know about the children and can widen understanding and knowledge of individual children. Also, parental involvement in children’s educational EYFS and increases the chances of children reaching their potential. Working with partnership with parents and carers increases the range of learning opportunities that can be offered to children, as well as increasing the chances of consistent approaches across contexts.

2.2 Describe how partnerships with carers are developed and sustained in own work setting
In early years setting, carers should be made to feel welcome. To develop and sustain partnership with carers the following could help:
Valuing diverse family background
Respecting different cultures, religions and beliefs
Some children live with different families members and others may live with cares who are not blood related or social care facilities. That’s why nursery should be with home link. To feel like a home and a warm and safe environment.

3.3 Describe circumstances where partnerships with carers may be difficult to develop and sustain.

It may be difficult to establish and develop partnerships when carers do not wish to become involved. This could be because they have other commitments or are distracted by other situations.