Mu_2.9

Title Unit ref Level Credit value Guided Learning Hours Learning outcomes The learner will 1. Understand partnership working within the context of services for children and young people Understand partnership working in services for children and young people CCLD MU 2.9 2 2 24 Assessment criteria The learner can: 1.1 Explain why working in partnership with others is important for children and young people Partnership (Multi-agency working) is driven by a desire for collaborative advantage and can offer many positive outcomes: • • • improved outcomes for children and families through access to a wider range of services benefits for staff and services, such as less replication between different service providers increased efficiency in the delivery of services through better links between different providers 1.2 Identify who relevant partners would be in own work setting • • • • • • • • • • Social services Carers SENCO Speech Therapist Ofsted Health Visitor GP (Doctor) Paediatrician Physiotherapist Psychologist 1.3 Define the characteristics of effective partnership working A partnership can be formed between a number of organisations, agencies or individuals with a shared interest. Most partnerships have a common reason for working together and specific objectives. They are often formed to target specific short- or long-term issues. The key principles of partnership working are openness, honesty and agreed shared objectives. When partners cooperate to 1 coordinate their activities and communicate regularly, partnerships tend to have a greater impact on end users. Partnerships can work in a variety of ways and different models will suit different settings. • • • • • • • • • • • • • involve agencies working together for mutual benefit have an aim that is agreed and understood by all the partners put the learner at the centre of partnership working focus on a high-quality learning experience leading to sustainable progression have clear, effective leadership identify the role of each partner, which is understood by others in the partnership share ownership of the partnership and partners feel they benefit from the collaboration have dedicated time and resources for administration and operation recognise different organisational cultures within the partnership have a supportive atmosphere, where suggestions, ideas and tensions are addressed. 1.4 Identify barriers to partnership working • • • • 2. Understand the importance of effective communication and information sharing in services for children and young people Inconsistency between professionals To many stake holders placing to many demands Incorrect information being supplied Incorrect knowledge being contributed. 2.1 Describe why clear and effective communication between partners is required • • • • • • • • • • • • • involve agencies working together for mutual benefit have an aim that is agreed and understood by all the partners put the learner at the centre of partnership working focus on a high-quality learning experience leading to sustainable progression have clear, effective leadership identify the role of each partner, which is understood by others in the partnership share ownership of the partnership and partners feel they benefit from the collaboration have dedicated time and resources for administration and operation recognise different organisational cultures within the partnership have a supportive atmosphere, where suggestions, Ideas and tensions are addressed. 2 2.2 Identify policies and procedures in the work setting for information sharing You should refer to your settings policies and procedures for accurate and up to date information. Further pointers: • The Data Protection Act • The Children’s Act 2004 • EYFS Framework • Access to Health Records Act • OFSTED 2.3 Explain where there may be conflicts or dilemmas in relation to sharing information with partners and maintaining confidentiality What is Confidential Information' Confidential information is: personal information of a private or sensitive nature; and information that is not already lawfully in the public domain or readily available from another public source; and information that has been shared in circumstances where the person giving the information could reasonably expect that it would not be shared with others. When is Confidence breached' Confidence is only breached where the sharing of confidential information is not authorised by the person who provided it or to whom it relates. If the information was provided on the understanding that it would be shared with a limited range of people or for limited purposes, then sharing in accordance with that understanding will not be a breach of confidence. Similarly, there will not be breach of confidence where there is explicit consent to the sharing. When can you share Confidential Information without consent' Even where sharing of confidential information is not authorised by the person who provided it or to whom it relates, practitioners may lawfully share it if this can be justified in the public interest. Seeking consent should be the first option, if appropriate. Where consent cannot be obtained to the sharing of the information or is refused, the question of whether there is a sufficient public interest must be judged by the practitioner on the facts of each 3 case. Therefore, where a practitioner has a concern about a child or young person, they should not regard refusal of consent as necessarily precluding the sharing of confidential information. Sharing without consent in the public interest It is possible to identify some circumstances in which sharing confidential information without consent will normally be justified in the public interest. These are: When there is evidence that the child is suffering or is at risk of suffering significant harm Where there is reasonable cause to believe that a child may be suffering or at risk of significant harm To prevent significant harm arising to children and young people or serious harm to adults, including through the prevention, detection and prosecution of serious crime. 2.4 Describe why it is important to record information clearly, accurately, legibly and concisely meeting legal requirements • • • • • • • • • To ensure your settings policies and procedures are not breached. To ensure the correct information can be relayed accurately and quickly So any history can be understood clearly In case of any future legal action To protect children To protect practitioners To comply with the Health & Safety at Work Act To Comply with OFSTED policies To satisfy the EYFS framework policy 2.5 Identify how communications and records are recorded and securely stored meeting data protection requirements Communications are recorded in: • • • • • • • Day book Observation book Accident book Incident book Risk Assessments Near miss reports Give further examples from your own setting. 4 You may want to consult your settings policies & procedures to ensure you are fully aware of how data is stored. You could also consult your line manager. Some examples of where your setting may store data: • • • • • • • Locked cupboards Locked storage areas Locked cabinets Locked filing cabinets Hard drives Computers Servers 2.6 Explain why and how referrals are made to different agencies Referral policy may differ from education authority to education authority but there will be a specialist team for your local education authority who will deal with such matters. You will need to find out the name of the team for your area and write a brief description about who they are and what they do once contacted. Also refer back to questions 1.1, 1.2 & 1.3 for further guidance. 3.1 Identify the reasons for partnerships with carers 3. Understand the importance of partnerships with carers Carers make a difference Carers are by far the most important influences on children’s lives. carers who take on a supportive role in their children’s learning make a difference in improving achievement and behaviour. Their support can play a vital role at all stages of education. For example, where carers are actively involved in reading with their children at home, their children’s reading scores improve, on average, by between 12 and 18 months. In the secondary sector, carers’ active support for their child’s learning can make a difference into adolescence. Evidence shows that most differences in achievement by 14-year-olds in English, maths and science are due to home influences. Carers in partnership with schools The active involvement of carers in the life of the school can help promote a learning community in which pupils can engage positively with school staff and their peers. Schools can benefit from developing positive partnerships with carers by involving them in all decisions affecting their children’s education and 5 learning. Where there is a relationship of mutual trust and respect there can be effective communication that supports both carers and teachers. The better the information that schools provide to carers, the more they can support their children’s learning and the school. Information that carers share with teachers can assist them in adapting their teaching to suit the learning styles of pupils and take account of any particular issues that there may be. 3.2 Describe how partnerships with carers are developed and sustained in own work setting Example: To help to build these partnerships we communicate extensively with our parents including children’s feedback sheets, questionnaires, newsletters, parent evenings and educational events. Most importantly however the nursery management team and your child’s key worker are available at any time for discussions with parents or other carers. For parents’ convenience, we have introduced a text messaging service to notify them promptly of important news updates. If you would like to benefit from this service, please contact your nursery manager who will be happy to add your mobile number to our text messaging broadcast list. We have also established a parent/carer group which was started to: • enhance the friendly and efficient operation of the nursery by establishing a close collaborative relationship between parents and staff; provide a link between parents and local centrally based staff so there can be an exchange of ideas and comments; enable parents to contribute their ideas and opinions on activities (or on significant changes) which are under consideration by nursery management; encourage a community/family spirit in the nursery by organising social events and fundraising for charities • • • 3.3 Describe circumstances where partnerships with carers may be difficult to develop and sustain • • • • Communication/Language Bias from the practitioner Bias from the carer Low self confidence of carer 6 • • Disability (Deaf/Blind/Immobile) Carers working hours lead to inflexible arrangements. 7