Working With Children First/Communities In Schools

1. Setting the standards for the learning, development and care, ensuring that every child makes progress and that no child gets left behind. Parents, providers should deliver individualised learning, development and care that enhances the development of the children in their care and gives those children the best possible start in life. Every child should be supported individually to make progress at their own pace and children who need extra support to fulfil their potential should receive special consideration. All providers have an equally important role to play in children’s early years experiences and they have to ensure that the provision they deliver is both appropriate to children’ needs and complementary to the education and care provided in child’s other settings.

Every Child Matters Framework which is currently in the process to be changed is part of the Children Act 2004; it is a piece of legislation which has and influences planning and provisions of learning opportunities. The Every Child Matters ensures that settings provide quality of children’s and young people’s play and learning.This supports children from birth to 19 years. When practitioners plan, they should relate their work to the five outcomes for children; be healthy, stay safe, enjoy and achieve though learning, make a positive contribution to society and achieve economic

It has been debated that children and families have received poor service because of the failure of professionals in understanding each other’s roles or working together in a multi-disciplinary

Ensuring children and young people’s safety and welfare in the work setting is an essential part of safeguarding. While children are at school, practitioners act in ‘loco parentis’ while their parents are away. As part of their legal and professional obligations, practitioners hold positions of trust and a duty of care to the children in their school, and therefore should always act in their best interests and ensure their safety – the welfare of the child is paramount (Children Act 1989). The Children Act 2004 came in with the Every Child Matters (ECM) guidelines and greatly impacted the way schools look at the care and welfare of pupils. Children and young people should be helped to learn and thrive and be given the opportunity to

To listen to children/young people and offer support, information and advice in response to their needs.

I am of the opinion that as a child practitioner an essential part of our work role will involve actively seeking to evolve and where apt build relationships. Consequently having a significant impact on children and young people’s lives.

A/c 1.2 The benefit of using a child centred model of assessment and planning is that you concentrate on the person and their specific and individual set of needs and circumstances. A child centred model promotes the rights of the child and allows them to communicate and say what they want for themselves. When children are moved to make the correct choice and take a lead using this type of assessment they tend to succeed as they develop their needs. Children and young people’s needs can be identified through observation and the sharing of information between those that are involved in the care of the young people or children. The parents and class teachers are the best places to identify individual needs because the young people spend more time at school and home than they do anywhere else. School/ home visits, review meetings, hospital consultations are some of the

When looking at children and young people’s development it is important to recognise and respond to concerns to ensure that the child or young person receives the help and assistance needed.

The children act 1989 has influenced some settings by bringing together several sets of guidance and provided the foundation for many of the standards practitioners sustain and maintain when working with children. The act requires that settings work together in the best interests of the child and form partnerships with parents or carers. It requires settings to have appropriate adult to child ratios and policies and procedures on child protection. This act has had an influence in all areas of practice from planning a curriculum and record keeping. The every child matters framework has

There are many social, economical and cultural factors that impact on the lives of children and young people. In my role as a Young Carer’s Support Worker, I work with a number of families living with the consequences of these factors. Every Child Matters (ECM) aims to improve the outcomes and life chances of every child and young person, therefore, it is important we understand and do all we can to help them achieve the 5 outcomes of the ECM, stay safe, be healthy, enjoy and achieve, make a positive contribution, and, achieve economic well-being.

This helps practitioner’s work together for the welfare of children. It promotes the Every Child Matters outcomes to reinforcing how important it is for all child careers to work together.

Identify the positive outcomes for children and young people that practitioners should be striving to achieve

As a practitioner it’s your duty to observe and maintain correct procedures to ensure that the children are offered a stimulating environment which will further allow optimum possibilities for development. All those who work with or amongst children and young people have a crucial role to play in helping not only to shape aspects of their lives, but to also aid in enhancing their future development. Therefore it can be stated that how we set up our own working practices can affect children and young people’s development, as will be identified by this essay; below are areas where one should concentrate in order to further

Children, young people and Families: Families of children with additional needs are likely to be in contact with many different agencies and professionals - for example health, education, social services, housing and benefits. For example, families with disabled children see on average ten different professionals and have more than 20 clinic visits a year (Sloper, 2004). Often families don't understand the roles and responsibilities of different agencies and professionals; they don't know who to go to for what; they may get conflicting information; they may be passed from one agency to another. This can produce rather than alleviate stress for parents and carers, which in turn impacts on relationships with their

Working together to Safeguard Children (2010) sets out how organisations and individuals should work together to safeguard and promote the welfare of children and young people in accordance with the Children Act 1989 and the Children Act 2004. Working Together is addressed to practitioners and frontline managers who have particular responsibilities for safeguarding and promoting the welfare of children, and to senior and operational managers in: