2.1: Different formats to use for recording information:
To Provide Information to an Outside Agency:
A successful format to provide information to an Outside Agency is for example if a school trip was organised to e.g. the farm an email or letter would be sent to the bus company so that they are aware of certain details about the trip. Common Assessment Framework (CAF) is another way of opening up information to an outside agency for practitioner such as an interpreter so that they are aware of the child’s needs.
To Monitor Progress to Support Learning and Achievement:
There are many useful ways to monitor progress to support learning and achievement by doing a checklist e.g. the teacher can do a checklist about what physical skills …show more content…
A successful format for identifying risks is having a risk assessment in place which will support and make all individuals aware within the setting to look out for signs that may put them in danger e.g. any damaged equipment, water dripping and weather conditions. It is important to think about what certain measures to put in place in order to lessen the risk.
To provide a written response to an enquiry:
In my setting some of the following formats are used to record information to provide a written response to an enquiry is the parents would be able to send a letter or an email to the teacher about e.g. a complaint. Parents can also discuss an enquiry with a teacher when they collect their child from school about e.g. the price of school dinners.
2.2: Evaluate each of the different methods discussed:
Sharing information with outside agencies:
Sharing information is a dependable way to approach children moving from different stages in their education and at the same time assuring that the child’s requirements are secure. This however is only achievable with the agencies working in unison together. This means that they are required to go by the valued opinions of their fellow professionals reports.
Monitoring the progress to support learning and achievement:
In order for the child to reach their full potential the collecting of information on their performance
As key workers we assess our key children in all areas to achieve to their standards and we record these in their learning development journals which we share with the child and parents. At the end of their time in our setting the child is four years old getting ready to enter reception in schools so they will be on their way to achieving the early learning goals they should reach by five years and this is recorded in their learning journeys and end of setting evaluation.
Changing circumstances within the workplace can cause hazards because other workers can be put at risk because they haven’t been made aware of the changes and management needs to be informed. Risk assessment is a method put in place that is suitable and sufficient to control the risk to health and safety to both employees and other persons who may be affected.
Within my role I have to compile risk assessments that recognise the choice and independence of residents, whilst ensuring the safety of residents and staff members. The risk assessment may be regarding social activities that may involve equipment or actions, which could cause harm or injury.
* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.
The purpose of risk assessment is not to remove risks, but to take reasonable steps to reduce them. The process involves looking at the risk, and considering what can be done to make it less likely that the risk will develop into a reality. This can be done through implementing policies and codes of practice, acting in individual’s best interests, fostering culture of openness and support being consistent, maintaining professional boundaries and following systems for raising concerns.
It is important to ensure that we meet the need of the students on every level. One effective way to do this is to observe, assess, and record children’s efforts and progress. In this way, an educator can prepare to help a child’s progression in the class. Being able to track and refer to the progress of a child helps to ensure greater levels of success. In the end, our program is only as successful as the children in our care. Record keeping can identify areas that need improvement, and allows us to teach to their strong points.
* Risk assessments – Local and governing authorities make compulsory the use of risk assessments. Risk assessments are carried out to evaluate any potential hazards that may
good for recording large groups of children , are easy to use and they same actions on the tick list can be carried out at a later date to show the level of the Childs progression. Disadvantage often this type of check focuses on what skills a child is showing but does not look at confidence or happiness whilst doing the task.
This is where multi agencies get together to assess a child’s/family’s needs. The CAF system enables multi agencies to work together gathering information from all aspects of the child’s/young person’s life. The First Visiting team can help you start a CAF on a child/family. Multi agencies will then all get together to discuss the child/family. This is when it is decided whether to start a CAF on the child/family. Then CAF can then be accessed via the internet after a child/family has been CAF assessed. This can give you current, correct and up to date information very quickly, this is updated very regular (when new information is available). Parents will have to give permission for a CAF assessment to take place.
4.3: To carry out a risk assessment first of all you need to identify the hazards, then decide who might be harmed and how. Then evaluate the risks and decide on precaution and then record your findings and implement on them. After this is done review your assessment and update if necessary.
Risks assessments will identify any hazards and/or dangers and who might be harmed and how this may happen, allow the risks to be evaluated and check if the precautions are
We can also identify new risks which need to be documented in the service users’ risk assessments in order to prevent accidents or injuries and to alert other colleagues about them.
Working within this approach can also avoid confusion between practitioners or provision being duplicated or missed out and parents being asked the same questions over and over which could get irritating for the parents. Sharing information gives an overall better service provided. The SEN code of practice 2001 stresses the importance of working within a multi-agency team ‘All agencies should recognize the need for effective collaboration of services involved with the child and with parents. Consultative responsibilities and effective communication systems and management and practitioner levels should be clearly identified.’ (Special Educational Needs Code of Practice 2001 pg. 70)
Effective information sharing by professionals is central to safeguarding and promoting the welfare of children. This sharing of information makes an important contribution to the shift to addressing children’s needs at an early stage rather than when serious problems have developed. In order to safeguard and promote children’s welfare, arrangements should ensure that: