Ldp Reflective Report

2.2 Describe with examples the importance of recognising and responding to concerns about children and young people’s development

Practitioners contribute to children’s care learning and development and safeguarding is reflected in every aspect if practice

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

If a child or young person needs more than the support of the school environment, then a multi-agency team will be involved. This would involve the child’s teacher, teaching assistant, the school SENCO, qualified and experienced professionals, for example Speech and Language Therapists and most importantly parents. This might be through a recognized programme such as the Nuffield Dyspraxia Programme, Language through Reading or Social Use of Language Programme, or through a combination of approaches tailored to suit the individual child or young person.

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

A Framework for Understanding Poverty by Ruby K. Payne builds a model for combating poverty by tackling it at the earliest level of perpetuation-in schools. Schools, Payne advocates, should be the first line of defense against encroaching poverty and also the most effective weapon to beat it back. Unlike most economic tools, schools should be fine-tuned and deployed according to strict frameworks. Payne identifies two types of poverty and list eight resources which makes one a candidate. The thrust is thus primarily on how to deal with poverty in schools and how to equip the students with tools and education

Communication and explanation between agencies, practitioners and parents is effective as it can help families by giving them guidance and advice with their child when at home, this will help give the parents understanding about the child’s condition and may help them to feel less stressed as they will feel they have help and support from the team as they are specialists in the particular area.

The case study will focus on the partnership between St Andrews Primary School and the Special Educational Needs Co - coordinators from the national health services. I undertook my placement at St Andrews Primary School and worked closely within the special educational need team, which provide support in relation to children with additional needs. As being on placement and having the opportunity to work alongside the early year’s team, I experienced that a few children were much slower in terms of their learning and development.

‘Inter-professional working in education’ is a term given to a group of professionals from different agencies with a variety of specialist backgrounds working together, for educational purposes, to give children with different difficulties and levels of learning the opportunity to reach their full potential in education. The term “refers to interaction between the professionals involved, albeit from different backgrounds, but who have the same joint goals in working together” (Leathard, 2003, p.5). Inter-professional working is used in the primary school environment when a child has been noticed to struggle either with their academic work, social aspects of school

A class teacher is another practitioner that is involved within multi-agency working. This is because they work alongside children every single day. Teachers can help other practitioners by providing details of observations of behaviour changes, attendance and needs within a child. Teachers would then use this information to communicate with the School Designated Lead (DSL), who is ‘the first point of contact for any member of the school staff who has a concern about the

Not only are impoverished children suffering from a late start in education, it is known that the neediest schools are the schools who's students are below the poverty line. The students with the greatest needs receive the least funding and resources. In New York the average poor student will receive about $1,000 year in resources at public school; whereas the school's with the least amount of poor children receive around $3,000 per student in public schools. Not necessarily the same number wise but this is the case in at least 37 of our 50 states (Schemo). Inadequate education for impoverished children only worsens their chances of making it out of poverty.

Effective communication is a vital portion of my role, for example as professionals we are require to progress a variety of abilities to help the children we work with, which is why it’s essential to recognise the status of joined and multi-agency working. Multi-agency assistances towards meeting the requirements of children, their parents or carers, different services, agencies, teams of professionals and other practitioners will work as a team to deliver the facilities that a child or their family may want. Some of these facilities might take account of visits to a child’s home or. Some settings support employed parents by spreading the day by joining primary teaching and childcare e.g. breakfast clubs, after school clubs. By offering these clubs different agencies can work as a team for the benefit of each child.

Source 3: Ferguson, HB, S Bovaird, and MP Mueller. “The Impact of Poverty on Educational Outcomes for Children.” Paediatrics & Child Health 12.8 (2007): 701–706. Print.

In order to improve the quality of education for students living in poverty, one must first look at the day-to-day struggles these students face. In our world today, poverty is becoming a big issue that has a negative impact on the children that deal with it. More and more children are being effective with poverty and the school that they attend is not able to keep up with the needs that are needed for the students in order to learn. These papers talk about the research on how poor children have limited access on effective teaching. A child social class will also be mention as well as the many challenges that come from in teaching disadvantage kids.

A CRITICAL ANALYSIS OF HOW EDUCATION AND SCHOOLING HAS BEEN UTILISED AS A WAY TO TACKLE SOCIAL PROBLEMS; PARTICULARLY CONCERNING CHILD POVERTY