Parent Partnership

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

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.

Integrated working is achieved through effective collaboration and co-ordination across all services and sectors including voluntary who work with children, young people and their families. These sectors could be housing, police, health, child-minders, community groups or early year’s workers. The above services are a fundamental role for both children, families and carers who may need the support of these agencies .Multi- agency Collaboration is crucial in partnership working, to support better outcomes for children and their families. Integrated working brings many benefits to delivering a more improved service by:

Family involvement in an early childhood classroom means that families work together with caregivers and teachers to create an atmosphere that

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

The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents.

A successful approach requires multi-agency collaboration and recognition of child wellbeing at the heart of the organisation.

It is very important to recognise that parents and practitioners have different kinds of relationships with the children in their care. Practitioners need to develop consistent, warm and affectionate relationships with children especially babies but they should not seek to replace the parents. Babies need to be with the same people each and every day to develop social relationships. This is why the EYFS requires all early years settings and schools to implement a key person system. Parents and practitioners have one thing in common that is very important: they all want the best for the child. The roles involved are not the same yet they are complementary. Parents know their own child best. Practitioners have knowledge of general child development.

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.

An explanation of how different approaches to work with children in early years have affected current provision in the UK

‘Early years practitioners have a key role to play in working with parents to support their young children. This should include identifying learning needs and responding quickly to any difficulties. Wherever appropriate, practitioners should work together with professionals from other

Acting on the recommendations of the 1987 Black Report, the British government brought in the 1988 Education Act. Parents were treated as if they were customers and pupils became both clients and products. What is important about the act is that it involved increased state control over the content of education. The act brought; the introduction of the National Curriculum, with achievement targets set for all pupils aged 7, 11, 14 and 16, Schools being allowed to opt out of local Education Authority (LEA) control if the majority of the parents voting in a ballot wished to do so, the financial management of schools was switched from the LEA to the boards of governors and City Technology Colleges were introduced.

1.1 Explain why working in partnership with others is important for children and young people

‘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

For the collaboration portion of my project I chose to collaborate with the daycare director and 10 parents of the children who attend the daycare. The role of the director was to inform me and help me to better understand how their policies work and how they respond to policy change. The parent’s role in this collaboration process included giving me feedback and ideas on what changes they would like to see and what they already like about the current policy. In order to obtain the information I needed for this project, I met with the director and parents of the children on many different occasions to observe and interview the parents and staff members. Also when meeting with the director and parents we discussed my observations and ideas that