UNDERSTAND HOW TO

WORK IN PARTNERSHIP

WITH OTHERS

Unit 5

Session 1: 26/2/2015

Starter Activity

• Board blast

Identify the reasons why we work

in partnership with others

Learning Outcomes

• To identify reasons to work in partnership with

others

• To describe how to work in partnership with

others

• Give examples of how you work in partnership

with others

• Identify the legal requirements of working in

partnership with others

• Identify the roles of other professionals

• Describe the roles of other professionals

How we work in partnership

Key Person approach

Parent partnership

Working with other

professional

Activity

• Get into three groups

• In your groups discuss your experiences of how you have

worked in partnership with :-

• Key workers

• Parents

• Other professionals

• Note your examples on your sugar paper

Policy and procedural requirements for

working in partnership with others• As part of the EYFS, it is one of the roles of the

key person to work with parents to understand

and meet children’s individual care and learning

needs.

• In addition parents should help to support their

child’s learning at home. All early years settings

must have a key worker system in place.

https://www.youtube.com/watch?v=CRAH9Kv_Ifs

• In addition, there is also a requirement for

early years settings to work closely with

other professionals where there are

concerns about a child’s welfare or where

the child has additional needs that should

be supported.

Activity

Meeting additional

needs

safeguarding

Supporting transitions

Using your hoops

sort the roles of the

professionals into the

three categories

Extension can you

think of any other

professionals?

Task

• Work in pairs to match the professionals to the

explanations

• Take photographs on your mobile devise or take notes to

support assignment task 2.1

• Complete assignment tasks 1.1, 1.2, 2.1, 2.2.

UNDERSTAND HOW TO

WORK IN PARTNERSHIP

WITH OTHERS

Unit 5

Session 2: 26/2/2015

Starter Activity

Confidentiality Game

Learning Outcomes

• Identify what records must be kept within a

childcare setting

• Describe how to complete records

• Explain how to adhere to confidentiality

• Identify who can be involved in partnership

working

• Describe the benefits of working in partnership

with others

• Explain ways to overcome barriers when working

in partnership with others

Records

Think, pair, and share

What records have you

seen being completed in

your setting that might

support partnership

working?

4.1

Records

• Contact details

• Accident report forms

• Administration of medicines

• Registers

• Records of care needs

• Progress records

• 2 year old check

• Reports to other professionals

• Child Protection forms

Keeping Records Top Tips!

• Find out what exactly is required

• Ask your manager to support with accuracy

• Write a draft first and get someone to check it first

• Statements must be accurate about children's progress

research fully if unsure

• Write things down as your would be happy to see them as

a parent

• Think about whether you need any further info from

parents (contact details, care records) before completing

• Always remember to maintain confidentiality 4.3

Case Study Task 1

•Emile is 4 years old and will starting

the local primary school. He has been

attending pre school for three

afternoon per week. Emile’s key

person has spoken to his mum about

how the primary school and the pre

school are planning to work in

partnership to support Emile.

Case Study Task 2Thomas is 2 years old he lives with his Dad and his two

older siblings. Thomas and his brothers attend the local

nursery and infant school. Whilst the older brothers used

to walk the short distance to the infant school, Thomas

was always brought into school by a child minder who

was also perceptive to the needs of the older brothers.

The child minder still comes into the school with other

children buts is no longer working with Thomas and the

siblings. One morning the child minder asked to speak to

a member of staff about her concerns for Thomas and

his brothers walking alone to school.

Case Study 3

• Miriam is 5 years old and has Downs Syndrome. She will

be moving into a new class next term whilst Miriam will

continue to work with the support of a teaching assistant

unfortunately it will not be Stephen. Stephen has been

Miriam’s teaching assistant for the past year and has

worked really hard at building positive relationships with

Miriam. Miriam is aware of the changes ahead and is

growing more and more anxious about her transition.

Miriam is also getting upset at home and her parents have

told Stephen that Miriam is finding it difficult to settle at

bed time.

Feedback from Case Studies 3.1, 3.2, 3.3Benefits Barriers

Assignment Deadline

• 27th March 2015

• It is essential that the early years practitioner recognises the importance of working in partnership, and sharing relevant information with parents and other professionals who work with the child or children. Partnership working does not exclusively focus on safeguarding of children, working in partnership with parents/carers, agencies and professionals can help support children in a variety of ways.

• Produce an information booklet for parents/carers that:

• identifies reasons for working in partnership

• explains the benefits of working in partnership with parents/carers

• explains the roles of others involved in partnership working when

• - meeting children’s additional needs

• - safeguarding children

• - supporting children’s transitions

• identifies barriers to partnership working

• explains ways to overcome barriers when working in partnership.

Task 2

• Current frameworks highlight the requirements for working in

partnership and how information and records should be stored

and shared with parents/carers and other professionals who

are working with the child. As an early years practitioner you

have just attended a training update on ‘Partnership Working’,

the nursery manager has asked you to share the information:

• describe partnership working in relation to current frameworks

• identify records to be completed in relation to partnership

working

• explain reasons for accurate and coherent record keeping

• explain the reasons for confidentiality when maintaining

records

Assignment Support

Deadline: 27th March 2015• 1.1 – Identify at least 3 reasons for working in partnership

• 1.2 - Describe at least 3 ways of working in partnership according to the EYFS Statutory framework

• 2.1 – Explain at least 6 roles of others (2 examples for each professional)

• 2.2 – Explain at least 3 benefits of working in partnership with parents/carers.

• 3.1 – List at least 4 barriers to partnership working

• 3.2 – Explain at least 3 ways to overcome barriers when working in partnership

• 3.3 – Give at least 2 examples from placement of the support that may be offered to parents/carers. Cover one for equal opportunities and one to cover barriers communication.

• 4.1 – List at least 3 ways records that are completed in relation to partnership working

• 4.2 – Explain at least 3 reasons for accurate and coherent record keeping

• 4.3 – Explain at least 2 reasons for confidentially when maintaining records

Next Lesson

• We will be covering unit 2 Understand legislation relating

to the safeguarding, protection and welfare of children

• Please inform your Tutor if you may find this subject

upsetting so that alternative arrangements can be put in

place to support your learning