CYPOP36 CYPCore36-1.1 Explain the importance of multi-agency working and integrated working Multi-agency helps to meet the needs of children‚ their parents or carers‚ different services‚ agencies‚ teams of professionals and other practitioners will work together to provide the services that a child or their family may need. Multi-agency working could involve anyone whose job or voluntary work puts them in contact with children‚ young people and their families. It is likely to include people from
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the student an opportunity to learn while earning money at the same time. An apprenticeship can last for a period of one to four years. 4 - Explain the strategic purpose of: - School governors - Senior management team - Other statutory roles e.g. SENCO - Teachers - Support staff
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A pre-mature baby has delayed physical development as their bodies are smaller and often not as developed as a full term baby. Due to having to stay in special care baby units their emotional development can be affected as they can’t build bonds with parents and family members that healthy babies make due to staying in incubators and not being able to be cuddled or fed normally. A disabled child (depending on disability) has their physical development affected by being in a wheelchair‚ being unable
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E1 People who have a special need disability means that they have a physical or mental impairment that has a long term effects on their ability to do the normal and same things as other people. There are a number of ‘models’ of disability which have been defined over the last few years. The two most frequently mentioned are the ‘social’ and the ‘medical’ models of disability. Medical Model of disability looks at disabled people as a problem. For example if a child couldn’t get into the setting
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CYP Core 3.2 – Promote child and young person development 1.1 Explain the factors that need to be taken into account when assessing development • Confidentiality and when‚ for the safety of the child or young person confidentiality must be breached. • Children’s wishes and feelings • Ethnic‚ linguistic and cultural background • Disability or specific requirements (Additional needs) • Reliability of information • Avoiding bias When assessing a child you must be careful to take into account
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with other professionals. If theres is issues regarding a child who you think maybe at risk from harm or abuse‚ or there is a legal obligation on the school to disclose the information‚ this information must be shared with your line manage‚ or the SENCO if the child has special educational needs. If a individual has confided in you‚ there are some situation which you will have to share the information with‚ Eg: child abuse. you should tell the individual that you can not keep such information to
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Unit 331 Understanding children and young person’s Development. Assignment (Task) Task D Report Early identification of speech‚ language or communication delay is important for a child or young persons’ well-being. All practitioners have a responsibility to identify children’s needs and intervene with appropriate support as early as possible‚ to help children achieve the goals of ‘Every Child Matters’ and progress towards the Early Learning Goals. The importance of early language and
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Level 3 Certificate Supporting Teaching and Learning in Schools Unit 304 – Promote children and young people’s positive behaviour Feedback to candidate: Action to be taken by candidate: Candidate Signature: Date: Assessor Signature: Date: Outcome 1 – Understand policies and procedures for promoting children and young people’s positive behaviour 1.2 Evaluate (assess) how the policies and procedures of the setting support children and young people to: a) feel safe As part of the Every Child
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Schools as organisations Introduction This unit aims to prepare the learner for working in a school. It covers key aspects of schools as organisations. This includes the structure of the education system‚ the roles and responsibilities of key members of the school team and the purpose of school ethos‚ mission statement and aims and values. Learners will also understand the reasons for the key legislation‚ policies and procedures which are followed in schools and how schools operate within a
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Action/ School Action. This is when IEP’s would be put into place and additional support would be provided for the individual child‚ SENCO would also be contact for advice at this point‚ if a child then met the norms for their age this response would stop‚ if not the child would then go through the third stage. This stage is Early Years Action Plus‚ Staff and SENCO would now be supported by professionals and multi-agency teams‚ such as; speech therapist‚ psychologists‚ occupational therapists and
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