Learning outcome 3 Assessment criteria 3.5 |Explain when and how to refer other adults to |Parents: Concerned that their child is having difficultly in a particular subject may fell the need |Tutor’s comments: | |further sources of information‚ advice or support.|to contact the school to set up a meeting with the class teacher‚ year of head or principal. | | |
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then help could be arranged with other professionals‚ like speech therapists. The child’s school or nursery would need to be aware of the Childs specific problem and their specialist needs‚ this would be dealt with by the parent first but then the SENCO would need to arrange an assessment and once an individual learning plan had been drawn up and the class teacher and the Childs parents had all agreed with it‚ then the child would be introduced to what was going to happen and how everything was there
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people with specialist knowledge and skills will support the people that work with them on a daily basis and have regular meetings to remove barriers of achievement‚ agree strategies‚ provide training and identify‚ and sometimes provide resources. SENCO have the correct paper work in place and ensure appointments are up to date‚ this will make it easy to monitor development. This will help to co-ordinate with professionals who work with the child. The LEA decides between the school and external support
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The 5 Positive Outcomes from Every Child Matters 2003 TASK 2.2.1 ENJOY AND ACHIEVE Children and Young People attend and enjoy school. Achieve personal and social development and enjoy recreation. We Ensure children enjoy learning and achieve to their full potential‚ by allowing children to challenge‚ be creative‚ explore and problem solve. We ensure children have freedom of choice and follow their interests. ACHIEVE ECONOMIC WELL BEING Children and Young People live in decent homes and
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Assignment 1 Question 1: Give examples of how would you plan activities: First knowing the subject‚ then deciding the length of the lesson and which key stage is it aimed for. Writing the teaching objectives and the learning outcomes‚ what the pupils will be able to do at the end of the lesson. Figure what would be the best resources to use for the topic‚ this could be a projector‚ toys‚ photocopies‚ flashcards‚ etc. Plan the activities‚ commencing with a starter for the whole class to familiarise
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Unit 0.3 Outcome 1 Understand the importance of equality and inclusion 1a. What is meant by diversity The term ’diversity’ means difference. Diversity recognises that though people have things in common with each other‚ they are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity consists of visible and non-visible factors‚ which include personal characteristics such as background‚ culture‚ personality and work-style in addition
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CU1523 Working together for the benefit of children and young people 1.1 Multi-agency working aims to support children and young people earlier to ensure they meet the five Every Child Matters (ECM) outcomes. The five outcomes of ECM state that we need to be working together to achieve the best possible outcomes for children in our setting. These outcomes are: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well being Multi-agency working brings
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services that you can approach‚ such as doctors‚ social workers‚ health visitors‚ specialists such as speech therapists and physiotherapists‚ teachers and support staff. Senco: All nurseries schools and other early years setting should have a designated person who takes on the role of special educational needs coordinator (senco)‚ who has responsibility for coordinating all special educational needs provisions. Health visitor: A health visitor is a qualified nurse or midwife‚ they assess the health
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TDA 2.15 SUPPORT CHILDREN AND YOUNG PEOPLE WITH DISABILILITIES AND SPECIAL EDUCATION NEEDS All children and young people have rights. Most references to rights are about what is recieved to children from others‚ particularly from their parents and the goverenment and its agencies. Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their
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concerns is about the childs safety and wellbeing. If i had any concerns about a child i would always tell my safeguarding officer or the headteacher of my school. First instance would be to share it with the class teacher followed by a report to SENCO. Once i had raised my concerns and spoke to someone professionally i would note their name and the date I spoke to them for evidence which will be taken into consideration when my observations get taken up. I would then notify the childs parent/s.
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