child. If you suspect t a child is being abused then your duty o care may override the family’s rights of confidentiality. To get additional support and advice regarding conflicts and dilemma’s you can seek advice from your manager/supervisor and SENCO‚ also other professions that deal with child protection such as Ofsted‚ social services and health services. Should a parent/carer make a complaint to you then you need to follow procedures by reporting the complaint to
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Unit 205 Schools as organisations Outcome 1 Know the different types of schools in the education sector. Outcome 2 Know how schools are organised in terms of roles and responsibilities. Outcome 3 Understand how schools uphold their aims and values Outcome 4 Know about the laws and codes of practice that affect work in schools Outcome 5 Know about the range and purpose of school policies and procedues Outcome 6 Know about the wider context in which schools operate
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Anne Marie Foster Unit 319 Support disabled children and young people and those with special educational needs. Children with special educational needs (SEN) all have learning difficulties or disabilities that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age. It is important that early identification and intervention (The Special Educational Needs Code of Practise 2001) of SEN
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SCH 31-3.5 explain how to access extra support or services to enable individuals to communicate effectively. There will be times when extra support is needed to have meaningful communication with a child or and adult to meet their needs of affective communication. In Hounslow we have great support services to support children and adults with communication problems. Children centres in Hounslow support families and can direct families to other agency’s In my area of Feltham we have Alf
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UNIT 6: WORKING TOGETHER FOR THE BENEFIT OF CHILDREN AND YOUNG CHILDREN 1.3: FUNCTIONS OF EXTERNAL AGENCIES I have a responsibility to help the children in my care achieve the 5 outcomes of the UK Government Initiative Every Child Matters (ECM) – Be Healthy‚ Stay Safe‚ Enjoy & Achieve‚ Make a positive contribution and Achieve economic wellbeing. It is important that I contact and utilise other professionals to help achieve these outcomes. This is
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Identify the main types of state and independent schools. All children in England between the ages of 5 and 16 are entitled to a free place at a state school. Most state schools have to follow National Curriculum the most common ones are: * Community schools: controlled by the local council and not influenced by business or religious groups * Foundation and trust schools: more freedom to change the way they do things than community schools‚ ran by their own governing body which also decide
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A full copy of our settings policy can be found on our website; www.abbotswooddaynursery.co.uk How does Abbotswood deliver the policy? Abbotswood looks upon each child as an individual and plans for their needs accordingly. The senco works closely with families and key persons‚ outside agencies such as speech therapists‚ health visitors portage workers etc. Within the childcare environment there is access for disabled people possible by providing disabled toilets‚ low door
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share views and ideas on how to deal with any development issues. It’s good to share information with parents because the child might act differently at home then what it does at nursery. Also legal evidence to an appropriate professional such as the SENCO can help a child’s development. There are some reasons why development is not following the expected patterns and that could be; disability‚ emotional or physical difficulties or communication difficulties. There are many individuals that will
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their full potential. If the child is in education and no referral has been made or communication from parent or other professionals regarding the child showing signs of Autism‚ firstly the teacher will discuss their concerns with the parent and the SENCO within the setting. A developmental assessment will then be carried out. If necessary a referral will be made‚ this can be done via in person‚ telephone‚ email or letter. Referrals can be made to speech therapists‚ educational psychologist‚ general
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would take the form of Key Stage SATs (in years 2‚ 6 and 9) or the development of the end of year school report. This type of assessment allows a wider range of individuals to gain an understanding of the pupils ability‚ such as: senior management‚ SENCO and parents‚ etc. Formative assessment helps the teacher to make subtle changes in the learning process and reflect on planning. For example‚ if at the end of a maths lesson‚ the teacher asked the pupils whether they understood the lesson and the
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