Evaluate ways of working in partnership with carers

These families are usually then replaced by people who have a fresh range of challenging issues to contend with. Currently they are somewhat in vogue within national and international public policy and more widely within the commercial sector.

Less experienced members of staff could, however, support a more experienced one in delivering a presentation and managing discussions.

Working with parents to support children's learning

Practitioners could provide photographs that focus on an area of learning or provision, a key group of children or a particular learning story. A Shared Understanding of the Curriculumwritten for the Scottish curriculum but with principles relevant to all settings.

Not every evaluation will be able to cover every possibility. Home-based meetings can offer a more relaxed context for the parent but will not necessarily be the choice of all.

As practitioners, we build up expertise in how young children learn and how each child operates within our setting. Alternatively, the key worker and parent may decide to make a change in family circumstances the focus for planning. Once this has been established and agreed upon by the evaluators and most likely the commissioners of the evaluation we can then go about selecting which approach is most suitable to that specific partnership — and acknowledge the limitations which this will involve.

When organising such workshops: They should be conducted in an atmosphere of mutual respect and practitioners should act as genuine listeners, responding to what they hear from the parent and not allowing discussions to be driven by a pre-set agenda based on what has been observed in the nursery.

A trusting and warm relationship between key worker and parents begins with the initial contact meeting, and it is crucial that, from the start, parents understand that staff value their knowledge and understanding of their child. We also want to make sure that the people using them are receiving high quality services and products.

Despite international interest in partnership it has not been demonstrated that this way of working necessarily improves outcomes for service users. These books summarise current policy and research in a detailed but accessible manner, offering practical support to those working with other agencies and professions and provide some helpful frameworks to make sense of the complexity of partnership working.

Such information would re-invigorate the partnership agenda and renew its legitimacy. In some instances, it may be the key worker who is unavailable to talk to the parent, perhaps because of other professional commitments.

For example, if both parent and key worker have noticed that the child often gathers objects in bags and transports them around the home and nursery, they could agree to provide a collection of bags and everyday objects at home and similar resources in nursery.

This, in turn, poses an enormous evaluative challenge. In one sense this is a positive achievement and more attention than ever has been focused on attempting to provide seamless and accessible services to individuals, families and communities who are often in times of need or experiencing chronic and complex problems.

We do not evaluate tax-funded services simply to make sure that they are providing value for money purely on a cost basis though. Once a group of parents are familiar and comfortable with each other, they are likely to feel more relaxed about contributing to discussions.

Together they look after 14 children, including three of their own. Moreover, people with complex or chronic conditions may not be able to either actively judge the quality of services which they receive, or have little to compare them with. Thus the evaluation does not reflect the success of the scheme.partnership with parents and carers Overview This standard identifies the requirements when leading provision of services for babies and children in partnership with parents and carers.

This includes K11 how to access and work to procedures and agreed ways of.

Working in Partnership with Carers

Working with parents to support children's learning. 15 November by Jane Drake Be the first to comment. By Jane Drake, a partnership advisory teacher in Leeds and author of Planning Children's Play and Learning in the Foundation Stage and Organising Play in the Early Years (David Fulton).

WORKING IN PARTNERSHIP Explain why it is important to work in partnership with others. It is important that you work in partnership with all of the people surrounding the individuals that you are supporting, in order to ensure the.

SCDHSC Evaluate the effectiveness of health, social or other care services SCDHSC Evaluate the effectiveness of health, social or other care services 1 Overview This standard identifies the requirements when you evaluate the effectiveness of health, social or other care services.

It includes working with providers of.

Download: What the research says: Working in partnership with carers

Summarise the benefits of working in partnership with parents and others. The importance of building relationships and making links with parents is crucial. The old fashion attitude towards parents by early year's workers was definitely wrong i.e.

'we know what is best for your child'. The popularity of this concept has also meant that many different ways of working have been subsumed under one umbrella concept – when in fact, partnership takes many forms and is propelled by a variety of drivers.

Evaluate ways of working in partnership with carers
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