Cwdc Standards 1 Essay

With the Data Protection Act (1998), the nursery has to control and protect the handling of the personal information of children and parents. Recklessness and naivety can cause personal information being let out into the public eye. Staff writing down children’s or their parent’s personal details or opinions can end up open to public view. This can be minimised by making sure all data is

For child protection to work effectively we must ensure we have good inter relationships with other agencies and good co-operation from professionals that are competent in responding to child protection situations. A procedure for recording concerns and incidents if a child discloses information that concerns his/her welfare; We must make a record of exactly what the child has said in their words and report it to a safeguarding officer, ensuring that these records are kept confidential and separated from pupil’s records. Guidance on confidentiality and sharing; the head teacher or safeguarding officer will only disclose personal information concerning a child to other members of staff on a need to know basis, however all staff must be aware that they have a responsibility to share information with other agencies.

Practitioners have a legal duty of confidence with regards to person information that they hold about children young people and their families. Any information you receive about young people and their families. In my work setting information should only be shared with professionals, all information child protection records should be kept securely. These are kept behind the manager’s desk on a tall shelf so that children can’t access them. Personal information should only be disclosed to third parties such as social services after obtaining the consent to who the information relates to in some child protection matters but it may not be possible to obtain consent. The data protection act 1998 allow allegation without consent in some circumstances for example to detect and prevent crime, to apprehend prosecute and offender.

As the primary provider of these children and their families, I will collaborate with caregivers and parents to identify and design intervention strategies to enhance the child’s development. This is in accordance with the transdisciplinary model of intervention, in which the primary provider works directly with the family and the child; while other professionals support him/her by suggesting intervention strategies and sharing information for their field of expertise (Raver & Childress, 2015). This impacts greatly both the family, as they interact with fewer people, something that makes them feel less overwhelmed, and the primary provider as he/she feels competent to apply intervention strategies that have been taught from other professionals (King, Strachan, Tucker, Duwyn, Desserud, & Shillington, 2009).

Ability to listen effectively so that views of the children and their parents /carers effect appropriate involvement in care planning

All practitioners involved with children have a role. A child's key person could arrange to meet the parents and the health visitor for example to discuss the extent to which a child is healthy, safe from harm, learning and developing well, socialising and making positive relationships with others and not significantly impaired by the effects of poverty.

7.3 Develop strategies for working in partnership with parents and carers and others with children with additional needs

The principle of designing services around children and young people is to be able to meet all their needs. Every child is unique , it is important that all practitioners understand this. Firstly you need to establish what their care needs are so you are able to meet them in the correct way. This can be done by communicating with parents and other services connected with the child. If the service is meeting the individuals needs the parents/ careers should have no reason to be unhappy with the service provided and the child should remain in the setting. The children must be encouraged to meet their full potential. The 5 outcomes of the Every Child Matters provides a requirement for settings to aim high for the children in their care ensuring they have the opportunity to achieve each one of them and this must be

Agencies and organisations should work together, sharing information in order to provide effective services to children, adults and their Carers.

T5 Working in partnership (families; multi-agency; more than one team) Working in partnership is key to benefitting children and young people in early year settings. Partnerships are formed with practitioners, families, carers and multi-agencies. Multi-agency work is different type of services that share the same interests and objectives brought together to work towards purposes. Whilst integrated work is everyone supporting children and young people working together for the child, meeting needs and improving life’s. Partnerships are formed with practitioners and families through the key worker system, communication, overcoming barriers, .

• Staff to attend child protection and first aid courses. In cases of special schools staff should have appropriate training on medical issues on safeguarding all children.

Place emphasis on freedom of choice and support reasonable risk-taking which is appropriate to the individual personally

I believe that collaborative working within early childhood practice is an essential part of working with children to ensure that individual needs of children are met as they arise. Each agency should see this as an important

4. to identify and prioritise targets for intervention. Conducting interviews with parents, teachers and the child.

which holds that people are the most important resource in the organization as they are