1.2 Explain the importance of partnership working with:
Within a pre-school setting good working partnerships within the team are esstional to the setting providing an outstanding service that improves the life’s of the families and children who access the provision.
Within a setting that has a team who work well together and have built trust and good communication, where the individuals in that team feel valued and the ideas that they bring to the table are made to feel worth while then a setting will run to its full potential.
We work as a team within my setting, we hold daily talks at the end of each session with all staff members including the students giving feed back on the activities that where on offer that session.
We all discuss what went well , what needs to be changed and talk about each child and how they interacted with staff, other children and activities.
If there are any suggestions for improvement to activities or concerns these are recorded and discussed further at the weekly staff meeting.
As a team every individual is allowed to try their hand at all the activities within the setting to build self-esteem and confidence, we ask each other questions and say that no question is to silly or stupid!
All staff even myself as the manager have supervision records, we have a supervision meeting around every eight weeks and place any improvements, training or concerns on a supervision form, this helps to give every individual working in the setting time to express and discuss on a one to one basis.
Every colleague is as important as the next and all ideas are brought to the table and discussed for the best possabile outcomes within the setting.
Working with a range of other professionals within the early years is also essential to making sure the best outcome is aceived for the children and their families accessing the provision.
Other professionals hold a wealth of knowledge and information that when working as a team can only strengthen your setting and help you to provide outstanding service and support.
Within my setting we will work with many outside agencies and professional these include:
Nicola Millard – Early years foundation stage adviser
Nicola can provide us with advice and challenge us to develop a high quality practice and provision within the EYFS. Nichols can offer my setting guidance on providing a rich learning environment through play and teaching, she can help us with our observation and assessments within the EYFS and how we cohort these to show progress within the setting.
Merle Jackson-foundation advisory teacher (inclusion)
Merle can advise and provide assistance in the areas of special educational needs and disabilities and equal opportunities.
We can ask Merle to give advise on the best way of helping children who have additional needs within the setting and Merle will also visit the setting to give us advise on how to best accommodate a child with SEND needs. Karen Davies- Business and development officer
Karen can help us to achieve an effective and workable businesses plan, in turn this will ensure that the setting is running within its financial means and is sustainable. Karen can help us apply for grants for equipment and look at our occupancy and how we can go about increasing if we need to.
Nadean Tomsett- recruitment development officer
Nadean can help make sure we recruit the right staff for the setting, Nadean can help me as the manager make sure my job descriptions and job specs are up to date and correct for the posts. Advise the setting on high staff turnover and the impact this may have.
BTAC team- Training and qualifications
The BTAC team offer training and qualifications to staff and students that work in all settings. They help us to keep up to date with new legislation , to improve the quality of the staff working in the setting and work towards individual development.
Bedford borough social care are there for concerns about children regarding safeguarding or who we work with if we have looked after children or children on a child protection plan. Children on child protection plans have a whole team of people working together to bring the best outcomes for the child.
We work with the lower schools to make sure we provide a smooth and gentle transition for all the children within the setting when they move from our setting to reception. We have visits from the children’s reception teacher and we also take the children over to school to see their new classroom and explore their new environment before they take the next steps. The school also take on our EYFS folders of each child and carry on using them until the child is five years old and at the end of the EYFS profile stage. We have meetings with the reception teacher to discuss areas of the EYFS that need more work to help the children development in the best way possible.
We sign post parents and children to open sessions with a speech therapist if there are concerns in this development area. Once a child has been seen by a professional we will work together to improve the child’s development in this area.
Child development centre
We have a number of children who also attend the child development centre in Kempston for various reasons ranging from developmental delays to behaviour. We work closely with all the professional at this centre to ensure the child is receiving the best possible care and give them the best outcome for their development.
Children’s centres hold a wealth of knowledge which we can sign post families to . They can help families with forms for early years funding, benefits and much more.
Children’s centres hold sessions that can help parents make friends and stop them from being isolated. We work with our local children’s centre to bring services to the local community that are not readily available.
Parents and children
Are partnership with the children and parents is to me one of the most important partnerships we can have that needs to be strong and constant. We as a setting have developed a strong partnership with our parents and children form the moment they fill in their registration form. When a parent rings to enquire about a place for their child we encourage them to bring their child to look around the setting and pick up a registration form. Parents and children are welcome at any time and we say ‘just pop along when your ready’. We have very excellent feed back about this as most parents ask if they have to make an appointment as all the other pre-schools or nurseries they have rang want them to come at a certain time of the day.
Once a parent and their child has come and looked around the setting we will arrange a home visit , we consider home visits to be very important in the building of a great partnership. A home visit puts the parents and child at ease in familiar surroundings giving the child the change to express themselves naturally and the parents to feel relaxed. On a home visit we go through the settings important policies and procedures, fill in an entry profile which looks at the child and their families giving us an insight to the child’s individual needs and development. We have the opportunity to play with the child and start to build a child/key person bond.
We also give the parents a box to decorate with their children and place inside a few items that the child can keep in the box at pre-school and look at with their key person or friends, this gives a child a strong bond from home to pre-school and a sense of belonging.
All about me home and about
To help us make sure we are planning to every child’s individual needs we give the parents a booklet once a term , this booklet asks the parents to write in where there child is within the EYFS seven areas of learning within their development at home and out and about. It asks the parents the child’s interests that term and what they would like their child to achieve in the following weeks ahead at pre-school.
We give parents a sheet of Wow moment cards where they can write down any moments that have made them go Wow with their children. The parents bring this Wow moments into pre-school and we display them on our Wow moments board, we as staff also give out wow moments within the setting and display these as well.
Once a year we give out questionnaires for parents and children to fill in and give feed back on how we are doing as a setting, these replies are then collated to see what the parents and children think we are doing well with and what needs improvement. We will then address any concerns and discuss how we can improve in these areas.
once a term we hold progress afternoons to discuss with parents the progress of their children. The afternoons give the parents the chance to discuss any concerns they may have and give feedback to staff on the next steps they would like their children to make.
Our planning is done to ensure we can meet all of the children’s individual needs and help them progress to their next steps. We have children’s planning where we ask each child what activity or toy they would like out the following week. We then transfer this choice to an individual child’s planning sheet adding what the parents have indicted their children are interested in and looking at the previous weeks observations. From here we will plan an activity to help each child move forward Onto their next steps. We would then observe this activity and write or take a photo of the step achieved from it. This will then be transferred into the child’s development folder and a picture is built of the child’s development from the day they first started to hen they transfer to reception class.
1.3 Analyse how partnership working delivers better outcomes
In an early years setting the earlier you can help a child and their families the better, this can only be achieved by working with others to form good strong partnerships. Good strong relationships between partnerships increases the available resource and skills and knowledge pool, which will in turn only improve the service you provide giving an outstanding provision to the children and their families who use the setting.
Multi- disciplinary and multi- organisational working allows for a holistic approach to problems. With good communication channels and relationships with people from different organisations and agencies the team is made stronger with a more resourceful pool of knowledge to access.
If a child and their family with additional needs can be given the tools and professional guidance from an early age they stand a much better chance of developing the skills they need to achieve resilience to have a normal happy childhood and develop along with their peers.
1.4 Explain how to overcome barriers to partnership working.
Working in partnership is crucial and significant when working in an early years setting, but it can also be a challenging task! The lack of understanding of the roles, duties, responsibilities and organisation of the different staff members,colleagues,agencies and other professionals may lead to poor communication, misunderstandings and frustration. Key challenges with in a pre-school setting team are the roles and responsibilities of every person, team working, performance and individual opinions. These can be over come by doing some of the following:
Recruitment process being strong and efficient
Individuals being given a job role/spec before they start
supervision and appraisal process in place
an understanding of all colleges roles within the setting
sharing goals,outcomes and objectives
Making time to listen to staff and give advice/training
everybody feeling valued
When working with other professionals the key challenges are time,communication, information and different ways of working.
Making time to meet with other professionals and discuss a plan of the individual needs is a must if the partnership is going to work. Sometimes even if you have to accommodate the other professional rather than just when the time suits you! Every body working in this sector has time constraints and working as a team to overcome these is the only way to move on and forward.
Communication with other professional is esstional, if by email, phone, letter or person.
Make sure if you say you will be sending an email you actually do this, there is nothing worse than waiting for some information to be relayed and never receiving this or having to keep chasing the other person for the information, if this happens it can put a massive strain on the professional relationship causing a breakdown in vital communication.
Making sure you understand the other professionals role,the knowledge they can offer and the service they can provide is also esstional , there may be a big difference in the way there organisation works compared to your setting, make sure you know the constraints that are placed on them so you are not asking them to try and do impossible things.
Go on any joint meetings such as area meetings that may be being held in your area to meet with new professionals and collaborate with other managers and teams within your sector.
Attend training and seminars that are offered these can be an invaluable source of information and another chance to talk to other professionals.