Formal And Informal Support
247 Words1 Pages
Formal support
• As a practitioner, you would have a appraisal meeting with the line manager.
• Regular supervision meetings Ofsted
• Working with the children workforce development council
• Teachers development agency
• Further and higher education institution
• Observations – assessor comes in to watch your work and then talk to you about any concerns and they will advise and support you with your development and performance. Also the line manager and head teacher does observations on your job.
• Colleagues – talking to other practitioners about your work to get some guidance on things,
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120 Words | 1 Pages
On 09/29/2015 at 3:18 PM SC received call from Marguerite Pa’s niece who reported that Pa has identified two girls Gabby and Yajaira he wants to be his aide but the agency told them his service were terminated. SC attempted to explain why the service was interrupted and next step; SC end call with Marguerite. SC then called Vital Support and briefly explained to receptionist and requested to speak with a manager. SC was transferred to Vitaliya at Vital Support Nurse manger. Vitaliya stated that the termination date is incorrect and service was provided to Pa beyond termination date and that SC need to change the dates so that they can receive payment.
469 Words | 2 Pages
• Continue with personal plans All children have a personal plan and staff are becoming more confident using these due to support from management. Comments/Discussions: Monitoring Charmaine and Joyce were looking at how to take the monitoring forward in a way that will have the most impact on practice, the environment and children outcomes. We discussed that monitoring needs to be consistent and regularly reviewed and the impact of the monitoring documented in a clear succinct way. I showed Charmaine and Joyce a
116 Words | 1 Pages
Acknowledge and draw on parental knowledge and expertice in relation to their child. Focus on the children 's strengths as well as areas of additional need. Recognise the personal and emotional investment of parents and carers and be aware of their feelings. Ensure that parents and carers understand procedures, are aware of how to access support in preparing their contribution and are given documents to be discussed well before the meeting. Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints.
1516 Words | 7 Pages
Schools regularly have many external professionals who work with them, and these can include: educational psychologists; speech and language therapists; specialist teachers; Education Welfare Officers; School Improvement Partners; and physiotherapists/occupational therapists. An educational psychologist is assigned to a school and they work closely with SENCO providing pupil observations and assessments, helping to plan the provision for those with additional needs. A school will have links with speech and language therapists who can work with pupils to help with communication, language and speech problems.
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This is important to ensure that a child is being supported to meet their set targets and they reach their full potential. Also any strengths or weaknesses can be identified during this process. A support plan is usually completed with a child as this helps to identify their needs, the plan can then be tailored specifically for them and adapted if necessary, this is then reviewed at intervals to monitor the progress made. We currently have a placement plan at our home that we use with the young mothers. This helps to identify their support needs and what areas they feel they may need extra support with.
1517 Words | 7 Pages
1.1 Explain why working in partnership with others is important for children and young people - it important that you work alongside others when working with young people because it is good for them to see that people do work together and to see relationships because built as well as positive outcomes coming out from working in partnership with people. It is also good because it shows them general life skills of working with and alongside other to come up with a solution. 1.2 Identify who relevant partners would be in own work setting - relevant partners would include, parents or carers of the child so that the practitioner and parent can work together to figure out what is going to suit the child best, management to see what actions and targets could be put into place and how the setting can be developed to help the childs specific needs aswell as how it could help the setting as a whole.
604 Words | 3 Pages
One to one communication: One to one communication is a conversation between two people; which does not include a third person. This type of conversation has a start; which means the conversation has to start off with a greeting, one to one communication al so includes a middle section, which is when you and the person discuss the topic or of what your both going to be speaking about. This particular type of communication also needs an ending, for example when the conversation is coming to an end you can end it by saying “good bye” or “see you later”. Group communication: group communication is when everyone is involved in the conversation/ discussion, it works out best id there is someone in charge such as a team leader , who makes sure everyone
771 Words | 4 Pages
Observations are very important when planning for children’s individual needs. While observing practitioner understand children’s needs, interests and their stage of development. Once children’s needs, interests and stage of development are recognised, practitioner can plan activities and resources accordingly. Children must be observed frequently as their needs, interests and stage of development keeps on changing. The activities given to children should be according to their current abilities which will enhance their development.
1132 Words | 5 Pages
The roles and responsibilities of different agencies and practitioners working to with children and young people. The role of Local Safeguarding Children Boards (LSCB’s) The process to
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I am able to discuss any work related concerns during my supervision as well and discuss my professional development. Staff is able to access courses, workshops and seminars that enhance the knowledge relating to the implementation of safeguarding policies. Weekly staff meetings improve working practice allowing staff to discuss child safeguarding issues. Nevertheless, not everyone in the team holds same level of safeguarding training, especially agency staff or volunteers that come in contact with children and families, creating great risk to their
610 Words | 3 Pages
Usually these are done out of school maybe in a hospital. A specialist Nurse provides support for the family and child or children that suffers from medical conditions that need specialist care Also health visitors come under this title for measuring and assessing a child’s development . Additional learning support staff works within and out of schools providing a range of services to help children who have certain specific educational needs.
1528 Words | 7 Pages
All of these can step-by-step help me develop my personal and professional skills, also provide a foundation for continued professional development. To conclude my reflection, I have discussed my future employability, how to use the skills and experiences to own professional development,
1786 Words | 8 Pages
‘Conscious bringing into awareness of a greater understanding of both who, and how, we are in the world is known as the process of personal development’ (Parfitt, 2006 as cited by Share & Lalor, 2009, p233). By actively working on our self-development we can advance and progress and not be stuck at a certain point. ‘The social care worker is not practising to his or her full potential if they are not engaged in awareness and development of the self’ (Share & Lalor, 2009, p123). ‘Self-awareness, self-management and self-care are critical elements of emotional and professional competence’.
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Literature Review Social Support Albrecht and Adelman’s study (as cited in Kendall Hunt Publishing Co., 2011) provided a definition of social support as “verbal and non-verbal communication between recipients and providers that reduces uncertainty about the situation, the self, the other, or the relationship, and functions to enhance a perception of personal control in one’s life experience”. Social support is any type of communication that helps an individual feel more secure or certain about a situation and therefore being able to feel that they have control over a situation (2011, Kendall Hunt Publishing Co.). According to Hunt, social support emphasizes the availability of the network of people that provides support, therefore, the presence
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Introduction- The leadership and management are two important pillars of modern day business. “You manage things; you lead people” Grace Hopper (retired Admiral, U.S. Navy). On one hand managers, not only motivate people but they also set the course of direction and organize to achieve the targets.
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