TDA 2.6 HELP IMPROVE OWN AND TEAM PRACTICE IN SCHOOLS 3.1 Describe why team work is important in schools. Effective teamwork among the school staff is very important as it ensures the smooth running of school. It shows that the school has a common purpose; i.e. to achieve the targets and provide the support required for a great learning environment for pupils and colleagues. When working in a team in a school‚ problems are exposed to a greater diversity of knowledge‚ skill and experience and
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CYP 3.2-4.2 Explain how institutions‚ agencies and services can affect children and young people’s development Institutions‚ agencies and services can influence children’s development. Institutions that effect children and young people’s development: Some institutions that affect a children’s development are: • Children in need • NSPCC • Banardo’s • Sure Start • Bereavement councillor • NSPCC NSPCC stands for The National Society for the Prevention of Cruelty to Children. The NSPCC
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Voluntary/charities: Acorns Hospice: Up in the midlands (Birmingham) there is an organisation called Acorns hospice‚ they help support children with mental and physical disabilities and there was also room for their parents to stay. Many of the children and young people are not expected to reach their adulthood and they are requiring specialist care 24 hours a day‚ 7 days a week. The hospice is currently supporting over 630 children and more than 880 families‚ including those who are bereaved.
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At the setting we have a promoting positive behaviour policy in place‚ which dictates the procedures that should be followed and be consistently used in our practice. The person that has overall responsibility for the management of behaviour is the setting manager‚ Helen Jacklin. The policy also states that we will attend relevant training to help us understand and guide appropriate models of behaviour‚ implement the settings behaviour procedure which includes the stepped approach‚ and have the
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Option Unit 2 – Working with Children with Disabilities and Special Educational Needs and their Families in a Pre-School Setting E1 – Describe how pre-school settings can create an inclusive culture for children with disabilities and special educational needs Creating an inclusive culture in the pre-school is essential for the wellbeing of all who are visiting‚ working or using the setting to feel welcome and at ease. The setting must be able to adapt and meet the needs of all children to ensure
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progress. They asre also responsible for the well-being‚ education and discipline of all children. ∙ SENCO ( Special Educational Needs Co-ordinator) They have to ensure they liase with parents‚ children and the LEA. They also manage Pupil Premium money‚ these people included in this criteria are:- children on free school meals‚ children who are in care or who have parents in the forces. Senco also help to give advice/support to other teachers egarding special needs. They ensure all children are
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Unit 14 Assignment – Working with children with special needs E1) explain the social model and the medical model of disability The ‘Social Model’ states that all children have individual needs but also has strengths‚ skills and preferences. It provides inclusive environments as a starting point for all children. It looks at the environment as a whole and attitudes towards disability and considers that it might be the ‘problem’ that needs fixing rather than the child. By using this approach‚ the
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A A multi-agency approach is a range of professionals including speech therapists‚ Special Educational Needs Co-coordinator (SENCO) ‚ key workers or physiotherapists etc. that all work together and support children and their families in provisions that need to be made in order to support a child with special needs. Working within close partnership with parents is expected for all babies and children within the Early Years Foundation Stage (EYFS) ‘Early years practitioners have a key role to
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management team work closely with the head teacher and is made up of more experienced staff‚ usually the headteacher‚ year group leaders and SENCO. They usually meet once a week to discuss issues and make dicisions concerning the running of the school and discuss how information will be passed on to teachers and support staff. Other Statutory Roles. SENCO Is responsible for managing and monitoring the provisions of those with special needs in the school. This includes: Insuring liaison
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therapist such as SALT. If the child/young person was of school age then the SENCO (special educational needs coordinator) would be well aware of the problems and put interventions into place‚ outside agencies will then be informed and a ILP (individual learning plan) drawn up which will consist of activities that will benefit the child’s development. Some children have therapy in school hours‚ which is coordinated between the SENCO and relevant agencies. Time out in class will be given for the child who
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