2.5lo1

Unit 2.5 Working in partnership

• Time: 15 mins

• Read the article complete the written questions

LO1. Understand the principles of partnership working in relation to current frameworks when working with children [AC 1.1, 1.2]

Learning outcomesLO1. Understand the principles of partnership working in relation to current frameworks when working with children• Identify reasons for working in partnership• Describe partnership working in relation to current frameworks • Summarise policy and procedural requirements in relation to partnership

working

• When practitioners are working in partnership it means they are working with others to meet the needs of the child.

• Working in partnership means that everyone involved can share their knowledge, views and opinions.

• Working in partnership will mean that the best possible outcomes can be achieved for the child.

• Working in partnership with everyone who works with or cares for a child will ensure continuity between the partners.

• Working in partnership

LO1. Understand the principles of partnership working in relation to current frameworks when working with children 1.1

• Time: 15 mins

• Discuss the benefits of working in partnership. • Consider:• Professionals within the setting• Other professionals from outside the setting• Benefits to the child• Benefits to the setting.


• The Early Years Foundation Stage identifies the importance of partnership working and states that it ‘underpins’ children’s ability to be successful throughout the EYFS.

• Working in partnership includes working with parents/carers.

• There are many reasons for working in partnership but it is important that all information is shared effectively between all partners.


LO1. Understand the principles of partnership working in relation to current frameworks when working with children [AC 1.1]

• Practitioners may involve other professionals from outside the setting if they feel a child is not meeting their expected milestones.

• Partnership working can involve working with others to meet the specific needs of a child.

• It can also involve working with others to discuss the progress of the child or to identify what the child has been doing whilst in their care.

• This is particularly important if a child were to be cared for by a range of people in any one day, this will ensure continuous provision under the EYFS. http://www.teachers-media.com/videos/positive-relationships#video_title_bar



http://www.teachers-media.com/videos/positive-relationships#video_title_bar



• Time: 15 mins

• Consider the following scenario:• A 4-year-old child in your setting is brought in by their child-minder

every day. The child has a slight speech delay and is currently seeing a speech and language therapist once a week. The child attends an out-of-hours club where they are picked up by their parent at the end of the day.

• How will working in partnership support the holistic development of the child?

• Who would be involved in a meeting to discuss how to meet the child’s communication needs?

• Who will benefit from working in partnership for this child?


• The EYFS places a specific duty on early years settings to build relationships with parents.

• The Family Common Assessment Framework (FCAF) is used by practitioners to assess additional needs of child and their family

• Early support is a government programme for coordinated, family-focused services for young children with disabilities and their families.


• Work in small groups to find out how a practitioner would work in line with these current frameworks. Present your information to the group.

• EYFS – Use your copy of the statutory framework www.foundationyears.org.uk

• FCAF http://www.hampshiresafeguardingchildrenboard.org.uk/practitioners-CAF-CIN.html

• Early support Early Support - http://www3.hants.gov.uk/childrens-services/childcare/parents/parents-sen/early-support-programme.htm


• Task

http://www.foundationyears.org.uk/

http://www.hampshiresafeguardingchildrenboard.org.uk/practitioners-CAF-CIN.html



http://www3.hants.gov.uk/childrens-services/childcare/parents/parents-sen/early-support-programme.htm



• The setting will outline their working in partnership practices within their policies and procedures.

• They will give parents/carers clear guidelines on how they can be involved in the education of their child.

• The policies will identify how and when practitioners may involve other professionals to support the needs of the child and how parents/carers will be informed.

• Policies and procedures


• The policies and procedures of the setting will describe the roles and responsibilities within the setting and will identify the key elements of working in partnership.

• The policies and procedures will also describe how information will be shared and stored when working in partnership.

• Policies and procedures


• Time: 20 mins

• Discuss why it is important to have policies and procedures when working in partnership with others.

• Consider:• Continuity of provision• Information sharing• Teamwork• Roles and responsibilities.


• When working in partnership everyone must feel valued and all opinions should be respected.

• There are many benefits to working in partnership but the needs of the child should be at the heart of everything that is discussed.



• Time: 15 mins

• Describe how you would explain the benefits of working in partnership to parents/carers.

• Consider:• Parent/carer wishes• The need for working in partnership• How parents/carers may feel about meetings with

other professionals• The benefits to the child.

LO1. Understand the principles of partnership working in relation to current frameworks when working with children 1.1, 1.3

Summary Working in partnership will benefit the holistic development of the

child. Working in partnership will enable practitioners to fully support the

child within the setting. Working in partnership will allow everyone to share their views and

opinions on how to meet the needs of the child.

Summary: plenary activities1. Flip Quiz

http://flipquiz.me/review/76493




• Time: 15 mins

Starter Activity Poor Sam is a worm that has found himself in a rather unfortunate situation. His boat has capsized and his life jacket is trapper underneath it! Poor Sam can't swim! His oar, his only means of movement, has fallen into the rocky waters as well! He now sits perched on top of his capsized boat and he needs our help!

LO2. Understand how to work in partnership 2.1, 2.2

Here's the catch: You can't touch Sam with your hands. You may only use the two paperclips supplied. Keep in mind we wouldn't want to hurt poor Sam by stabbing him or popping his life jacket by stabbing it! Also, we cant let him touch the water (the floor or desk) because he can't swim!

Learning outcomesLO2. Understand how to work in partnershipExplain the roles of others involved in partnership working when supporting children.Evaluate partnership working in relation to:

• meeting children’s additional needs• safeguarding children• children’s transitions

• Working in partnership will involve working with many other people.

• Everyone has an important part to play but it is important that everyone understands the roles of everyone else within the team.

• Working in partnership with others will enable practitioners to gather information and share knowledge and expertise.

• Role of others

LO2. Understand how to work in partnership [AC 2.1]

Work in partnership

with...

Parents/carers

Speech and language therapist

Physio

Social worker

Health visitor

Childminder

Key worker

After school care

LO2. Understand how to work in partnership 2.1

http://www.teachers-media.com/videos/from-support-staff-to-senco#video_title_bar





• Where appropriate health professionals may be involved in partnership working, this will enable them to explain how they are working with the child to the wider team.

• If social services are involved with a child and family then they will gather and share important information from the team when working in partnership.

• Other care and education providers will be able to fully support the child when working in partnership as they will be able to share and give day-to-day information about the child.

• Role of others


• Research the job roles of others in relation to partnership working produce a job specification for your given job title

• Give details of why a practitioner may need to work in partnership with this person


• Role of others

• Time: 15 mins

• Discuss examples of partnership working within your setting.

• Consider:• Professionals within the setting• Other professionals from outside the setting• Other care and education providers• The family.


• Working in partnership will support children’s additional needs.

• Children may be being seen by a specialist such as a speech and language therapist and they can share advice with the team so that everyone involved can support the child.

• They may suggest exercises or activities to help develop the child’s speech.

• If this did not happen then there would be no continuity of care and the child may become confused.

• Meeting children’s additional needs


• Time: 15 mins

• Discuss how working in partnership with other professionals will support a child’s individual needs within the setting.

• For example:• A 4-year-old child who has just started at your setting and is

being seen regularly by their health visitor because of minor concerns over their overall development.

• A 3-year-old child who has a hearing impairment and is being supported by regular visits to a speech and language therapist.


• Working in partnership is essential in the safeguarding of children.

• There have been cases in the past where a child has been harmed or suffered abuse and it has not been picked up on because the teams working with the child and family have not worked together and shared information.

• The sharing of information is an essential element of working in partnership and this will ensure any concerns are followed up quickly and effectively and this will, in turn, help to keep the child safe.

• Safeguarding children


• Time: 20 mins

• Discuss the importance of accurate and effective information sharing when working in partnership.

• Consider:• Time, date and location of meetings• Minute taking• Sharing and storage of notes• Roles and responsibilities.


• When children first start at a setting it is essential that the practitioners work in partnership with the parents/carers.

• This will enable them to gather all of the relevant information about the child and this will make their transition in to the setting a much easier one.

• Practitioners must work in partnership with everyone involved with the child and this will include parents/carers, child-minders, nannies and other family members who may bring and collect the child on a regular basis.


• Children’s transitions

• Time: 15 mins

• Explain what information would need to be gathered from a parent/carer to ensure a smooth transition for their child.

• Consider:• Supporting the child to settle• Building trust with the parent/carer• Sharing information with the team in the setting.• What may happen if this was not done effectively?


Summary Working in partnership will involve working with many different people. It is essential that everyone is familiar with each other’s roles and

responsibilities. Working in partnership will support a child and family in many different

situations. Effective partnership working will require good team work and

information sharing.

Summary: plenary activities1. List four different professionals who may be involved in partnership

working.2. Describe how working in partnership can help to safeguard children.3. Name three people who may be involved in working in partnership

during transitions.


• Time: 15 mins

• Describe a typical family gathering in your household.• Consider:• Who gets together for family celebrations?• How many people are in your immediate family?• What is the largest number of family members who

have gathered together at any one time?• How often do you get together with family members

outside your immediate family?


Learning outcomesLO2. Understand how to work in partnership• AC 2.3 Identify different family structures• AC 2.4 Analyse benefits of working in partnership with different

parents/carers

• Children who attend the setting will come from a range of different family structures.

• Practitioners will also have a variety of family backgrounds and structures.

• All parents/carers must be treated equally and with respect regardless of their family structure.

• Family structures

LO2. Understand how to work in partnership [AC 2.3, 2.4]

Family structures

Nuclear

Single parent

Blended

Step family

Extended

Adoptive

Foster

Same sex


• A nuclear family describes a family with a mother, a father and their children. The adults are often, but not always, married.

• A single parent family consists of one parent having the main parental responsibility for their child or children. The child may see the other parent but spends the majority of their time living with just one parent.

• A parent may be a single parent because of the death of the other parent.

• When interacting with parents/carers it is important to be aware of family structures so as to not say or do something inappropriate to that family.



• Time: 15 mins

• How will you ensure all children feel included when it comes to making pictures and cards for people at home?

• Consider:• Mother’s Day• Father’s Day• The needs of all children• Questions children may have• Parent/carer wishes.


• A blended family is one where two families come together, this will involve two adults with their own children from previous relationships all living in one house.

• A stepfamily is very similar to a blended family but the adults will be married.

• Children may get angry with practitioners if they refer to an adult in the house in the wrong way, for instance they may refer to ‘daddy’ when in fact the child calls them by their first name because they are not their dad.



• Time: 20 mins

• Discuss how you will support children whose family structure is changing.

• Consider:• A child whose family are going through a divorce or

separation• A child who has a new adult living in the family home• A child who has told you they do not like their stepfather• A child who has new children living in their house due to a

newly blended family.


• An extended family has other family members living in the house and this can include grandparents, aunts, uncles or other relatives.

• A child who has been adopted will not being living with their biological parents but will have a new parent or parents.

• A child who is in a foster family will be living with a family on a temporary basis.



• A same sex family will have two adults who are either both men or both women.

• Other children may comment on different family types and practitioners need to ensure that children are not discriminated against or upset by inappropriate comments from others.

• Children will question other children and this will enable practitioners to explain that every family is different.



• Every setting will work in partnership with different parents/carers.

• Partnership working will enable all parents/carers to feel valued.

• Valuing all parents/carers will show that the setting respects all family structures and this will, in turn, strengthen partnership working when meeting the holistic needs of the child.

• Benefits of working with different parents/carers


• Time: 15 mins

• Discuss the importance of respecting different family structures regardless of your own views and opinions.

• Consider:• The impact on the family• The impact on the child within the setting• Being a positive role model• Challenging discrimination• Policies and procedures.


• Time: 15 mins

• Describe how you would deal with a parent/carer who was voicing negative views about the structure of a family whose child attends the setting.

• Consider:• Dealing with discrimination• Confidentiality• The impact on the setting.• What may happen if this was not done effectively?


Summary All families are different. There are a range of different family structures. Practitioners will work equally with all families. Practitioners will work in partnership with all families regardless of their

structure.

Summary: plenary activities1. List four different family structures.2. Which family structure has adults other than the mother and father

living in the house?3. Why must practitioners treat all families equally?


• Time: 15 mins

Starter Activity http://www.itv.com/news/wales/2016-02-29/four-year-old-boy-saves-classmates-life

/ Watch the clip discuss


http://www.itv.com/news/wales/2016-02-29/four-year-old-boy-saves-classmates-life/



Learning outcomesLO2. Understand how to work in partnership• Identify when parents/carers need support• Give examples of support which may be offered to parents/carers

• There will be many times during a child’s life when a parent/carer may need support.

• This support may range from an informal chat about a situation that is causing some concern to a multi-agency team meeting to deal with a more serious or long term issue.

• Support for parents and carers

LO2. Understand how to work in partnership 2.5, 2.6

• Parents/carers may come to a practitioner for some guidance on their child’s behaviour.

• They may ask a practitioner for advice on how to encourage their child to eat more.

• They may also ask where they could go for further advice and support about a situation they are finding difficult to handle.



Support for…

Settling in

Feeding

Toileting

Sleep

Behaviour

Speech

Development

Personal issues


• Time: 15 mins

• Describe how a setting can support a parent/carer who is worried about their 18-month-old child’s toilet training.

• Consider:• What the parent/carer has tried at home• Polices and procedures of the setting• The needs of the child• Working in partnership• Additional advice and support if required.


• Settings may run advice and guidance sessions for parents/carers and this may make them feel like they are not the only ones who need support.

• Sessions could be about subjects such as bedtime routines.

• This can help parents/carers who are struggling on little or no sleep because their child will not settle at night.



• Practitioners may organise events to explain to parents/carers how they can support their child’s holistic development at home.

• This could include examples of activities they can try at home and how these will support a child’s learning and development.

• Settings could host short courses for parents/carers and these may include supporting numeracy and literacy or interview and CV skills.



• Time: 20 mins

• Discuss how your setting supports parents/carers.

• Consider:• Day-to-day support and advice• Long term support within the setting• Referral to other agencies who may offer

support to the parent/carer.


• Occasionally settings may refer parents/carers on to outside support agencies.

• This may include a referral to a specialist such as a speech and language therapist because the child is behind on their expected developmental milestones for speech and language.

• This type of support will enable the parent/carer to help their child at home and the practitioners will work in partnership to continue this in the setting.



• Time: 15 mins

• Discuss the importance of supporting parents/carers.• Consider:• The impact on the child within the setting• The impact on the parent/carer• Support from within the setting• Support from outside agencies• Policies and procedures.


• Time: 15 mins

• Describe how you would approach a parent/carer to give them support on dealing with their child’s behaviour.

• Consider:• The parent/carer’s view on their child’s behaviour• The parent/carer being embarrassed to ask for support• Discussing what strategies work in the setting and why.• What could happen if this was not done effectively?


Extension activity

• Produce a hand-out to give to parents giving details of what support is on offer for them

• Please ensure you add what support the local children’s centre can provide

• Oak meadowhttp://www.4children.org.uk/Services/Detail/Oak-Meadow-Childrens-Centre • Merry fields http://

www3.hants.gov.uk/childrens-centre-search/hampshire-centres/local-centres-fareham.htm

Task

http://www3.hants.gov.uk/childrens-centre-search/hampshire-centres/local-centres-fareham.htm



Summary Most parents/carers will require some form of support at one time or

another. Support can come from within the setting and from outside agencies. Support can be on a one off informal basis or it could be offered long

term.

Summary: plenary activities1. List four reasons a parent/carer may need support.2. Give one example of support that could come from practitioners within

the setting.3. Give one example of support that could come from an outside agency.


Learning outcomes

LO3. Understand challenges to partnership working• 3.1 Identify barriers to partnership working• 3.2 Explain strategies to overcome barriers when working in partnership• 3.3 Evaluate the complexity of partnership working• 4.1 Identify records to be completed in relation to partnership working • 4.2 Explain reasons for accurate coherent record keeping • 4.3 Evaluate reasons for confidentiality when maintaining records • 4.4 Analyse the potential tension between maintaining confidentiality and the need to disclose information when poor practice is identified, where a child is at

risk, when it is suspected that a crime has been/may be committed

Starter Activity 1. Read the article http://

www.dailymail.co.uk/news/article-3435442/How-innocent-snap-sent-worried-mum-end-outstanding- nursery-facing-threat-closure-Ofsted-strips-school-highest-rating-owner-sent-photo-worried-mum-little-girl-s-day.html

2. Discuss you thoughts on this 3. Do you agree that the Nursery should loose its outstanding rating by

Ofsted?

http://www.dailymail.co.uk/news/article-3435442/How-innocent-snap-sent-worried-mum-end-outstanding-%20nursery-facing-threat-closure-Ofsted-strips-school-highest-rating-owner-sent-photo-worried-mum-little-girl-s-day.html



• There are a range of potential barriers to partnership working and it is important to identify these so that strategies can be developed to overcome them.

• Potential barriers should not stop partnership working but if they go unresolved they could have an effect on the final outcome.

• Barriers to partnership working

LO3. Understand challenges to partnership working 3.1

Barriers

Time

Communication

Information sharing

Understanding roles

Lack of knowledge

Overwhelming


• Time may be a barrier to partnership working as the whole team needs to find a convenient time to get together.

• There also needs to be time to discuss issues raised and for team members to action points raised before the next meeting.

• Effective communication is essential between everyone on the team.

• The team need to agree on the most effective method of information sharing – for example, there is no point in sending an email unless everyone has access to an email account.

• Barriers to partnership working and strategies to overcome them

LO3. Understand challenges to partnership working 3.1, 3.2

• Time: 15 mins

• Discuss how settings can ensure there is time for partnership working.

• Consider:• When and where to meet• How often the meetings should take place• Reasons for meetings• Setting the time and date for next meeting.


• It is essential that everyone understands the roles and responsibilities of those on the team.

• A full understanding of roles will ensure that all expertise and knowledge is used effectively and that there is a build up of trust and understanding within the team.

• It is also important that everyone is aware of the services available within the team.

• This will ensure the best possible outcome for the child.



• Time: 20 mins

• Consider the following scenario:• You are attending a meeting to discuss the individual needs of a child. You

know the meeting will have two members of staff from the setting, three outside professionals and two members of the child’s family in attendance. It is the first time this team has met as a whole group.

• How can you ensure the meeting is as effective as possible? Think about how you will address:

• Introductions• Roles and responsibilities• Purpose of the meeting• Possible barriers• Ways to overcome these barriers.


• Working in partnership can be overwhelming for anyone involved but it can be particularly overwhelming for parents/carers.

• Professionals may use terminology that parents/carers are not familiar with.

• Parents/carers may feel that they are being spoken about rather than spoken to.

• It is important that everyone involved feels comfortable and confident to ask questions and to ask for anything to be clarified if they are unsure.



• Partnership working can be effective on a day-to-day basis as everyone involved can pass on relevant information about the child.

• Partnership working can support parents/carers and practitioners to monitor a child’s progress and development and to discuss ways to work with the child to develop this further.

• Partnership working is essential when there are serious concerns or issues raised over a child’s welfare or development. This will require the expertise and knowledge of a range of professionals to ensure the best outcome for a child.

• The complexity of partnership working


• Time: 20 mins

• Why is it important to identify and overcome potential barriers to partnership working? Discuss the possible effects of not addressing the following barriers:

• Shift work at a day care setting making it very difficult for relevant team members to attend meetings

• A parent/carer who does not want to work in partnership as they do not see any problems or issues with their child

• Changes in team members when dealing with an ongoing serious case review

• Clash of views or opinions.

LO3. Understand challenges to partnership working 3.1, 3.2, 3.3

• When working in partnership, records must be kept in accordance with policies and procedures and all records must be kept in line with the Data Protection Act 1998.

• Confidentiality when maintaining records is essential and all records must be securely stored and only shared with those who need to know.

• If records were not kept confidential then policies, procedures and legislation could be breached.

• Confidentiality


• There will be situations when a practitioner will have to decide between maintaining confidentiality and the need to disclose information.

• When poor practice is identified:• A practitioner may be aware of a situation were children

may be at risk of harm or danger due to poor practice.• This information will need to be passed on and this may

cause tension within the team but the welfare of the child is paramount.

• Confidentiality

LO3. Understand challenges to partnership working [AC 3.4]

• Where a child is at risk:• A practitioner may know a family well and then discover

that a child within the family is at risk.• This information may have been shared with them but

they cannot keep it to themselves and when it becomes apparent that the information has been passed on there may be tension between the family and the practitioner.

• Whilst this may be difficult the practitioner must maintain the safety of all children.

• Confidentiality


• When it is suspected that a crime has been/may be committed:

• If a practitioner is aware of a crime then they are duty bound to report this crime even if it is committed by a child or young person they work closely with.

• Practitioners must separate their emotions and follow policies, procedures and the law if a crime has been committed.

• Confidentiality


• Time: 20 mins

• Discuss how you may feel if you have to report something that may cause tension.

• Consider:• Reporting a colleague• Reporting a friend• Reporting a parent/carer• Keeping children safe• Following policies and procedures• Upholding the law.


• Time: 15 mins

• A meeting has been arranged to enable everyone to work in partnership to meet a child’s needs. Explain how you would prepare a parent/carer for this multi-agency team meeting.

• Consider:• The parent/carer’s understanding of the need for the meeting• Where and when it will be held• Those attending the meeting• Any questions the parent/carer may have.• What may happen if this was not done effectively?

LO3. Understand challenges to partnership working 3.1, 3.2, 3.3

Summary Practitioners have to be aware of any potential barriers to working in

partnership. These barriers must not be ignored and strategies must be developed

to overcome them. Working in partnership will ensure the needs of the child are met. Confidentiality must be maintained at all times but there may be

occasions when the sharing of information is necessary to ensure the welfare of a child.

When faced with difficult decisions about information sharing the practitioner must always put the needs and the welfare of the child first.


Learning outcomesLO4. Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development• AC 5.1 Work with parents/carers in a way which encourages them to

take an active role in their child’s play, learning and development

LO5. Be able to complete records• AC 6.1 Complete records that are accurate, legible, concise and meet

organisational and legal requirements

• Time: 15 mins

• Describe to a partner where parents stand when waiting to drop off or collect their child at your setting.

• Consider:• Size• Space• Indoors or outdoors• Shelter• Seating • Notice boards.

LO4. Be able to work with parents/carers in a way which encourages them to take an active role in their child’s play, learning and development [AC 4.1]

• In order to have an effective partnership with parents/carers they have to feel welcomed and trust the practitioners in the setting.

• If there was not a good relationship then parents/carers may be less likely to talk to the practitioners on a day-to-day basis.

• This break down in the relationship and communication could affect the child’s learning and development.

• Working with parents/carers


• It is widely documented that parents/carers are the child’s first educator.

• The parent/carer knows the child best, so when a child comes to the setting for the first time this needs to be respected.

• When encouraging the parent/carer to support play, learning and development it is essential that they do not feel belittled or undermined.



• Settings need to consider how, when, why and where they talk to parents/carers.



• How – you may need to speak face to face or you can communicate by phone, email or letter.

• When – if the matter is urgent you may need to speak to a parent/carer immediately. You may make time to speak before the start or at the end of the day. You may be able to make an appointment for a convenient time at a later date.



• Why – it may be that there is a problem that you want to discuss. You may want to tell the parent/carer about something the child has achieved or you may just want to say hello and ask how they are.

• Where – if you need to discuss a cause for concern with a parent/carer then a quiet, private area is essential. If you are having a review meeting with a parent/carer then an area within the setting where you can sit down and discuss progress is necessary.



• Time: 15 mins

• Discuss daily opportunities for parents/carers and practitioners to talk.

• Consider:• How is arrival and departure time organised?• Who answers the phone?• Are all practitioners available to all

parents/carers?


• If parents/carers are welcomed in to the setting on a daily basis then they will see first hand what their child has been doing.

• Children love showing their parent/carer what they have been doing and what they have made.

• Parents/carers will be able to see how their children are developing their skills through what they do in the setting.

• Parents/carers can be encouraged to carry out certain activities at home which will continue to support learning and development.

• Play, learning and development


• Time: 15 mins

• Discuss how parents/carers are encouraged to support play, learning and development.

• Consider:• Opportunities to share good practice• Practitioners asking and answering questions about

individual children• Open days and events where parents/carers are

invited in to see the children and practitioners at work.


• If parents/carers see the benefits of play to learning and development they may be more likely to carry out elements of good practice at home.

• If there is a strong partnership between parents/carers and practitioners then they can all work together to support play, learning and development.

• Play, learning and development


• When working in partnership there will be records of all meetings and these will be completed in accordance to the policies and procedures of the setting.

• Minutes should be kept of all meetings and these will identify any action points and who is to complete these.

• Meetings may raise the need for referral and this will need to be accurately documented.

• All of these documents will show what has been said and done and by whom.

• Keeping records

LO5. Be able to complete records [AC 5.1]

• Records must be accurate and coherent.• Written records will document exactly what has been said

and done and therefore need to be completely accurate.• If records are hand written then the writing must be

legible and contain accurate spellings and information.• If possible, it is always good practice to type up hand

written notes after the event. The hand written and typed notes can then be kept together if necessary but the typed version will be easier to share.

• Keeping records


• All practitioners will be expected to complete records that are:• Accurate - all records must be correct and be a true reflection of what

has happened. This may relate to an accident or incident but is also important when carrying out observations.

• Legible – all handwritten records must be clearly written with the correct use of spelling and grammar. Where possible typewritten records are preferable.

• Concise – all records must be to the point and include all relevant facts and information.

• All records need to written and stored in line with the policies and procedures of the setting and must comply with all legal requirements.

• Complete records that are accurate, legible, concise and meet organisational and legal requirements


• Time: 15 mins

• How would you deal with a parent/carer who showed no interest in supporting their child’s play, learning and development?

• Consider:• Why do they not want to take an active role?• Are they too busy?• Do they have lots of other commitments?• Do they feel unable to support their child?• What would be the first step in involving the parent/carer?


Summary Parents/carers plays a vital role in the learning and development of

their child. Partnership with parents/carers is essential. Regular discussions with parents/carers will ensure a child’s learning

and development progresses. Records have to be accurate and coherent when working in partnership.

Summary: plenary activities1. List three ways you can communicate with a parent/carer.2. Describe three methods of sharing good practice with parents/carers.3. How will sharing good practice support a child’s learning and

development?4. List three reasons for accurate record keeping.5. Describe two examples of when it may be difficult to read records.

Education

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