This document provides information about working in partnership with others. It discusses: - The importance of partnership working with key people, parents, and other professionals. - Legal requirements to work with parents to understand children's needs and support learning at home. - Requirements to work with other professionals if there are welfare concerns or additional needs. - The importance of maintaining accurate records, adhering to confidentiality standards, and overcoming barriers to effective partnership.

1. UNDERSTAND HOW TO
WORK IN PARTNERSHIP
WITH OTHERS
Unit 5
Session 1: 26/2/2015

2. Starter Activity
• Board blast
Identify the reasons why we work
in partnership with others

3. Learning Outcomes
• To identify reasons to work in partnership with
others
• To describe how to work in partnership with
others
• Give examples of how you work in partnership
with others
• Identify the legal requirements of working in
partnership with others
• Identify the roles of other professionals
• Describe the roles of other professionals

4. How we work in partnership
Key Person
approach
Parent
partnership
Working
with other
professional

5. Activity
• Get into three groups
• In your groups discuss your experiences of how you have
worked in partnership with :-
• Key workers
• Parents
• Other professionals
• Note your examples on your sugar paper

6. Policy and procedural requirements for
working in partnership with others
• As part of the EYFS, it is one of the roles of the
key person to work with parents to understand
and meet children’s individual care and learning
needs.
• In addition parents should help to support their
child’s learning at home. All early years settings
must have a key worker system in place.
https://www.youtube.com/watch?v=CRAH9Kv_Ifs

7. • In addition, there is also a requirement for
early years settings to work closely with
other professionals where there are
concerns about a child’s welfare or where
the child has additional needs that should
be supported.

8. Activity
Meeting
additional
needs
safeguarding
Supporting
transitions
Using your hoops
sort the roles of the
professionals into the
three categories
Extension can you
think of any other
professionals?

9. Task
• Work in pairs to match the professionals to the
explanations
• Take photographs on your mobile devise or take notes to
support assignment task 2.1
• Complete assignment tasks 1.1, 1.2, 2.1, 2.2.

10. UNDERSTAND HOW TO
WORK IN PARTNERSHIP
WITH OTHERS
Unit 5
Session 2: 26/2/2015

11. Starter Activity
Confidentiality Game

12. Learning Outcomes
• Identify what records must be kept within a
childcare setting
• Describe how to complete records
• Explain how to adhere to confidentiality
• Identify who can be involved in partnership
working
• Describe the benefits of working in partnership
with others
• Explain ways to overcome barriers when working
in partnership with others

13. Records
Think, pair, and share
What records have you
seen being completed in
your setting that might
support partnership
working?
4.1

14. Records
• Contact details
• Accident report forms
• Administration of medicines
• Registers
• Records of care needs
• Progress records
• 2 year old check
• Reports to other professionals
• Child Protection forms

15. Keeping Records Top Tips!
• Find out what exactly is required
• Ask your manager to support with accuracy
• Write a draft first and get someone to check it first
• Statements must be accurate about children's progress
research fully if unsure
• Write things down as your would be happy to see them as
a parent
• Think about whether you need any further info from
parents (contact details, care records) before completing
• Always remember to maintain confidentiality 4.3

16. Case Study Task 1
•Emile is 4 years old and will starting
the local primary school. He has been
attending pre school for three
afternoon per week. Emile’s key
person has spoken to his mum about
how the primary school and the pre
school are planning to work in
partnership to support Emile.

17. Case Study Task 2
Thomas is 2 years old he lives with his Dad and his two
older siblings. Thomas and his brothers attend the local
nursery and infant school. Whilst the older brothers used
to walk the short distance to the infant school, Thomas
was always brought into school by a child minder who
was also perceptive to the needs of the older brothers.
The child minder still comes into the school with other
children buts is no longer working with Thomas and the
siblings. One morning the child minder asked to speak to
a member of staff about her concerns for Thomas and
his brothers walking alone to school.

18. Case Study 3
• Miriam is 5 years old and has Downs Syndrome. She will
be moving into a new class next term whilst Miriam will
continue to work with the support of a teaching assistant
unfortunately it will not be Stephen. Stephen has been
Miriam’s teaching assistant for the past year and has
worked really hard at building positive relationships with
Miriam. Miriam is aware of the changes ahead and is
growing more and more anxious about her transition.
Miriam is also getting upset at home and her parents have
told Stephen that Miriam is finding it difficult to settle at
bed time.

19. Feedback from Case Studies 3.1, 3.2, 3.3
Benefits Barriers

20. Assignment Deadline
• 27th March 2015
• It is essential that the early years practitioner recognises the importance
of working in partnership, and sharing relevant information with parents
and other professionals who work with the child or children. Partnership
working does not exclusively focus on safeguarding of children, working
in partnership with parents/carers, agencies and professionals can help
support children in a variety of ways.
• Produce an information booklet for parents/carers that:
• identifies reasons for working in partnership
• explains the benefits of working in partnership with parents/carers
• explains the roles of others involved in partnership working when
• - meeting children’s additional needs
• - safeguarding children
• - supporting children’s transitions
• identifies barriers to partnership working
• explains ways to overcome barriers when working in partnership.

21. Task 2
• Current frameworks highlight the requirements for working in
partnership and how information and records should be stored
and shared with parents/carers and other professionals who
are working with the child. As an early years practitioner you
have just attended a training update on ‘Partnership Working’,
the nursery manager has asked you to share the information:
• describe partnership working in relation to current frameworks
• identify records to be completed in relation to partnership
working
• explain reasons for accurate and coherent record keeping
• explain the reasons for confidentiality when maintaining
records

22. Assignment Support
Deadline: 27th March 2015
• 1.1 – Identify at least 3 reasons for working in partnership
• 1.2 - Describe at least 3 ways of working in partnership according to the
EYFS Statutory framework
• 2.1 – Explain at least 6 roles of others (2 examples for each professional)
• 2.2 – Explain at least 3 benefits of working in partnership with
parents/carers.
• 3.1 – List at least 4 barriers to partnership working
• 3.2 – Explain at least 3 ways to overcome barriers when working in
partnership
• 3.3 – Give at least 2 examples from placement of the support that may be
offered to parents/carers. Cover one for equal opportunities and one to
cover barriers communication.
• 4.1 – List at least 3 ways records that are completed in relation to
partnership working
• 4.2 – Explain at least 3 reasons for accurate and coherent record keeping
• 4.3 – Explain at least 2 reasons for confidentially when maintaining records

23. Next Lesson
• We will be covering unit 2 Understand legislation relating
to the safeguarding, protection and welfare of children
• Please inform your Tutor if you may find this subject
upsetting so that alternative arrangements can be put in
place to support your learning