collaborative working in early year setting

Table of Contents

Collaborative working is when two or more organisations and/or people who work alongside each other on a shared task or goal that they must achieve. This report is able to establish an understanding of the nature of collaborative working and the theory behind collaborative working. It also clarifies the legislative policy framework and guidance to support collaborative working. Collaborative working is the process where people/organisations work jointly to achieve a common goal. It is important for people/organisations to work collaboratively as it helps to improve the outcomes for all children by ensuring that services are integrated to maximise benefits to families. It also helps to provide advice and support for parents to help them improve many aspects of children’s lives. Advantages of working collaboratively: becoming a member of a team with the common goal, sharing knowledge and expertise and reducing the paperwork and duplication of services. Disadvantages of collaborative working: complexity of role boundaries and relationships (e.g. one organisation keeps another in the dark), establishing a common language and avoiding professional ‘jargon’ and unrealistic expectations of what the other organisations can do. The Scottish government have made their intentions clear that are to require local government and the voluntary sector providers to work together to address the current issues facing children and adults in Scotland today. Their aim is to bring education, health and social services together to create partnership working. This is seen as a way to address the impact of poverty, poor health, low education attainment and the limitations of current intervention in the welfare and safety of children and vulnerable adults. Tuckman’s theory looks at the behaviour of small teams in a variety of environments, he recognised the distinct phase they go through and suggested they need to experience all four stages (forming, storming, norming and preforming) before they can achieve maximum effectiveness Tuckman describes the four distinct stages that a team grows through as it comes together and starts to operate. This process is often subconscious, although understanding the stages can help a team reach effectiveness more quickly and less painfully. Teams often form and change and each time that this happens they can move to a different stage within this theory. A team might be happily norming or preforming but a new member added to the team may push them back to storming. This links with the disadvantages as it shows that a new member in the team can cause push backs within the stages and this could be as the new team member uses professional ‘jargon’. This also links with the advantages as once they get to the norming stage they are able to share their knowledge and expertise to ensures that everyone accepts others viewpoints.Collaborative working is when two or more services work in partnership with each other to get the right support. The welfare state was formed to protect the health and wellbeing of its citizens especially those in financial or social needs by means of grants pensions and benefit. Before the state welfare the UK government took no responsibility for its citizens this means there were no pensions, free medical care, benefits and sick pay. Those who were most affected was those who were in poverty, the health of these people suffered because the government wouldn’t help them, and they had no money to help themselves. Their last resort was the work houses for the poor. Due to this the National Health Service (NHS) was established in 1948 providing free medical services many doctors wanted to boycott this as they preferred the old system of the patients paying fees and they didn’t like the idea of working for the government. Bevan (who was one of the most important ministers of the post war Labour government and the chief architect of the National Health Service) offered a compromise which of that the doctors would get paid by the number of patients they have registered with them.Getting it right for every child (GIRFEC) was published in 2008 it explains the approach including the values and principles core components and national practice model.The Getting it right for every child some of the Core Components are as follows: sharing information, A crucial role for children, young people and families in assessment, planning and intervention, A synchronised and unified method to recognising concerns, assessing needs, agreeing actions and outcomes, created on the Well-being Indicators, Streamlined planning, assessment and decision-making procedures that lead to the right help at the right time, combined working and communication where multiple agency needs to be involved, locally and across Scotland, A Lead Professional to coordinate and monitor multi-agency, make best use of the skilled workforce within universal services to address the needs and risks at the earliest possible time, Confident and proficient staff across all amenities for children, young people and their families.Getting it right for every child (GIRFEC) is the national approach used in Scotland to improve outcomes and supporting the wellbeing of our children and young people by offering the right help at the right time for the right people. It supports them and their parents/carers to work in partnership with the services that can help them. The children and young people Scotland act 2014 helps to promote GIRFEC as the act was updated due to recent changes and updates to the child care sector and its main purpose is to promote children’s rights and welfare. The act is very wide ranging as it also provides extra help for looked after children and young people in care, provides free school dinners for children in primary 1-3, it also ensures that children’s views are heard in matter that affect them and it also helps to promotes integrated working amongst services. The regulation of care (Scotland) act 2001 the main aim of this act is to improve the standards of social care services. The act created the national care standards of practice. These settings go through daily inspections. Failure of a care service or an individual to comply with the act means they can be de-registered and no longer able to provide services. It also created the SSSC (Scottish social services council) where care staff must be registered and follow a code of practice. The SSSC code of practice for social service employees and employers, it sets clear standards for professional conduct that must be met daily at work. Employees are accountable for ensuring they meet the required standards and that nothing that they do or don’t do harms the wellbeing of the service user. The code of practice for the employers explains the responsibility if the employer, they are accountable for ensuring they give assistance to their employees meet the standards. The new health and social care standards demonstrate what we should expect when using health, social care or social work services in Scotland. They deliver better outcomes for everyone and help to ensure that service users are treated with respect and dignity and that their basic human rights everyone is entitled to. In December 2006 baby p was taken in to hospital due to a bad bump to his head and the doctors had found more bruises to his face and body which were worrying. The doctor had informed the social workers and they had asked who looks after peter and the mother had said only her and her mother, they were both arrested. A senior social worker wanted to put baby P in to foster care, but her decision was over ruled, and he was given back to his mother. Baby P had also been put on to the Haringey council’s child protection register. Over the 8 months from his first hospital visit to him dying he had been to hospital three times. The family had been seen 60 times by agencies including social workers from the council. The social workers did not communicate with the police about a meeting where the mother talks about her boyfriend, they also weren’t informed about baby P’s second visit to hospital. His third visit to hospital he was taken in by his social worker as he had worrying bruises this time the police were informed. The police had told the social workers that they wanted baby P to be removed from his home which the social workers never done. A senior police officer had written in their report that situation cannot continue. A paediatrician had the last chance to save baby p, but she never noticed baby p’s broken ribs and his broken spine. The following day baby p was his so hard in his mouth he swallowed a broken tooth. The next morning baby P was found dead in his cot. The abuser was missed many times even though the grandmother had mentioned him, he was mentioned in the first report and the mother had spoken about him in a meeting with social work that was filmed. Th government have created a “working together to safeguard children” guide; the guide covers an outline for the three local safeguarding partners (e.g. a nursery, social work and the police) to create preparations to work alongside each other to ensure that the children’s needs are met.The nursery practitioner’s role is to work as an effective member of an early year’s team supporting the delivery of a flexible high quality education and care service, which meets the need of the children and their families. They also ensure the commitment to relevant legislation external policies and safe practice.Speech and language therapists (SLT) work closely with the child their family and nursery/school and any other agencies that are involved in the child’s life. Their job is to assess children, young people and adult’s speech language and communication difficulties they also help people overcome stammers they may have. There are many factors that the SLT has to take in to consideration some of these factors could include how the child’s life could be affected. Communication is an important part of every child’s development with is used in every aspect of their everyday life. Collaborative working is important as they need to be aware of family history to see of the child’s difficulties are through genetics or not. If this information wasn’t shared the SLT could be treating the child incorrectly as they don’t know anything about the child’s family’s history. SLT’s are important connection between education and the health care. The importance of collaborative working can be demonstrated through this example of a paediatrician. The paediatrician works closely with the children their families and the staff in the child care setting. The paediatrician’s role is to provide medical care for children from birth to the age of 16, their role is to examine the growth and development of the children and young people. Collaborative working is important between the paediatricians, the child’s family and other agencies involved in the child’s life as they can ensure that the child is getting the best support and upbringing that they deserve. Both Bruner and Vygotsky highlight the social nature of learning, mentioning that other individuals should assistance a child develop skills through the procedure of scaffolding. Scaffolding involves supportive, controlled contact between an adult and a child or young person to accomplish a set goal. Paragraph 7 Paragraph 8 Paragraph 9 In conclusion this essay shows that enforcing collaborative working is important as is it ensures that children and young people receive the right care and protection that they require. this means that if a child has a social worker the school will work with them and the family to make sure that they are doing everything that is required for the child’s development and learning.