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 outcomes
LO1. 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
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.
1.1

• 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.
[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
1.1

• 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?
1.1

• 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.
relation to current frameworks when working with children 1.2

• 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/practition
ers-CAF-CIN.html
• Early support Early Support - http://www3.hants.gov.uk/childrens-
services/childcare/parents/parents-sen/early-support-
programme.htm
relation to current frameworks when working with children 1.2
• Task

• 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
1.3

• 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
1.3

• 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.
1.3

• 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.
1.1

• 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.
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 activities
1. 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 outcomes
LO2. Understand how to work in partnership
Explain 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
LO2. Understand how to work in
partnership 2.1
• 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.

1. 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 outcomes
• 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.

1. 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

Learning outcomes
• 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
• 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 meadow
http://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

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.

1. 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?

• 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 outcomes
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 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.

1. 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.

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