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Talk to an Expert| Category | Assignment | Subject | Education |
|---|---|---|---|
| University | Northern Council for Further Education (NCFE) | Module Title | Unit 10 Partnership Working |
| Qualification | NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) 610/4164/6 NCFE CACHE Level 3 Extended Diploma for |
| Unit Reference Code | M/651/1399 |
| Unit Title | Partnership working |
| Unit Number (WF) | 10 |
| Unit Level | 3 |
| Unit credit value: | 6 |
| GLH | 50 GLH (includes 15 work/placement hours) |
| Unit status: | Mandatory |
This unit explores partnership working, including benefits, challenges and complexities of professional collaboration.
| Learning outcomes (LOs)
The learner will: |
Assessment criteria (AC)
The learner can: |
| 1. Understand the importance of developing and maintaining good relationships and partnerships in an early years setting | 1.1 Explain the significance of developing and maintaining positive relationships and partnerships in an early years setting to ensure the needs of babies and children are met |
| 2. Understand the significance of parent and carer engagement | 2.1 Explain why parent and carer engagement is consistently associated with children’s subsequent academic success |
| 3. Understand how to build and sustain relationships with all parents and carers | 3.1 Explain that effective engagement with parents and carers is important in an early years setting |
| 3.2 Outline challenges to effective engagement with parents/carers requiring sustained effort and support and ways such challenges may be overcome | |
| 3.3 Explain the importance of respecting and promoting diversity and inclusion, social and cultural differences and family circumstances when working effectively with parents and carers | |
| 4. Understand the importance of professional relationships with colleagues, other organisations, and agencies in working with and supporting early years settings and children | 4.1 Identify other agencies and professionals that work with and support early years settings and children to include the diverse roles and responsibilities held in both statutory and non-statutory, including local authorities and other relevant agencies and bodies |
| 4.2 Use examples to describe how other agencies and professionals work together to support the needs of babies and children and their families in an early years setting | |
| 5. Understand that setting leaders need to collaborate and work with colleagues and other relevant professionals within and beyond their setting to ensure babies and children progress well in their learning | 5.1 Describe the role and responsibilities of early years leaders to collaborate and work with colleagues and other relevant professionals within and beyond their setting to ensure babies and children progress well in their learning, including the role of colleagues and multi-agency working |
| 6. Understand that it is important to be an advocate for babies and children | 6.1 Explain the role of an early years educator to advocate for babies and children as an honest, respectful role model with regard to: • a high-quality early years environment • development need • parent/carer engagement • the home learning environment • transition, including micro transitions and significant events |
| 6.2 Describe effective partnership working with parents/carers to develop effective strategies to support children’s ability to manage significant life events and daily micro transitions | |
| 7. Understand that Ofsted is responsible for the regulation and inspection of early years provision | 7.1 Engage effectively with Ofsted’s early years inspection framework |
| 8. Be able to work in partnership with parents and carers to help them recognise and value the significant contributions they make to the child’s health, wellbeing, and learning and development | 8.1 Work alongside colleagues who engage with parents and carers to help them recognise and value the significant contributions they make to their child’s health, wellbeing, and learning and development |
| 8.2 Discuss the significance of parent/carer contributions to a child’s learning experiences | |
| 8.3 Discuss the role of the key person and how they apply theories of attachment to develop effective relationships with children | |
| 8.4 Develop and maintain effective professional, collaborative relationships with others involved in the education and care of the child (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance) | |
| 9. Be able to encourage parents and carers to take an active role in their baby’s or child’s care, play, learning and development | 9.1 Discuss ways early years educators encourage parents and carers to take an active role in their baby’s or child’s care, play, learning and development |
| 9.2 Explain approaches to engage parents and carers during change and transition, including micro transitions and significant events | |
| 10. Be able to explain the roles and responsibilities of other agencies and professionals that work with and support the setting and children, both statutory and non-statutory, and be familiar with statutory and non-statutory guidance to support this | 10.1 Discuss how early years educators communicate in a multi-professional capacity to meet the individual needs of the child (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance) |
| 11. Be able to work co-operatively and communicate effectively with key persons, colleagues, other professionals, and agencies to meet the needs of babies and children and enable them to progress | 11.1 Work co-operatively with a key person in an early years setting and communicate effectively, including safe use of technology with key persons and colleagues |
| 11.2 Discuss ways to communicate effectively with other professionals and agencies to meet the needs of babies and children and enable them to progress (other agencies and professionals working with children and the setting from across both statutory and non-statutory, being familiar with statutory and non-statutory guidance) | |
| 12. Be able to make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers | 12.1 Discuss the role of the early years educator as an advocate for babies and children |
| 12.2 Make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers | |
| 13. Be able to work confidently with the Ofsted early years inspection framework | 13.1 Engage effectively with Ofsted’s early years inspection framework |
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