1. Unit 5: Working with Parents and Others in Early Years
Teacher notes (PS 1):
It is imperative that early years workers learn to work with parents, colleagues and other professionals, which is why a whole unit has been dedicated to this subject. By the time learners have completed Unit 5, they should have a good understanding of the importance of collaborative working and the positive effect it can have on outcomes for children.
In this unit, they will learn about the role of parents in children’s lives and factors that affect parenting styles. They will also learn about parents’ rights and different views about childhood. This is important as they will need to appreciate that there are different ways of raising children. They will also learn about the role of other professionals in children’s lives. In this unit they will explore ways of working with parents, colleagues and other professionals and how to communicate effectively to develop positive working relationships with them.

2. Objectives By the end of the lesson you should have:
An understanding of the different professionals that work alongside families and children.
You should have begun to understand how they may or may not work together.
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3. Activity 1 Pick a category and research the relevant job roles.
You need to produce an information package for the rest of your class on the job roles in your category.
You need to cover the following areas:
the role of other professionals
use examples that show how they work with other professionals or families and children.
benefits to children and families of professionals working collaboratively.
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4. Homework: Peter Connelly
Find out about the Peter Connelly case by carrying out an internet search:
Why was the public shocked by the case?
Why is this a good example of a breakdown in cooperative working?
Now list as many benefits and challenges of working cooperatively as you can (p in text book might help).
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5. Complete Activity Sheet 6
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6. Issues around information sharing
Cooperative working requires good communication and the sharing of information.
However, families have the right to confidentiality.
Thus the following principles are using followed when it comes to sharing information….
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7. Principles Welfare of the child is paramount
Parental consent is required before making referrals to other services
Only relevant information should be shared with others.
Information is only passed to hose with direct need or involvement with the child/family (need to know basis).
Information is accurate and up to date.
Information is kept secure.
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8. Match up the correct example to the correct principle statement.
Activity 2
Match up the correct example to the correct principle statement.
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9. Welfare of the child is paramount
The welfare of the child is paramount and so in cases where a child’s life or welfare is at risk, or likely to be so, parental consent is not required to share information.
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10. Example
A 4 year old child comes into the setting with burn marks on the back of her legs and knees. The child’s social worker is immediately contacted.
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11. Parental Consent
This is required before making referrals to other services. If you refer children or talk to about them to others without parental consent, you are likely to be in breach of the DPA 1998.
Remember that you can only share information with other services when you have reasonable concerns that the child’s welfare is in jeopardy.
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12. Example
Jason’s key person is concerned that he has difficulty making the ‘g’ sound. She asks Jason's mother if she can make a direct referral to the speech and language team.
Jason’s mother says she thinks he will grow out of it.
The KP respects this decision, but instead finds out more about speech immaturities in general from the Speech and Language Team.
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13. Relevant Information
Only relevant information should be shared with others.
This means that when there are complex family needs, only information that will impact on another professional’s ability to do the work should be shared.
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14. Example
Hannah’s Key Person knows that Hannah’s brother has been convicted of theft.
She does not share this information when talking to the physiotherapist about Hannah’s fine motor movements.
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15. Need to know basis
Information is only passed onto those who have a direct need or involvement with the child and the family.
Although it might be important for information to be shared, it should only be passed on to those who have a direct need or reason to have it.
In settings, this might mean that only the Key Person and the manager may hold information that will not be shared with the rest of the team.
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16. Example
It is suspected that Harry may have been physically abused by one or both of his parents.
The investigation is in its early stages.
Social workers have only told the manager of the setting and Harry’s Key Person.
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17. Information is accurate and up- to date
If necessary, check whether this is the case with parents or other individuals before passing information on.
If you are not sure of the accuracy, you should indicate this.
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18. Example
Greta is 5 years old. She is finding it hard to settle in at school/ with the parent's consent, the school phones Greta’s preschool.
Greta’s Key Person at the preschool says that Greta used to get very anxious about going to the toilet, but the KP stresses that this might have changed since.
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19. Information is kept secure
How is information shared?
How is information that is written down / recorded kept secure?
Everyone handling personal information hs a duty to keep it safe under the DPA 1998.
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20. Example
A social worker has asked to see a child’s developmental records.
She gives assurances that the records will not be passed onto any other service, but if she thinks the information will be useful to another service, she will refer the other service directly back to the early years setting.
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21. Homework Using the textbook handouts, complete the worksheet on:
Activity Sheet 7: Partnership Working
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