Fifty and Fabulous

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Develop professional relationships with children, young people and adults (H/601/4065)

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Supporting Teaching and Learning in Schools

Unit 6: Develop professional relationships with children, young people and adults (H/601/4065)

This unit required me to carry out practical activities that were witnessed in a school setting. Due to confidentiality I will not be posting the paperwork that I sent to my tutor within this post. I hope you understand.

Learning Criteria: Be able to develop professional relationships with children and young people.

Question 1.1: Demonstrate how to establish rapport and respectful, trusting relationships with children and young people assessed in the workplace

Witness Testimony sent to tutor

Question 1.2: Demonstrate supportive and realistic responses to children and young people’s questions, ideas, suggestions and concerns assessed in the workplace

Witness Testimony sent to tutor

Question 1.3: Demonstrate how to support children and young people in making choices for themselves assessed in the workplace

Witness Testimony sent to tutor

Question 1.4: Give attention to individual children and young people in a way that is fair to them and the group as a whole assessed in the workplace

Witness Testimony sent to tutor

Learning Criteria: Be able to communicate with children and young people.

Question 2.1: Use different forms of communication to meet the needs of children and young people assessed in the workplace

Witness Testimony sent to tutor

Question 2.2: Demonstrate how to adapt communication with children and young people for: assessed in the workplace

  1. the age and stage of development of the child or young person

  2. the context of the communication

  3. communication differences

Witness Testimony sent to tutor

Question 2.3: Demonstrate strategies and techniques to promote understanding and trust in communication with children and young people assessed in the workplace

Witness Testimony sent to tutor

 

Learning Criteria: Be able to develop professional relationships with adults.

Question 3.1: Demonstrate how to establish rapport and professional relationships with adults assessed in the workplace

Witness Testimony sent to tutor.

Question 3.2: Demonstrate how to adapt communication with adults for: assessed in the workplace

  1. cultural and social differences

  2. the context of the communication

  3. communication differences

Witness Testimony sent to tutor.

Question 3.3: Demonstrate strategies and techniques to promote understanding and trust in communication with adults assessed in the workplace

Witness Testimony sent to tutor.

Question 3.4: Use skills and techniques to resolve misunderstandings and conflicts constructively assessed in the workplace

Witness Testimony sent to tutor.

Question 3.5: Explain when and how to refer other adults to further sources of information, advice or support.

A request for information, advice or support can be received at any time when working in a school. It should be dealt with efficiently by providing the materials or information that the other adult has asked for, in a prompt, well presented manner. I find that it is helpful to clarify what information is being asked for, especially if the request was vague, wide ranging or I’ve been given too little information to identify and locate the requested information. Once the clarification is received, a response should be issued as promptly as possible.

It is very important to make a good impression when responding to inquiries from other adults, be it parents about their children, teachers about pupils, outside professional such as therapists about pupils, or even teachers needing pastoral support, in fact, Louise Burnham puts it nicely in her book when she advises,

you may be working with or developed a close working relationship with them, so you may be asked to give advice. Maintain your professionalism and only give correct information. If unsure tell them and say you will find out and then update them ASAP. You may have to refer them onto one of the many social services departments who specialise in certain areas. If you are not sure speak to your SENCO or member of senior management team.

(Burnham, L (2006) The Teaching Assistant’s Handbook (S/NVQ Level 3), Heinemann Educational Publishers)

which is sound advice. I always try to maintain a professional relationship while being as helpful as I can, in fact, just recently, I was asked a question by a parent at home time as the children were leaving class and I lead them to the class teacher straight away in a very polite, friendly and professional manner.

It should also be highlighted that certain types of information are subject to specified standards, as previously mentioned in previous assignments, e.g. data protection, child protection, etc. It is important to provide information only to those individuals who are entitled to receive it, in which case, I would advise the person requesting information of this, including any procedures or timeframes involved with their query. For example, in the primary academy that I am currently working in, it is our business manager who is responsible for records on pupils, employees, purchasing and accounts and as such I would refer to her for information, advice or support in these areas.

When responding to other adults’ requests for information, it is good practice to take into account such things as; the type of information that is available, how to make good use of the available information, appraising the content and assess what else might be needed, how to bring together relevant information, how to assess the relevance and status of information and how to spot any gaps in information. My motto is “if in doubt, ask someone” which means that if I am ever unsure of any information that I am reading, I will confirm my understanding with a colleague. In my opinion, citing ignorance as an excuse when passing on inaccurate information is highly unprofessional and damages trust.

For example, if I received a request for any information concerning Special Educational Needs, I would refer to our school’s SENCO, as she has a lot of experience and would know exactly where to send them for the specific help they needed. Our SENCO is not only responsible for the day to day running of the school’s SEN policy but is also the person who liaises with the parents, teachers and any other professionals involved with our pupils who have extra needs. She attends all meetings concerning children with special education needs and can refer a child for extra assessments to outside professionals, for example child psychologists or speech therapists, etc. If the SENCO was unavailable and the parent or adult needed urgent help I would pass the parent or other adult onto a senior member of staff, such as my line manger, however, if the adult told me there was no rush I would write as much information about the query as possible including the date, name, contact details.  At this stage, I would not attempt to advise another adult myself as I could be giving them incorrect information which could not only damage my professional standing but their relationship with the school.

Learning Criteria: Be able to support children and young people in developing relationships.

Question 4.1: Demonstrate ways of helping children and young people to understand the value and importance of positive relationships with others assessed in the workplace

Witness Testimony sent to tutor.

Question 4.2: Provide an effective role model in own relationships with children, young people and adults assessed in the workplace

Witness Testimony sent to tutor.

Question 4.3: Use appropriate strategies for encouraging and supporting children and young people to understand and respect other peoples assessed in the workplace

  1. individuality, diversity and difference

  2. feelings and points of view

Witness Testimony sent to tutor.

Question 4.4: Demonstrate ways of encouraging and supporting children and young people to deal with conflict for themselves assessed in the workplace

Witness Testimony sent to tutor.

Question 4.5: Provide encouragement and support for other adults in the setting to have a positive relationships with children and young people assessed in the workplace

Witness Testimony sent to tutor.

 

Learning Criteria: Be able to comply with policies and procedures for confidentiality, sharing information and data protection.

Question 5.1: Apply the setting’s policies and procedures for:  assessed in the workplace

  1. sharing information

  2. confidentiality

  3. data protection

Witness Testimony sent to tutor.

Question 5.2: Demonstrate how to report and record information formally and informally in the appropriate way for the audience concerned assessed in the workplace

Witness Testimony sent to tutor.

 

My answers for the questions in the next unit will follow…

Author: Fifty and Fabulous

I wear many hats in my life; I am a wife, a mum, a teaching assistant, a fiction editor, a proofreader, and a loyal and supportive friend.

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