Tuesday, April 2, 2019

Working with Children with Special Educational Needs

Working with Children with superfluous educational necessarilyAlison CarrChildren with Disabilities or Specific RequirementsTo twenty-four hours, mainstream cultivates educate numerous sm entirely fryren with luckicularised educational films or disabilities. For some time it has been enshrined in our interior(prenominal) law that fryren with such withdraws should not be discriminated against and drop the compensate to be treated fairly. Every tiddler has the right to an comprehensive education.The sub judice and Regulatory RequirementsThe joined Nations regarding on the Rights of the Child applies to on the whole tikeren and alines show up basic entitlements and rights for example word 12 the views of the electric razor should be interpreted into account. Along with The United Nations Convention on the Rights of Persons with a Disability, the Conventions in every case set come in particularised rights for handicapped pincerren underscoring promoting equal ity of treatment and more special(prenominal) tot altogetheryy, Article 24- Education requires that churlren with disabilities be entitled to be educated within an inclusive educational remains, receive entertain accommodating soul requirements to facilitate an useful education and so to maximise academic and social development.Article 7 specifies that the dress hat interests of the babe moldinessiness be a primary musing and Article 9 requires that baby birdren with disabilities have equal access, without barriers, within a nurture to the sensible surround including communication, culture and technology.The various rights and entitlements under these conventions underpin our domestic order in the atomic number 18as of special educational c every last(predicate) for. The most recent legislation is the Children and Family procedure 2014 (the 2014 Act) which rolls schools under a job to make arrangements for keep small fryren with wellness check conditions an d in comelying this duty schools essential(prenominal) have debate to the statutory focus Supporting students at School with Medical Conditions. further to this there is additional prep in relation to churlren with a impediment defined under The Equality Act 2010 a physical and psychogenic impairment that has a substantial long term and prejudicial subject on your ability to do normal effortless twistivities. The relevant part of this Act is that schools must have reason subject adjustments in place to balk kidskinren with disabilities being treated differently or at a disfavour to an other(a)(prenominal) infantren. Further shaverren with disabilities must not be victimised, harassed or discriminated against.The 2014 Act also introduces Education, Health and C are Plans. These visualises have come into place in September 2014 and pull up s interprets make a statutory mind of that barbarians special educational of necessity thence also communicating wi th the relevant health and social care teams to bring all the information together into one plan. The difference between a disceptation and an Education, Health and Care plan are overall family centred, gathering information from all service involved at the point of referral. The aim is to jockstrap improve outcomes and this go away replace Statements of particular Educational Needs. Children who currently already have a statement will go through the pitch contour cognitive operation to achieve an Education, Health and Care Plan.Inclusive convention It is our duty to baby birdren with disabilities and special educational unavoidably who are placed in a mainstream educational fix up to transact a ir trustworthy developing run through in an inclusive execute.Where the particular Educational Needs Code of Pr snatchice (June 2014) focuses on inclusive pr snatchice, it states that the ordainment in the United Kingdom have a commitment to inclusive education of disabled baby birdren and young state, advanceively re moving barriers to nurture and the participation of students in mainstream education. For settings to succeed in achieving this, larges will charter to roleplay together intimately as a team to discover appropriate education and care for such electric shaverren.It is heavy for chelaren with a harm or special educational of necessity that they are condition the akin expectations to succeed as their peers. This will bring forward and develop social skills to alter plus confidence and transition into adulthood. Therefore leaders of educational settings must undertake the correct raising and collaborate the right concur aiming towards success richly including all chelaren with disabilities and special educational desires in mainstream schools.Settings will strike to take into account unembellished-curricular activities, school visits and trips.It is through this inclusive ethos that all pip-squeakren quality secure a nd able to contri howevere and in this way stereotypical views are challenged and pupils squeeze out learn to view differences in others in a positive way. OFSTED Report 2003Partnership with Parents and opposite Professionals.The Childrens Act 2014 aims to verify the eudaemonia of the child is paramount having a neater emphasis on paternal involvement.Subsequently the Childrens Act 2014 states for each one topical anaesthetic authority is responsible in setting out a topical anaesthetic offer functional to Early Years settings and schools for families to access lento-to- realise information with options gettable to help oneself harbor children who are disabled or have special educational necessitate and their families who need additional help. This provision will include transport services and leisure facilities. If parents or carers idlernot access the internet for either reason this must be available in another format. Inevitably the goal is to have a bun in the oven the child and their family what assistance they live that they need and receive feedback on their local offer so this burn down then improve even further. in spite of appearance the local offer parents and children will receive a greater woof and control over their survive in their provisions and home life, this includes ad hominem budgets.Parent forums set up in local areas are a great way for discussing contacts and communicating with other parents who whitethorn be in similar situations.Early Years professionals, Teachers along with the provisions particular(a) Educational Needs Co-ordinator and in some cases any other professionals involved must take part in structured conversations with each child and their parents. somebody Pupil Profiles and soul Educational Plans must be signed by all parties with participation and involvement in all areas of the profiles and plans.Parents can visualise a great if not essential role at all stages of their childs education f ate vastly in meliorate achievement. Parents can aid a attainment community and help by positively engaging their child with rung and peers. Parents will then lead off to understand the role they manoeuvre in their childs acquirement and development. There will undoubtedly be hurdles precisely with an comminuted inclusive practice with a strong professional team in place, barriers will be resolved. These hurdles from parents contributing to and who are which software documentationing their childs education may consist of a mellow direct of educational aspirations for their child in which case settings need to chequer possible obstacles and professional attitudes are addressed alongside measures to fend parents goals.Every local authority must guarantee that eachone is involved in discussions and any decisions which support provision and skill for the mortal child.The ultimate expiry in an inclusive practice is for a shell and positive outcome, fashioning sure the childs and familys of necessity are met and for the child to prepare for adulthood. breathing PracticeEvery existing educational practice should have a designated teacher holding the role of Special Educational Needs Co-ordinator (SENco). This teacher should be trained in this area to be able to do it and support specific children and the staff team.It is vital that all teachers throughout the school and support staff have valuable training in all special educational demand areas. This training should be of a high quality and where necessary staff may have someonealised training for each item-by-item child to be able to achieve the stovepipe positive outcome for that child with their specific postulate.Each practice should be concentrating on four areas of developmentCommunication and inter achieveCognition and learningSocial, Emotional and mental health herculeaniesSensory and/or PhysicalThese areas should then remove into regular assessments for each individual child.Once a authorisation special educational need is identified, schools should take action to remove barriers to learning and put orderive special education provision in place. This SEN support should take the form of a four part cycle- assess, plan, do, review. This is kn testify as the graduated approach get by Code of Practice 2014 0-25yrs Chapter 6- Schools.all(a) teachers educating a child with a impediment or a special educational need should have termly supportings with the parents and the Special Educational Needs Co-ordinator to discuss their childs individual educational plan making sure positive targets are being met for the child. Also a meeting with the child birth at certain points throughout their academic year to discuss their Pupil Profile to make sure everything is up to date and that the child is smart in their learning.Ofsted will need to see evidence of individual pupil progress in every school from children with special educational ineluctably. all the way show ing positive outcomes graduating into ongoing ratified monitoring and finally paygrade of their special educational needs support.When line uping an educational practice for a visually stricken child aid the surrounding environment for that child will be main precedency. Around the bod way of life setting staff need to consider lighting, colour/tone and contrast. When the individual child moves between rooms will a dark room going into a light room or light room going into dark room appropriate the child? Will signage more or less the room need to be qualified?Risk assessments will need to be carried out underlining the physical environment for example stairs, steps, fixtures and stoptings.Most educational settings now have interactive clean boards. Seating positions for individual children will need to be interpreted into account.In relation to adapting the setting, the position of the teachers chair is very key this should not be in front of an outside window as thi s will cause the teacher to change state shadow like for the child. When the child is navigating around the environment edges need to be highlighted and activity areas need to be well defined. Movement around the setting needs to flow cl earlyish and effectively.Staff need to be assured of how adapting the environment will pretend other children. Personal, social and educational development issues can be dual-lane during circle times with every child included in the setting. information tools such as braille books, Load 2 Learn exercise books and treasure chests which focus on sensory learning will help support and come along positive fun education.Some visually impaired children may suffer with behavioural issues, this may need extra staff support and training and will need to be regularly monitored.Other reservations in an educational setting to consider will be the childs personal care, school assemblies, school trips, physical education lessons including sports mean sola r day and hand over times both in the morning and aft(prenominal) school pick up time.With all special educational needs children there needs to be a contingency plan in place, in regards to a visually impaired child for example this may involve their glasses getting accidentally broken.When staff are assessing each individual childs progress they need to ensure the child has the correct resources for their target level making sure activities are not too easy or too challenging which may result in a barrier towards that childs learning or participation.ConclusionIn conclusion to this, inclusion is essential for each and every child under the special educational needs umbrella and we must adopted this ethos by running(a) closely with parents to help support their childs education and collaborating with all other professionals involved. Working together and having a flexible supportive team is the gravestone to achieving an inclusive education for all children.Unfortunately in some cases lack of knowledge and training from early years practitioners and teachers is one of the main barriers to inclusion. The special educational needs umbrella has helped professionals understand that training and support for children with disabilities and special educational needs is vital for every individual childs positive progress and to reach their bountiful potential in an inclusive mainstream school.Finally underpinning the United Nations Convention Rights of the Child and the Childrens Act 2014 reckoning with teaching strategies which are presently being use in mainstream schools can be qualified to assist pupils with disabilities and special educational needs thereof creating an inclusive practice throughout the school.Alison CarrType textWorking with Children with Special Educational NeedsWorking with Children with Special Educational NeedsJoanne BoydenThere are a number of regulations and requirements in place to protect children with special educational needs or disabilities. It was in the first place believed that children with needs should be sent to a special school and therefore choice for parents and children was very limited. However, with the implementation of laws and regulations this has very much changed, with children with needs attending mainstream schools of their parents and their choice wherever this is possible. The onus is very much on the setting being adapted for the child quite a than the child being unable to fit in with the mainstream setting.The laws regarding children start with the Education Act 1970 which saw the transfer of the responsibility to educate children with special needs from the health service to the local authority. As a result of this special schools were built. Around this time the medical model of disability was frequently utilize. This model labelled the child as somehow having a fault. The focus was very much on what the child could not do rather than their skills and aptitudes. This model fo cused on the comprehend need for segregation hence the need for separate special facilities. reliance suggests this model puts a great deal of anxiety and stress upon the parents of the child and limits the choices and opportunities they can give the child.The Warnock report looked into SEN and from this report a number of suggestions were consequently make. Suggestions looked at how the child could access the curriculum and how to adapt the environment to meet the needs of the child thus enabling them to do this.The Education second 1981 took a lot of its claims from the Warnock report and gave power to the parents. It also outlined in detail the legal responsibilities of the LEA.The Education reform Act 1988 saw the knowledgeability of the National Curriculum. This ensured consistency of teaching across schools. However this could still be adapted to meet the needs of children with SEN and Disabilities.The Childrens Act 1989 states that the needs and wishes of the child are pa ramount and should be considered when at all possible in all decision making processes. This again gives more power to children with SEN in where and how they are educated.The Education Act 1993 brought about the need for specific guidance on the identification of children with SEN. The SENCo was introduced and again gives more power to the parents and in a way gave them a voice through the SENco.The disability discrimination Act 1995 brought in such laws as it being illegal to discriminate against disabled people in relation to custom housing etceteraIt could be argued that the most great law of all regarding children with disabilities or specific requirements is the SEN statute of practice 2001. This is the Act that gives the power to the child and their parents. Most burning(prenominal)ly this act gave rise to the law that children with SEN have the right to a mainstream education. There was an immense focus on inclusive practise and the adaption of the environment to fit th e child and not the other way around as previous. This act beneficial encompasses the social model of disability. This act gives upmost power to the parent to contain where their child is educated and how.The Act is embodied by seven key principles. The first is that the knowledge of parents should be taken into account in all decisions. They do after all know their own child and their individual needs better than anyone else. The second states that the focus should be on what the child can do not what they cannot. The third principle states that parents lifeings and emotions should be supported. The fourth and again these are very much linked, states that parents should be full involved with all decisions. The fifth principle states that parents know what is best for their child. The sixth principle shows that parents may also suffer disability and this should be supported and understood. Finally the seventh principle, states that meetings should be arranged in ethical time an d at times suitable for the parents. Parents may have other siblings to look after or they may be juggling employment and childcare. They cannot always be there for a meeting at a time suitable for the setting. This should be considered when all meetings are being set. The act fully highlights the need for positive and close descents with parents aswell as empowerment for the child.The act states the importance of early identification and close monitoring of all discourse and support through the use of documents such as IEPs. The act also give guidance on the levels of support through school action and school action plus and indicates who is responsible and at what levels of the support process.In summary there are a number of regulations and laws that support children and their families with SEN and disability all of which should be carefully depositd to when bringing with the children and their family. The outcome if the laws are followed justly should be a happy fulfilled ch ild reaching their full potential with happy parents. This would abide by the principle of every child matters ensuring that all children whatsoever their needs are given support to fulfil their goals.It is extremely important to clobber inclusively with children with disabilities or specific requirements. Firstly this would adhere to the SEN code of conduct which explores the need to work inclusively. Inclusions involves looking for ways of helping children to join in who would tradtionally be excluded from settings or activities pg 312 Childrens care learning and development. It can also be described as a process of identifying, understanding and breaking down barriers to participation and belonging pg 312 as above.It is important to note that it is the environment that should be adapted rather than trying to fit the child to the environment. This may mean things such as having activities laid out on table tops rather than on the floor, giving extra time for dressing for PE etc. The areas that need to be addressed take care very much on the need of the child. No matter what that need the child has the homogeneous rights to be given the same opportunities as a child without needs. In fact most children have needs in some areas and working under every child matters, environments and opportunities should be severalize for all children so that all can reach their full potential. maven example of inclusion would be a child who has a physical need. Rather than scarce enounceing they cannot record in PE, they may need extra time to dress/undress. It is important to allow the child to do as much for themselves as they possibly can. If they require help they should be asked if they want help first. Also the activity itself should be looked at. If it is a gawk game can it be adapted to include the child. A child that is not allowed to participate fully as the others can soon become frustrated and segragated from their fellow pupils. This would be following t he medical model rather than fully embracing the social model of disability. Allowing children with needs to fully participate also teaches the other children a valuable lesson of acceptance of difference and tolerance. It help to promote acceptance in the school community as a whole. Often when looking at inclusion it can be the views and attitudes of the adults that can be the actual barrier to inclusion. The child involved may be capable of far more than the adult believes if they were given the chance to do so. It is important wherever possible to include the child in whatever the class is involved in rather than taking them away for specific individual work. Before long a well meaning adult can take the child away from many activities they are fully capable of taking away their right to inclusion in that task.The relationship between parent and setting cannot be underestimated. At the end of the day parents are the ones who know the child best and are therefore in the best pos ition to say what is best for the child. They are the experts on their own child regardless of their need or disability. They can provide perceptiveness into how the child behaves at home and also if there have been any changes in the child they can oftentimes provide answers as to why this may be. The relationship between setting and parent can often be difficult and views can vary significantly as to what is best for the child. However the relationship should be one of compromise and trust.Again working closely with parents and involving them in all decision making processes is key and in fact necessary to adhere to the SEN code of conduct. It is not always an easy relationship to maintain in a positive way but it is crucial to do this. Parents may be upset and angry and may not wish their child to be labelled. In some mess they may deny that their child has any needs and wish them to be treated in exactly the same way as the other children when this may not always be suitable o r possible. Parents may suffer disabilities themselves and this must be taken into consideration when working closely with parents.Not only is the relationship with parents key to providing the best environment for the child but also reasoned clear relationships with other professionals is key. This may take the form of pitch and language experts, educational psychologists, health workers, social workers. It is haughty that this relationship is both clear and a two way relationship for the benefit of the child. In many instance the setting may simply not have the expertise as to what is best for the child and the professionals eg speech and language can offer valuable resource and knowledge.Practitioners must wherever possible strive to adapt their environment to meet the needs of the child with disabilities. This does very much depend upon what those specific needs are. For example if the child has a visual impairment care must be taken to remove any tripping hazards. Also if changes to the environment are do the child should be made aware of them. Specific instruction should be given if for example the room has to be evacuated quickly does the child knows the procedure to follow? Any areas that the child has to frequent regularly should be comfortably assessable to the child for example their coat peg should be at the end of the row, their lunch box easy to access. The other children within the class should be taught to be aware of the room, chairs should be tucked in, toys should be aloof from the floor. When considering the childs needs for example with reading the work do paper actvitities need to be enlarged/ coloured in a specific way? Depending on the severity of the need can books be made available in Braille, can audio books be used? The toys and games of the classroom should be looked at, is there a requirement for electronic speech production toys. Any items used should be made part of the normal day for all children where possible to avoi d any kind of segregation. The teacher should be aware to verbalise any key activities such as playtimes, lunchtimes etc. All the children in the class should be encouraged to use some of the aids to promote empathy and regard within the class and also to normalize any intervention material. For example visual aids could be used by all the children in certain lessons. Any equipment needed to support the child should be purchased and this is where it may be beneficial to apply the expertise of the experts. For example a practioners initial reaction may be to say the child should be given alternative activities during PE sessions. However this may not need to be the case as with appropriate equipment such as balls that make a noise, they could fully participate along with their peers.Often it is the views and beliefs of the people involved in the teaching of the child that have to be changed and for sure not the child themselves. With a little creativity most daily activities can be adapted and differentiated to meet the varying and sometimes challenging needs of children.Therefore to conclude, there are many acts that govern how children with needs are educated and with careful consideration of both parents and the child these can be successfully followed. Through inclusive practice and good communication the needs of the child and wishes of the parent can be successfully met.ReferencesBurnham Louise, (2008), The Teaching Assistants Handbook, Essex, Heinemann.Beith Kate (2008), Childrens care learning and Development, Essex, Heinemann.Special Educational Needs code of Practise,http//webarchive.nationalarchives.gov.uk/Convention on the rights of persons with disabilitieshttp//www.un.org/disabilities/convention/conventionfull.shtmlWorking with Children with Special Educational NeedsWorking with Children with Special Educational NeedsThe good and Regulatory requirements that are in place for children with disabilities.Legal and regulatory requirements are in pl ace to help children with disabilities or special educational needs against discrimination. The specific laws and regulations in place are The Equality Act (2010), Special Educational Needs and Disability Code of Practice (SEND)(2014), The United Nations Convention on the rights of the child (UNCRC) and The united Nations Convention on the rights of Persons with Disabilities.The main principle of the Equality Act (2010) is to ensure children with disabilities or special educational needs have access to public settings and services. Therefore reasonable adjustments must be made to enable this to happen such as changes in the environment.The SEND code of practice (2014) promotes the value of an individuals needs. The main principle being the child has their needs met as well as having access to the core provision available to their peers. Children with (SEND) should be given full access to education in an appropriate retorted curriculum, to enable them to reach their full potential. The United Nations Convention on The Rights of persons with Disabilities ensures disabled people enjoy human rights as a non-disabled person would. The code of practice states that parents must be included in any decisions or support given to a child and where appropriate the childs views should be sought. It outlines measures that can be taken to reduce barriers and promote the rights of disabled children so these children can participate equally with other children. They ensure the childs best interests are in consideration and they are given chance to give tongue to their own views and opinions. The United Nations Convention on the Rights of the Child (UNCRC) is a generic document that gives children rights regardless of their individual needs and circumstances. It highlights the importance of the voice of the child, their individual needs, adapting the environment so they can learn, play and rest and to give them the rights to all of the 54 articles.Why it is important to work inclusively with children with disabilities.It is important that practitioners work inclusively with children with special educational needs or disabilities so these children are given the same amount of opportunities as children without special educational needs or disabilities. They have the right to be educated in mainstream schools with other children. It is statutory that all childrens needs are accept and met.All children are individuals and unique therefore they will have specific strengths and weaknesses. Practitioners have the responsibility to provide a non-discriminated environment, and to accommodate all childrens strengths and weaknesses, which will be facilitated in the curriculum and planning through differentiation.A child with special educational needs, or a disability, needs to smell out welcome in a setting and to feel at succour and not to feel different to others. Its important to make the child feel confident. This can be achieved by promoting a childs self esteem by including them with decisions regarding their interests and by allowing children to try new things and to encourage them to try again using lots of praise.Practitioners are responsible to plan and set up activities based on the childs interests and hobbies in order to make the child feel at ease and confident.Children with individual needs may require activities or environments to be adapted to meet their needs. Therefore practitioners need to plan with consideration and knowledge of all the childs specific needs. Activities which may be too difficult or too simple should be adapted to meet the childs level of understanding or be age related to meet their needs. However it is still important that these children are still challenged and stretched to reach their full potential. Practitioners and senco can work together to create individual educational plans (I.E.P). Individual educational plans are not required within the SEND but practitioners must make record of the provis ions put in place. It is important to have in place specific resources to meet their needs to be able to complete activities. The child should never be made to feel inadequate or unable to access activities set, as this would rival and effect their self esteem. A child with a disability should be able to have access in all areas of their setting. Adaptations should be made, for example, ramps at entrances, prime floor classroom use and furniture layout changed to give access.The benefits of working in partnership with parents and other professionals.Working in partnership with the parents/carers of a child with special educational needs or disabilities is very important and is good practice. Most parents/carers know their child best. Unless in situations where the parent has a disability themselves. The parents/carers also have the most understanding and experiences of the child. The parents/carers can give professionals information that is important to give the child the support they need. The parents need to feel supported and comfortable to discuss their childs needs. The parents/carers feelings need to be taken into account as they may find it emotional or stressfull to talk about their childs additional needs. The parents of a child with additional needs may also have some additional needs, they may find talking about their childs needs difficult to understand and may need support with this. Therefore it is important for practitioners to be aware of this point and provide these parents with home support such as achieve for Children to explain certain terminology that they will understand. The parents/carers views and contributions help professionals to work more effectively to meet the childs needs. Parents/carers need to be given as much knowledge as possible about their childs entitlements within the SEND framework. They should be given time and support to understand and complete any documentation or procedures. This will ensure an effective two way communication process and will renounce a robust support package for the child. Everyone involved should clearly understand the aims and goals for the child. Behavior and progress needs to be reported to parents so they feel included. Parents may need support with their childs well-being and behavior at home so settings should offer them family learning sessions that may be available. A good relationship with parents is vital so they can work closely with professionals for the best of the child and their needs. A child may be experiencing a good or challenging day and so effective communication in sharing this information will be of great benefit to the child and practitioner knowing what best support to deliver that day. The working partnership between other professionals and the school/setting and the parents/carers is important so everyone can have a good understanding of the childs needs and the best ways to give them what they need. For example speech and language therapists may set activities and work for practitioners and parents to carry out to help the child. This is the same for physio therapists, health visitor, peadiatricians and social workers. They play important roles for the child. Multi agency work is so vital. All professionals working with a child and the family must understand and be fully aware of each others roles, goals and strategies. A childs education, health, development and well-being are interlinked and impact on each other. Regular reviews amongst multi agencies must take place in a timely manner to ensure all those are made accountable for their input, to discuss any improvements or deterioration in a childs development and to move the child on further. Children with disabilities are vulnerable and all those working with them must ensure they are unbroken safe from harm, neglect and abuse. Regular reviews and close working together will highlight any signs of potential concern and early strategies can be put into place to ensu e the best for the child.Describe how practitioners can adapt their existing practice to support children with disabilities.Practitioners must be aware of their legal duties underlined in legislation, understand how their role fits into this and to carry this out on a daily basis. Practitioners must make others aware of their duties to include children with disabilities and challenge and negative remarks or practice.Resources must be readily available to adapt activities for individual children. Childrens interests, ability and safety must be met when planning their education. A child should be willing and eager to participate in an evoke and appropriate activity to best support their learning and achievements. Resources must be easily accessable to the child to promote their independence and self esteem that they can do things for them selves and can achieve. A range of real resources should be available to choose. Practitioners must be aware if a child has difficulties in making choices and being independent. If so a visual timetable and providing two choices will be of better support. A child with sensory difficulties may find it difficult in a large classroom and may benefit from a smaller and quieter environment. Health and safety must be a priority so a child cannot injure themselves or others when moving around the classroom. Here it is important that the layout of a room, storage of resources and their location is kept the same so a child can learn where things belong. Children experiencing emotional and behavioural difficulties will require a sensitive adult and an environment that allows them to express their feelings be it positive or negative and still feel valued. A child may need support during crisis and therefore an area to go that is safe from causing themselves or other harm. They may need support in choosing an activity, visual aids such as photographs at activities or holding up real objects may be useful.It is essential that records are k ept and observations are record of additional support and activities that are put in place as extra help for children with disabilities. This can be in the form of an Individual Educational Plan, which details specific targets and timescales for professionals to work on with a child. Plans of how professionals are going to achieve those targets e.g. what resources will be used, what activities, who will be involved, for how long and how often and notes on how it went and observations on a child accessing and using the resources and their learning and development all should be recorded as evidence and used as support in moving the child on further. A successful record keeping system needs to be established in settings that works for them and the individual child and that parents and other professionals can add to regularly such as half(a) termly and can understand.

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