Collaboration of high thresholds for service access (Sheppard, 2009,

Collaboration with parents in any early years’ setting is highlighted as being an essential requirement by all within the sector (Duffy, 2011), a point that is emphasised by its recognition in the statutory framework for EYFS (2014). However, there are many complexities that can arise, particularly more so when dealing with children that have learning difficulties. Practitioners must effectively engage with these families and carers when offering both support and information (SEND 2015; The Children and Families Act, 2014). These principles should be carried forward throughout the process of intervention and when dealing with an array of multi-agencies to ensure that children’s development and welfare is being addressed as a priority.In accordance with the Children’s Act 1989 (cited in Garrett, 2014), to safeguard and ensure that children are protected from abuse is a priority to every practitioner. Despite its importance, there remains obstacles such as the difficulties of early intervention and even multi-agency collaboration. there are still many families that fail to receive services early enough, as a result of high thresholds for service access (Sheppard, 2009, Sodha, 2009). However, there have been measures introduced over the years to tackle these problems, such as the common assessment framework. The DfE (2017) states that it is essential that ” there is a strong partnership between practitioners and parents and/or carers” and that their needs are listened to and met effectively (Parra-Cardona et al 2017). The underlying aims of the CAF (Early help assessment ) include this factor as it was to assess all children who were considered to be in need (The Children’s Act 1989), as well as to identify and implement preventative strategies at an early stage. This then permits local agencies to carry out their responsibilities of identifying and actioning against emerging problems (Brotman et al. 2016). Successful partnerships require trust, on both sides, as well as the knowledge that both parties are included in the decision making process (Reschly & Christenson, 2012).

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