Critically Analyse the Move Towards Outcome Based Services

Unit 3 ??“ Lead practice that supports positive outcomes for child and young person??™s development.
3.1.3 Critically analyse the move towards outcome-based services for children and young people. The move towards outcome-based services has both positive and negative aspects about them. Services such as Flying Start and Sure Start provide children and their carers??™ with valuable experiences which would not always be provided otherwise. These types of services are set up within deprived areas and provide free part time childcare and parenting classes to people who live within this area. The schemes are only available to children who live within certain postal codes and who are between the ages of two and three, however not all children and parents living within these postcodes are in need of the service and there are even some children and carers who live outside these areas who would benefit greatly from their help. The positive aspects of these services are that they do provide carers with some respite or time each day to do things they would otherwise be unable to do or maybe look for part time work, they also provide parenting classes and mother and toddler groups to carers who struggle bringing up their children and could be feeling isolated from other people in the same situations as themselves. Outcome-based services also provide the children with individual care and they work together with other outside agencies to provide the children with extra support wherever needed, promoting early intervention of any additional learning needs before the children go to mainstream school.

3.2.4 Evaluate the effectiveness of strategies to encourage child or young person and carers??™ participation in developmental assessment Within my setting we have a number of strategies which we use to assess the children developmentally, we usually observe the children whilst they are engrossed in an activity or create a ???game??™ to promote a skill which we can then observe them doing, however the children usually do not realise that we are assessing them due to their age but are happy to join in and display their skills to the best of their abilities. As a setting we feel that this works very well, however due to us being involved with the planning and implementation of the routine and structured activities we are bias when it comes to evaluating the process. When we feel there is a child who may be exhibiting an additional learning need we do a number of observations on the child within different types of situations before discussing our concerns with the parent or carer of the child. We find that parents or carers??™ can become a little distressed at the thought of their child having an additional learning need and, when discussing

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the behaviours they exhibit in the home setting , can sometimes refuse to accept that their child may need additional support or may refuse to allow us as a setting to take the concern any further. Also when including parents or carers??™ in the assessing of their child??™s developmental stages it can be hard for all parents to be able to make comments on certain things that their child may or may not be able to do, due to our setting being a private day care establishment, as they do not have the time to assess them before or after work.

3.4.1/3.4.2 Review programmes of developmental support and Implement strategies for improvement for programmes of development support. Within our setting we follow both the ???Birth to Three Framework??™ and the ???Foundation Phase??™ for both of these programmes we have ways of assessing the children. For children under three we have developmental records for each of them at different ages. 0-8 months, 8-18 months, 18-24 months and 24-36 months. Each record have statements of skills the children should be able to achieve by the time they are at the higher side of the age group. These records are kept on the computer and are accessed whenever there is an opportunity, to be kept up to date. Staff then note any extra support needed on individual children and pass the information onto anyone else within the team. Once the children turn three they become part of the foundation phase and the children are assessed slightly differently. Each area of learning has a development tracker with outcomes written down the side for the children to aim to achieve, as the children achieve these outcomes the tracker is ticked and dated. We also do six or seven focused tasks within a week which have skills taken from outcome one, two and three to assess where each child as an individual is developmentally. Within these ways of assessment we are constantly looking to make the way we record and assess the children better. For example we have recently changed the set out of our focus tasks due to the paperwork being too complicated for the staff to understand. We made the tasks much easier to record the children??™s stage of development through a tick box strategy. If the child could achieve the skill set out then a ???Y??™ box is tick but if they needed support to complete the skill a ???S??™ box is ticked, which gives the staff and management a clearer knowledge of where each of the children is developmentally and gives us a chance to work on each of the children??™s skills sets as individuals. We also found that the developmental trackers were not accessible enough to the staff, for them to fill in the necessary information accurately, so through discussions with an LEA support officer we have changed these huge sheets for small ones which can be kept within the unit for the staff to have at hand readily throughout the day.

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3.5.1/3.5.2 Explain how evidence-based practice can be used to support children and young people experiencing transitions and Lead the implementation of evidence-based practice to support children or young people experiencing transitions Evidence based practice involves a practitioner bringing their own knowledge and skills together with best quality evaluation research to make a decision about selecting what programme or intervention is most appropriate to the children or young person they are working with. It is all about putting the child at the centre of any decisions that need to be made about the care or support they are given. Evidence-based practice uses practitioner??™s judgments on the capabilities of the children using observations and their experiences of how a child reacts in situations. This type of practice can be used effectively when children or young people are experiencing times of transition. For example, when a child moves from one school to another or moving from a home setting to playgroup or nursery. It is helpful to the new teachers and support staff that they have as much information regarding individual children as possible, to minimize any distress that may occur due to the change in environment and situation. Within my setting we used evidence-based practices in two main ways. When a child starts within the setting we organise an ???induction??™ where the parent or carer of the child brings them in for about an hour so the child can explore the environment with their parent or carer present as well as allowing the staff to collect some information regarding the child which will help in settling the child into the setting. With the parent present the child feels more relaxed and will feel less daunted when arriving on their first session. We also take all essential information regarding their health, food and sleep routine to help us provide the best care for their child. We also take information on their types of activities that they enjoy participating in and any favored toys they may have. All this information helps us become better acquainted with the child and will support their transition into day care. The other main way we use evidence-based practice is when the child moves from preschool care into mainstream school. Within the foundation phase we are required to fill in booklets called learning journey??™s which are given to the school that the child will be attending to give them a better idea of the stage the child is at developmentally but also has a page at the back all about the child??™s likes and dislikes and any additional needs, allergies or information settings feel schools would benefit from having. We fill these pages in using evidence-based practices, through getting to know the children as individuals and using this information to help their transitions into mainstream school a little easier on both the child and the teachers.

3.5.3 Evaluate the implementation of evidence-based practice with children and young people experiencing transitions. Although evidence-based practice has many positive aspects there are also some negative aspects due to every child being different. The majority of children will

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benefit from the types of evidence-based practice we use, however the minority do not. With the inductions within our setting some children still get distressed when separating from the parent or carer when they first start properly in the setting and although we can offer the parents or carers extra settling in periods with themselves present this can upset some of the other children when their parents do not join them within the setting. It is also quite difficult to describe a child??™s character on paper to send to schools and not all information can be passed on through the booklets, such as ways to react towards individual children??™s challenging behaviour as this is something that is discovered over time and different things work with different staff. However for the majority of children evidence-based practice can be used beneficially during times of transitions. If a staff member or teacher knows that certain activities are preferred by a child then these can be set up for the children to be made to feel more comfortable, as with favourite songs and comforters.

3.6.1 Support the use of evidence-based practice with children and young people to encourage positive behaviour. Evidence-based practice can also be used to promote positive behaviour. There are different approaches when doing so though. The most common ways of promoting positive behaviour within a setting are through rewards though the staff will use their prior knowledge of the child to determine which kind of reward will be appropriate for each individual child. There are also training courses which provide behaviour management techniques which can be used if the staff have been on such training. A course which has been undertaken by four members of staff within our setting which promotes this is ???The Incredible Years.??™ It teaches preschool staff and early years teachers how to promote positive behaviour instead of highlighting bad behaviour. If parents and staff are trained or have some prior knowledge of the social learning theory this can also encourage the use of evidence-based practice. The social learning theory is based upon the assumption that children??™s behaviour will improve if it is appropriately reinforced, good behaviour will increase if it is rewarded and bad behaviour will decrease if it is either ignored or appropriately sanctioned. However each child is different and something that works for one child won??™t necessarily work for another and evidence-based practices encourage the staff to find ways which work in each individual child.

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3.6.2 Critically evaluate different approaches to supporting positive behaviour. Within my setting we use a number of approaches to promote positive behaviour. We try and use the main principles from the ???Incredible Years??™ course where we don??™t highlight what the child is doing wrong but try and encourage them to do what we would like them to do. For example instead of saying ???No running??™ we try and say ???Walking feet.??™ Other things that can be used to promote positive behaviour are verbal praise or positive reinforcement. This encourages the child to repeat positive behaviour and give the child an incentive to behave in a positive way as well and being achievable to all children. However, if this is used too frequently or not frequently enough the child can lose the incentive, it also doesn??™t always work on older children and if the positive behaviour is missed and not praised the child could feel as though they are being ignored. Tactical ignoring of negative behaviour is another approach which can be used by staff. The child will learn that they will only receive attention for positive behaviour and adjust accordingly, however this will only work if the negative behaviour is a result of attention seeking, will disrupt some other children or the staff and other children my copy the behaviour and it become a sort of ???game??™. Another approach to support positive behaviour is providing an alternative, for example, ???If we tidy up now, we can go outside later??™. This ensures that a job or task is completed, avoids confrontation, provides motivation and sets out clear expectations. However if another child becomes jealous or misinterprets this as a reward they may misbehave to gain similar treatment and may cause they staff more work in terms of providing the alternative. Stickers work well as a reward for positive behaviour, the children have something to show people and they are actually being given something for good behaviour. However not all children like to have stickers stuck onto their clothes, if the sticker falls off it can cause distress to the child and their parents don??™t get to see it as well as staff have to be careful about what they are giving the stickers out for as children who behave well can become jealous if others are getting rewards for behaviour they exhibit all the time.

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