Doncaster University Centre
Foundation Degree Working with Children & Young People
CYP 404
Work Related Reflective Practice 1
Amanda Bowen Bowen
REFLECTIVE PRACTICE.
3/2015
DC number DC00572962
Contents Page
1. Front Cover
2. Contents
3. Introduction
5. Main Body
9. Conclusion
APPENDCIES
10. Appendix 1… Common Assessment Frame Work
23. Appendix 2… Every Child Matters, 5 Outcomes
24. Appendix 3… Natalie’s case study
28. Appendix 4… SWOT
29. Appendix 5… Common Core / Multi agency
34. Appendix 6… Building Relationships
35. Appendix 7… Job Descriptions of all the practitioners
37. Appendix 8… Rights of a child
38. Referencing
40. Bibliography
Introduction:
As part of my job as Higher Level Teaching Assistant (HLTA) at Carleton High school I was required to attend an Initial Common Assessment Framework (CAF) multi-agency meeting. This meeting was held at High Melton University Doncaster on the 9TH of March 2015.
CAF Formally the Green Paper
The “Every child matters” Green paper introduced the CAF. It highlighted that this process formed part of the strategy for children young people and families to achieve the five main areas of the Every child matters framework. See (Appendix 2) for a full over view.
Being Healthy
Staying Safe
Enjoy & Achieve
Making a positive contribution
Economic wellbeing
The meeting was to discuss strategies and multi-agency partnership working in order to create an action plan for Natalie. Natalie is a vulnerable young person I have been asked to support through her final year at Carleton High school, See (Appendix 3) for a full case study of Natalie’s needs names have been changed to protect the identity. My responsibilities as a HLTA include: planning; preparing; and delivering learning activities for Natalie to access, record and report on achievement, progress and development alongside behaviour management. This also includes working with her to agree on goals and actions. Key to this is to keep it person centred at all times.
Practitioners present;
Primary Mental Health Worker (CAMHS)
Higher Level Teaching Assistant (HLTA)
Youth worker (YW)
Family Support Worker (FSW)
A full description of the above roles can be found in (Appendix 7). These show how the roles differ from each other in terms of aims; objectives and responsibilities as well as boundaries needed when working Natalie.
Within practice all of the following roles have different aims, objectives however they all have something in common, Multi agency working is putting the child or young person first making sure there needs are met, as a HTLA the main focus is on education whereas the role of the FSW is around attachment and the family unit. CHAMS Primary focus is on self-harm, self-confidence and self-esteem. With the role of YW this is around engagement and reducing risky behaviours.
Natalie came to Carleton High School in year 7. At this time she had a good circle of friends and engaged well with staff. At the beginning of year 8 is when things started to break down. Her attendance started to decline and a noticeable change in her behaviour. At this point, Natalie became unwilling to engage in lessons and became disruptive.
The areas for support; guidance and improvement that I have identified with Natalie include the following; a case study of the young person can be found in (Appendix 3). This will give an insight to how vulnerable Natalie is.
Alternative education provision.
Self Esteem / Self-confidence
Building boundaries & relationships.
Behaviour contract including a consequence plan.
Mainbody
Word Count 1614
I met with Natalie to establish her needs prior to the meeting. We completed the Common Assessment Frame Work (CAF). (See Appendix 1). When I completed the CAF form with Natalie the common core legislation also played a huge part of developing the outcomes and establishing professional working relationships and boundaries.
COMMON
