Chelsey Langford Unit 1

3.1 Explain how to monitor children and young people’s development using different methods

 There are different methods such as summative and formative methods of assessment,
formal testing / SATS, GCSE’s etc which record a child’s academic attainment / intellectual
development. But also, formative methods such as different child observational methods -
target child, tick box checklists, time sampling methods. All would be used in different
settings and for different reasons by different people. Teaching assistants may be asked to
observe a child whose development is causing concern and feedback to the teacher. They
may use the teacher’s checklist or simply be asked to undertake an observation. You can use
body language, behaviour, moods, written records and assessments framework to do an
observation also any information from parents/carers would be useful. You can then liase
with there parents/guardians as to how there progressing.

3.2 Explain the importance of observation within the monitoring

 Observations enables us to know each child’s likes and dislikes and their responses to
different situations, such as care routines, triggers or new people. We can find out which
experience, routines or activities a child seems to enjoy or to find difficult and any that seem
to make them anxious. Observations helps us assess children’s progress. We can find out
about the specific care and learning needs of each child. We can then plan next steps in
children’s development and learning.
 Also need to think how reliable the evidence/ observation is, the measurement of it and
what we have found.
 Review the observation so any information we have written as evidence have a more
detailed look on this and decide what you think will be best going forwards.
 The interaction the young person has on an activity or a person or even an object, are they
looking at it are they taking it in, how their behaviour is are they anxious, not as confident
ignoring it/them.
 Developing their skills. If they cannot understand a word or meaning explaining that to them
doing more work on the word or even the activity their doing, If they don’t enjoy it is there
an alternative they can do and look at, improving their behaviour around the issue or dealing
with it.
This all needs to be evidenced and investigated so the person observing them can determine
what they will require in the future and helping them achieve their needs.

3.3 Explain how interventions can promote positive outcomes for children

 There are many different types of professionals who can offer support to children who are
not following the expected pattern of development, the support is usually the, SEN (Special
Educational Need) school. If a child starts school with a disability the SENCO will have been
informed by the child’s parents prior to the child starting. The child may already be receiving
support from several professionals. E.g a child with a physical disability may well be receiving
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treatment from a physiotherapist, with exercises given to help them become more mobile
and independent.

 Educational Psychologist
A child will be assessed by an educational psychologist if there are concerns about their
intellectual, communication and behavioural development. Assessments can be arranged by
the SENCO or independently. The aim of the assessments is to find out why the child is not
progressing and what support is needed for them to progress. Specific learning difficulties
are often identified as Dyslexia, ADHD, Dyspraxia or Autism. Support and targets for the child
are then in place to help the child achieve. The outcome of the assessments may involve the
child referred to by other professionals e.g. occupational therapist, speech and language
therapist, psychiatrist. The psychologist will advise the school on how to promote
development E.g keeping verbal instructions simple. Keep stories and group activities short
to match attention span.

 Additional Learning Support

Additional learning support means giving children extra help or support, so they can get the
most out of their education and reach their fullest potential. This may mean a physically
disabled child needs one to one assistance throughout the school day when moving around
the school buildings or if a child isn’t very street wise or capable of making safe decisions by
themselves a staff member will be with them as a one to one.

 This will be a positive outcome because if the child is getting extra support they will be able
to develop more and better without there being an issue. The child won’t feel like they
cannot do something because they’re not capable as they will be, or they will have some
assistance.

3.4 Multi agency teams work together to address a child or young person

 Multi agency teams work together to improve a child’s development. Depending on the
action needed of the child or what they are struggling with the child could be referred to a
speech therapist. If the child/young person was of school age then the SENCO (special
educational needs coordinator) would be well aware of the problems and put interventions
into place, outside agencies will then be informed and a IPCP (individual plan, care plan)
would be created which will consist of activities that will benefit the child’s speech and
language. Some children will have therapy in school hours which is coordinated between the
senco and relevant agencies. Time out in class will be given for the child who will then learn
different techniques on speech, language and communication. Teaching assistants will be
part of the IPCP and be instructed by the agencies and class teacher on how to utilize these
interventions.
 This will help the child as all the relevant communication will be arranged to help them
improve on there skills or if they were in a youth offender it will help them to understand
why they were there and to prevent this from every happening again.
 Multi-agency teams: support

• speech and language therapist

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• special educational needs coordinator (SENCO)

• teacher
• school support worker
• sensory support teacher
• Autism advisory teacher
• educational psychologist
• parents/carers