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Working effectively with parent
! training g"i#e for $EN caeworker
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%ntro#"ction
an#&ackgro"n#
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! Parental Perpective
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(
!i) of the training
* To "n#ertan# the i)portance of working in partnerhip
with parent
* To reflect on parent+ e,perience of the pecial
e#"cational nee# $EN. yte)
* To coni#er how $EN caeworker can i)prove parent+
confi#ence
* To #evelop kill in co))"nicating effectively with
parent
* To highlight key area of legilation an# parent+ right
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&ackgro"n# / The a) %n"iry3 2009
Video clip 1: Introduction, Brian Lamb
4ey reco))en#ation for change5
* 6igher e,pectation an# greater
foc" on o"tco)e for chil#renwith $EN
* &etter way of engaging an#
litening to parent
* %)proving e,pertie in i#entifying an# )eeting nee#
* ! )ore acco"ntale yte) for
chool an# local a"thoritie !. for $EN
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8ro)5 The a) %n"iry 8inal eport3 2009
:We )et with o)e of the happiet parent in the co"ntry
an# o)e of the angriet; <any ha# chil#ren who are
well-"pporte# an# )aking goo# progre; &"t we alo
)et parent for who) the e#"cation yte) repreent
a attle to get the nee# of their chil#ren i#entifie# an#
for thee to e )et; The cr"cial i"e i that oth
e,perience happen within the a)e yte);+
Video clip 2: My child
Video clip 3: Influences on parental confidence
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Parent ay their confi#ence in the $EN
yte) i>;;; "n#er)ine# y poor co))"nication an# lack of acc"rate
infor)ation3 for e,a)ple5
* what they ay i not eing given weight
* $EN caeworker eing har# to reach or not
co))"nicating ao"t #eciion
* parent eing given infor)ation which reflect ! policy
rather than the law
* lack of tranparency in how #eciion are )a#e
* inconitencie in infor)ation
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Parent ay their confi#ence in the $EN
yte) i;;; ;;; pro)ote# y "ccef"l co))"nication an# acc"rate3
clear infor)ation3 for e,a)ple5
* their chil# eing val"e# a an in#ivi#"al* reponivene to i))e#iate i"e aro"n# their chil#+
e#"cation
* acknowle#ge)ent of the wi#er fa)ily conte,t
* having confi#ence in the acc"racy of infor)ation* clear3 acceile g"i#ance on their legal right
* knowle#geale front-line profeional
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$eion 1
Co))"nicating effectively
with
Parent
Video clip 4: Aspirations
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4ey point
Parent want to work with profeional who
liten to their apiration for their chil# an#
"n#ertan# their fa)ily conte,t
Video clip : !nderstandin" the family conte#t
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4ey point
Parent want acc"rate3 ti)ely an# clearinfor)ation
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e)e)er;;;
* @oo# infor)ation can help parent know what to e,pect3
)ake #eciion an# pro)ote their confi#ence "t
infor)ation on it own can conf"e an# overloa# parent
* Parent alo want to feel involve#3 have the chance to
ak "etion an# raie concern3 have face to face
contact an# / at ti)e / help to proce infor)ation
Video clip $: %harin" information
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The i)portance of litening kill
&aic active litening kill can )ake a ig #ifference to
etalihing tr"t an# partnerhip5
* howing yo" are litening thro"gh o#y lang"age
* waiting an# not A")ping in too "ickly
* repeating an# paraphraing
* clarifying y "ing "etion
* "))ariing an# en#ing
&"t re)e)er / yo" are not hol#ing a co"nelling eionB
Video clip &: Listenin" to parents
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$tr"ct"re# converation
The ai) of thi approach i to have a liteningconveration3 which #raw on parent+ knowle#ge an#
apiration for their chil#;
! tr"ct"re# converation ai) to5* e,plore3 "n#ertan# an# clarify i"e* help i#entify prioritie an# #eire# o"tco)e* agree ne,t tep an# action
When co"l# $EN caeworker "e thi approach in their
work with parent
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Effective )eeting
* Prepare well e;g; agree the agen#a an# tick to it.
* Check practical i"e e;g; ti)ing3 ven"e.
* Deal with conflict e;g; liten3 peak cal)ly3 clarify any
co)plaint.
* e prole) olving e;g; reak #own the prole)3
i#entify a range of poile ol"tion3 plan who will #o
what.
* $"))arie an# agree ne,t tep
* Provi#e a written "))ary
Video clip ': Meetin" parents
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Co))"nicating with parent / key point
* &e clear what #eciion yo" a $EN caeworker can
)ake an# thoe yo" #o not have power to )ake
* 4eep a recor# of infor)ation yo" have given to parent
* <ake "re yo" )aintain reg"lar contact with parent
* Tailor infor)ation to )eet in#ivi#"al parent+ nee#
* En"re parent have a clear written recor# of anything
yo" have tol# the) or e,plaine#
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%n pair coni#er what have een yo"r
key peronal learning point fro) the #ay
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$eion 2
&"il#ing parental confi#ence
in the
$EN yte)
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The $EN fra)ework
* ! nee# to "n#ertan# what the law re"ire the) to
#o an# f"lfil thoe re"ire)ent
* ! nee# to en"re that all taff working in any partic"lar
area of activity "n#ertan# an# f"lfil the legal
re"ire)ent relevant to that area of activity
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Partnerhip working with parent* Thi i a long-etalihe# feat"re of the $EN fra)ework
* 8or )ot parent partnerhip working i with the chool
a the )aAority of chil#ren will have their nee# )et there
* 6ow the chool engage with parent at thee early
tage "n#erpin parental confi#ence in the whole $ENyte)
* $EN caeworker ho"l# e fa)iliar with the legal #"tie
of chool an# governor in relation to $EN
* They ho"l# alo know what ho"l# e incl"#e# in
in#ivi#"al e#"cation plan %EP. or alternative
approache
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The tat"tory ae)ent proce
4ey thing $EN caeworker nee# to know5
* The law on i#entifying an# aeing chil#ren
* The law on )aking tate)ent an# carrying o"t review
* ! #"tie an# parent+ right
* The a#vice an# infor)ation that nee# to e given to
parent
* The tat"tory ae)ent ti)etale* The fra)ework for tri"nal appeal
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Special Educational Needs
(a) Meaning of “special educational needs” EA 1996 s. 312)
* ! chil# ha F$ENG if he ha a learning #iffic"lty which call forpecial e#"cational proviion to e )a#e for hi);
(b) Meaning of “leaning difficult!” EA 1996 s. 321)* Chil# ha a ignificantly greater #iffic"lty in learning than the
)aAority of chil#ren of hi age
* Chil# ha a #iaility which either prevent or hin#er hi)fro) )aking "e of e#"cational facilitie of a kin# generally
provi#e# for chil#ren of hi age in the E!+ chool3 or * Chil# i "n#er co)p"lory chool age an# i3 or wo"l# e if
pecial e#"cational proviion were not )a#e for hi)3 likely tofall within the aove #efinition;
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$tat"tory !e)ent / key legal i"e
EA 1996 s. 323 (1) " (2) Where the E! i of the opinionthat a chil# for who) it i reponile ha or proaly
ha $EN an# it i neceary for the a"thority to
#eter)ine the pecial e#"cational proviion which any
learning #iffic"lty he )ay have call for3 the E! )"tcarry o"t a tat"tory ae)ent
EA 1996 s. 32# 8ollowing a tat"tory ae)ent an# any
repreentation )a#e y the chil#+ parent3 if it i
neceary for the E! to #eter)ine the peciale#"cational proviion which any learning #iffic"lty he
)ay have call for3 the a"thority hall )ake an# )aintain
a tate)ent of hi $EN;
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The tat"tory ae)ent proce
* elationhip with parent can flo"rih or flo"n#er
#epen#ing on how the proce i )anage#
* ! tat"tory ae)ent )ay e the tart of a long-ter)
relationhip etween the $EN caeworker an# the fa)ily
* The $EN caeworker play a key role in getting theco))"nication with parent right
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Potential tenion point
* epon#ing to re"et for tat"tory ae)ent
* Deciion ao"t i"ing tate)ent
* The content of tate)ent an# #eci#ing place)ent
* !nn"al review an# a)en#ing tate)ent
* !ppeal
Video clip (: )arental e#perience of the %*+ system
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&"il#ing tr"t
Parent ay they loe tr"t eca"e of5
* inconitent )eage e;g; whether tat"tory
ae)ent i neceary.
* conflicting reaon given for #eciion
* a#vice ae# on ! policy rather than the law
* profeional report appearing to e tailore# to availale
proviion rather than their chil#
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&"il#ing tr"t
$o)e parent feel they are given )ilea#ing reaon for
#eciion5
* :Chil#ren+ nee# )"t e evere an# co)ple,;;;+
* :! chil# )"t e a)ong the 2H wort perfor)ing;;;+
* :We #on+t give tate)ent for #yle,ia in thi a"thority>+
* :There are chil#ren Ffar woreG than yo"r chil# that #on+t
have tate)ent >+* :We no longer tate)ent chil#ren eca"e all nee# are
)et in )aintrea) chool;+
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&"il#ing tr"t
Even when there are #iagree)ent3 tr"t can e
)aintaine# if yo"5
* are open ao"t parent+ right
* are clear ao"t ! reponiilitie
* liten an# #raw on parent+ viewI knowle#ge when)aking #eciion
* "e traightforwar# lang"age to e,plain thing
* engage with parent a oon a poile after receiving
a re"et for ae)ent* foc" on progre an# o"tco)e
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Deciion )aking
Parent+ confi#ence in the !+ #eciion i pro)ote# when5* #eciion )aking an# panel procee are tranparent
* honet reaon are given for the #eciion
* the ! i proactive in co))"nicating with parent an#
involve the chool* co))"nication i face to face
* there i clear3 conitent infor)ation ao"t the chool+
proviion for the chil# an# f"n#ing an# reo"rce
* the !+ letter to parent co)ply with the legalre"ire)ent an# are peronalie#
* parent are infor)e# of their right to challenge the
#eciion
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The view of parent an# chil#ren
$tate)ent nee# to incl"#e the view of parent an# the
chil#; Peronal contact over thi can provi#e the $EN
caeworker an# parent the opport"nity to #evelop a hare#
"n#ertan#ing of the chil#;
Check;;;
* Do the parent have i)pair)ent
* Will they nee# infor)ation tranlate#Iin a #ifferent
for)at* 6ow will the chil#+ view e given
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$tate)ent5 What parent #ilike;;;
* Jargon or lang"age which i "nclear * C"t-an#-pate tan#ar# phrae* @etting their chil#+ na)e wrong
* Kag"e an# non-pecific #ecription of proviion* @ap in nee# or proviion
Note / tate)ent )"t Fspecif! the pecial e#"cationalproviion to e )a#e for the p"rpoe of )eeting thoenee#G EA 1996 s. 32# (3)(b))
Video clip 1: %tatements
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@oo# tate)ent;;;
* are written in clear an# "n#ertan#ale lang"age
* are peronalie#
* are acc"rate
* incl"#e parent an# chil#ren+ view
* en"re oAective relate to proviion
* pecify proviion clearly
* allow progre to e )onitore# over ti)e
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<eeting ao"t the tate)ent
Thi i another cr"cial point in the proce;
:Every effort ho"l# e )a#e to en"re that parent are
happy with the propoe# tate)ent an# that they
"n#ertan# the ackgro"n# to the propoal )a#e fortheir chil# an# coni#er that their wihe an# feeling
have een given f"ll an# enitive coni#eration;+
CoP3 ?;10=.
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Place)ent an# the law
1 EA 1996 sc$edule 2% (3)(3)Where the parent of the chil# concerne# ha e,pree# a preference in p"r"ance of"ch arrange)ent a to the chool at which he wihe e#"cation to e provi#e# forhi chil#3 E! hall pecify the na)e of that chool in the tate)ent "nle /
a. the chool i "n"itale to the chil#+ age3 aility or aptit"#e or to hi $EN3 or
. the atten#ance of the chil# at the chool wo"l# e inco)patile with the proviion ofefficient e#"cation for the chil#ren with who) he wo"l# e e#"cate# or the efficient
"e of reo"rce;
2 EA 1996 s. 316 (3)
%f a tate)ent i )aintaine# for a chil#3 he )"t e e#"cate# in a )aintrea) chool"nle that i inco)patile with /
a. the wihe of hi parent3 or
. the proviion of efficient e#"cation for other chil#ren;
3 EA 1996 s.9
P"pil are to e e#"cate# in accor#ance with the wihe of their parent3 o far athat i co)patile with the proviion of efficient intr"ction an# training an# theavoi#ance of "nreaonale p"lic e,pen#it"re;
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Place)ent
$EN caeworker can help parent with #eciion ao"t
place)ent y5
* e,plaining the law
* infor)ing the) ao"t chool $EN policie
* helping parent to viit appropriate chool
* clarifying tranport arrange)ent
* "ggeting o"rce of other "pportIa#vice
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!nn"al review an# the law
E! 199= ;'2? ..
a. on the )aking of an ae)ent in repect of
the chil# concerne# "n#er ection '2'3 an#
. in any event3 within the perio# of 12 )ontheginning with the )aking of the tate)ent or3
a the cae )ay e3 with the previo" review;
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!nn"al review
Don+t >
* ignore reco))en#ation for change or "p#ate
* accept contin"e# repeat of e,iting target if progre
ha not een )a#e
* think only hort ter)5 the review i inten#e# for long-ter)
planning too
* )ake lanket c"t to proviion on tate)ent
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!nn"al review
Do;;;
* offer to help parent prepare for the review
* provi#e goo# infor)ation3 partic"larly at tranition
* contact parent even if the #eciion i :no action+
* arrange for an interi) review if there i #iagree)ent or
concern ao"t progre
* )eet with parent to e,plain reaon for change toproviion or a #eciion to ceae the tate)ent
* know an# )eet the ti)ecale an# legal re"ire)ent
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!ppeal to tri"nal
$EN caeworker nee# to know5* the tri"nal fra)ework* parent+ right of appeal
%n the event of an appeal $EN caeworker nee# to5* )aintain a profeional approach* contin"e to liten to parent an# keep the line of
co))"nication open*
"n#ertan# the parent+ perpective an# the potentiali)pact of the tri"nal proce on the fa)ily
Video clip 11: -ribunal e#perience
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!n# finally>>top tip
Video clip 12: -op tips
* !k parent to talk ao"t their apiration for their chil#
* e)e)er that parent are the e,pert on their chil#
* &e clear3 acc"rate an# open* $tick to the law
* &e an active an# e)pathic litener
* &e approachale an# acceile
* $eek o"t the chil#+ view
* Peronalie written co))"nication* 4eep co))"nication channel open / even if yo" #iagree
* $ignpot parent to f"rther infor)ation an# o"rce of in#epen#enta#vice
(0
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8inal eflection
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&o'n cop!ig$t
* The content of thi p"lication )ay e repro#"ce# for non-co))ercial reearch3 e#"cation or training p"rpoeprovi#e# that the )aterial i acknowle#ge# a Crown copyright3 the p"lication title i pecifie#3 it i repro#"ce#
acc"rately an# not "e# in a )ilea#ing conte,t;
* 8or any other "e of thi )aterial pleae apply to LP$% for a Click-e3 P$% icence3 or y writing to5
Lffice of P"lic $ector %nfor)ation
%nfor)ation Policy Tea)
National !rchive
4ew
ich)on#
$"rrey
TW9 (D
E)ail5 ,,,,,,,,,M,,,,;,,,;,,
We5 www;opi;gov;"kIclick-"eIin#e,;ht)
* The per)iion to repro#"ce Crown copyright protecte# )aterial #oe not e,ten# to any )aterial in thi
p"lication which i i#entifie# a eing the copyright of a thir# party3 or to oyal !r) an# other #epart)ental or
agency logo3 nor #oe it incl"#e the right to copy any photographic or )oving i)age of chil#ren or a#"lt in a
way that re)ove the i)age or footage fro) it original conte,t;
(2