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Specialist support worker in transitions

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Specialist support worker in transitions

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Specialist support worker in transitions

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DfE (2017) Statutory framework for early years foundation stage
Crown publishing: London

IRIS Centre (2018) The multidisciplinary team [Accessed 12/10/18] URL: https://iris.peabody.vanderbilt.edu/module/cou/cresource/q2/p02/cou_02_link_a/

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An MDT is a multi-disciplinary team which is made up of a group of professionals such as parents/carers, EYPs and other professionals working with the child. They come together to review the child's progress and plan next steps to aid their development. According to IRIS Centre (2018) "A multidisciplinary team is a group of individuals from multiple disciplines who meet to pursue a common goal."

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Why should we work with others in partnership?

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Why should we work with others in partnership?

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Information and support can be offered to multi disciplinary teams (MDTs) which can help to support children through transitions. MDTs are a group of professionals which work together to help the child.

These professionals include:
Parents/carers
Year 1 teacher

Reception teacher

Key worker

Other staff members/EYPs

Physiotherapist

Play therapist

SENCO

Speech and language therapist

Specialist support workers

Social services

Hearing/visual support worker

Specialist support services for children with SEND

Information the parents and carers are valuable to the year 1 teacher, as the parents/carers are the child's primary educator and they are the expert on their child. Some aspects of information they can offer to the MDT includes the child's full name, preferred name and their date of birth. This is important information for the child's teacher regardless if the child is transitioning into formal schooling or not, because it is polite and respectful to the child to call them by their preferred name and to know their full name as it is part of their identity.

Other parts of information parents and carers can give to aid transitions are likes, interests, additional needs and strategies to support them.

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Specialist support workers work closely with the child, and therefore have a connection with the child and the know the child well. This means they can also give information about the child which will help them through the transition process. Information of this includes:
Individual/additional needs and strategies
Strategies that have worked especially well or not worked before to ensure they have the correct support provided for them
They can also help to settle the child into year 1, as they will be there with them.

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Year 1 TAs will work closely with the child transitioning into their new class, which means they need to work in partnership to support them. Support/information they can provide to help the child with transitioning into year 1 is close support within the classroom, e.g. with worksheets and questions/activities. They can also help to settle the child into the class, as they will be able to quickly get to know them and settle them if they are upset or struggling with the transition.

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The year 1 teacher can give valuable information and support about helping the child with the transition, as they have experience with helping other children transition to formal schooling previously and will be able to offer advice and guidance on different topics. This could include telling the children what they will be doing in year 1 so they know what will happen and it is not all a surprise and they can prepare for it. They can also inform their own planning with information given from others regarding additional needs, likes and interests to make the activities age and stage appropriate as well as engaging.

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Information parents and carers can give about their child is valuable because they are the child's primary educator and they are an expert on their child. They can provide information which aids transitions such as:
Child's name
Child's date of birth
Information about individual/additional needs and strategies
Family background/history
Routines

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DfE (2017, p14) 2.8 states the EYFSP "should inform a dialogue between t Reception and Year 1 teachers about each child's stage of develop and learning needs to assist with planning of activities in Year 1." This is about reception teachers and year 1 teachers working in partnership for school readiness and plan age and stage appropriate activities for when they.