Describe with examples the importance of recognising and responding to concerns about young people and development.
If you were to have a concern about a pupils development, you should share them with other members of staff. In the case of primary, infant or junior pupils you should speak to the class teacher in the first instance then followed by the SENCO (special educational needs cordinator. In secondary schools you may prefer to go straight to the coordinator. All observations will be taken into consideration, dates and examples for the reasons of concerns should be documented so they can be backed up. In the class I assist there is a chid that has a home and school diary which must be sent home everyday, for the parent/carer to read how the child has got on at school for that day. The parent/carer can also write how the child was at home in the evening after school. Every week I am handed a weekly planner, this covers the areas of personal, social, emonitional and physical development. Every Tuesday I take a social group outside with child 1 to work on their development. I have to document the learning intention and write notes on the outcome of the activity. Here i can document any other concerns for both the teacher and SENCO to see.
I also have to write observations on adult play, child play, guided groups and lessons. I am able to write any concerns or achievements. The observation sheets are age banded and you are able to write the next steps to follow, so you can have the child develop in all areas. These are added to their learning journeys, here you can see if there are any causes for concern and if the child is at the expected level of development for their age.