ANON ANON - Student ANON

Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

STL3C4
Develop Professional
Relationships with
Children, Young People
and Adults

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 ANON ANON - Student ANON

Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.1.1. Explain why effective communication is beneficial in developing
positive relationships with children, young people and adults.
Produce a booklet that explains why effective communication in beneficial in
developing positive relationships.
Considering the ability to listen to others, making time to talk to others, thinking
about how to respond to others, showing respect.

Communication: The key parts of being a good

Why is it important? communicator are:

Effective communication is vital in

Being clear in what you say
developing positive relationships with
all fellow humans. Trying to see the
Being clear is vital. Consider your
world from another individual’s point of
audience, does this person have a
view and making sure that the
limited grasp of English, tailoring
communication from your side fits the
your message / response to fit to their
situation, that it is tailored to the level of
needs result in a better outcome and
understanding and ability of the
will without question enable you to build
individual is key. We want to reach out
a better rapport.
in a way that makes whoever we are
communicating with feel comfortable,
Being a good listener
valued, informed, positive and
respected. We need to try and treat
Do you have the ability to listen to
others the way that we wish to be
others? This is a really big question
treated ourselves. We communicate in
when we are looking at whether we
our words, tone, mannerisms, body
are good communicators. Speaking at
language, appearance and the effort
someone is not the same as
we make.
communicating with them. They may
have questions, ask yourself, did you

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

approach them in a way that made what you are about to say, how will it
them feel comfortable enough to ask make the recipient feel, will they
questions. Always make sure that as understand your message, will it have a
well as delivering your message that positive impact?
you are listening to what you are getting
back from the recipient, you want them Being clear in your communication
to contribute and feel valued for
engaging. What is the message?! Being clear in
the message is vital, this goes back to
Making time to talk to others making sure that the correct level of
language is used for the audience, the
Making time for students is so delivery needs to be tailored
important, there will be situations where accordingly.
you are asked to give extra support to
certain students, possibly in the form of Being considerate and showing respect
connection time. Being able to have
that valuable chat with another adult Being considerate and showing respect
may be the difference between a will not only be received more positively
student making a good choice or a bad but will set a good example. Being a
one. good role model is part of the
responsibility of a TA. Part of a young
Being thoughtful in how you respond to person’s development is learning how
others to communicate in an effective and
socially graceful way, you can give
There is a phrase that springs to mind students powerful tools here by setting
here, that is think twice, speak once. It them a good example.
is a brilliant piece of advice! Consider

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.1.2 Explain how different social, professional and cultural backgrounds
may affect relationships and the way people communicate.

Using the following headings consider and explain how you may communicate
differently in each situation. Consider both verbal communication and
electronic e.g. email / text. Facial expressions and body language the way you
dress.
Explain how these things can affect any future relationships you may have.

A Team Around the Child Meeting with other Professionals from outside the School

This type of meeting is a serious affair. It is important that those involved are prepared
and professional. Communication should be formal, detailed and factual whether it is
face to face or in any other format. If this meeting does take place in person (or
virtually) punctuality is important, being professional in appearance and in manner are
also key, the more successful this meeting is the more successful the long-term
outcome for the young person.

A Meeting with a Head Teacher

Again, this type of meting needs to be approached formally, giving the best impression
possible. Being fully prepared and punctual. Appearance should, again, be
professional / smart.

School Family Disco

This is a much more informal relaxed event. This type of meeting is most certainly
not the place for strict formality, however, it is important to keep in mind that you are
still in the presence of people for whom you are expected to set certain standards of

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

behaviour. Confidentially in line with school policy also needs to be adhered to in this
situation.

The above headings do not really touch on cultural appropriation, it is important to

remember that if you find yourself in an environment where there are certain
expectations around cultural norms that we need to be sensitive to this and
respectful in our conduct.

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.1.3. Describe ways the practitioner can build and maintain
professional relationships with children, young people and adults.
Case study. There is a new teaching assistant starting at your school/college
who is lacking in confidence around the teaching staff and children. You need
to produce a leaflet for her to help her to build professional relationship
with children, young people and adults. Use the following headings.

Being approachable
Think about body language and the language that we are using, are we being positive
and friendly? Always setting a good example. Being approachable means that you
are allowing others to build positive relationships with you, forming a rapport. Give
people your time, show them that you are interested in what they have to say.

Following up actions
This shows that you are a reliable and trustworthy member of the team. It is good to
remember to try and follow up in a timely manner. You are showing an enthusiastic
can-do attitude!

Being interested in what those around us have to say

This may sound small but it is so important. Showing an interest to others tells them
that you are interested in talking to them, that you care and that they are important
enough for you to spend time chatting to.

Rules about passing on information e.g. gossiping. (consider these for children/young
people and adults.)
Taking about students, parents or colleagues negatively looks terribly
unprofessional. You should always try and be factual and positive, even if you find
certain situations challenging.

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.1.4. Explain how barriers to professional relationship can be overcome.
There are a number of barriers to professional relationships using the list on
page 56 of your textbook explain the barriers and how you would overcome
these.

There are an array of reasons that can result in professional relationships not running
smoothly, from finding someone slightly unpleasant in manner to full on
unprofessional conduct, let us explore some of those and how we might overcome
them.

Communication differences can pose a challenge, these can rise from impairments
/ difficulties or differences in language. When faced with this situation it is vital to keep
in mind that communication style needs to be tailored to your audience, to make sure
that the language complexity level is appropriate, if you that you are meeting with
someone with an impairment you can do all you can to ensure the session is a success
(for example, if you’re meeting with someone with a hearing impairment you could
ensure that you meet in a quiet location).

Emotional difficulties can be ongoing for an individual or a result of something that

has just happened. Emotional difficulties can cause irrational behaviour, this can
be completely out of character, certain circumstances can drive an individual to react
in ways they may struggle to control. When dealing with this kind of situation it is
useful to take a step back, try and see things from the Individuals point of view,
consider how you would want to be treated and spoken to, how could someone help
you feel calmer and defuse things.

Cultural differences can create barriers, if those involved in the communication are
not aware of what is culturally acceptable and appropriate there is room for faux

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

pas. Being well informed before a meeting takes place will mean that the session will
likely be more successful. If you fail to prepare, you are preparing to fail.

Different values, ideas and beliefs can create friction. Political and religious views
are best kept out of the professional arena. Having a passion is brilliant but others
may not share your enthusiasms. Often people hold their core beliefs dearly and if
those of others conflict with your own you may be damaging relationships by having a
discussion on the subject and expressing your views.

Relationship breakdowns can be the result of many situations, perhaps poor

communication meant that the individual delivering the message failed to read the
room and their tone caused the recipient to find the communication offensive. Being
clear and knowing your audience, tailoring your all-round approach are vital elements
in ensuring success here, choosing the correct level of complexity in language, the
tone and medium is key.

Lack of communication is rude and offensive, if a colleague reaches out to you and
you fail to respond in a timely manner it will give the recipient the impression that they
and what they have to say is not important. Looking at this in terms of it being limited
communication, let us say there was some information passed on but it was limited or
incorrect, this will of course impact on the performance of the recipient. The more
detailed the information is that we have and can share the better we will perform
individually and as a team, being well informed will without doubt mean that we can
make better decisions and bring greater success / better outcomes.

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.2.1 Summarise the main points of legislation and procedures
covering confidentiality, data protection and the disclosure of information.
Summarise the main points of the Human Rights Act 1998 and General Data
Protection Regulation 2018 covering confidentiality, data protection and
disclosure of information.
Gain a copy of your school/college Confidentiality Policy and summarise this.

General Data Protection Regulation 2018

‘The above relates to how personal information is kept and used. There are clear
rules around when it is appropriate for that information to be shared. Those situations
include, it is necessary for the purpose for which it is being shared, they have a need
for it, it is accurate and up to date, it is shared securely and in a timely fashion and
that it is not kept for longer than necessary for the original purpose.

Personal information is not just held about students, it will be gathered and stored for
staff too.

Data stored will include many reports / information, comprehensive files on

SEND, records for social services, records of achievement and records from previous
schools.

Those privy to this information will need to be aware and abide by the requirements of
the organisations confidentiality policy.’

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

Human Rights Act 1998

‘This act includes the right to respect for private, family life, one’s home, and for
correspondence.

Failure to hold information on individuals securely and confidentially will result in these
rights being breached.’

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

Confidentially at ANON CEVC Primary School

Our school aims to ensure that all personal data collected about staff, pupils, parents,
governors, visitors and other individuals is collected, stored and processed in
accordance with the General Data Protection Regulation (GDPR) and the expected
provisions of the Data Protection Act 2018 (DPA 2018) as set out in the Data
Protection Bill.

The policy sets out extensive guidance on how data is dealt what’s, what is acceptable
and unacceptable conduct, responsibilities of all staff, as well as expectations for all
eventualities.
Alongside this extensive and robust policy sits a confidentiality agreement:

“I, the undersigned, hereby agree that I will at all times, whether or not in the
employment of this School and except where such information is in the public domain:

• maintain the strictest confidentiality with regard to the affairs of the school and its pupils,
parents, suppliers and employees, except to the extent that I may be authorised to
disclose them by the governing body, a court of law, any authorised or enforcement
agency (such as the police) or by public interest disclosure legislation;

• refrain from revealing or using confidential information and/or data for personal gain.

I undertake to familiarise myself with the data protection procedures set down by the
school as a result of the General Data Protection Regulation and understand that the
school is obliged as a consequence to view any breach of these procedures as a
serious matter of discipline.

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

I understand that any breach of this agreement could result in the school's sensitive
and confidential data being disclosed and any such conduct on my part may render
me liable to summary dismissal under the disciplinary procedure.

Name:_________________________

Signature:_________________________

Date:_________________________”

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.2.2 Explain the need to reassure children, young people and adults of the
confidentiality of shared information and the limits of this.
Using the case study on Sasha on page 58 of your textbook read the case study
and answer the two questions.
Communication is not just about passing on information, it is
about handling it appropriately. This means using discretion where required
and adhering to the restrictions of confidentially (confidentiality policy). When
in a trusted position of collecting information it is helpful to reassure
those sharing that information with you that it will remain confidential and only
be passed on appropriately within the setting or to relevant professionals
externally, those privy should be kept as limited as possible. This applies in all
situations, including when a student has left a setting.

Examining the case study of Sasha on page 58 I believe that the correct course of
action would have been to have been transparent with the mother from the start that
Simeon was not up for discussion, in the same way her child would not be. Sasha has
a duty to protect Simeon’s private information. Sasha should firmly explain this to the
mother and be clear that the same rules apply after he has left. It is worth flagging
with the Head of School in case there is escalation, or she may attempt to approach
another member of staff etc.

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

A.C.2.3 Discuss situations when confidentiality protocols must be breached.
There are a number of situations when confidential protocol can be breached.
Discuss reasons for these. (Page 58 of your textbook)

‘Some situations call for confidentiality protocols to be breached, as dictated by the

Data Protection Act 1998. In the words of this act, information can be shared
for legitimate social aim, meaning situations where a child or young person are at risk
or serious harm, distress or life-threatening situation.
Legitimate social aims can be one of the following, cases of national security,
protection of public safety, protection of health or morals, prevention of crime or
disorder, protection of the economic well-being of the country and the protection of the
rights and freedoms of others. Breaching for one of these reasons will be assessed
by a public body who will make the call on how to proceed and what kind of actions
should be taken.
You may be faced with the difficult situation of a child or young person talking to you
openly about something that your safeguarding training will tell you falls in to one of
the main four areas. If you find yourself in this situation it is key to first recognise that
this is potential abuse, record factually, report accordingly (using a system like
MyConcern depending on level of seriousness) and refer.
It is always important to explain to the victim that they can absolutely talk to you, that
you will always do your utmost to help and that you cannot keep this information to
yourself in the interest of safeguarding.’

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Submission: STL3C4 Develop Professional Relationships with Children,

Young People and Adults

Submission Date: DD/MM/YYYY

References
Book: Diploma in Supporting Teaching and Learning
Pages: Unit 4 (53-72)
Written by: Louise Burnham
Published by Hodder Education 2018

Site: ANON CEVC Primary School

Page: Policies
Link: ANON
Accessed: 05/03/2021

YOUR SIGNATURE

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