1. Working Together for the Benefit of Children and Young People
Unit 029

2. Outcome 1
Understand integrated and multi agency working

3. 1.Explain the importance of multi-agency working and integrated working

4. ‘Multi-agency’ and ‘integrated working’ are terms used to describe the way in which services work together, in different ways, to meet the needs of children, young people and their families

5. Multi-agency working
This involves different agencies, services or teams of professionals working together to provide services to meet the needs of children, young people and their families Example – when practitioners form health, education and social services work together to provide support for a family and their child, who has down’s syndrome

6. Integrated working
This involves different services joining together, usually in the same building, to offer more effective care for children, young people and their families. Example – in a children’s centre, parents may be able to seek advice from a health visitor, attend a play session with their toddler and access a training programme in order to improve their own education or employment prospects

7. The importance of working together
Services for children and young people can involve many different agencies, each with their own roles and responsibilities. Different professionals may work with children in a range of situations and will therefore gain different information.

8. So that everyone has an holistic view of the child it is extremely important that information is shared, both between the practitioners themselves and with the children’s parents or main carers. This holistic approach is an important part of the Every Child Matters framework, which clearly states that professionals should work together in order to improve outcomes for children and their families.

9. 2. Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people

10. Does the working together work. Is it good/bad
Does the working together work? Is it good/bad? How does it effect all those involved?

11. 3. Describe the functions of external agencies with whom your work setting or service interacts
(Check within unit )

12. 4. Explain common barriers to integrated working and multi-agency working and how these can be overcome

13. Barriers to effective partnership working
For integrated and multi-agency working to be effective, it is important for all professionals involved to respect each other. This requires an understanding of the different areas of expertise and experience, which is not always an easy process.

14. There can sometimes be problems with partnership working
Roles may not be clearly defined
Information is not shared or communication between partners is poor
Approach not co-ordinated which can result in a duplication of services and confusion for everyone involved

15. Barriers to effective partnership working
Poor communication between partners
Lack of information sharing between partners
Lack of coordination between the different services
Inaccurate or inconsistent record keeping
Ineffective policies and procedures
Lack of understanding about the roles or involvement of different partners
Lack of evaluation and no review process of service provision

16. 5. Explain how and why referrals are made between agencies

17. The referral process
In order for professional to provide effective support for children and their families, they need to be fully aware of the help that is needed. This means that the various professionals involved need to communicate with each other, and the family, through the referral process.

18. A referral can be made by –
a professional practitioner
a parent/main carer
in some case the child/young person.
Referrals can be
made verbally - in person/telephone
in writing - letter/

19. Reasons for a referral Disability Behavioural problems
Health problems – asthma, allergies, intolerance, eczema
Development problems
ADHA, autism

20. The referral process
Parent has a concern about their child’s development
Parent takes the child to see the health visitor
Health visitor carries out checks and makes a further referral for a developmental assessment
Further referral made by more specialised assessments (speech and language; hearing test; physical examination)
Information is reported back to everyone concerned

21. 6. Explain the assessment frameworks that are used in own UK home nation.

22. Common Assessment Framework
The Common assessment Framework is a standardised framework for assessing the needs of a child/young person. It is intended for use by practitioners in all agencies so they can communication and work more effectively together. The main aim of CAF is to help practitioners make an holistic assessment of the child’s additional needs and to identify any support that may be required

23. Where families are receiving support from the different agencies; a lead professional will usually be appointed
The role of the lead professional is to –
Provide a single point of contact for families and help them to make choices
Ensure that families receive appropriate intervention when needed
Reduce overlap and avoid inconsistency from other practitioners

24. The CAF summary should highlight the strengths and needs of the child and family and identify what is required to meet the needs of the child and family
The main sections include –
Development of the child (health and progress of learning)
Parents/carers (how well parents are able to support their child’s development)
Family/environment (the impact of wider family and environment elements, such as housing)

25. Outcome 2
Be able to communicate with others for professional purposes

26. 3. Prepare reports that are accurate, legible, concise and meet legal requirements
(Prepare reports - In some settings where this is not practitioner’s
lead responsibility (e.g. a school) it is acceptable for
practitioners to produce an ‘example report’ or to support the lead
practitioner in completing reports that are accurate, legible,
concise and meet legal requirements.)

27. Outcome 3
Be able to support organisational processes and procedures for recording, storing and sharing information

28. a. where abuse of a child or young person is suspected
3. Analyse the potential tension between maintaining confidentiality with the need to disclose information:
a. where abuse of a child or young person is suspected
b. when it is suspected that a crime has been/may be committed.
(check within unit )