1. Multi-Agency Working for Children and Young People
Workshop for Student Teachers

2. Aim
The aim of the workshop is to provide a stimulus for student teachers to engage with the concept of multi-agency working in the UK and to consider the application of that engagement in their role as teachers of children and young people

3. Opening Activity
You are becoming increasingly aware of issues relating to a child in your class.
They:
Arrive late some mornings
Miss homework
Seems tired on Monday mornings
Have become increasingly withdrawn from classroom and peer activities
Don’t engage in trips or extra-curricular activity
Have a mother who you see in local shops but who has never attended school events or parent’s evenings

4. Discussion In pairs or groups, discuss:
What are your impressions / views of this situation?
What might you do about this situation?
Write down your main thoughts / discussion points 5

5. The Hunts If this was the situation with your pupil..
What are your impressions now?
What might you do differently?
Discuss your thoughts in groups 7

6. Help for the Hunts?
What agencies or professionals do you think might be involved in or able to help this family?
What are their roles?
Which family members do you think they are working for?
How do you think that the teacher / school links with these agencies? 8

7. The Hunt Family One possible network of professionals
Occupational Therapist (Health)
Physiotherapist
Home Care GP
Other medical specialists
Social Worker
Under 8’s Officer
Area Social Services Manager
Educational Psychologist
Family Placement Team
Specialist Support Groups ? 9

8. What is Multi-Agency Work?
“a range of different services which have some overlapping or shared interests and objectives, brought together to work collaboratively towards some common purposes”
(Wigfall & Moss, 2001, p.71) 10

9. Benefits of Multi-Agency Work
It co-ordinates the work of those involved e.g. when conducting multi-agency assessments of children and young people.
It can lead to a sharing of resources
It can lead to joint funding of projects
It should lead to better outcomes for children and young people as holistic needs are addressed 11

10. Barriers to Good Multi-Agency Work
Different core functions, cultures and practices between agencies
Lack of clarity in lines of authority and decision-making
Historical or current jealousies or rivalries between agencies
Different and conflicting social policy or legislation
Lack of clarity about why agencies are involved
Poor communication 12

11. Tensions in Multi-Agency Work
How should an individual deal with…
Individuals from other agencies having or using power or status
Structural issues in another agency e.g. staff shortages, delays in responding to concerns
Another agency not delivering on promises
Another agency doing something you believe is wrong or against the child or young person’s interests
Unreasonable demands from another agency
Another agency using different legislation to justify their actions, or inaction 13

12. Principles of Good Multi-Agency Work
If the following are in place, effective multi-agency work should follow:
Clearly agreed and defined functions
Tasks with agreed boundaries
Well organised and established communication
Well developed local relationships
Overcoming of ignorance and prejudice about each other’s work
Defining of common goals
Using common language
Respecting different skills
Ensuring all know what the local arrangements are

13. Further Reading
Joughin, C & Law, C. (2005), Evidence to Inform the National Service Framework for Children, Young People and Maternity Services. London, DfES & DH.
Murphy, M. (2004), Developing collaborative relationships in interagency child protection work. Lyme Regis, Russell House.
Roaf, C. (2002), Coordinating Services for Included Children: Joined up Action. Buckingham, OUP.
Wigfall, V & Moss, P. (2001), More than the sum of its parts? A study of a multi-agency child care network. London, National Children's Bureau. 15

14. The 4 Visions ENGLAND NORTHERN IRELAND WALES SCOTLAND Being healthy
The best possible health, free from abuse, victimisation and exploitation
Staying safe
Living in safety and with stability
A safe home and community
Being safe
Enjoying and achieving
Enjoying, learning and achieving
A flying start in life
Achieving
Making a positive contribution
Contributing positively to community and society
Play, leisure, sporting and cultural activities
Being respected and responsible
Achieve economic well-being
Experiencing economic and environmental well-being
Children and young people not disadvantaged by poverty
Being nurtured
Living in a society which represents their rights
A comprehensive range of education, training and learning opportunities
Being active
Treated with respect and have their race and cultural identity recognised
Being included 17

15. Troublesome Issues Tension between targeted and universal support
The rights and needs of the “ordinary majority”
Finite resources and making difficult choices
School role and teacher capacity
Tension between pastoral care and achievement targets
Uncertainties, risks and professional dilemmas

16. Personal Reflection and Planning
Key learning points for you about multi-agency working
What is the likely impact of multi-agency working on your future work as a teacher?
How could you contribute to multi-agency working in the future…
Within school?
With other agencies or professionals? 19