Multi-Agency

Working for
Children and
Young People
Workshop for Student
Teachers
 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. 2
 Indicative Outcomes
By the end of the workshop you should be able
to:
– Identify the range and function of appropriate agencies
and professions that work with children and young
people;
– Describe some benefits and tensions of child and young
person focussed multi-agency working;
– Consider ways of integrating their own role as teacher
with a wide range of other professionals and describe
the impact of multi-agency working upon their own
professional development;
– Situate current practice development within the national
policy context.
3
 Opening Activity
• You are becoming increasingly aware of issues
relating to a child in your class.
They:
– Arrive late some mornings
– Miss homework
– Seem 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– Have become increasingly withdrawn from classroom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
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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
 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?
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 The Hunt Family
One possible
network of professionals
Occupational Therapist Specialist Other medical
(Health) Support specialists
Groups ?

9
Area Social
Services Manager GP
The Hunt
Family Educational
Psychologist

Home Care
Physiotherapist

Under 8’s Social Worker

Officer Family Placement Team
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
 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. For more information on this see
http://www.everychildmatters.gov.uk/deliveringservices/caf/
• 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
 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
 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
 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 14
 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
 National Policies
• Every Child Matters, England
• Getting it Right for Every Child /
Children’s Services Bill, Scotland
• Rights to Action, Wales
• Our Children and Young People: Our Pled
/ The Super Six, Northern Ireland
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 The 4 Visions
ENGLAND NORTHERN IRELAND WALES SCOTLAND
Being healthy Being healthy The best possible health, Being healthy
free from abuse,
victimisation and
exploitation

Staying safe Living in safety and with A safe home and Being safe
stability community
Enjoying and achieving Enjoying, learning and A flying start in life Achieving
achieving
Making a positive Contributing positively Play, leisure, sporting Being respected and
contribution to community and and cultural activities responsible
society
Achieve economic well- Experiencing economic Children and young Being nurtured
being and environmental well- people not
being disadvantaged by
poverty
Living in a society which A comprehensive range Being active
represents their rights of education, training
and learning
opportunities
Treated with respect Being included
and have their race and

17
cultural identity
recognised
 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 18
 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?
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