Multi-agency working and the influence of the EYFS

Learning objectives

• At the end of this session students should be able to;• Define multi-agency working.• Outline the advantages of multi-agency work in relation

to safeguarding children.• Recognise the challenges that exist within the multi-

agency approach.• Identify processes that facilitate multiagency work.• Recognise the influence of the EYFS on safeguarding

practice within early years.

The Children Act 2004

Emphasised the need for agencies to work well together, this involves agencies referring their concerns to social care. It also includes a multiagency approach towards assessments and strategies put in place to protect children.

Multi-agency working definitions• “A range of different services which have some overlapping or

shared interests and objectives, brought together to work collaboratively towards some common purposes” (Wigfall and Moss, 2001, p. 71)

• “Bringing various professions together to understand a particular problem or experience … In this sense they afford different perspectives on issues at hand, just as one sees different facets of a crystal by turning it” (Clark, 1993, p 220)

The advantages of multi-agency working and the associated challenges

• Question; in small groups identify first the advantages present in a multi-agency approach to safeguarding children.

• Then identify the challenges involved in multi-agency work.

Factors thought to facilitate multi-agency work

• Early help and the Common Assessment Framework• The Common Assessment Framework was developed to

provide practitioners with a universal assessment tool to identify areas of need for children who required more than the universal services.

The Framework for Assessment of Children in Need

HealthEducationEmotional and behavioural developmentIdentityFamily and social relationshipsSocial presentationSelf-care skills

Community resources Family’s social integration Income Employment Housing Wider familyFamily history and functioning

Child

’s de

velo

pmen

tal n

eeds

Basic careEnsuring safetyEmotional warmthstimulationGuidance and boundariesstability

Parenting capacity

Family and environmental factors

Child safeguarding Promoting welfare

Working together to safeguard children (H.M.Gov,2013)

• This document provides government guidance for the safeguarding responsibilities of those professionals who work with children.

• This includes;• Identifying where there are safeguarding concerns and

working in partnership with other agencies to address them.• The document acknowledges the safeguarding contribution of

staff who are involved in the education of children.

Safeguarding children

• The principles of safeguarding children are broad. They encompass identifying concerns about children’s welfare and they are about maintaining safe environments. They also consist of empowering children to recognise their rights and their abilities to protect themselves.

Empowering children• Within schools the curriculum should cover issues such as;

managing risk• Acceptable/unacceptable physical contact• Bullying• Personal safety/resisting pressure from others.• Positive relationships.• Early years education can also use strategies that empower

young children for example…

The E.Y.F.S. statutory framework

• The welfare requirements for young children are also explicitly mentioned in the E.Y.F.S. statutory framework

• Like schools there must be a practitioner designated to take a lead role within the setting to safeguard children.

• This will generally be a senior member of staff: a leader or a manager.

Duties of the designated person

• Work with other services as appropriate.• Must attend a child protection course.• Provide support and ongoing guidance to members of staff

within the setting.• Have responsibility to ensure the setting has up to date

knowledge. • Generally are involved in the construction of a child protection

policy and procedures (procedures must include safe recruitment and the action required in response to any inappropriate behaviour exhibited by a member of staff).

Child protection procedures

Child protection plans

All children who are identified as at risk of significant harm require a child protection plan. Usually multiple agencies are involved in its construction.

References

Clark,P. 1993. “A typology of multidisciplinary education in gerontolgy and geriatrics: are we really doing what we say we are?” Journal of Interprofessional Care.7 (3), pp. 217-22.

DfE ,2012. The statutory frame work for the early years foundation stage : setting the standards for learning development and care of children from birth to five. Runcorn. Department for Education.

Department of Health, Department for Education and Employment, Home Office, 2000. Framework for the assessment of children in need and their families. London, The Stationery Office.

H.M. Government ,2013.Working together to safeguard children : a guide to inter-agency working to safeguard and promote the welfare of children. London, Department for Education.

References

The Children Act (2004) [Internet] Richmond, The National Archives Available from <http://www.legislation.gov.uk> [Accessed 18.11.2013]

Wigfall, V. & Moss, P., 2001. More than the sum of the parts? A study of multi-agency child care network.London,National Children’s Bureau.