Important points to remember in interagency working

■ It is usually through staff members, such as the SENCO, that external agency involvement is initiated.

■ Never promise a pupil anything that you cannot guarantee will happen. It is vital to maintain trust and honesty at all times.

■ If a child protection issue is disclosed to you as an individual, always make sure that the pupil knows you will have to share this information with the Child Protection Coordinator who may need to take further action.

■ When reassuring pupils in certain situations that confidentiality will be upheld at all times, IT IS VITAL that the adult always follows this up with the proviso that they will not be able to comply with this if a child protection issue is mentioned. This could occur in a Circle of Friends or Circle Time session, for example, and if the proviso has not initially been mentioned, issues of trust and honesty are immediately put in jeopardy.

■ When a possible child protection issue is mentioned, do support the pupil by making sure the necessary people are informed, but DO NOT question the pupil about the specific issue. This could have negative implications for any follow-up course of action by social services.

■ Involve the pupil throughout the process.

Discussion

Can you name all the people in your educational setting who fulfil the following roles?

■ SENCO;

■ designated Child Protection Coordinator;

■ designated Teacher for Looked After Children;

■ the Inclusion Manager;

■ others e.g. the Family Liaison Officer (FLO) or the Childrens Liaison Officer (CLO).

Do you know the situations when you would seek their support and expertise? Make sure that you have all the information about these roles particularly for use within your educational setting.

Whole-school involvement is the next level of the approach and at this stage support may be sought from LEA support services and other educational departments. It is at this point that an evaluation of practice and intervention already implemented is a valuable exercise. This might include making sure that:

■ Individual Education Plan (IEP) targets and reviews have been carried out;

■ enough time for interventions to take effect has been given;

■ the pupil has been fully involved throughout the process;

■ the parents have been fully involved throughout the process;

■ all expertise in the school has been fully utilized.

Following this evaluation process it may be considered that inter-agency expertise is necessary and indeed might begin to include whole community issues.

Discussion

What do you think schools should consider prior to making a referral to an external agency? The most important factor is, in this writers opinion, that there is a clear idea of what the school hopes to achieve for the pupil from involving external agencies. This also implies that the school, all educators, parents, pupil and all other professionals are very willing to work in a partnership to really implement the term inter agency working.

اخر الاخبار

اخبار العتبة العباسية المقدسة

أهالي كربلاء يشيعون النعش الرمزي للإمام الحسن (عليه السلام) عند العتبتين المقدستين

العتبة العباسية المقدسة تقيم مجلس عزاء بذكرى شهادة الإمام الحسن (عليه السلام)

قاعة العرض المتحفي في العتبة العباسية المقدسة تشهد إقبالًا واسعًا من الزائرين

خلال لقائه ملاكات مدارس العميد.. سماحة السيّد الصافي يؤكّد أهمّية التعلّم المستمرّ الذي يفتح آفاق الفهم والمعرف

المزيد

الآخبار الصحية

تسارع الشيخوخة.. متى يبدأ وأي الأعضاء أكثر تأثرا؟

9 مسببات شائعة للالتهاب المزمن قد تهدد صحتك

باحثون يطورون علاجا لهشاشة العظام.. النتائج مذهلة

تحمي من أمراض عديدة.. 6 فوائد لتناول البطاطا الحلوة

المزيد

الآخبار التكنلوجية

عودة التعاون الفضائي بين روسيا وأميركا.. وبحث ملفات "هامة"

المعلمون في خطر.. خاصية جديدة في "تشات جي بي تي" تشرح الدروس

بشرى لمرضى الشلل.. شريحة في الدماغ قد تتيح التحكم بالأدوات

مدينة غارقة.. هل يخفي قاع البحر الكاريبي سرّ حضارة مفقودة؟

المزيد

مواضيع ذات صلة

Action learning as a path forward

Implications of the study for enhancing assessment Questions raised by the study

Summary of findings

Contributions in the placement

Learning outcomes

Affordances and bricolage

Learning processes Qualitative differences in placement experiences

Results, analysis and discussions

Research methodology

Conceptualizing learning and its assessment in community placements

Ecology, Identity and Assessment: The Implications of a Case Study of Police Students Learning in Community Placements for Assessment

Combining Novel Pedagogic and IT Approaches to Align the Assessment of Workplace Learning with Criteria for Academic Credit Conclusions