Multi-agency working

Published: Friday, 22 November 2013

Here you will find all the articles, Toolkit items and Q&As relating to Multi-agency working.

Scroll down to see the articles, supporting Toolkit documents and Q&As in this section. You will find the most recent ones listed at the top.

Articles

  • Strategic planning for SENCos: Implementation

    Strategic planning for SENCos: Implementation  

    In the second of two articles, Kenny Wheeler gives advice on implementing strategic decisions including the two key components: communication and managing change.

  • Off-rolling: Called to account

    Off-rolling: Called to account  

    Schools that shed those who drain their resources and reduce their performance: it’s a practice that has now drawn government attention. Suzanne O’Connell outlines this un-inclusive behaviour and what the DfE can do to deter it.

  • Education hot topics

    Education hot topics  

    A look at what’s currently being discussed, debated and determined in the world of education.

  • Time to review your exclusions practice

    Time to review your exclusions practice  

    Statistics show that the number of exclusions is on the increase and is particularly worrying in relation to pupils with SEN. The publication of revised government guidance means schools should review their practice. Suzanne O’Connell outlines some of the main changes.

  • Strategic planning for SENCos: Organising the operational

    Strategic planning for SENCos: Organising the operational  

    In the first of two articles, Kenny Wheeler looks at how to take control of operational issues with a view to opening up time and space for SENCos to make effective strategic decisions. 

  • SEN facts and figures in 2017

    SEN facts and figures in 2017  

    The DfE has released its 2017 SEN statistics report. In addition to highlighting overall figures of SEN identification in the UK, the report includes breakdowns by age, national curriculum year group, gender, ethnicity, English as a first language and free school meal eligibility. It also includes information about the type of schools that pupils with SEN attend. Natalie Packer explains the impact that these findings have for schools.

  • Assessment: An inclusive approach

    Assessment: An inclusive approach  

    Natalie Packer examines whether current approaches to assessment reflect the needs of all pupils. 

  • Working with schools to support young carers

    Working with schools to support young carers  

    Schools can vastly underestimate the number of young carers in their classrooms. Rachel Trotter explains how awareness is increasing and how campaigns with services working together are leading to practical support.

  • Linking mental health services and schools

    Linking mental health services and schools  

    With an increasing number of referrals and a stretched system, how can schools better access the support that is available for mental health? Suzanne O’Connell reports back on a recent mental health services pilot scheme.

  • Successful transitions: Six steps to success

    Successful transitions: Six steps to success  

    In the second part of this series, Matt Bromley focuses on the six steps that must be taken to ensure SEN pupils have a successful transition from primary to secondary school, specifically from Year 6 into Year 7.

  • From compliance to concern: Taking safeguarding seriously

    From compliance to concern: Taking safeguarding seriously  

    Effective safeguarding is about much more than following procedures. Dr Richard Steward explains the importance of vigilance and what schools can do to develop this culture. 

  • Signing to support communication

    Signing to support communication  

    Using signing in the classroom is not limited to supporting deaf children. Rosie Eachus, speech and language therapist, outlines her thoughts on signing and what she sees helping in practice.

  • Attainment and progress: Rochford Review

    Attainment and progress: Rochford Review  

    In October 2016, the final Rochford Review was published. It was established to tackle the assessment of pupils who don’t meet the standards required to take the national curriculum tests. Tony Powell reports on the recommendations.

  • Evaluation article: Autism - Championing transitions to university

    Evaluation article: Autism - Championing transitions to university  

    The University of Bath’s Summer School for students on the autism spectrum has experience in easing the transition between school and university. Steph Calley, a research assistant at the summer school, pulls together suggestions for schools on preparing students with autism for the social, educational and practical challenges of progressing to higher education.

  • Successful transitions: Step by step

    Successful transitions: Step by step  

    In part one of a two-part series, Matt Bromley focuses on a pupil’s transition from primary to secondary school - from Year 6 into Year 7 - which is often a big and stressful change for pupils. In this article he looks at transition best practice, before looking specifically at children with SEN in the next issue of the SEN Leader magazine.

  • Learning to lead

    Learning to lead  

    Leadership skills are a useful component of managing staff and influencing people. Louise Wingrove shows you how you can work on your leadership skills.

  • Data sources for SEN

    Data sources for SEN  

    The process of self-evaluation entails tracking the progress the school, and its pupils, have made. The recent publication of SEN data sources should help to make the process easier.

  • Safeguarding: Everyone’s responsibility

    Safeguarding: Everyone’s responsibility  

    New statutory guidance for safeguarding makes it quite clear: it is everyone’s responsibility to ensure that the pupils in a school are safe. In this article Suzanne O’Connell outlines the most important messages. 

  • Young carers: Arrangements and allowances

    Young carers: Arrangements and allowances  

    How can schools raise awareness of the issues that young carers face? This article discusses how teachers can best support pupils who are young carers, and reviews the resources available.

  • Making safeguarding a priority

    Making safeguarding a priority  

    There have been gaps in safeguarding provision in some schools and LAs. The DfE has set about amending their guidance, but will it be enough to make schools the safe places they should be?

  • Getting it right for children in custody

    Getting it right for children in custody  

    A high proportion of children and young people in custody have SEN. Making sure they receive the right provision is crucial. Suzanne O’Connell outlines the new statutory requirements.

  • A guide to working  with partner agencies

    A guide to working with partner agencies  

    In the last issue of SEN LEADER magazine we established the connection between truancy and SEN. In this article Ben Whitney goes behind the statistics and explains how a multi-agency approach to the problem gives hope to vulnerable children.

  • Extra sources of support for SENCOs and teachers

    Extra sources of support for SENCOs and teachers  

    A review of useful resources, where SENCos can go for support and important information.

  • What is the local offer?

    What is the local offer?  

    A key feature of the proposed SEN legislation and guidance is the local offer,which is intended to bring information together about what is available locally. We investigate what it might mean for schools.

  • Working together to safeguard children: New guidance

    Working together to safeguard children: New guidance  

    The new safeguarding guidance is an important document for SENCos and their schools. In this article we highlight some of its main features.

  • The Troubled Families Programme

    The Troubled Families Programme  

    Councils have been given the task of identifying their troubled families and implementing strategies to help them. This article explores what this programme is about and how it might affect our schools.

Toolkit

Q&A