When is there a need for interagency working?

The multi-level approach can be used to illustrate how educators can constructively utilise inter-agency working so that most effective use is made of:

■ time

■ professional expertise

■ resources

■ funding.

At the centre of this issue is the individual pupil. The educator needs to see if there is anything she/he can do to improve the pupil’s immediate educational environment to increase her/his access, participation and engagement in both the curriculum and the social life of the school. This may require the educator looking at factors such as the times, the places, the people and the curriculum areas when the pupil is successful and also when difficulties arise. At this level the educators in the classroom or tutor group and the pupil will be involved in trying to find solutions. The parents or carers may well also have a positive and supportive role to play at this stage, especially if difficulties are of a behavioral or emotional nature.

Often interwoven with the individual pupil’s needs are whole-class factors that have to be considered. This may necessitate the incorporation of group or individual support from teaching assistants, and assistance on whether discussion, observation or actual practical support from the SENCO or SEN teacher is required. At this point the other pupils may need to be included through activities such as Circle of Friends or Circle Time and a ‘Buddy’ system. The educator needs to make sure that the parents/carers and pupil are fully involved in any course of action taken.

All of the above are suggestions that can be implemented when educators first identify an individual pupil’s needs. However, even at this level of intervention, there are certain protocols that need to be known and understood. If, for example, a pupil tells you something that you think could be a child protection issue, do you know what you should do or who to go to for advice and assistance?