Signs of Safety is a strengths-based approach to work with children and families where there are concerns about abuse or neglect. Signs of Safety is widely used in the UK and internationally, and there is a growing range of empirical research exploring its use within statutory children's social work. However, there is little research exploring…

Rationale: The rationale for this small-scale research project arose from discussions at a national youth offending special interest group for educational psychologists (EPs). The Education Health and Care Plan (EHCP) was introduced following revisions to the SEND Code of Practice based on the Children and Families Act (2014) to support children…

This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works…

In 2011 the Two Years Progress Check in England was introduced as a tool for early identification of children who might have problems in their development and learning in the future. In September 2015, the government replaced it with the Integrated Review at Age Two, which now is a combination of the education check and the health report. This…

The overall purpose of a child protection conference is to safeguard children. The conferences are multi-agency meetings that aim to ensure children's safety, promote children's health and development, and identify when a child is at continuing risk of significant harm. Law and policies in the United Kingdom highlight that parents and children…

In England, 'Virtual Schools' oversee and support the educational progress of children in care. This paper reports on the analysis of 16 interviews with Virtual School headteachers that were part of two mixed methods research projects on the educational progress of children in care. These interviews explored their role; the types of support they…

Primary language delay remains one of the most prevalent developmental delays in early childhood, particularly in disadvantaged areas. Previous research has established language difficulties and social disadvantage being particular risk factors for adverse outcomes later in life. To help prevent low educational achievement and poorer outcomes,…

Background: Effective co-practice is essential to deliver services for children with speech, language and communication needs (SLCN). The necessary skills, knowledge and resources are distributed amongst professionals and agencies. Co-practice is complex and a number of barriers, such as "border disputes" and poor awareness of respective…

This paper analyses the first significant change to Special Educational Needs (SEN) legislation in England for over a decade, a change that promises new approaches to identification and assessment, increased parental choice and enhanced pupil outcomes. The paper aims to examine to what extent this new framework can live up to its claims in the…

Green space offers a significant environmental resource that can improve the individual experience of health and quality of life. However, barriers exist that prevent the use of green space, and partnership (multi-agency) working has the potential to overcome these. Current public health policy aims to broaden the range of environmental public…

This article will consider the formative effect of boundaries between activities in directing and deflecting the attention of actors who are seeking to develop innovatory practice at these boundaries. Specific attention will be directed to practices of communication at these boundaries and also to the way in which these boundaries shape the…

There is no doubt that education services and welfare policy are now seen as key drivers within the high-priority social policy arena of Children's Services that has become the dominant reform of local authorities throughout England. This article considers questions surrounding the issue of how an effective continuing professional development…

Research and development with regard to interprofessional practice have extended over recent decades to early years services in children's centres (CCs). However, most children in England attend private and voluntary settings, rather than CCs. where early years practitioners have varying amounts of opportunity, training and experience to work…

This study evaluates the outcomes of short interagency training courses provided by six Local Safeguarding Children Boards in England. The aim was to develop practical skills in recognising and responding to the needs of children with harmful sexual behaviour in an interagency context. The courses all employed interactive learning and teaching…

Since the 1970s, interagency training has been considered crucial for developing effective collaborative practice, initially in relation to child protection, and latterly, to safeguarding children's welfare. Charting the history of interagency training in England, this paper aims to demonstrate how, despite limited attention being paid to its…