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Direct linkRoy, Jessica – Child Care in Practice, 2022
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…
Descriptors: Safety, Child Abuse, Child Neglect, Family Needs
Cosma, Pandelitsa; Mulcare, Rachael – Educational & Child Psychology, 2022
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…
Descriptors: Inclusion, Youth, Juvenile Justice, Educational Psychology
Martin, Doug – Trentham Books, 2016
At a time when the memory of Every Child Matters and Extended Schools is fading fast, when the policy agenda has returned with a vengeance to an exclusive concern with governance, choice, regulation, and performance, when the school seems more than ever to be viewed by government as primarily a business selling exam results--we should remember…
Descriptors: Foreign Countries, Holistic Approach, School Community Relationship, Agency Cooperation
Kendall, Lynne – Education 3-13, 2019
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…
Descriptors: Teacher Attitudes, Inclusion, Special Needs Students, Elementary School Teachers
Nicholson, Nyree; Palaiologou, Ioanna – Early Child Development and Care, 2016
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…
Descriptors: Foreign Countries, Early Intervention, Identification, Toddlers
Muench, Kerry; Diaz, Clive; Wright, Rebecca – Child Care in Practice, 2017
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…
Descriptors: Foreign Countries, Child Welfare, Child Safety, Conferences (Gatherings)
Sebba, Judy; Berridge, David – Oxford Review of Education, 2019
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…
Descriptors: Foreign Countries, Foster Care, Principals, Virtual Classrooms
Gibbard, Deborah; Smith, Clare – Child Language Teaching and Therapy, 2016
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,…
Descriptors: Developmental Delays, Disadvantaged, Early Intervention, Preschool Children
McKean, Cristina; Law, James; Laing, Karen; Cockerill, Maria; Allon-Smith, Jan; McCartney, Elspeth; Forbes, Joan – International Journal of Language & Communication Disorders, 2017
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…
Descriptors: Qualitative Research, Case Studies, Social Capital, Cooperation
Carroll, Catherine; Brackenbury, Gill; Herbert, Elisabeth; Lee, Frances; Roberts, Amelia; Cameron, Claire; Freitag, Sara; Crombie, Kerry; Farley, Claire; Parrott, Suzanne; Pike, Jo; Prodohl, Fiona; Connolley, Kelley; MacCarthy, Barbara; Buchanan, Anne-Marie; Brian, Rachael; Lawford, Sarah; Walkey, Amy; Barnes, Kieran; Lane, Sarah; Bettencourt, Michael; Black, Emma; Bland, Michelle; Borrell, Vicky; Middleton, Serena; de Bossart, Jennie; Stanbridge, Peter – Institute of Education - London, 2018
As of March 2017, there were 72,670 children and young people in care in England. The number of looked after children has continued to increase steadily over the last eight years. Sixty per cent of these children are in care because of abuse or neglect and three-quarters are placed in foster care arrangements. Children and young people who are in…
Descriptors: Foreign Countries, Foster Care, Low Achievement, Student Needs
Norwich, Brahm; Eaton, Andrew – Emotional & Behavioural Difficulties, 2015
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…
Descriptors: Foreign Countries, Educational Legislation, Special Needs Students, Disabilities
Universities UK, 2015
This factsheet, the third in a series on innovation and growth, summarises a recent assessment conducted by Universities UK, HEFCE and the Department for Communities and Local Government (DCLG), exploring the extent to which universities in England are engaging with the 2014-2020 European Structural and Investment Funds (ESIF) programme. [For the…
Descriptors: Innovation, Universities, School Involvement, School Business Relationship
Universities UK, 2014
This factsheet, the second in a series on innovation and growth, provides an overview of Catapult centres and how universities engage with them, with reference to the recommendations of the second Hauser review into the future of the Catapult network. The factsheet draws on a review of existing literature as well as the perspectives of businesses,…
Descriptors: Innovation, Universities, Partnerships in Education, School Involvement
Richardson, Janet; Grose, Jane – Action Learning: Research and Practice, 2013
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…
Descriptors: Foreign Countries, Partnerships in Education, Agency Cooperation, Community Development
Daniels, Harry – International Journal of Educational Research, 2011
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…
Descriptors: Foreign Countries, Professional Development, School Districts, Agency Cooperation
