1. Multi-agency
working
and the influence of the EYFS

2. Learning objectives
• At the end of this session students should be able to;
• Define multi-agency working.
• Outline the advantages of multi-agency work in relation
to safeguarding children.
• Recognise the challenges that exist within the multiagency approach.
• Identify processes that facilitate multiagency work.
• Recognise the influence of the EYFS on safeguarding
practice within early years.

3. The Children Act 2004
Emphasised the need for agencies to work well together, this
involves agencies referring their concerns to social care. It also
includes a multiagency approach towards assessments and
strategies put in place to protect children.

4. Multi-agency working
definitions
• “A range of different services which have some overlapping or
shared interests and objectives, brought together to work
collaboratively towards some common purposes” (Wigfall and
Moss, 2001, p. 71)
• “Bringing various professions together to understand a
particular problem or experience … In this sense they afford
different perspectives on issues at hand, just as one sees
different facets of a crystal by turning it” (Clark, 1993, p 220)

5. The advantages of multi-agency working and the
associated challenges
• Question; in small groups identify first the advantages present
in a multi-agency approach to safeguarding children.
• Then identify the challenges involved in multi-agency work.

6. Factors thought to facilitate multi-agency work
• Early help and the Common Assessment Framework
• The Common Assessment Framework was developed to
provide practitioners with a universal assessment tool to
identify areas of need for children who required more than
the universal services.

7. The Framework for Assessment of Children in
Need
Health
Education
Emotional and behavioural
development
Identity
Family and social relationships
Social presentation
Self-care skills
Basic care
Ensuring safety
Emotional warmth
stimulation
Guidance and boundaries
stability
Child
safeguarding
Promoting
welfare
Family and environmental factors
Community resources Family’s social integration Income Employment Housing Wider family
Family history and functioning

8. Working together to safeguard children
(H.M.Gov,2013)
• This document provides government guidance for the
safeguarding responsibilities of those professionals who work
with children.
• This includes;
• Identifying where there are safeguarding concerns and
working in partnership with other agencies to address them.
• The document acknowledges the safeguarding contribution of
staff who are involved in the education of children.

9. Safeguarding children
• The principles of safeguarding children are broad. They
encompass identifying concerns about children’s welfare and
they are about maintaining safe environments. They also
consist of empowering children to recognise their rights and
their abilities to protect themselves.

10. Empowering children
• Within schools the curriculum should cover issues such as;
managing risk
• Acceptable/unacceptable physical contact
• Bullying
• Personal safety/resisting pressure from others.
• Positive relationships.
• Early years education can also use strategies that empower
young children for example…

11. The E.Y.F.S. statutory framework
• The welfare requirements for young children are also explicitly
mentioned in the E.Y.F.S. statutory framework
• Like schools there must be a practitioner designated to take a
lead role within the setting to safeguard children.
• This will generally be a senior member of staff: a leader or a
manager.

12. Duties of the designated person
• Work with other services as appropriate.
• Must attend a child protection course.
• Provide support and ongoing guidance to members of staff
within the setting.
• Have responsibility to ensure the setting has up to date
knowledge.
• Generally are involved in the construction of a child protection
policy and procedures (procedures must include safe
recruitment and the action required in response to any
inappropriate behaviour exhibited by a member of staff).

13. Child protection procedures

14. Child protection plans
All children who are identified as at risk of significant harm
require a child protection plan. Usually multiple agencies are
involved in its construction.

15. References
Clark,P. 1993. “A typology of multidisciplinary education in gerontolgy and
geriatrics: are we really doing what we say we are?” Journal of
Interprofessional Care.7 (3), pp. 217-22.
DfE ,2012. The statutory frame work for the early years foundation stage :
setting the standards for learning development and care of children from birth
to five. Runcorn. Department for Education.
Department of Health, Department for Education and Employment, Home
Office, 2000. Framework for the assessment of children in need and their
families. London, The Stationery Office.
H.M. Government ,2013.Working together to safeguard children : a guide to
inter-agency working to safeguard and promote the welfare of children.
London, Department for Education.

16. References
The Children Act (2004) [Internet] Richmond, The National
Archives Available from
<http://www.legislation.gov.uk> [Accessed 18.11.2013]
Wigfall, V. & Moss, P., 2001. More than the sum of the parts? A
study of multi-agency child care network.London,National
Children’s Bureau.