Multi-agency working

Multi-agency working is about different services, agencies and teams of professionals and other practitioners working together to provide services that fully meet the needs of children, young people and their parents or carers.

Schools are aware that some pupils’ families, including some refugee families, have complex needs which may impact adversely on pupils’ health, well-being and learning. Schools are developing their role in responding to the wider needs of all pupils. Secondary schools play an important role in helping refugee families establish themselves and integrate into local communities.

Schools will be unable to respond to every type of problem a family might encounter but they are well placed to identify potential difficulties and help the family find the support they need. For refugee families, schools are a vital point of contact in a local community and can successfully connect them to a range of other services that can assist them, such as health, housing and employment.

Many schools are now working with partners to provide services beyond the school day. The teachernet Extended schools information includes case studies and guidance on how to set this up effectively. Local consultation will help schools agree with their partners what types of services they would like to offer their pupils, families or the community. Some key services are described briefly, but schools are encouraged to offer activities or programmes that reflect the needs of their local community.

Good practice

The holistic multi-agency approach to meeting the needs of children is an essential element of Every Child Matters: Change for Children. This means achieving better coordination of the work of agencies that have traditionally provided discrete services to meet different aspects of the needs of children, young people and their families. Refugee children and families will benefit from schools working effectively with local partners and services.

Develop partnerships with outside agencies

Create partnerships that reflect the needs of the local community. Some secondary schools have identified particular needs and developed extended school services in partnership with outside agencies. For many young people, Connexions Personal Advisers can guide them to the services and support they need.

Signpost additional sources of help and support

This can also ensure that school staff do not give advice in those areas where they lack information and expertise. It is, for example, an offence to provide advice on immigration matters unless one is registered with, or granted a certificate of exemption by, the Office of the Immigration Services Commissioner (OISC). The OISC website has an adviser finder search facility to locate immigration and asylum advisers in different parts of the country.

Build up knowledge of local services

With an awareness of what kinds of services exist locally, schools can be effective in directing families towards them and can make available information on local services.

• Create attractive and well-maintained displays for parents, with leaflets and posters about local services. Some refugees will find translated information particularly helpful. The Refugee Council provides a range of translated resources for refugees.
• Ensure that refugee parents and communities can make use of the school’s ICT facilities
• Suggest websites such as:

Multikulti and refugee access which provide translated and culturally appropriate information on employment, health, housing, immigration and welfare benefits.

Health for asylum seekers and refugees portal (HARPWEB), Citizens Advice and Advice UK which provide search facilities to locate local advice services.

The Mapping the UK project, being developed by the Information Centre about Asylum and Refugees in the UK (ICAR) provides information about asylum and refugee issues as they relate to specific cities and towns in the UK.

Compile information on local services. A downloadable local services information template (.doc) may be helpful to schools wishing to assemble information on local services that work with refugees.

Develop the Common Core of Skills and Knowledge

The Common Core of Skills and Knowledge for the Children's Workforce sets out the basic skills and knowledge needed by people (including volunteers) whose work brings them into regular contact with children, young people and families. It aims to enable multi-disciplinary teams to work together more effectively in the interests of the child. Key proficiencies include skills in multi-agency working and sharing information.

Guidance on good practice in multi-agency working is provided in the Common Core Prospectus.

Evaluate extended school provision

By evaluating extended school services, schools can ensure there are opportunities for all parents and members of the local community to benefit. They can also consider whether more targeted services for refugee parents are appropriate.

Case study

Joint working practices to support the integration of new arrivals (.PDF)

Specialist teachers and other staff within the City of Manchester’s Children’s Services Diversity and Inclusion Team (D&I) are developing joint working-practices by examining how different specialisms can work together, agreeing joint targets, regular monitoring and evaluation of outcomes. The case study describes how the East District New Arrivals Support Team (EDNAST) was established to meet the diverse needs of new arrivals. The team ensures that children’s needs are quickly assessed, their access to school is supported and schools are better able to support their integration.

Their work to support teaching new arrivals with English as an additional language (EAL) is explained in a case study on the QCA Pathways to learning for new arrivals website: Educational provision for newly arrived children in Manchester