The Principles of Supporting
Children’s Learning
Partnership Working
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THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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Contents
Introduction5
Roles and Responsibilities
7
Activity 1 – Reflect on Roles
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Activity 2 – Getting to Know You ... Speed Dating
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Activity 3 – Comparing Roles
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Activity 4 – Case Studies
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Useful Links and Reading
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THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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INTRODUCTION
Introduction
The Additional Support for Learning Act is wide-reaching and has significant
implications for service providers and professionals working in the health service and
in the other appropriate agencies. A key principle within the legislation is partnership
working between allied health professionals, education staff and parents1. Many
children who require additional support for learning are likely to receive support
from allied health professionals (AHPs), who include speech and language therapists,
physiotherapists and occupational therapists, among others.
The purpose of partnership working is to improve outcomes for children and young
people and the likelihood of success in reaching their potential. Children and their
families benefit when AHPs, education staff and parents come together, whether it is
in planning, training, assessment or in co-ordinated support. One aspect of partnership
working is the understanding of how the various professionals work and what their
roles involve.
‘Partnership working among those involved in supporting children’s learning is essential if
we are to achieve our aspirations for our children and young people. The Act requires local
authorities and NHS Boards to establish clear arrangements for joint working so that they
can work together effectively in order to benefit from their shared knowledge to improve
outcomes for children and young people.
We all have a part to play in ensuring that our children and young people become all that
they can be.’
Ministerial Foreword, Supporting Children’s Learning: Code of Practice
(revised edition), 2010
Please note that in this document ‘parent’ includes guardian and any person who is liable to maintain or has parental
responsibilities in relation to, or has care of, a child or young person and should be seen as key partners in supporting their
children. The Code of Practice outlines aspects of good practice in working collaboratively with parents and ensuring that
their views and those of their children are taken into account when planning supports.
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INTRODUCTION
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Clip 1
Partnership Working
Nicola Whitfield, Speech and Language Therapist (SALT), highlights the advantages of
partnership working between education and allied health professionals and emphasises
the need to understand the roles of the professionals involved in these collaborations.
Reflective questions
• From the information given in the video, what do you understand as
‘collaborative advantage’?
• What would this look like in terms of the professional relationships which exist
within your setting?
• Consider how you currently self-evaluate the partnership working in your setting.
To what extent does the approach currently used ensure that all partners are
involved in joint reflection? What changes in approach might be adopted to
ensure that this collaboration is strengthened?
Clip 2
Multi-agency Training
Elspeth Walker, Support for Learning Officer, outlines the value of multi-agency training
when co-ordinating the support for all children but especially for those with additional
support needs.
Reflective questions
• Consider a training event in which you have participated where the outcomes
would have been enhanced if it had been delivered to a multi-agency forum of
practitioners. What might be the challenges in planning events such as these?
What are the opportunities which such events afford practitioners?
• How can effective multi-agency working improve the outcomes for children and
young people?
• What would you consider to be the key features required for effective multiagency working?
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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ROLES AND RESPONSIBILITIES
Roles and Responsibilities
Improved partnership working will involve:
• planning to support effective partnership working
• engaging with parents and young people as partners, as is required by additional
support for learning legislation
• having a clear understanding of the different roles each person has in supporting
children and young people
• planning and working together to support children and young people within the
context of Getting it right for every child and Curriculum for Excellence
• joint continuing professional development and self-evaluation, which is one of the
most effective ways of improving partnership working
• exercising leadership and recognising the importance of developing personal
relationships within partnership working.
The following activities are designed to be carried out in multi-agency groups. The aim of
these activities is to:
• help clarify roles and responsibilities
• identify common aspects in a variety of roles
• promote discussion between professionals who make up the team supporting a
child
• promote more effective partnership working.
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ACTIVITY 1 AND 2
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Activity 1 – Reflect on Roles
All participants are asked to individually consider their roles in supporting children
and families. What are their key responsibilities and roles? Ask each to identify
three key aspects of their role and be prepared to share this in the next activity.
Allow five minutes for this reflection.
Activity 2 – Getting to Know You ... Speed Dating
• Separate the large group into smaller mixed groups, for example 10 per
group.
• Each group of 10 should arrange themselves into two concentric circles with
five people in the outside circle and five in the inner circle.
• Starting with the inner circle, each person takes two minutes to tell their
corresponding partner about their role in supporting children and families.
• After two minutes the roles are swapped and the other partner outlines what
their role is in supporting children and families.
• Once this exchange has taken place, the outer circle moves on one space and
the new pairs exchange the information about their roles.
• This is repeated five times to allow the entire group to share with different
partners.
Re-form the full groups of 10 and ask them to consider:
• What was common to any of the roles and responsibilities?
• Was there anything about the roles which members found surprising in terms
of how the roles were carried out etc?
• What were the main differences identified between the roles carried out by
the various individuals in the group?
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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ACTIVITY THREE
Activity 3 – Comparing Roles
Individuals are asked to complete the grid by ticking the tasks for which each
professional involved with a family or child might have responsibility.
As a group share the completed grids and discuss the common areas as well as
aspects of individuality related to the roles.
(The headings are given as suggestions only. The grid headings can be adapted
to suit the mix of professionals participating. Additional tasks/activities may be
added to reflect the participating group.)
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THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
*SMO = School Medical Officer
Providing advice to class teacher on support strategies
Assuming role of lead professional
Assuming role of named person
Reviewing impact of agreed actions
Supporting family to make decisions related to concerns
Having knowledge of other professionals involved in supporting
the child or family
Visiting parent/child to discuss concerns
Providing extra support in class
Ensuring agreed actions are implemented
Listening to parental concerns
Providing advice to parents
Updating reports as required
Carrying out in-depth assessments
Referring concerns about lack of progress
Implementing support strategies in the classroom
Arranging meetings with other agencies to discuss support needs
Arranging meetings with parents to discuss support needs
Making decisions about a child’s school placement
Contacting parents to discuss concerns
Contacting other agencies involved with the child
Writing reports for meetings
Being aware of health issues
Understanding the home circumstances
Knowing the child’s history to date
Tasks/Activities/Responsibilities
Social
Worker
Speech
Therapist
Educational
Psychologist
Class
Teacher
Headteacher/
Depute HT
Support
Assistant
*SMO
Other
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ACTIVITY 3
ACTIVITY 4
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Activity 4 – Case Studies
In multi-agency groups choose one pupil profile and consider all aspects of the
young person’s situation:
• the issues which are affecting the young person
• which practitioners are already supporting the young person.
There are five questions practitioners need to ask themselves when they are
concerned about a child or young person:
• What is getting in the way of this child or young person’s wellbeing?
• Do I have all the information I need to help this child or young person?
• What can I do now to help this child or young person?
• What can my agency do to help this child or young person?
• What additional help, if any, may be needed from others?
(From A Guide to Getting it right for every child, page 24)
www.scotland.gov.uk/Publications/2008/09/22091734/20
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ACTIVITY 4
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From your discussions what are the outcome(s) you want for this young person?
Name of young person being considered ....................................................
Outcome(s):
To achieve these outcomes what actions are required and by whom?
Consider the type of input which may be required by each agency.
Actions
By Whom?
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
Indirect Involvement
(Universal/Targeted) or
Direct Involvement (Specialist)
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ACTIVITY 4
Issues to consider for Sarah
Learning
• Responds best when text is enlarged and well
spaced
• Achieving appropriate to her age in literacy and
numeracy
• Tires easily when required to concentrate for long
periods of time
• Growing in confidence with use of technology to
access the curriculum
• Responds best when learning is broken down into
small steps
• Physical programmes are delivered as additional to
the curriculum
Health
Social
Family
• Has diagnosis of cerebral
palsy, all four limbs
involved
• Enjoys the company of
two special friends
• Single parent
• Visually impaired
• Requires use of hoist for
manual handling and
support for daily living
activities
• Uses manual wheelchair
and power wheelchair
• Watches others play and
joins in by laughing and
shouting encouragement
• Can become sad and
quiet when she is unable
to be actively involved
• Personal care issues limit
her free social time
• Mother suffers from
frequent ill health
• Younger sister in P2
• No independent means of
transport
• Mother expresses
concerns about ability to
cope as Sarah gets older
• Has a programme for
physiotherapy and
occupational therapy and
uses specialist equipment,
ie standing frame,
specialist seating
Current situation
Sarah is now in P6 and transition planning for her move to secondary school is about to begin. There
has been a recent deterioration in Sarah’s outlook. She is showing signs of becoming withdrawn.
Sarah’s mother has applied for a new house which is fully adapted for wheelchair access, location
unknown.
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ACTIVITY 4
Issues to consider for Jane
Learning
• Responds best when directed by an adult
• Actively seeks activities which require limited
interaction
• Very early stages of reading – still working on
phonics
• Responds best when accessing a play-based
curriculum
Health
Social
Family
• Advice requested from
SALT with regard to
communication difficulties
• Shy, reticent with adults
• Only child
• Remained at home until
age 5 – no pre-school
experience
• Only plays with one or
two special friends
• Becomes distressed if
there are unplanned
changes in personnel or
routine
• Family quite isolated in
community – no extended
family contacts
• Tends to favour parallel
play rather than be
interactive
• Mimics and copies
behaviours of others
Current situation
Teacher has expressed concerns regarding lack of academic and social progress. After a recent school
holiday Jane appears to have regressed and is exhibiting growing signs of agitation.
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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ACTIVITY 4
Issues to consider for Joe
Learning
• When extended free writing is requested
handwriting very difficult to read – overcorrects
work
• Is unable to tune out distractions and attend to a task
in a busy and noisy environment
• Experiences difficulty following complex instructions
• Enjoys success in subjects involving gross motor
activities
• Experiences difficulty with the level of dexterity
required for activities necessitating fine motor
control
• Experiences difficulties with different teacher
expectations
• Assessed with a learning difficulty (dyslexia)
Health
Social
Family
• Diagnosis of
developmental coordination disorder
(dyspraxia)
• Keen footballer, places high
regard on his football skills
• Single parent
• Receiving attention for a
possible sight impairment
• Experiences difficulty with
sleeping and appetite,
often appears tired and
lethargic
• Increasing absences of
one or two days’ duration
• Likes to please and impress
his peers with his football
• Very supportive, large
extended family who offer
a positive influence
• Looks for reassurance and
affirmation
• Only child, high
expectations
• Shows empathy and
understanding of others
• Experiences mostly adult
company out of school
hours
• Can become confrontational
in situations which
challenge his literacy skills
• Is becoming increasingly
withdrawn and sullen
• No fixed peer
relationships, always on
the edge of groups
Current situation
Joe is struggling to sustain progress in all curriculum areas. He is being considered for a social skills
group in order to develop these skills and build his self-confidence. The design of his curriculum is
being discussed to maximise his skills and aptitudes. There is an obvious change in his attitude and
confidence. Action is required to stabilise and improve the outlook for Joe. Mum is talking about an
academic curriculum which is at odds with the school’s description of Joe’s abilities.
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ACTIVITY 4
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Issues to consider for Mark
Learning
• Operating two levels below his age – appropriate
level for maths and language
• Experiences difficulty with comprehension and
spelling
• Handwriting very difficult to read
• Overcorrects his work
• Experiences difficulty sustaining concentration
• Avoids tasks which require presentation skills,
ie graphs, diagrams
• Is very passive in group work
• Avoids team activities
Health
Social
Family
• Diagnosed dyspraxic
• Very few friends, tends to
be encouraged by others
to act irresponsibly
• Youngest of four brothers,
who have all left home
• Diagnosed ADHD, on
medication
• Received assessment,
treatment and strategies
from occupational
therapist for co-ordination
disorder
• Experiences difficulty with
fine motor control
• Frequent absences from
school, all health related
• Poor at sport; often plays
the class clown, getting
into trouble
• Anxious about settling
into high school, ie
getting lost, following a
timetable
• Rarely goes out of the
house other than to
school
• Mother at home during
the day
• Looks for reassurance and
affirmation
Current situation (six months into S1)
In November he was absent from school for three weeks with tonsillitis. On returning to school he
caught impetigo and was off for a further two weeks, which took him up to the Christmas holidays.
He failed to return to school after Christmas. It is now late January and there is no sign of Mark
returning to school.
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
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ACTIVITY 4
Issues to consider for Christopher
Learning
• Responds best when he knows exactly what a task
consists of and how long it will last
• Becomes agitated if mistakes are identified in his
written work
• Active listener but holds back from offering
information in a group setting
• Excellent general knowledge but prefers to talk
only about his own specific interests
Health
Social
Family
• Exceptionally sensitive
hearing and becomes
easily upset at loud or
unexpected noises
• Finds it hard to communicate
emotion – especially
frustration or hurt – without
reacting aggressively
• Parents are separated,
lives at home with
mum and sister
• No sense of danger
• Finds it hard to recognise
emotions from people’s
voices
• Highly sensitive to certain
textures, needs own
personal space and avoids
physical contact
• Becomes physically sick in
cars or on escalators
• Has contact with dad on
regular basis
• Appears to lie, eg if his
arm knocks an object
over, he does not accept
that he has ultimate
control over his limbs
• Finds it hard to say ‘no’ to
bullies
• He ‘polices’ rules set in
place by adults for others
to follow
Current situation
Christopher attends the local mainstream primary. He has problems getting ready in time for school.
He copes well with the curriculum but needs predictability and pre-warning of change. He has
attended a social communication group to work on emotions, conversational rules, problem solving
and how to make friends. SALT has a very good working relationship with his mother, who contacts
her directly as and when a problem situation arises.
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ACTIVITY 4
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Issues to consider for Kylie
Learning
• Difficulty sustaining/observing class/school routines
• Difficulty adapting to working in a social grouping
• Difficulty sustaining her present academic profile
• Difficulty sustaining focus on tasks requiring a
written response
• Illustrates great reluctance to try
new or unfamiliar topics
Health
Social
Family
• Query whether Kylie
suffers from foetal alcohol
syndrome, but will not
attend for assessment
• Prone to temper tantrums
and abusive outbursts
• Parents separated and
unsupportive
• Holds a grudge against
other pupils and looks
for opportunities to get
revenge
• Mum does not relate well
to Kylie
• Was arrested by police
when in P6 on suspicion
of smoking cannabis, as
well as for breach of the
peace
• Social workers rarely allowed
into the house
• Works best if particular
pupils are not in the room
at the same time
Current situation (six months into S1)
Kylie has been excluded four times this session. She was last excluded three months ago, and
although this was resolved, has attended very little since then. When she does, she spends much of
her time in a supported base environment. She has been assessed for ADHD and was to return to
school before the end of the year but did not do so. The school has been told that she is not attending
due to an incident in the community for which pupils may want reprisals.
THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING
USSEFUL LINKS AND READING
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Useful Links and Reading
Scottish Government (2010) Supporting Children’s Learning: Code of Practice (revised
edition), Crown copyright
www.scotland.gov.uk/Publications/2010/08/11140218/0
Scottish Government (2010) Guidance on partnership working between allied health
professions and education
www.scotland.gov.uk/Publications/2010/05/27095736/0
Scottish Government (2009) Partnership Matters – A Guide to Local Authorities, NHS
Boards and Voluntary Organisations on Supporting Students with Additional Needs in
Colleges and Universities in Scotland
www.scotland.gov.uk/Publications/2009/05/08155445/0
HMIE (2010) Count Us In: Success for All
www.hmie.gov.uk/documents/publication/cuisa-06.html
Scottish Government (2008) A Guide to Getting it right for every child (Girfec), Crown
Copyright
www.scotland.gov.uk/Publications/2008/09/22091734/20
Girfec website
www.scotland.gov.uk/Topics/People/Young-People/childrensservices/girfec
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THE PRINCIPLES OF SUPPORTING CHILDREN’S LEARNING: PARTNERSHIP WORKING