Collaborative Working

Collaborative Working

1. Introduction

The handout attached will be used in a professional development meeting to a team of eight School Nurses. By following the key points highlighted in the handout, the meeting aims to update and emphasise the importance of working collaboratively, particularly within safeguarding to ensure the safety and welfare of children. It will emphasize the benefits and challenges of collaborative working and promote discussion on how improvements can be made within our service in accordance with national and local policies.

2. What is Collaborative Working?

Collaborative working entails intricate interactions between two or more members of various professional agencies. It is a combined venture (McCray, 2002) in which those involved share the common purpose of developing joint negotiated goals achieved through agreed plans, then be monitored and evaluated according to agreed procedures. This involves combining knowledge and expertise (Cook et al, 2001) to assist joint decision making based upon shared professional viewpoints (Russell and Hymans, 1999). However, according to the Health Developmental Agency (2003) it is one thing to set up a partnership, it is another to develop the mix of skills, energy and commitment to make the partnership effective.

3. Legislation

3.1 National Policies

In response to Lord Lamming's report into the death of Victoria Climbie, the Government produced the Every Child Matters green paper, this set out five outcomes to underline that all children deserve the opportunity to achieve their full potential and be supported by a network of reliable agencies (Every Child Matters, 2003). Furthermore, the Bercow Report (2008) highlighted that no single agency can deliver any one of the five outcomes for children and young people by working in isolation. Subsequently, the Protection of Children in England: A progress report (2009) was published stating that although a great deal of progress has been made in protecting children from harm, much more needs to be done to ensure that services are as effective as possible at working together to achieve positive outcomes for children. In response to Lord Lamming's recommendations the Working Together to Safeguard Children (2010) was produced which demonstrates the importance of shared responsibility and joint working between agencies and professionals that have different roles and expertise. It underlines that it is paramount that health, education, early years, children's social care and the voluntary sector work together to protect children from significant harm.

3.2 Local Policies

Due to these National Policies local areas are undertaking an enormous reconfiguration of services to meet the needs of children and families in a more streamlined way (Multi-agency working, ECM, 2007)

According to the Children Act (2004), localities have a statutory responsibility to establish Local Safeguarding Children Board (LSCB)to enable organisations to unite and agree how they will work together to safeguard and promote the welfare of children. The purpose of partnership working is to hold each other to account and to ensure safeguarding children remains high on the agenda across our region (Safe Network, 2012). LSCB's have a responsibility to monitor the effectiveness of partner agencies and recognise that they are key to improving multi-agency working, to support and enable partner organisations to adapt their practice and become more effective in safeguarding children (Munro, 2011).

NHS Peterborough believes that an overarching role of the School Nursing service is to act as a health advisor, not only to children but also to parents. NHS Peterborough is committed to safeguarding and promoting the welfare of children and young people and expects all employed and commissioned staff to share this commitment by being dedicated to safeguarding children and preventing harm by working collaboratively with other agencies (NHS Peterborough, 2012).

4. Working in Partnership with Parents

Working together with parents is paramount for families to receive the necessary support and is a sustainable way of securing better outcomes for children. Good relationships with parents will aid the completion of a Common Assessment Framework (CAF) which will not only tailor the support required but take into account the needs of the whole family and by addressing those needs will contribute to safeguarding and promote the welfare of each child's needs.

Parental involvement increases the chances of children reaching their potential (Desforges, 2003). Parents know about their children and can expand the professional's knowledge and understanding of the child. It also gives opportunities for the family's traditions, values and beliefs to be taken into account and understood. In additions, by working together increases the chances of consistent approaches and interventions and therefore can result in the parents feeling that their effort and input is welcomed and valued (Draper and Duffy, 2006).

5. Benefits and Challenges of Collaborative Working

5.1 Benefits

There are many benefits of collaborative working which are evident in everyday practice. Through co-ordination of services, signposting children and families to the relevant support are more achievable and in addition can result in earlier referrals. Collaborative working can help build a more unified community approach

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