Partnership Working Essay

In this report I go forth explore the secernate arguments and incommodes associated with henchmanship operative. I will assess the validity of the arguments presented and consider the wider implications of this. I will cotton up how this influenced my decision to collect info from a range of sources to increase the verisimilitude of the process. The teeny-weeny scale evaluation will focus on understanding wherefore BeSD students fail to make the required levels of progress, even when receiving targeted support. I will castigate to ascertain the attitudes/ set and beliefs of the verbotenside agencies convoluted with the honorary society and identify slipway to move forward. Fin exclusivelyy I will delineate how this activity has impacted on my sure thinking and as a matter how this will change my future give.Key Arguments & IssuesThe original concept of confederation works(a) came about as a direct result of Victoria Climbies death in 2000. Lord Laming (2003) cond ucted an independent inquiry and found the agencies involved to be grossly negligent, which is reinforced by Frost (2005). This led to the organic law of the initiative Every youngster Matters and the Childrens Act of 2004, which outlined how whole agencies involved in working with children, should let a shared obligation to improve health and wellbeing by leading community partnerships, delivering on national priorities/targets and commissioning/delivering services. The main aim was to protect children of all ages in the UK. MacAuslan (2006) outlines what the benefits are to partnership working enhanced wellbeing of children and parents, plus an increase accuracy of needs assessment carried out by professionals. Tunnard (1991) defined confederation working asThe essence of partnership is sharing. It is marked by wonder for one a nonher, role divisions, rights to information, accountability, competence, and value accorded to individual input. In short, each partner is seen as having something to contribute, power is shared, decisions are made jointly and roles are not only respected but are in like manner backed by legal and moral rights.However, current research suggests that partnership working is fraught(p) with difficulties and even the term confederacy Working is considered a contested concept. Burton et al (2009) & JIT (2009) amongst a whole plethora of authors, outline what these potential barriers could be lucidness of roles and accountability Behaviour and power relationships Varying degrees of skills & friendship Structure and the environment Processes Available resources External & cultural influencesJIT (2009) usefully explores these above barriers in much depth, using an Ishikawa Fishbone plat, to ascertain the root cause of these issuesGlenny (2005) suggests that it will be undoable to control the system as outlined in the above diagram (partnership work), but that it whitethorn be possible to formulate good practice finished the management of communication, in creating an environment of trust. Frost & Lloyd (2006), Pinkus (2005), MacAuslan (2006), Burton et al (2009) & Treseder et al (2003) take all stressed what the recognize ingredients are for successful partnership working Good communication Fostering of trusting relationships through unmingled communication, empathy and understanding Clear purpose Win Win Equal residue of power for all s fall uponholdersThe majority of the evidence points towards partnership work resulting in positive outcomes for children. However, Frost (2005 pp.19-20) intimates that a shift toward increased partnership working would be politically undesirable for the families involved, due to an increase of surveillance, control and as a result increased tender riddance, which is a very believable argument. However, I think that without partnership working the possibility of social exclusion would increase. So we need to ask ourselves which is the lesser of the two evils.In our Academy children with BeSD are still underperforming, achieving way below expected standards and are at risk of permanent exclusion but more importantly social exclusion. From the research conducted and a development of my understanding of this concept, I was led to view that there is an inherent problem at heart our partnerships. In an attempt to get a line what the root cause was, I decided to investigate this particular issue encourage focusing on our work with outside partners.The EvaluationDuring the initial stages I selected data that would highlight which students were underperforming due to the amount of time they had lost(p) as a result of detentions and exclusions. I thence used the indefensible students database to ascertain if these particular students had been identified as BeSD. The CAFs and TACs were then reviewed to gain a flavour for the agencies involved their attendance, the attendance of parents, the action taken and the progress to date. It was clear from this evidence that the majority of the outside agencies were attending well-ordered reviews, as were the parents, but progress was slow.I decided to carry out a integrated group interview of all the outside agencies involved in an attempt to unpick the problem save. The information collated suggested multiple causes for drop of progress. One particular theme that aspired was the overlook of follow through in the classroom of work being done by outside agencies. Goodman & Burton (2010) realize these findings. They relate how partners felt that their work was undone when the individual went back to schoolhouse and how teachers did not feel supported and lacked the information and relevant skills to deal with students who have BeSD.Another theme that emerged was how the partners felt that the behaviour management system was determined and did not cater for these particular students, hence resulted in exclusions. The partners also suggested that further intervention to work more closely with these students and their parents was needed. They suggest how both of these themes impacted directly on their remit, which caused them further frustration. Treseder et al (2003) describes how all partners need to be able to fulfil their remit to attain success, which the themes suggest is not happening. thusly it is important to regularly review practices and procedures to ensure the key ingredients are integrated to achieve success.The EvidenceMuch of the evidence collected suggests that partnership working is indeed fraught with problems. The research evidence is from the result of a clarified scale study. The majority of the data collected came from the interview group structured questions. Hence, it is plausible to suggest that I could have influenced the data. As a result this type of data collection does have its dissenting voices concerning its reliability, due to the lack of quantitative data and empirical value. However, it can be argued that quantitati ve data does not give the thick descriptions required for this type of study. I do believe that I have influenced the investigation, as I originally sentiment that this may have been a problem and therefore the questions I asked may have dictated the outcome.In hindsight it may have been more apt(p) in this instance to have conducted unstructured interviews or possibly to take a more organic approach and allow the hypothesis to be determined from the data gathered. It would have also been more beneficial to have recorded the interview group, as I may have befuddled out important information. The recordings would have allowed me to pick through at my declare time and in much more detail. The transcriptions were possibly of poor theatrical role compared to a full time researcher, who would potentially have access to software package that would identify the themes that occur, plus they would have more time to go through the data.ReflectionBefore carrying out the research for this assignment I was alone unaware of all the issues that partnership working faced and the tensions between insurance and practice. As a school leader my main aim is to achieve governmental targets, whilst incorporating inclusive practice. I believed with absolute conviction that my core principles values and beliefs were centred on inclusive practice. I now realise that I could not make this judgement, as I did not have the required knowledge or skills to identify the core issues and therefore resolve them. Reading around the subject has developed my knowledge on what partnership working is and what the key ingredients are for it to be successful, which has given me the tools to question our policies and practice.It may be cogitate that our current practice can be attributed to the underachievement of students with BeSD. It is clear that there is a need to review our current doctrine and learning practices and policies, to involve teaching staff as partners and provide the requir ed information and the necessary readiness but also giving partners the opportunity to share strategies with teaching staff. What is also apparent is the need to create a second layer within the behaviour management system for students who display these types of behaviours. Furthermore, it is important to implement further strategies to prevent exclusions and aid the partners involved to achieve their remit. It is imperative to include parents at all stages of the process to ensure our practice is truly inclusive. Above all however, it is important that our procedures and practises are regularly reviewed to ensure our partnership working sustains the key ingredients for success and helps these students to achieve.BibliographyBurton, D. M. et al (2009) Are the contradictions and tensions that have characterised educational provision for schoolboyish people with behavioural, emotional and social difficulties a persistent feature of current policy? frantic and Behavioural Difficulti es, Vol. 14, zero(prenominal) 2, pp. 141-155Routledge, Taylor & Francis Group.Frost, N. (2005) Professionalism, partnership and joined up thinking a research review of front-line working with children and families, Totnes Research in Practice (eds) fusion Working proofreaderFrost, N. & Lloyd, A. (2006) Implementing Multi-Disciplinary Teamwork in the New Child Welfare Policy Environment, Journal of Integrated Care, Vol. 14 Iss 2 pp. 11 17 Emerald PublicationsGlenny, G. (2005) Riding the dragon developing inter-agency systems for supporting children, swan for Learning Vol. 20 4 pp. 167 175 (eds) Partnership Working ReaderGoodman, R. L. & Burton, D. M. (2010) The inclusion of students with BESD in mainstream schools teachers experiences of and recommendations for creating a successful inclusive environment, Emotional and Behavioural Difficulties, Vol. 153, pp. 223-237 Routledge, Taylor & Francis Group.JIT (2009) Barriers to Partnership Working, Briefing Notes for Practioners & Ma nagers. online at https//docs.google.com/sweetheart?a=v&q=cache2fEk6ihnbTEJwww.jitscotland.org.uk/downloads/1250518249-Chapter%25204%2520-%2520Barriers%2520to%2520Partnership%2520Working.pdf+joint+improvement+team+chapter+4&hl=en&gl=uk&pid=bl&srcid=ADGEESiUdOrN6KrSQ66CrHDX1qU9rKSq6rBjZ-TPIufGxwsL9LhdUpxizVuiBRiCA6t9WhmAamFvu5cpSSN61fkFUZtfgknghCQQAjXL-jygk7GfAyDgRBIJe98Ea44eJXYyZbFU91iP&sig=AHIEtbQPrQevS-EOfbRjnP4wir2Gym_8VA Accessed on 3/6/2012MacAulsan, E. (2006) Partnership Working, The Journal of the Royal nightspot for the Promotion of Health Vol. 126 pp. one hundred sixty Sage PublishingPinkus, S. (2003) All the talk and no action transforming the blandishment of parent professional partnership into practice, Journal of Research in Special Educational Needs Vol. 3 No 2 pp. 128 141 (eds) Partnership Working Reader.Pinkus, S. (2005) Bridging the gap between policy and practice adopting a strategic vision for partnership, British Journal of Special Education Vol. 32, No. 4 W orking in special education.Treseder, J et al (2003) radical of a Multi-agency Action Research Project to Improve Service lurch to Families with Complex Needs, University of Nottingham Publications.Tunnard, J. (1991) The Children Act Partnership With Families, The Journal of the Royal Society for the Promotion of Health, Vol, 112, pp. 240 Sage Publishers