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Introduction

Multi-agency working is key to effective safeguarding and child protection (Sidebotham et al, 2016).

Children and their families will access a range of services throughout a child's life. It's vital that practitioners work together to gain a full overview of a child's situation and have a co-ordinated approach to support.

Case reviews in each of the UK nations emphasise the importance of information sharing and collaboration between agencies so that professionals can fully understand any risks a child may be exposed to and take appropriate action to keep them safe.

We've pulled together learning for best practice about multi-agency working from analyses of case reviews across the UK and Ofsted's analysis of joint targeted area inspection (JTAI) reports in England. See the references tab for details of these reports.

Frontline practitioners

Frontline practitioners

Everyone who works with children has a responsibility to share any information that has a bearing on a child's welfare as early as possible.

Practitioners working in adults' services should also share any information that has an impact on the wellbeing of a child - for example information about parents' capacity to provide safe and loving care.

Follow your organisation's child protection policies and procedures, which should set out how to share information and who with.
> Find out more about information sharing
Improving communication

When working in a busy environment, it's important to communicate with others effectively. This is particularly important if you are sharing information that affects a child's wellbeing.

Be clear about what you are sharing and why
For example, are you making a child protection referral which needs to be acted up on or are you letting people know for information only?

Follow up with written documentation
All verbal and face-to-face communication should be followed up with clear and comprehensive written documentation.

Use specific language and describe risk and vulnerability in detail
Different teams and agencies may use different terminology, so ensure you use clear language. If there is a form for information sharing, use it - it will help other people understand what information you are sharing or requesting and why.

Acknowledge information that's been shared with you
If possible, you should also let them know what's happened as a result of the information they've shared. When people feel their contribution is valued, they are more likely to communicate in future.

Team work

If you're working in a multi-disciplinary or multi-agency team, make sure you understand your and everyone else's role. Discuss how you will work together to support a child or family.

Always prioritise children's needs. Think about other teams working with a child and whether there is any information you can share that will help them provide support. It's particularly important to have a comprehensive handover whenever a child starts to work with a new practitioner or a different team.

Parents should receive the same messages from practitioners in different agencies. If several agencies are working with a family it might be helpful to identify a trusted key individual who will liaise with parents.

Support and challenge

It's vital for practitioners to build trusting working relationships with each other. Members of a multi-agency team should feel equally respected and listened to.

However, you should always discuss and explore any differences in opinion. This will help you gain a greater understanding of a child's situation and make informed decisions about the appropriate action to take.

If you have any concerns about the action being taken to protect a child, you must raise these following your organisational procedures.

Your organisation should provide you with regular and ongoing training and supervision so that you can reflect on and improve your practice.

For further help

If your organisation doesn't have a clear safeguarding procedure or you're not comfortable with the response to your report, you can contact our whistleblowing helpline.

You can also contact our helpline on 0808 800 5000 or by emailing help@nspcc.org.uk if you need to discuss anything relating to child protection with a trained professional.

Strategic leads

Strategic leads

Commissioners and strategic leaders must work together to achieve the best outcomes for the children they support. Analysing multi-agency information can
help:

identify the local need for services

give an understanding of what's happening in frontline practice

decide what action to take to improve frontline services

set well-informed objectives and priorities.

When setting targets, make sure there are strong links between your priorities and those of other decision-making bodies. Make sure your aims and objectives are clear and that everyone in your organisation knows what they are.

Identify key people who need to be able to connect with each other to deliver effective multi-agency working at a strategic level and ensure they have regular opportunities to keep in touch.

Improving communication

Good communication is central to effective multi-agency working. Put processes in place to make it as easy as possible for frontline practitioners to work together and build trusting relationships.

Provide clear pathways for inter-agency communication
Different organisations have a range of structures so it's helpful to establish clear pathways for communication. Make sure everyone in your organisation is aware of them.

Build in flexibility for urgent child protection cases
For example when it's necessary to share concerns over the phone rather than making a written referral.

Include processes for sharing information at times of change
For example when a child returns home from care, comes off a child protection plan or register or makes the transition into adult care services.

Establish a clear language around risk and vulnerability factors
Agencies often use slightly different terminology and this can be confusing. In extreme circumstances it can result in levels of risk being misunderstood and action not being taken to protect a child. To avoid this, make sure you establish a clear language around risk and vulnerability factors.

Ensure your child protection training covers description of risk
Make sure your child protection training teaches practitioners how to describe risk as well as recognising and responding to it.

Use pro-formas to make information clearer
Consider using pro-formas to make the process of information sharing clearer and easier.

Continuous improvement

Monitor the impact of multi-agency work on children in your local area and work with other agencies to audit, evaluate and improve practice.

For example, you could use our Harmful sexual behaviour (HSB) framework and audit tool to assess and improve your local area response to HSB.

Ensure frontline practitioners have opportunities to reflect on their practice through regular and ongoing supervision, both individually and as an inter-disciplinary group.

Provide opportunities for practitioners to come together and learn from each other, such as practitioner forums.

Set out clear processes for practitioners to follow if they need to escalate any concerns about multi-agency practice. If concerns are raised, make sure you investigate fully and take appropriate action to improve practice.

References and resources

References and resources

Care Inspectorate (2016) Learning from significant case reviews in Scotland: a retrospective review of relevant reports completed in the period between 1 April 2012 and 31 March 2015. Dundee: Care Inspectorate.

Flood, S. et al (2016a) Triennial analysis of serious case reviews (2011-2014): practice briefing for education practitioners. Totnes: Research in Practice.

Flood, S. et al (2016b) Triennial analysis of serious case reviews (2011-2014): practice briefing for health visitors. Totnes: Research in Practice.

Flood, S. et al (2016c) Triennial analysis of serious case reviews (2011-2014): practice briefing for local safeguarding children boards. Totnes: Research in Practice.

Flood, S. et al (2016d) Triennial analysis of serious case reviews (2011-2014): practice briefing for the police and criminal justice agencies. Totnes: Research in Practice.

Flood, S. et al (2016e) Triennial analysis of serious case reviews (2011-2014): practice briefing for social workers and family support workers. Totnes: Research in Practice.

NSPCC/SCIE (2016) Learning into Practice: inter-professional communication and decision making - practice issues identified in 38 serious case reviews. London: NSPCC/SCIE.

Ofsted (2018) Social care commentary: multi-agency safeguarding arrangements. [Accessed 18/12/18].

Ofsted et al (2016) Time to listen − a joined up response to child sexual exploitation and missing children (PDF). London: Ofsted.

Ofsted et al (2017a) Growing up neglected: a multi-agency response to older children (PDF). London: Ofsted.

Ofsted et al (2017b) The multi-agency response to children living with domestic abuse: prevent, protect and repair (PDF). London: Ofsted.

Ofsted et al (2018) Protecting children from criminal exploitation, human trafficking and modern slavery: an addendum (PDF). London: Ofsted.

Sidebotham, P. et al (2016) Pathways to harm, pathways to protection: a triennial analysis of serious case reviews 2011 to 2014: final report. London: Department for Education (DfE).

Related documents
> Read our practice briefings on inter-professional communication and decision making > Use our Harmful sexual behaviour (HSB) framework to improve multi-agency responses to HSB > Look at our series of thematic briefings on the learning from case reviews
Further reading

For further reading about multi-agency working, search the NSPCC Library catalogue using the keywords "interagency cooperation", "professional collaboration", "information sharing".
> Find out more about the Library and Information Service

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Multi-agency and interdisciplinary working | NSPCC Learning

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Best practice for child protection practitioners, adults who work or volunteer with children and strategic leads on multi-agency and disciplinary working.

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It’s Not What You Teach, It’s What Kind of Teacher You Are | Gregory Chahrozian | TEDxAUA

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The Teachers' Standards (2011) emphasise the importance of adapting teaching to meet the diverse needs of all pupils, which extends beyond academic support to encompass safeguarding and protection from bullying. By tailoring their teaching methods, educators not only ensure accessibility for all learners but also create a safe and inclusive learning environment where students feel valued and respected. Children with C&L difficulties may struggle to express concerns about bullying or mistreatment, reinforcing the need for proactive intervention from educators (Hughes, 2014). Mawlod et al (2024, p.2) identified that ‘individuals with speech difficulties are more vulnerable to bullying’ due to a lack of social skills and relationships with their peers. This is similarly acknowledged by Berchiatti et al (2021, p.515) whose research found that children with SEN and learning difficulties are at risk of bullying and exclusion due to their impairments. Therefore, educators must show good practice by ‘managing behaviour effectively to ensure a good and safe learning environment (DfE, 2011) for all children. For children like Jordan, educators can implement safeguarding practices by maintaining good relationships with the students and promoting respectful behaviour per the school's behaviour policies (DfE, 2011).

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Early intervention plays a crucial role in supporting children with C&L difficulties, ensuring that they receive timely and appropriate support before challenges become more complex. MAC is a vital aspect of this to provide expert knowledge on the best strategies and interventions to support the child's development.

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For all theories and evidence-based strategies to be effectively implemented within the classroom environment, it is essential to consider the role of multi-agency collaboration (MAC) in maintaining successful outcomes. A key example of this is the involvement of a speech and language therapist (SLT) in supporting children like Jordan, who experience C&L difficulties. If a child is identified as not reaching their expected progress in their communication skills, they may require an individualised intervention where referrals and support can be initialised (Ebbels et al, 2019). Interventions are then planned collaboratively including other multi-agency professionals such as teachers, Special Educational Needs Coordinators (SENCOs), Educational Psychologists and the child’s parents (Mathers et al, 2024, p.121). Information sharing between agencies is at the centre of MAC to gain a well-rounded perspective of the child’s needs and the most effective strategies to aid their development (Dixon et al, 2022, p. 438). Subsequently, collaboration between professionals can present limitations such as time constraints and challenges associated with cross-authority working. Evidence suggests that practitioners often struggle to allocate mutually convenient meeting times due to conflicting schedules and high workloads.  (Harris, 2008). This can hinder the effectiveness of interventions and delay the child’s development further. Furthermore, parents need to be included in planning for the child’s needs and MAC (DfE, 2015). The SEND Code of Practice (2015) explains that the inclusion of parents can determine the level of support required for their child and whether the school environment can be adapted or if additional resources are required.

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This resource pack from Reading Rockets (2025) provides additional information about the Think-Pair-Share strategy.

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Gunter, M. A., Estes, T. H., & Schwab, J. H. (1999). Instruction: A Models Approach, 3rd edition. Boston: Allyn & Bacon.

Lyman, F. (1981). "The responsive classroom discussion." In Anderson, A. S. (Ed.), Mainstreaming Digest. College Park, MD: University of Maryland College of Education.

Rasinkski, T., & Padak, N. (1996). Holistic reading strategies: Teaching children who find reading difficult. Englewood Cliffs, NJ: Merrill/Prentice Hall.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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How to Use the Think, Pair, Share Teaching Strategy?

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Read this blog to learn all about the think, pair, share teaching strategy. Including some useful inclusive resources to make sure everyone can get involved.

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This image represents the GRR framework and the four stages it consists of. It clearly demonstrates the separation of each stage with the level of support provided. Educators will benefit from following this guidance due to the research shown to the left.

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In research, it has been identified that peer collaboration during learning activities builds respectful attitudes towards diversity, inclusion, and enhances academic improvements for children with and without SEN (Roldan, 2021, p.5). Peer collaboration is defined by Burns et al (2024, p.4) as the process of communication that occurs between children whereby information is shared to achieve a collective goal. A common classroom strategy to encourage collaboration between children is ‘Think-Pair-Share’ (TPS) and additionally, it progresses through stages similar to the GRR. Initially, in the ‘Think’ stage, students individually reflect on a question or concept, fostering independent cognitive processes (Mundelsee & Jurkowski, 2021, p.2). This mirrors the EI stage in GRR where students first engage with new material under teacher guidance. In the ‘Pair’ stage, students discuss their ideas with a partner, providing opportunities for guided practice and peer scaffolding (Ganatra et al, 2021). Finally, in the ‘Share’ stage, pairs contribute their thought in class discussions, reinforcing their social skills and communication and language development. This strategy may support children like Jordan who has difficulty in structuring sentences and presenting answers to the teacher when he is called upon in front of the class. Allowing Jordan to construct and organise his ideas and answers with a friend before speaking publicly can develop confidence in expressing his opinions (Haug & Mork, 2021: Wuryandani, 2021).

Subsequently, educators must be aware of the communication barrier connected to TPS as children with C&L barriers may have difficulties in engaging effectively in peer discussions. In a research article by Figueroa and Maldonado (2024), findings concluded that the main concern of teachers with TPS was equal participation levels. It was found that children with difficulties in communication (or sentence structure in Jordan’s case) were less likely to participate in peer collaboration and group discussions. To mitigate these challenges, educators can implement scaffolding techniques to support children with communication and language (C&L) barriers. Strategies such as providing sentence starters, visual aids, and structured prompts can help guide children like Jordan in constructing and expressing their ideas more effectively (Bell Foundation, 2025).

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Blue: Inclusive Practice

Purple: Executive Functioning

White: Gradual Release of Responsibility

Yellow: Multi-Agency Collaboration

Keywords:

Inclusive Education

Inclusion

Communication and Language

Executive Functioning

Working memory

Scaffolding

SEN

MAC

Gradual Release of Responsibility

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The Gradual Release of Responsibility (GRR) Model was first introduced in 1983 by Pearson and Gallagher to allow teaching to develop from explicit instruction and modelling, to tasks that require guided practice and independence (Webb et al, 2019). Similarly, Fuentes & Casinillo (2024, p.14) explained in their research that the GRR model transitioned from a ‘teacher-centred phase’ at the beginning of the lesson to gradually shifting to child-led learning (similarly linking to Vygotsky's Scaffolding theory). This structured approach fosters an inclusive classroom environment by ensuring that all children receive the necessary support before progressing to independent work (Fitzgerald, 2021). For children with C&L needs, such as Jordan, this guided practice phase enables opportunities for teacher modelling, peer interaction and structured dialogue.

The first stage of the model is ‘ explanation and modelling’ (Hall et al, 2021) whereby the teacher provides explicit instruction and step-by-step guidance on how to use a strategy or complete a task (Addleman et al, 2024). This phase ensures that children understand the learning objectives and remain engaged.

The second stage, ‘guided practice’ (Hall et al, 2021), involves gradually transferring responsibility to the children. The teacher provides structured opportunities for the students to practice the new skill with supervision to allow scaffolding and feedback to take place (Addleman et al, 2024).

The third stage, ‘collaborative learning (Hall et al, 2021), was later incorporated into the revised GRR model. This stage emphasised the importance of collaborative learning and peer interaction, whereby students are given the opportunity to apply their learning in groups before moving to independent tasks, promoting inclusion and communication skills.

The fourth stage is ‘independent practice (Hall et al, 2021) where the student assumes all responsibility for their learning. Teachers allow the children to complete tasks or use strategies using retrieval practice on previous knowledge.

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The '5 A Day' Principles vs Differentiation

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The '5 A Day' Principles vs Differentiation

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(Administration for Children and Families (ACF), 2015)

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Vygotsky’s scaffolding theory emphasises the role of social interaction and guided support in learning and is defined as providing temporary assistance as needed, fading out the support as the child’s abilities increase (Van Kuyk, 2011: Li and Zou, 2021). Scaffolding enables educators to tailor support based on individual needs and is beneficial for children with C&L difficulties due to a development in language acquisition and comprehension skills (Faber et al, 2024). Scaffolding strategies within an inclusive environment suggest that regardless of a child’s ability, they are able to engage in meaningful communication with the teacher and their peers.

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Drawing on the evidence-based theory of executive functioning, educators can implement targeted strategies to support children’s C&L development and academic success. Research from the Education Endowment Foundation (EEF) (2021) suggested five approaches that teachers can integrate into daily teaching practices to improve outcomes for all children, including those with SEN. The ‘Five A Day’ principles incorporate inclusive strategies that support the learning of all children, as opposed to relying on individualised interventions (EEF, 2021). By embedding the principles into everyday teaching, educators can create a holistic learning environment where diverse needs are met collectively (Aubin, 2022). This may benefit educators, allowing them to effectively support the whole class whilst addressing specific learning needs, fostering inclusion and delivering high-quality support within the same framework.

For children like Jordan whose broad area of need is C&L, an accessible curriculum where all students receive the same support at various levels can increase peer interaction and collaborative learning. One principle that Jordan may benefit from is explicit instruction (EI) which Dignath and Veenman (2021, p.494) define as a teacher-led pedagogy whereby educators provide clear instructions and modelling to support children’s learning. This is similarly supported by Schnepel and Aunio (2021, p.664) who state that the use of EI allows teachers to break down tasks into smaller units of instruction, therefore reducing the cognitive load and supporting children’s confidence.

Subsequently, time constraints must be considered as implementing EI requires careful lesson plans and sufficient instructional time to ensure all children gain an understanding of the concepts being taught (Maas et al, 2021). Teachers may find difficulty in balancing direct instruction with other curriculum demands. It is also important to consider the varying needs of the children within the classroom. For example, Jordan’s C&L needs could suggest he requires further instruction from the teacher whereas other children may not need additional guidance and be ‘held back’ from their learning (Al Jaffal, 2022). It could be suggested that a revision of the National Curriculum (2013) may be required to incorporate such principles within such as explicit instruction and scaffolding, therefore removing pressure and barriers from teachers and providing an equitable learning environment for all children to thrive.

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A brief overview of the 'five a day' principle

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A brief overview of the 'five a day' principle

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High quality teaching: The 'five-a- day' principle

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This video gives insight into the definition of executive functioning, highlights executive function deficits and provides strategies to support children.

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Executive Functioning Skills For Kids | Executive Dysfunction–Executive Function Deficits-ADHD Kids

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(Lim & Dinges, 2010: Duggan, 2022: Pass & Ayres, 2014: Choi et al, 2014)

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Executive functioning refers to a set of cognitive processes that enable individuals to regulate their actions, emotions, and attention while managing tasks such as recalling information and problem-solving. These functions play a crucial role in a child's communication and language development, influencing their ability to process, organise, and express thoughts effectively (Yang et al., 2022, p.1). A key component of executive functioning is working memory, which Jackson et al (2021. P.3) define as a “capacity-limited system” of the brain that enables individuals to temporarily store and manipulate information over a short period (Baddeley, 2012). This system plays a crucial role in transferring new information into long-term memory (Verschooren et al, 2021). However, the efficiency of working memory can be influenced by various factors, including cognitive load, fatigue, and classroom environment.

When cognitive resources are overwhelmed, learning becomes difficult, as the brain lacks the capacity to effectively process and retain new information (Kennedy & Romig, 2024, p.441.). Despite the importance of executive functioning in education, current policies and practices often fail to account for the diverse needs of learners, particularly neurodivergent students (e.g., those with ADHD, autism, or dyslexia), who may require additional support to develop these skills (Nesbitt & Farran, 2022). Traditional classroom structures, such as rigid lesson formats and high cognitive demands, can disadvantage children with executive functioning difficulties, contributing to exclusion rather than inclusion (Gunnars, 2024).

Therefore, understanding the relationship between executive functioning and communication is essential for educators and practitioners as targeted support and adaptive teaching strategies can help mitigate these challenges and promote inclusive learning environments. By fostering inclusive learning environments that acknowledge and accommodate executive functioning differences, educators can better support all learners and ensure equitable access to C&L development, leading to academic success.

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This webpage by UNICEF highlights the importance of inclusive practice and explains how they aim to 'close the gap'.

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There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

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Children with disabilities are often overlooked in policymaking, limiting their access to education and learning.

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Following the Salamanca statement (UNESCO, 1994), numerous policies and frameworks have been developed to advocate for the rights and inclusion of students with Special Educational Needs (SEN). The SEND Code of Practice (2015) is committed to the IE of children with SEN and the “progressive removal of barriers” (p.25) to participation within the educational setting. In alignment with this guidance, a person-centred approach should be adopted, ensuring that children with SEN receive tailored support to meet their individual needs. Additionally, the Code of Practice promotes collaboration between schools, families, and external professionals to create an inclusive learning environment that enables all students to access the curriculum to achieve their full potential (Dinh et al, 2025). In 2007, the Bercow Report (2008) estimated that around 7% (40,000) of five year olds in the UK experienced significant delays in their speech and language development. These delays were a result of inconsistencies in the local service provision, inadequate training for educators, and a lack of early intervention strategies (Bercow, 2008). In response, the report recommended improved training for professionals, increased funding for speech and language therapy, and a stronger emphasis on early identification and intervention. Subsequently, The  Bercow: Ten Years On (2018) report highlighted that with a greater emphasis on early help and intervention, more than 1.4 million children were now identified as having C&L needs. This may suggest that an increased awareness and an improved identification processes have led to a more accurate recognition of C&L needs in children. However, it also raises concerns about whether the necessary support services have expanded at the same rate to meet growing demand. Despite the growing recognition of C&L needs, many inclusion policies still lack specific, actionable strategies to support these children effectively in mainstream education (Rapp & Corral-Granados, 2024, p.427). Without clear guidance on how to implement targeted interventions, there is a risk that inclusive policies inadvertently contribute to the exclusion of children with C&L needs by failing to provide the necessary structures for meaningful participation (Shawer, 2017). Embedding explicit strategies for communication support within inclusion policies may strengthen inclusive practice, ensuring that children with and without SEN receive the assistance required to thrive in mainstream settings.

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The concept of inclusive education (IE) extends beyond simply placing all students in the same classroom; it requires a well-defined and effective approach to meeting diverse learning needs (Finkelstein et al, 2021, p.736). Despite considerable research on inclusive education, no officially accepted definition exists leading to varied interpretations in research and practice. Li and Ruppar (2021, p.43) define IE as a holistic aim to enhance “access, participation and outcomes” of all students whereas Sturm (2019) refers to inclusion as the methods by which schools address the diverse differences of students such as gender or cultural backgrounds. These definitions align with UNICEF (2025) who state that inclusion advocates for students of all backgrounds to learn and grow together and provides equal opportunities for them to thrive. Florian (2014) suggests that the development of a universal definition may represent an advancement in inclusive practice and education. The advancement of inclusion in educational settings can be traced back to The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994). This document emphasised the rights of all children including those with disabilities, to access an IE with meaningful participation. The statement advocated for policy and systematic reforms to ensure all schools were equipped to accommodate diverse learning needs, reinforcing the principle that schools should adapt to the children rather than expecting all children to fit into a “one size fits all” environment (Sepadi, 2025). A key factor in achieving the principles of the Salamanca statement (UNESCO, 1994) is meeting all students' communication and language needs as barriers including social interaction and engagement are fundamental to learning (Hobson et al, 2022). Sharma (2021) states that effective communication enables students to access the curriculum, express their needs, and develop meaningful relationships with peers and educators. Without adequate support, children with Communication and Language (C&L) needs may experience exclusion in the classroom, missing out on valuable and inclusive learning opportunities. Subsequently, such exclusion can lead to academic underachievement and reduced classroom participation which may suggest the need for appropriate interventions (Agnafors et al, 2021). Furthermore, this highlights the critical need for early identification, targeted support, and inclusive teaching practices to ensure all students can thrive academically and socially (Santos & Natividad, 2023).