3.3 Analyse partnership working for effective support of children with SEND

This guide will help you answer 3.3 Analyse partnership working for effective support of children with SEND.

Supporting children with Special Educational Needs and Disabilities (SEND) is most effective when different professionals, parents, and agencies work in partnership. Strong working relationships improve the quality and success of the support offered. This section examines how these partnerships work, who is involved, and how they positively affect outcomes for children.

SEND refers to a wide range of needs. These include physical disabilities, communication and interaction needs, learning difficulties, sensory impairments, and social, emotional, or mental health needs. Each child’s needs are unique and may change over time. Partnership working means pooling knowledge, skills, and resources to address these needs in the best possible way.

The Purpose of Partnership Working

Partnership working creates a joined-up approach where all those involved share information, agree on strategies, and take coordinated action. It avoids duplication and gaps in support. This means the child receives consistent help across different settings.

The purposes include:

• To provide a consistent approach between home, early years settings, and specialists
• To gather accurate information about the child’s needs
• To agree on realistic and achievable goals
• To monitor progress and adjust plans when needed
• To provide emotional support for families

In early years practice, partnership working benefits both the child and their family, and it helps practitioners work more effectively.

Key Partners in Supporting Children with SEND

Different partners bring different expertise and perspectives. The main partners may include:

• Parents and carers – They know the child best. They can share information about the child’s development, behaviour, and needs at home.
• Early years practitioners – They observe the child regularly and adapt learning opportunities to match the child’s abilities.
• Special Educational Needs Coordinator (SENCO) – This is often the lead in organising support, creating plans, and liaising with other professionals.
• Health visitors – They assess development milestones and identify early signs of SEND.
• Speech and language therapists – They assess speech and communication skills and design programmes for improvement.
• Occupational therapists – They give advice on physical development, motor skills, and adaptations to the environment.
• Physiotherapists – They help with movement, strength, and coordination problems.
• Educational psychologists – They assess cognitive skills, provide strategies, and support staff in understanding the child’s learning profile.
• Social workers – They support the family and help with access to services and practical assistance.
• Specialist SEND support teams – These may include local authority advisers or outreach workers from special schools.

Each partner has a clear role. Success comes when these roles are understood and respected.

Communication in Partnership Working

Open and regular communication keeps everyone informed and focused. This means using methods that suit each partner and allow for quick updates on progress or challenges.

Good communication involves:

• Regular meetings
• Shared written records such as Individual Education Plans (IEPs) or Support Plans
• Confidentiality agreements
• Clear and polite language
• Listening actively to each partner’s concerns and suggestions
• Using agreed reporting formats

Early years practitioners often take part in multi-agency meetings. These meetings give each partner time to share their input and reach agreement on actions.

Benefits of Partnership Working

Analysing outcomes of partnership working shows clear benefits:

• Consistent strategies mean the child experiences the same expectations across settings.
• Information from different sources gives a more complete picture of the child’s needs.
• Shared knowledge improves staff skills through learning from specialists.
• Families feel supported, respected, and part of the process.
• Plans can adapt quickly if needs change, avoiding delays in support.

When everyone works together, they reduce misunderstandings and improve the quality of support the child receives.

Challenges in Partnership Working

There can be barriers that stop partnership working from being effective. Recognising these can help practitioners find solutions.

Common challenges include:

• Limited time for meetings and discussions
• Partners working in different locations or on different schedules
• Lack of clarity on roles and responsibilities
• Differences in opinion between professionals or between professionals and parents
• Delays in communication
• Limited funding or resources

Overcoming these challenges involves agreeing clear working procedures, keeping communication open, and respecting everyone’s views.

Legal and Policy Context

In the UK, partnership working in SEND support is influenced by laws and guidance such as:

• Children and Families Act 2014 – Sets out rights for children and young people with SEND and requires coordinated assessment and planning.
• Special Educational Needs and Disability Code of Practice – Gives guidance on working together and involving families in planning.
• Equality Act 2010 – Protects against discrimination and promotes inclusion.
• Working Together to Safeguard Children – Emphasises cooperation between agencies for the safety and welfare of children.

This legal framework supports the expectation that agencies will work in partnership to meet children’s SEND needs.

Role of the SENCO in Partnership Working

The SENCO is often the link between different partners. Their role can include:

• Coordinating assessments
• Organising support plans
• Liaising with professionals and families
• Keeping records up to date
• Providing training for staff in SEND strategies
• Monitoring the implementation of agreed actions

A strong SENCO presence can improve partnership effectiveness by keeping everyone informed and organised.

Involving Parents and Carers

Parents and carers are central to SEND support partnerships. They live with the child and often take on the largest role in supporting development outside the setting. Their involvement includes:

• Sharing detailed observations from home
• Supporting activities suggested by practitioners or specialists
• Attending review meetings and giving feedback
• Asking questions so they understand plans and strategies
• Taking part in decisions about assessments and interventions

Early years practitioners build trust with families by respecting their views, allowing time for discussions, and making communication easy to access.

Multi-Agency Working

Multi-agency working means different services and specialists acting together for the child’s benefit. This typically involves:

• Early identification through joint assessments
• Coordinated delivery of services
• Joint review of progress at regular intervals
• Adjusting strategies where needed

For example, a child with both speech delay and physical difficulties may need joint programmes from a speech and language therapist and a physiotherapist. Partnership working means these programmes align so they do not conflict.

Sharing Information

Sharing information is a key part of partnership. This must follow the Data Protection Act 2018 and GDPR rules in the UK. This means:

• Gaining consent from parents before sharing details
• Recording only necessary, accurate information
• Keeping records secure
• Only discussing the child’s details with relevant partners

Good information sharing helps avoid repetition of assessments and supports accurate planning.

Analysing Effective Practice

When partnership working is effective, several factors are present:

• Clear communication channels
• Agreed goals and plans
• Mutual respect among partners
• Regular monitoring of progress
• Willingness to make changes quickly if required
• Inclusion of the child’s voice, where appropriate

Analysis of successful case studies shows that early identification, ongoing collaboration, and family engagement make a clear difference to outcomes.

Developing Skills for Partnership Working

Early years workers can improve partnership effectiveness through:

• Training in SEND awareness
• Learning about different roles and specialists
• Practising active listening
• Developing report writing skills for multi-agency use
• Building knowledge of local services

These skills support better understanding and collaboration between partners.

Case Example

A three-year-old in an early years setting has delayed speech and difficulty engaging with peers. The SENCO works in partnership with a speech and language therapist, the child’s parents, and the key worker. Progress is monitored monthly. Parents carry out speech activities at home suggested by the therapist. The key worker reinforces these activities during play. Communication books are used between home and setting for updates. All partners share the same strategies so the child has consistent support. Analysis shows improved confidence in communication within 6 months.

Final Thoughts

Partnership working for children with SEND in the early years can bring a significant improvement to the child’s experience and outcomes. When partners share clear communication, mutual respect, and a common aim, the child benefits from consistent, well-informed support. It requires time, organisation, and an open-minded approach from all involved.

For an early years worker, building strong partnerships is not just about fulfilling a requirement. It is about making sure the child receives coordinated support from everyone around them. This improves progress, promotes inclusion, and helps the child reach their full potential.