Paper identifying and exploring opportunities for using leadership to help overcome professional and organisational barriers in children's services in England and simultaneously promote service innovation which leads to better outcomes for children.
Report presenting the findings of a study of parental experiences of the special educational needs (SEN) assessment, statementing and Special Educational Needs and Disability Tribunal (SENDIST) system. The goal was to gain a greater insight into perceived problems with SEN provision and to identify those factors which make the system work well for some parents and not others.
A 2002 report based on a survey by HM Inspectorate of Education of good practice in Scottish schools. Identifies key messages for practice.
Set of resources providing clear guidance for practitioners on when and how they may share information legally and professionally about an individual with whom they are in contact.
A study suggesting ways to improve communication between schools and children's services is discussed. The study 'Multi professional communication: making systems work for children' by Georgian Glenny and Caroline Roaf, examined case studies over a seven year period in order to identify the ingredients of successful communication systems.
From the 'Findings' section of the Joseph Rowntree Foundation this gives a summary of research published in July 2006. ""This research, by Clare Cassidy, Rory O'Connor and Nike Dorrer, examined how young people from different minority ethnic groups experience growing up in Scotland. It compared these experiences with those of young white people to consider similarities and differences in the transition to adulthood."
Report aiming to make a contribution to the debate on how best to educate children with learning difficulties by arguing that parents are the best people to decide where their children should attend school and laying out a strategy to make parental choice rather than 'expert' opinion the driver for policy.
Report of a study which looked at routes, destinations and outcomes for pupils permanently excluded from special schools and Pupil Referral Units. The study arose out of concerns over the quality of educational provision for young people with behavioural, emotional and social difficulties in England voiced by the Steer Report.
Article which summarises the methods and findings of a study which examined the role of social care professionals in extended schools and children's centres. It was found that the extended school environment can help strengthen multi-agency relationships. The research was conducted by the National Foundation for Educational Research.
This is a practical guide about how to consult with children and young people on policy related issues. It is written for community workers, youth workers, teachers, local authority workers, facilitators and other organisations and individuals working with children and young people. It is also for children and young people themselves who may be involved or interested in organising a consultation exercise.[Feb 2008 - no longer available from Save the Children]