Multi-Agency Working

Working with Schools: Social Work Partnership Guide

January 2025•12 min read

Why Schools Matter

Schools see children every day. They notice changes in behaviour, appearance, and wellbeing that others might miss. They have ongoing relationships with children and families, making them essential partners in safeguarding.

Education staff often make referrals to children's services, and their observations and reports are crucial evidence in assessments and proceedings.

Key School Contacts

Designated Safeguarding Lead (DSL)

  • Your primary contact for safeguarding concerns
  • Coordinates the school's response
  • Maintains safeguarding records
  • Attends multi-agency meetings
  • Provides reports for assessments and conferences

SENCO (Special Educational Needs Coordinator)

  • For children with additional needs
  • Information on EHCP or SEN support
  • Understanding of learning difficulties

Class Teachers

  • Daily observations of the child
  • Academic progress and concerns
  • Peer relationships
  • Changes in presentation

Key insight: Schools are often the first to notice signs of neglect or abuse because they see children consistently over time. Changes in behaviour, appearance, or attendance can be significant indicators.

Information Schools Can Provide

Attendance Data

  • Overall attendance percentage
  • Patterns of absence (specific days, times)
  • Reasons given for absence
  • Unauthorised absence
  • Late arrivals

Academic Performance

  • Current attainment levels
  • Progress over time
  • Comparison to expectations
  • Changes in performance
  • Homework completion

Behaviour and Wellbeing

  • Behaviour incidents
  • Friendship groups
  • Signs of distress or anxiety
  • Disclosures made to staff
  • Physical presentation (hygiene, clothing)

Document School Information

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Requesting Information

What to Ask For

  • Attendance record (request printout)
  • Any recorded concerns
  • Observations of child's presentation
  • Information about parent engagement
  • Academic and pastoral reports
  • Any previous referrals made

How to Request

  • Be clear about your role and the reason for the request
  • Explain what you need and why
  • Give reasonable timescales
  • Offer to explain what you can share in return
  • Follow up in writing when necessary

School Visits

Observing Children at School

School can be a good place to observe children:

  • See them in a structured environment
  • Observe interactions with peers and adults
  • Note differences from behaviour at home
  • Speak to children in a safe space

Planning Visits

  • Arrange in advance with the DSL
  • Be clear about purpose and who you need to see
  • Consider timing (not during exams, etc.)
  • Respect the school's routines
  • Bring ID and explain to reception

Speaking to Children at School

Appropriate Use

  • Section 47 enquiries
  • When child may be unsafe at home
  • When parental presence would inhibit disclosure
  • Direct work sessions agreed in plans

Best Practice

  • Request a private, comfortable room
  • Ask for a familiar adult to be nearby
  • Keep to agreed time limits
  • Minimise disruption to learning
  • Feed back to school staff appropriately

Multi-Agency Meetings

School Representation

Schools should attend:

  • Child protection conferences
  • Core groups
  • TAC/TAF meetings
  • PEP meetings for looked after children
  • Strategy discussions when relevant

School Reports

  • Request written reports for conferences
  • Ask for specific information you need
  • Give adequate notice for report preparation
  • Accept phone contributions when attendance isn't possible

Looked After Children

Virtual School Head

  • Coordinates education for LAC
  • Monitors educational progress
  • Supports school placements
  • Manages Pupil Premium Plus

Personal Education Plans (PEPs)

  • Required termly for all LAC
  • Social worker should attend
  • Sets educational targets
  • Identifies support needed

Common Challenges

Information Sharing Concerns

Sometimes schools are hesitant to share information:

  • Explain the legal basis for sharing
  • Reassure about appropriate use
  • Be clear about what you can share back
  • Escalate if necessary (via DSL to headteacher)

Threshold Disagreements

  • Explain decisions clearly
  • Offer early help signposting
  • Encourage re-referral if concerns persist
  • Document discussions

Conclusion

Schools are vital safeguarding partners. Their daily contact with children means they hold information no other agency has. Build strong relationships with DSLs, communicate clearly, and value what education colleagues contribute to keeping children safe.