Home > Free Essays > Education > Pedagogy > Evaluation of integrated working in early years in the UK

Evaluation of integrated working in early years in the UK Essay

Exclusively available on IvyPanda Available only on IvyPanda
Updated: May 21st, 2019


Integrated working is a situation whereby every person supporting offspring’s works together efficiently to centralize the children, satisfy their needs and enhance their lives. It is best comprehended as a biological Integrated Children’s scheme that is concentrated on the child and his folks.

It is served via service synchronization and maintained through integrated corporations and bodies. The genre may be further enhanced to recognize the underlying integration principle closely. This is done through a complicated multi level evaluation (Dunhill, Elliot & Shaw 222).

This report will provide an evaluation of the progress of integrated service provision in early years, in the UK, and the principles behind it. It will put into consideration the role of integrated service conveyance to outcomes for families and their offspring’s. It will draw out the allegations for verdict makers at the communal, regional and countrywide level in the UK.

It will also offer a holistic assessment of the available verification associated with the strategic, managerial and set issues related to service integration and organization. It will finally detect the most assuring directions for upcoming research and development, and goals to enlighten the procedures of connecting the future investigations clearly with strategy and practice (Gasper 17).


The policy and concept of integrated working in the Early Years in the United Kingdom

Before integrated working could be attained at a practical level in the UK, it was required that those involved comprehend how each other’s work contributed to the general project. This evaluation offered support that was family based. This provided a wide account of the threats encountered in child development and the probabilities for interference.

Children’s organizations in the United Kingdom were initially developed in the Children enactment of 2004. These were developed to attain the integration of services of front line for kids via co -located services including children’s institutions and comprehensive schools, multi- diverse groups and a chief worker system. There was an ordinary evaluation structure across services in this nation.

Information disseminations systems were also to be developed across services so that words of warning could be amassed and the outcome of children estimated with time. Mutual training with some similar modules was also provided. This enabled the personnel to share a solitary message about chief principles and practices such as child fortification.

They could also know each other’s duties and accountabilities. Sufficient plans were made for protecting children. Measures for dealing with boundary issues with other services especially parents with psychological health difficulties were put in place (Jones & Pound 665).

Primary well being care is a chief player in the services entailed in the UK framework. Its purpose is not accentuated in a similar manner as that of other components of children’s services.

Expansion of integrated programmes has been aggravated by the Primary Care Unions, the establishment of new conventions for GPs and unrelenting financial difficulties, all of which has generated predicaments for the commitment of bodies in the health sector.

Despite the several periods of attention in the UK and opinions of experts and service users, there is still an uphill exertion to enable needy children or those at risk become a key policy subject for primary care organizations (Baldock, Damien & Kay 1120).

Since it is still early times for these establishments, a well-written deal has been prepared to indicate the difficulties experienced in attaining integrated early childhood and household services. The UK assessment of Children’s Union pathfinders of 2007 has proposed some ways forward.

According to this trust, there should be consequential participation of kids; the young, close relatives and carers in inter body governance for more development. The union has also created ways to incorporate under represented associations such as General Practitioners (GPs) and personal sector providers of services in inter body governance plans via expert or sector interest associations.

Health corporations are involved into consistent joint commissioning associations. Elucidation of the duties, accountabilities and expert qualifications, determine who needs to be a leading expert, which child situations should have a leading expert and what association does this situation has with other tasks (McInnes 324).

Researchers in the UK have recognized a fair deal of capability for the establishment of greater integration. Prospects for and draw backs to establishing health enhancement work in early years sites in the UK have been studied.

While these realized substantial interest for health work in this nation in the early years, they proposed that more actions could be taken to develop associations among health and early year’s experts. This was to be achieved by coming up with suitable early years base stage provision.

The probable avenue for growth in the UK is by building on triumphant process in the preschool segment. This is through greater partnership amongst early year’s consultants and regional Healthy school project organizers.

The UK assessment of Early Support (ES), the fundamental government programme planned to enhance multi- expert service prerequisites for inoperative children from birth to around three years of age, has found some light on the development being made towards integrated working.

Its evaluation realized three key manners in which integrated working was being entrenched with other indigenous childcare programs and transformations. This included the Amendment for Children Schedule, the 2004 children’s Enactment, Management on Lead experts and other programmes such as the Execution of the newborn Investigation Screening scheme (Dunhill, Elliot & Shaw 222).

Multi bodywork was realized and developed in the UK and resources for related upcoming service offerings assured. These programmes were kept at hand so as to expand children delivery subsequent to three years of age. The organization of multi body working was regarded at a tactical level though not yet strongly developed.

There were interests concerning future financing and children continuity after reaching three years. Early years services in this nation were integrated via sufficient procedures so as to improve growth results for children (Baldock, Damien & Kay 1120).

In the UK, multi agency synchronization was seen as extremely vital to the integrated success of working. The nation is still under pressure to get some unions on board. There was also considerable interest about the provision of upcoming dedicated financing. A shared visualization of how to perform childcare services in regions where early services were to be established was, however, missing in the UK (Miller & Cable 998).

The evaluation also acknowledged competing programs particularly for overburdened heath unions. Additionally, the provisional evaluation testing the collaboration between nurses and families found that there was utterly no integration between motherhood and services of child health.

The evaluation realized that some other experts thought that these collaborations were discriminatory and were afraid of taking over existing duties. The regional authorities had a low degree of comprehending these collaborations. Centres for children were also not well equipped, and many people in the UK did not understand the substantial role of associations between nurses and families.

The evaluation also recognized that Children’s centre executives had little comprehension and appreciation of these unions substantial contribution. This condition has, however, certainly enhanced for the past two years. There is a need for more sufficient communication and guidance (Foley & Rixon 12).

In 2007, the National Assessment of Children’s Union Path finders reported early signs of positive results. They also reported some critical difficulties associated with the early establishment of the Children’s Unions. The evaluation also stated that early services had changed in a manner that could rationally be anticipated to increase their efficiency and so result to better effects.

There were some motivating indications of local enhancements with a number of pathfinders stating that they had improved the effectiveness of services. Others were by that time working towards readopting effective savings into protective work (Baldock, Damien & Kay 1120).

Proof from the Audit Contract Report of 2008 also proposed that regional authorities had attained some organization of Children’s services though this coordination demonstrated substantial variation. There was no clarity concerning the role of Children’s unions. It was argued whether they were for authorized partnership working or a new legislative body.

There was minute proof that funding organizations from health, learning and societal services were being controlled to increase outcomes amongst children’s services. Mutual commissioning in this case was taken to have a tactic to go.

There was also minute evidence that children’s effects had improved as a result of these children’s unions. However, this was during the early periods and the procedures leading to modifications are still being entrenched (Dunhill, Elliot & Shaw 222).

Research conducted in the year 2006 in the UK provides an assessment of the evidence associated with the growth, delivery and sufficiency of strategic collaborations. This research argues that regional strategic associations which supervise and commission services of children have a tremendous role to play in conveying the Authorities Each Child Matters Plan.

Deductions from this research call for proof to study young persons and children outcomes and especially an evaluation of those effects in the light of the wants evaluations which occur as part of the procedure of reorganizing children’s services (Foley & Rixon 12).

It was found that climates of the organization such as minimal disputes coordination duty clarification and personalization impacted service quality in integration working. Managers in integrated working were supported by disciplinary personnel of professionals including health and adult trainers. There is inadequate and questionable proof about the cost efficiency of some integrated projects in this nation.

The UK national assessment of Early Support has proposed that integrated working might be inexpensive. It has also been emphasized that these services are majorly additional to and not mere substitutes of UKs existing services.

Lack of agreement in which outcomes of integrated working in the UK are applicable is one of the key reasons as to why studies are incapable of providing convincing evidence on the efficiency of integrated working. The UK Assessment of Children’s union fund has suggested some possible pointers to effective, integrated working.

This include greater involvement of the citizens, households being better capable to cope and manage integrated working, Decreased number of children joining care. Improved financial well being of families and enhanced levels of physical practices (Anning & Edwards 122).

The key characteristic of integrated working in the UK is that it acts as a benefit hub for the society. This is achieved by combining a range of services whose professionalism operates in a multi agency manner to support young persons, and their families. In the UK, integrated working occurs at the regional service level.

In the year 2003, each local government was ordered by the central authority to make integrated working precedence across well being, education and societal services. Local agencies were commanded to work together via generating Children’s Trusts. Laws were passed and leadership offered to ensure that this occurred in every government by the year 2008.

The goal was to make certain organized joined up services that provided better child protection and improved outcomes of children to enhance social involvement. Between the year 2002 and 2010, children centres were established to offer integrated services (Foley & Rixon 12).

Practitioners who made use of integrated working in the UK recognized the wants of children earlier. They then delivered an organized package of sustenance that was centered on the young child.

This assisted to secure better results for them. This was done by putting the practitioner’s professional experience, erudition and skills together. It was also done by engaging the child and family all through. It is, therefore, clear that there is some way for practitioners and shareholders to go prior to establishing an apparent understanding of integrated working.

The aims of integrated working in the UK are fundamental. This includes the expansion and extension of radical workers. Integrated working in the UK also introduced new tactics of service delivery, involving alterations in their techniques of referral, realization of wants, evaluation and working with families.

Integrated working in the UK was understood as a key strategic instrument for attaining the goals specified in the children’s plans and for Each Child Issues agenda. This was attained via collaboration and synchronization at all stages, cross ways all services, in both solitary and multi agency configurations. It required comprehensible and continuing leadership and organization.

At an outfitted level, it was facilitated by implementing ordinary service delivery styles, tools and procedures. In the UK, the advancement across local governments in executing integrated working was evaluated by putting together the opinions on tactical and operational managers. This work was carried out by CWDC with back up from SDSA and the New Rule Institute. This evaluation was done annually (Foley & Rixon 12).

It provided an outlook nationally and regionally of advancement in the utilization of integrated instruments and procedures in the UK. This self-assessment evaluation revealed a real move from directing integrated working regarding systematic execution across all regional areas in the UK. In the year 2008, reports showed an incredible progress in the execution of this integrated working.

During this year, the CWDC specially made an evaluation of progress concerning integrated working. This was founded upon an incorporated working, self-assessment instrument, whereby around 143 regional areas from across UK took part. In these years, integrated working in the UK was divided into five.

This included Common Assessment Framework (CAF), information distribution, lead specialized task, multi body working and leadership and training. During this time, each local area filled in a strategic outline questionnaire. Evaluations were then performed by workforce execution executives.

The general return percentage was 66. A percentage of 86 was from elected strategic leads, and 64 percent was from workforce execution managers (Anning & Edwards 122).

The CWDC Integrated Working Assessment of the early years in the UK studied reactions to the integrated working self evaluation instrument made by workers in the sector during the early years. Their responses were related to specific crucial questions. These were graded in contrast to the other sub sections.

In the UK, centre for superiority and results in children realized and identified regional and countrywide confirmation of what works to generate a solitary and complete picture of sufficient processes in conveying children services. During these years, it provided support to regional authorities and the trust associates for children. This promoted the outcome for the young and their households.

It concentrated on seven state subjects recognized in matters affecting every child in the nation. These included children in their early years; persons rendered inoperative, susceptible children, child poverty, education institutions and parents.

This centre is also backed up by several strategic associates. This includes development and improvement bodies, household and parenting associations. Close and continuous coordination exist between the organizations of executives of children services, the regional government unions and the children services organizations. In the early years, the UK reduced disparities among young children via efficient processes.

This enhanced children’s achievement through providing better quality early learning. The incorporation of the provision of early year’s services also promoted early child development results (Anning & Edwards 122).

Integrated working in the UK was initially intended to offer the best confirmation available on promoting developmental outcomes of children through the incorporation of service provision. In spite of this original scoping investigation showed a minor effect of integrated working in the UK.

This was probably due to the current nature of policy establishment in this region. As a result, studies have recommended that there is a need of thematic outlook on the provision of integrated services. Demonstrations are used from chosen plans and programmes. Hypothetical on the important characteristics of integrated workings is also used.

In the early years, integration of services in the UK also entailed settings in the preschool and results beyond the child. Present guidance and expression linked with the provision of integrated services in the UK required greater clarity. There is, however, no ultimate evidence on the effect of integrated working, but there is some circumlocutory evidence to signify that integrated working may have a constructive impact.

In the UK, there is presently no straight and definitive proof of the efficiency of integrated working on effect for children and family units at a universal, managerial and service synchronization level. There is strong evidence that proposes that the adoption of a collective approach to involvement is efficient.

This is regarded to offer an indirect proof of sufficient integration. In this nation, high quality pre school specification that incorporates child care and schooling assists kids on the basis of cognitive and behavioural impacts up to around 11 years (Miller & Cable 998).

In the UK, one possible opportunity for development has been built on victorious integrated procedure in the preschool division through greater coordination between early year’s guides and regional healthy institution programme organizers. Quality is influential in enhancing outcomes compared to the kind of integration in this country. It has been ensured that early years services have been well integrated in this country.

It has also been ascertained that these services assume accepted quality standards. Leadership guidance, contributory planning procedures and member participation have also been found to be a feature of victorious collaborations (Anning & Edwards 122).

A number of personnel issue need to be resolute so as to attain victorious integrated service condition. All levels for personnel controlling and conveying integrated services require specific training. There also needs to be approved working arrangements in multi agency parties and greater amplification on the sources of sustainable financing for integrated working.

Stakeholders in the UK feel that the complete capability of integration can only be attained when personnel levels equal caseload demands. Practitioners and experts at the set level have recognized the need for greater elucidation of the duties and accountabilities linked with the duty of the leading professional and chief worker. Both of these duties epitomize service coordination.

The establishment of multi disciplinary and interdisciplinary tactics to integrated working in the UK was regarded a high precedence. There was an elucidation of integrated working for all personnel involved in service conveyance and control.

An approach was also established to service evaluation and intervention that offered a universal language and greater conformity on service limits and levels of need. Service users were included in the preparation and conveyance of services (Jones, Holmes & Powell 26).

Training was also to be offered at all levels. This was to establish guidance for integrated services, a shared way of life and visualization, a better interaction system, a clear personnel assessment and administration system and a communal understanding of duties. Training also made sure that integrated work coordinators had enough knowledge of the complete range of services accessible in supporting the program of each child matters.

Implications for local and national authority

An apparent visualization of integrated working in then UK was to be distributed and enhanced to personnel at all levels. For integrated working to be attained, then it required that more integrated thinking incorporation. Amplification of the core goals of Each Child Matters principle was to deal with the strain that some partakers saw amongst the wants of households and children.

It was also to make the duties of common, targeted and preemptive services clear. A general, interdisciplinary policy for service evaluation and intervention was also offered in a universal language. There was greater conformity on service limits and stages of wants.

Better provision for personnel growth both nationally and locally to sustain efficient, integrated release in the early year’s services was realized. Further regional investigation and advancement efforts were enhanced. The recognition and promotion of approved measures and harmonized research tools in this nation were found to be obliging (Fitzgerald & Kay 438).

Presently, there is little direct proof on the effect of integrated working on children’s growth results in the UK. There are tremendous challenges linked with manipulating research that could offer hard proofs of efficiency due to the diversity of confounding variables.

This may eventually be found to be impractical. Most of the writings presently available in the UK are founded on comparatively small scale researches that are concerned with the procedures of integrated working more willingly than the effects. These studies emphasize the need for new and diverse study investigating the procedures by which triumphant integrated working occurs in early years services.

This is situated within hypothetical understandings of adult education and work place processes. They also emphasize the need for a rational and holistic report of the early childhood growth procedures that offer the utmost validation for service integration.

There is also need for more investigations that recognize the discrete kinds and characteristics of integration that are currently in use and the most suitable measures for assessing their efficiency. Studies on the role of social care experts in extended institutions need to be simulated for children’s meeting points.

In addition, more thoroughly designed studies, which recognize the, specific characteristics of sufficient, integrated practice, have been done (Glenny & Roaf 924).

Effects of Integrated Working in the UK

Currently, there is remarkably little proof on the effect that integrated working has on children’s outcome in the UK. Much research has focused most on organizational struggles in having interred- agencies working together. Research that has been done shows that outcomes on health positively relate to coordination being emphasized on models of delivery on services.

The UK valuation of integrated working has recognized that there are no direct outcomes associated with integrated working. Integrated working in the UK serves babies and young persons from poor families who due to ecological, health and other factors require comprehensive services to improve their development. Through integrated working parents in the UK were taught about infant development.

They were also assisted with parenting talents. This was through home calls additional visits, classes, seminars and newsletters. Integrated working also led to the children’s brain development, increased family income and improved parenting values. This was attributed to the quality of coordination with local organization and scope of integrated working (Balloch & Taylor 58).

Integrated working in the UK has improved care organization of prenatal services due to the increased visits and pregnant mother enrolment. Theoretically, many of the effects of integrated working are more recognized by early childhood involvement practices.

In conclusion, the overall positive advantages of integrated working are essentially a better flow of capital and support in terms of family units and children. It, however, remains necessary for a more combined methodology and long-term research to assess benefits. There is a need for research to concentrate on the value rather than merely on the organizational level of integrated working.


Additional research is necessary to recognize the impact that inter- body working has on Children’s results. The UK government should examine the expansion of more sufficient multi- body agency to which tactical collaborations make possible, practical arrangements that in turn lead to more positive results.

Finally, the UK government should determine the degree to which these types of remunerations can be accredited to strategic union working and their association with substantial costs involved in establishing efficient association plans. There is a need for more training continuous support and expert development.

It was concluded that integrated working in the UK conveyed through home calls was not a sufficient way of enhancing the developmental results for children from poor families. There was no added value to the financial self effectiveness of the parents (Anning & Edwards 122).

Works Cited

Anning, Angela & Edwards, Anne. Promoting children’s learning from birth to five: developing the new early year’s professional. Buckingham: Open University Press, 2006.Print.

Baldock, Peter, Damien, Fitzgerald, & Kay, Janet. Understanding Early Years Policy London: Paul Chapman, 2005.Print.

Balloch, Susan & Taylor, Michael. Partnership Working: Policy and Practice. Bristol: Policy Press, 2001.Print

Dunhill, Allan., Elliot, Baltimore & Shaw, Anthony. Effective Communication and Engagement with Children and young People, their Families and Carers. Exeter: Learning Matters Ltd, 2009.Print

Fitzgerald, David & Kay, Jeffferson. Working Together in Children’s Services. London: David Fulton, 2008.Print

Foley, Hellen & Rixon, Geoff. Changing Children’s Services: Working and Learning Together. Bristol: Policy Press, 2008.Print

Gasper, Michael. Multi-agency Working in the Early Years: Challenges and Opportunities, SAGE Publications Ltd: SAGE.2010. Print.

Glenny, Goldberg & Roaf, Christen. Multiprofesssional Communication: Making systems work for children. Buckingham: OUP, 2008.Print

Jones, Constantine & Pound, Loffredo. Leadership and Management in the Early Years. Berkshire: Open University Press. 2008. Print.

Jones, Laurence., Holmes, Randall & Powell, Jones. Early Childhood Studies, A Multi-professional Perspective. Maidenhead: Open University Press, 2005.Print.

McInnes, Kontopidis. A practitioner’s guide to interagency working in children’s centers: a review of the literature. London: Barnados Policy and Research Unit, 2007.Print.

Miller, Longres & Cable, Christell. Developing Early Years Practice. London: David Fulton, 2005.Print

This essay on Evaluation of integrated working in early years in the UK was written and submitted by your fellow student. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly.
Removal Request
If you are the copyright owner of this paper and no longer wish to have your work published on IvyPanda.
Request the removal

Need a custom Essay sample written from scratch by
professional specifically for you?

Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar
Writer online avatar

certified writers online

Cite This paper
Select a website referencing style:


IvyPanda. (2019, May 21). Evaluation of integrated working in early years in the UK. Retrieved from https://ivypanda.com/essays/evaluation-of-integrated-working-in-early-years-in-the-uk-essay/

Work Cited

"Evaluation of integrated working in early years in the UK." IvyPanda, 21 May 2019, ivypanda.com/essays/evaluation-of-integrated-working-in-early-years-in-the-uk-essay/.

1. IvyPanda. "Evaluation of integrated working in early years in the UK." May 21, 2019. https://ivypanda.com/essays/evaluation-of-integrated-working-in-early-years-in-the-uk-essay/.


IvyPanda. "Evaluation of integrated working in early years in the UK." May 21, 2019. https://ivypanda.com/essays/evaluation-of-integrated-working-in-early-years-in-the-uk-essay/.


IvyPanda. 2019. "Evaluation of integrated working in early years in the UK." May 21, 2019. https://ivypanda.com/essays/evaluation-of-integrated-working-in-early-years-in-the-uk-essay/.


IvyPanda. (2019) 'Evaluation of integrated working in early years in the UK'. 21 May.

More related papers
Psst... Stuck with your
assignment? 😱
Psst... Stuck with your assignment? 😱
Do you need an essay to be done?
What type of assignment 📝 do you need?
How many pages (words) do you need? Let's see if we can help you!