In the early 1990s the Common Assessment Framework came into being. Its purpose was to assist agencies to work together to provide early support for children and their families with an increasing range of needs. After examining how this framework evolved, this thesis explores how it is utilized in education. Through interviews with Lead Professionals in schools, policy makers and those in Local Authority roles, it finds that schools are responsible for complex decisions relating to what, and if, support is provided. This is because other agencies are placing the onus on them, some even charging the school if they attend meetings or support children in their care. For schools, the ability to provide early help is now increasingly about cost and the resources available in a community in which cuts are having significant impacts. The insights gained challenges the model stating that all agencies are obliged to support children through the CAF. It highlights strengths and weaknesses of the CAF process, together with sources of support available to schools. Through this, it provides a new model from an educational perspective, illustrating challenges that school leaders face, and explores ways in which the CAF process may be improved.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:607251 |
| Date | January 2014 |
| Creators | Browning, Tessa-Marie |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/5110/ |
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