EYP 13

Partnership working in the

early years
 1.1
Working in partnership is fundamental to delivering high-quality care and education for babies and

young children. Partnership working refers to the collaborative approach taken by practitioners,

parents, carers, and multi-agency professionals to meet the individual needs of each child. One primary

reason for this collaboration is to ensure a holistic understanding of the child’s development,

wellbeing, and individual circumstances. According to the Department for Education (DfE, 2021),

children benefit most when all adults involved in their care share information, perspectives, and

expertise.

A major reason for partnership working is to enhance the continuity of care between home and early

years settings. Parents are children’s first educators, and their involvement is crucial in helping

practitioners develop tailored learning experiences (Nutbrown, 2012). The Early Years Foundation

Stage (EYFS) framework supports this view by requiring providers to work closely with parents to

support learning and development at home and within the setting (DfE, 2023).
Another reason for effective partnership working is safeguarding. When professionals from health,

social care, and education work together, they are better equipped to identify signs of abuse or neglect

and to intervene early. The Working Together to Safeguard Children statutory guidance emphasizes the

importance of inter-agency cooperation in protecting vulnerable children (HM Government, 2018).

1.2
The overall concept of partnership working exists throughout multiple legal and non-legal guidelines in

the United Kingdom. As core guidance for English child development practitioners the Early Years

Foundation Stage (EYFS) framework requires settings to fully involve parents and carers regarding their

children's developmental needs. Partnership with parents serves as a fundamental principle in the EYFS

(DfE, 2023) because children achieve best learning results through collaborative efforts between

adults.

The SEND Code of Practice (2015) strengthens various partnership arrangements specifically for

helping children with special educational needs and disabilities. Family members play an essential role

in decision-making according to the mandate and the approach promotes person-centred planning

where children together with their family influence service delivery and planning (DfE & DoHSC, 2015).

The framework of Working Together to Safeguard Children (2018) demands that educational facilities

partner with local safeguarding entities. Protecting child welfare requires relevant information sharing

and conference attendance and early help assessment contribution by professionals (HM Government,

2018).

Partnership work receives its legal foundation from the Children Act 2004 because this legislation

mandates the creation of Local Safeguarding Children Boards (LSCBs) which now serve as local
safeguarding partnerships. The Act establishes a mandatory framework that requires professionals to

unite their efforts toward bettering child outcomes within the ‘Every Child Matters’ framework which

emphasized safety together with health, enjoyment, achievement and economic well-being (DfES,

2003).

Early years settings must implement partnership working because it allows teams to deliver complete

child-focused care combined with education. The combination of being a best practice and meeting

every requirement across multiple current legal frameworks makes it mandatory. Practitioners who

work with families and professionals can deliver consistent child development services through their

collaborative approach to meet educational as well as safeguarding requirements of each child.

2.1
Meeting Children’s Additional Needs

Several professionals collaborate to provide proper support for children with additional needs

through assessment and planning stages. The support team comprises Special Educational Needs

Coordinators (SENCOs) together with health professionals and educational psychologists and

external support teams.

A Special Educational Needs Coordinating professional acts as a central authority for identifying

children's special educational needs (SEN) while they coordinate educational provision and serve as

a link to parents and must follow the rules of the SEND Code of Practice. The leadership of SENCOs

includes the responsibility to refer children to outside agencies while they support ongoing

evaluation of proven interventions (DfE & DoHSC, 2015).

  Ensuring appropriate support for children lies with health practitioners who include

paediatricians together with speech and language therapists and occupational therapists.

Therapy programmes designed by speech and language therapists help children learn essential

language skills according to assessment results provided by the NHS England (2023).

 Educational psychologists help create Education Health Care plans through providing

professional guidance for tailored educational techniques to support children affected by

learning and behavioural issues (British Psychological Society, 2021).

Effective partnership between these professionals ensures that children receive holistic and

consistent support, rooted in a shared understanding of their developmental needs.

Safeguarding Children

Safeguarding is a statutory responsibility and requires coordinated efforts across multiple agencies.

Key partners include Designated Safeguarding Leads (DSLs), social workers, local safeguarding

partners, police, and health visitors.

  The Designated Safeguarding Lead (DSL) in a setting is responsible for liaising with children’s

social care, referring concerns, maintaining safeguarding records, and ensuring staff are trained

in child protection procedures (DfE, 2023).

 Social workers assess the risk to children and decide whether statutory interventions are

needed. They lead Child in Need and Child Protection Plans, working with families and settings

to ensure safety and stability (HM Government, 2018).

 Local Safeguarding Partnerships (replacing Local Safeguarding Children Boards) bring together

the police, health services, and local authorities to coordinate safeguarding strategy and

ensure local protocols are effective (HM Government, 2018).

 Health visitors provide crucial early identification of safeguarding concerns in children under

five through home visits and health assessments, playing a preventative role by supporting

parental capacity (Public Health England, 2020).

In all cases, clear communication, secure information sharing, and professional trust are essential to

protect children from harm and promote their welfare.

Supporting Children’s Transitions

Transitions—such as moving from home to nursery, between settings, or into primary school—are

significant for a child’s emotional, cognitive, and social development. Professionals involved in

supporting transitions include key persons, early years practitioners, teachers, parents/carers, and

sometimes SEND professionals if additional needs are present.

 The key person is central to supporting transitions within early years settings. Their role is to

form secure attachments, gather information from families, and ensure emotional continuity

during change (DfE, 2023).

 Early years practitioners work in partnership with receiving settings and families to share

developmental records, preferences, and routines, enabling personalised support for each

child during the transition (Taggart et al., 2021).

 Primary school teachers and reception staff facilitate visits and settling-in sessions to

familiarise children with the new environment. They may also liaise with early years staff to

discuss learning needs and strategies (Ofsted, 2021).

 For children with SEN, the SENCO may arrange additional transition planning meetings to

ensure that support continues seamlessly into the next setting, involving the child and parents

in the process (DfE & DoHSC, 2015).

Supporting children’s transitions in a collaborative and sensitive manner promotes emotional security,

maintains continuity of learning, and ensures positive long-term educational outcomes.

2.2
Working in partnership with parents and carers is a cornerstone of effective early years practice. The

Early Years Foundation Stage (EYFS) framework recognises parents as children’s "first and most

enduring educators" (DfE, 2023), and highlights the importance of close collaboration between

practitioners and families to ensure children receive consistent, responsive, and developmentally

appropriate care and education.

Enhances Children's Development and Learning

Working in partnership is one of the most important benefits because working together makes a

positive difference to children’s learning and development. If parents are actively involved in

children’s activities, children’s experiences at home can be built on by practitioners in order to deliver

more personalised and effective teaching strategies. As research by Taggart et al. (2021) shows,

children form better in language, cognitive and social emotional development when their parents are

engaged in education.

In sharing information of what children are interested in, what they do and any concerns, parents and

practitioners can work together to create learning plans more tuned to individual needs and more

supportive of their individual needs. For instance, a parent may inform the practitioner of a new

interest or challenge their child is facing, allowing the setting to tailor learning activities accordingly.
Supports Continuity of Care and Emotional Wellbeing

Young children thrive on consistency. When practitioners and parents communicate openly, there is

greater continuity between home and early years settings. This consistent approach supports

children’s emotional wellbeing by helping them feel secure and understood in both environments

(Ofsted, 2021).

Effective communication can also support children through transitions such as moving to a new

setting or starting school. When families and practitioners work together, transitions can be carefully

planned and sensitively managed, reducing anxiety for the child (Nutbrown, 2012).

Builds Trust and Strengthens Relationships

Strong partnerships foster mutual respect and trust between families and early years staff. When

parents feel listened to, valued, and respected, they are more likely to share information and

participate in their child’s education (DfE, 2023). This collaborative relationship also empowers

parents, increasing their confidence in supporting learning at home, which can have long-term

benefits for children’s educational outcomes.

Moreover, positive relationships between parents and practitioners model respectful communication

and cooperation for children, contributing to their social development.

Enables Early Identification of Needs

Partnership working is vital in identifying and addressing children’s additional needs at an early stage.

Parents are often the first to notice developmental delays, behavioural issues, or changes in their

child’s behaviour. When a trusting relationship is established, they are more likely to share these
concerns with practitioners, who can then initiate early support and referrals to external services (DfE

& DoHSC, 2015; NHS England, 2023).

By identifying these children early on we are able to intervene and we know that this early

intervention can have incredible benefits in the long run for children with special educational needs

and disabilities (SEND) (British Psychological Society, 2021).

Under current early years frameworks parent and carers partnership working is not only a

professional responsibility but also a key element in supporting children’s learning, wellbeing and

development as a whole. It develops a shared approach to care, builds trust, promotes early

intervention and ultimately gives the biggest basis for lifelong learning and success.

4.1
a) Communication Difficulties

One of the most frequently cited barriers is ineffective communication. Misunderstandings, unclear

language, use of jargon, or lack of regular updates can create confusion and mistrust between

partners (DfE, 2023). This is particularly problematic in multi-agency contexts, where different

professionals may use sector-specific terminology or have varying levels of understanding about early

years education.

b) Cultural and Language Differences

Families from diverse cultural backgrounds may have differing expectations about parenting,

education, and authority. Language barriers can further compound communication challenges,

leading to reduced engagement and misunderstandings (Papatheodorou, 2010).

c) Time Constraints and Workload Pressures

Early years practitioners often face heavy workloads, limiting the time they can dedicate to building

relationships with parents or coordinating with external professionals (Ofsted, 2021). Similarly,

parents may have work or other commitments that prevent them from attending meetings or

engaging regularly with settings.

d) Lack of Confidence or Knowledge

Some parents may feel intimidated or unsure of how to contribute, particularly if they have had

negative past experiences with education or authority. Practitioners may also feel unprepared for

working with families from different socio-economic or cultural backgrounds (Nutbrown, 2012).

e) Professional Hierarchies and Role Confusion

In multi-agency teams, unclear roles and responsibilities or perceived hierarchies can hinder effective

collaboration. Professionals may disagree on approaches or feel their input is undervalued, leading to

fragmented support for the child (HM Government, 2018).

4.2
To ensure successful partnership working, early years settings must adopt proactive strategies to

overcome these barriers. These strategies include:

a) Promote Clear and Inclusive Communication

Using plain, jargon-free language, visual aids, and translators where needed can ensure that all

parties understand information and feel included. Regular newsletters, digital communication apps

(e.g., Tapestry, ClassDojo), and informal conversations during pick-up/drop-off can strengthen the

home-setting connection (DfE, 2023).

Practitioners should also actively listen to parents, valuing their input and creating a two-way

dialogue rather than a top-down exchange (Ofsted, 2021).

b) Foster Cultural Awareness and Sensitivity

Early years practitioners must undergo training in cultural competence to understand and respect

different parenting styles and beliefs. By being open-minded and non-judgemental, practitioners can

create a safe, respectful environment that encourages family participation (Papatheodorou, 2010).

c) Build Relationships Gradually

Strong relationships take time to build. Assigning a consistent key person to each child ensures that

parents have a familiar point of contact, which can ease anxiety and build trust over time (DfE, 2023).

Creating opportunities for informal interaction, such as coffee mornings or parent workshops, can

further strengthen bonds.

d) Provide Flexible Opportunities for Engagement

Recognising the time constraints many parents face, settings can offer flexible meeting times, virtual

appointments, or written updates to accommodate different schedules. Short but regular contact—

whether in person or via digital means—can still be highly effective (Taggart et al., 2021).

e) Clarify Roles and Responsibilities in Multi-agency Work

Effective partnership working requires clear protocols and shared understanding of each

professional's role. Settings should use frameworks like Team Around the Child (TAC) meetings and

Early Help Assessments (EHAs) to coordinate efforts and keep communication streamlined (HM

Government, 2018).

Using written agreements or partnership plans can also clarify expectations and reduce

misunderstandings between professionals.

4.3
Early years settings play a key role in supporting parents and carers by offering a range of services,

guidance, and signposting to ensure that families feel empowered, informed, and involved in their

child's development. Support may be tailored to the family's individual needs and circumstances.

a) Information and Guidance

The Department of Education states that practitioners typically share updates on a child’s

development with parents either verbally, in written reports or learning journals, or ‘through a digital

app’ (DfE, 2023). Parents are likely to be given advice about routines, nutrition, sleep patterns and

behaviour, allowing parents to enhance learning and care in the home environment (Ofsted, 2021).

b) Parenting Support Programmes

But many settings also refer parents to structured support programmes such as the Triple P (Positive

Parenting Programme) or Incredible Years, in which support workers teach strategies to manage

behaviour, enhance attachment, and good communication between parents and children (Barlow et

al., 2019).
c) Special Educational Needs and Disabilities (SEND) provisions.

The SENCO may support parents of children with SEND by coordinating assessments and explaining

the Education, Health and Care Plan process to the family. Review meetings can be arranged by the

setting; tailored resources can be offered or they may refer to external services such as speech

therapists or educational psychologists (DfE & DoHSC, 2015).

d) Emotional Support and Signposting

During difficult periods such as family separation, bereavement or mental health difficulties for

example, when a practitioner is likely to engage in acts of emotional support such as empathic

listening and reassurance, it is not uncommon either. They may signpost parents to support services

including CAMHS, family support workers, counsellors, citizens’ advice bureau (as required) (Public

Health England, 2020).

e) Opportunities for Engagement and Learning

Parent workshops, coffee mornings and stay and play sessions are something that settings may

organise for parents so that they are able to learn about child development, participate in activities

with their children as well as create bonds with others in the community (Taggart et al., 2021).

4.4
Conflicts may arise between practitioners and parents/carers, or within multi-agency teams, due to

differing views, misunderstandings, or unmet expectations. Effectively resolving such conflict requires

a combination of interpersonal skills and structured approaches.

a) Active Listening

Listening attentively and without interruption helps to ensure that all parties feel heard and

respected. Active listening involves paraphrasing, maintaining eye contact, and responding

empathetically, which helps to defuse tension and promote mutual understanding (Rogers & Farson,

2021).

b) Emotional Intelligence

Practitioners must be able to regulate their own emotions, recognise others' feelings, and respond

appropriately. Emotional intelligence allows for calm, respectful interactions even in high-stress

situations (Goleman, 2013).

c) Mediation and Neutrality

Remaining neutral and non-judgemental is essential when managing disagreements. Practitioners

should avoid taking sides and instead facilitate dialogue that encourages compromise and shared

decision-making (HM Government, 2018).

d) Clear and Respectful Communication

Using open, non-confrontational language helps reduce defensiveness. Practitioners should focus on

facts, avoid blame, and clarify misunderstandings through open-ended questions and summarising

key points (Ofsted, 2021).

e) Problem-Solving and Collaboration

An effective approach to conflict is to engage all parties in collaborative problem-solving—identifying

the issue, generating solutions, evaluating options, and agreeing on a plan of action. This ensures a

sense of ownership and shared responsibility (Tuckman, 2020).

f) Knowledge of Policies and Procedures

Practitioners should be familiar with setting policies on complaints, safeguarding, and communication.

Having a clear process for addressing concerns helps to maintain professionalism and resolve issues in

a structured manner (DfE, 2023).

5.1
In early years settings, several records must be maintained to support effective partnership working

with parents, carers, and multi-agency professionals. These records ensure clarity, accountability, and

continuity of care. Examples include:

a) Communication Logs

Detailed notes of conversations with parents, carers, or professionals, including concerns raised,

advice given, and agreed actions. These support ongoing dialogue and track any issues or updates

over time (DfE, 2023).

b) Meeting Minutes

Written summaries of meetings with parents or professionals (e.g. Early Help meetings, SEN reviews,

safeguarding case conferences), recording attendees, topics discussed, decisions made, and next

steps (HM Government, 2018).

c) Consent Forms

Documentation of parental/carer consent for information sharing with external agencies (e.g. speech

therapists, social workers), medical interventions, or outings, in line with GDPR and safeguarding

procedures (ICO, 2021).

d) Individual Education Plans (IEPs) or Support Plans

For children with additional needs or SEND, these outline goals, strategies, and involved professionals.

Shared with parents and specialists to ensure a coordinated approach (DfE & DoHSC, 2015).

e) Incident and Safeguarding Records

Written accounts of accidents, concerns about welfare, disclosures, or behavioural incidents. These

are essential for safeguarding and shared appropriately with designated safeguarding leads or

external agencies (Ofsted, 2021).

f) Transition Reports

Summaries of a child’s development and needs when transitioning to a new setting or school. These

help ensure continuity of care and are shared with parents and receiving professionals (Taggart et al.,

2021).

5.2
Maintaining accurate, timely, and coherent records is essential in early years settings for a variety of

legal, ethical, and professional reasons:

a) Ensures Continuity and Consistency of Care

Accurate records allow all professionals involved in a child's care to remain informed, preventing

miscommunication or duplication of effort. This is especially important in multi-agency working,

where information sharing is key to consistent support (HM Government, 2018).

b) Supports Safeguarding

Precise documentation is a fundamental part of Keeping Children Safe in Education and Working

Together to Safeguard Children guidance. It ensures concerns are recorded objectively and passed to

the right individuals or agencies in a timely manner (DfE, 2023).

c) Fulfils Legal and Regulatory Requirements

Early years settings are required under EYFS statutory framework and GDPR to maintain secure,

confidential, and up-to-date records. Inaccurate or missing records can result in regulatory breaches

or inspection issues (ICO, 2021; Ofsted, 2021).

d) Promotes Accountability and Transparency

Good record keeping ensures that all decisions and actions taken in relation to a child or family can be

justified if questioned. This protects both the setting and staff from misunderstandings or disputes

(Tassoni, 2021).

e) Enables Monitoring and Evaluation

Records can be used to track a child’s development, monitor progress, and evaluate the effectiveness

of interventions. This helps in reviewing support strategies and improving outcomes for the child

(Taggart et al., 2021).

f) Builds Trust with Parents and Professionals

Consistent and coherent records demonstrate professionalism and care, encouraging parents and

professionals to engage confidently in partnership working (Pugh & Duffy, 2014).

5.3
Maintaining confidentiality and ensuring the secure storage of records is fundamental in early years

settings to protect the rights, safety, and trust of children and their families. Confidential information

includes any data that identifies a child or family, such as medical records, safeguarding concerns,

personal circumstances, or special educational needs.

1. Protecting the Child’s Welfare and Safety

Safeguarding is a legal and ethical responsibility. If sensitive information is shared inappropriately or

accessed without authorisation, it could put a child or family at risk of harm, discrimination, or

exploitation. For instance, disclosing details of a child's living situation or protection plan could breach

child protection protocols (HM Government, 2018).

2. Compliance with Legal and Regulatory Requirements

The General Data Protection Regulation (GDPR) and the Data Protection Act 2018 require all

organisations, including early years settings, to handle personal data securely and lawfully. This means

storing records in locked cabinets or encrypted digital systems, controlling access, and disposing of

data securely when no longer needed (ICO, 2021).

Non-compliance can result in significant legal consequences, including fines and reputational damage.
3. Maintaining Trust with Parents and Carers

Parents and carers are more likely to engage openly and collaboratively with practitioners if they trust

that the information they share will be treated with sensitivity and discretion. This trust is essential

for effective partnership working and contributes to better outcomes for the child (Pugh & Duffy,

2014).

A breach of confidentiality can irreparably damage relationships between practitioners and families,

reducing engagement and collaboration.

4. Respecting the Rights of the Child and Family

Every individual has the right to privacy, which is protected under the Human Rights Act 1998, Article

8 (right to respect for private and family life). By securely maintaining and storing records, early years

settings uphold this legal and moral right (Equality and Human Rights Commission, 2022).

5. Ensuring Accurate and Authorised Information Sharing

Secure systems prevent unauthorised individuals from accessing or modifying records, which ensures

that only accurate, up-to-date, and relevant information is shared with appropriate agencies. This is

critical for effective multi-agency working and safeguarding responses (Ofsted, 2021).
 References
 Barlow, J., Smailagic, N., Huband, N., Roloff, V., & Bennett, C. (2019) Group-based parent

training programmes for improving parental psychosocial health. Cochrane Database of

Systematic Reviews.

 British Psychological Society (2021) The role of educational psychologists in supporting children

and young people with SEND. Available at: https://www.bps.org.uk/news-and-policy (Accessed:

19 April 2025).

 Department for Education (2023) Statutory framework for the early years foundation stage:

Setting the standards for learning, development and care for children from birth to five.

Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-

framework--2 (Accessed: 19 April 2025).

 Department for Education (2023) Working Together to Safeguard Children. Available at:

https://www.gov.uk/government/publications/working-together-to-safeguard-children--2

(Accessed: 19 April 2025).

 Department for Education and Department of Health and Social Care (2015) Special

educational needs and disability code of practice: 0 to 25 years. Available at:

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 (Accessed: 19

April 2025).

 Department for Education and Skills (2003) Every Child Matters. London: The Stationery Office.

 Equality and Human Rights Commission (2022) Human Rights Act 1998 – Article 8. Available at:

https://www.equalityhumanrights.com (Accessed: 29 April 2025).

 Goleman, D. (2013) Emotional Intelligence: Why It Can Matter More Than IQ. London: Bantam.
 HM Government (2018) Information sharing: Advice for practitioners providing safeguarding

services. Available at: https://www.gov.uk/government/publications/safeguarding-

practitioners-information-sharing-advice (Accessed: 19 April 2025).

 Information Commissioner’s Office (ICO) (2021) Guide to the General Data Protection

Regulation (GDPR). Available at: https://ico.org.uk/for-organisations/guide-to-data-protection/

(Accessed: 19 April 2025).

 NHS England (2023) Speech and language therapy services: Children and young people.

Available at: https://www.england.nhs.uk (Accessed: 20 April 2025).

 Nutbrown, C. (2012) Foundations for Quality: The independent review of early education and

childcare qualifications. London: DfE.

 Ofsted (2021) Best start in life: A research review for early years. Available at:

https://www.gov.uk/government/publications/best-start-in-life-a-research-review-for-early-

years (Accessed: 20 April 2025).

 Papatheodorou, T. (2010) Being and Becoming: Early Childhood in Philosophy and Practice.

London: Sage.

 Public Health England (2020) Health visiting and school nursing service delivery model.

Available at: https://www.gov.uk/government/publications (Accessed: 19 April 2025).

 Pugh, G. and Duffy, B. (2014) Contemporary Issues in the Early Years. 6th edn. London: Sage.

 Rogers, C. and Farson, R. (2021) Active Listening. Chicago: University of Chicago Press.

 Siraj-Blatchford, I., Clarke, K. and Needham, M. (2002) The Team Around the Child: Multi-

agency working in the early years. Trentham Books.

 Taggart, B., Sylva, K., Melhuish, E. and Sammons, P. (2021) Effective Pre-school, Primary and

Secondary Education (EPPSE). Oxford: University of Oxford.

 Tuckman, B. W. (2020) Developmental Sequence in Small Groups. Group & Organization

Studies, 2(4), pp. 419–427.