Convergence at the surface;divergence beneath

Abstract

In the UK school system social remits – requiring schools to work towards improved social as well as educational outcomes for children – have become significant over the last decade. This study focuses upon the inter-professional issues in the running of one small-scale intervention involving parents and their babies based in schools in an urban setting in the UK. The programme, run over the school year 2007/08, provided a professional framework in which parents from the local community surrounding a school brought their babies into classroom settings to talk about aspects of baby care and development. This professional framework included classroom teachers, one senior cross-school education manager, family health visitors and one senior children’s health nurse. Despite agreement about the benefits of the programme there were also clear differences of priority. This paper describes the different perceptions that each of these two sets of professionals – from health and from education – had of the programme, and highlights some critical perspectives that tended to come more from health professionals. It also maps out potential solutions which draw upon recent literature that is similarly focused upon inter-professional and inter-agency service delivery. In so doing it offers valuable insights to professionals working in inter-agency collaborations in schools.