The common assessment framework for supporting families: an educational perspective

Browning, Tessa-Marie (2014). The common assessment framework for supporting families: an educational perspective. University of Birmingham. Ed.D.

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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.

Type of Work: Thesis (Doctorates > Ed.D.)
Award Type: Doctorates > Ed.D.
College/Faculty: Colleges (2008 onwards) > College of Social Sciences
School or Department: School of Education
Funders: None/not applicable
Subjects: L Education > LC Special aspects of education


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