In the setting strategies to improve practice are modelled, HM Government (Integrated Working,2008) states, the ECM agenda challenges leaders and managers to build integrated teams that put the child and family at the heart of all that they do (pg.6). Lead professionals work with children and young people with additional needs that require an integrated package of support from more than one practitioner. The lead professional takes the lead to co-ordinate provision and act as a single point of contact for a child and their family HM Government (Integrated Working, 2008. pg. 5). The practitioner notes that to integrate and support children qualifications in the role are required, The Integrated Qualifications Framework (IQF) continues professional development and mobility across the children’s workforce through approved qualifications setting a standard for practitioners when working with children. The IQF will apply to qualifications in England and will be implemented by 2010 (HM Government: Integrated Working, 2008, pg.6). Improved opportunities for personal and career development (Harrington, 2003) and the acquisition of a wider range of skills in the workplace (Worrall-Davies and Cottrell, 2009) have also been identified for the practitioner to understand wider services and roles of educational and health professional to best support the child. The practitioner notes that all practitioners would benefit from further training and development to best meet individual needs of the children. Department for Education (2004) state to work successfully on a multi-agency basis you need to be clear about your own role and confident about your own standards and targets and respectful of those that apply to other services (Gillen, 2011). Barriers to qualifications are often cited as funding based (Barnes, 2008) the practitioner notes that inside training to support staff by the school SENCO has allowed staff members to be trained on working behaviours with children with additional needs and up-to-date legislation of practice.

Working with different services outside of the school is also required to overcome barriers to integrated working, Department for Education (2009) state The Team Around The Child (TAC) is the formation around the child that brings together practitioners from across different services who work together to co-ordinate and deliver an integrated package of solution focused support (Collins and Mccray, 2012). In relation to knowledge and understanding Atkinson et al (2007) state, there is widespread agreement among professionals that integrated working can lead to greater understanding of other professionals’ roles and enhance awareness of the needs of children and families (Oliver et al, 2010, pg. 26). Effective professional growth must be collaborative (Roth et al, 2002). The practitioner notes that regular opportunities for interactions with colleagues is important in terms of support, sharing ideas and learning from experiences (Vygotsky, 1978) with advantages of professional growth (Jang, 2006) . Team teaching has a variety of operational definitions. For example, the term may refer to a simple allocation of responsibilities between two teachers, team planning or instruction and evaluation of learning experiences (Sandholtz, 2000). Team teaching therefore c