Real Talk on Integrated Children’s Services

What happens when professionals from education, health, and social care try to work together—but don’t quite get it right? Zara Johnson’s action research digs deep into this critical question by placing real-world voices at the centre: her own childcare students who’ve lived both as practitioners and as parents.

In a vibrant and revealing group discussion, these students shared honest accounts of how integrated working in children’s services often falls short—through delayed diagnoses, fractured communication, or a lack of collaboration. Yet what’s just as powerful is their belief in what’s possible when integration does work. Their stories reveal both frustration and hope.

The study draws attention to the systemic challenges faced by professionals on the front lines: from underfunded services and slow medical referrals to the glaring absence of children’s and parents' voices in key decisions. But this isn’t just critique—it’s a blueprint for better.

Zara’s findings advocate for practical, immediate solutions: more consistent training, better coordination, and meaningful involvement of families. Her work is grounded in professional integrity and driven by a clear goal—to raise the standard of care and education for children by improving how services work together.

This research is especially relevant in the wake of policy failures highlighted by high-profile cases like Victoria Climbié and Baby P. It draws connections between policy, practice, and pedagogy, pointing to proven models such as key working, social pedagogy, and the Team Around the Child approach.

If you're interested in how we can redesign children’s services to work smarter—not just harder—this project offers rich, grounded insights from both the classroom and the frontline. It’s an open invitation to rethink how we train, collaborate, and ultimately care.

👉 Click through to read the full report and discover the models that are making a real difference.