Structures for inclusion? examining co-ordinated support plans and lead professionals in Scottish multi-agency working

There is growing consensus regarding the benefits of multi-agency collaboration for children with complex Additional Support Needs (ASN), their families, and the professionals supporting them. Despite this, a persistent gap remains between policy aspirations and effective collaborative practice in Scotland. Within this context, two key mechanisms intended to support collaboration are Co-ordinated Support Plans (CSPs) and the Lead Professional role. This study examines how these mechanisms shape collaboration to support social and educational inclusion in mainstream primary and early years settings. Drawing on qualitative data from a wider study informed by Critical Communicative Methodology (CCM), the study included two case studies and 15 participants outside the case studies. Findings suggest that formal coordination mechanisms do not necessarily translate into consistent collaborative practice and that their usefulness may depend on how their purpose and responsibilities are understood and enacted within particular contexts. This suggests a need for clearer guidance on the purpose, responsibilities and use of CSPs and the Lead Professional role, alongside appropriate support and organisational position for professionals involved in coordinating multi-agency provision.