This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are 'at risk' or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms.

The paper explores how asylum seeker children can benefit both socially and academically from being placed in mainstream education even in a monocultural, white environment. The research presents a case study of one school and investigates the perspectives and experiences of teaching staff, asylum seeker pupils and the school's other pupils. The main findings are that for almost all the teachers, working with asylum seeker pupils was a new and unfamiliar challenge. Most had made strong, positive efforts to develop their understanding and skills, leading to increased confidence in their capacity to include asylum seeker pupils in lessons and thereby support the social and academic progress of these pupils. Consequently, asylum seeker pupils felt included in the school as they were being helped to develop their communication skills and were progressively able to participate as learners in lessons. The school's other pupils were generally welcoming and supportive towards the asylum seeker pupils (notwithstanding some instances of hostility and bullying). The experience of helping and supporting asylum seeker pupils and the insights gained from the contact with pupils from different countries and cultures has provided valuable learning in what it is to be a responsible citizen.