作财务不确定性、短期资金以及合作伙伴之间缺乏联合和公平的预算都是障碍。人们通常认为，通过减少评估和提供的重复，并提供更适当和及时的服务来满足需求，协调工作将产生成本节约。”许多研究强调，时间是建立项目和发展关系的关键，在短期融资的情况下，很难最大限度地发挥合作优势。然而，Hudson认为，当各机构通过共享资金合作时，有助于对各机构之间的合作产生积极影响正式共享财政资源似乎有很多好处，可以促进合作，减少重复”
Another important barrier, which often occurs in agencies working together, is the cultural issues, roles, and responsibilities. ‘The management of different professional and multi-agency service cultures, for example, staff recruitment and retention, disparities in status, pay, conditions of service working hours and working conditions’. Cheminais (2009; 27) This can all make it very difficult for professionals from different agencies to work together, although when out on placement this did not occur other professional may feel they are more important in status and power than other professionals from different agencies. Foley (2008; 109) states ‘On the one hand, they want to be seen as being professional in terms of their specialised knowledge about children and their skills, on the other hand, its obvious that elitism and professional language can act as a powerful barrier’. When working together the language barrier and the use of jargon between different agencies can often cause conflict. Fitzgerald (2007; 55) states ‘terminology attitudes to information sharing and professional principle can cause tension between agencies and poor integration of service delivery’. Sloper (2004; 578) states how overcoming the barrier to working together can be very difficult between professionals who may not work together, ‘Findings on the barriers to multi-agency collaboration indicate the difficulties to be overcome. There is now some evidence that shared learning and inter-agency/ inter-professional training especially as part of continuing professional education, is one way of promoting better multi-agency collaboration’. Sloper (2004; 578) However if this barrier is over come then the services provided to children and families should be a positive experience; where agencies are using the same focus and goals to deliver services.
另一个经常出现在机构合作中的重要障碍是文化问题、角色和责任不同专业和多机构服务文化的管理，例如工作人员的招聘和留用、地位、薪酬、服务条件、工作时间和工作条件的差异。这一切都会使来自不同机构的专业人员很难一起工作，尽管在外工作时没有出现这种情况，但其他专业人员可能会觉得他们在地位和权力上比来自不同机构其他专业人员更重要。Foley表示，“一方面，他们希望在儿童的专业知识和技能方面被视为专业人士，另一方面，精英主义和专业语言显然会成为一个强大的障碍”。在合作时，不同机构之间的语言障碍和使用行话往往会导致冲突。Fitzgerald指出，“对信息共享和专业原则的术语态度可能会导致机构之间的紧张关系和服务提供的不良整合”。Sloper指出，在可能不合作的专业人员之间，如何克服合作障碍是非常困难的，“关于多机构合作障碍的研究结果表明，需要克服的困难。”。现在有一些证据表明，共享学习和机构间/专业间培训，特别是作为持续专业教育的一部分，是促进更好的多机构合作的一种方式。然而，如果这一障碍已经过去，那么向儿童和家庭提供的服务应该是一种积极的体验；各机构使用相同的重点和目标提供服务。
‘All children’s services are working towards achieving the five outcomes of Every Child Matters, therefore developing a common vision at operational level and strategic level is of utmost importance’. Canning et al. (2010; 70)
“所有儿童服务机构都在努力实现“每一个儿童都重要”的五项成果，因此在业务层面和战略层面制定共同愿景至关重要”。
This showing that in order for successful collaboration between agencies on of the key themes is training and updating knowledge. The government are recognising the importance for further training for the professionals, who will be working with the future children, and have designed the Early Years Professional Status; ‘the government wishes to have EYPs in all children’s centres by 2010′. CWDC (2006).
这表明，各机构之间要在关键主题上成功合作，就必须培训和更新知识。政府正在认识到对专业人员进行进一步培训的重要性，这些专业人员将与未来的孩子一起工作，并设计了“早期职业地位”政府希望在2010年之前在所有儿童中心设立幼儿保育计划。
In Conclusion it has shown that there are many positives to collaborative working between agencies, and we have witnessed in first hand experience (see appendix) with the Riley Family. It has shown that agencies are able to collaborate with each other to provide services to help children and families, however it has also revealed the consequences which can happen if agencies are not prepared to work together to safeguard children, in cases such as ‘Baby P’. Therefore with current legislation, and policies like Every Child Matters, Working Together to Safeguard Children, CAF, Contact Point, and Common Core Skills, agencies are guided into collab
