Government policy for chidlren and young people in England currently has a focus on; increased inclusion of SEN children in mainstream settings; improved individual outcomes through early identification and multi-agency working; and raising standards as measured by literacy and numeracy tests. This paper reports on a project funded by the Government with the intention of locating, describing and desseminating examples of good practice in delivery of support to children with speech , langauage and communication needs (SLCN) . This focus was partly selected because Speech and Language Therapists (SLTs) are more frequently found working in educational settings than other non-teaching professions. The paper goes further and examines issues raised by the data collected for project. It explores components, conditions and conceptions of 'good practice' within the context of joint agency working .This exploration is contextuatlised with reference to work in the area eg Milbourne L. , Macrae S. and Maguire M. ( 2003) and Cameron A and Lart R. 2003 .A range of methods was used within the context of a number of case studies. Initially 22 local SLT agencies were selected from over 60 recommended by previous researchers and other experts. Selection was on the basis of geographical representativeness, variety of aspects of practice deemed to be good, and spread of age ranges and conditions. Analysis of semi-structured interivews, observations and policy doucments gathered in one day visits was to be the basis for selecting 10 locations for study in greater depth. Earlier good practice studies had sometimes found that reported good practice was actually no more than generally experienced practice or that, in some locations, the amount of usable data was limited. The two stage aproach was designed to avoid sucah problems by ensuring that only stage one locations that would contribute fully to the in depth case studies were selected for stage two investigation. The issues raised included problems with implementing the study design. The administrative burden of conducting reserach invovleing health professionals and schools in 22 parts of the country meant that the stages of the design had to be elided and illustrate the difficulties faced by those wishiing to engage in joint helath-education work. There were also implications from the interview data for the limited influence of goverment policy on local practice. National policy, locally interpreted within the context of differing resources lead s to conflict with ideals of equal opportunity and equality of access to provision for SLCN cchildren.In practice the emphasis tends to be on delivery rather than on evaluation and on learning from experience, which, in the contex t of rapidly developing policy inititaives, is less than ideal. It is possible to overcome problems created by differing professinal backgroudns and mind sets, through a shared focus on practicalities and individual.needs. Mutual understading between professions is usually assoicated with equal respect for, and incluaion of parents in decision making. The positive role of policy is generally seen when the desire of professionals to make innovations meets, or is in danger of meeting , opposition or obstruction from higher management. In such cases government policy can destabilise the status quo in a particular area, possiby make funding available and allowing professionals and parents to make the progress which, in any case, they wanted to make. Lindsay, G., Soloff, N, Law, n Band S Peacey N, Gasgoine M., and Radford J ( 2002) Speech, and language therapy services to education in England andWales ,International J. of Language and Communication Disorders , vol 37 no 3 pp 273-288 Lindsay G, Dockerall JE, Mackie C and Letchford B ( 2005) 'Local educational authorities ' approach to children with specific speech and language difficulties in England and Wales : European J. of Special Needs Education vol 20 No 3 pp329-345 Milbourne L. , Macrae S. and Maguire M. ( 2003) Collaborative solutions or new policy problems? exploring multiagency partnerships in education and health work J. of educational policy Vol 18, no. 1 pages 19-35 ; Cameron A, and Lart R Factors promoting and Obstacles hindering Joint working: a systematic review of the research evidence. Health Promotion International 12, pages 9-19 .Tod J; Godfrey R., Soan S, and Powell S. ( 2007 ) Working together for Children with Speech , Language and Communication Needs : Report on a scoping study to identify good practice. DfES/DH publication EnglandGascoigne M ( 2006) Supporting Chidren with Speech , Language and Communication Needs within integrated Children's Services. Royal College of Speech Therapists position paper , RCSLT : London European J. of Special Needs Education