Good Practice Guidance Appendix 4b Child’s Assessment and ... 4b chil… · School/Nursery Name...

In South Ayrshire

Good Practice Guidance

Appendix 4b

Child’s Assessment and Plan

Guidance Notes

Guidance Notes for Child’s Assessment and Plan

These guidance notes should be used to assist completion of the Child’s Assessment and Plan. (See Appendix 2 ‘An Introduction to Assessment’ for further guidance on the GIRFEC Practice Model and the Assessment Triangle).

Unique Identifier Number (This number will be used by your agency to identify the child) CHI No. Number recorded on child’s health record SQA No. Number recorded on child’s education record Child Id No. South Ayrshire Social Work Information System Number FACE No. NHS Health System Number Restricted information If there is information contained in the report that should not be fully shared the

Yes box should be ticked and the restricted areas recorded in section 24. Examples of this could be addresses or sensitive information

Initial Assessment (IAR) Tick if the child’s assessment and plan is being completed by a single agency with input from other’s involved with the child. The children’s reporter accepts this as an Initial Assessment Report (IAR)

Integrated Assessment (SBR)

If more than one agency is providing a service to a child the child’s assessment and plan should be completed as an Integrated Assessment led by a Lead Professional. This will include an Integrated Chronology and Analysis and Action Plan completed as a team. The children’s reporter accepts this as a Social Background Report (SBR)

Individual Education Plan The child’s assessment and plan can be completed and include an Individual Education Plan (IEP)

Co-ordinated Support Plan The child’s assessment and plan can be completed as a co-ordinated support plan (CSP). If this is the case tick the box and complete the appropriate information within Section 14 and Section 20 using the CSP guidance within the Support Manual

Looked After Review Tick if the child’s assessment and plan is being completed for a LAC Review Child Protection Plan Tick if the child’s assessment and plan is being completed as a Child Protection

Plan

1. Child’s Details

Version 1.3 April 2012 2

Child’s name Known as

Title, forename(s), family name. If the child is known by a different name please include (e.g. Samantha know as Sammy)

Gender Male or Female Date of Birth or Expected Date of Delivery

Date recorded on the child’s birth certificate or Date expectant mother is due to give birth

Age Age of Child Home Address The Address where the child resides the majority of the time and where a

recognised carer for the child also lives Who’s address is this Who owns or holds the lease on the homestead Current or other addresses where child resides

Any address where the child spends regular overnights, this could be with another parent/ carer

Previous addresses Any addresses that the child has previously lived in Ethnic group A statement made by the service user about their current ethnic group Nationality Country child was born in or where they have been nationalised Support required to participate in assessment

Yes / No, If additional support needs are identified, this should be detailed. If there are additional supports required for the child to allow the child to participate in the assessment they should be stated and the method of communication with the child detailed

Preferred language of the family & arrangements

Language spoken at home, and any special arrangements required e.g. Interpreter, signer

Has a financial check been requested /undertaken?

The social worker should check if the family are on benefits and consult with the family, as to whether or not they wish a financial check carried out to ensure they are receiving all the benefits to which they are entitled

School/Nursery Name and address of establishment. Date commenced school/pre-5

establishment. Child’s educational stage. Named Person The person within Education who is the child’s Named Person and has key

responsibly for the child Date assessment completed Date the assessment is completed and signed ready for distribution Purpose of the assessment State the reason(s) for the assessment being carried out, specify any concerns.

For Reports to the Reporter, outline the grounds for the referral and record here which are fully or partially accepted or denied by the child/young person and their parent(s)

Legal Status State the current legal status of the child e.g. Section 70, CSP, etc Include any emergency provision e.g. Child Protection Order, Compulsory Treatment Order Include all relevant legislation where there is more than one piece of legislation

Recommendations from the assessment

Give a brief summary of recommendations from the analysis of the assessment. If recommendation is for compulsory measure of care, state reasons for this

2. Family Details Family Details Detail all people considered to be family members including all those living in the

household and out with the household. Include the details of older siblings and absent parents, their relationship to the child and whether they hold parental responsibility Parental Responsibilities / Rights In this section practitioners should make clear whether a parent has parental rights and responsibilities or responsibilities but not rights.

Other Significant People

Detail all adults and children living in the child’s household that have not been included as family members. Detail any person considered significant in the child’s life, this could include previous stepparents or family friends. This could also include foster carers or care staff at the address where the child currently resides.

3. Child Protection / Looked After Episodes To be completed by Social Work if they are involved. If there is historic information and social work are not currently involved this should be completed by Health or Education. Current Detail of any ongoing enquiries/investigation with start date and contact details of


enquiry/investigation Lead Officer Previous Child Protection Investigation / Registration

Investigation -Detail of the Local Authority, start and end date and outcome (e.g. no further action, voluntary contact, case discussion/conference or referral for compulsory measures of care) Registration – Category, start and end date and outcome (e.g. ongoing voluntary contact, compulsory measure of care secured and change in child’s circumstances)

Children’s Hearing Involvement

Status of child’s involvement with the Children’s Hearing System including current legislation and previous involvement e.g. referred for Child’s Assessment or subject to Section 70. Date of next hearing and name of reporter.

Looked After or Accommodated Episodes

Establishment, address, dates from and to with details i.e. foster care, reason for accommodation etc

4. Education Previous Educational Establishments

Name and address of establishment. Start and end date. Stage (Pre-school, primary or secondary year group)

Additional support needs identified?

If Yes, outline any requirements which require to be put in place to allow those with additional support needs to fully participate in the assessment process. Please also give details of Learning Environment

5. Health Child’s Named Nurse Named Nurse for the child

Every child has a named nurse, this could be midwife, health visitor, school nurse, paediatric nurse depending on the child’s age and if they have complex health needs

GP Name Name of Doctor, address, telephone number that the child is currently registered with. If the child is not registered with a GP, this should be noted

6. Named Person, Lead Professional, Assessment Team and Contributors to the Assessment Role should identify the Lead Professional, Named Person, Assessment Team Member or Contributor. The name of that person and their designation (e.g. Health Visitor, Teacher). The agency they work for and contact details. The initial contact date is when the contributor was first approached regarding the current assessment. The Named Person is the Midwife pre-birth and normally until the child is 10 days old, they pass over to the Health Visitor until the child enters Primary 1 at school they then pass over to a named person within the Secondary school. At all times the child/young person will also have a Named Nurse who may also be the Midwife or Health Visitor depending on the child’s age and health needs. The Lead Professional is appointed when more than one agency is delivering a service to the child and they co-ordinate a team completing an Integrated Assessment. See Appendix 1 – Role of Named Person and Lead Professional.

7. Other agencies currently involved with the child and family Include name, address & contact number of all professionals and agencies including voluntary agencies, involved with the child. • Midwife • Health Visitor • School Nurse • Community Paediatrician • Consultant Paediatrician • LAAC Nurse • Occupational Therapist • CAMHS • Community Mental Health • Clinical Psychologist • Educational Psychologist

• Clinical Psychologist • Home Link Worker • Home Support • Attendance/Liaison Officer • Speech & Language Therapy • SCRA • Social Worker • Voluntary Organisations • Police • Other


8. Identified Gaps in Information sought If information has been requested but not received details of the agency, information requested, date requested and reason for this not being provided should be recorded.

9. Chronology of Significant Events The Chronology seeks to provide a clear account of all significant events in a child’s life to date, drawing upon the knowledge and information held by all the agencies involved with the child and family. An integrated assessment will include an integrated chronology from all agencies involved with the child. See Appendix 3 Chronology of Significant Events Guidance.

10. Agreement to Information Sharing by Young Person and Parent/Carer Consent to sharing information on the child or young person should be sought before any information is requested or shared. Yes/No – if no give details. For further details refer to Information Sharing Guidance (Appendix 7) and also the latest version of the Information Sharing Protocol for Ayrshire which can be found at www.south-ayrshire.gov.uk/getting-it-right-for-every-child

11. Child Affected By Provide details of any known factors that may affect the child. Other could include:- • Non-engaging families • Harmful or problematic sexual behaviour • Female genital mutilation • Honour-based violence and forced marriage • Fabricated or induced illness • Sudden unexpected death in infants and children Further details would include what the ‘other’ is and the impact of any identified issue affecting the child

12. Family Circumstances Historical The details within the chronology should be used to provide a brief historical summary. This should include events that are or may impact on family functioning, for example:- • Origin of family • Changes in family composition • Changes of address • Incarceration of family members • Separation/divorce/bereavement • Substance Misuse • Periods of mental ill-health • Periods of physical ill-health • Trauma • Any significant life events including parental life history that is or may impact on their capacity to parent

appropriately • Any offending behaviour and the effect of this on the child


http://www.south-ayrshire.gov.uk/getting-it-right-for-every-child

http://www.south-ayrshire.gov.uk/getting-it-right-for-every-child

Current Provide a brief description of Child/Young Person and family circumstances This could include:- • Family dynamics i.e. how the family describe their family • Financial difficulties • The living environment – is it conducive to the safety, well being and development of the child? • Health concerns • Family support networks • Strengths and pressures in family relationships, including parenting • Parental capacity • Any offending behaviour and the effect of this on the child

13. Current & Previous Interventions/Involvement Summary of ongoing involvement including the work of all the agencies currently working with the child and family. This should include detail of what works and where difficulties have been experienced. Include any previous interventions that have been tried that are relevant to this assessment. Also include any Risk Assessment Tools that were used during the assessment process.


14. Assessment of Child The assessment triangle is the Scottish Government’s template for assessment which provides a framework for assessing needs of all children in a holistic way. It focuses on the child’s world using the 3 domains of:- • How I grow & develop • What I need from the people who look after me • My wider world The information based on these domains, allows an assessment to be made on whether the child is:- • Safe • Healthy

• Active • Nurtured

• Achieving • Respected

• Responsible • Included

These are the 8 wellbeing indicators the Scottish Government expect all children to achieve through support of universal and targeted services in partnership with family and communities. Each of the domains of the assessment triangle should contain key strengths and related evidence, key pressures and related evidence. Strengths & Related Evidence What are the positives in the situation, what is going well for the child? What or whom is offering support to the child (e.g. home, educational establishment, community). Evidence can be based on:-

• Direct observation • Historical information • Information from other sources • Others • Details of source should be recorded.

Pressures & Related Evidence Are there areas of danger in relation to the safety, well being and development of the child? Detail any unmet needs (parental, emotional, educational, material). Evidence can be based on:-

• Direct observation • Historical information • Information from other sources • Others • Details of source should be recorded.

All elements of the domains of the triangle should be considered when completing this section. For example under How I Grow and Develop, consideration should be given to Being Healthy, Learning and Achieving etc. These are noted at the bottom of each domain and can be cut and pasted in to the narrative box, if required. I f they are not required, then they should be deleted. Education should also consider the factors giving rise to additional support needs w ithin each of the domains. Refer to CSP Guidance w ithin your Support Manual.


How I grow and develop In order to understand fully how a child or young person is growing and developing it is important to consider all aspects of a child’s/young person’s life, including their health, education, developing social skills, confidence and independence, and the ability to form appropriate relationships. This section should be an analysis of the child’s developmental needs, including their health, education, physical and emotional development and social skills. Highlighting both the strengths and pressures. Being Healthy

This includes full information about all aspects of a child’s health and development, relevant to age and stage. Are there issues, including genetic factors, relating to the child’s gestation and birth which have affected their growth and development, for example, low birth weight? Has the child experienced any developmental delay in reaching their milestones? Is there evidence of failure to thrive or neglect? Has the child experienced significant health problems, major illnesses or had an accident leading to hospitalisation or outpatient treatment? What is the child’s current health status? Does the child have any health needs? Is the child registered with a GP, a dentist and where appropriate an optician? Has the child had regular check ups and have medical appointments been kept, are their immunisations up to date? Include mental as well as physical health needs, lifestyle issues such as sexual health and substance misuse and any health education needs. Are there any impairments, disabilities, conditions affecting development and health? Include nutrition, exercise and substance misuse. Information routinely collected by health services will connect with this. When assessing children with disabilities, there may be information from several sources which the Health Services member of the Assessment Team will require to aggregate and summarise into key points for this section. For children with complex and enduring disabilities, the summary should include the following: Date of diagnosis Actual diagnosis Who made the diagnosis

It is important to ensure that each child’s/ young person’s health needs are/ have been met. To do this you must be satisfied that any indicators of concern are noted and action required identified. It may be that in many instances the immediately available information on health is sufficient. However you should consider the following: - Current significant health problems • Use of health services • Attendance at medical screenings, or failure to attend • Medical treatment regimes • Compliance with medical advice and treatment • Any particular needs of the child that affect the parent’s ability to care for

them e.g. disability, ADHD, prematurity etc. Any significant past medical history • Past physical injury including fractures/ unusual injuries, e.g. burns • Any known attendance at Accident and Emergency, Out of Hours Service,

NHS24 • Hospital admissions • Suspected or diagnosed non- accidental injuries • Any diagnosed mental illness or psychiatric treatment – ongoing

problems/current symptoms Developmental • The child’s growth and nutrition • Immunisation record • Attendance at medical surveillance checks • Any known vision or hearing problems • Any use of alcohol or substance use by the child • Any developmental concerns, gross motor, manipulative skills,

communication, social skills, behaviour, height, weight


The implications of the diagnosis for the child/young person and their family Specialist medical treatment received Ongoing medication Specialist equipment, if required Ongoing therapies and treatment Purpose and frequency of treatment and medical staff involved Prognosis In more complex cases, it may also be useful to seek full reports from health specialists to inform the Integrated Assessment Format. Such reports should be clearly referenced in this section and kept with the child’s records

• Dental registration and treatment • Whether the family themselves have any concerns about health issues • Family guidance and advice to the child on health issues, including sex

education • Has the child had a comprehensive health assessment since being

accommodated?

Learning and achieving

This includes cognitive development from birth, learning achievements and the skills and interests, which can be nurtured. Additional support needs. Achievements in leisure, hobbies, sport. Who takes account of the unique abilities and needs of this child? Learning plans and other educational records will connect here. Provide details of the child/young person’s experience in any under 5 provision and educational establishments to date and how their cognitive development has progressed over this period. Have any previous concerns been identified in terms of the child’s attendance, presentation or behaviour? What involvement has there been in the child’s education from their parent(s)/carer(s)? Are there now attendance/exclusion issues for the child? Discuss their current educational attainment and achievements. What would help to raise the child/young person’s educational attainment? Does the child have a Personal Education Plan (PEP)? Is the child on staged intervention? Does the child require learning support through an IEP, Record of Needs or Co-ordinated Support Plan? What are the child’s current educational needs? For school leavers discuss the progress they are making in terms of higher and further education, training and/or employment. Are there concerns about the young person’s transition from school? What would help the young person to make a more successful transition?

You should consider: • Is the child in a stable school placement or have there been frequent

changes of school? • Are there problems with attendance/ absence from school? Reasons given • Has the child/ young person been temporarily/persistently excluded from

school? If so, reasons • Is the child/ young person achieving their potential? • Is the child/young person engaged in learning (are there any identifiable

reasons that are affecting their ability to learn) • At what level is the child/ young person performing e.g. 3-5 Curriculum

Framework, 5-14 Assessment, Standard Grade and National Qualifications? • Date of last educational assessment (National Test etc.) • Has he child been referred to/ received support for learning • Does the child have an Individualised Educational Programme? • Are educational targets being met? • What, if any, external teaching support services have been accessed on

behalf of the child? E.g. Sensory support service, ILT, LAAC. • What, if any, support services have been accessed on behalf of the child E.g.

SEN auxiliary? • Has a referral been made to psychological services now or in the past?

Reasons • Does the child have a record of needs / co-ordinated support plan? • Factors giving rise to additional support needs? • Has the child/young person been discussed at an Integrated Assessment

Team meeting or a multi agency case conference?


• Indicate level and scope of involvement. • Are the child’s /young person’s needs being met as a result of any of the

above (areas of strength and difficulty) • Does the child /young person relate well to teachers and other staff • Does the child/young person mix well with peers • Is the main attraction for the child/ young person attending school the social

peer group • Has the parent been informed of any concerns within the educational

establishment? What was their response • Does the child/young person participate in any extra curricular activities? • Are the child’s needs being met?

Being able to communicate

This includes development of language and communication. Being in touch with others. Ability to express thoughts, feelings and needs. What is the child/young person’s preferred language or method of communication. Are there particular people with whom the child communicates? Are aids to communication required?

You should consider: • Any difficulties in caring for the child e.g. eating, sleeping, crying,

demanding behaviour, illness, wetting, soiling, issues of separation and attachment

• Any traumatic events in the child’s life e.g. bereavement/loss of parents or siblings

• Number and duration of breakdowns in main attachment relationship • The child’s general behaviour in different circumstances • Any indication of anxiety or depression and the triggers for these • Any steps that have been taken or interventions currently used to manage

the child’s behaviour • Other behaviour of the child that may be of concern e.g. risk-taking,

offending behaviour, personal safety, mental health, substance misuse

Confidence in who I am

Child’s/young person’s temperament and characteristics. Nature and quality of early and current attachments. Identify the nature and quality of the child’s significant attachments, for example, are they strong, anxious or ambiguous? Has the child experienced any separation or loss in terms of their significant attachments? Emotional and behavioural development. Has the child’s development been affected by any trauma, abuse or neglect? Resilience, self esteem. How does the child view the world, for example, as an exciting place where they are able to adapt to change or as a threatening environment where they feel under stress? Ability to take pride in achievements. Confidence in managing challenges, opportunities, difficulties appropriate to the age and stage of development. Does the child receive praise and encouragement for

You should consider: • The child’s sense of themselves • The child’s degree of self-confidence • Any special needs that affect the child’s self esteem • The child’s attitude to praise and response to achievements • Whether the child feels valued by family and friends • The child’s relationships at home and with extended family members • The child’s relationships at school and socially • The child’s attitude towards others • The child’s ability to socialise with others e.g. to play with children of a

similar age and to initiate and respond to conversation • Whether the child is aware of the impact of his/her behaviour on others


good behaviour? Appreciation of ethnic and cultural background. Sense of identity which is comfortable with gender, sexuality, religious belief. Does the child enjoy a sense of emotional wellbeing? Skills in social presentation. What influences have there been on the child’s socialisation? Include an assessment of the child’s appearance, cleanliness and personal hygiene and whether their behaviour is socially acceptable. How competent is the child at coping in different social settings? Can the young person communicate confidently and age appropriately with members of the Assessment Team? Include a physical description of the child/young person, their personality, interests, hobbies and abilities. What is known about the social, emotional and behavioural development of the child/young person. Discuss their family and social relationships. Identify any strengths and positive areas of development for the child. Does the child/young person enjoy a sense of wellbeing or are there signs of distress? Does the child blame themselves for their parent(s) difficulties? Does the child need to explore their understanding with a trusted adult about their parent’s substance misuse/mental illness etc. If the child has emotional and behavioural difficulties are these understandable in terms of their life experience? Is the child confused about the reasons and sequence of significant events in their life and needing Life Story work? Does the child need to have more or less control? What can be done to enhance their self-esteem? The child/young person or parent may wish to contribute to this section. If not, it would be useful to use some of the child/young person’s or parents’ own words. Make it clear whose viewpoint has been recorded. How does the young person describe themselves?

• Whether the child is aware of any risks to themselves of his/her own behaviour

• The child’s sense of pride in their appearance • The child’s sense of themselves as part of a cultural group • Whether there are any issues that make the child feel stigmatised • What information is made available to the young person about sexuality and

sexual orientation

Learning to be responsible

Learning appropriate social skills and behaviour. Values; sense of right and wrong. Consideration for others. Ability to understand what is expected and act on it. Key influences on the child’s social development at different ages and stages.

You should consider: • The child’s ability to advocate on their own behalf. • The child’s ability to make choices • The child’s role as an advocate with their peers, within their school or any

organisation to which he/she belongs • The child’s capacity to lead or be led by others • The child’s ability to seek advice about their appearance/presentation • The child’s awareness of his/her own presentation


• Any issues in relation to self care, hygiene, clothing etc including appropriateness of dress

• The child’s understanding of his/her own and other’s emotions • The child’s understanding of the perception of the impact of his/her

behaviour on others • What support is being provided

Becoming independent, looking after myself

The gradual acquisition of skills and confidence needed to move from dependence to independence. Early practical skills of feeding, dressing etc. Engaging with learning and other tasks, acquiring skills and competence in social problem solving, getting on well with others, moving to independent living skills and autonomy. Has the child acquired age appropriate practical and emotional skills to move towards increasing independence? Is the child receiving the help they need to learn self-care skills? Are young people being equipped to live independently? Is the child developing a growing sense of self as a separate and valued person? Does the child feel a sense of belonging and acceptance within their family and the wider community in which they live? What are the effects of any impairment of disability or of social circumstances and how might these be compensated for? For children with disabilities, what can the child learn to do for themselves and what are the areas where they will need ongoing help and support? Has the child experienced any discrimination in response to their racial or religious identity, sexuality, sexual orientation or disability? How is this being addressed? It may be helpful to assess self-image and self- esteem using the child/young person’s own words or drawings.

You should consider: • Is the child/ young person reaching appropriate developmental milestones? • Is the child/ young person encouraged to eat/ dress/ independently? • Does the child/ young person have a disability that affects self-care? How

does the young person view this? Deal with support/ help? • Is the young person learning independent living skills? E.g. cooking/

handling money (even if still at home) • Does the child/ young person receive pocket money on a regular basis? • Importance of money for clothing social activities, music, hobbies, etc. • How well does the young person manage money? Is it an issue/ area of

concern? • Does he/she have income from part-time employment? • What happens when weekly funds have been spent? Are there issues? • Are their any issues in relation to self-care, hygiene, clothing etc? • Do they assist with chores/ tidy their own bedroom etc? • Do they have opportunities to acquire self-care skills? • Are there opportunities for involvement in independent activities?

Enjoying family and friends

Relationships that support, value, encourage and guide the child/young person. Family and wider social networks. How does the child relate to their siblings? Is the child developing an ability to make and sustain relationships with others? Are they able to show empathy? It is important to explore peer group relationships with adolescents. Opportunities to make and sustain lasting significant relationships.

You should consider: • Is there a good relationship between the parents/ carers and child/ young

person? Is the child/ young person relaxed in the presence of the parent/ carer?

• Is there a strong attachment/ strong positive relationship between the child/ young person and the parents/carers?


Encouragement to develop skills in making friends, to take account of the feelings and needs of others and to behave responsibly. An Eco map may be useful here to illustrate the child/young person’s support network.

• Does the child/ young person have a good relationship with siblings/ other children in the household?

• Is the young person involved in caring for siblings? Is he/she considerate and caring towards siblings?

• Does the child/ young person have friends? • Is the child/ young person known to be or thought to be involved in

bullying? • Are there any concerns about the child/ young person in relation to a lack of

empathy or care for others? • Is there a significant adult in the child/ young person’s life in whom he/she

can confide? Is this a family member? Appropriateness of the relationship? What I need from people who look after me It is important to build a picture of the ability of the parents or caregivers to understand and meet the needs of children and to respond adequately to them. Family circumstances and histories can have a huge impact on the confidence and ability of parents to look after their children and encourage their progress and development. Other significant relationships will crucially influence opportunities to grow and develop. This section should be an analysis of the parent/carers ability to meet the needs of the child. Comment should be made on the level of care, safety, guidance and encouragement offered to the child/young person including strengths and any barriers to effective parenting. Everyday care and help

This includes day-to-day physical and emotional care, food, clothing and housing. Enabling healthcare and educational opportunities. Meeting the child’s changing needs over time, encouraging growth of responsibility and independence.

You should consider: • Parental knowledge of child developmental needs • Parent(s)/ carer(s) strengths/ weaknesses. • Any health (including mental health) issues that impact on parenting ability • Any learning disability that impacts on parenting ability • Other factors that may affect parenting capacity e.g. drug use/ excessive

alcohol use, low self esteem • Relationship between child/ birth parent(s) • Child’s diet and developmental progress • Child’s attendance for health surveillance, immunisations and developmental

checks • Parental willingness/ability to co-operate with treatment • Child’s attendance for medical treatment • Provision of care including emotional • The ill-health or disability of other family members that impact on the child • Any caring responsibilities of the child

Keeping me Keeping the child safe within the home & exercising appropriate You should consider:


safe guidance & protection outside. Practical care through home safety such as fireguards & stair gates, hygiene. Protecting from physical, social & emotional dangers such as bullying, anxieties about friendships, domestic problems such as mental health needs, violence, offending behaviour. Taking a responsible interest in child’s friends & associates, use of Internet, exposure to situations where sexual exploitation or substance misuse may present risks, staying out late or staying away form home. Are there identifiable risk factors? Is the young person knowledgeable about risks and confident about keeping safe?

• Repeated exposure of child to danger or harm • Control and discipline methods used by the parents/carers • The demands made of the child by the parents • Family Interactions • Support and care offered within the family • Level of interaction between family members • Conflict resolution within the family (including issues of domestic abuse) • The general level of safety in the home

Being there for me

Love, emotional warmth, attentiveness and engagement. Does the child have stable relationships within their family, is there evidence of warmth and tolerance towards the child from family members? Who are the people who can be relied on to recognise and respond to the child’s/young person’s emotional needs? Who are the people with whom the child has a particular bond? Who is of particular significance? Who does the child trust? Is there sufficient emotional security and responsiveness in the child’s current caring environment?

You should consider: • The child’s reactions to the parent • Whether the child is reliant on parental cues when asked sensitive questions

by professionals • The child’s exposure to parental emotional distress • Levels of praise and encouragement offered to the child • Opportunities the child is given to learn about his/her culture/ tradition and

language

Play, encouragement, fun

Stimulation and encouragement to learn and enjoy life. Who spends time with the child/young person, communicating, interacting, responding to the child’s curiosity, providing an educationally rich environment? Is the child’s/young person’s progress encouraged by sensitive responses to interests and achievements, involvement in school activities? Is there someone to act as the child’s/young person’s mentor and champion?

You should consider: • The parent’s interaction with the child i.e. playing with them, reading to

them, spending time with them • Level of encouragement that is give to the child to explore their

environment, to be active, to play and share with others, to do age appropriate activities for themselves

• Encouragement offered to the child to make choices, be independent, to participate in conversation

• Encouragement offered to the child to engage in academic and sporting activities

• Encouragement offered to the child to learn new skills • Who in the family support the child in learning • Support offered to the aims of the school or nursery • Contribution offered by the parents to the Individualised Education

Programme/homework/parent’s evenings/school events


Guidance, supporting me to make the right choices

Values, guidance and boundaries. Making clear to the child/young person what is expected and why. Are household roles and rules of behaviour appropriate to the age and understanding of the child/young person? Are sanctions constructive and consistent? Are responses to behaviour appropriate, modelling behaviour that represents autonomous, responsible adult expectations. Is the child/young person treated with consideration respect, encouraged to take social responsibility within a safe and protective environment?

You should consider: • The boundaries and guidance offered to the child • The level of consistency in parental approach to discipline and guidance • Child’s ability to demonstrate an awareness of the needs of others • Child’s behaviour – including whether the child is aggressive or violent and if

so the context, frequency and triggers for this • The child’s exposure to violence in the home • Any occasions the child has run away from home

Knowing what is going to happen and when

Is the child’s/young person’s life stable and predictable? Are routines and expectations appropriate and helpful to age and stage of development? Are the child’s/young person’s needs given priority within an environment that expects mutual consideration. Who are the family members and others important to the child/young person? Can the people who look after her or him be relied on to be open and honest about family and household relationships, about wider influences, needs, decisions and to involve the child/young person in matters which affect him or her. Transition issues must be fully explored for the child or young person during times of change.

You should consider: • Information around where the child has lived, who was part of the

household who provided primary care to the child • Reasons for significant changes • If the child is separated from a parent, the level of contact and any

attendant issues

Understanding my family’s background and beliefs

Family and cultural history; issues of spirituality and faith. Does the child/young person have a good understanding of their own background – their family and extended family relationships and their origins. Is their cultural heritage given due prominence? Do those around the child/young person respect and value diversity?

You should consider: • Child’s awareness of the family history • The way secrets are dealt with in the family • Child’s relationship with siblings • Levels of affection and hostility • Child’s status in relation to other siblings (i.e. scapegoat, favoured, bullied) • Strengths of the family • Physical or intellectual disability • History of mental ill health • History of alcohol substance misuse • History of parental abuse/neglect as a child • How the family copes under stress • Conflicts within relationships/stability • Communication within the family • Histroy of separations


My Wider World Children and their families are influenced and supported by their wider family, the neighbourhood and the social networks within which they live. An account of the family’s community and wider world is needed to understand how a child/young person is developing and the opportunities for those who care for the child to respond to their needs. Research shows that this crucial focus is often neglected. This section is an analysis of how the living environment of the child is influenced by relatives, friends and community. Any strengths should be identified as well as any negative influences. Support from family, friends and other people

How did the current family unit come into being and how do individual members describe their family? Networks of family and social support. Relationships with grandparents, aunts and uncles, extended family and friends. What supports can they provide? Are there tensions involved in or negative aspects of the family’s social networks? Are there problems of lost contact of isolation? Are there reliable, long term networks of support which the child or family can reliably draw on. Who are the significant people in the child’s/young person’s wider environment? Provide an account of the family’s social resources, the family’s links with their local community, their level of social interaction and wider family/support networks. Provide details of any relevant issues relating to the parent’s/carer’s health status, for example, chronic illness, learning disability, brain damage, mental illness, substance misuse. Also health issues in relation to other family members such as a dependent grandparent or sibling with disabilities. In this section, you should include information on the stability and quality of the parent(s)/carer(s) relationship and the nature of relationships within the family generally What is the child’s place within their family, for example, is the child spoiled or scapegoated?

You should consider: • Who in the family provides support and the level and frequency of this

support • Whether there are any significant deficits in the wider support network –

e.g. no grandparents • The quality of the social network that exists for the parents/carers • Any conflictual /burdensome relationships • The involvement of wider family in decision making about children • Positive relationships for the child/young person • If the child is looked after the contact arrangements with the wider family

and the quality of them


Enough money

Outline the current socio-economic circumstances of the family. Has the family or young person adequate income to meet day to day needs and any special needs? Have problems of poverty and disadvantage affected opportunities? Is household income managed for the benefit of all? Are there problems of debts or outstanding fines? Do benefit entitlements need to be explored? Is income adequate to ensure the child can take part in school and leisure activities and pursue special interests and skills?

You should consider: • Whether the family is in receipt of all benefits to which they are entitled • Current income and outgoings, including outstanding debts and pressures to

repay them and penalties incurred for late/ nonpayment • Management of finances and difficulties experienced • The effects of lack of income on physical quality of the home environment • Sufficiency of income to meet the needs of the family and child • Whether the child able to participate in activities similar to that of their peers • Financial support available from family and friends

Comfortable and safe housing

Is the accommodation suitable for the needs of the child and family – including adaptations needed to meet special needs. Is it in a safe, well maintained and resourced and child friendly neighbourhood? Include a factual description of the accommodation, state whether the house is rented or owner occupied and any other relevant issues for example, rent arrears, fuel disconnection, unsuitability due to overcrowding/child’s disability. There should be a description of the internal state of the house including any concerns which may impact on the child’s welfare for example, cleanliness, heating, home safety issues, material comforts. Have there been frequent moves?

You should consider: • The level of maintenance of the house and how safe and secure the

environment is for the child (consideration should be given to the responsibilities of the housing provider of the property is rented/leased)

• Factual description of the internal conditions of the home should be provided • Whether the appropriate council tax and housing forms have been

completed • The length of occupancy of the current home • Impact of any periods of homelessness including effects on support

networks and sources of support • Any history of regular changes of address, anti-social behaviour and

problems obtaining accommodation • The adequacy of the housing for young children and children with a

disability • The child/young person’s experience of location of the accommodation

including issues of race and racial harassment Work opportunities for my family

Are there local opportunities for training and rewarding work? Cultural and family expectations of work and employment. Supports for the young person’s career aspirations and opportunities.

You should consider: • History of parental/ carer employment/ unemployment • Level of training and skills • Influence of employment status on availability for children • Potential for enhancing education and training opportunities • Effects of disability/ chronic illness on employment opportunities • Influence of social factors e.g. geographical location, gender, ethnicity, social

class on employment


Local resources

Resources which the child/young person and family can access for leisure, faith, sport, active lifestyle. Projects offering support and guidance at times of stress or transition. Access to and local information about health, childcare, care in the community, specialist services. •

You should consider: • Positive environmental circumstances e.g. good housing conditions and low

criminality • Negative environmental conditions e.g. high levels of poverty, drug abuse,

and poor housing • Impact of environmental circumstances on family stress, coping ability • Formal and informal sources of support, consider needs of child and

individual parents/ carers • Levels of advice available on financial/ practical matters • Anti-poverty initiatives, e.g. food co-operatives • The accessibility of affordable, quality child-care provision locally • The family’s perception of resources available locally and their ability to

access them • Access to neighbourhood play/activities provision

Belonging Being accepted in the community, feeling included and valued. What are the opportunities for taking part in activities which support social contact and inclusions e.g. playgroups, after school clubs, youth clubs, environmental improvements, parents’ and residents’ groups and faith groups. Are their local prejudices and tensions affecting the child’s or young person’s ability to fit in?

You should consider: • Potential support, including nature and quality, available from outwith the

family and ability to access the support • Informal caring networks e.g. the role of neighbours in ‘watching out’ for

other people’s children • Any frequent changes of accommodation and the impact this has had on the

family’s ability to maintain good social supports • Sources of support and advice that are available locally • The importance given to continuity of school and relationships with teachers • The importance given to friendships at school and in the community • The extent of bullying and harassment at school • The child’s sense of belonging in the community and of feeling safe •


School From pre-school and nursery onwards, the school environment plays a key role. What are the experiences of school and peer networks and relationships? What aspects of the learning environment and opportunities for learning are important to the child/young person? Availability of study support, out of school learning and special interests. Outline the child/young person’s experience in any Under 5 provision and educational establishments to date. Are there attendance/exclusion issues for the child? Discuss their current educational attainment and achievements. What would help to raise the child/young person’s educational attainment? Does the child have a Personal Learning Plan (PLP)? Is the child on Staged Intervention? Does the child require learning support through an IEP, Record of Needs or Co-ordinated Support Plan? What are the child’s current educational needs? For school leavers indicate the progress they are making in terms of higher and further education, training and/or employment. Are there concerns about the young person’s transition from school? What would help the young person to make a more successful transition?


15. Risk, Protection and Resilience Risk Factors and Protective Factors should be listed. Substance Misuse – Where a child/young person is affected by substance misuse, the ‘Getting our Priorities Right Protocol’ should be referenced when completing the assessment. Parental Capacity – Parental capacity is crucial in determining whether parents/carers are able to keep their children safe. When considering parental capacity the following should be taken into account: Childhood experiences/upbringing

• Previous parenting experiences, for example, having had children who have subsequently been brought up by other people, having children removed from their care, having children placed on the Child Protection Register

• Stress factors which reduce parenting capacity e.g. substance misuse, domestic violence • Motivation and ability to co-operate and change

Consideration should be given to whether the parents/carers have the capacity to meet the child’s needs, and if not, can their capacity be increased through a parenting programme or enhanced through additional support? For further detail on using the Resilience Matrix see Appendix 6.

Resilience

Normal development under difficult conditions e.g. secure attachment, outgoing temperament, sociability, problem solving skills

Vulnerability

Those characteristics of the child, their family circle and wider community which might threaten or challenge healthy development e.g. disability, racism, lack or poor attachment

Adversity

Life events or circumstances posing a threat to healthy development e.g. loss, abuse, neglect

Protective Environment

Factors in the child’s environment acting as buffer to the negative effects of adverse experience


16. Informed Views including Grounds of Referral - where appropriate Informed views of the child/young person The child/young person should be encouraged to discuss their views about their circumstances and what they feel needs to happen to improve their situation. This may change over time and it is important to ensure the child/young person is given continuing opportunity to express their views. They should be encouraged to reflect their understanding of why the assessment is taking place, to give their view on the action plan, their willingness to co-operate and their understanding of any consequences that may result from their lack of co-operation e.g. decision at a Children’s Hearing. Where there is disagreement, solutions should be sought. Where this has not been possible, the reason for the disagreement and any action taken to try and resolve it should be recorded under section 21. If possible the child should complete this section. If this is not appropriate, due to age, level of understanding or for any other acceptable reason, their words (drawings etc) should be used wherever possible to convey their views regarding their concerns and what they think should happen next to provide them with the help and support they need. Details should also be given on:- • Where and how the information was collected • Where the child/young person has not completed this section, the reasons for this • What support was offered to the child/young person to complete this section

For Child Protection issues the concerns in relation to the referral and the details of any resulting investigation should be fully discussed here and the child and family’s response to these included. In relation to reports to the Children Hearing, this section should be used to discuss grounds of referral and the child’s response to these. Where the grounds for referral are offence related the context for these should be described. Informed views of Parent/Carer It is preferable for the parent(s)/carer(s) to complete this section. If this is not feasible, the parent’s/carer’s own words should be used wherever possible to convey their views about the purpose of the assessment, their account of the family’s situation, what action they propose to take to address the concerns and their views about what support they need to do this. Details should also be given on:- • Where and how the information was collected • Where the parent/carer has not completed this section, the reasons for this • What support was offered to the parent/carer to complete this section

This section should include consultation with all those with parental rights. For Child Protection issues the concerns in relation to the referral and the details of any resulting investigation should be fully discussed here and the child and family’s response to these included. In relation to reports to the Children Hearing, this section should be used to discuss grounds of referral and the parents / carers response to these. Where the grounds for referral are offence related the context for these should be described.


17. Identified Risks and Needs Identified needs From your assessment detail any needs that have been identified. These should be considered using the well-being indicators. The Scottish Government’s vision for all children is that they are:- Safe Protected from abuse, neglect or harm at home, at school and in the community Healthy Having the highest attainable standards of physical and mental health, access to suitable

healthcare, and support in learning to make healthy and safe choices Active Having opportunities to take part in activities such as play, recreation and sport which contribute

to healthy growth and development, both at home and in the community Nurtured Having a nurturing place to live, in a family setting with additional help if needed, or, where this

is not possible, in a suitable care setting Achieving Being supported and guided in their learning and in the development of their skills, confidence

and self-esteem at home, at school and in the community Respected Having the opportunity, along with Carers, to be heard and involved in decisions which affect

them Responsible Having opportunities and encouragement to play active and responsible roles in their schools and

communities and where necessary, having appropriate guidance and supervision and being involved in decisions that affect them

Included Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn

Detail the key risks for the child arising from your assessment analysis. These are the issues which are likely to have the greatest negative impact on the child or their circumstances. Risk within this section can be current or potential. Identify any risk to the child/others. Include the nature of the risk, triggers for harmful behaviour and circumstances in which risk is most likely to occur and include a recommendation as to how this should be managed. The risks identified in Section 15 using the resilience matrix should be made explicit as part of the analysis. An element of the assessment should include consideration as to whether any of the adults involved in the child's care presents an active danger as opposed to placing the child at risk, for example, through neglect. Dangerous behaviour refers to adults who pose a risk through factors such as violence, poor anger management, sexual aggression, exploitative acts, cognitive distortions and active non-compliance. Factors to consider in this section should include any adults where there has been or is currently:-

• A record of violence • Evidence of offending behaviour • A history of mental illness (particularly where this has resulted in hospitalisation) • Personality disorder • Non-Compliance (particularly with medication) • Personal history of abuse linked to neglect • Distorted thinking particularly concerning the use of violence

Other Factors to consider in this section might include parents/carers where there is:-

• An inability to protect from significant harm and danger including contact with unsafe adults • Difficulty or inability in meeting basic physical needs of the child for physical comfort, food, warmth,

clothing, hygiene • A learning/physical disability • A lack of demonstrating/modelling appropriate behaviour and emotional control by parent/carer e.g. • Domestic violence • Abusive partner • Hostile parental attitudes to outside help or lack of co-operation

The resilience matrix is a tool that can be used to make sense of the strengths and pressures from the My World Triangle, in conjunction with any specialist assessment tools to identify specific areas where help should be focussed, for example Bridge Alert, RM2000, YLS and/or psychological/psychiatric examination. For further advice on risk assessment models/tools contact your training section.


18. Proposed Action Plan Each child should have only 1 action plan and this should include details of work being carried out by all professionals and agencies involved with the child and family. The overall aim of the action plan should be made clear for example, for James ‘to remain in the care of his family’, ‘to be helped to access appropriate community resources’, ‘to return to a suitable placement in Ayrshire’. Action plans should:- • Be Achievable • Be Measurable • Be Proportionate • Be Needs led not resource led • Have realistic timescales • Prioritise actions • Include actions and responsibilities for the child/young person and their families • Include a contingency plan The monitoring of the action plan is the responsibility of the Named Person or Lead Professional. The review of the action plan is determined by the processes of the forum to which it was submitted. Any actions should be considered against the need for the child/young person to be:- • Safe • Healthy • Active • Nurtured • Achieving • Respected • Responsible • Included Each action should have a planned outcome, the action required to achieve that outcome (there may be several actions to meet a planned outcome), any appropriate supports, a precise timescale (ongoing/ ASAP is not acceptable) and the person responsible for ensuring the action is carried out. Planned outcomes or actions may be added to or changed by the forum that is reviewing the assessment and plan. The proposed action plan may be revised by the forum that is reviewing it e.g. the Girfec Locality Forum, Child Protection Case Conference etc. If this is the case the revised action plan will be sent to the Named Person/Lead Professional and it is their responsibility to ensure this is shared with the child/young person and their parents/carers as well as all professionals involved in the action plan. Contingency Plan In most cases, if the action plan is not working out then an earlier review date can be arranged to discuss what should happen next. However, in some cases more urgent action will be required for example, taking a Child Protection Order and/or accommodating the child away from home. The contingency plan should state what will happen next if the action plan does not bring about the necessary changes within a specified timescale for example, a permanency plan will be initiated should a rehabilitation action plan not succeed.


19. Individual Education Plan This IEP section is required for those children and young people with additional support needs who require a significant, planned, individualised intervention to support their progress within an educational context. IEPs are likely to be required for those children or young people with whom support for learning or other specialist support staff are frequently involved, and who perhaps require tutorial support and/or co-operative teaching and/or direct intervention by another agency to deliver part of their curriculum. This should outline the educational objectives to be achieved by a pupil through short term targets and should consider a pupil’s needs holistically. Targets set for a child could be about development of any of the four capacities. Longer term outcomes are included in the Action Plan, Section 13.

An IEP is a written plan outlining the steps to be taken to enable a child/young person with additional support needs to achieve specified individualised targets. An IEP provides the planning framework which underpins the teaching, learning and support processes by which a child’s additional support needs can be addressed within an educational context. It is important to remember that it is possible to overtake targets from an IEP through group and class activities, and wherever appropriate teachers and support staff should strive to do this. It is not always necessary to address individualised targets through individual activities. The nature and scale of IEPs will vary with the needs of the individual. Some IEPs will be short while others will be more extensive. An IEP is underpinned by the following principles:

• Is developed in consultation with parents/carers and the child or young person if they have the capacity to participate

• Involves other professionals who contribute to the child’s educational programme • Contains the targets to be achieved by the child/young person • These may be supported by parents/carers, school staff or by other professionals working directly

with the child/young person • Enables those involved to plan for progression and informs the action plan or agreed interventions

of those working directly with the child • Allows school staff and other services to monitor the effectiveness of their input in relation to

teaching and learning or additional skills based programmes of work • Allows parents/carers, school staff and other professionals to work together to foster the child or

young person’s educational and personal development, and • Provides senior management and lead professionals with a tool for monitoring, reviewing and

evaluating the effectiveness of provision for additional support needs.

The IEP should be monitored by the School Pupil Support Co-ordinator or Principal Teacher, Pupil Support and the progress made by the pupil should be reviewed at regular intervals by the JST or stage 3 review in order to inform the way ahead.

For a small minority of pupils at Stage 3 it may be necessary to complete the Child’s Assessment and Plan to be a Co-ordinated Support Plan. In these circumstances the guidance on Co-ordinated Support Plans should be followed.

20. Co-ordinated Support Plan (CSP) Learning Plan This Section should be completed by Education Staff using the CSP guidance within the Support Manual. The process for Co-ordinated Support plans are also within the Support Manual.

21. Areas of Disagreement In this section outline any areas of disagreement between professionals, the child and their family with regard to the assessment and the resulting recommendations. Record the action that has been taken to resolve this and the outcome. Where necessary unresolved differing viewpoints should be recorded.


22. I Agree with the Action Plan/IEP/CSP/LAC Review/CPP Circle the appropriate plan(s). The young person and parent/carer should take an active part in the assessment process and action plan. In discussing the plan with them, clarity should be sought on their understanding of the reasons for the actions, who has responsibility for carrying out the actions, what is expected of them, their agreement to co-operate and their understanding of the consequences of non co-operation. Any disagreement should be recorded in section 20. Carers Assessment If this report is to fill the requires of the section 23, Children (Scotland) Act 1995, i.e. an assessment of a child with disability then consideration should be give to whether or not a carer’s assessment should be carried out (under section 24 Children’s (Scotland) Act 1995).

23. Review The Named Person/Lead Professional should determine when the plan should be reviewed however depending on changes made to the proposed action plan the forum into which it is presented may revise this date. For example; Children’s Hearing, LAAC Review, Child Protection Case Conference Review, Girfec Locality Forums, Central Admissions Group, Girfec Authority Resource Forum.

24. Distribution of Child’s Assessment and Plan The Lead Professional is responsible for providing the necessary information to their administrative support person in order for the completed Child’s Assessment and Plan to be distributed. First they need to consider whether all those people who are to receive a copy of the report should be given a full copy. It may be that there would be a risk to the safety of the child and/or members of the child’s household if their address or other identifying information was disclosed to another person, for example, in cases of domestic violence. In such cases, the report may require all identifying information to be removed from any copy to which a particular person may have access. The restricted information box on the front of the assessment should be ticked Yes. The areas to be restricted and to whom they should be restricted should be detailed in this section. • To comply with the European Convention on Human Rights the content of the Child’s Assessment and Plan will

not be fully shared with a child/young person or their parent(s)/carer(s) in the following circumstances: • It is likely to cause significant harm or distress to the child if disclosed to him/her because he/she is unaware of

the information • It is likely to cause significant harm or distress to a relevant person or any other person if he/she is made

aware that others are aware of the information • It is likely to cause significant distress or harm to a relevant person or to any other person if the child is made

aware of the information • It is likely to prejudice the prevention or detection of crime or the apprehension or prosecution of an offender Everyone included in the Child’s Action Plan should recieve a copy. Assessment and plans being distributed by post should always be sent Recorded Delivery. The assessment should be distributed in line with the timeframes pertinent to the forum to which it is being submitted.


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Transcript of Good Practice Guidance Appendix 4b Child’s Assessment and ... 4b chil… · School/Nursery Name...