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CORE ASSESSMENT RECORD Child aged 10–14 years


CORE ASSESSMENT RECORD Child aged 10–14 years 1 of 40 Framework for the Assessment of Children in Need and their Families Name Gender Date of birth Address Telephone number Name of social worker completing assessment: Young person aged 10–14 years Health Education Emotional & Behavioural Development Identity Family & Social Relationships Social Presentation Selfcare Skills Basic Care Ensuring Safety Emotional Warmth Stimulation Guidance & Boundaries Stability CHILD Safeguarding and promoting welfare Family History & Functioning Wider Family Housing Employment Income Family’s Social Integration Community Resources CHILD’S DEVELOPMENTAL NEEDS PARENTING CAPACITY FAMILY & ENVIRONMENTAL FACTORS 2 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Undertaking the core assessment 3 Sources of information 4 Details concerning a core assessment 5 Background details concerning the young person 6 Key research sources 7 Young person’s developmental needs 8 Health 8 Education 10 Emotional and Behavioural Development 12 Identity 14 Family and Social Relationships 16 Social presentation 18 Selfcare skills 20 Issues affecting parents’/carers’ capacities to respond appropriately to the young person’s needs 22 Family and Environmental factors 23 Plan for the Child in Need 26 Summary of young person’s developmental needs and strengths 27 Summary of parenting capacity: Needs and strengths 28 Summary of family and environmental factors: Needs and strengths 29 Analysis of information gathered during the core assessment 30 The young person: Objectives and plans 31 The parent(s)/carer(s): Objectives and plans 32 Wider family and environmental factors: Objectives and plans 33 Views of all parties 34 Parents’/carers’ comments 35 Management information 36 Contents CORE ASSESSMENT RECORD Child aged 10–14 years 3 of 40 l The Core Assessment Record provides a framework for systematically recording the findings from the core assessment. Whilst the Assessment Record provides some guidance on the areas that should be covered in a core assessment, it is a tool and should not be used as a substitute for a professionally informed assessment process, analysis and judgement. l The questionnaires and scales published in the accompanying materials to the Framework for the Assessment of Child in Need and their Families may be useful in obtaining the information in specific areas (Department of Health, Cox and Bentovim, 2000). The Assessment Record indicates where particular questionnaires and scales may be useful. Practitioners may also choose to use other assessment tools to assist them. l The Core Assessment Record may be completed in a number of different ways. For example, the social worker may wish to discuss each area with the family before completing the record and then share this with the family. Alternatively, having undertaken some or all of the core assessment the social worker may wish to complete the form with the child’s parents or carers. l Parents and carers invariably want to do the best for their children. Completing the record will help social workers to recognise the strengths that families have as well as identifying areas where they may need further help. l Completing the core assessment should always be done in a way that helps parents or carers, children and other relevant family members to have their say and encourages them to take part. Space has been provided within the forms for parents/carers and older children to be involved in the assessment. l It is expected that other agencies should be involved as appropriate during the core assessment process. Parental permission to contact other agencies should be obtained except in cases where the safety of the child would be jeopardised (paragraphs 7.27 to 7.38 of Working Together to Safeguard Children provides guidance on this issue). Permissions should be obtained from other agencies to share their information with the family. l It is important that all sections of the Core Assessment Record are considered carefully. The analysis of the information gathered should be recorded in the plan. In some cases it will not be appropriate to complete particular sections, and in such situations the reason why should be recorded in the summary section. The information gathered is then used to develop case objectives and plans. l In competing the record, it should be possible to see what help and support the child and family need, and which agencies might be best placed to give that help. This might include more detailed assessments of specific issues. l Families should be provided with the following information: Complaints procedures date provided Information on access to records date provided Other relevant/available information date provided (please specify) Undertaking the core assessment 4 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Dates young person and family members seen Name Date(s) seen Agencies consulted/involved as part of the assessment Agency Person Contact number Questionnaires, Scales or other Instruments used in assessment Questionnaire/Scale/Instrument Date(s) used Specialist Assessments Agency/person who undertook the Purpose of the assessment Date(s) assessment assessment commissioned and completed Sources of information CORE ASSESSMENT RECORD Child aged 10–14 years 5 of 40 D1 What is the reason for undertaking the core assessment? Details concerning a core assessment D2 Are there specific communication needs for young person/parent (eg. impairment affecting communication or English is not the first language)? If so, what action has been taken to address this ie. use of an interpreter or a signer? Date core assessment started Date core assessment ended The Government’s Objectives for Childen’s Social Services (1999) require the core assessment to be completed within 35 working days. 6 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years B/K1 Significant relatives who are not part of the young person’s household Birth father Parental responsibility Yes n No n Name Address Brothers and sisters Name(s) Age Address Others (please specify ) Name(s) Relationship to child Address Background details concerning the young person (This information supplements the information recorded on the Referral and Initial Assessment Record) B/K2 If the young person has any health conditions, impairment(s) or a genetically inherited condition – please give details (include for example: physical disability, sensory impairment, Down’s syndrome, encephalitis, autism, sickle cell anaemia, cystic fibrosis) B/K3 Key events which may have had an impact on the young person (for example: death of brother or sister, circumstances surrounding conception) B/K4 Other key events experienced by siblings or other family members which may affect the young person CORE ASSESSMENT RECORD Child aged 10–14 years 7 of 40 Key research sources The Assessment Record is based on research information drawn from a number of sources Assessment Cleaver H, Wattam C and Cawson P (1998) Assessing Risk in Child Protection. NSPCC, London. Department of Health, Department for Education and Employment and Home Office (2000) Framework for the Assessment of Child in Need and their Families. The Stationery Office, London. Department of Health, Cox A and Bentovim A (2000) The Family Assessment Pack of Questionnaires and Scales. The Stationery Office, London. The NSPCC and University of Sheffield (2000) The Child’s World: Assessing Children in Need. Training and Development Pack. NSPCC, London. Sinclair R, Garnett L and Berridge D (1995) Social Work and Assessment with Adolescents. National Children’s Bureau, London. Ward H (ed) (1995) Looking After Children: Research into Practice. HMSO, London. Child development Department of Health (1996) Focus on Teenagers: Research into Practice. HMSO, London. Department of Health (1997) Young Carers: Making a Start. Department of Health, London. Fahlberg VI (1994) A Child’s Journey Through Placement. BAAF, London. Jones DPH (forthcoming) Communicating with children who may have been traumatised or maltreated. Rutter R and Rutter M (1992) Developing Minds: Challenge and Continuity across the Life Span. Penguin, Harmondsworth. Smith PK and Cowie H (1993) Understanding Children’s Development (2nd Edition). Blackwell, Oxford. Varma VP (1991) The Secret Life of Vulnerable Children. Routledge, London. Parenting capacity Cleaver H, Unell I and Aldgate J (1999) Children’s Needs — Parenting Capacity: The impact of parental mental illness, problem alcohol and drug use, and domestic violence on children’s development. The Stationery Office, London. Falkov A, Mayes K, Diggins M, Silverdale N and Cox A(1998) Crossing Bridges — Training resources for working with mentally ill parents and their children. Pavilion Publishing, Brighton. Reder, P and Lucey, C (1995) Assessment of Parenting: Psychiatric and psychological contributions. Routledge, London. Family and environmental factors Cochran M (ed) (1993) Parenting: an ecological perspective. Lawrence Erlbaum Associates, New Jersey. Cochran M, Larner M, Riley D, Gunnarsson L and Henderson C (eds) (1990) Extending families: the social networks of parents and their children. Cambridge University Press, Cambridge. Jack G and Jordan B (1999) Social capital and child welfare. Children and Society. 13 (5): 242-256. Wallace SA, Crown JM, Berger M and Cox AD (1997) Child and Adolescent Mental Health. In Stevens A and Rafferty J (1997) Health Care Needs Assessment: 2nd Series. Radcliffe Medical Press, Oxford. Iwanec D (1995) The emotionally abused and neglected child. Wiley, Chichester. Stevenson O (1998) Neglected Children: Issues and Dilemmas. Blackwell Science, Oxford. 8 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Yes No H1 Young person is normally well n n H2 Experiences frequent accidents n n H3 Physical development is satisfactory n n H4 Has a chronic physical illness/ disability n n H5 Experiences frequent infections n n H6 Wets the bed at least monthly n n H7 Soils without physical explanation n n H8 Has a regular sleep pattern n n H9 Has been appropriately immunised n n H10 Is an occasional/non smoker n n H11 Is not addicted to illicit drugs n n H12 Regularly drinks alcohol with other young people n n H13 Eats an adequate, nutritious diet n n H14 Has an accurate knowledge about puberty, sex and contraception n n H15 Has been/is pregnant or has fathered a child n n H16 Other n n Young person’s developmental needs Health Normally well is defined as unwell for1 week or less in the last 6 months. Young people with difficulties in verbal communication should use a form of signing. Between 10 –14 young people should have had the following immunisations: BCG (tuberculosis). Young people need factual information about puberty, sex and contraception. Half of conceptions to under-age girls result in live births. Parenthood at this age has long term consequences for a young person’s life chances. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No H17 A healthy diet is provided at home n n H18 Illnesses receive appropriate medical attention n n H19 Injuries are attended to n n H20 Parent ensures home is hygienic n n H21 Other n n Ensuring safety H22 Periodic bouts of illness have a recognised medical explanation n n H23 Injuries have an understandable accidental cause n n H24 Marks on young person’s body have an acceptable explanation n n H25 Other n n To gather further information consider using the Home Conditions Assessment. Black families may have less access to preventative and support services than white families. Poverty and poor social conditions are related to poor health and development and increased risk of accidents. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 9 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No H26 Parent encourages the young person to take care of his/her own health n n H27 Parent shows approval of the young person taking care of own health n n H28 Parent is sympathetic to the young person’s symptoms or injuries n n H29 Other n n Stimulation H30 Parent promotes involvement in physical activity n n H31 Parent advises about health issues n n H32 Other n n Guidance and Boundaries H33 Parent supports sex education n n H34 Parent supports health education n n H35 Parent’s use of alcohol sets the young person a good example n n H36 Parent uses illicit drugs n n H37 Other n n Stability H38 Parent ensures medical and dental appointments are kept n n H39 Parents support each other in promoting/caring for the young person’s health n n H40 Other n n Increasing numbers of children are suffering obesity. Regular physical exercise is an important preventative measure. Disabled young people may need special help or equipment for exercise. Disabled or young people with a health problem need information and opportunities to help them understand and learn about themselves When one parent is a problem drinker, the non drinking parent may not always be able to protect the young person. Parental problem drug use is associated with young people using illicit drugs. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 10 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Education Yes No date Subject level E1 Young person’s educational English progress is at expected level Maths Note SATs results n n Science E2 Usually happy to go to school n n E3 Attends school regularly (note number of unauthorised days absent in past year) n n E4 Usually arrives at school on time n n E5 Young person has a friend at school n n E6 Young person is bullied at school n n E7 Shows challenging/disruptive behviour at school n n E8 Has a good relationship with a member of staff n n E9 Young person responds positively to teaching n n E10 Young person’s lack of concentration impedes learning n n E11 Young person has been permanently excluded from school n n E12 Other n n SATs are given to pupils in the summer term of Years 2, 6, & 9 (ages 7, 11 & 14). At 11 years most young people are performing at level 4: at 14 years most perform at levels 5–6. Black pupils often underachieve at school Black pupils are 4 times more likely to be excluded than white pupils. Excluded black children are usually of higher ability with fewer chronic disruptive behaviours than white children who are excluded. Non school attendance may be related to bullying. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No E13 Parent tries to ensure regular school attendance n n E14 Parent/carer supports and encourages homework n n E15 If the young person is not achieving at school: Is there an Individual Education Plan? n n Is there a statement of Special Educational Needs? n n E16 Other n n Ensuring safety E17 Parent tries to ensure the journey to and from school is safe n n E18 Where necessary, parents have taken action over bullying n n E19 Other n n When a parent has a learning disability only 15% of children are similarly affected. Not all young people with impairments will need a statement of Special Educational Needs. Disabled young people may need financial help, equipment or adaptations to enable them to get to school. Persistent non school attendance can place great strain on families. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 11 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents to responding appropriately Emotional warmth Yes No E20 Parent shows an interest in the young person’s school work n n E21 Parent shows approval of educational efforts and achievements n n E22 Parent supports the young person over educational difficulties n n E23 Parent places great pressure on young person to achieve n n E24 Other n n Stimulation E25 Parent encourages academic and sporting activities n n E26 Parent encourages the young person to learn new skills n n E27 Other n n Guidance and Boundaries E28 Parent tries to ensure prompt school attendance n n E29 Supports school rules/discipline n n E30 Attempts to shield and support the young person from family problems that may interfere with schooling n n E31 Other n n Stability E32 Parent regularly attends school events/parents’ meetings n n E33 Young person’s books/school work are looked after n n E34 Parents agree with each other in supporting education n n E35 Other n n Parents own problems may mean they are not always able to offer the intellectual stimulation a young person of this age needs. To gather further information consider using the Family Activity Scale. All children need adequate and appropriate stimulation. When a young person has profound or complex impairments it may be helpful to check with a specialist before completing this section. Many young carers believe that looking after a parent or younger sisters and brothers interferes with their schooling. The key to children’s educational progress is a parent or significant adult who takes an interest in their learning and offers praise and encouragement. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 12 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Emotional and Behavioural Development Yes No B1 Young person is usually happy n n B2 Temper tantrums lasting 15 mins occur monthly n n B3 Frequently withdraws emotionally n n B4 Often stays away from home/out late without parental permission n n B5 Has run away from home n n B6 Young person copes with anger and frustration n n B7 Challenging/disruptive behaviours affect young person’s safety n n B8 Enjoys appropriate physical closeness with familiar adults n n B9 Talks about feelings with a trusted adult n n B10 Shares/takes turns with others n n B11 Inflicts injuries on him/herself (i.e. scratching, cutting, head banging) n n B12 Is preoccupied with violence n n B13 Bullies other children n n B14 Respects the concept of ownership n n B15 Has been cautioned or convicted within past year (note number) n n B16 Other n n To gather further information consider using the Strengths and Difficulties Questionnaire and The Adolescent Well being Scale. When a young person is disabled or sensory impaired behaviours such as rocking or constant screaming are significant and should not be dismissed. Young people may cope with upsetting parental behaviours by withdrawing or running away. Self harm must be treated seriously and appropriate help sought. At this age concepts of ownership are fully established. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No B17 Parent/carer assures the young person they will always be there for them n n B18 Family disagreements are resolved in non-violent ways n n B19 Other n n Ensuring safety B20 Parent tries to ensure whereabouts of young person are known n n B21 Young person is hit or physically chastised n n B22 Help is sought over unresolvable relationship problems n n B23 Other n n Depression can affect parent’s capacity to care about their child. Most at risk are victims of parental aggression or neglect. Consider whether the feelings and behaviour that troubles the young person and parent would benefit from specialist assessment and help. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 13 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No B24 Young person is comforted when frightened or distressed n n B25 Young person is exposed to frequent criticism/hostility n n B26 Young person is encouraged to talk about fears and worries n n B27 Other n n Stimulation B28 Young person is often exposed to parents’ emotional distress n n B29 Young person is encouraged to share with others n n B30 Other n n Guidance and Boundaries B31 Parent uses a variety of positive methods to gain the young person’s co-operation/good behaviour n n B32 There are clear family rules and limits about behaviour n n B33 Parent teaches respect for the law n n B34 Young person is encouraged to help with household tasks n n B35 Parents do not burden the young person with their own problems n n B36 Young person is protected from seeing frightening adult behaviour n n B37 Other n n Stability B38 Young person responded to in a consistent and predictable manner n n B39 Parents/carers generally support each other in applying family rules n n B40 Other n n Young people who are abused or witness family violence are particularly traumatised. Discussing feelings becomes more difficult when a young person depends on non-verbal methods of communication. To gather further information consider using The Parenting Daily Hassles Scale. Positive methods for encouraging cooperation include: praise, negotiation, modelling, rewards, distraction, play, persuasion, explanation. When young people witness violence they have difficulty in controlling their own emotions and behaviour. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 14 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Identity Yes No ID1 Young person is self confident n n ID2 Takes pride in his/her appearance n n ID3 Takes pride in achievements n n ID4 Has a developing sense of his/her own culture n n ID5 Is comfortable with his/her own racial identity n n ID6 Is at ease with his/her sexual orientation n n ID7 Is confident when relating to friends of either sex n n ID8 Is able to make decisions on appropriate matters n n ID9 Blames him/herself for parent’s troubles n n ID10 Feels everything is out of control n n ID11 Other n n Cultural identity develops from all aspects of a person’s experience. The way in which black disabled children define themselves is affected by their personal experience of both racism and disability. Dual heritage does not always result in identity problems/conflicts. Racism and bullying are common-place in the lives of black young people. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No ID12 Clothes and appearance is in line with the young person’s wishes n n ID13 Young person’s clothes are routinely washed n n ID14 Parents see the young person as having unique strengths and encourages them n n ID15 Other n n Ensuring safety ID16 Young person’s dress is appropriate for age, gender, culture and religion and where necessary, impairment n n ID17 Young person is supervised appropriately taking into account the child’s personality and developmental level n n ID18 Young person is encouraged to talk about worries and concerns n n ID19 Parents support the young person who is exposed to racism, bullying or harassment n n ID20 Other n n Young people who grow up in families which experience many stresses and problems will need positive messages to avoid developing a negative self image and poor self esteem. Disabled young people need even more help. Disabled young people have a right to be dressed appropriately but their dress should not impede movement, endanger stability or aggravate their skin. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 15 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No ID21 Parent often shows spontaneous affection to the young person n n ID22 Shows pride in the young person n n ID23 Young person’s efforts/ achievements are praised n n ID24 Friendships are supported where appropriate n n ID25 Other n n Stimulation ID26 Has the opportunity to learn own cultural traditions/language n n ID27 Independence is encouraged n n ID28 Is given control over appropriate aspects of his/her life n n ID29 Other n n Guidance and Boundaries ID30 Is taught respect and toleration n n ID31 Family is tolerant of different cultures, ethnic groups etc n n ID32 Young person is protected from parental mental illness/symptoms n n ID33 Young person is reassured when parent’s behaviour is disturbing n n ID34 Other n n Stability ID35 Is included in family celebrations n n ID36 Is accepted as a family member n n ID37 Parent ensures that day to day living has order and stability n n ID38 Other n n For young people to develop a positive self image they need to feel loved and valued for themselves. In all cultures disabled young people may be treated as younger than their actual age. This is a particular risk for learning disabled children. Young people need positive role models of the same racial/ethnic origins as him/ herself. Young people often suffer if they are included in the imaginary world of a mentally ill parent. Although at times rebellious and moody, most young people remain integrated within the family culture and participate in important family celebrations. Young people who are routinely rejected come to see themselves as unloved and unlovable. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 16 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Family and Social Relationships Yes No F1 Young person has a strong, positive relationship with a parent n n F2 Young person has a close friend n n F3 Bullies other children n n F4 Is generally kind to younger children and animals n n F5 Regularly visits/spends time with friends n n F6 Has an adult in whom he/she confides n n F7 Sexual knowledge and behaviour is age-appropriate n n F8 Young person frequently looks after brothers and sisters for long periods n n F9 Frequently looks after parent/carer n n F10 Other n n Young unaccompanied asylum seekers experience acute loss. A close, supportive friend can help young people cope with family problems. Family values have been internalised. Young people can look after younger siblings and sick parents but should not have overall responsibility. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No F11 A small number of familiar and appropriate adults look after the young person n n F12 Parent/carer spends enough time with the young person to sustain a strong relationship n n F13 Other n n Ensuring safety F14 The relationship between the young person and other children in the family is generally good n n F15 Parent monitors interactions between young person and siblings n n F16 Young person does not witness/ become involved in adult sexual behaviour n n F17 Does not witness/become involved in adult violence n n F18 Young person is frequently left alone at night n n F19 Other n n Family issues or difficulties experienced by the young person may result in him/ her being looked after by a large number of different people (i.e. family, friends, hospital care, or social services respite care). A disabled child may not protest when left with strangers because they have been handled by many unknown people. Nonetheless it remains a matter for concern. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 17 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No F20 Parents/carers’ relationships with others provides a good example to the young person n n F21 Parent/carer encourages affectionate family relationships n n F22 Other n n Stimulation F23 Young person has sufficient time to pursue his/her own interests n n F24 Sees friends outside school n n F25 Has friends to visit at home n n F26 Other n n Guidance and Boundaries F27 Is encouraged to negotiate n n F28 Is discouraged from violent or cruel behaviour n n F29 Is given clear guidance on appropriate sexual behaviour n n F30 Task of caring for the family is kept to a manageable level n n F31 Parent tries to ensure young person does not associate with unsuitable adults/peers n n F32 Other n n Stability F33 There is a stable pattern of care to day to day life n n F34 There is continuity of carers n n F35 A limited number of known, appropriate adults deliver intimate care n n F36 Other n n Love and affection are shown in different ways depending on culture and individual characteristics. A supportive adult can help stressed parents to cope. Other young people may be valuable sources of support and can greatly influence ideas and actions. When a young person is disabled, practical and social barriers can make getting out difficult, but it remains essential to their wellbeing. Young carers can feel stigmatised and get little recognition or respect for their contribution. Of central importance to a young person in all families is a loving and protective relationship. Untrained agency staff are not appropriate people to care for a disabled young person. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 18 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Social presentation Yes No P1 Young person’s language and behaviour do not cause offence or embarrassment outside the family n n P2 Personal hygiene is adequate n n P3 Young person values adult attention n n P4 Talks/communicates about family without great difficulty n n P5 Young person is self-confident and appropriately open with adults n n P6 Is willing to listen to the advice of trusted and respected adults n n P7 Young person is overly friendly with strangers n n P8 Young person is self-confident and open with peers n n P9 Young person spends time with friends outside school hours n n P10 Other n n Young people have well developed social skills. They can readily adjust their conversation and behaviour to suit a variety of different situations. Trusted and respected adults can influence young people’s behaviour. Young people are very conscious of their appearance and sensitive to criticism, particularly from their peers. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No P11 Parents/carers ensure that personal hygiene is satisfactory n n P12 Clothes and appearance are in line with the young person’s wishes n n P13 Parents/carers’ behaviour sets a good example to the young person n n P14 Other n n Ensuring safety P15 Parents/carers encourage the young person to behave appropriately with strangers n n P16 Parents/carers teach appropriate behaviour in public settings n n P17 Parents/carers ensure the young person is supervised/supported in potentially dangerous settings n n P18 Other n n Young people may be bullied or rejected at school because their clothes are soiled and inappropriate, or their personal hygiene is poor. The experience of bullying, racism, harassment or being left out can lead to low self esteem and may affect the young person’s behaviour. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 19 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No P19 Parents/carers encourage the young person to be self-confident n n P20 Praise the young person for good social behaviour n n P21 Family members support each other over decisions on the young person’s clothes and appearance n n P22 Other n n Stimulation P23 Parents/carers encourage the young person to bring his/her friends home n n P24 Give the young person the opportunity to meet friends outside school n n P25 Allow some control over clothes and appearance n n P26 Other n n Guidance and Boundaries P27 Give guidance on appropriate ‘good manners’ and respect for others n n P28 Parents’ relationships with neighbours and those in authority are generally harmonious n n P29 Family members are engaged in criminal/antisocial activities n n P30 Other n n Stability P31 Parents/carers engage in regular social activities with other adults n n P32 The family feels accepted by the local community n n P33 Other n n When families are experiencing difficulties young people keep silent because they fear telling someone will result in them ‘getting into trouble’, or being ‘taken away’. Young people often shun social events or keep friends at bay in an attempt to keep the family’s circumstances secret. Difficulties in relating well with adults outside the family, for example teachers, may lead to poor relationships, feelings of detachment and poor school results. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 20 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Selfcare skills Yes No S1 Young person has age appropriate self care skills – can attend to own personal hygiene (i.e. bathe, clean teeth, brush hair) n n S2 Has a realistic sense of personal danger n n S3 Can get drinks and do simple cooking n n S4 Can answer and use the telephone n n S5 Young person accepts adult help with day to day tasks with reasonable grace n n S6 Can travel alone on journeys the parent/carer considers safe n n S7 Can handle money and buy food and clothes n n S8 Can make own social arrangements n n S9 Other n n Older young people without impairments are generally able to look after their personal hygiene. The personal hygiene of younger teenagers may need some monitoring. Young people are able to prepare simple meals, use the telephone with confidence and react appropriately to an emergency. Young people often wish to do things with friends rather than family. Young person’s needs Summary/clarification of young person’s needs Basic care Yes No S10 Parent/carer takes main responsibility for the day to day care of the young person n n S11 Parents/carers encourage the young person to take responsibility for aspects of self care appropriate to age/stage of development n n S12 Other n n Ensuring safety S13 A parent/carer monitors the young person’s self care to ensure safety n n S14 An adult has overall responsibility for looking after the home n n S15 Other n n At this age it is expected that young people will help, but should not have overall responsibility for household chores. When parents’ own concerns overwhelm them young people may be left responsible for organising their day to day living (i.e. bedtimes, meals, getting to school, cooking, shopping, cleaning). Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 10–14 years 21 of 40 Social worker’s summary of the young person’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No S16 Young person is praised for appropriate self care including cooking, shopping etc n n S17 Other n n Stimulation S18 Young person is encouraged to gain appropriate self care skills (i.e. money management) n n S19 Other n n Guidance and Boundaries S20 Parents place appropriate boundaries on selfcare activities according to the young person’s personality and stage of development n n S21 The young person is taught self care and safety in and out of the home (i.e. ‘stranger danger’, how to avoid/cope with every day dangers) n n S22 Young person knows how and who to contact when help is needed to cope with parental issues n n S23 Other n n Stability S24 There are stable arrangements for living n n S25 Parents/carers maintain the major responsibility for the care of the family n n S26 Other n n Parents’ own difficulties may result in young people assuming a major role in looking after the family. Although young people can help look after a sick or disabled parent or younger sisters and brothers, an adult should retain overall responsibility. Young carers may become extremely skilled in carrying out everyday household chores and in looking after themselves. Feeling responsible for the family can lead young carers to feel tied to the home and unable to join in outside leisure and social activities. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 22 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Social worker’s summary of how the above issues have an impact on the parents’/carers’ capacities to respond appropriately to the young person’s needs Issues affecting parents’/carers’ capacity to respond appropriately to the young person’s needs C1 Illness: Physical n n Mental n n C2 Disability: Physical n n Learning n n Sensory impairment n n C3 Period in care during childhood n n C4 Childhood abuse n n C5 Known history of child abuse n n C6 Known history of violence n n C7 Problem drinking/ drug use n n C8 Other n n Parental issues Yes No Professional/agency Note identity of parent/carer for whom the issue involved is relevant. Record strengths and difficulties CORE ASSESSMENT RECORD Child aged 10–14 years 23 of 40 Family and environmental factors which may impact on the young person and parenting capacity Family History Yes No FE1 Has a member of the household experienced a stressful childhood? n n Note childhood abuse; in care FE2 Have the family suffered a traumatic loss or crisis which is unresolved? (e.g. bereavement) n n FE3 Other n n Family Functioning FE4 Does young person’s impairment/ behaviour have a negative impact on siblings? n n FE5 Young person’s impairment/ behaviour affects parent(s) capacity to continue care n n FE6 Does a member of the household experience: poor mental health n n poor physical health n n behaviour problem n n physical disability n n learning disability n n sensory impairment n n problem alcohol/drug use n n FE7 Has an adult member of the household got a history of violence? n n FE8 Are there frequent family rows? n n FE9 Other n n Wider Family FE10 Do wider family provide: practical help n n emotional support n n financial help n n information and advice n n FE11 Is there an adult in the home who helps the parent care for the young person? n n FE12 Other n n Include all household and relevant family members, living in or out of the home, when exploring family history and functioning. To gather further information consider using: The Recent Life Events Questionnaire; A genogram; An eco map. How parents bring up their children is rooted in their own childhood experiences. Consider whether a separate carers’ assessment is required. Both positive and negative parenting styles can be passed from one generation to another. To gather further information consider using: The Adult Wellbeing Scale; The Alcohol Scale. Wider family may extend beyond blood relatives to include people who feel like family to parent or child. Additional details as appropriate Note identity of person for whom the issue is relevant 24 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Housing Yes No FE13 Is the family homeless? n n FE14 Is the family vulnerable to eviction or in temporary accommodation? n n FE15 Is the house and its immediate surroundings safe for the young person? n n FE16 Does home have basic amenities? n n FE17 Does home require any adaptations to meet the young person’s needs? n n FE18 Is the home overcrowded? FE19 Other n n Employment Yes No FE20 Is a parent in paid employment? n n FE21 Does parent’s pattern of work adversely impact on child care? n n FE22 Is employment reasonably secure? n n FE23 Are family members who seek employment adequately supported? n n FE24 Other n n Income FE25 Are all entitled benefits claimed? n n FE26 Are household bills paid regularly? n n FE27 Is the family managing on the income they receive? n n FE28 Does the young person receive an appropriate allowance n n FE29 If in debt, is this increasing? n n FE30 Is the family worried about future financial commitments? n n FE31 Other n n Family’s Social Integration FE32 Does the family feel accepted within their community? n n FE33 Do family members experience discrimination/harassment? n n FE34 Does the family have local friends? n n FE35 Is the family involved in local organisations/activities? n n FE36 Other n n Additional details as appropriate Note identity of person for whom the issue is relevant Jobs may be lost because parents’ circumstances result in them behaving in a bizarre or unpredictable way. Parents’ circumstances may mean too much family income is used to satisfy parental needs. Adult services may help a disabled parent respond to their child’s needs. The family may be vulnerable to future financial problems (i.e. extraordinary medical, funeral expenses, need to help out a relative). Social isolation and rejection by the community may have affected the family for generations. Basic amenities include safe water, heating, cooking facilities, food storage, sleeping arrangements and cleanliness. The Home Conditions Assessment may help gather this information. CORE ASSESSMENT RECORD Child aged 10–14 years 25 of 40 Community Resources Yes No FE37 Are there accessible community resources? n n FE38 Does the family take advantage of community resources? n n FE39 Other n n Additional details as appropriate Social worker’s summary of how the family and environmental factors have an impact on the young person and parents/carers Community resources include: shops, recreation areas, afterschool clubs, health clinics etc. In assessing community resources note: availability, accessibility and standard and if appropriate to child and family needs. 26 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Plan for the child in need l Having completed the information gathering, the following pages should be used to analyse the strengths and needs of the child and family members and to identify goals and specific objectives. This information is then used to formulate a plan of action. The decision about which methods are used and services are provided to achieve specific objectives should be evidence based. The expectations of a plan for a child in need are outlined in paragraphs 4.32 to 4.37 of the Framework for the Assessment of Children in Need and Their Families (2000). l The plan for a child in need has been designed to enable it to be used for all children in need, including these about whom there are concerns they are suffering or likely to suffer significant harm. l The plan should identify how the following will be addressed: l The identified developmental needs of the child; l Issues which impact negatively on parents/carers’ capacity to respond to the child and needs of their child, drawing on their strengths; l Wider family and environmental factors which have a negative impact on the child and family, drawing on strengths in the wider family and community. l The plan should be specific about the actions to be taken, identify who is responsible for each action, and any services or resources that will be required to ensure that the objectives set can be achieved within the agreed time scales. Statutory reviews should take place within statutory time limits and it is good practice for Child In Need plans to be reviewed at least every 6 months. Reviews should be formally recorded. l The outcome section of the table should be completed following a review of the plan. When completing the outcome section record the outcome for each objective and whether the circumstances have; improved, remained the same, or deteriorated. l The last page records which family members and agencies are party to the plan and the date when the plan will be reviewed. This should be signed by the child (where appropriate), family members/carers and the social worker. CORE ASSESSMENT RECORD Child aged 10–14 years 27 of 40 Summary of young person’s developmental needs and strengths Information gathered in the core assessment The young person (where appropriate) and parents should be involved in the assessment Summarise the young person’s developmental needs and strengths This space is for young people and parents/carers to write their views of the young person’s strengths and needs 28 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Summary of parenting capacity: Needs and strengths Information gathered in the core assessment The young person (where appropriate) and parents should be involved in the assessment Summarise how the parental issues, needs and strengths, which have been identified in the core assessment have an impact on the capacity of each parent/carer to respond appropriately to the young person’s needs This space is for the young person and parents/carers to write their views of their own strengths and difficulties and what impact they think these have on the young person’s development CORE ASSESSMENT RECORD Child aged 10–14 years 29 of 40 Summary of wider family and environmental factors: Needs and strengths Information gathered in the core assessment Summarise how family and environment issues, which have been identified in the core assessment, have an impact either directly on the young person or on the capacity of the parents/carers to respond appropriately to the young person’s needs This space is for the young person and parents/carers to write their views of the strengths and difficulties in their wider family and environment and what impact they think these have on the young person’s development The young person (where appropriate) and parents should be involved in the assessment 30 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Analysis of the information gathered during the core assessment The analysis should list the factors which have an impact on different aspects of the young person’s development and parenting capacity, and explore the relationship between them. This process of analysing the information available about the young person’s needs, parenting capacity and wider family and environmental factors should result in a clear understanding of the young person’s needs, and what types of service provision would best address these needs to ensure the young person has the opportunity to achieve their potential CORE ASSESSMENT RECORD Child aged 10–14 years 31 of 40 Young person’s Objectives and plan of action Person/Agency Objective to Outcome (to be completed at the review) developmental responsible be achieved needs by (date) The young person: Objectives and plans Health Education Emotional and behavioural development Identity Family and social relationships Social presentation Selfcare skills 32 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Parenting Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review) capacity responsible be achieved by (date) The parents/carers: Objectives and plans Basic care Ensuring safety Emotional warmth Stimulation Guidance and Boundaries Stability CORE ASSESSMENT RECORD Child aged 10–14 years 33 of 40 Family and Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review) environmental responsible be achieved factors by (date) Wider Family and Environmental Factors: Objectives and plans Family history and functioning Wider family Housing Employment and/or income Family social integration Community resources 34 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Views of all parties These objectives and plans should have been discussed with all interested parties/agencies Family members/agencies who are party to the plan Name (please print) Signature Contact Number If the objectives and plans have not been discussed with any of the parties/agencies concerned, please give reasons What steps will be taken and who is responsible if any party/agency wants to alter these objectives and plans? Date plan reviewed in supervision Signature of Line Manger/Supervisor Agreed date for the review: Lead professional/agency for the review: CORE ASSESSMENT RECORD Child aged 10–14 years 35 of 40 Parents/carer’s comments I have seen the contents of this assessment form Parent/carer’s signature Date Parent/carer signature Date Parents/carers comments on the assessment Have all relevant family members been given a copy of the assessment record? Yes n No n If not, what arrangements have been made to ensure this happens? Social Worker’s Signature Date 36 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Management information Ethnicity of the young person: Caribbean n Indian n White British n White and n Chinese n Black Caribbean African n Pakistani n White Irish n White and n Any other n Black African ethnic group Any other n Bangladeshi n Any other n White and n Not given n Black background White background Asian Any other Asian background n Any other mixed background n If other, please specify Immigration status if applicable: Asylum seeking n Refugee status n Exceptional leave to remain n Home Office registration number: (H9) Details of immunisations: Has the young person been appropriately immunised? Yes n No n Between 10–14 young people should have and the following immunisations: BCG (tuberculosis) and if school leavers aged 13: Diphtheria, Tetanus and Polio. (H15) Childbirth The girl has been/is pregnant Yes n No n The boy has fathered a child Yes n No n Child protection register: Is the young person’s name on the Child Protection Register? Yes n No n Category Date of registration Has the young person previously been on the Child Protection Register? Yes n No n Category Date of registration Date of deregistration CORE ASSESSMENT RECORD Child aged 10–14 years 37 of 40 Court Order(s) Is the young person the subject of a court order? Yes n No n Was the young person previously subject of a court order? Yes n No n Type of Order(s) Date Order(s) made: Type of Order(s) Date Order(s) made Date Order(s) revoked/changed Education details of the young person (E1) SATs results show young person at the end of Key Stage 3 (child of 14) performs at level 5–6 for: English Yes n No n Maths Yes n No n Science Yes n No n (E3) Number school days missed within past year through unauthorised absence (E11) Young person is excluded from school Yes n No n (B15) Offending within the past year Number of cautions within the past year Number of convictions within the past year Additional Management Information 38 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years Additional Notes CORE ASSESSMENT RECORD Child aged 10–14 years 39 of 40 Additional Notes 40 of 40 CORE ASSESSMENT RECORD Child aged 10–14 years © Crown Copyright 2000 ISBN 0 11 322422 2 Document available http://www.dh.gov.uk/en/Policyandguidance/Healthandsocialcaretopics/ChildrenServices/index.htm


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