CORE ASSESSMENT RECORD Young person aged 15 years and over 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 15 years and over
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 Young person aged 15 years and over
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 15
Social presentation 18
Selfcare skills 20
Issues affecting parents’/carers’ capacities to respond appropriately
to the young person’s needs 18
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
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)
CORE ASSESSMENT RECORD Young person aged 15 years and over 3 of 40
Undertaking the core assessment
4 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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 a close relative, pregnancy, parenthood)
B/K4 Other key events experienced by siblings or other family members which may affect the young person
CORE ASSESSMENT RECORD Young person aged 15 years and over 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 Young person aged 15 years and over
Yes No
H1 Young person is normally well n n
H2 Experiences frequent accidents n n
H3 Has a chronic physical illness/
disability n n
H4 Wets or soils without physical
explanation n n
H5 Has a regular sleep pattern n n
H6 Has been appropriately immunised n n
H7 Is responsible for own health n n
H8 Is an occassional/non smoker n n
H9 Is not addicted to illicit drugs n n
H10 Alcohol consumption is within the
young person’s control n n
H11 Eats an adequate, nutritious diet n n
H12 Has an accurate knowledge about
sex and contraception n n
H13 Has a responsible, trusted adult to
whom he/she can talk about sex
and contraception n n
H14 Has been/is pregnant or has
fathered a child n n
H15 Other n n
Young person’s developmental needs
Health
Normally well is defined
as unwell for 1 week or
less in the last 6
months.
Young people should
have had the following
immunisations: BCG
(tuberculosis) and for
school leavers:
Diphtheria, Tetanus
and Polio.
To gather further
information consider
using the Alcohol Scale.
Young people need
factual information
about 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
H16 A healthy diet is provided at home n n
H17 Parents ensure illnesses and
injuries receive appropriate
medical attention n n
H18 Parent ensures home is hygienic n n
H19 Other n n
Ensuring safety
H20 Periodic bouts of illness have a
recognised medical explanation n n
H21 Injuries have an understandable
accidental cause n n
H22 Marks on young person’s body
have an acceptable explanation n n
H23 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 Young person aged 15 years and over 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
H24 Parent encourages the young person
to take care of his/her own health n n
H25 Parent shows approval of the young
person taking care of own health n n
H26 Parent is sympathetic to the young
person’s symptoms or injuries n n
H27 Accepts young person’s sexual
orientation n n
H28 Other n n
Stimulation
H29 Parent promotes involvement in
physical activity n n
H30 Parent advises about health issues n n
H31 Ensures information on the risks
to health of having unprotected sex
(i.e. without a condom) n n
H32 Ensures information is available about
sexuality and sexual orientation n n
H32 Other n n
Guidance and Boundaries
H34 Parent supports sex education n n
H35 Parent supports health education n n
H36 Parents’ use of alcohol sets the
young person a good example n n
H37 Parent uses illicit drugs n n
H38 Other n n
Stability
H39 Parent ensures medical and dental
appointments are kept n n
H40 Parents support each other in
promoting/caring for the young
person’s health n n
H41 Other n n
Increasing numbers of
young people 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 Young person aged 15 years and over
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 At 16 or over has at least 1 GCSE
at grade A-G or a GNVQ n n
E3 Young person attends:
School/further education n n
Full-time/part-time work n n
E4 Is excluded from school n n
Unemployed less than 6 months n n
Unemployed more than 6 months n n
E5 Attends school regularly n n
(note number of unauthorised days
absent in past year)
E6 Punctuality is good n n
E7 Challenging/disruptive behaviour
at school/work/training n n
E8 Young person has a friend(s) at
school/training/work place n n
E9 Has a good relationship with a
member of staff n n
E10 Responds positively to instruction n n
E11 Young person’s lack of
concentration impedes learning 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 15–16 years most
young people are
performing at level 6-7
at key stage 4.
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 pupils who
are excluded.
Non school/work
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/work 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/work 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/work.
Persistent non school
attendance or
unemployment 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 Young person aged 15 years and over 11 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
E20 Parent shows an interest in the
young person’s work n n
E21 Parent shows approval of
educational efforts and
achievements n n
E22 Parent supports the young person
over school/work difficulties n n
E23 Parent places great pressure
on young person to achieve n n
E24 Other n n
Stimulation
E25 School leavers/unemployed are
encouraged to find work 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/work 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/work n n
E31 Other n n
Stability
E31 Parent regularly attends school
events/parents’ meetings n n
E32 Young person’s books/school
work are looked after n n
E33 Parents agree with each other in
supporting education/work ethic n n
E34 Other n n
Parents own problems
may mean they are not
always able to offer the
intellectual stimulation
a young person needs.
To gather further
information consider
using the Family
Activity Scale.
Examinations can cause
great stress.
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.
Looking after a parent
or sibling may interfere
with a young person’s
work.
The key to 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 Young person aged 15 years and over
Emotional and Behavioural Development
Yes No
B1 Young person is usually happy n n
B2 Frequently withdraws emotionally n n
B3 Young person generally feels life
is not worth living 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 Talks about feelings with a
trusted adult(s) n n
B8 Inflicts injuries on him/herself (i.e.
scratching, cutting, head banging) n n
B9 Has/is seeing a mental health
professional n n
B10 Is preoccupied with violence n n
B11 Challenging/disruptive behaviour
affects safety of young person n n
B12 Bullies others n n
B13 Respects the concept of ownership n n
B14 Has been cautioned or convicted
within past year n n
B15 Other n n
To gather further
information consider
using the Strengths and
Difficulties
Questionnaire and The
Adolescent Wellbeing
Scale.
Depressive feelings and
disorders increase in
young adult hood. Girls
are more prone than
boys.
Young people may cope
with upsetting parental
behaviours by
withdrawing or running
away.
A quarter of homeless
16–25s left home
because of domestic
violence.
Self harm must be
treated seriously and
appropriate help
sought.
Young person’s needs Summary/clarification of young person’s needs
Basic care Yes No
B16 Parent/carer assures the young
person they will always be there
for them n n
B17 Family disagreements are
resolved in non-violent ways n n
B18 Other n n
Ensuring safety
B19 Tries to ensure young person’s
general whereabouts are known n n
B20 Young person is hit or physically
chastised n n
B21 Help is sought over unresolvable
relationship problems n n
B22 Other n n
Depression can affect
parent’s capacity to care
about their child.
Most at risk are victims
of parental aggression
or neglect.
When a young person is
disabled or sensory
impaired, behaviours
such as rocking or
constant screaming
must not be dismissed.
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 Young person aged 15 years and over 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
B23 Young person is comforted when
frightened or distressed n n
B24 Young person is exposed to
frequent criticism/hostility n n
B25 Young person is encouraged to
talk about fears and worries n n
B26 Other n n
Stimulation
B27 Young person is often exposed to
parents’ emotional distress n n
B28 Young person is encouraged to
share with others n n
B29 Other n n
Guidance and Boundaries
B30 Parent uses a variety of positive
methods to gain the young person’s
co-operation/good behaviour n n
B31 There are clear family rules and
limits about behaviour n n
B32 Parent teaches respect for the law n n
B33 Young person is encouraged to help
with household tasks n n
B34 Parents do not burden the young
person with their own problems n n
B35 Young person is protected from
seeing frightening adult behaviour n n
B36 Other n n
Stability
B37 Young person is responded to in a
consistent and predictable manner n n
B38 Parents/carers generally support
each other in applying family rules n n
B39 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, persuasion
and 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 Young person aged 15 years and over
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 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 Chooses own friends n n
ID9 Is able to make decisions on
appropriate matters n n
ID10 Blames him/herself for parent’s
troubles n n
ID11 Feels everything is out of control n n
ID12 Other n n
Cultural identity
develops from all
aspects of a person’s
experience.
The way in which black
disabled young people
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
ID13 Clothes and appearance are
acceptable to the young person 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 personality and
developmental level n n
ID18 Young person is encouraged to
talk about worries and concerns
ID19 Young person is supported if
exposed to harassment or racism 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 Young person aged 15 years and over 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.
Young people need
positive role models of
the same racial/ethnic
origins as him/ herself.
In all cultures disabled
young people may be
treated as younger than
their actual age; a
particular risk for the
learning disabled
children.
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 Young person aged 15 years and over
Family and social relationships
Yes No
F1 Young person has a strong,
positive relationship with a parent n n
F2 Looks after the family n n
F3 Young person has a close friend(s) n n
F4 Is not cruel to other people or
to 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 Has a steady sexual partner n n
F9 Young person has own child(ren) n n
F10 Is looking after own child(ren) n n
F11 Other n n
Young unaccompanied
asylum seekers
experience acute loss.
Young people can look
after younger siblings
and sick parents but
should not have overall
responsibility.
A first love affair has
great emotional impact.
Breaking up can be very
stressful.
Close friends can help a
young person cope with
family problems.
Young person’s needs Summary/clarification of young person’s needs
Basic care Yes No
F12 When away from home the young
person stays with appropriate adults n n
F13 Parent/carer spends enough time
with the young person to sustain a
strong relationship n n
F14 Other n n
Ensuring safety
F15 The relationship between the
young person and other children
in the family is generally good n n
F16 Parent monitors interactions
between young person and siblings n n
F17 Young person does not witness/
become involved in adult
sexual behaviour n n
F18 Does not witness/become involved
in adult violence n n
F19 Other n n
Family issues or
difficulties experienced
by the young person
may result in him/ her
living with 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.
Long lasting rifts with
the family are rare.
Parental capacity Summary/clarification of family strengths or
issues identified
Note when issue is not relevant
CORE ASSESSMENT RECORD Young person aged 15 years and over 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 Is enabled to spend time with
friends n n
F25 Other n n
Guidance and Boundaries
F26 Is encouraged to negotiate n n
F27 Is discouraged from violent or
cruel behaviour n n
F28 Is given clear guidance on
appropriate sexual behaviour n n
F29 Task of caring for the family
is kept to a manageable level n n
F30 Parent tries to ensure young
person does not associate with
unsuitable adults/peers n n
F31 Other n n
Stability
F32 There is a stable pattern of care
to day to day life n n
F33 There is continuity of carers n n
F34 A limited number of known,
appropriate adults deliver
intimate care n n
F35 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 Young person aged 15 years and over
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 Has control over own clothes
and appearance 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 the home 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.
A considerable
proportion of money is
spent on clothing and
toiletries.
Young people are very
conscious of their
appearance and
sensitive to criticism,
particularly from their
peers.
Trusted and respected
adults can influence
young people’s
behaviour.
Young person’s needs Summary/clarification of young person’s needs
Basic care Yes No
P11 Parents/carers try to ensure that
personal hygiene is satisfactory n n
P12 Clothes and appearance is in line
with the young person’s wishes n n
P13 Parents try to ensure any body
piecing is carried out responsibly n n
P14 Parents/carers’ behaviour sets a
good example to the young person n n
P15 Other n n
Ensuring safety
P16 Parents/carers encourage the young
person to behave appropriately
with strangers n n
P17 Parents/carers teach appropriate
behaviour in public settings n n
P18 Parents/carers ensure the young
person is supported in potentially
dangerous settings n n
P19 Other n n
Young people may be
bullied or rejected at
school or work 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 Young person aged 15 years and over 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
P20 Parents/carers encourage the
young person to be self-confident n n
P21 Praise the young person for
good social behaviour n n
P22 Family members support each
other over decisions on the young
person’s clothes and appearance n n
P23 Other n n
Stimulation
P24 Parents/carers encourage the
young person to bring his/her
friends home n n
P25 Encourage young person to
join in social activities outside
the home n n
P26 Allow control over clothes
and appearance n n
P27 Other n n
Guidance and Boundaries
P28 Give guidance on appropriate
‘good manners’ and respect
for others n n
P29 Parents relationships with
neighbours and those in authority
are generally harmonious n n
P30 Family members are engaged in
criminal/antisocial activities n n
P31 Other. n n
Stability
P32 Parents/carers engage in regular
social activities with other adults. n n
P33 The family feels accepted by
the local community. n n
P34 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, workmates or
supervisors may lead to
poor relationships,
feelings of detachment
and poor school results,
or progress at work.
Parental capacity Summary/clarification of family strengths or
issues identified
Note when issue is not relevant
20 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over
Selfcare skills
Young people without
impairments are able to
look after their own
personal hygiene.
Young people are able
to prepare simple meals,
use the telephone.
Can cope appropriately
with an emergency.
Young people often
wish to do things with
friends rather than
family.
Young people who
leave home at an early
age often do so
because of family
conflict, abuse, or
because parents are no
longer prepared to let
them stay.
Young person’s needs Summary/clarification of young person’s needs
Yes No
S1 Young person has age appropriate
self care skills — looks after his/her
own personal hygiene n n
S2 Understands the consequences of
his/her own actions n n
S3 Can prepare simple meals n n
S4 Is solely responsible for looking
after the home n n
S5 Can answer and use the telephone n n
S6 Young person accepts adult
help with day to day tasks with
reasonable grace n n
S7 Can plan journeys and travel alone n n
S8 Can appropriately control own
finances n n
S9 Makes own social arrangements n n
S10 Has slept/lived on the streets n n
S11 Lives in own accommodation n n
S12 Other n n
Basic care Yes No
S13 Parent/carer takes main
responsibility for the day to day
care of the young person n n
S14 Parents/carers encourage the young
person to take responsibility for
aspects of self care appropriate to
age/stage of development n n
S15 Other n n
Ensuring safety
S16 A parent/carer monitors the
young person’s self care to
ensure safety n n
S17 Young person has overall
responsibility for looking after
the home n n
S18 Other n n
When parents’ own
concerns overwhelm
them young people
may be left responsible
for organising their own
day to day living and
that of younger
brothers and sisters (i.e.
bed-times, meals,
getting to school or
work, shopping).
Parental capacity Summary/clarification of family strengths or
issues identified
Note when issue is not relevant
CORE ASSESSMENT RECORD Young person aged 15 years and over 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
S19 Young person is praised for
appropriate self care including
cooking, shopping etc n n
S20 Other n n
Stimulation
S21 Young person is encouraged to
gain appropriate self care skills
(i.e. money management) n n
S22 Parent and young person with
special educational needs are
planning for greater independence n n
S23 Other n n
Guidance and Boundaries
S24 Parents place appropriate
boundaries on self care
activities according to the
young person’s personality and
stage of development n n
S25 The young person is taught self
care and safety in and out of the
home (i.e. how to avoid/cope
with every day dangers) n n
S26 Young person knows how and
who to contact when help is
needed to cope with parental
issues n n
S27 Other n n
Stability
S28 There are stable arrangements
for living n n
S29 Parents/carers maintain the main
responsibility for the care of the family n n
S30 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 Young person aged 15 years and over
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’ capacities 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 Young person aged 15 years and over 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 ecomap.
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 Young person aged 15 years and over
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
Basic amenities include
safe water, heating,
cooking facilities, food
storage, sleeping
arrangements and
cleanliness.
The Home Conditions
Assessment may help
gather this
information.
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.
CORE ASSESSMENT RECORD Young person aged 15 years and over 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, 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 Young person aged 15 years and over
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
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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 Young person aged 15 years and over 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 Young person aged 15 years and over
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:
(H6) Details of immunisations:
Has the young person been appropriately immunised? Yes n No n
Young people should have had the following immunisations: BCG (tuberculosis) and for school leavers: Diphtheria, Tetanus and
Polio.
(H14) 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 Young person aged 15 years and over 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 4 (child of 16) performs at level 6–7 for:
English Yes n No n
Maths Yes n No n
Science Yes n No n
(E2) At 16 years, number of Higher grade GCSEs
(E5) Number school days missed within past year through unauthorised absence
(E4) Young person is excluded from school Yes n No n
(B14) 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 Young person aged 15 years and over
Additional Notes
CORE ASSESSMENT RECORD Young person aged 15 years and over 39 of 40
Additional Notes
40 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over
© Crown Copyright 2000 ISBN 0 11 322423 0
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We are indeed aware of Article 170: Privacy for children involved in certain proceedings. but also Section 62: Publication of material relating to legal proceedings (251.252.) Which means that nothing can be published that may identify any CHILD during court process yet; Council's can publish photographs and detailed profiles of children online in advertising them for adoption.
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