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CORE ASSESSMENT RECORD Child aged 3–4 years


CORE ASSESSMENT RECORD Child aged 3–4 years 1 of 32 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: Child aged 3–4 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 32 CORE ASSESSMENT RECORD Child aged 3–4 years Undertaking the core assessment 3 Sources of information 4 Details concerning a core assessment 5 Background details concerning the child 6 Key research sources 7 Child’s developmental needs 8 Health 8 Education 10 Emotional and Behavioural Development: Selfcare skills 12 Identity and Social Presentation 14 Family and Social Relationships 16 Issues affecting parents’/carers’ capacities to respond appropriately to the child’s needs 18 Family and Environmental Factors 19 Plan for the child in need 22 Summary of child’s developmental needs and strengths 23 Summary of parental capacity: Needs and strengths 24 Summary of wider family and environmental factors: Needs and strengths 25 Analysis of the information gathered during the core assessment 26 The child: Objectives and plans 27 The parent(s)/carer(s): Objectives and plans 28 Wider family and environmental factors: Objectives and plans 29 Views of all parties 30 Parents’/carers’ comments 31 Management information 32 Contents CORE ASSESSMENT RECORD Child aged 3–4 years 3 of 32 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 32 CORE ASSESSMENT RECORD Child aged 3–4 years Dates child 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 3–4 years 5 of 32 D1 What is the reason for undertaking the core assessment? Details concerning a core assessment D2 Are there specific communication needs for child/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 32 CORE ASSESSMENT RECORD Child aged 3–4 years B/K1 Significant relatives who are not part of the child’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 child (This information supplements the information recorded on the Referral and Initial Assessment Record) B/K2 If the child 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 child (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 child CORE ASSESSMENT RECORD Child aged 3–4 years 7 of 32 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 32 CORE ASSESSMENT RECORD Child aged 3–4 years Yes No H1 Child is normally well n n H2 Weight/height at expected level n n H3 Hearing/vision is satisfactory n n H4 Child eats well n n H5 Child frequently soils the bed n n H6 Child is clean and dry in the day n n H7 Child has a regular sleep pattern n n H8 Has been appropriately immunised n n H9 Has a persistent health problem n n H10 Has had many accidental injuries n n H11 Other n n Child’s developmental needs Health Normally well is defined as unwell for 1 week or less in the last 6 months. Details of immunisations in health record held by parents. Children of 3 years should have had the following immunisations Diphtheria/Tetanus/ Whooping cough; Polio; Hib; Meningococcal C vaccine and Measles/ Mumps/Rubella. By 4 most can use the toilet by themselves. Child’s needs Summary/clarification of child’s needs Basic care Yes No H12 Child is given an adequate and nutritious diet including fluids n n H13 Child is bathed regularly n n H14 Child’s teeth are cleaned regularly n n H15 Dress is appropriate to weather n n H16 Home, including child’s bed, is clean n n H17 Child’s routine medical/dental appointments are generally kept n n H18 Appropriate contact with H.V./ G.P. n n H19 Parent has adequate explanation as to why immunisations not up to date n n H20 Other n n Ensuring safety H21 Periodic bouts of illness have a recognised medical explanation n n H22 Injuries have always been appropriately attended to n n H23 Parent takes action to prevent common accidents n n H24 Child is protected from abuse n n H25 Marks on the child’s body have an acceptable explanation n n H26 Other n n To gather further information consider using the Home Conditions Assessment. Disabled children can face barriers in accessing routine dental and medical care. All children should be taken regularly to the dentist. Black families may have less access to preventative and support services than white families. The significance of the physical symptoms of the child’s illness may not always be easily identified or understood. This may influence the way parents respond. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 3–4 years 9 of 32 Social worker’s summary of the child’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No H27 Child is usually with a parent/carer when awake n n H28 Parents/carers give comfort when n n child is ill/distressed/injured H29 Other n n Stimulation H30 Child is encouraged to be active n n within a safe environment H31 Child is taken out regularly n n H32 Other n n Guidance and Boundaries H33 Parent/carer tries to ensure that the child gets adequate and undisturbed sleep n n H34 Parent/carer provides the child with an adequate and nutritious diet n n H35 Other n n Stability H36 Parent/carer provides regular and consistent routines for the child (mealtimes, bedtimes, bath times) n n H37 Other n n Poverty and poor social conditions are related to poor child health and development and increased risk of accidents. Disabled children may need special help or equipment for exercise. Parents with severe problems may not be able to always concentrate long enough to ensure that the child’s physical needs are adequately met. Eating and sleeping patterns need to be set within the context of the family’s culture. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 10 of 32 CORE ASSESSMENT RECORD Child aged 3–4 years Education Yes No E1 Child is making expected progress with speech and language n n E2 Child plays at age-appropriate level n n E3 Child shows an interest in stories and play materials n n E4 Child is able to settle to task and can concentrate for approximately 10 minutes n n E5 Child responds to instructions n n E6 Other n n Most children of 3–4 understand colour names, count to 3, enjoy matching shapes etc, looking at books, understand pretend play. Consider referring children with communication difficulties for a specialist assessment (i.e. speech therapist). Child’s needs Summary/clarification of child’s needs Basic care Yes No E7 Child has a range of safe toys/ objects to play with n n E8 Child has frequent opportunities to communicate/play with others n n E9 Other n n Ensuring safety E10 Parent shows approval of child’s achievements n n E11 Child has somewhere safe to play at home n n E12 Parent ensures that out of home play areas are safe n n E13 The child is closely supervised by an adult in and out of the home n n E14 If the child attends pre-school he/she is always collected n n E15 A small number of safe adults, known to the child, take and collect the child from pre-school n n E16 Other n n When a child has not reached anexpected developmental milestone consider referring for a specialist assessment. When a parent has a learning disability only 15% of children are similarly affected. Safe outside play areas are important because accidents are the major cause of death amongst children. At 3 many children benefit from regular attendance at preschool. Parents’ circumstances may mean they are unable to take the child to pre-school or they may delegate the task to others. These adults should present no risk to the child. Pre-school may be less accessible to a disabled child. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 3–4 years 11 of 32 Social worker’s summary of the child’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No E17 Parent generally responds positively to child’s conversation n n E18 Parent offers praise when child attempts new activities n n E19 Parent supports child when attempts at new activities fail n n E20 Other n n Stimulation E21 Child is encouraged to talk and join in conversation n n E22 Parent regularly reads, tells stories, plays counting games, watches TV with child n n E23 Child explores new places outside the home under supervision n n E24 Other n n Guidance and Boundaries E25 The child has a range of toys/play materials suitable to his/her stage of development n n E26 Distractions are minimised n n E27 Child usually arrives at preschool on time n n E28 Other n n Stability E29 Parent/carer consistently encourages the child to learn n n E30 If child goes to pre-school, attendance is regular n n E31 Child’s toys/books are looked after n n E32 Other n n Parents own problems may mean they are less able to offer the stimulation a child of this age needs. All children need adequate and appropriate stimulation. To gather further information consider using the Family Activity Scale. When a child has profound or complex impairments it may be necessary to check with a specialist before completing this section. 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 32 CORE ASSESSMENT RECORD Child aged 3–4 years Emotional and Behavioural Development: Selfcare skills Yes No B&S1 Child is usually happy n n B&S2 When crying the child can usually be readily comforted n n B&S3 Child is often wary/anxious n n B&S4 Temper tantrums lasting 15 mins occur daily n n B&S5 Child readily engages in joint play with familiar adults n n B&S6 Child generally sleeps through the night n n B&S7 Mealtimes and bedtimes are generally hassle free n n B&S8 Child relates well to others (does not bite, pinch or attack) n n B&S9 Child’s challenging/disruptive behaviour affects his/her safety n n B&S10 Child inflicts injuries on him/her self (i.e. scratching, head banging) n n B&S11 Child trusts known adults n n B&S12 Child attempts to dress him/herself n n B&S13 Child feeds him/herself n n B&S14 Other n n When distressed most children will turn to adults for comfort. Short lived temper tantrums are to be expected. To gather further information consider using The Parenting Daily Hassles Scale. Consider using the Strengths and Difficulties Questionnaire. Any self harm must be treated seriously and appropriate help sought. When a child is disabled or sensory impaired behaviours such as rocking or constant screaming are significant and must not be dismissed. By 4 years about half of all children can dress without supervision. Child’s needs Summary/clarification of child’s needs Basic care Yes No B&S15 Disagreements between parents/ carers are resolved in nonviolent ways n n B&S16 Parents teach the child basic self care skills n n B&S17 Other n n Ensuring safety B&S18 Child is left with strangers n n B&S19 Child is hit or physically chastised n n B&S20 Parents/carers have sought help or advice if they are experiencing difficulties in managing the child’s behaviour n n B&S21 Other n n Most at risk are children who are victims of aggression, or are neglected. Children who are abused or witness domestic violence are particularly traumatised. Younger or disabled children may be at greater risk than older, more articulate children because they are less able to tell anyone about their experiences and distress. 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 3–4 years 13 of 32 Social worker’s summary of the child’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No B&S22 Child is comforted when distressed n n B&S23 Child is exposed to frequent criticism/hostility n n B&S24 Child is encouraged to talk about fears and worries n n B&S25 Parent takes pleasure in appropriate physical contact with the child n n B&S26 Other n n Stimulation B&S27 Child is often exposed to parents’ emotional distress n n B&S28 Child is encouraged to share and play with others n n B&S29 Other n n Guidance and Boundaries B&S30 Parent uses a variety of positive methods to get the child to behave n n B&S31 Child is encouraged to play alongside adults doing household tasks/ to put toys away n n B&S32 There are clear family rules and limits about behaviour n n B&S33 Child is helped to control feelings n n B&S34 Parents do not burden the child with their own problems n n B&S35 Child is protected from witnessing odd or frightening adult behaviour n n B&S36 Other n n Stability B&S37 Child is responded to in a relatively consistent and predictable manner n n B&S38 Parents/carers generally support each other in applying family rules n n B&S39 Other n n Depression can affect parent’s capacity to care about their child. Positive methods for encouraging good behaviour include: praise, negotiation, modelling, rewards, distraction, play, persuasion and explanation. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 14 of 32 CORE ASSESSMENT RECORD Child aged 3–4 years Identity and Social Presentation Yes No ID&P1 Child is self confident n n ID&P2 Child has a positive view of self n n ID&P3 Child takes pride in achievements n n ID&P4 Child knows own name/age/ gender n n ID&P5 Child asserts rights with sibs/ peers n n ID&P6 Has a developing sense of own culture n n ID&P7 Child’s language and behaviour are usually socially appropriate n n ID&P8 Other n n At this age most children know their first and last name, age and gender. Child’s needs Summary/clarification of child’s needs Basic care Yes No ID&P9 Child’s clothes are clean: not soiled with urine, excrement, or food n n ID&P10 Child’s clothes are routinely washed n n ID&P11 The name by which the child is known is consistent within the family n n ID&P12 Other n n Ensuring safety ID&P13 Child’s dress is appropriate for age, gender, culture and religion and where necessary, impairment n n ID&P14 Parents help the child to distinguish familiar and trusted people from strangers n n ID&P15 Other n n Children 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 children need even more help. Disabled children 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 3–4 years 15 of 32 Social worker’s summary of the child’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No ID&P16 Parent often shows spontaneous affection to the child n n ID&P17 Child is valued for his/her self n n ID&P18 Parent shows pride in child n n ID&P19 Other n n Stimulation ID&P20 Child is encouraged to do appropriate things for his/her self n n ID&P21 Child is offered simple choices n n ID&P22 Child’s efforts to be independent are respected n n ID&P23 Other n n Guidance and Boundaries ID&P24 Parent teaches respect for others and other’s possessions n n ID&P25 Parents teach/encourage appropriate behaviour in public settings, including modesty n n ID&P26 Child is frequently left to look after him/herself n n ID&P27 Other n n Stability ID&P28 Child is accepted as a member of the family n n ID&P29 Child is included in family celebrations, e.g. birthdays n n ID&P30 Child is reassured when separated from the parent n n ID&P31 The home provides the child with a stable base n n ID&P32 Other n n For children to develop a positive self image they need to feel loved and valued for themselves. In all cultures disabled children may be treated as younger than their actual age. This is a particular risk for learning disabled children. When parents are overwhelmed by their own problems children may be left to meet their own basic needs (i.e. for food, drinks, bedtimes). Children 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 32 CORE ASSESSMENT RECORD Child aged 3–4 years Family and Social Relationships Yes No F1 Child shows attachment behaviour/ is relaxed with main carers n n F2 Child plays happily with siblings n n F3 Child is gentle and kind to children and animals n n F4 Child shares with familiar peers/siblings n n F5 Child plays comfortably with peers F6 Child relates differently towards known people as opposed to strangers n n F7 Other n n Strong attachment relationships can be formed with a number of carers. Children of this age show pro- social behaviour such as sharing, helping or comforting. Children of this age are less distressed by short separations from key carers than are infants. Child’s needs Summary/clarification of child’s needs Basic care Yes No F8 A small number of familiar and appropriate adults look after the child n n F9 Parent/carers behave towards the child in a way that will encourage a strong, positive relationship to develop n n F10 Parent/carer spends enough time with the child to sustain a strong relationship n n F11 Other n n Ensuring safety F12 Siblings are generally gentle with the child n n F13 Parent monitors interactions between child and siblings n n F14 Child is protected from witnessing adult sexual behaviour n n F15 Other n n Parental problems may result in the child being looked after by a large number of different people. A good attachment relationship is associated with parents being emotionally available and consistent in their parenting. Love and affection are shown in different ways depending on culture and individual characteristics. Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant CORE ASSESSMENT RECORD Child aged 3–4 years 17 of 32 Social worker’s summary of the child’s needs in this area and the extent to which parents are responding appropriately Emotional warmth Yes No F16 Parents’/carers’ relationships with others provides a good example to the child n n F17 Parent/carer encourages affectionate family relationships n n F18 Other n n Stimulation F19 Child is taken to meet other parents and children n n F20 Child visits family friends and relatives n n F21 Other n n Guidance and Boundaries F22 Child is taught to take turns n n F23 Child is encouraged to negotiate n n F24 Child is discouraged from violent or cruel behaviour n n F25 Other n n Stability F26 There is a stable pattern of care in the child’s day to day life n n F27 Child has a long-term, stable relationship with at least 1 adult n n F28 There is continuity of carers n n F29 A limited number of known, safe adults deliver intimate care n n F30 Other. n n The presence of a supportive adult can help stressed parents to cope. For a disabled child, practical and social barriers can make taking the child out difficult, but it remains essential to the child’s wellbeing. Of central importance to a child in all families is a loving and protective relationship. Continuity and stability are key aspects of the attachment process Parental capacity Summary/clarification of family strengths or issues identified Note when issue is not relevant 18 of 32 CORE ASSESSMENT RECORD Child aged 3–4 years Social worker’s summary of how the above issues have an impact on the parents’/carers’ capacities to respond appropriately to the child’s needs Issues affecting parents’/carers’ capacities to respond appropriately to the child’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 3–4 years 19 of 32 Family and Environmental Factors which may impact on the child 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 child’s impairment/behaviour have a negative impact on siblings? n n FE5 Child’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 child? 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 20 of 32 CORE ASSESSMENT RECORD Child aged 3–4 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 child? n n FE16 Does home have basic amenities? n n FE17 Does home require any adaptations to meet the child’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 If in debt, is this increasing? n n FE29 Is the family worried about future financial commitments? n n FE30 Other n n Family’s Social Integration FE31 Does the family feel accepted within their community? n n FE32 Do family members experience discrimination/harassment? n n FE33 Does the family have local friends? n n FE34 Is the family involved in local organisations/activities? n n FE35 Other 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 3–4 years 21 of 32 Community Resources Yes No FE36 Are there accessible community resources? n n FE37 Does the family take advantage of community resources? n n FE38 Other n n Additional details as appropriate Social worker’s summary of how the family and environmental factors have an impact on the child and parents’/carers’ capacities to respond appropriately to their children’s needs. Community resources include: shops, play areas, play groups and nurseries, health clinics etc. In assessing community resources note: availability, accessibility and standard and if appropriate to child and family needs. 22 of 32 CORE ASSESSMENT RECORD Child aged 3–4 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 3–4 years 23 of 32 Summary of child’s developmental needs and strengths Information gathered in the core assessment Parents should be involved in the assessment Summarise the child’s developmental needs and strengths This space is for parents/carers to write their views of the child’s strengths and needs 24 of 32 CORE ASSESSMENT RECORD Child aged 3–4 years Summary of parental capacity: Needs and strengths Information gathered in the core assessment 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 child’s needs This space is for parents/carers to write their views of their own strengths and difficulties and what impact they think these have on the child’s development CORE ASSESSMENT RECORD Child aged 3–4 years 25 of 32 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 child or on the capacity of the parents/carers to respond appropriately to the child’s needs This space is for 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 child’s development Parents should be involved in the assessment 26 of 32 CORE ASSESSMENT RECORD Child aged 3–4 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 child’s development and parenting capacity, and explore the relationship between them. This process of analysing the information available about the child’s needs, parenting capacity and wider family and environmental factors should result in a clear understanding of the child’s needs, and what types of service provision would best address these needs to ensure the child has the opportunity to achieve their potential CORE ASSESSMENT RECORD Child aged 3–4 years 27 of 32 Child’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 child: objectives and plans Health Education Identity: Social presentation Family and social relationships Emotional and behavioural development: Selfcare skills 28 of 32 CORE ASSESSMENT RECORD Child aged 3–4 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 3–4 years 29 of 32 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 30 of 32 CORE ASSESSMENT RECORD Child aged 3–4 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 3–4 years 31 of 32 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 32 of 32 CORE ASSESSMENT RECORD Child aged 3–4 years © Crown Copyright 2000 ISBN 0 11 322420 6 Management information Ethnicity of the child: 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: (H8) Details of immunisations: Has the child been appropriately immunised? Yes n No n 2–4 months: Diphtheria/Tetanus, Whooping cough, Polio, Hib, Men C. 12–15 months: Measles/Mumps/Rubella 3–5 years: Diphtheria, Tetanus, Polio, Measles/Mumps/Rubella. Child protection register: Is the child’s name on the Child Protection Register? Yes n No n Category Date of registration Has the child previously been on the Child Protection Register? Yes n No n Category Date of registration Date of deregistration Court Order(s) Is the child the subject of a court order? Yes n No n Was the child 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


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No child can be identified by any posts on this website. Every child should be able to move on in future without reminder of past intervention by any authority. Many victims of the U.K. System are the children.
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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