The Following Section Provides Detailed Guidance on Completion of the Forms

Image (boys): Arvind Balaraman / FreeDigitalPhotos.net Section 5 Page 2 of 41 INTRODUCTION

The following section provides detailed guidance on completion of the forms.

GENERAL INFORMATION

The forms have been designed to be used as templates on the computer and as typed documents. Therefore when a form is opened a new document should be created. In some sections of the forms there are drop down menus, indicated by a “click to select”. Practitioners are required to select options only where they are relevant.

There are sections which will allow the form completer to see relevant information by hovering the Mouse over a heading. This is termed the “Mouse Over”. Where you see the icon hover over headings in that section to see the “Mouse Overs”.

There are a number of areas in which information is repeated. This is to allow the forms to be used as modular components and identify the child/young person correctly. These include Name, Date of Birth, unique identifiers such as Community Health Index (CHI) numbers and the child/young person’s legal status. All sections of the forms, including tables, will expand as information is typed in.

The views of the child/young person and the parents/carers are required to be recorded throughout the IAF process. As their views may change over time, there is a responsibility on the Named Person or Lead Professional to ensure that their views in relation to the current assessment or Plan are recorded. There is a need to ensure that views expressed verbally in meetings are also recorded.

If the urgency of the concern suggests a risk of harm, child protection procedures should be followed immediately using the existing CP1 to CP4 paperwork and processes.

Section 5 Page 3 of 41 OVERVIEW OF HOW THE FORMS SHOULD BE USED

Form 1: Child/Young Person and Family Profile consists of a core record containing details of the child/young person and their family. It is anticipated that Form 1 will be completed in respect of every child/young person and updated as/when the child/young person’s details change. All boxes that apply should be completed. It will be completed at or around birth by the named person within Health – in practice the Health Visitor. When the child/young person starts school, responsibility for maintaining the profile will be passed to the Named Person within Education. Form 1 must be updated when the Named Person wishes to raise a concern or start the process of assessment and when it forms part of the paperwork accompanying an integrated assessment or request for a specialist service. When passed to another service/agency, it must always be accompanied by an up to date chronology (Form 7).

Form 2: SHANARRI Observations and Assessment can be used to:

 record the child or young person’s wellbeing;  record initial assessment for all children;  record assessment information for the child/young person where there are emerging issues or concerns;  request assistance from another agency/service;  statutory reporting purposes to the Children’s Hearing.

Form 3: My World Triangle Assessment provides the basis for the multi-agency assessment of the child/young person. Therefore the form should be completed consensually with professionals and parents/carers and the child/young person (if appropriate).

The Lead Professional has responsibility to incorporate all views about the child/young person through discussion. Any specialist single agency reports that inform this assessment, should be obtained. The assessment should be considered a collective endeavour and the Lead Professional needs to ensure that the contributors are in agreement with the integrated assessment picture. This is often best achieved through a meeting to discuss the assessment and intervention plan.

PLEASE NOTE: This form can also be used by a single agency for a complex assessment and needs to be noted as such to differentiate it from a multi-agency assessment.

Where a consensual view cannot be reached, disagreements are recorded.

Section 5 Page 4 of 41 Form 4: Child/Young Person’s Plan is the document for recording intended and desired outcomes for the child/young person. It also records the agreed actions to achieve those outcomes, including what support the child/young person will receive from the team around them. The plan is crucial to the integrated assessment process, within a context of plan-do-review. It describes the objectives, and how it is known they have been achieved, for the support provided, with a clear description of the interventions and strategies to support the child/young person. The plan will consist of the agreed actions and specify which ones will be undertaken by the Team Around the Child, the parents/carers and the child/young person.

The second part of the plan is only completed in relation to Child Protection registration. The third part of the plan is only completed for a young person who becomes entitled to an Aftercare service as a result of being Looked After and has an agreed date for leaving care. This will form the Pathway Plan.

In reviewing the plan with the child/young person and family, there are 5 essential questions practitioners need to ask:

 What has improved in the child/young person’s circumstances?  What if anything has got worse?  Have the outcomes in the plan been achieved?  If not, is there anything in the plan that needs to be changed?  Can we continue to manage the plan within the current environment?

It should be noted that within Stirling and Clackmannanshire the Child/Young Person’s Plan will replace the current IEP Planning formats.

Forms 2, 3 and 4 can be used for either single agency or multi-agency assessment and interaction.

Form 5: Report for Child/Young Person’s Meeting is to be used by individual professionals who have been asked to provide a written submission to any multi-agency meetings.

It is recognised that in some cases the parents/carers’ views and child/young person’s views will be gathered at the multi-agency meeting, but some professionals in the course of their work will have gathered the parents/carers’ and child/young person’s views and will record these on Form 5 in advance of the meeting. Where there is a Team Around the Child and a Lead Professional, the Lead Professional should complete Form 5 but should reflect the multi-agency assessment.

Form 6: Record of Child/Young Person’s Meeting is a structure for recording all meetings about children/young people, who was there and what action was agreed. It is vital that children and young people are able to put their views, if not within the meeting itself then through one of the Team Around the Child seeking and contributing their views.

Section 5 Page 5 of 41 Form 7: Chronology is the record of the significant events in a child/young person’s life and forms part of the core record. The document is a factual record and should contain dates of the key events, an explanation of their significance, the action taken and the source of the information. This information will be added to as any assessment progresses and will be used to inform all assessments. It needs to be kept up-to-date and in date order. It will initially be used as a single agency chronology. As other professionals become involved, and particularly when a multi-agency assessment is undertaken, an integrated chronology requires to be developed. The Lead Professional has responsibility for including the relevant information in the chronology and updating as necessary.

Form 8: Consent to Share Information Please note that there is no requirement to obtain written consent to share information. It is the case that informed consent for involving other agencies is required on an ongoing basis. This consent can be given verbally for the involvement of agencies or where required written consent provided. The IAF consent form requires written consent to indicate that parents/carers agree to the involvement of partner agencies and that the information will be shared and records on their child/young person will be retained.

Form 9: Non-disclosure of Information This form should be completed when a practitioner may be concerned that sharing information about a child/young person or family members with other professionals or with the person who holds parental rights and responsibilities may place the child/young person or parent/carer at more risk. This form should also be used in circumstances where the Children’s Hearing or the Sheriff have issued a legal order preventing certain information about the child/young person or parent/carer from being disclosed.

Forms 10A and 10B replace the Looked After Children materials. On an interim basis these forms should only be completed by Social Work Services.

Form 10A: Placement Arrangement This form should be completed when a child becomes looked after away from home. It is information specifically relating to the child/young person’s care needs to assist the foster carer or residential keyworker to meet these needs.

Form 10B: Placement Agreement This form is completed in conjunction with the foster carer/residential keyworker to outline the expectations of what will happen in the placement. It includes roles, responsibilities and sanctions.

VPR (Vulnerable Person’s Report) The VPR has been amended to include the wellbeing indicators and contains the same information as Form 2. Central Scotland Police will continue to use the VPR as an alternative to Form 2.

Section 5 Page 6 of 41 HOW TO COMPLETE THE FORMS

Form 1: Child/Young Person and Family Profile Element on Form What to input CHI (Community Health The CHI (Community Health Index) number is created by Index) Number Health. It is the date of birth along with a 4 figure number. If the CHI number is unknown, leave blank, but ensure date of birth box is completed. Unique Pupil/SCN A Scottish Candidate Number (SCN) is allocated by Education Services when a child starts Primary 1. If this number is unknown leave blank. Estimated Date of Delivery If the child is unborn the estimated date of delivery should be (EDD) noted here. The actual date of birth should be noted in the date of birth box once the child has been born. Date Profile Updated This box should be filled in when the form is initially completed and thereafter updated when any changes have been made. 1. Personal Details Name Insert legal name, as per birth certificate or other legal document defining the child/young person’s name. At “known as” the current name that the child/young person is known as should be identified. It would also be helpful to include any previous names used in the section for Other Names. Gender Click on appropriate box to put check in it. Ethnicity This is mandatory and should be identified by the family and then selected from the drop down menu. List is:

White Mixed or multiple ethnic group Asian, Asian Scottish or Asian British African, Carribean or Black Other Ethnic Group Not known

Nationality As identified by the individual/family. Mother Tongue This is to indicate whether or not English is the child/young person’s first language. The drop down menu lists:

English Soanish Hakka Urdu Gaelic Greek Bengali Cantonese French Norwegian Gujerati German

Section 5 Page 7 of 41 Turkish Hindi Italian Arabic Punjabi Polish Welsh Spanish Portuguese Mandarin Other (please specify) Place of Birth Town or city (and country if not UK). Religion Click to select. If you wish to record additional information such as whether a child/young person has been Confirmed then select Other, and add the details in the expandable box. List is:

Church of Scotland Roman Catholic Other Christian Muslim Buddhist Sikh Jewish Hindu Pagan Not known/disclosed None Other (please specify)

Place of Residence This should always be the most current address. Telephone/Email In relation to telephone/email, please log as many numbers or contact details as known because a range can be useful. Whose Address is This? It is important to identify whose home the child/young person is currently living in. Please select from the drop down menu. List is:

Parental home Foster placement Residential school Residential care With relatives Other (please specify)

Previous Address Most recent first

Section 5 Page 8 of 41 Whose Address is This? It is important to identify whose home the child/young person previously lived in. Please select from the drop down menu. List is:

Parental home Foster placement Residential school Residential care With relatives Other (please specify)

Birth Parents’ Details It is important to record who holds parental rights and whether they have contact with the child/young person, if this information is known. 2. Members of Household This should include details of all persons living in the same house as the child whether related to the child/young person or not. 3. Other Relevant People If known, it is often particularly valuable to include the names and contact details of grandparents, other relatives, childminders or supportive friends. In fact, any adult who is a significant person in the child/young person’s life. 4. Health Details Contact details of relevant health professionals to be inserted. 5. Education Details Complete where applicable information is known. Additional Support Needs This section is very specifically designed to be completed where Additional Support Needs within Education are recognised through a formal process and measures have been put in place in line with the Additional Support for Learning Act 2004, 2009. The list of factors giving rise to additional support needs is:

Dyslexia Social, emotional and behavioural difficulty Physical or motor impairment Learning disability Language/Communication disorder Other moderate learning difficulty Autistic spectrum disorder Physical health problem Looked after Hearing impairment Visual impairment Other specific learning difficulty (eg. numeric) More able pupil English as an additional language Deaf blind Mental health problem Interrupted learning Multiple disabilities Other (please specify)

Section 5 Page 9 of 41 Previous educational Add details with most recent establishment first. establishments 6. Statutory Measures This section should include any looked after episodes or Children’s Hearings. Please indicate if there have been no statutory measures. Click to select. List is:

Section 22 Children (Scotland) Act 1995 Section 25 Children (Scotland) Act 1995 Section 29 Children (Scotland) Act 1995 Section 56(4)(b) Children (Scotland) Act 1995 Section 57 Children (Scotland) Act 1995 Section 70(1) Children (Scotland) Act 1995 Section 70(3) Children (Scotland) Act 1995 Section 80 Permanence Order Section 83 Permanence Order with Authority to Adopt Section 11 (Residence Order) Place of Safety Warrant Section 70(9) Children (Scotland) Act 1995 Section 75 Children (Scotland) Act 1995 Other (please specify) None

7. Child Protection Check box. Additional details should be included in Registration chronology (Form 7) indicating what significant incident led to registration. 8. Other Professional and This section refers to all professionals involved with the Agencies/Services involved child/young person and other family members. Please include with Child/Young Person those involved with the child/young person first. and Family 9. Accessibility and This section should include details of requirements for Communication engaging with professionals such as an interpreter/language Requirements disability, accessible rooms, Braille or translated documents.

Section 5 Page 10 of 41 Form 2: SHANARRI Observations and Assessment

If the urgency of the concern suggests a risk of harm, you should follow your agency’s child protection procedures immediately

Element on Form What to input Purpose Please note that you can only select one purpose. If necessary, click “other” which will allow you to type in more than one or to insert another alternative that is not already listed. List is:

Single agency initial assessment Request assistance Resource Allocation Group (please specify) Co-ordinated Support Individualised Educational Programme Circular 33 Placing Requests Transition Planning Pre-Five Community Assessment Team Pre-Birth Case Conference Initial Child Protection Case Conference Public Health Nurse routine assessment Report for Reporter Family Support Planning Meeting Caledonian System Review Information for Named Person Information for Lead Professional MAG Requested (please specify) Other (please specify)

Where it says MAG (Multi-agency Group) please specify whether this is under Early and Effective Intervention (EEI) or Co-ordinated Children’s Services (CCS) or relevant other.

Where it says Resource Allocation Group please specify whether this is, for example a Pupil Support Resource Group, Complex Care Panel or a Joint Child Care Resource Allocation Group (JCCRAG). Agency Choose the agency completing the form. If necessary, click “other” which will allow you to type in more than one agency or to insert another alternative that is not already listed. The list is:

Education Services Health Police Social Work Services Voluntary Sector (please specify) Other (please specify)

Section 5 Page 11 of 41 1. Reason for Involvement Mouse over for suggested content which should include summary of issues giving cause for concern, indicate on how many occasions or how long this has been happening and indicate impact on child/young person. 2. Description of Complete as far as possible. Please comment on the following Child/Young Person’s wellbeing indicators: Wellbeing Safe – Protected from abuse, neglect or harm at home, at school and in the community. Healthy – Having the highest attainable standards of physical and mental health, access to suitable health care, and support in learning to make healthy and safe choices. Achieving – Being supported and guided in learning and in the development of skills, confidence and self-esteem at home, at school and in the community. Nurtured – Having a nurturing place to live, in a family setting with additional help if needed, or where this is not possible in a suitable care setting. Active – Having opportunities to take part in activities such as play, recreation and sport, which contribute to healthy growth and development, both at home and in the community. Respected – Having the opportunity, along with carers, to be heard and involved in decisions which affect them. Responsible – Having opportunities and encouragement to play active and responsible roles in their school and communities and where necessary, having appropriate guidance and supervision and being involved in decisions that affect them. Included – Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn.

If you do not have any information in relation to certain areas, please write in summary box that you do not know information. 3. The following Consider what interventions have been tried already and what discussions/actions have impact these have had on the child/young person. taken place to date 4. The Child/Young Please record the child/young person’s views of their current Person has the following situation. Where there are disagreements or differences of views view, these should be recorded. 5. The Parents/Carers Please record the parent(s)’/carer(s)’views of their child’s and have the following views their own situation. Where there are disagreements or differences of view, these should be recorded. 6. Desired Outcomes Outcomes are measurable, things that we can influence and are Identified with the family intrinsic to the child. These should not be confused with outputs, actions or service provision. The desired outcomes should be based on the wellbeing indicators. 7. Assessment Summary Analyse key issues and describe needs identified based on desired outcomes.

Section 5 Page 12 of 41 8. Next Steps/ Where next steps are known these should be included, and may Recommendations be in form of action points. If further support is required then a recommendation is made for further support on the basis of the child/young person’s needs. This section also allows for recommendations to be made to the Reporter. 9. Name and Contact With the exception of the child/young person and the Details of Person(s) parents/carers, please list all professionals who were involved Completing Form in contributing to the assessment. 10. Forwarded to Please note who the form has been forwarded to. If necessary, insert additional rows when forwarded to more than one person.

Section 5 Page 13 of 41 Form 3: My World Triangle Assessment

Element on Form What to input Purpose Please note that you can only select one from list. If necessary, click “other” which will allow you to type in more than one purpose or to insert another alternative that is not already listed. List is:

Single Agency Assessment of Complex Need Multi-agency Assessment Referral to Community Resource Group Referral to Resource Allocation Group Referral to ASN Outreach Aftercare Review Family Support Planning Meeting Report for Reporter Initial Child Protection Case Conference Continued Initial Child Protection Case Conference Transfer Child Protection Case Conference Review Child Protection Case Conference Initial Looked After at Home Review Looked After at Home Review Initial Looked After Away from Home Review Looked After Away from Home Review Initial Looked After Review of Respite Looked After Review of Respite Other (please specify)

Contributors to assessment Please insert the details for the team around the child/young person. Please identify the Lead Professional. 1. Summary of Concerns Describe the basis for completion of the My World Triangle. Leading to Assessment This may be particularly relevant where the initial assessment requires updating and where other participants in the multi-agency assessment have additional information. An example of a summary of initial concerns could be:- “Child/young person lives with parents/carers. Domestic abuse and substance misuse are day-to-day occurrences. The child/young person therefore has unmet needs in relation to being kept safe, healthy and nurtured.” 2. Relevant Family History Record significant events from the relevant period. These will also be recorded in the Chronology. 3. My World Triangle This section has a mouse over for each key area. The assessment and views of the professionals involved and parents/carers should contribute to an assessment picture which identifies domains of strength and concern across the 3 key areas. Further guidance is included in Section 2 of the pack. How child/young person is Mouse over provides the prompts for the areas to complete in growing and developing: this section:  Being healthy,

Section 5 Page 14 of 41  Learning and Achieving,  being able to communicate,  confidence in self-identity,  learning to be responsible,  becoming independent,  enjoying family and friends How well needs are met by Mouse over provides the prompts for the areas to complete in parents/carers this section:  Being kept safe  Being there  Play  Encouragement and fun  Guidance and support to make the right choices  Knowing what is going to happen and when  Understanding of family’s background and beliefs The impact of the Mouse over provides the prompts for the areas to complete in child/young person’s wider this section: world  support from family, friends and other people  school  local resources  enough money  comfortable and safe housing  work opportunities for the family  belonging

4. Overall Analysis of Describe the interpretation from the assessment information Information Gathered and the needs of the child/young person arising from that. 5. Assessment and List any identified risk factors, whom the risk concerns ie Management of Risk child/young person or other and any actions to be highlighted in Child/Young Person’s Plan to manage risk. Please refer to detailed guidance in Section 6. 6. Views of Child/Young Views of child/young person regarding this assessment. Person and Parent/Carer Views of parent/carer regarding this assessment. Please outline any areas of disagreement. 7. Recommendation and Where next steps are known these should be included, and may Next Steps from the be in form of action points. This section should be completed Assessment in relation to the child/young person’s needs and action required to support those needs. Where further support is required, this should be recommended/stipulated and action identified, for example referral to local resource panels. This section will also be used for recommendations to the Children’s Panel. 8. Signature and details of This is important to complete in order that accountability is Lead Professional clear. 9. Forwarded to Please note who the form has been forwarded to. If necessary, insert additional rows when forwarded to more than one person.

Section 5 Page 15 of 41 Form 4: Child/Young Person’s Plan

Element on Form What to input Plan no Include the number in the sequence of plans where the first plan is given number 1. If after a review meeting a new plan is required then this will have number 2. Subsequent plans will follow on. Date of meeting The date the plan was agreed. Date Plan Updated The date the document was updated Purpose Please note that you can only select one purpose. If necessary, click “other” which will allow you to type in more than one purpose or to insert another alternative that is not already listed. List is:

Single Agency Plan Pupil Support Plan Individualised Educational Programme Plan Transition Planning PREFCAT/CEAT Pre-Birth Planning Pre-Birth Protection Planning IAR for Reporter Staged Intervention Multi-Agency Assessment plan Child Protection Plan (please specify) Looked After at Home Plan (please specify) Looked After Away from Home Plan (please specify) Aftercare Review (please specify) Pathway Plan Looked After Review of Respite Caledonian System Plan Family Support Plan Pre-birth Single Agency Plan Pre-birth Multi-agency Plan Risk Management Plan Other (please specify)

From the above list, where you are given the option to “please specify” this would provide the opportunity to detail whether any of the plans are in relation to pre-birth, initial reviews, respite reviews etc. Legal Status The child/young person’s legal status should be noted from the list.

The list is: Section 22 Children (Scotland) Act 1995 Section 25 Children (Scotland) Act 1995 Section 29 Children (Scotland) Act 1995 Section 56(4)(b) Children (Scotland) Act 1995

Section 5 Page 16 of 41 Section 57 Children (Scotland) Act 1995 Section 70(1) Children (Scotland) Act 1995 Section 70(3) Children (Scotland) Act 1995 Section 80 Permanence Order Section 83 Permanence Order with Authority to Adopt Section 11 (Residence Order) Place of Safety Warrant Section 70(9) Children (Scotland) Act 1995 Section 75 Children (Scotland) Act 1995 Other (please specify) None Summary of Strengths, A brief summary of strengths issues and concerns, which Issues and Concerns can be cut and pasted from the most up to date assessment. Desired Outcomes Outcomes are measurable things that we can influence and are intrinsic to the child. These should not be confused with outputs, actions or service provision. The desired outcomes should be based on the wellbeing indicators. The following are some examples of outcomes:

. the child/young person will be safely cared for in a nurturing environment; . the child/young person will achieve their best health; . the child/young person will achieve their full developmental/learning potential; . the child/young person will have safe and meaningful contact with family and friends; . the child/young person will behave responsibly; . the child will be included in meaningful family life. How will we know this has This should describe targets for success. been achieved Actions required Detail all specific actions to be undertaken, not only by the professionals involved but also by the child/young person and the family. By whom This should specify the individual who has been assigned the responsibility for each specific task/action. Frequency/ Timescale This column should be completed, where possible, indicating the frequency of the action/task and the proposed end point. However, it is noted that some actions and tasks will be ongoing. Progress made to date It is not expected that this column will be completed when an initial Child/Young Person’s Plan is being drawn up but should be completed for subsequent plans. Contingency Plan An alternative set of actions if the main plan cannot be implemented or the situation changes dramatically. Views of the child/young Specific comments from the child/young person on the plan, person regarding the plan which if reported by a member of the team should be noted as such. Include areas of disagreement. Views of the parents/carers Specific comments from the parents/carers on the plan, regarding the proposed plan which if reported by a member of the team should be noted as such. Include areas of disagreement.

Section 5 Page 17 of 41 Lead Professional The Lead Professional should be identified in the plan in this section. However, it is noted that when a plan is being used by a single agency there may not necessarily be a Lead Professional identified therefore the Named Person should be identified in this section of the plan. Plan completed by Although it is the Lead Professional’s role to ensure the plan is completed it may not always be the Lead Professional who undertakes this task, therefore this should highlight who has completed the plan and their designation. Copy given to (please list): Details of the distribution list of the plan, e.g. the contributors/those involved, parents/carers and child/young person. Date next plan review due Insert date. Signed The Named Person or the Lead Professional or the Chairperson of the Review should sign off the plan, as appropriate.

Child Protection This section should only be completed when a child/young person’s name is placed on the Child Protection Register to indicate categories of concern.

Throughcare/Aftercare This section should only be completed when a young person is receiving a throughcare service. It includes the following components:

Lifestyle Family and Friends Health and Wellbeing Learning and Working Accommodation Income/Finance Rights and Legal Issues

and should be used as the Pathway Plan.

Section 5 Page 18 of 41 Form 5: Report for Child/Young Person’s Meeting

Element on Form What to input Meeting details Date, venue and date of previous meeting Purpose The author of the report should select the type of review meeting to be attended. Please note that you can only select one from list. If necessary, click “other” which will allow you to type in more than one purpose or to insert another alternative that is not already listed.

List is: PREFCAT/CEAT Aftercare Review Pupil Support meeting Individualised Educational Programme meeting Transition Planning meeting Pre-Birth Planning meeting Pre-Birth Protection Planning meeting Initial Child Protection Case Conference Child Protection Case Conference Transfer Child Protection Case Conference Continued Initial Child Protection Case Conference Initial Looked After at Home Review Looked After at Home Review Initial Looked After Away from Home Review Looked After Away from Home Review Initial Looked After Review of Respite Looked After Review of Respite Core Group Review Family Support Planning meeting Caledonian System Review Staged Intervention meeting IAR for Reporter Other (please specify)

Please note this is not a definitive list. Single Agency meetings, Multi-Agency meetings, EEI meetings should all be included under “Other”. Legal Status The child/young person’s legal status should be noted from the list.

The list is: Section 22 Children (Scotland) Act 1995 Section 25 Children (Scotland) Act 1995 Section 29 Children (Scotland) Act 1995 Section 56(4)(b) Children (Scotland) Act 1995 Section 57 Children (Scotland) Act 1995 Section 70(1) Children (Scotland) Act 1995 Section 70(3) Children (Scotland) Act 1995 Section 80 Permanence Order

Section 5 Page 19 of 41 Section 83 Permanence Order with Authority to Adopt Section 11 (Residence Order) Place of Safety Warrant Section 70(9) Children (Scotland) Act 1995 Section 75 Children (Scotland) Act 1995 Other (please specify) None

1. Progress in achieving Plan Progress needs to be linked to outcomes. This section outcomes should be based on updated information/assessment. A copy of the plan can be attached here with the progress column completed or updated. 2. Significant events since Significant events need to match with what is in the previous meeting and the Chronology and the information included here should also impact on the child/young be updated on the chronology (Form 7). However, the person report should only include the significant events which have taken place since the last meeting whilst the chronology should be a much more substantial document. Please note that it is important to also assess and outline the impact of these significant events on the child/young person and the family/carer. 3. SHANARRI Update This section of the report should provide an update on the child/young person’s well-being and, in particular, their safety, health and education. It should also outline any care and contact arrangements. 4. Child/young person’s Highlight any disagreement. Views may be sought at the views meeting. 5. Parent/Carer’s Views Highlight any disagreement. Views may be sought at the meeting. 6. Recommended actions for Where next steps are known these should be included, and plan may be in the form of action points. This section should be completed in relation to the child/young person’s needs and action required to support those needs. Where further support is required, this should be recommended/stipulated and action identified, for example referral to local resource panels. 7. Report compiled by Name and signature of person(s) completing the report. All contributors to the report should be listed, but in the case of a multi-agency report being collated by one person it should be highlighted who the report writer was.

Section 5 Page 20 of 41 Form 6: Record of Child/Young Person’s Meeting

Element on Form What to input Meeting details Date, venue and date of previous meeting Purpose The lead professional should select the type of review meeting. Please note that you can only select one from list. If necessary, click “other” which will allow you to type in more than one purpose or to insert another alternative that is not already listed.

Section 5 Page 21 of 41 Section 83 Permanence Order with Authority to Adopt Section 11 (Residence Order) Place of Safety Warrant Section 70(9) Children (Scotland) Act 1995 Section 75 Children (Scotland) Act 1995 Other (please specify) People invited to the meeting Include the details of those at the meeting and any other who were invited but not in attendance and note in column their apologies and whether or not they submitted a report. In relation to Designation/Role, when recording Role identify who is the Lead Professional, Named Person, Keyworker and who are members of the Team Around the Child. 1. Summary of Action/Plan, This should be a summary of the discussion in relation to the Progress & Impact on progress or otherwise for the child/young person and Child/Young Person family/carers.

2. Key Points from Summarise the key points of the discussion. Discussion (including any significant events)

3. Views of the Child/Young Child/young person’s views as contributed within the Person on Progress meeting. Please specify areas of disagreement.

4. Views of Parent/Carer on Parent/carers’ views as contributed within the meeting. Progress Please specify areas of disagreement.

5. Decisions The consensus of the meeting needs to establish whether the objectives have been met, partially met or not met and what needs to happen as a result. Where a further plan is required then this would be noted and the key objectives requiring support. Some examples of potential recommendations are as follows:

 Return to universal programme  New plan prepared  Recommendation to continue legal order  Recommendation to vary legal order  Place on CP Register  Remove from CP register  Remain on stage of intervention  Move to stage of intervention

6. Is everyone in agreement Please specify areas of disagreement. with the decisions Signature Chairperson’s where the chair is not the lead professional, otherwise the lead professional signature and details.

Section 5 Page 22 of 41 Date, Time & Venue of next Insert details of next meeting. meeting Additional Distribution List All those in attendance and who provided apologies will be given a copy of the minute. Details of those not in attendance or providing apologies that are to be sent a copy of the minute to be added here, and any other relevant parties (eg Adoption Panel Administrator; Named Person; Reporter)

Form 7 – Chronology

Element on Form What to input Date of Event The date Key Event and Brief A brief description of the event and a brief explanation of its Explanation of Significance significance where relevant. Action Describe what happened as a result of this event or state no action required Source Agency The agency who first noted the event.

Please note that the rows can be added for more events and the document can continue on to several pages. See Detailed Chronology Guidance for additional guidance.

Form 8 – Consent to Share Information See Section 3 for additional guidance

This form should be used where written consent to share information is obtained. However, it should also be completed in circumstances where information is being shared without consent so there is a clear rationale for doing so.

Form 9 – Non-disclosure of Information See Section 3 for additional guidance

This form should be completed in all circumstances where a decision is taken not to share information with a person who has parental rights and responsibilities in order to safeguard either the child/young person or another adult in the situation. This can be an informal decision or a formal order. In these situations it should be made very clear to all agencies what the justification is for non-disclosure and to ensure that those other agencies keep the information confidential.

Section 5 Page 23 of 41 Form 10A – Placement Arrangement

Element on Form What to input 1. Placement Insert details of the proposed carer. If the child/young person is to be placed in a residential setting the Keyworker’s name should be provided along with contact details. Start date Date placement is required from/agreed start date Placement type/purpose Placement type should be one of the following:

With friends/relatives With foster carers With prospective adopters With kinship carers Clackmannanshire Council care establishment Falkirk Council care establishment Stirling Council care establishment Other local authority care establishment – specify which Voluntary care establishment Private care establishment Residential school Secure accommodation Other community – specify what this is Other residential – specify what this is

Placement purpose should be, for example:

Short-term assessment Respite or short-break Long-term placement Adoption etc Reason for placement Short description of why a placement is being sought for the child/young person Child/Young Person’s This should be completed if the child/young person has an Understanding understanding of why placement is being sought and should be at an age appropriate level Parent/Person with Parental This should reflect the parent/person with parental Responsibilities’ responsibilities’ understanding of the reason for placement, Understanding not the information shared with them about the reasons for placement. Has the child/young person Brief details of why a previous placement broke down may been looked after away from help to prevent this being repeated. Information available home previously may also inform a carer/keyworker about triggers for behaviours, strategies that work and why a child/young Previous placement breakdown person is behaving in a particular manner. 2. Routines The following should be noted in this section - child/young person’s day to day care routine, any specific care needs around routines and behaviours they are known to display/what triggers this (if known)/how they can be diverted from this.

Section 5 Page 24 of 41 3. Physical Description of This should include identifying features, for example: eye Child colour; height; scars or distinguishing features. Clearly this section will require to be updated as the child grows. 4. Health This section should note any health conditions, treatments and/or medication that the child/young person requires. It should also record any training needed for the carer/keyworker to allow them to administer treatment/medication or to meet specific health care needs. 5. Education This section should only include any arrangements that need to be put in place as a matter of urgency in order to facilitate the child/young person’s attendance at school once they are placed. If the child/young person is out of school the care arrangements for them during school hours should be included in this section. 6. Contact All immediate contact considerations should be recorded and updated as necessary. 7. Child/Young Person’s The child/young person’s and the parent/person with Social and Identity Needs parental responsibilities’ views should be taken into account and recorded in relation to the child/young person’s needs. 8. Consent The parent/person with parental responsibilities should express their views/wishes in relation to what they would consent to the Local Authority taking forward while the child/young person is looked after away from home. If the parent/person with parental responsibilities does not want to give consent to particular areas they can outline the reasons for this. 9. Section 25 Agreement For parent/person with parental responsibilities to sign indicating agreement with the child/young person being looked after away from home. If appropriate, the child/young person’s agreement should also be recorded.

Section 5 Page 25 of 41 Form 10B – Placement Agreement

Element on Form What to input 1. Placement Foster Carer/Residential Keyworker’s name and contact details 2. Timekeeping Parent/person with parental responsibilities and the child/young person’s views should be discussed and taken into account alongside the house/placement rules. 3. Browsing, Watching and Consideration should be given to all parties’ views as well Mobile Phone Use as safety issues around internet access. Appropriate contact levels via internet access/mobile phones should also be reflected. 4. House Rules, Boundaries Should outline day to day house rules/expectations, and Sanctions boundaries that would normally be around in placement and any that would be beneficial to the child/young person. This section should also reflect what strategies may be helpful and any sanctions that will be used when dealing with the child/young person’s behaviour. 5. Roles and Responsibilities Clarifies who is primarily responsible for certain aspects of the child/young person’s care while they are in placement. 6. Agreements Confirmation that discussion has been undertaken with the parent/person with parental responsibilities, the carer/keyworker and, if appropriate, the child/young person. This section should also outline Social Work Services’ views. If there are any aspects of the placement that the parent/person with parental responsibilities and/or the child/young person does not agree with the areas of disagreement should be recorded in this section.

Section 5 Page 26 of 41 VPR (Vulnerable Person’s Report)

This form will be used by Central Scotland Police and contains the same information as Form 2. The following information is required to be collated by Officers in respect of raising a concern for a child/young person:

 Full name of child/young person (if the child is unborn, use the mother’s surname and use 0 (zero) in the age box and write the expected date of delivery in the grounds for concern)  Date of birth  Gender  Ethnicity code  Place of birth  Home address including post code  Contact numbers (home/mobile)  Other persons living at home including siblings and significant adults  Current school  GP/Health Visitor and practice  Any previous Social Work involvement  Is the child/young person presently subject to supervision  Details of care placement is applicable  Condition of home if visited  Type of incident . Child at Risk . Child Offender . Child Offender – Formal Warning . Combination Child Offender/At Risk . Adult at Risk (Children) . Domestic Abuse – Children in Relationship . Young Runaways  Brief circumstances around the concern  Location at incident – present/not present  If not present, details of where child/young person was  Any associated risk factors – ie: alcohol, pregnant, mental health issues  Views of child/young person, parent or carer  Child/young person, parent or carer made aware that information may be shared with partner agencies  Officer’s recommendations

You should provide the young person/parent/carer with your contact details and tell them that the information you have obtained MAY be shared with other partner agencies with a view to ensuring that any support and subsequent intervention is appropriate, proportionate and timely. They should be asked to sign your notebook to acknowledge that they understand this.

Section 5 Page 27 of 41 Section 5 Page 28 of 41 Section 5 Page 29 of 41 TEMPLATES FOLDER

All Forms (if using .dot file)

1. Open Word.

2. Click on File, then New – a dialogue box should open on your screen offering various options for new documents.

3. Click “From existing document….” which will bring up a dialogue box.

4. Click on the path containing your IAF document templates then double click on the appropriate template.

5. You can now save this document as normal.

Alternatively

1. Click on the My Computer section or wherever you have saved your IAF templates.

2. Open the folder containing your IAF document templates then double left click on the appropriate template.

3. You can now save this document with a new file name as normal.

All Forms (if using .doc file)

1. Open Word.

2. Click on File, then Open – a dialogue box should open on your screen. Click on the path containing your IAF document templates then double click on the appropriate template.

3. Before you begin using the form click on File again. Choose the Save As option – a dialogue box should open on your screen. Choose the path you want to save your form to. Type the name you want to save the file as then click Save.

4. You can now begin typing in the document.

Alternatively

1. Click on the My Computer section or wherever you have saved your IAF templates.

Section 5 Page 30 of 41 2. Open the folder containing your IAF document templates then double left click on the appropriate template.

4. You can now begin typing in the document.

Section 5 Page 31 of 41 Adding Forms Toolbar

1. Open Word.

2. Right click on the shaded area at the top of the page.

3. Choose “Forms” from the list.

4. A toolbar with a padlock on it should appear in the shaded area.

Section 5 Page 32 of 41 To Complete The Forms

The forms are made up of protected or “locked” sections and unprotected or “unlocked” sections. Sections that contain dropdown menus and/or tick boxes are “locked”.

Completing Locked Sections

1. To move from section to section use your tab key.

2. Boxes should expand as you type.

3. Where there are tick boxes in the document, tab to the appropriate box then click on it. An “x” should appear in the box. If you click on the wrong box by mistake click on it again to remove the “x”.

4. Some sections have a drop down menu. When you tab onto a drop down menu the box will have an arrow on the right hand side and should read ‘Please select’. Click on the arrow and a list will appear. Click on the appropriate option. If you choose the “Other” option there is a box next to the dropdown list that you can enter details into.

NB: The tick boxes and dropdown menu features will not work unless the document is protected.

Completing Unlocked Sections

You should be able to type in these sections as normal.

Completing Headers/Footers

As part of the forms are protected this prevents you from accessing the Header/Footer areas as normal. (The only exception to this is Form 7 which is not protected as there are no dropdown menus or tick boxes). To access the Header or Footer areas:

For Word 2003

1. Click on the padlock on the Forms toolbar which will unprotect the document.

2. Double click on the Header or Footer area and enter the information required. 3. Click on Close on the toolbar that appears when you open the Header or Footer area.

4. Click back on the padlock to relock the document

Section 5 Page 33 of 41 For Word 2007

1. Click on your Developer Tab. (If you do not have a Developer Tab click on the Microsoft Office Button then choose Word Options from the bottom right hand side of the box. Choose “Popular” from the menu on the left hand side of the box, then click the box beside Show Developer Tab in the Ribbon. Your Developer Tab should now be available).

2. Click on Protect Document

3. Choose Restrict Formatting and Editing

4. Click on Stop Protection from the box on the right hand side of the page – your form is now unlocked.

5. To lock the form again ensure that the box “Allow only this type of editing in the document:” is ticked under number 2. Editing restrictions. The drop down menu should be showing Filling in forms.

6. Click on Yes, Start Enforcing Protection. A box will pop up asking for a password to be entered. Leave the password boxes blank and click OK – your form is now locked.

Adding a row If you need to add additional rows to tables either:

1. Go to the last box at the end of the table and click your tab button – this should add another row (Word 2003 or Word 2007)

2. Click on the last row of the table. Click on Table then choose insert row below (Word 2003).

Formatting

Spell checking: when spell checking the forms this will work as normal, however the locked areas of the forms will not be included in the spell check. To spell check the full document:

 Unlock the document  Spell check  Relock the document

This will ensure that spelling errors in the locked areas of the forms will be included in the spell check.

Section 5 Page 34 of 41 Bullet points/numbering: if you have any difficulties including bullet pointed or automatically numbered lists in unlocked areas of the form:

 Unlock the document  Type your list  Relock the document

If you come across any other formatting issues these should be able to be resolved by unlocking the document, carrying out the formatting and relocking the documents. This eg would be the case when widening/shortening the size of columns in table.

Tables

If tables are lengthy and run on for more than one page there may be an issue with the logo being covered by tables at the top of pages. To overcome this:

 At the end of a page click on the first column of the row that is to move onto the next page  Click on insert in the shaded area of the page  Choose page break  This will then allow you to move the table down from the top of the next page if needed.

Section 5 Page 35 of 41 ELECTRONIC MULTI-AGENCY INFORMATION SHARING

Introduction Within the Integrated Assessment Framework there will be a need for practitioners to share information via email. This document has been produced to raise awareness of the need to take extra care when sending a child’s or young person’s details, or other sensitive information by email. By following the points below you will ensure that the risks involved are minimised. Guidelines 1. Need to share It is important that an actual need to share information exists. Always establish that the requirement is justified.

2. Consent Ensure that the child/young person and their parents/carers have been made aware that the information is to be shared with other agencies. This may have been done at first contact, but where necessary check.

3. Minimum identifiable data – Initial, Surname, DoB, Postcode Only use the minimum amount of identifiable data – just enough to confirm that both parties are talking about the same person. Where consent has been given to share information and NHS Forth Valley are one of the agencies involved the Community Health Index (CHI) number can be used, along with a name, as the identifier.

4. Only one person per message If you need to pass information about more than one person, a different message must be used for each one.

5. Secure email address It is only permissible to send child/young person identifiable or other sensitive data to a secure email address. Secure email addresses in local authorities are those that contain either .gsx or .gsi. If you are unsure check with the sender to confirm they have a secure email address. When sending the information by email it is preferable that addresses are selected from an address list rather than typed in. Particular attention must be paid to ensure that the correct address is selected.

6. Password protection Any information that is sent electronically (to any email address) should be sent as a password protected ‘Word’ document. Individual files should be password protected with either a string of words together, e.g. 'I have a green car' or acronyms, mixed with numbers and other characters, or mix of upper and lower case letters. Passwords must be at least 8 characters long. Single dictionary words should not be used. For example “holiday”, “summer”, “january”, “password”, etc. are extremely common passwords and can be cracked in seconds.

Section 5 Page 36 of 41 Please remember that if you forget the password the information will not be accessible. Ensure that you have a backup copy of the information stored in a secure place e.g. network drive, in case it is required at a later date.

7. Non urgent only Email does not have a guaranteed delivery time. An email may get lost in the system and never be delivered at all. Only use email for information that is not time-critical and if no response is received in a reasonable time period, check that it has been delivered: never assume that it has been. Use Delivery and Read receipts as standard.

8. If appropriate, print and file in child/young person’s file – delete email and empty deleted items folder. It is best practice to remove information from the email system as quickly as possible. When an email is sitting in the Inbox or Sent items folder, for instance, it can be easily accessed by anyone with suitable rights – delegates, administrators, or even opportunistic hackers if a PC is left unattended and unlocked. Print out the relevant documentation, save it if necessary and then delete the email as soon as possible, remembering to also delete it from the Deleted Items folder.

9. Be aware when copying or forwarding to others. When replying to an email it is extremely easy to forget that sensitive data may have been included in the original message. Never forward or reply to an email that contains sensitive information: either delete the information or start a new email if you need to continue corresponding.

10. If in doubt, don’t send. If you are in any doubt at all as to the validity of a request for information or the security of the system then do not send anything electronically without obtaining authorisation from your line manager.

Conclusion

The above points won’t remove all elements of risk involved when sending anything electronically, but by following them the risks will be reduced.

Section 5 Page 37 of 41 How to password protect a document (Word 2003)

Use strong passwords that combine upper and lowercase letters, numbers and symbols. Weak passwords don't mix these elements. Strong password: Y6dh!et5. Weak password: House27. Use a strong password that you can remember so that you don't have to write it down.

1. Open the file.

2. On the Tools menu, click Options, and then click Security.

Section 5 Page 38 of 41 3. Create a password to open:

a) In the Password to open box, type a password, and then click OK.

b) In the Re-enter password to open box, type the password again, and then click OK.

Your file is now password protected and can only be opened by those you have given the password to verbally.

How to remove a password

1. Open the file.

Section 5 Page 39 of 41 2.

3. Enter the password when prompted.

Section 5 Page 40 of 41 4. On the Tools menu, click Options, and click the Security tab.

5. In the Password to open box, select the placeholder symbols (usually asterisks) that represent the existing password.

To remove the password, press DELETE, and then click OK.

How to password protect a document (Word 2007)

1. Click on the Microsoft Office Button (top left hand side of page) then click Save As

2. From the box that appears Click Tools (bottom of the box) and then choose General Options from the list

3. A box will appear asking you for a password to open or modify the document.

4. Enter your password in Password to Open box then click Ok

5. A further box will pop up prompting you to retype your password. Retype your password and click Ok.

6. Click Save. Your document is now password protected.

7. To remove the password delete it from the Password to Open box, Click Ok and then save your document.

Section 5 Page 41 of 41