Guidance Notes for Child S Assessment and Plan

In Ayrshire

PRACTICE NOTES

1a. CHILD’S ASSESSMENT & PLAN GUIDANCE NOTES

Version 1.0 1 Guidance Notes for Child’s Assessment and Plan

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

Unique Identifier Number (This number will be used by your agency to identify the child) CHI No. Number recorded on child’s health record Unique Pupil No./SQA Number recorded on child’s education record No. Child Id No. South Ayrshire Social Work Number - SWIS Number East Ayrshire Social Work Number – SWIFT Number North Ayrshire Social Work Number – CareFirst Number FACE No. NHS Health System Number Restricted information If there is information contained in the report that should not be fully shared the Yes box should be ticked and the restricted areas recorded in section 18. Examples of this could be addresses or sensitive information

Child’s name Title, forename(s), family name. If the child is known by a different name please Known as include (e.g. Samantha know as Sammy) Home Address The Address where the child resides the majority of the time and where a recognised carer for the child also lives Who’s address is this Who owns or holds the lease on the homestead Current or other Any address where the child spends regular overnights, this could be with addresses where child another parent/ carer resides

Gender Male or Female Date of Birth Date recorded on the child’s birth certificate Age Age of Child Expected Date of Date expectant mother is due to give birth Delivery

Date of Assessment Date the assessment is completed Purpose of Assessment State the reason(s) for the assessment being carried out, specify any concerns. For Reports to the Reporter, outline the grounds for the referral and record here which are fully or partially accepted or denied by the child/young person and their parent(s). Legal Status State the current legal status of the child e.g. Section 70, CSP, etc Include any emergency provision e.g. Child Protection Order, Compulsory Treatment Order Include all relevant legislation where there is more than one piece of legislation Recommendations from Give a brief summary of recommendations from the analysis of the assessment. the Assessment If recommendation is for compulsory measure of care, state reasons for this

1. Family Details Family Details Detail all people considered to be family members including all those living in the household and out with the household. Include the details of older siblings and absent parents, their relationship to the child and whether they hold parental responsibility

Parental Responsibilities / Rights In this section practitioners should make clear whether a parent has parental rights and responsibilities or responsibilities but not rights.

Version 1.0 2 Other Significant Detail all adults and children living in the child’s household that have not been included People as family members. Detail any person considered significant in the child’s life, this could include previous stepparents or family friends. This could also include foster carers or care staff at the address where the child currently resides.

2. Child Protection / Looked After Episodes Registration Category The category of registration and date of registration Current Detail of any ongoing enquiries/investigation with start date and contact details of enquiry/investigation Lead Officer Children’s Hearing Status of child’s involvement with the Children’s Hearing System including current Involvement legislation and previous involvement e.g. referred for Child’s Assessment or subject to Section 70. Date of next hearing and name of reporter. Looked After or Establishment, address, dates from and to with details i.e. foster care, reason for Accommodated accommodation etc Episodes

3. Education Current Establishment Name and address of establishment. Date commenced school/pre-5 establishment. Child’s educational stage. Educational Named The person within Education with key responsibly for the child Person Additional support If Yes, outline any requirements which require to be put in place to allow any member needs identified? of the household with additional support needs to fully participate in the assessment process. Please also give details of:-  Learning Environment  Family Circumstances  Disability & Health  Social & Emotional Factors Does the child Yes/No, start date of current plan or details of previous plan and contact details of have a IEP / CSP? Lead Professional

4. Health Child’s Named Nurse Named Nurse for the child Every child has a named nurse, this could be midwife, health visitor, school nurse depending on the child’s age GP Name Name of Doctor, address, telephone number that the child is currently registered with. If the child is not registered with a GP, this should be noted

5. Contributors to the Assessment Detail all contributors to the assessment. The initial contact date is when the contributor was first approached regarding the current assessment.

6. Other agencies currently involved with the child and family Include name, address & contact number of all professionals and agencies including voluntary agencies, involved with the child.

Version 1.0 3  Midwife  Clinical Psychologist  Health Visitor  Home Link Worker  School Nurse  Home Support  Community Paediatrician  Attendance/Liaison Officer  Consultant Paediatrician  Speech & Language Therapy  LAAC Nurse  SCRA  Occupational Therapist  Social Worker  CAMHS  Voluntary Organisations  Community Mental Health  Police  Clinical Psychologist  Other  Educational Psychologist 7. Identified Gaps in Information sought If information has been requested but not received details of the agency, information requested, date requested and reason for this not being provided should be recorded.

8. Chronology of Significant Events The chronology seeks to provide a clear account of all significant events in a child’s life to date, drawing upon the knowledge and information held by agencies involved with the child and family.

See Practice Note 2 – Chronology Guidance

9. Agreement to Information Sharing by Family Yes/No – if no give details For further details refer to Information Sharing Guidance (Practice Notes 4)

10. Child Affected By Provide details of any known factors that may affect the child. Other could include:-  Persistent Offending Behavior  Homelessness  Further details would include the impact of the issue affecting the child

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

Version 1.0 4 Current Provide a brief description of Child/Young Person and family circumstances This could include:-  Family dynamics i.e. how the family describe their family  Financial difficulties  The living environment – is it conducive to the safety, well being and development of the child?  Health concerns  Family support networks  Strengths and pressures in family relationships, including parenting  Parental capacity  Any offending behaviour and the effect of this on the child

12. Brief Description of Recent / Current Interventions Summary of ongoing involvement including the work of all the agencies currently working with the child and family. This should include detail of what works and where difficulties have been experienced.

Version 1.0 5 13. Assessment of Child The assessment triangle is the Scottish Government’s template for assessment which provides a framework for assessing needs of all children in a holistic way. It focuses on the child’s world using the 3 domains of:-  How I grow & develop  What I need from the people who look after me  My wider world

The information based on these domains, allows an assessment to be made on whether the child is:-  Safe  Active  Achieving  Responsible  Healthy  Nurtured  Respected  Included These are the 8 wellbeing indicators the Scottish Government expect all children to achieve through support of universal and targeted services in partnership with family and communities.

Each of the domains of the assessment triangle should contain key strengths and related evidence, key pressures and related evidence.

Strengths & Related Evidence What are the positives in the situation, what is going well for the child? What or whom is offering support to the child (e.g. home, educational establishment, community). Evidence can be based on:-  Direct observation  Historical information  Information from other sources  Others  Details of source should be recorded.

Pressures & Related Evidence Are there areas of danger in relation to the safety, well being and development of the child? Detail any unmet needs (parental, emotional, educational, material). Evidence can be based on:-  Direct observation  Historical information  Information from other sources  Others  Details of source should be recorded.

How I grow and develop

In order to understand fully how a child or young person is growing and developing it is important to consider all aspects of a child’s/young person’s life, including their health, education, developing social skills, confidence and independence, and the ability to form appropriate relationships.

This section should be an analysis of the child’s developmental needs, including their health, education, physical and emotional development and social skills. Highlighting both the strengths and pressures.

Being This includes full information about all aspects of a child’s health and It is important to ensure that each child’s/ young person’s health needs are/ Healthy development, relevant to age and stage. Are there issues, including have been met. To do this you must be satisfied that any indicators of concern genetic factors, relating to the child’s gestation and birth which have are noted and action required identified. It may be that in many instances the affected their growth and development, for example, low birth weight? immediately available information on health is sufficient.

Has the child experienced any developmental delay in reaching their However you should consider the following: - milestones? Is there evidence of failure to thrive or neglect? Current significant health problems Has the child experienced significant health problems, major illnesses or  Use of health services had an accident leading to hospitalisation or outpatient treatment?  Attendance at medical screenings, or failure to attend  Medical treatment regimes What is the child’s current health status? Does the child have any  Compliance with medical advice and treatment health needs? Is the child registered with a GP, a dentist and where  Any particular needs of the child that affect the parent’s ability to care for appropriate an optician? Has the child had regular check ups and have them e.g. disability, ADHD, prematurity etc. medical appointments been kept, are their immunisations up to date? Any significant past medical history Include mental as well as physical health needs, lifestyle issues such as  Past physical injury including fractures/ unusual injuries, e.g. burns sexual health and substance misuse and any health education needs.  Any known attendance at Accident and Emergency, Out of Hours Service, Are there any impairments, disabilities, conditions affecting development NHS24 Version 1.0 6 and health? Include nutrition, exercise and substance misuse.  Hospital admissions Information routinely collected by health services will connect with this.  Suspected or diagnosed non- accidental injuries  Any diagnosed mental illness or psychiatric treatment – ongoing When assessing children with disabilities, there may be information from problems/current symptoms several sources which the Health Services member of the Assessment Developmental Team will require to aggregate and summarise into key points for this  The child’s growth and nutrition section. For children with complex and enduring disabilities, the  Immunisation record summary should include the following:  Attendance at medical surveillance checks  Any known vision or hearing problems Date of diagnosis  Any use of alcohol or substance use by the child Actual diagnosis  Any developmental concerns, gross motor, manipulative skills, Who made the diagnosis communication, social skills, behaviour, height, weight The implications of the diagnosis for the child/young person and their  Dental registration and treatment family  Whether the family themselves have any concerns about health issues Specialist medical treatment received  Family guidance and advice to the child on health issues, including sex Ongoing medication education Specialist equipment, if required  Has the child had a comprehensive health assessment since being Ongoing therapies and treatment accommodated? Purpose and frequency of treatment and medical staff involved Prognosis

In more complex cases, it may also be useful to seek full reports from health specialists to inform the Integrated Assessment Format. Such reports should be clearly referenced in this section and kept with the child’s records Learning and This includes cognitive development from birth, learning achievements You should consider: achieving and the skills and interests, which can be nurtured. Additional support  Is the child in a stable school placement or have there been frequent needs. Achievements in leisure, hobbies, sport. Who takes account of changes of school? the unique abilities and needs of this child? Learning plans and other  Are there problems with attendance/ absence from school? Reasons given educational records will connect here.  Has the child/ young person been temporarily/persistently excluded from school? If so, reasons Provide details of the child/young person’s experience in any under 5  Is the child/ young person achieving their potential? provision and educational establishments to date and how their  Is the child/young person engaged in learning (are there any identifiable cognitive development has progressed over this period. Have any reasons that are affecting their ability to learn) previous concerns been identified in terms of the child’s attendance,  At what level is the child/ young person performing e.g. 3-5 Curriculum presentation or behaviour? What involvement has there been in the Framework, 5-14 Assessment, Standard Grade and National Qualifications? child’s education from their parent(s)/carer(s)?  Date of last educational assessment (National Test etc.)  Has he child been referred to/ received support for learning Are there now attendance/exclusion issues for the child? Discuss their  Does the child have an Individualised Educational Programme? current educational attainment and achievements. What would help to  Are educational targets being met? raise the child/young person’s educational attainment?  What, if any, external teaching support services have been accessed on Does the child have a Personal Education Plan (PEP)? Is the child on behalf of the child? E.g. Sensory support service, ILT, LAAC. staged intervention? Does the child require learning support through an  What, if any, support services have been accessed on behalf of the child E.g. IEP, Record of Needs or Co-ordinated Support Plan? What are the child’s SEN auxiliary? current educational needs?  Has a referral been made to psychological services now or in the past? For school leavers discuss the progress they are making in terms of Reasons higher and further education, training and/or employment.  Does the child have a record of needs / co-ordinated support plan? Are there concerns about the young person’s transition from school?  Factors giving rise to additional support needs? What would help the young person to make a more successful  Has the child/young person been discussed at an Integrated Support Team transition? meeting or a multi agency case conference?  Indicate level and scope of involvement.  Are the child’s /young person’s needs being met as a result of any of the above (areas of strength and difficulty)  Does the child /young person relate well to teachers and other staff  Does the child/young person mix well with peers  Is the main attraction for the child/ young person attending school the social peer group  Has the parent been informed of any concerns within the educational establishment? What was their response  Does the child/young person participate in any extra curricular activities?

Version 1.0 7  Are the child’s needs being met?

Being able to This includes development of language and communication. Being in You should consider: communicate touch with others. Ability to express thoughts, feelings and needs.  Any difficulties in caring for the child e.g. eating, sleeping, crying, What is the child/young person’s preferred language or method of demanding behaviour, illness, wetting, soiling, issues of separation and communication. Are there particular people with whom the child attachment communicates? Are aids to communication required?  Any traumatic events in the child’s life e.g. bereavement/loss of parents or siblings  Number and duration of breakdowns in main attachment relationship  The child’s general behaviour in different circumstances  Any indication of anxiety or depression and the triggers for these  Any steps that have been taken or interventions currently used to manage the child’s behaviour  Other behaviour of the child that may be of concern e.g. risk-taking, offending behaviour, personal safety, mental health, substance misuse

Confidence in Child’s/young person’s temperament and characteristics. Nature and You should consider: who I am quality of early and current attachments. Identify the nature and quality  The child’s sense of themselves of the child’s significant attachments, for example, are they strong,  The child’s degree of self-confidence anxious or ambiguous? Has the child experienced any separation or loss  Any special needs that affect the child’s self esteem in terms of their significant attachments? Emotional and behavioural  The child’s attitude to praise and response to achievements development. Has the child’s development been affected by any  Whether the child feels valued by family and friends trauma, abuse or neglect? Resilience, self esteem. How does the child  The child’s relationships at home and with extended family members view the world, for example, as an exciting place where they are able to  The child’s relationships at school and socially adapt to change or as a threatening environment where they feel under  The child’s attitude towards others stress? Ability to take pride in achievements. Confidence in managing  The child’s ability to socialise with others e.g. to play with children of a challenges, opportunities, difficulties appropriate to the age and stage of similar age and to initiate and respond to conversation development. Does the child receive praise and encouragement for  Whether the child is aware of the impact of his/her behaviour on others good behaviour? Appreciation of ethnic and cultural background. Sense  Whether the child is aware of any risks to themselves of his/her own of identity which is comfortable with gender, sexuality, religious belief. behaviour Does the child enjoy a sense of emotional wellbeing? Skills in social  The child’s sense of pride in their appearance presentation. What influences have there been on the child’s  The child’s sense of themselves as part of a cultural group socialisation? Include an assessment of the child’s appearance,  Whether there are any issues that make the child feel stigmatised cleanliness and personal hygiene and whether their behaviour is socially  What information is made available to the young person about sexuality and acceptable. How competent is the child at coping in different social sexual orientation settings? Can the young person communicate confidently and age appropriately with members of the Assessment Team? Include a physical description of the child/young person, their personality, interests, hobbies and abilities.

What is known about the social, emotional and behavioural development of the child/young person. Discuss their family and social relationships. Identify any strengths and positive areas of development for the child. Does the child/young person enjoy a sense of wellbeing or are there signs of distress? Does the child blame themselves for their parent(s) difficulties? Does the child need to explore their understanding with a trusted adult about their parent’s substance misuse/mental illness etc. If the child has emotional and behavioural difficulties are these understandable in terms of their life experience? Is the child confused about the reasons and sequence of significant events in their life and needing Life Story work? Does the child need to have more or less control? What can be done to enhance their self- esteem? The child/young person or parent may wish to contribute to this section. If not, it would be useful to use some of the child/young person’s or

Version 1.0 8 parents’ own words. Make it clear whose viewpoint has been recorded.

How does the young person describe themselves?

Learning to Learning appropriate social skills and behaviour. Values; sense of right You should consider: be and wrong. Consideration for others. Ability to understand what is  The child’s ability to advocate on their own behalf. responsible expected and act on it. Key influences on the child’s social development  The child’s ability to make choices at different ages and stages.  The child’s role as an advocate with their peers, within their school or any organisation to which he/she belongs  The child’s capacity to lead or be led by others  The child’s ability to seek advice about their appearance/presentation  The child’s awareness of his/her own presentation  Any issues in relation to self care, hygiene, clothing etc including appropriateness of dress  The child’s understanding of his/her own and other’s emotions  The child’s understanding of the perception of the impact of his/her behaviour on others  What support is being provided Becoming The gradual acquisition of skills and confidence needed to move from You should consider: independent, dependence to independence. Early practical skills of feeding, dressing  Is the child/ young person reaching appropriate developmental milestones? looking after etc.  Is the child/ young person encouraged to eat/ dress/ independently? myself  Does the child/ young person have a disability that affects self-care? How Engaging with learning and other tasks, acquiring skills and competence does the young person view this? Deal with support/ help? in social problem solving, getting on well with others, moving to  Is the young person learning independent living skills? E.g. cooking/ independent living skills and autonomy. handling money (even if still at home)  Does the child/ young person receive pocket money on a regular basis? Has the child acquired age appropriate practical and emotional skills to  Importance of money for clothing social activities, music, hobbies, etc. move towards increasing independence? Is the child receiving the help  How well does the young person manage money? Is it an issue/ area of they need to learn self-care skills? concern?  Does he/she have income from part-time employment? Are young people being equipped to live independently? Is the child  What happens when weekly funds have been spent? Are there issues? developing a growing sense of self as a separate and valued person?  Are their any issues in relation to self-care, hygiene, clothing etc?  Do they assist with chores/ tidy their own bedroom etc? Does the child feel a sense of belonging and acceptance within their  Do they have opportunities to acquire self-care skills? family and the wider community in which they live? What are the  Are there opportunities for involvement in independent activities? effects of any impairment of disability or of social circumstances and how might these be compensated for? For children with disabilities, what can the child learn to do for themselves and what are the areas where they will need ongoing help and support? Has the child experienced any discrimination in response to their racial or religious identity, sexuality, sexual orientation or disability? How is this being addressed? It may be helpful to assess self-image and self- esteem using the child/young person’s own words or drawings.

Enjoying Relationships that support, value, encourage and guide the child/young You should consider: family and person. Family and wider social networks. How does the child relate to  Is there a good relationship between the parents/ carers and child/ young friends their siblings? Is the child developing an ability to make and sustain person? Is the child/ young person relaxed in the presence of the parent/ relationships with others? Are they able to show empathy? It is carer? important to explore peer group relationships with adolescents.  Is there a strong attachment/ strong positive relationship between the child/ Opportunities to make and sustain lasting significant relationships. young person and the parents/carers? Encouragement to develop skills in making friends, to take account of  Does the child/ young person have a good relationship with siblings/ other the feelings and needs of others and to behave responsibly. An Eco children in the household? map may be useful here to illustrate the child/young person’s support  Is the young person involved in caring for siblings? Is he/she considerate network. and caring towards siblings?  Does the child/ young person have friends?  Is the child/ young person known to be or thought to be involved in bullying? Version 1.0 9  Are there any concerns about the child/ young person in relation to a lack of empathy or care for others?  Is there a significant adult in the child/ young person’s life in whom he/she can confide? Is this a family member? Appropriateness of the relationship? What I need from people who look after me

It is important to build a picture of the ability of the parents or caregivers to understand and meet the needs of children and to respond adequately to them. Family circumstances and histories can have a huge impact on the confidence and ability of parents to look after their children and encourage their progress and development. Other significant relationships will crucially influence opportunities to grow and develop.

This section should be an analysis of the parent/carers ability to meet the needs of the child. Comment should be made on the level of care, safety, guidance and encouragement offered to the child/young person including strengths and any barriers to effective parenting.

Everyday This includes day-to-day physical and emotional care, food, clothing and You should consider: care and help housing. Enabling healthcare and educational opportunities. Meeting  Parental knowledge of child developmental needs the child’s changing needs over time, encouraging growth of  Parent(s)/ carer(s) strengths/ weaknesses. responsibility and independence.  Any health (including mental health) issues that impact on parenting ability  Any learning disability that impacts on parenting ability  Other factors that may affect parenting capacity e.g. drug use/ excessive alcohol use, low self esteem  Relationship between child/ birth parent(s)  Child’s diet and developmental progress  Child’s attendance for health surveillance, immunisations and developmental checks  Parental willingness/ability to co-operate with treatment  Child’s attendance for medical treatment  Provision of care including emotional  The ill-health or disability of other family members that impact on the child  Any caring responsibilities of the child

Keeping me Keeping the child safe within the home & exercising appropriate You should consider: safe guidance & protection outside. Practical care through home safety such  Repeated exposure of child to danger or harm as fireguards & stair gates, hygiene. Protecting from physical, social &  Control and discipline methods used by the parents/carers emotional dangers such as bullying, anxieties about friendships,  The demands made of the child by the parents domestic problems such as mental health needs, violence, offending  Family Interactions behaviour. Taking a responsible interest in child’s friends & associates,  Support and care offered within the family use of Internet, exposure to situations where sexual exploitation or  Level of interaction between family members substance misuse may present risks, staying out late or staying away  Conflict resolution within the family (including issues of domestic abuse) form home. Are there identifiable risk factors? Is the young person  The general level of safety in the home knowledgeable about risks and confident about keeping safe? Being there Love, emotional warmth, attentiveness and engagement. Does the child You should consider: for me have stable relationships within their family, is there evidence of warmth  The child’s reactions to the parent and tolerance towards the child from family members?  Whether the child is reliant on parental cues when asked sensitive questions Who are the people who can be relied on to recognise and respond to by professionals the child’s/young person’s emotional needs? Who are the people with  The child’s exposure to parental emotional distress whom the child has a particular bond? Who is of particular significance?  Levels of praise and encouragement offered to the child Who does the child trust? Is there sufficient emotional security and  Opportunities the child is given to learn about his/her culture/ tradition and responsiveness in the child’s current caring environment? language

Play, Stimulation and encouragement to learn and enjoy life. Who spends You should consider: encourageme time with the child/young person, communicating, interacting,  The parent’s interaction with the child i.e. playing with them, reading to nt, fun responding to the child’s curiosity, providing an educationally rich them, spending time with them environment? Is the child’s/young person’s progress encouraged by  Level of encouragement that is give to the child to explore their sensitive responses to interests and achievements, involvement in school environment, to be active, to play and share with others, to do age activities? Is there someone to act as the child’s/young person’s mentor appropriate activities for themselves and champion?  Encouragement offered to the child to make choices, be independent, to participate in conversation  Encouragement offered to the child to engage in academic and sporting activities  Encouragement offered to the child to learn new skills Version 1.0 10  Who in the family support the child in learning  Support offered to the aims of the school or nursery  Contribution offered by the parents to the Individualised Education Programme/homework/parent’s evenings/school events

Guidance, Values, guidance and boundaries. Making clear to the child/young You should consider: supporting person what is expected and why. Are household roles and rules of  The boundaries and guidance offered to the child me to make behaviour appropriate to the age and understanding of the child/young  The level of consistency in parental approach to discipline and guidance the right person? Are sanctions constructive and consistent? Are responses to  Child’s ability to demonstrate an awareness of the needs of others choices behaviour appropriate, modelling behaviour that represents  Child’s behaviour – including whether the child is aggressive or violent and if autonomous, responsible adult expectations. Is the child/young person so the context, frequency and triggers for this treated with consideration respect, encouraged to take social  The child’s exposure to violence in the home responsibility within a safe and protective environment?  Any occasions the child has run away from home Knowing Is the child’s/young person’s life stable and predictable? Are routines You should consider: what is going and expectations appropriate and helpful to age and stage of  Information around where the child has lived, who was part of the to happen development? Are the child’s/young person’s needs given priority within household who provided primary care to the child and when an environment that expects mutual consideration. Who are the family  Reasons for significant changes members and others important to the child/young person? Can the  If the child is separated from a parent, the level of contact and any people who look after her or him be relied on to be open and honest attendant issues about family and household relationships, about wider influences, needs, decisions and to involve the child/young person in matters which affect him or her. Transition issues must be fully explored for the child or young person during times of change.

Understandin Family and cultural history; issues of spirituality and faith. Does the You should consider: g my family’s child/young person have a good understanding of their own background  Child’s awareness of the family history background – their family and extended family relationships and their origins. Is  The way secrets are dealt with in the family and beliefs their cultural heritage given due prominence? Do those around the  Child’s relationship with siblings child/young person respect and value diversity?  Levels of affection and hostility  Child’s status in relation to other siblings (i.e. scapegoat, favoured, bullied)  Strengths of the family  Physical or intellectual disability  History of mental ill health  History of alcohol substance misuse  History of parental abuse/neglect as a child  How the family copes under stress  Conflicts within relationships/stability  Communication within the family  Histroy of separations My Wider World

Children and their families are influenced and supported by their wider family, the neighbourhood and the social networks within which they live. An account of the family’s community and wider world is needed to understand how a child/young person is developing and the opportunities for those who care for the child to respond to their needs. Research shows that this crucial focus is often neglected.

This section is an analysis of how the living environment of the child is influenced by relatives, friends and community. Any strengths should be identified as well as any negative influences.

Support from How did the current family unit come into being and how do individual You should consider: family, members describe their family?  Who in the family provides support and the level and frequency of this friends and support other people Networks of family and social support. Relationships with grandparents,  Whether there are any significant deficits in the wider support network – aunts and uncles, extended family and friends. What supports can they e.g. no grandparents provide? Are there tensions involved in or negative aspects of the  The quality of the social network that exists for the parents/carers family’s social networks? Are there problems of lost contact of isolation?  Any conflictual /burdensome relationships Are there reliable, long term networks of support which the child or  The involvement of wider family in decision making about children family can reliably draw on. Who are the significant people in the  Positive relationships for the child/young person child’s/young person’s wider environment? Provide an account of the  If the child is looked after the contact arrangements with the wider family family’s social resources, the family’s links with their local community, and the quality of them their level of social interaction and wider family/support networks. Version 1.0 11 Provide details of any relevant issues relating to the parent’s/carer’s health status, for example, chronic illness, learning disability, brain damage, mental illness, substance misuse. Also health issues in relation to other family members such as a dependent grandparent or sibling with disabilities.

In this section, you should include information on the stability and quality of the parent(s)/carer(s) relationship and the nature of relationships within the family generally What is the child’s place within their family, for example, is the child spoiled or scapegoated?

Enough Outline the current socio-economic circumstances of the family. Has the You should consider: money family or young person adequate income to meet day to day needs and  Whether the family is in receipt of all benefits to which they are entitled any special needs? Have problems of poverty and disadvantage  Current income and outgoings, including outstanding debts and pressures to affected opportunities? Is household income managed for the benefit of repay them and penalties incurred for late/ nonpayment all? Are there problems of debts or outstanding fines? Do benefit  Management of finances and difficulties experienced entitlements need to be explored? Is income adequate to ensure the  The effects of lack of income on physical quality of the home environment child can take part in school and leisure activities and pursue special  Sufficiency of income to meet the needs of the family and child interests and skills?  Whether the child able to participate in activities similar to that of their peers  Financial support available from family and friends

Comfortable Is the accommodation suitable for the needs of the child and family – You should consider: and safe including adaptations needed to meet special needs. Is it in a safe, well  The level of maintenance of the house and how safe and secure the housing maintained and resourced and child friendly neighbourhood? Include a environment is for the child (consideration should be given to the factual description of the accommodation, state whether the house is responsibilities of the housing provider of the property is rented/leased) rented or owner occupied and any other relevant issues for example,  Factual description of the internal conditions of the home should be provided rent arrears, fuel disconnection, unsuitability due to overcrowding/child’s  Whether the appropriate council tax and housing forms have been disability. completed There should be a description of the internal state of the house including  The length of occupancy of the current home any concerns which may impact on the child’s welfare for example,  Impact of any periods of homelessness including effects on support cleanliness, heating, home safety issues, material comforts. Have there networks and sources of support been frequent moves?  Any history of regular changes of address, anti-social behaviour and problems obtaining accommodation  The adequacy of the housing for young children and children with a disability  The child/young person’s experience of location of the accommodation including issues of race and racial harassment Work Are there local opportunities for training and rewarding work? Cultural You should consider: opportunities and family expectations of work and employment. Supports for the  History of parental/ carer employment/ unemployment for my family young person’s career aspirations and opportunities.  Level of training and skills  Influence of employment status on availability for children  Potential for enhancing education and training opportunities  Effects of disability/ chronic illness on employment opportunities  Influence of social factors e.g. geographical location, gender, ethnicity, social class on employment

Local Resources which the child/young person and family can access for You should consider: resources leisure, faith, sport, active lifestyle.  Positive environmental circumstances e.g. good housing conditions and low Projects offering support and guidance at times of stress or transition. criminality Access to and local information about health, childcare, care in the  Negative environmental conditions e.g. high levels of poverty, drug abuse, community, specialist services. and poor housing   Impact of environmental circumstances on family stress, coping ability  Formal and informal sources of support, consider needs of child and individual parents/ carers  Levels of advice available on financial/ practical matters  Anti-poverty initiatives, e.g. food co-operatives  The accessibility of affordable, quality child-care provision locally  The family’s perception of resources available locally and their ability to access them  Access to neighbourhood play/activities provision Version 1.0 12 Belonging Being accepted in the community, feeling included and valued. What You should consider: are the opportunities for taking part in activities which support social  Potential support, including nature and quality, available from outwith the contact and inclusions e.g. playgroups, after school clubs, youth clubs, family and ability to access the support environmental improvements, parents’ and residents’ groups and faith  Informal caring networks e.g. the role of neighbours in ‘watching out’ for groups. Are their local prejudices and tensions affecting the child’s or other people’s children young person’s ability to fit in?  Any frequent changes of accommodation and the impact this has had on the family’s ability to maintain good social supports  Sources of support and advice that are available locally  The importance given to continuity of school and relationships with teachers  The importance given to friendships at school and in the community  The extent of bullying and harassment at school  The child’s sense of belonging in the community and of feeling safe  School From pre-school and nursery onwards, the school environment plays a key role. What are the experiences of school and peer networks and relationships?

What aspects of the learning environment and opportunities for learning are important to the child/young person? Availability of study support, out of school learning and special interests.

Outline the child/young person’s experience in any Under 5 provision and educational establishments to date. Are there attendance/exclusion issues for the child? Discuss their current educational attainment and achievements. What would help to raise the child/young person’s educational attainment?

Does the child have a Personal Learning Plan (PLP)? Is the child on Staged Intervention? Does the child require learning support through an IEP, Record of Needs or Co-ordinated Support Plan? What are the child’s current educational needs? For school leavers indicate the progress they are making in terms of higher and further education, training and/or employment. Are there concerns about the young person’s transition from school? What would help the young person to make a more successful transition?

Version 1.0 13 14. Informed Views including Grounds of Referral - where appropriate Informed views of the child/young person

The child/young person should be encouraged to discuss their views about their circumstances and what they feel needs to happen to improve their situation. This may change over time and it is important to ensure the child/young person is given continuing opportunity to express their views. They should be encouraged to reflect their understanding of why the assessment is taking place, to give their view on the action plan, their willingness to co-operate and their understanding of any consequences that may result from their lack of co-operation e.g. decision at a Children’s Hearing. Where there is disagreement, solutions should be sought. Where this has not been possible, the reason for the disagreement and any action taken to try and resolve it should be recorded under this section.

If possible the child should complete this section. If this is not appropriate, due to age, level of understanding or for any other acceptable reason, their words (drawings etc) should be used wherever possible to convey their views regarding their concerns and what they think should happen next to provide them with the help and support they need.

Details should also be given on:-  Where and how the information was collected  Where the child/young person has not completed this section, the reasons for this  What support was offered to the child/young person to complete this section

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

Informed views of Parent/Carer

It is preferable for the parent(s)/carer(s) to complete this section. If this is not feasible, the parent’s/carer’s own words should be used wherever possible to convey their views about the purpose of the assessment, their account of the family’s situation, what action they propose to take to address the concerns and their views about what support they need to do this.

Details should also be given on:-  Where and how the information was collected  Where the parent/carer has not completed this section, the reasons for this  What support was offered to the parent/carer to complete this section

This section should include consultation with all those with parental rights.

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

Version 1.0 14 15. Identified Risks and Needs Identified needs

From your assessment detail any needs that have been identified. These should be considered using the wellbeing indicators.

The Scottish Government’s vision for all children is that they are:- Safe Protected from abuse, neglect or harm at home, at school and in the community Healthy Having the highest attainable standards of physical and mental health, access to suitable healthcare, and support in learning to make healthy and safe choices Active Having opportunities to take part in activities such as play, recreation and sport which contribute to healthy growth and development, both at home and in the community Nurtured Having a nurturing place to live, in a family setting with additional help if needed, or, where this is not possible, in a suitable care setting Achieving Being supported and guided in their learning and in the development of their skills, confidence and self-esteem at home, at school and in the community Respected Having the opportunity, along with Carers, to be heard and involved in decisions which affect them Responsible Having opportunities and encouragement to play active and responsible roles in their schools and communities and where necessary, having appropriate guidance and supervision and being involved in decisions that affect them Included Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn

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

Factors to consider in this section should include any adults where there has been or is currently:-  A record of violence  Evidence of offending behaviour  A history of mental illness (particularly where this has resulted in hospitalisation)  Personality disorder  Non-Compliance (particularly with medication)  Personal history of abuse linked to neglect  Distorted thinking particularly concerning the use of violence

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

 An inability to protect from significant harm and danger including contact with unsafe adults  Difficulty or inability in meeting basic physical needs of the child for physical comfort, food, warmth, clothing, hygiene  A learning/physical disability  A lack of demonstrating/modelling appropriate behaviour and emotional control by parent/carer e.g.  Domestic violence  Abusive partner  Hostile parental attitudes to outside help or lack of co-operation

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

Version 1.0 15 Resilience

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

Adversity Protective Environment Life events or circumstances posing a Factors in the child’s environment threat to healthy development e.g. loss, acting as buffer to the negative abuse, neglect effects of adverse experience

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

Substance Misuse – Where a child/young person is affected by substance misuse, the ‘Getting our Priorities Right Protocol’ should be referenced when completing the assessment.

Parental Capacity – Parental capacity is crucial in determining whether parents/carers are able to keep their children safe. When considering parental capacity the following should be taken into account:

Childhood experiences/upbringing  Previous parenting experiences, for example, having had children who have subsequently been brought up by other people, having children removed from their care, having children placed on the Child Protection Register  Stress factors which reduce parenting capacity e.g. substance misuse, domestic violence  Motivation and ability to co-operate and change

Consideration should be given to whether the parents/carers have the capacity to meet the child’s needs, and if not, can their capacity be increased through a parenting programme or enhanced through additional support? Assessment tools

Detail any assessment models/tools that have been used to inform your risk assessment and who and when the work was carried out.

Version 1.0 16 16. The Action Plan Each child should have only 1 action plan and the GIRFEC Integrated Plan should include details of work being carried out by all professionals and agencies working with the child and family.

The overall aim of the action plan should be made clear for example, for James ‘to remain in the care of his family’, ‘to be helped to access appropriate community resources’, ‘to return to a suitable placement in Ayrshire’.

Action plans should:-  Be Achievable  Be Measurable  Be Proportionate  Be Needs led not resource led  Have realistic timescales  Prioritise actions  Include actions and responsibilities for the child/young person and their families  Include a contingency plan

The monitoring of the action plan is the responsibility of the Lead Professional. The review of the action plan is determined by the processes of the forum to which it was submitted.

Any actions should be considered against the need for the child/young person to be:-  Safe  Healthy  Active  Nurtured  Achieving  Respected  Responsible  Included

Each action should have a planned outcome, the action required to achieve that outcome, any appropriate supports, a precise timescale (ongoing/ ASAP is not acceptable) and the person responsible for ensuring the action is carried out.

Contingency Plan

In most cases, if the action plan is not working out then an earlier review date can be arranged to discuss what should happen next. However, in some cases more urgent action will be required for example, taking a Child Protection Order and/or accommodating the child away from home. The contingency plan should state what will happen next if the action plan does not bring about the necessary changes within a specified timescale for example, a permanency plan will be initiated should a rehabilitation action plan not succeed.

17. I Agree with the Action Plan The child and parent/carer should take an active part in the assessment process and action plan. In discussing the plan with them, clarity should be sought on their understanding of the reasons for the actions, who has responsibility for carrying out the actions, what is expected of them, their agreement to co-operate and their understanding of the consequences of non co-operation. Any disagreement should be recorded in section 18.

18. Review The review of the action plan will be determined by the forum into which it is presented. For example; Children’s Hearing, LAAC Review, CP Conference, Multi Agency resource allocation forums.

Version 1.0 17 19. Distribution of Assessment The Named Person is responsible for providing the necessary information to their administrative support person in order for the completed assessment report to be distributed. First they need to consider whether all those people who are to receive a copy of the report should be given a full copy. It may be that there would be a risk to the safety of the child and/or members of the child’s household if their address or other identifying information was disclosed to another person, for example, in cases of domestic violence. In such cases, the report may require all identifying information to be removed from any copy to which a particular person may have access. The restricted information box on the front of the assessment should be ticked Yes. The areas to be restricted and to whom they should be restricted should be detailed in this section.

 To comply with the European Convention on Human Rights the content of the assessment will not be fully shared with a child/young person or their parent(s)/carer(s) in the following circumstances:  It is likely to cause significant harm or distress to the child if disclosed to him/her because he/she is unaware of the information  It is likely to cause significant harm or distress to a relevant person or any other person if he/she is made aware that others are aware of the information  It is likely to cause significant distress or harm to a relevant person or to any other person if the child is made aware of the information  It is likely to prejudice the prevention or detection of crime or the apprehension or prosecution of an offender

Assessments being distributed by post should always be sent Recorded Delivery. The assessment should be distributed in line with the timeframes pertinent to the forum to which it is being submitted.

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