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