CORE ASSESSMENT RECORD

CORE ASSESSMENT RECORD Young person aged 15 years and over 1 of 40

Framework for the Assessment of Children in Need and their Families

Name

Gender Date of birth

Address

Telephone number

Name of social worker completing assessment:

Young person aged 15 years and over

Health

Education

Emotional &

Behavioural

Development

Identity

Family & Social

Relationships

Social

Presentation

Selfcare Skills

Basic Care

Ensuring

Safety

Emotional

Warmth

Stimulation

Guidance

& Boundaries

Stability

CHILD

Safeguarding

and promoting

welfare

Family

History

& Functioning

Wider Family

Housing

Employment

Income

Familyís Social

Integration

Community

Resources

CHILDíS DEVELOPMENTAL NEEDS

PARENTING CAPACITY

FAMILY & ENVIRONMENTAL FACTORS

2 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Undertaking the core assessment 3

Sources of information 4

Details concerning a core assessment 5

Background details concerning the young person 6

Key research sources 7

Young personís developmental needs 8

Health 8

Education 10

Emotional and Behavioural Development 12

Identity 14

Family and Social Relationships 15

Social presentation 18

Selfcare skills 20

Issues affecting parentsí/carersí capacities to respond appropriately

to the young personís needs 18

Family and Environmental factors 23

Plan for the child in need 26

Summary of young personís 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

Parentsí/carersí comments 35

Management information 36

Contents

l The Core Assessment Record provides a framework for systematically recording the findings

from the core assessment. Whilst the Assessment Record provides some guidance on

the areas that should be covered in a core assessment, it is a tool and should not be used as

a substitute for a professionally informed assessment process, analysis and judgement.

l The questionnaires and scales published in the accompanying materials to the Framework

for the Assessment of Child in Need and their Families may be useful in obtaining

the information in specific areas (Department of Health, Cox and Bentovim, 2000). The

Assessment Record indicates where particular questionnaires and scales may be useful.

Practitioners may also choose to use other assessment tools to assist them.

l The Core Assessment Record may be completed in a number of different ways. For example,

the social worker may wish to discuss each area with the family before completing the record

and then share this with the family. Alternatively, having undertaken some or all of the core

assessment the social worker may wish to complete the form with the childís parents or carers.

l Parents and carers invariably want to do the best for their children. Completing the

record will help social workers to recognise the strengths that families have as well as identifying

areas where they may need further help.

l Completing the core assessment should always be done in a way that helps parents or carers,

children and other relevant family members to have their say and encourages them to

take part. Space has been provided within the forms for parents/carers and older children

to be involved in the assessment.

l It is expected that other agencies should be involved as appropriate during the core assessment

process. Parental permission to contact other agencies should be obtained except in

cases where the safety of the child would be jeopardised (paragraphs 7.27 to 7.38 of

Working Together to Safeguard Children provides guidance on this issue). Permissions

should be obtained from other agencies to share their information with the family.

l It is important that all sections of the Core Assessment Record are considered carefully.

The analysis of the information gathered should be recorded in the plan. In some cases it

will not be appropriate to complete particular sections, and in such situations the reason

why should be recorded in the summary section. The information gathered is then used

to develop case objectives and plans.

l In competing the record, it should be possible to see what help and support the child and

family need, and which agencies might be best placed to give that help. This might

include more detailed assessments of specific issues.

l Families should be provided with the following information:

Complaints procedures date provided

Information on access to records date provided

Other relevant/available information date provided

(please specify)

CORE ASSESSMENT RECORD Young person aged 15 years and over 3 of 40

Undertaking the core assessment

4 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Dates young person and family members seen

Name Date(s) seen

Agencies consulted/involved as part of the assessment

Agency Person Contact number

Questionnaires, Scales or other Instruments used in assessment

Questionnaire/Scale/Instrument Date(s) used

Specialist Assessments

Agency/person who undertook the Purpose of the assessment Date(s) assessment

assessment commissioned and completed

Sources of information

CORE ASSESSMENT RECORD Young person aged 15 years and over 5 of 40

D1 What is the reason for undertaking the core assessment?

Details concerning a core assessment

D2 Are there specific communication needs for young person/parent (eg. impairment affecting communication or

English is not the first language)?

If so, what action has been taken to address this ie. use of an interpreter or a signer?

Date core assessment started

Date core assessment ended

The Governmentís Objectives for Childenís Social Services (1999) require the core assessment to be completed

within 35 working days.

6 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

B/K1 Significant relatives who are not part of the young personís 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 Ė please

give details (include for example: physical disability, sensory impairment, Downís syndrome, encephalitis,

autism, sickle cell anaemia, cystic fibrosis)

B/K3 Key events which may have had an impact on the young person

(for example: death of a close relative, pregnancy, parenthood)

B/K4 Other key events experienced by siblings or other family members which may affect the young person

CORE ASSESSMENT RECORD Young person aged 15 years and over 7 of 40

Key research sources

The Assessment Record is based on research information drawn from a number of sources

Assessment

Cleaver H, Wattam C and Cawson P (1998) Assessing Risk in Child Protection. NSPCC, London.

Department of Health, Department for Education and Employment and Home Office (2000) Framework for the

Assessment of Child in Need and their Families. The Stationery Office, London.

Department of Health, Cox A and Bentovim A (2000) The Family Assessment Pack of Questionnaires and Scales.

The Stationery Office, London.

The NSPCC and University of Sheffield (2000) The Childís 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

Childrenís 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 Childís 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 Childrenís 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) Childrenís Needs ó Parenting Capacity: The impact of parental

mental illness, problem alcohol and drug use, and domestic violence on childrenís development.

The Stationery Office, London.

Falkov A, Mayes K, Diggins M, Silverdale N and Cox A(1998) Crossing Bridges ó Training resources for working with

mentally ill parents and their children. Pavilion Publishing, Brighton.

Reder, P and Lucey, C (1995) Assessment of Parenting: Psychiatric and psychological contributions.

Routledge, London.

Family and environmental factors

Cochran M (ed) (1993) Parenting: an ecological perspective. Lawrence Erlbaum Associates, New Jersey.

Cochran M, Larner M, Riley D, Gunnarsson L and Henderson C (eds) (1990) Extending families: the social

networks of parents and their children. Cambridge University Press, Cambridge.

Jack G and Jordan B (1999) Social capital and child welfare. Children and Society. 13 (5): 242-256.

Wallace SA, Crown JM, Berger M and Cox AD (1997) Child and Adolescent Mental Health. In Stevens A and Rafferty J

(1997) Health Care Needs Assessment: 2nd Series. Radcliffe Medical Press, Oxford.

Iwanec D (1995) The emotionally abused and neglected child. Wiley, Chichester.

Stevenson O (1998) Neglected Children: Issues and Dilemmas. Blackwell Science, Oxford.

8 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Yes No

H1 Young person is normally well n n

H2 Experiences frequent accidents n n

H3 Has a chronic physical illness/

disability n n

H4 Wets or soils without physical

explanation n n

H5 Has a regular sleep pattern n n

H6 Has been appropriately immunised n n

H7 Is responsible for own health n n

H8 Is an occassional/non smoker n n

H9 Is not addicted to illicit drugs n n

H10 Alcohol consumption is within the

young personís control n n

H11 Eats an adequate, nutritious diet n n

H12 Has an accurate knowledge about

sex and contraception n n

H13 Has a responsible, trusted adult to

whom he/she can talk about sex

and contraception n n

H14 Has been/is pregnant or has

fathered a child n n

H15 Other n n

Young personís developmental needs

Health

Normally well is defined

as unwell for 1 week or

less in the last 6

months.

Young people should

have had the following

immunisations: BCG

(tuberculosis) and for

school leavers:

Diphtheria, Tetanus

and Polio.

To gather further

information consider

using the Alcohol Scale.

Young people need

factual information

about sex and

contraception.

Half of conceptions to

under-age girls result in

live births.

Parenthood at this age

has long term

consequences for a

young personís life

chances.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

H16 A healthy diet is provided at home n n

H17 Parents ensure illnesses and

injuries receive appropriate

medical attention n n

H18 Parent ensures home is hygienic n n

H19 Other n n

Ensuring safety

H20 Periodic bouts of illness have a

recognised medical explanation n n

H21 Injuries have an understandable

accidental cause n n

H22 Marks on young personís body

have an acceptable explanation n n

H23 Other n n

To gather further

information consider

using the Home

Conditions

Assessment.

Black families may have

less access to

preventative and

support services than

white families.

Poverty and poor social

conditions are related to

poor health and

development and

increased risk of

accidents.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 9 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

H24 Parent encourages the young person

to take care of his/her own health n n

H25 Parent shows approval of the young

person taking care of own health n n

H26 Parent is sympathetic to the young

personís symptoms or injuries n n

H27 Accepts young personís sexual

orientation n n

H28 Other n n

Stimulation

H29 Parent promotes involvement in

physical activity n n

H30 Parent advises about health issues n n

H31 Ensures information on the risks

to health of having unprotected sex

(i.e. without a condom) n n

H32 Ensures information is available about

sexuality and sexual orientation n n

H32 Other n n

Guidance and Boundaries

H34 Parent supports sex education n n

H35 Parent supports health education n n

H36 Parentsí use of alcohol sets the

young person a good example n n

H37 Parent uses illicit drugs n n

H38 Other n n

Stability

H39 Parent ensures medical and dental

appointments are kept n n

H40 Parents support each other in

promoting/caring for the young

personís health n n

H41 Other n n

Increasing numbers of

young people are

suffering obesity.

Regular physical

exercise is an important

preventative measure.

Disabled young people

may need special help

or equipment for

exercise.

Disabled or young

people with a health

problem need

information and

opportunities to help

them understand and

learn about themselves.

When one parent is a

problem drinker, the

non drinking parent

may not always be able

to protect the young

person.

Parental problem drug

use is associated with

young people using

illicit drugs.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

10 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Education

Yes No date Subject level

E1 Young personís educational English

progress is at expected level Maths

Note SATs results n n Science

E2 At 16 or over has at least 1 GCSE

at grade A-G or a GNVQ n n

E3 Young person attends:

School/further education n n

Full-time/part-time work n n

E4 Is excluded from school n n

Unemployed less than 6 months n n

Unemployed more than 6 months n n

E5 Attends school regularly n n

(note number of unauthorised days

absent in past year)

E6 Punctuality is good n n

E7 Challenging/disruptive behaviour

at school/work/training n n

E8 Young person has a friend(s) at

school/training/work place n n

E9 Has a good relationship with a

member of staff n n

E10 Responds positively to instruction n n

E11 Young personís lack of

concentration impedes learning n n

E12 Other n n

SATs are given to pupils

in the summer term of

Years 2, 6, & 9 (ages 7,

11 & 14).

At 15Ė16 years most

young people are

performing at level 6-7

at key stage 4.

Black pupils often

underachieve at school

Black pupils are 4 times

more likely to be

excluded than white

pupils. Excluded black

children are usually of

higher ability with

fewer chronic

disruptive behaviours

than white pupils who

are excluded.

Non school/work

attendance may be

related to bullying.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

E13 Parent tries to ensure regular

school/work attendance n n

E14 Parent/carer supports and

encourages homework n n

E15 If the young person is not

achieving at school:

Is there an Individual

Education Plan? n n

Is there a statement of

Special Educational Needs? n n

E16 Other n n

Ensuring safety

E17 Parent tries to ensure the journey

to and from school/work is safe n n

E18 Where necessary, parents have

taken action over bullying n n

E19 Other n n

When a parent has a

learning disability only

15% of children are

similarly affected.

Not all young people

with impairments will

need a statement of

Special Educational

Needs.

Disabled young people

may need financial

help, equipment or

adaptations to enable

them to get to

school/work.

Persistent non school

attendance or

unemployment can

place great strain on

families.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 11 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

E20 Parent shows an interest in the

young personís work n n

E21 Parent shows approval of

educational efforts and

achievements n n

E22 Parent supports the young person

over school/work difficulties n n

E23 Parent places great pressure

on young person to achieve n n

E24 Other n n

Stimulation

E25 School leavers/unemployed are

encouraged to find work n n

E26 Parent encourages the young

person to learn new skills n n

E27 Other n n

Guidance and Boundaries

E28 Parent tries to ensure prompt

school/work attendance n n

E29 Supports school rules/discipline n n

E30 Attempts to shield and support

the young person from family

problems that may interfere with

schooling/work n n

E31 Other n n

Stability

E31 Parent regularly attends school

events/parentsí meetings n n

E32 Young personís books/school

work are looked after n n

E33 Parents agree with each other in

supporting education/work ethic n n

E34 Other n n

Parents own problems

may mean they are not

always able to offer the

intellectual stimulation

a young person needs.

To gather further

information consider

using the Family

Activity Scale.

Examinations can cause

great stress.

All children need

adequate and

appropriate

stimulation. When a

young person has

profound or complex

impairments it may be

helpful to check with a

specialist before

completing this section.

Looking after a parent

or sibling may interfere

with a young personís

work.

The key to educational

progress is a parent or

significant adult who

takes an interest in their

learning and offers

praise and

encouragement.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

12 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Emotional and Behavioural Development

Yes No

B1 Young person is usually happy n n

B2 Frequently withdraws emotionally n n

B3 Young person generally feels life

is not worth living n n

B4 Often stays away from home/out

late without parental permission n n

B5 Has run away from home n n

B6 Young person copes with anger

and frustration n n

B7 Talks about feelings with a

trusted adult(s) n n

B8 Inflicts injuries on him/herself (i.e.

scratching, cutting, head banging) n n

B9 Has/is seeing a mental health

professional n n

B10 Is preoccupied with violence n n

B11 Challenging/disruptive behaviour

affects safety of young person n n

B12 Bullies others n n

B13 Respects the concept of ownership n n

B14 Has been cautioned or convicted

within past year n n

B15 Other n n

To gather further

information consider

using the Strengths and

Difficulties

Questionnaire and The

Adolescent Wellbeing

Scale.

Depressive feelings and

disorders increase in

young adult hood. Girls

are more prone than

boys.

Young people may cope

with upsetting parental

behaviours by

withdrawing or running

away.

A quarter of homeless

16Ė25s left home

because of domestic

violence.

Self harm must be

treated seriously and

appropriate help

sought.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

B16 Parent/carer assures the young

person they will always be there

for them n n

B17 Family disagreements are

resolved in non-violent ways n n

B18 Other n n

Ensuring safety

B19 Tries to ensure young personís

general whereabouts are known n n

B20 Young person is hit or physically

chastised n n

B21 Help is sought over unresolvable

relationship problems n n

B22 Other n n

Depression can affect

parentís capacity to care

about their child.

Most at risk are victims

of parental aggression

or neglect.

When a young person is

disabled or sensory

impaired, behaviours

such as rocking or

constant screaming

must not be dismissed.

Consider whether the

feelings and behaviour

that troubles the young

person and parent

would benefit from

specialist assessment

and help.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 13 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

B23 Young person is comforted when

frightened or distressed n n

B24 Young person is exposed to

frequent criticism/hostility n n

B25 Young person is encouraged to

talk about fears and worries n n

B26 Other n n

Stimulation

B27 Young person is often exposed to

parentsí emotional distress n n

B28 Young person is encouraged to

share with others n n

B29 Other n n

Guidance and Boundaries

B30 Parent uses a variety of positive

methods to gain the young personís

co-operation/good behaviour n n

B31 There are clear family rules and

limits about behaviour n n

B32 Parent teaches respect for the law n n

B33 Young person is encouraged to help

with household tasks n n

B34 Parents do not burden the young

person with their own problems n n

B35 Young person is protected from

seeing frightening adult behaviour n n

B36 Other n n

Stability

B37 Young person is responded to in a

consistent and predictable manner n n

B38 Parents/carers generally support

each other in applying family rules n n

B39 Other n n

Young people who are

abused or witness

family violence are

particularly

traumatised.

Discussing feelings

becomes more difficult

when a young person

depends on non verbal

methods of

communication.

To gather further

information consider

using The Parenting

Daily Hassles Scale.

Positive methods for

encouraging cooperation

include:

praise, negotiation,

modelling, rewards,

distraction, persuasion

and explanation.

When young people

witness violence they

have difficulty in

controlling their own

emotions and

behaviour.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

14 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Identity

Yes No

ID1 Young person is self confident n n

ID2 Takes pride in his/her appearance n n

ID3 Takes pride in achievements n n

ID4 Has a sense of his/her own culture n n

ID5 Is comfortable with his/her own

racial identity n n

ID6 Is at ease with his/her sexual

orientation n n

ID7 Is confident when relating to

friends of either sex n n

ID8 Chooses own friends n n

ID9 Is able to make decisions on

appropriate matters n n

ID10 Blames him/herself for parentís

troubles n n

ID11 Feels everything is out of control n n

ID12 Other n n

Cultural identity

develops from all

aspects of a personís

experience.

The way in which black

disabled young people

define themselves is

affected by their

personal experience of

both racism and

disability.

Dual heritage does not

always result in identity

problems/conflicts.

Racism and bullying are

common place in the

lives of black young

people.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

ID13 Clothes and appearance are

acceptable to the young person n n

ID14 Parents see the young person as

having unique strengths and

encourages them n n

ID15 Other n n

Ensuring safety

ID16 Young personís dress is

appropriate for age, gender,

culture and religion and where

necessary, impairment n n

ID17 Young person is supervised

appropriately taking into

account personality and

developmental level n n

ID18 Young person is encouraged to

talk about worries and concerns

ID19 Young person is supported if

exposed to harassment or racism n n

ID20 Other n n

Young people who

grow up in families

which experience many

stresses and problems

will need positive

messages to avoid

developing a negative

self image and poor self

esteem. Disabled young

people need even more

help.

Disabled young people

have a right to be

dressed appropriately

but their dress should

not impede movement,

endanger stability or

aggravate their skin.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 15 of 40

Social workerís summary of the young personís 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 personís 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

parentís behaviour is disturbing n n

ID34 Other n n

Stability

ID35 Is included in family celebrations n n

ID36 Is accepted as a family member n n

ID37 Parent ensures that day to day

living has order and stability n n

ID38 Other n n

For young people to

develop a positive self

image they need to feel

loved and valued for

themselves.

Young people need

positive role models of

the same racial/ethnic

origins as him/ herself.

In all cultures disabled

young people may be

treated as younger than

their actual age; a

particular risk for the

learning disabled

children.

Young people often

suffer if they are

included in the

imaginary world of a

mentally ill parent.

Although at times

rebellious and moody,

most young people

remain integrated

within the family culture

and participate in

important family

celebrations.

Young people who are

routinely rejected come

to see themselves as

unloved and unlovable.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

16 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Family and social relationships

Yes No

F1 Young person has a strong,

positive relationship with a parent n n

F2 Looks after the family n n

F3 Young person has a close friend(s) n n

F4 Is not cruel to other people or

to animals n n

F5 Regularly visits/spends time with

friends n n

F6 Has an adult in whom he/she

confides n n

F7 Sexual knowledge and

behaviour is age-appropriate n n

F8 Has a steady sexual partner n n

F9 Young person has own child(ren) n n

F10 Is looking after own child(ren) n n

F11 Other n n

Young unaccompanied

asylum seekers

experience acute loss.

Young people can look

after younger siblings

and sick parents but

should not have overall

responsibility.

A first love affair has

great emotional impact.

Breaking up can be very

stressful.

Close friends can help a

young person cope with

family problems.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

F12 When away from home the young

person stays with appropriate adults n n

F13 Parent/carer spends enough time

with the young person to sustain a

strong relationship n n

F14 Other n n

Ensuring safety

F15 The relationship between the

young person and other children

in the family is generally good n n

F16 Parent monitors interactions

between young person and siblings n n

F17 Young person does not witness/

become involved in adult

sexual behaviour n n

F18 Does not witness/become involved

in adult violence n n

F19 Other n n

Family issues or

difficulties experienced

by the young person

may result in him/ her

living with a large

number of different

people (i.e. family,

friends, hospital care, or

social services respite

care).

A disabled child may

not protest when left

with strangers because

they have been handled

by many unknown

people. Nonetheless it

remains a matter for

concern.

Long lasting rifts with

the family are rare.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 17 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

F20 Parents/carersí relationships

with others provides a good

example to the young person n n

F21 Parent/carer encourages

affectionate family relationships n n

F22 Other n n

Stimulation

F23 Young person has sufficient time

to pursue his/her own interests n n

F24 Is enabled to spend time with

friends n n

F25 Other n n

Guidance and Boundaries

F26 Is encouraged to negotiate n n

F27 Is discouraged from violent or

cruel behaviour n n

F28 Is given clear guidance on

appropriate sexual behaviour n n

F29 Task of caring for the family

is kept to a manageable level n n

F30 Parent tries to ensure young

person does not associate with

unsuitable adults/peers n n

F31 Other n n

Stability

F32 There is a stable pattern of care

to day to day life n n

F33 There is continuity of carers n n

F34 A limited number of known,

appropriate adults deliver

intimate care n n

F35 Other n n

Love and affection are

shown in different ways

depending on culture

and individual

characteristics.

A supportive adult can

help stressed parents to

cope.

Other young people

may be valuable sources

of support and can

greatly influence ideas

and actions.

When a young person is

disabled, practical and

social barriers can make

getting out difficult, but

it remains essential to

their wellbeing.

Young carers can feel

stigmatised and get

little recognition or

respect for their

contribution.

Of central importance

to a young person in all

families is a loving and

protective relationship.

Untrained agency staff

are not appropriate

people to care for a

disabled young person.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

18 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Social presentation

Yes No

P1 Young personís language and

behaviour do not cause offence or

embarrassment outside the family n n

P2 Personal hygiene is adequate n n

P3 Has control over own clothes

and appearance n n

P4 Talks/communicates about family

without great difficulty n n

P5 Young person is self-confident and

appropriately open with adults n n

P6 Is willing to listen to the advice of

trusted and respected adults n n

P7 Young person is overly friendly

with strangers n n

P8 Young person is self-confident and

open with peers n n

P9 Young person spends time with

friends outside the home n n

P10 Other n n

Young people have well

developed social skills.

They can readily adjust

their conversation and

behaviour to suit a

variety of different

situations.

A considerable

proportion of money is

spent on clothing and

toiletries.

Young people are very

conscious of their

appearance and

sensitive to criticism,

particularly from their

peers.

Trusted and respected

adults can influence

young peopleís

behaviour.

Young personís needs Summary/clarification of young personís needs

Basic care Yes No

P11 Parents/carers try to ensure that

personal hygiene is satisfactory n n

P12 Clothes and appearance is in line

with the young personís wishes n n

P13 Parents try to ensure any body

piecing is carried out responsibly n n

P14 Parents/carersí behaviour sets a

good example to the young person n n

P15 Other n n

Ensuring safety

P16 Parents/carers encourage the young

person to behave appropriately

with strangers n n

P17 Parents/carers teach appropriate

behaviour in public settings n n

P18 Parents/carers ensure the young

person is supported in potentially

dangerous settings n n

P19 Other n n

Young people may be

bullied or rejected at

school or work because

their clothes are soiled

and inappropriate, or

their personal hygiene is

poor.

The experience of

bullying, racism,

harassment or being left

out can lead to low self

esteem and may affect

the young personís

behaviour.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 19 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

P20 Parents/carers encourage the

young person to be self-confident n n

P21 Praise the young person for

good social behaviour n n

P22 Family members support each

other over decisions on the young

personís clothes and appearance n n

P23 Other n n

Stimulation

P24 Parents/carers encourage the

young person to bring his/her

friends home n n

P25 Encourage young person to

join in social activities outside

the home n n

P26 Allow control over clothes

and appearance n n

P27 Other n n

Guidance and Boundaries

P28 Give guidance on appropriate

Ďgood mannersí and respect

for others n n

P29 Parents relationships with

neighbours and those in authority

are generally harmonious n n

P30 Family members are engaged in

criminal/antisocial activities n n

P31 Other. n n

Stability

P32 Parents/carers engage in regular

social activities with other adults. n n

P33 The family feels accepted by

the local community. n n

P34 Other. n n

When families are

experiencing difficulties

young people keep

silent because they fear

telling someone will

result in them Ďgetting

into troubleí, or being

Ďtaken awayí.

Young people often

shun social events or

keep friends at bay in an

attempt to keep the

familyís circumstances

secret.

Difficulties in relating

well with adults outside

the family, for example

teachers, workmates or

supervisors may lead to

poor relationships,

feelings of detachment

and poor school results,

or progress at work.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

20 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Selfcare skills

Young people without

impairments are able to

look after their own

personal hygiene.

Young people are able

to prepare simple meals,

use the telephone.

Can cope appropriately

with an emergency.

Young people often

wish to do things with

friends rather than

family.

Young people who

leave home at an early

age often do so

because of family

conflict, abuse, or

because parents are no

longer prepared to let

them stay.

Young personís needs Summary/clarification of young personís needs

Yes No

S1 Young person has age appropriate

self care skills ó looks after his/her

own personal hygiene n n

S2 Understands the consequences of

his/her own actions n n

S3 Can prepare simple meals n n

S4 Is solely responsible for looking

after the home n n

S5 Can answer and use the telephone n n

S6 Young person accepts adult

help with day to day tasks with

reasonable grace n n

S7 Can plan journeys and travel alone n n

S8 Can appropriately control own

finances n n

S9 Makes own social arrangements n n

S10 Has slept/lived on the streets n n

S11 Lives in own accommodation n n

S12 Other n n

Basic care Yes No

S13 Parent/carer takes main

responsibility for the day to day

care of the young person n n

S14 Parents/carers encourage the young

person to take responsibility for

aspects of self care appropriate to

age/stage of development n n

S15 Other n n

Ensuring safety

S16 A parent/carer monitors the

young personís self care to

ensure safety n n

S17 Young person has overall

responsibility for looking after

the home n n

S18 Other n n

When parentsí own

concerns overwhelm

them young people

may be left responsible

for organising their own

day to day living and

that of younger

brothers and sisters (i.e.

bed-times, meals,

getting to school or

work, shopping).

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Young person aged 15 years and over 21 of 40

Social workerís summary of the young personís needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

S19 Young person is praised for

appropriate self care including

cooking, shopping etc n n

S20 Other n n

Stimulation

S21 Young person is encouraged to

gain appropriate self care skills

(i.e. money management) n n

S22 Parent and young person with

special educational needs are

planning for greater independence n n

S23 Other n n

Guidance and Boundaries

S24 Parents place appropriate

boundaries on self care

activities according to the

young personís personality and

stage of development n n

S25 The young person is taught self

care and safety in and out of the

home (i.e. how to avoid/cope

with every day dangers) n n

S26 Young person knows how and

who to contact when help is

needed to cope with parental

issues n n

S27 Other n n

Stability

S28 There are stable arrangements

for living n n

S29 Parents/carers maintain the main

responsibility for the care of the family n n

S30 Other n n

Parentsí own difficulties

may result in young

people assuming a

major role in looking

after the family.

Although young people

can help look after a sick

or disabled parent or

younger sisters and

brothers, an adult

should retain overall

responsibility.

Young carers may

become extremely

skilled in carrying out

everyday household

chores and in looking

after themselves.

Feeling responsible for

the family can lead

young carers to feel tied

to the home and unable

to join in outside leisure

and social activities.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

22 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Social workerís summary of how the above issues have an impact on the parentsí/carersí capacities to respond

appropriately to the young personís needs

Issues affecting parentsí/carersí capacities to respond

appropriately to the young personís needs

C1 Illness:

Physical n n

Mental n n

C2 Disability:

Physical n n

Learning n n

Sensory impairment n n

C3 Period in care during

childhood n n

C4 Childhood abuse n n

C5 Known history of child abuse n n

C6 Known history of violence n n

C7 Problem drinking/ drug use n n

C8 Other n n

Parental issues Yes No Professional/agency Note identity of parent/carer for whom the issue

involved is relevant. Record strengths and difficulties

CORE ASSESSMENT RECORD Young person aged 15 years and over 23 of 40

Family and environmental factors which may impact on the young person

and parenting capacity

Family History Yes No

FE1 Has a member of the household

experienced a stressful childhood? n n

Note childhood abuse; in care

FE2 Have the family suffered a

traumatic loss or crisis which is

unresolved? (e.g. bereavement) n n

FE3 Other n n

Family Functioning

FE4 Does young personís impairment/

behaviour have a negative impact

on siblings? n n

FE5 Young personís impairment/

behaviour affects parent(s) capacity

to continue care n n

FE6 Does a member of the household

experience:

poor mental health n n

poor physical health n n

behaviour problem n n

physical disability n n

learning disability n n

sensory impairment n n

problem alcohol/drug use n n

FE7 Has an adult member of the household

got a history of violence? n n

FE8 Are there frequent family rows? n n

FE9 Other n n

Wider Family

FE10 Do wider family provide:

practical help n n

emotional support n n

financial help n n

information and advice n n

FE11 Is there an adult in the home who

helps the parent care for the young

person? n n

FE12 Other n n

Include all household

and relevant family

members, living in or

out of the home, when

exploring family history

and functioning.

To gather further

information consider

using: The Recent Life

Events Questionnaire;

A genogram; An ecomap.

How parents bring up

their children is rooted

in their own childhood

experiences.

Consider whether a

separate carersí

assessment is required.

Both positive and

negative parenting

styles can be passed

from one generation to

another.

To gather further

information consider

using: The Adult Wellbeing

Scale; The

Alcohol Scale.

Wider family may

extend beyond blood

relatives to include

people who feel like

family to parent or

child.

Additional details as appropriate

Note identity of person for whom the issue is

relevant

24 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Housing Yes No

FE13 Is the family homeless? n n

FE14 Is the family vulnerable to eviction

or in temporary accommodation? n n

FE15 Is the house and its immediate

surroundings safe for the young

person? n n

FE16 Does home have basic amenities? n n

FE17 Does home require any adaptations

to meet the young personís 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 parentís 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

Familyís Social Integration

FE32 Does the family feel accepted

within their community? n n

FE33 Do family members experience

discrimination/harassment? n n

FE34 Does the family have local friends? n n

FE35 Is the family involved in local

organisations/activities? n n

FE36 Other n n

Additional details as appropriate

Note identity of person for whom the issue is

relevant

Basic amenities include

safe water, heating,

cooking facilities, food

storage, sleeping

arrangements and

cleanliness.

The Home Conditions

Assessment may help

gather this

information.

Jobs may be lost

because parentsí

circumstances result in

them behaving in a

bizarre or unpredictable

way.

Parentsí circumstances

may mean too much

family income is used to

satisfy parental needs.

Adult services may help

a disabled parent

respond to their childís

needs.

The family may be

vulnerable to future

financial problems (i.e.

extraordinary medical,

funeral expenses, need

to help out a relative).

Social isolation and

rejection by the

community may have

affected the family for

generations.

CORE ASSESSMENT RECORD Young person aged 15 years and over 25 of 40

Community Resources Yes No

FE37 Are there accessible

community resources? n n

FE38 Does the family take advantage

of community resources? n n

FE39 Other n n

Additional details as appropriate

Social workerís summary of how the family and environmental factors have an impact on the young person and

parents/carers

Community resources

include: shops,

recreation areas, health

clinics etc.

In assessing community

resources note:

availability, accessibility

and standard, and if

appropriate to child and

family needs.

26 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Plan for the child in need

l Having completed the information gathering, the following pages should be

used to analyse the strengths and needs of the child and family members and to

identify goals and specific objectives. This information is then used to formulate

a plan of action. The decision about which methods are used and services are provided

to achieve specific objectives should be evidence based. The expectations of

a plan for a child in need are outlined in paragraphs 4.32 to 4.37 of the Framework

for the Assessment of Children in Need and Their Families (2000).

l The plan for a child in need has been designed to enable it to be used for all

children in need, including these about whom there are concerns they are suffering

or likely to suffer significant harm.

l The plan should identify how the following will be addressed:

l The identified developmental needs of the child;

l Issues which impact negatively on parents/carersí capacity to respond to the

child and needs of their child, drawing on their strengths;

l Wider family and environmental factors which have a negative impact on the

family, drawing on strengths in the wider family and community.

l The plan should be specific about the actions to be taken, identify who is responsible

for each action, and any services or resources that will be required to ensure

that the objectives set can be achieved within the agreed time scales. Statutory

reviews should take place within statutory time limits and it is good practice for

Child In Need plans to be reviewed at least every 6 months. Reviews should be

formally recorded.

l The outcome section of the table should be completed following a review of the

plan. When completing the outcome section record the outcome for each

objective and whether the circumstances have; improved, remained the same, or

deteriorated.

l The last page records which family members and agencies are party to the plan

and the date when the plan will be reviewed. This should be signed by the child

(where appropriate), family members/carers and the social worker.

CORE ASSESSMENT RECORD Young person aged 15 years and over 27 of 40

Summary of young personís 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 personís developmental needs and strengths

This space is for young people and parents/carers to write their views of the young personís strengths and needs

28 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Summary of parenting capacity: Needs and strengths

Information gathered in the core assessment

The young person (where appropriate) and parents should be involved in the assessment

Summarise how the parental issues, needs and strengths, which have been identified in the core assessment have an

impact on the capacity of each parent/carer to respond appropriately to the young personís 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 personís development

CORE ASSESSMENT RECORD Young person aged 15 years and over 29 of 40

Summary of wider family and environmental factors: Needs and strengths

Information gathered in the core assessment

Summarise how family and environment issues, which have been identified in the core assessment, have an impact

either directly on the young person or on the capacity of the parents/carers to respond appropriately to the young

personís 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 personís development

The young person (where appropriate) and parents should be involved in the assessment

30 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Analysis of the information gathered during the core assessment

The analysis should list the factors which have an impact on different aspects of the young personís development

and parenting capacity, and explore the relationship between them. This process of analysing the information available

about the young personís needs, parenting capacity and wider family and environmental factors should result

in a clear understanding of the young personís needs, and what types of service provision would best address these

needs to ensure the young person has the opportunity to achieve their potential

CORE ASSESSMENT RECORD Young person aged 15 years and over 31 of 40

Young personís Objectives and plan of action Person/Agency Objective to Outcome (to be completed at the review)

developmental responsible be achieved

needs by (date)

The young person: Objectives and plans

Health

Education

Emotional

and behavioural

development

Identity

Family and

social

relationships

Social

presentation

Selfcare skills

32 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Parenting Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review)

capacity responsible be achieved

by (date)

The parents/carers: Objectives and plans

Basic care

Ensuring safety

Emotional

warmth

Stimulation

Guidance and

Boundaries

Stability

CORE ASSESSMENT RECORD Young person aged 15 years and over 33 of 40

Family and Objective and plan of action Person/Agency Objective to Outcome (to be completed at the review)

environmental responsible be achieved

factors by (date)

Wider Family and Environmental Factors: Objectives and plans

Family history

and functioning

Wider family

Housing

Employment

and/or income

Family social

integration

Community

resources

34 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Views of all parties

These objectives and plans should have been discussed with all interested parties/agencies

Family members/agencies who are party to the plan

Name (please print) Signature Contact Number

If the objectives and plans have not been discussed with any of the parties/agencies concerned, please give reasons

What steps will be taken and who is responsible if any party/agency wants to alter these objectives and plans?

Date plan reviewed in supervision Signature of Line Manger/Supervisor

Agreed date for the review:

Lead professional/agency for the review:

CORE ASSESSMENT RECORD Young person aged 15 years and over 35 of 40

Parentsí/carerís comments

I have seen the contents of this assessment form

Parent/carerís 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 Workerís Signature Date

36 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Management information

Ethnicity of the young person:

Caribbean n Indian n White British n White and n Chinese n

Black Caribbean

African n Pakistani n White Irish n White and n Any other n

Black African ethnic group

Any other n Bangladeshi n Any other n White and n Not given n

Black background White background Asian

Any other Asian background n Any other mixed background n

If other, please specify

Immigration status if applicable:

Asylum seeking n Refugee status n Exceptional leave to remain n

Home Office registration number:

(H6) Details of immunisations:

Has the young person been appropriately immunised? Yes n No n

Young people should have had the following immunisations: BCG (tuberculosis) and for school leavers: Diphtheria, Tetanus and

Polio.

(H14) Childbirth

The girl has been/is pregnant Yes n No n

The boy has fathered a child Yes n No n

Child protection register:

Is the young personís name on the Child Protection Register? Yes n No n

Category Date of registration

Has the young person previously been on the Child Protection Register? Yes n No n

Category Date of registration Date of deregistration

CORE ASSESSMENT RECORD Young person aged 15 years and over 37 of 40

Court Order(s)

Is the young person the subject of a court order? Yes n No n

Was the young person previously subject of a court order? Yes n No n

Type of Order(s) Date Order(s) made: Type of Order(s) Date Order(s) made Date Order(s) revoked/changed

Education details of the young person

(E1) SATs results show young person at the end of Key Stage 4 (child of 16) performs at level 6Ė7 for:

English Yes n No n

Maths Yes n No n

Science Yes n No n

(E2) At 16 years, number of Higher grade GCSEs

(E5) Number school days missed within past year through unauthorised absence

(E4) Young person is excluded from school Yes n No n

(B14) Offending within the past year

Number of cautions within the past year

Number of convictions within the past year

Additional Management Information

38 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

Additional Notes

CORE ASSESSMENT RECORD Young person aged 15 years and over 39 of 40

Additional Notes

40 of 40 CORE ASSESSMENT RECORD Young person aged 15 years and over

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