CORE ASSESSMENT RECORD

CORE ASSESSMENT RECORD Child aged 5–9 years 1 of 36

Framework for the Assessment of Children in Need and their Families

Name

Gender Date of birth

Address

Telephone number

Name of social worker completing assessment:

Child aged 5–9 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

Undertaking the core assessment 3

Sources of information 4

Details concerning a core assessment 5

Background details concerning the child 6

Key research sources 7

Child’s developmental needs 8

Health 8

Education 10

Emotional and Behavioural Development 12

Identity 14

Family and Social Relationships 16

Social presentation 18

Selfcare skills 20

Issues affecting parents’/carers’ capacities to respond appropriately

to the child’s needs 22

Family and Environmental factors 23

Plan for the child in need 26

Summary of child’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 child: 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

2 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

CORE ASSESSMENT RECORD Child aged 5–9 years 3 of 32

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

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

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

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

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

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

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

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

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

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

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

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

assessment the social worker may wish to complete the form with the child’s parents or carers.

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

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

areas where they may need further help.

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

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

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

to be involved in the assessment.

l It is expected that other agencies will 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

Dates child and family members seen

Name Date(s) seen

Agencies consulted/involved as part of the assessment

Agency Person Contact number

Questionnaires, Scales or other Instruments used in assessment

Questionnaire/Scale/Instrument Date(s) used

Specialist Assessments

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

assessment commissioned and completed

Sources of information

4 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

CORE ASSESSMENT RECORD Child aged 5–9 years 5 of 36

D1 What is the reason for undertaking the core assessment?

Details concerning a core assessment

D2 Are there specific communication needs for child/parent (eg. impairment affecting communication or English is

not the first language)?

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

Date core assessment started

Date core assessment ended

The Government’s Objectives for Childen’s Social Services (1999) require the core assessment to be completed

within 35 working days.

6 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

B/K1 Significant relatives who are not part of the child’s household

Birth father Parental responsibility Yes n No n Name

Address

Brothers and sisters

Name(s) Age Address

Others (please specify )

Name(s) Relationship to child Address

Background details concerning the child

(This information supplements the information recorded on the Referral and Initial Assessment Record)

B/K2 If the child has any health conditions, impairment(s) or a genetically inherited condition – please give details

(include for example: physical disability, sensory impairment, Down’s syndrome, encephalitis, autism, sickle cell

anaemia, cystic fibrosis)

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

(for example: death of brother or sister, circumstances surrounding conception)

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

CORE ASSESSMENT RECORD Child aged 5–9 years 7 of 36

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 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Yes No

H1 Weight/height at expected level n n

H2 Hearing/vision is satisfactory n n

H3 Child is normally well n n

H4 Child has a regular sleep pattern n n

H5 Child eats well n n

H6 Child frequently wets the bed n n

H7 Soils without physical explanation n n

H8 Has been appropriately immunised n n

H9 Has an ongoing health problem

(i.e. diabetes, asthma, epilepsy) n n

H10 Has had many accidental injuries n n

H11 Other n n

Child’s developmental needs

Health

Normally well is defined

as unwell for 1 week or

less in the last 6

months.

Details of

immunisations in health

record held by parents.

Child at 5 has had the

full course of the

following

immunisations Polio,

Hib, Diphtheria,

Tetanus, Whooping

cough, Men C,

Measles/

Mumps/Rubella.

When children start

school they may have

had a medical

examination.

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

H12 Child is given an adequate and

nutritious diet including fluids n n

H13 Parent ensures child bathes

regularly n n

H14 Parent ensures that the child’s teeth

are regularly cleaned n n

H15 Dress is appropriate to weather n n

H16 The home, including the child’s

bed, is clean n n

H17 Child’s medical/dental

appointments are generally kept n n

H18 Parent has adequate explanation as

to why immunisations are not up to

date n n

H19 Other n n

Ensuring safety

H20 Injuries have always been

appropriately attended to n n

H21 Injuries have an understandable

accidental cause n n

H22 Child is protected from abuse n n

H23 Marks on the child’s body have

an acceptable explanation n n

H24 Other n n

To gather further

information consider

using the Home

Conditions

Assessment.

Disabled children can

face barriers in

accessing routine dental

and medical care.

Black families may have

less access to

preventative and

support services than

white families.

The significance of the

physical symptoms of

children’s illnesses may

not always be easily

identified or

understood. This may

influence the way

parents respond.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Child aged 5–9 years 9 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

H25 Parents/carers give comfort when

child is ill/distressed/injured n n

H26 Other n n

Stimulation

H27 Child is encouraged to be active n n

H28 Child plays regularly out of doors n n

H29 Other n n

Guidance and Boundaries

H30 Parent/carer tries to ensure the

child gets adequate and

undisturbed sleep n n

H31 Parent/carer provides the child with

an adequate and nutritious diet n n

H32 Child is supervised by responsible

adults, or plays in an environment

parents have checked is safe n n

H33 Other n n

Stability

H34 Parent/carer provides regular and

consistent routines for the child

(mealtimes, bedtimes, bath times) n n

H35 Other n n

Poverty and poor social

conditions are related to

poor child health and

development and

increased risk of

accidents.

Increasing numbers of

children are suffering

obesity. Regular

physical exercise is an

important preventative

measure.

Disabled children may

need special help or

equipment for exercise.

Disabled or children

with a health problem

need information and

opportunities to help

them understand and

learn about themselves.

Eating and sleeping

patterns need to be set

within the context of

the family’s culture.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

10 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Education

Yes No date Subject level

E1 Child’s educational progress is English

satisfactory in reading, writing Maths

and maths. Note SATS results n n Science

E2 Child is happy to go to school n n

E3 Child attends school regularly

(note number of unauthorised days

absent in past year) n n

E4 Child arrives at school on time n n

E5 Child has a friend at school n n

E6 Child has a good relationship

with a member of staff n n

E7 Child responds appropriately

to adult instruction n n

E8 Child shows challenging/disruptive

behaviour at school n n

E9 Child’s lack of concentration

impedes learning n n

E10 Child is excluded from school n n

E11 Other n n

SATs are given to pupils

in the summer term of

Years 2, 6, & 9 (ages 7,

11 & 14).

At 7 years most children

are performing at level

2 of Key Stage 1.

School refusal at this

age is rare. 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.

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

E12 Child has a range of safe

appropriate toys/learning materials n n

E13 Parent/carer regularly attends

school events n n

E14 Parent/carer supports and

encourages homework n n

E15 If child 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 Home has safe play areas n n

E18 Where appropriate, the child is

always accompanied to school n n

E19 Responsible, known adults take

and fetch the child from school n n

E20 Where necessary, parents have

taken action over bullying n n

E21 Other n n

When a parent has a

learning disability only

15% of children are

similarly affected.

Not all children with

impairments will need a

statement of Special

Educational Needs.

Disabled children may

need financial help,

equipment or

adaptations to allow

them to get to school.

Parents’ circumstances

may mean they are

unable to take the child

to school, or may

delegate the task to

others.

These adults must not

present a risk to the

child.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Child aged 5–9 years 11 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

E22 Parent shows an interest in the

child’s school work n n

E23 Parent shows approval of

educational achievements n n

E24 Parent places great pressure

on the child to achieve n n

E25 Other n n

Stimulation

E26 Parent regularly reads, tells

stories, plays counting games,

watches TV with child n n

E27 Other n n

Guidance and Boundaries

E28 Parent supports regular school

attendance n n

E29 Ensures prompt attendance n n

E30 Supports school rules n n

E31 Ensures child is ready on time

for school n n

E32 Other n n

Stability

E33 Parent/carer consistently

encourages learning n n

E34 Child’s toys/books/school work

are looked after n n

E35 Other n n

Parents own problems

may mean they are not

always able to offer the

intellectual stimulation

a child of this age needs.

To gather further

information consider

using the Family

Activity Scale.

All children need

adequate and

appropriate

stimulation. When a

child has profound or

complex impairments it

may be helpful to check

with a specialist before

completing this section.

The key to children’s

educational progress is

a parent or significant

adult who takes an

interest in their learning

and offers praise and

encouragement.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

12 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Emotional and Behavioural Development

Yes No

B1 Child is usually happy n n

B2 Temper tantrums lasting 15 mins

occur weekly n n

B3 Child is gaining control over the

expression of strong emotions n n

B4 Child’s challenging/disruptive

behaviour affects his/her safety n n

B5 Child enjoys appropriate physical

closeness with familiar adults n n

B6 Child talks about feelings with a

trusted adult n n

B7 Shares/takes turns with others n n

B8 Has some understanding of the

concept of ownership n n

B9 Child inflicts injuries on him/her

self (i.e. scratching, head banging) n n

B10 Child is preoccupied with violence n n

B11 Child bullies other children n n

B12 Child wanders from home n n

B13 Child spends long periods alone n n

B14 Other n n

Consider using the

Strengths and

Difficulties

Questionnaire.

When a child is disabled

or sensory impaired

behaviours such as

rocking or constant

screaming are

significant and should

not be dismissed.

At this age concepts of

ownership may not be

fully established.

Self harm must be

treated seriously and

appropriate help

sought.

Children may cope with

upsetting parental

behaviours by

withdrawing or

running away.

Child’s needs Summary/clarification of child’s needs

Basic care

B15 Parent/carer loves the child

unconditionally (i.e. without

strings attached) n n

B16 Family disagreements are

resolved in non-violent ways n n

B17 Other n n

Ensuring safety

B18 Child’s whereabouts are always

known n n

B19 Child is frequently left alone n n

B20 Child is hit or physically

chastised n n

B21 Parents/carers have sought help or

advice if they are experiencing

difficulties in managing the

child’s behaviour n n

B22 Other n n

Depression can affect

parent’s capacity to care

about their child.

Most at risk are children

who are victims of

aggression, or are

neglected.

Consider whether the

feelings and behaviour

that troubles the child

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 5–9 years 13 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

B23 Child is comforted when frightened

or distressed n n

B24 Child is exposed to frequent

criticism/hostility n n

B25 Child is encouraged to talk about

fears and worries n n

B26 Other n n

Stimulation

B27 Child is often exposed to

parents’ emotional distress n n

B28 Child is encouraged to share

and play with others n n

B29 Other n n

Guidance and Boundaries

B30 Parent uses a variety of positive

methods to get the child to behave n n

B31 Child is encouraged to help adults

doing household tasks/to put

toys away n n

B32 There are clear family rules and

limits about behaviour n n

B33 Child is helped to control feelings n n

B34 Parents do not burden the child

with their own problems n n

B35 Child is protected from witnessing

odd or frightening adult behaviour n n

B36 Other n n

Stability

B37 Child is responded to in a relatively

consistent and predictable manner n n

B38 Parents/carers generally support

each other in applying family rules n n

B39 Other n n

Children who are

abused or witness

domestic violence are

particularly

traumatised.

Children may have

difficulty talking about

their feelings and find it

easier to discuss them in

retrospect.

Discussing feelings

becomes more difficult

when children depend

on non verbal methods

of communication.

To gather further

information consider

using The Parenting

Daily Hassles Scale.

Positive methods for

encouraging good

behaviour include:

praise, negotiation,

modelling, rewards

distraction, play,

persuasion and

explanation.

When children 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 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Identity

Yes No

ID1 Child is self confident n n

ID2 Child takes pride in his/her

appearance n n

ID3 Child takes pride in achievements n n

ID4 Child is able to stand up for him/

herself appropriately n n

ID5 Child has a developing sense

of his/her own culture n n

ID6 Knows full name/birthdate/address n n

ID7 Can identify important relatives n n

ID8 Child is comfortable with his/her

own racial identity n n

ID9 Other n n

Cultural identity

develops from all

aspects of the child’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 children

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

ID10 Child’s clothes are clean:

not soiled with urine, excrement,

or food n n

ID11 Child’s clothes are routinely

washed n n

ID12 Parents see the child as having

unique strengths and

encourages them n n

ID13 Other n n

Ensuring safety

ID14 Child’s dress is appropriate

for age, gender, culture and

religion and where necessary,

impairment n n

ID15 Child is supervised appropriately

taking into account the child’s

personality and developmental

level n n

ID16 Parents support the child who is

exposed to racism or bullying n n

ID17 Other n n

Children who grow up

in families which

experience many

stresses and problems

will need positive

messages to avoid

developing a negative

self image and poor self

esteem. Disabled

children need even

more help.

Disabled children have a

right to be dressed

appropriately but their

dress should not

impede movement,

endanger stability or

aggravate their skin.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Child aged 5–9 years 15 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

ID18 Parent often shows spontaneous

affection to child n n

ID19 Child is valued for his/her self n n

ID20 Parent/carer shows pride in child n n

ID21 Child’s efforts/achievements are

praised n n

ID22 Parent supports the child when

exposed to harassment or racism n n

ID23 Other n n

Stimulation

ID24 Child has the opportunity to

learn own cultural traditions/

language n n

ID25 Child’s efforts to be

independent are respected n n

ID26 Other n n

Guidance and Boundaries

ID27 Child is taught respect/toleration

of others and of different family/

cultural traditions n n

ID28 Family is tolerant of different

cultures, ethnic groups etc n n

ID29 Child is protected from parental

mental illness/symptoms n n

ID30 Child is comforted/reassured when

parent’s behaviour is disturbing n n

ID31 Other

Stability

ID32 Child accepted as a family member n n

ID33 Child is included in family

celebrations, e.g. birthdays n n

ID34 Parent ensures that day to day

living has order and stability

ID35 Other n n

For children to develop

a positive self image

they need to feel loved

and valued for

themselves.

In all cultures disabled

children may be treated

as younger than their

actual age. This is a

particular risk for

learning disabled

children.

Children need positive

role models of the same

racial/ethnic origins as

him/ herself.

Children frequently

believe they can control

their parent’s disturbing

behaviour through

magical thinking and

actions.

Children often suffer if

they are included in the

imaginary world of a

mentally ill parent.

Children who are

routinely rejected come

to see themselves as

unloved and unlovable.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

16 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Family and Social Relationships

Yes No

F1 Child shows strong attachment

to a parent n n

F2 Child is relaxed with parents/carers n n

F3 Child plays happily/shares with

siblings and familiar peers n n

F4 Child is gentle and kind to

children and animals n n

F5 Child has a friend n n

F6 Child bullies other children n n

F7 Child’s sexual knowledge and

behaviour is age-appropriate n n

F8 Child frequently looks after

younger brothers and sisters n n

F9 Child frequently looks after his/

her parent/carer n n

F10 Other n n

Strong attachment

relationships can be

formed with a number

of carers.

Children who are

unaccompanied asylum

seekers experience

acute loss.

Family values are

increasingly

internalised.

Children can help look

after younger siblings

and parents but should

not have overall

responsibility.

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

F11 A small number of familiar

and appropriate adults look after

the child n n

F12 Parent/carer spends enough time

with the child to sustain a

strong relationship n n

F13 Other n n

Ensuring safety

F14 Siblings are generally gentle with

the child n n

F15 Parent monitors interactions

between child and siblings n n

F16 Child does not witness

adult sexual behaviour n n

F17 Child does not witness

adult violence n n

F18 Child is left alone at night n n

F19 Other n n

Family or child centred

issues may result in the

child 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 5–9 years 17 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

F20 Parents/carers’ relationships

with others provides a good

example to the child n n

F21 Parent/carer encourages

affectionate family relationships n n

F22 Other n n

Stimulation

F23 Child is taken to meet other

parents and children n n

F24 Child sees friends outside school n n

F25 Child has friends to visit at home n n

F26 Other n n

Guidance and Boundaries

F27 Child is encouraged to negotiate n n

F28 Child is discouraged from

violent or cruel behaviour n n

F29 Child is frequently left to look

after siblings n n

F30 Child has major responsibility

for parental care n n

F31 Other n n

Stability

F32 There is a stable pattern of care

in the child’s day to day life n n

F33 Child has a long-term, stable

relationship with at least 1 adult n n

F34 There is continuity of carers n n

F35 A limited number of known,

appropriate adults deliver n n

intimate care

F36 Other n n

A good attachment

relationship is

associated with parents

being emotionally

available and consistent

in their parenting.

Love and affection are

shown in different ways

depending on culture

and individual

characteristics.

The presence of a

supportive adult can

help stressed parents to

cope.

For a disabled child,

practical and social

barriers can make

taking the child out

difficult, but it remains

essential to the child’s

well being.

Of central importance

to a child in all families

is a loving and

protective relationship.

Continuity and stability

are key aspects of the

attachment process.

Untrained agency staff

are not appropriate

people to care for a

disabled child.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

18 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Social presentation

Yes No

P1 Child’s language and behaviour

do not cause offence or

embarrassment outside the family n n

P2 Child values adult attention n n

P3 Child is happy to talk/communicate

about family and home n n

P4 Child is self-confident and

appropriately open with adults n n

P5 Child is overly friendly with

strangers n n

P6 Child is self-confident and

open with peers n n

P7 Child plays with friends outside

school hours n n

P8 Child relates differently and

appropriately towards known

people and strangers n n

P9 Other n n

Children can make

themselves understood

by people outside the

family.

Most children have

learnt to adjust their

conversation and

behaviour to suit a

variety of different

situations.

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

P10 Parents/carers ensure that child’s

personal hygiene is adequate n n

P11 Other n n

Ensuring safety

P12 Parents/carers teach the child

how to behave appropriately

with strangers n n

P13 Parents/carers teach appropriate

behaviour in public settings,

including modesty n n

P14 Parents/carers ensure the child is

supervised/supported in

potentially dangerous settings n n

P15 Other n n

A child who is well

cared for will look as if

someone is paying

adequate attention to

his/her personal needs.

For example, it should

be clear from the child’s

appearance that he or

she frequently bathes

and his/her clothes as

regularly washed and

mended.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

CORE ASSESSMENT RECORD Child aged 5–9 years 19 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

P16 Parents/carers encourage the

child to be self-confident n n

P17 Parents/carers praise the child

for good social behaviour n n

P18 Family members support

each other over decisions about

child’s clothes and appearance n n

P19 Other n n

Stimulation

P20 Parents/carers encourage the

child to bring his/her friends

home n n

P21 Child is encouraged to join in

organised social activities n n

P22 Child is encouraged to join in

mixed age family activities n n

P22 Other n n

Guidance and Boundaries

P23 Parents/carers teach the child

appropriate ‘good manners’ and

respect for others n n

P24 Parent’s relationships with

neighbours and those in authority

are generally harmonious n n

P25 Family members are engaged in

criminal/antisocial activities n n

P26 Other n n

Stability

P27 Parents/carers engage in regular

social activities with other adults n n

P28 The family feels accepted by

the local community n n

P2 Other n n

The experience of

racism, harassment or

bullying may result in

children having low self

esteem.

When families are

experiencing difficulties

children keep silent

because they fear

telling some one will

result in them ‘getting

into trouble’, or being

‘taken away’.

Children often shun

social events or keep

friends at bay in an

attempt to keep the

family’s circumstances

secret.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

20 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Selfcare skills

Yes No

S1 Child has age appropriate self care

skills – can attend to own personal

hygiene (i.e. bathe, clean teeth,

brush hair) n n

S2 Child has a realistic sense of

personal danger n n

S3 Child can get drinks and some

food for him/her self n n

S4 Child can answer telephone n n

S5 Older child can make calls n n

S6 Older child can do simply

cooking under supervision n n

S7 Child accepts adult help with

day to day tasks n n

S8 Child behaves like a little adult n n

S9 Other n n

Younger children will

need help with personal

hygiene.

Although older children

can generally manage

their own personal

hygiene, nonetheless

they may need some

monitoring.

Child’s needs Summary/clarification of child’s needs

Basic care Yes No

S10 Parent/carer takes main

responsibility for the day to day

care of the child n n

S11 Parents/carers encourage the child

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 supervises/monitors

the child’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

Children will be able to

help, but should not

have overall

responsibility for household

chores.

When parents’ own

concerns overwhelm

them children 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 5–9 years 21 of 36

Social worker’s summary of the child’s needs in this area and the extent to which parents are responding

appropriately

Emotional warmth Yes No

S16 Child is praised for

appropriate self care n n

S17 Other n n

Stimulation

S18 Child is encouraged to gain

appropriate self care skills n n

S19 Other n n

Guidance and Boundaries

S20 Parents place appropriate

boundaries on self care

activities according to the

child’s personality and stage

of development n n

S21 The child is taught self care and

safety in and out of the home

(i.e. road safety, ‘stranger

danger’, how to avoid/

cope with every day dangers) n n

S22 Child knows how and who to

contact when help is needed

to cope with parental problems n n

S23 Other n n

Stability

S24 There are stable arrangements

for living and child care n n

S25 Parents/carers maintain the main

responsibility for the care of

the family n n

S26 Other n n

Safe outside play areas

are important because

accidents are the major

cause of death

amongst children.

Parents’ own difficulties

may result in young

children assuming a

major role in looking

after the family.

Although children of

this age can help look

after a sick or disabled

parent, an adult should

retain overall

responsibility.

Parental capacity Summary/clarification of family strengths or

issues identified

Note when issue is not relevant

22 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Social worker’s summary of how the above issues have an impact on the parents’/carers’ capacities to respond

appropriately to the child’s needs

Issues affecting parents’/carers’ capacities to respond appropriately to the

child’s needs

C1 Illness:

Physical n n

Mental n n

C2 Disability:

Physical n n

Learning n n

Sensory impairment n n

C3 Period in care during

childhood n n

C4 Childhood abuse n n

C5 Known history of child abuse n n

C6 Known history of violence n n

C7 Problem drinking/ drug use n n

C8 Other n n

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

involved is relevant. Record strengths and difficulties

CORE ASSESSMENT RECORD Child aged 5–9 years 23 of 36

Family and environmental factors which may impact on the child and

parenting capacity

Family History Yes No

FE1 Has a member of the household

experienced a stressful childhood? n n

Note childhood abuse; in care

FE2 Have the family suffered a

traumatic loss or crisis which is

unresolved? (e.g. bereavement) n n

FE3 Other n n

Family Functioning

FE4 Does child’s impairment/behaviour

have a negative impact on siblings? n n

FE5 Child’s impairment/behaviour affects

parent(s) capacity to continue care n n

FE6 Does a member of the household

experience:

poor mental health n n

poor physical health n n

behaviour problem n n

physical disability n n

learning disability n n

sensory impairment n n

problem alcohol/drug use n n

FE7 Has an adult member of the household

got a history of violence? n n

FE8 Are there frequent family rows? n n

FE9 Other n n

Wider Family

FE10 Do wider family provide:

Practical help n n

Emotional support n n

Financial help n n

Information and advice n n

FE11 Is there an adult in the home who

helps the parent care for the child? n n

FE12 Other n n

Include all house hold

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 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Housing Yes No

FE13 Is the family homeless? n n

FE14 Is the family vulnerable to eviction

or in temporary accommodation? n n

FE15 Is the house and its immediate

surroundings safe for the child? n n

FE16 Does home have basic amenities? n n

FE17 Does home require any adaptations

to meet the child’s needs? n n

FE18 Is the home overcrowded?

FE19 Other n n

Employment Yes No

FE20 Is a parent in paid employment? n n

FE21 Does parent’s pattern of work

adversely impact on child care? n n

FE22 Is employment reasonably secure? n n

FE23 Are family members who seek

employment adequately supported? n n

FE24 Other n n

Income

FE25 Are all entitled benefits claimed? n n

FE26 Are household bills paid regularly? n n

FE27 Is the family managing on the

income they receive? n n

FE28 If in debt, is this increasing? n n

FE29 Is the family worried about

future financial commitments? n n

FE30 Other n n

Family’s Social Integration

FE31 Does the family feel accepted

within their community? n n

FE32 Do family members experience

discrimination/harassment? n n

FE33 Does the family have local friends? n n

FE34 Is the family involved in local

organisations/activities? n n

FE35 Other

Additional details as appropriate

Note identity of person for whom the issue is

relevant

Jobs may be lost

because parents’

circumstances result in

them behaving in a

bizarre or unpredictable

way.

Parents’ circumstances

may mean too much

family income is used to

satisfy parental needs.

Adult services may help

a disabled parent

respond to their child’s

needs.

The family may be

vulnerable to future

financial problems (i.e.

extraordinary medical,

funeral expenses, need

to help out a relative).

Social isolation and

rejection by the

community may have

affected the family for

generations.

Basic amenities include

safe water, heating,

cooking facilities, food

storage, sleeping

arrangements and

cleanliness.

The Home Conditions

Assessment may help

gather this

information.

CORE ASSESSMENT RECORD Child aged 5–9 years 25 of 36

Community Resources Yes No

FE36 Are there accessible

community resources? n n

FE37 Does the family take advantage

of community resources? n n

FE38 Other n n

Additional details as appropriate

Social worker’s summary of how the family and environmental factors have an impact on the child and

parents’/carers’ capacities to respond appropriately to their child’s needs.

Community resources

include: shops,

recreation areas, after

school clubs, health

clinics etc.

In assessing

community resources

note: availability,

accessibility and

standard and if

appropriate to child and

family needs.

26 of 36 CORE ASSESSMENT RECORD Child aged 5–9 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 5–9 years 27 of 36

Summary of child’s developmental needs and strengths

Information gathered in the core assessment

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

Summarise the child’s developmental needs and strengths

This space is for parents/carers to write their views of the child’s strengths and needs

28 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Summary of parenting capacity: Needs and strengths

Information gathered in the core assessment

Parents should be involved in the assessment

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

impact on the capacity of each parent/carer to respond appropriately to the child’s needs

This space is for parents/carers to write their views of their own strengths and difficulties and what impact they

think these have on the child’s development

CORE ASSESSMENT RECORD Child aged 5–9 years 29 of 36

Summary of wider family and environmental factors: Needs and strengths

Information gathered in the core assessment

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

either directly on the child or on the capacity of the parents/carers to respond appropriately to the child’s needs

This space is for parents/carers to write their views of the strengths and difficulties in their wider family

and environment and what impact they think these have on the child’s development

Parents should be involved in the assessment

30 of 36 CORE ASSESSMENT RECORD Child aged 5–9 years

Analysis of the information gathered during the core assessment

The analysis should list the factors which have an impact on different aspects of the child’s development and parenting

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

the child’s needs, parenting capacity and wider family and environmental factors should result in a clear understanding

of the child’s needs, and what types of service provision would best address these needs to ensure the child has

the opportunity to achieve their potential

CORE ASSESSMENT RECORD Child aged 5–9 years 31 of 36

Child’s Objectives and plan of action Person/Agency Objective to Outcome (to be completed at the review)

developmental responsible be achieved

needs by (date)

The child: Objectives and plans

Health

Education

Emotional

and behavioural

development

Identity

Family and

social

relationships

Social

presentation

Selfcare skills

32 of 36 CORE ASSESSMENT RECORD Child aged 5–9 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 5–9 years 33 of 36

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 36 CORE ASSESSMENT RECORD Child aged 5–9 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 5–9 years 35 of 36

Parents’/carers’ 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 36 CORE ASSESSMENT RECORD Child aged 5–9 years

© Crown Copyright 2000 ISBN 0 11 322421 4

Management information

Ethnicity of the child:

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

Black Caribbean

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

Black African ethnic group

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

Black background White background Asian

Any other Asian background n Any other mixed background n

If other, please specify

Immigration status if applicable:

Asylum seeking n Refugee status n Exceptional leave to remain n

Home Office registration number:

(H8) Details of immunisations:

Has the child been appropriately immunised? Yes n No n

2–4 months: Diphtheria, Tetanus, Whooping cough, Polio, Hib, Men C. 12–15 months: Measles/Mumps/Rubella

3–5 years: Diphtheria, Tetanus, Polio, Measles/Mumps/Rubella.

Child protection register:

Is the child’s name on the Child Protection Register? Yes n No n

Category Date of registration

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

Category Date of registration Date of deregistration

Court Order(s)

Is the child the subject of a court order? Yes n No n

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

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

Document available

http://www.dh.gov.uk/en/Policyandguidance/Healthandsocialcaretopics/ChildrenServices/index.htm