Component 3c: The purpose of a Single Agency … · The role of education staff in implementing...

Section 7. Core Component 3c. Education Single Agency Assessment 141

Within the integrated pathway for children, Single Agency Assessments feature predominantly within three responses but education services will use the Single Agency Assessment in two of those responses which are:

Additional support from within a universal service

Joint working - additional support from another agency

The purpose of a Single Agency Assessment

The purpose of creating a Single Agency Assessment as part of the integrated framework of developing children’s well-being is to:

• establish a common language across

children and family services that is

accessible to children, families and all

practitioners

• support consistency in the practice

of involving children and families in

decisions which affect their lives

• improve the quality of information used

to take decisions about children’s lives

• establish a common outcome focus for

all practitioners with a role in developing

children’s well-being

• empower all participants to contribute

to a child’s well-being to their fullest

ability, including assessment, planning

and action

• establish a structured, streamlined

and simplified process of information

gathering and analysis across all

services

• improve the efficiency of assessment

processes and reduce the number of

assessments that a child/young person

and their family experience

• break down unnecessary professional

barriers that are not in the interests of

children

• facilitate the practice of sharing

information where it is in the best

interest of children and families

• improve the confidence and competence

of professionals to fully engage with a

process with which they are familiar and

use regularly.

Component 3c:

Education Single Agency Assessment

Single Agency Assessments include the following paperwork:

Maternity Part i

Parental capacity to provide well-being

Maternity Part ii

My World Assessment Triangle

Public HealtH Part i

Well-being assessment

Public HealtH Part ii


education Part i

Well-being screening

education Part ii


What I Think Tool

Getting it right for every child encourages an appropriate, proportionate and timely approach to assessing children whether within single agencies or a multi-agency environment. For this reason Lanarkshire has developed two parts to the Single Agency Assessment allowing practitioners to get on and help children where they can without having to gather and analyse information unnecessarily. Part I, using the eight indicators of well-being, is designed to allow practitioners to answer the question:

“What is getting in the way of this child/young person’s well-being?”

Where there is very little getting in the way of a child or young person’s well-being or an issue which can be addressed quickly by the Named Person, practitioners will take appropriate action ranging from regular monitoring, short term support, or specific actions to help the child or young person.

“Do I have all the information I need to help this child/young person?”

It is at the point when there is not enough information to act that practitioners should consider moving on to Part II, which requires a much more detailed process of gathering and structuring information and creates a better picture of the child’s world using the My World Assessment Triangle.

Practice Guide

142 Section 7. Core Component 3c. Education Single Agency Assessment

The practice of Single Agency

Assessments in education

The universal public health service is responsible for children up until they reach primary school. However, pre-school education staff also have a vital role before children attend primary school and will work closely with the Named Person in public health to make sure that children’s well-being is developing as it should. Pre-school education staff have a unique role in reinforcing the parent’s contribution to well-being and in monitoring the child as they grow. Education takes on the role of Named Person and becomes professionally responsible for the well-being of children from the point they enter the primary school until they leave secondary school.

Getting it right for every child promotes a model of assessment based on the well-being wheel from the Curriculum for Excellence. This systematic approach to assessment is also used by other agencies ensuring a common dialogue, a shared understanding and consistent framework within which we can identify a child/young person’s needs. The core components, including the Single Agency Assessmentdocumentation, have been developed to inform and support additional support plans and co-ordinated support plans and should complement this process.

North Lanarkshire Learning and Leisure and South Lanarkshire Education Resource operate a staged intervention model within schools, in line with other education authorities in Scotland, which responds to any child or young person’s unmet support needs in the most inclusive and least intrusive approach. Staged intervention is reflected in the Getting it right for every child in Lanarkshire integrated pathway for children but more detail is available within each education authority’s additional support for learning guidance.

Although education staff will not use the Single Agency Assessment until additional help is required, all staff will be responsible for supporting children’s well-being through the Curriculum for Excellence. The classroom teacher will be mindful of an individual child’s well-being and may use the eight well-being indicators as a reference point from time to time. For example, if a child is struggling with a particular area of learning the teacher will consider how to help them to achieve, or if experiencing difficulties with individuals or groups within the class they will look at how to encourage inclusion. Children with fewer structures and boundaries at home may need extra help to develop their sense of responsibility and those with low confidence will need encouragement to develop a healthy sense of self. The teacher will deploy classroom strategies to support children across the eight indicators of well-being and Single Agency Assessments will not be necessary for children whose needs can be met within the classroom.

Additional support from within the universal serviceThis response covers both support accessed from within the school environment and support accessed from within the education authority. Again the well-being indicators may be used as a reference point within schools to promote discussion between the pupil, class teacher and senior staff to consider whether all classroom strategies have been deployed or whether additional help is needed. A child may be identified as needing short term, specific support with an aspect of learning or behaviour. At the point it is appropriate to consider individualised planning, the What I Think Tool can be introduced from this early stage to allow the teacher and pupil to explore what supports might help. In analysing this response, the school may see that there are things that they can do to improve the situation for the pupil. Where appropriate, the well-being screening tool (Single Agency Assessment Part I) can be used by the member of the school management team who is acting as the Named Person to record the current assessment including the child, family and teacher’s views, proportionately and only where it is considered necessary and helpful. Where support is needed from outwith the school environment, the Single Agency Assessment Part I or Part II and What I Think Tool can be completed proportionate to the difficulty and support required. For example, where support can be provided from within the school for some areas of learning, the well-being screening (Single Agency Assessment Part I) will be appropriate whereas a child who requires to attend either a generic or specialist ASN base will require Single Agency Assessment Part II using the My World Assessment Triangle. Children living in complex social situations who continue to be supported by the education resource working alone will also require a Single Agency Assessment Part II.

Joint working – additional support from another agencyThe Getting it right for every child paperwork is designed to promote more effective and efficient processes and should not delay help or act as a barrier. Where education needs help from another agency, the Single Agency Assessment Part I or Part II can be used depending on what is most appropriate and proportionate, for example: • A child who needs a short term assessment and input

from Speech and Language Therapy may be helped proportionately by using the well-being screening (Single Agency Assessment Part I)

• Where a child or young person’s support needs are being met by another agency such as health over a sustained period, the Single Agency Assessment Part II may be appropriate

• A child living with substance misuse, mental health difficulties or domestic abuse may require a more detailed assessment using the Single Agency Assessment Part II documentation

Where help is needed from another agency, it is expected that Part I and Part II will be accompanied by a What I Think Tool.


* The need to move to integrated working or compulsory intervention

Integrated workingWhere a child’s well-being depends on professionals from different agencies regularly sharing information, knowledge and expertise, an Integrated Assessment and Child’s Plan will be required. Public health nurses contributing to or instigating integrated working can transfer information from the Single Agency Assessment Part II (My World Assessment Triangle) to the Integrated Assessment and Child’s Plan format and add further detail as necessary.

Compulsory interventionWhere colleagues in children and families social work have a statutory role and require information from other agencies, public health nurses should share any information gathered using the Single Agency Assessment format as quickly as possible. Where no assessment activity has taken place, public health nurses should commence a Single Agency Assessment Part II.

Practice Guide


The role of education staff in implementing

Single Agency Assessments

• to support and encourage families to understand and contribute to their child’s well-being as fully as possible, including participation in any Single Agency Assessment process

• as the Named Person from the primary school until the young person leaves secondary school, to be responsible for the professional contribution to a child’s well-being

• in taking on the role of Named Person, to ensure that any Single Agency Assessment completed by the previous Named Person is available within the child or young person’s pastoral record as part of transition planning

• where actions from Part I do not achieve the desired improvements to a child’s well-being, or where Part II is considered to be more appropriate and proportionate, education staff should complete the Single Agency Assessment Part II

• to support and encourage children to complete the What I Think Toolwherever possible to accompany the Single Agency Assessment Part I or Part II

• to seek help at any time if unsure of any aspect of the Single Agency Assessment through existing line management structures

• to use the information from the Single Agency Assessment to contribute to an Integrated Assessment and Child’s Plan when necessary to develop a child’s well-being

• to share Single Agency Assessments as quickly as possible when requested as part of integrated working or compulsory intervention to develop a child’s well-being

• to continue to reflect on the experience of implementing the Single Agency Assessment making suggestions for improvements.

The role of education staff in implementing Single Agency Assessments is:


Practice Guide


Index

Education Services

SINGLE AGENCY ASSESSMENT PART I

Guidance on well-being screening tool

E.I. a Personal details and reason for well-being assessment

E.I. b Assessment of well-being

E.I. c Conclusions and recommendations

E.I. d Child’s Network of Support

Exemplar: Peter

SINGLE AGENCY ASSESSMENT PART II

Guidance My World Assessment Triangle

E.II. a Personal details and reason for well-being assessment

E.II. b What I need from the people who look after me

How I grow and develop

My wider world

E.II. c Conclusions and recommendations

E.II. d Child’s Network of support

Exemplar: Cathy

148

148

149

151

152

153

158

158

159

161

163

164

165

166


Date Started:

From point well-being is recorded

E.I.a GUIDANCE EDUCAtIoN SErvICES Single Agency Assessment PART IGuidance on well-being screening tool

Stage 1

SEEMIS number:

Stage 2

Named Person (name and full contact details):

The member of education staff who has taken on the role of Named Person for the child/young person

Stage 3

Stage 4

Lead Professional, if any (name and full contact details):

This section should record the professional who is responsible for gathering information from a number of agencies and for bringing agencies together to analyse the findings and agree the Child’s Plan

Personal Details

Child/young person’s forename:

The name registered on the school role

Child/young person’s surname:

As for forename

Address:

The most up to date address registered with the schoolPost Code:

Telephone number:

Date of birth: The date registered on SEEMIS

School: Where the child is registered at the time of assessment

Stage/year group: At the point of assessment

Date of admission: The date registered on SEEMIS

Name of parent/carer 1: The parent with whom the child is residing or the primary carer Telephone:

Name of parent/carer 2:The other adult with whom the child is residing or who is recognised as having parental rights and responsibilities

Telephone:

Address of parent/carer if different from above: Ensure postcode is inserted and that copies of all correspondence is sent here also

Legal status Child protection status

Looked after at home:

If known by the school at this pointYes No

Child protection investigation:


Looked after away from home:


Child protection register:


Previously either of the above:


Any past child protection activity: If known by the school at this point

Yes No

The reason for completing the well-being screening tool (please circle any that are relevant)

As part of a process of identifying additional support needs

Yes No As part of transitions planning Yes No

Low level concern that requires careful monitoring

Yes NoIn response to a Request for Assistance/ Notification of Concern

Yes No

Other (please detail):

Planning status (please circle all that are relevant)

Previous Single Agency Assessment Yes No ASP in progress Yes No

Child’s Plan Yes No CSP in progress Yes No

Chronology Yes NoRequest for Assistance/ Notification of Concern

Yes No

Information Sharing Protocol Yes No Review date (ISP) Date:

It is essential that the child/young person’s views are requested and recorded in their own words. Please confirm the date the What I Think tool was completed.

Date:

Any other relevant information: Please insert any information that will allow the external reader to quickly understand the context of this assessment

Practice Guide


Safe

Protected from abuse, neglect or harm, at home, school, and in the community

Attendance and punctuality. Presentation and performance in school. Parental engagement with school/home support with learning (drop off and collection). Home/school links. Physical appearance (clothing, health, equipment). Appropriate peer group. Reports domestic routines, boundaries and support. Ability to support peers that are vulnerable. Consistent schooling. Consistency in care providers. Appropriate level of protection and supervision for age and stage. Sufficient resources to meet routine financial demands. Ability to form and discriminate appropriate relationships (e.g. stranger awareness). Material needs met. Evidence of healthy, age appropriate emotional development. Participation in after school activities.

Healt

hy

Having the highest attainable standards of physical and mental health, access to suitable health care and support to make healthy choices

Attention to health concerns including communication between home/school setting (medication sent etc). Regular attendance (> 90%). Healthy appetite - good diet/knowledge of and interest in healthy eating, food preparation. Good physical presentation (weight, hair, nails, teeth, complexion, clothing). Energetic and alert. Health care needs met, i.e. glasses, head lice, hygiene, medication, etc. Engagement with peers. Ability to cope with failure and learn from mistakes. Evidence of developing confidence and self-esteem. Ability to express feelings. Participation in activities and tasks. Good open body language. Ability to assert opinions, views and choices without aggression. Ability to articulate and make good decisions. Parental interest in health education opportunities. Confidence that opinions are valued. Able to tolerate strengths and weaknesses in others. In control of their actions. No evidence of substance abuse. Supported at home to develop healthy choices.

Ach

ievi

ng

Being supported and guided in their learning and in the development of their skills, confidence and self-esteem

Engagement/motivation in learning apparent. Homework/projects completed. Participation in extra curricular activities and social clubs. Achieves challenging, appropriate educational targets (ACfE) (social, emotional and academic). Socially active and confident, has friends. Good concentration. Good organisational skills to manage learning/studying. Involved in peer projects, e.g. buddy schemes. Self-aware in learning. Curious nature/thirst for learning. Positive attitude to learning – asking questions, seeking information, responding to evaluation of learning. Positive approach to problem solving, working co-operatively with others. Ownership of learning including follow-through. Ambitious – able to articulate targets/goals and ambitions. Reports out of school learning experiences – sports/hobbies, e.g. Duke of Edinburgh. Ability to adopt different learning styles/approaches. Positive aspirations, confidence in own talents and abilities. Regular attendance and punctuality. Meeting appropriate educational outcomes.

Nurt

ure

d

Having a nurturing place to live, in a family setting with additional help if needed or where this is not possible, in a suitable care setting

Well presented – clothing, cleanliness and hygiene. Confident, happy, sociable. Well nourished – good energy levels. Good sleep routine – evidenced by alertness, stamina. Able to form/build appropriate relationships for age and stage of development. Observed positive interactions between child/parent/carer. Confident to seek help/ask advice. Parental engagement and involvement with educational setting to encourage learning/monitoring homework/celebrating achievements etc. Good attendance/punctual. Accepts praise and constructive criticism. Ability to support, care, show concern and nurture others. Development is progressing appropriate to age and stage. Ability to trust and expectation of having needs met. Speaks openly and honestly about life at home/family. Evidence of developing moral judgement and social conscience.

E.I.b GUIDANCE EDUCAtIoN SErvICES Guidance on well-being screening tool

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Strengths/protective factors Well-being Developmental needs/adversities


Act

ive

Having opportunities to take part in activities such as play, recreation and sport which contribute to healthy growth and development

Regular participation in PE and extra curricular activities. Participation in physical activities in the playground. Choosing to be involved in physical experiences. Awareness and understanding of the importance of being healthy and active demonstrated through participation in PE. Arriving prepared to participate in active experiences (kit). Taking physical risks appropriate to age and stage of development. Participation in summer schools/walk to school initiatives. Established daily routines, e.g. bedtime. Healthy body mass index. Physically able and coordinated for age and stage of development. Ability to concentrate. Regular participation in physical activity encouraged and financed by parents/carers.

Resp

ect

ed

Having the opportunity, along with carers, to be heard

Open, willing to share views. Confident, good self-esteem. Ability to encourage others to express themselves. Willing to participate. Ability to take the lead if asked. Likely to volunteer in school/clubs and other groups, e.g. student council. Able to make decisions carry through and reflect on choices. Accepts responsibility for actions and choices. Can easily make friends. Shows consideration and respect for others. Shows respect for property and resources. Understands and accepts difference. Understands and demonstrates listening skills.

Resp

onsi

ble

Having opportunities and encouragement to play active and responsible roles in their schools and communities where necessary

Good attendance/punctuality. Cares about their education. Shows consistency in approach. Well presented. Well behaved. Keen to help others. Ability to resolve conflict. Well organised and prepared. Expectations of self and others. Has balanced approach to activities and varied interests. Has interested and supportive parents who are reliable. Can mediate problem situations and help others resolve conflict. Willing to take on roles of responsibility within learning environment. Good understanding of right and wrong. Ability to understand and follow school and social rules. Ability to avoid inappropriate risks. Clear understanding of consequences of behaviour. Appreciation of environment/possessions. Ability to avoid peer pressure. No evidence of experimental or problematic use of substances. Ability to adapt to different situations and expectations.

Inclu

ded

Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn

Extended family support. Extended interests and activities in the school and community. Network of friends. Aware of potential barriers to inclusion. Well adjusted and seeks appropriate attention. Happy/stable/healthy. Comfortable in groups and group work tasks. Able to relate appropriately to peers. Access to developmental experiences, e.g. trips/holidays. Opportunities to be involved and supported by family, friends, school. Has access to and utilises support networks, e.g. guidance, educational staff, family. Has aspirations based on wider horizons. Has a wider knowledge of the world outwith the school or immediate home environment. Understanding of differences and similarities in themselves and others. No evidence of experimental or problematic use of substances or other antisocial behaviour. Flexible, able to adapt to new and different situations.

E.I.b GUIDANCE EDUCAtIoN SErvICES Guidance on well-being screening tool

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Practice Guide


E.I.c GUIDANCE EDUCAtIoN SErvICES Conclusion and recommendations

How is this child/young person’s well-being? (summary analysis of well-being indicators)

Are there any particular issues which are getting in the way of this child/young person’s well-being? Using all evidence gathered against the well-being indicators and your professional knowledge and experience summarise the current situation for this child/young person.

What are you doing as an educationalist to help develop this child/young person’s well-being? (please refer to stages of intervention)

What supports are in place within the school to develop the child/young person’s well-being, i.e. learning support or behaviour support strategies, one-to-one support, social supports such as buddying or mentoring, home support or parent support?

Do you have all the information you need to help this child/young person’s well-being?

If it is possible from the information contained in this assessment to act then Yes should be circled and action taken. If this is not the case, information should be requested from colleagues and Part II completed.

Yes No

What additional help or advice might you or the child need from within your own education services to develop the child/young person’s well-being?

Are there any other services within the education resource that would benefit the child/young person’s well-being such as additional support for learning, alternative approaches to the curriculum, specialist support from educational psychology? Help should be appropriate and proportionate; if a child’s well-being is developing without the need for further intervention, this should be encouraged.

What additional help, if any, may be needed from professionals in another agency?

Are there any other services you think may help the child/young person’s well-being at this time?

If additional support is identified, do you believe a Single Agency Assessment Part II (My World Assessment Triangle) might help to provide a more detailed picture of the needs of the child/young person?

Yes No

What are the parent/carer’s views about the child/young person’s well-being? (please summarise information using the parent/carer’s own words)

Parents should be made aware that information is being gathered against the well-being indicators to make sure the child’s well-being will develop. Part of this process must be to ask for the parent’s own view on their child’s well-being. Their own words and perceptions should be recorded in this section rather than paraphrasing what they say. In line with Getting it right for every child parenting strategy, educationalists should make every attempt to include the other parent’s views wherever possible, part of which is to reinforce the crucial role male parents have.

What are the child/young person’s views about their own well-being? (please summarise information from any tool used to gather views using the child/young person’s own words)

The child/young person’s views must be encouraged and recorded, even though support is necessary for them to express their views. The child/young person’s own words and perceptions should be captured wherever possible.The What I Think Tool is available to help practitioners gather children’s views.

Head of establishment/

Named Person

Signature: Date:

Parent/carer Signature: Date:

Child/young person Signature: Date:

Finalise

The point at which no further information will be added

Yes No Authorise for Sharing

A signature here means the Named Person is taking responsibility for the information being shared

Yes No


E.I.d GUIDANCE EDUCAtIoN SErvICES The child’s Network of Support: who is helping the child or young person to develop their well-being?

Name Designation Agency if relevant Contact details

Name of any individual who is engaged in supporting the child or young person’s well-being, personal or professional

Only relevant for professionals


The best way of contacting the individual should be recorded here with the necessary details

Practice Guide


Date Started: 06-05-11E.I.a EXEMPLAr EDUCAtIoN SErvICES

Single Agency Assessment PART IExemplar on well-being screening tool: Peter

SEEMIS number: xxxxxxxxxxxxxx


Mary Brown, public health nurse, Lanarkshire Medical Centre tel xxxxx

Lead Professional, if any (name and full contact details):

Sandra McDonald, Lanarkshire Nursery tel xxxxxxxxxx

Personal Details

Child/young person’s forename: Peter Child/young person’s surname: Ferguson

Address:

41 Main Street East Kilbride, G75 0DEPost Code: xxxxxxxxxTelephone number: xxxxxxxxx

Date of birth: 04-04-2007

School: East Kilbride nursery

Stage/year group: Nursery

Date of admission: 18-04-2011

Name of parent/carer 1: Andrea Ferguson Telephone: xxxxxxxxx

Name of parent/carer 2: George Ferguson Telephone: xxxxxxxxx

Address of parent/carer if different from above: 1 Street, Any Town, Lanarkshire


Looked after at home: Yes No Child protection investigation: Yes No

Looked after away from home: Yes No Child protection register: Yes No

Previously either of the above: Yes No Any past child protection activity: Yes No


As part of a process of identifying additional support needs

Yes No As part of transitions planning Yes No

Low level concern that requires careful monitoring

Yes NoIn response to a Request for Assistance/ Notification of Concern

Yes No





Chronology Yes NoRequest for Assistance/ Notification of Concern

Yes No

Information Sharing Protocol Yes No Review date (ISP) Date: xxxxxxxxx


Date:

Any other relevant information: The nursery is working jointly with public health and has agreed to take on the role of Lead Professional. We will be moving on to a Single Agency Assessment Part II but do not wish to delay the Request for Assistance in the meantime. We will continue to support Peter as we described.


Safe

Protected from abuse, neglect or harm, at home, school, and in the community

Consistent, caring adults regularly respond to Peter’s needs. Family awareness of safety and need to protect Peter, hence early awareness and notification of his difficulties.His social, emotional communication difficulties could place Peter in a more vulnerable position.

Healt

hy

Having the highest attainable standards of physical and mental health, access to suitable health care and support to make healthy choices

Peter appears physically and emotionally healthy with a secure maternal attachment. Responds well to large physical play.Unusual relationship to food which could be a sensory trigger, also certain noises. Chooses only apples and water at snack time and won’t tolerate other textures. Dislikes toothpaste intensely. Restless sleeper. Avoids eye contact. Verbal communication is limited as is understanding, rarely initiates conversation and avoids peers and adults. Becomes anxious/distressed in groups. No family history of speech and language difficulty.

Achie

ving

Being supported and guided in their learning and in the development of their skills, confidence and self-esteem

Peter benefits from visual clues/aids. He is good on a 1:1 basis. He is achieving in numbers and letters. He has some IT skills. He has good factual knowledge. Parents liaise with nursery to support learning in the nursery and at home.Poor understanding of language – e.g. he wouldn’t understand the question ‘What did you do last night?’ His mum provides photos for News Time etc.

Nurt

ure

d

Having a nurturing place to live, in a family setting with additional help if needed or where this is not possible, in a suitable care setting

Peter shows affection to parents and appears loved unconditionally. His parents and older sister are very supportive of his difficulties.Unsure of other children and adults – seems to be significant avoidance.

E.I.b EXEMPLAr EDUCAtIoN SErvICESExemplar on well-being screening tool: Peter

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Practice Guide


Act

ive

Having opportunities to take part in activities such as play, recreation and sport which contribute to healthy growth and development

Peter is involved in most play activities that require him to be active. Peter has to be encouraged every day to interact with his peers. He chooses parallel play or often plays alone. He reacts, sometimes aggressively, if there is a large number of children involved or if there is lots of noise.

Resp

ect

ed

Having the opportunity, along with carers, to be heard

Stable and secure family background. Peter’s views are sought and listened to within his capacity to understand. His individual personality and character appear to be respected.Peter struggles to follow instructions but is not because of lack of boundaries and structures at home but difficulties in understanding verbal cues and responding appropriately.

Resp

onsi

ble

Having opportunities and encouragement to play active and responsible roles in their schools and communities where necessary

Visual timetable allows him to make choices. Peter co-operates more readily when he has his special ‘comfort’ toys, e.g. his ribbon. He appears to experience structures and boundaries within the family home and responds well to routines and regularity in nursery when he understands. He seems to understand the behaviour expected of him and shows some understanding of right and wrong. If he doesn’t understand what’s happening he can get upset and frustrated, even distressed. This can result in inappropriate behaviour.

Inclu

ded

Having help to overcome social, educational, physical and economic inequalities and being accepted as part of the community in which they live and learn

Strong family and extended family support and a connection with the community. Close to both parents with a secure maternal attachment. Peter won’t seek help from an adult. He regularly needs guidance and support to follow instructions. Despite constant encouragement to interact with his peers, he prefers to play on his own.

E.I.b EXEMPLAr EDUCAtIoN SErvICESExemplar on well-being screening tool: Peter

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E.I.c EXEMPLAr EDUCAtIoN SErvICESConclusions and recommendations

How is this child/young person’s well-being? (summary analysis of well-being indicators)

Peter shows many positive signs of well-being in terms of his safety, health and his potential to achieve, to develop respect and behave responsibly. Having considered his needs against well-being it has become clearer that he may have a specific learning difficulty related to the Autistic Spectrum Disorder. He does seem to have some evidence of sensory triggers in eating, noise and the stress he displays when required to interact. His verbal communication ability appears to be well below his level of intelligence.


We work closely with mum to use visual cues and help develop Peter’s capacity to understand verbal communication and instruction.He is encouraged to develop in his areas of strength, i.e. physical play, IT, numbers, etc.We actively encourage Peter to engage with adults and children although he sometimes reacts stressfully to this.We regularly expose Peter to new textures and tastes in the hope that his tolerance will increase but with little success.We respect Peter’s need for regularity and predictability, maintaining a routine of activities. We support mum daily by reporting our observations and any progress or new challenges as they emerge to allow her to understand as much as we do. Likewise, she shares any information with us to develop our understanding.

Do you have all the information you need to help this child/young person’s well-being? Yes No


We would benefit from a consultation with educational psychology and advice from the additional support manager.


We would hope to secure a speech and language assessment for Peter as a minimum.


Yes No


We have been in communication with Andrea Ferguson (mother) only. I am happy for the nursery to seek any advice or help to understand Peter’s needs and allow him to progress. I am concerned that if his needs are not identified and addressed early that he might fall behind or suffer and want to be clear about exactly what his challenges are. I want to get to the bottom of the problems as soon as possible. I need to know what is best for Peter.


As far as Peter is able to understand verbal communication and instruction, we have tried to engage him to understand that there are other adults who may be able to help him. We do not believe Peter will respond well to this as he struggles to communicate with adults verbally and non-verbally and actively avoids communication wherever possible.


Named Person

Signature: Date:



Finalise Yes No Authorise for Sharing Yes No

Practice Guide


E.I.d EXEMPLAr EDUCAtIoN SErvICESExemplar on well-being screening tool: Peter


Ellen Waters Nursery head(Lead Professional)

Lanarkshire Nursery xxxxxxxxxxxxxxxxx

Stacy Peters Nursery nurse(key worker)

Lanarkshire Nursery xxxxxxxxxxxxxxx

Polly Winters Nursery assistant Lanarkshire Nursery xxxxxxxxxxxxxxx

Mary Brown Public health nurse(Named Person)

Lanarkshire Health Centre xxxxxxxxxxxxxxx

Andrea Ferguson Mother xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx

George Ferguson Father xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx

Eilidh Ferguson Sister xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx

Margery Smith Maternal grandmother xxxxxxxxxxxxxxx xxxxxxxxxxxxxxx


Date Started:From point well-being is recorded

E.II.a GUIDANCE EDUCAtIoN SErvICES Single Agency Assessment PART IIGuidance on My World Assessment TriangleInformation about the child/young person and reason for well-being assessmentSEEMIS number:


The member of education staff who has taken on the role of Named Person for the child/young person

Lead Professional, if any (name and full contact details): This section should record the professional who is responsible for gathering information from a number of agencies and for bringing agencies together to analyse the findings and agree the Child’s Plan

Personal Details


The name registered on the school role

Child/young person’s surname:

As for forename

Address:

The most up to date address registered with the school

Post Code:

Telephone number:

Date of birth: The date registered on SEEMIS

School: Where the child is registered at the time of assessment

Stage/year group: At the point of assessment

Date of admission: The date registered on SEEMIS

Name of parent/carer 1:The parent with whom the child is residing or the primary carer

Telephone:

Name of parent/carer 2:The other adult with whom the child is residing or who is recognised as having parental rights and responsibilities

Telephone:

Address of parent/carer if different from above: Ensure postcode is inserted and that copies of all correspondence is sent here also


Looked after at home:If known by the school at this point

Yes NoChild protection investigation:If known by the school at this point

Yes No

Looked after away from home:If known by the school at this point

Yes NoChild protection register:If known by the school at this point

Yes No

Previously either of the above:If known by the school at this point

Yes NoAny past child protection activity:If known by the school at this point

Yes No


Concerns remain following a Part I well-being assessment and plan Yes No To reconsider additional support

needs Yes No

As part of transition planning Yes No A significant concern has been identified Yes No

As preparation to Request Assistance or Notify Concern from another agency Yes No

In response to a Request for Assistance/ Notification of Concern from another agency

Yes No





Chronology Yes NoRequest for Assistance/Notification of Concern

Yes No

Information Sharing Protocol Yes No Review date (ISP) Date:


Any other relevant information:

Practice Guide


Safe

Keeping me safe: e.g. exposure to danger or harm, aggressive or violent behaviour, parenting capacity

· Keeping the child safe within the home and exercising appropriate guidance and protection outside

· Practical care through home safety such as fire guards and stair gates, hygiene

· Protecting from physical, social and emotional dangers such as bullying, anxieties about friendships

· Is the care giver able to protect the child consistently and effectively?

· Seeking help with and solutions to domestic problems such as mental health needs, violence, and offending behaviour

· Taking a responsible interest in child’s friends and associates, use of internet, exposure to situations where sexual exploitation or substance misuse may present risks, staying out late or staying away from home

· Are there identifiable risk factors?

· Is the young person being encouraged to become knowledgeable about risks and confident about keeping safe?

· Are the child’s concerns being listened to?

Everyday care and help: e.g. basic care needs being met – food, drink, clothing, warmth, shelter, hygiene

· The child’s day-to-day physical and emotional care, food, clothing and housing needs are met

· Enabling healthcare and educational opportunities

· Meeting the child’s changing needs over time, encouraging growth or responsibility and independence

· Listening to the child and being able to respond appropriately to a child’s likes and dislikes. Support in meeting parenting tasks and help carer’s own needs.

Nurt

ure

d

Being there for me: e.g. attachment to family members, emotional warmth, comfort, understanding of family background, beliefs

· Love, emotional warmth, attentiveness and engagement

· Listening to me

· Who are the people who can be relied on to recognise and respond to the child/young person’s emotional needs?

· Who are the people with whom the child has a particular bond?

· Are there issues of attachment?

· Who is of particular significance?

· Who does the child trust?

· Is there sufficient emotional security and responsiveness in the child’s current environment?

· What is the level of stability and quality of relationships between siblings, other members of the household?

· Do issues between parents impact on their ability to parent?

Knowing what is going to happen and when: e.g. stable and predictable life, help in preparing me for changes in my life, consistent carers who are honest and reliable

· Is the child/young person’s life stable and predictable?

· Are routines and expectations appropriate and helpful to age and stage of development?

· Are the child/young person’s needs given priority within an environment that expects mutual consideration?

· Who are the family members and others important to the child/young person?

· Is there stability and consistency within the household?

· Can the people who look after her or him be relied upon to be open and honest about family and household relationships, about wider influences, needs, decisions, and to involve the child/young person in matters which affect him or her?

· Transition issues fully explored for a child or young person during times of change.

E.II.b GUIDANCE EDUCAtIoN SErvICESWhat I need from the people who look after me

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Act

ive

Play, encouragement and fun: e.g. having someone who spends time with me, stimulates and responds to my curiosity

· Stimulation and encouragement to learn and to enjoy life, responsiveness to the child or young person’s unique needs and abilities

· Who spends time with the child/young person, communicating, interacting, responding to the child’s curiosity, providing an educationally rich environment?

· Is the child/young person’s progress encouraged by sensitive responses to interests and achievements, involvement in school activities?

· Is there someone to act as the child/young person’s mentor and champion and listen to their wishes?

Resp

onsi

ble

Guidance, supporting me to make the right choices: e.g. support to make good choices, have values, consistent routines, appropriate boundaries, good role models

· Values, guidance and boundaries. Making clear to the child/young person what is expected and why?

· Are household roles and rules of behaviour appropriate to the age and understanding of the child/young person?

· Are sanctions constructive and consistent?

· Are responses to behaviour appropriate, modelling behaviour that represents autonomous, responsible adult expectations?

· Is the child/young person treated with consideration and respect, encouraged to take social responsibility within a safe and protective environment?

Incl

uded

Understanding my family’s history, background and beliefs: e.g. informed about family relationships, background and associated racial, ethnic and cultural heritage

· Family and cultural history, issues of spirituality and faith discussed

· Do the child/young person’s significant carers foster an understanding of their own and the child’s background – their family and extended family relationships and their origins?

· Is their racial, ethnic and cultural heritage given due prominence?

· Do those around the child/young person respect and value diversity?

· How well does the child understand the different relationships, for example with step- relationships, different partnerships etc?

E.II.b GUIDANCE EDUCAtIoN SErvICESWhat I need from the people who look after me

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Practice Guide


Healt

hy

Being healthy: e.g. diagnosed conditions, developmental concerns, physical health, emotional health

· This includes full information about all aspects of a child’s physical and emotional health and development, relevant to their age and stage

· Developmental milestones, major illnesses, hospital admissions, any impairment, disabilities, conditions affecting development and health

· Health care, including nutrition, exercise, physical and mental health issues, sexual health, substance abuse.

Being able to communicate: e.g. speech, understanding of language, expression of thoughts and emotions

· This includes development of language and communication

· Being in touch and communicating constructively with others

· Ability to express thoughts, feelings and needs

· What is the child’s/young person’s preferred language or method of communication?

· Are there particular people with whom the child communicates that you will need to involve?

· Are aids to communication required?

Ach

ievi

ng

Learning and achieving: e.g. attainment, achievement and wider assessment information, approaches, attitudes and motivation to learning

· This includes cognitive development from birth, learning achievements and the skills and the interests which can be nurtured

· How additional needs are supported

· Achievements in leisure, hobbies, sport

· Education and social development milestones need to be recorded

· Personal learning plans and other educational records should provide evidence of what has been achieved and what supports are needed or being provided for

· Is the child’s progress with formal education in line with expectations?

· Attention should also be given to further educational or training needs and potential employment opportunities for young people moving or who have moved towards semi or full independence.

Resp

ect

ed

Confidence in who I am: e.g. resilience, confidence in own ability, strong identity

· Child/young person’s temperament and characteristics

· Nature and quality of early and current attachments

· Emotional and behavioural development

· Resilience

· Self-esteem

· Ability to express views and expectation for views to be sought

· Ability to understand and relate to the position of others, able to accept opinions and differences in others.

E.II.b GUIDANCE EDUCAtIoN SErvICESHow I grow and develop

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Resp

onsi

ble

Learning to be responsible: e.g. for own behaviour, appropriate social skills, accountability, sense of right and wrong

· Learning appropriate social skills and behaviour

· Values, sense of right and wrong

· Consideration for others

· Ability to understand what is expected and act on it

· How does the child respond to key influences on social and emotional development at different ages and stages, e.g. collaborative play in early childhood, peer expectations at school and outside?

Becoming independent, looking after myself: e.g. able to look after myself, dress and feed myself, get along with others, awareness of own limitations and how to overcome them

· The gradual acquisition of skills and confidence needed to move from dependence to independence

· Early practical skills of feeding, dressing etc

· Engaging with learning and other tasks, acquiring skills and competence in social problem solving, getting on well with others, moving to independent living skills and autonomy

· What are the effects of any impairment or disability on social circumstances and how might these be compensated for?

Incl

uded

Enjoying family and friends: e.g. relationships with family members, adults, peers, friends

· How is the child or young person responding to relationships that support, value, encourage and guide her or him to family and wider social networks?

· Opportunities to make and sustain lasting significant relationships

· Encouragement to develop skills in making friends, to take account of the feelings and needs of others and to behave responsibly.

E.II.b GUIDANCE EDUCAtIoN SErvICESHow I grow and develop

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Practice Guide


Safe

Comfortable and safe housing: e.g. access to a comfortable and safe environment to live, both at home and in the community

· Is the accommodation suitable for the needs of the child and family – including adaptations needed to meet special needs?

· Is it in a safe, well maintained, resourced and child-friendly neighbourhood?

· Have there been frequent moves?

Ach

ievi

ng

School: e.g. participation in activities outwith school hours, access to school resources, study support

· Positive experiences of school and peer networks and relationships

· What aspects of the learning environment and opportunities for learning are important to the child/young person?

· Availability of study support, out of school learning and special interests

· Can the school provide what is needed to meet the particular educational and social needs of the child?

Act

ive

Work opportunities for my family: e.g. expectations of work and employment, ambition and aspiration for children, financial concerns

· Are there local opportunities for training and rewarding work?

· Positive cultural and family expectations of work and employment

· Supports for the young person’s career aspirations and opportunities.

Enough money: e.g. adequate income to ensure that the child benefits from activities and interests

· Has the family or young person adequate income to meet day-to-day needs and any special needs?

· Have problems of poverty and disadvantage affected opportunities?

· Is household income managed for the benefit of all?

· Are there problems of debt?

· Do benefit entitlements need to be explored?

· Is income adequate to ensure the child can take part in school and leisure activities and pursue special interests and skills?

Inclu

ded

Support from family and friends: e.g. support around the child, relationships within family and extended family, neighbours and friends

· Positive networks of family and social support

· Positive relationships with grandparents, aunts and uncles, extended family and friends

· Are there reliable, long term networks of support which the child or family can reliably draw on?

· Significant people in the child/young person’s wider environment.

Local resources: e.g. involvement in local community, access to resources and support from other agencies

· Resources which the child/young person and family can access for leisure, faith, sport, active lifestyle

· Projects offering support and guidance at times of stress or transition

· Access to and local information about health, childcare, care in the community, specialist services.

Belonging: e.g. accepted into the community without prejudices or tensions

· Being accepted in the community, feeling included and valued

· What are the opportunities for taking part in activities which support social contact and inclusion, e.g. playgroups, after school clubs, youth clubs, environmental improvements, parents’ and residents’ groups, faith groups?

· Are there local prejudices and tensions affecting the child or young person’s ability to fit in?

E.II.b GUIDANCE EDUCAtIoN SErvICESMy wider world

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E.II.c GUIDANCE EDUCAtIoN SErvICES Conclusions and recommendations

How is this child/young person’s well-being? (summary analysis of the my world triangle)

Are there any particular issues which are getting in the way of this child/young person’s well-being? Using all evidence gathered against the well-being indicators and your professional knowledge and experience summarise the current situation for this child/young person.


What supports are in place within the school to develop the child/young person’s well-being, i.e. learning support or behaviour support strategies, one-to-one support, social supports such as buddying or mentoring, home support or parent support?

Do you have all the information you need to help this child/young person’s well-being?

If it is possible from the information contained in this assessment to act then Yes should be circled and action taken. If this is not the case, information should be requested from colleagues and Part II completed.

Yes No


Are there any other services within the education resource that would benefit the child/young person’s well-being such as additional support for learning, alternative approaches to the curriculum, specialist support from educational psychology? Help should be appropriate and proportionate; if a child’s well-being is developing without the need for further intervention, this should be encouraged.


Are there any other services you think may help the child/young person’s well-being at this time?


Yes No


Parents should be made aware that information is being gathered against the well-being indicators to make sure the child’s well-being will develop. Part of this process must be to ask for the parent’s own view on their child’s well-being. Their own words and perceptions should be recorded in this section rather than paraphrasing what they say. In line with Getting it right for every child parenting strategy, educationalists should make every attempt to include the other parent’s views wherever possible, part of which is to reinforce the crucial role male parents have.


The child/young person’s views must be encouraged and recorded, even though support is necessary for them to express their views. The child/young person’s own words and perceptions should be captured wherever possible.The What I Think Tool is available to help practitioners gather children’s views


Named Person

Signature: Date:



Finalise




Yes No

Practice Guide


E.II.d GUIDANCE EDUCAtIoN SErvICES The child’s Network of Support: who is helping the child or young person to develop their well-being?


Name of any individual who is engaged in supporting the child or young person’s well-being, personal or professional



The best way of contacting the individual should be recorded here with the necessary details


Date Started: 15 03 11 E.II.a EXEMPLAr EDUCAtIoN SErvICESSingle Agency Assessment PART IIExemplar on My World Assessment Triangle:CathySEEMIS number: 03WO2409EW

Named Person (name and full contact details): Mrs Flora McKay, guidance teacher

Lead Professional, if any (name and full contact details): Mrs Flora McKay, guidance teacher

Personal Details


Cathy Child/young person’s surname:

Brown

Address:

12 Javelin Street, HamiltonPost Code: ML3 3FETelephone number: 01698 667667

Date of birth: 13 03 97

School: Quarry High

Stage/year group: Year 2

Date of admission: August 2009

Name of parent/carer 1: Ann Brown Telephone: 07989 98997

Name of parent/carer 2: Ian Brown Telephone: xxxxxxxxx

Address of parent/carer if different from above: 1 Street, Any Town, Lanarkshire


Looked after at home Yes No Child protection investigation Yes No

Looked after away from home, Yes No Child protection register Yes No

Previously either of the above Yes No Any past child protection activity Yes No


Concerns remain following a Part I well-being assessment and plan

Yes NoTo reconsider additional support needs

Yes No

As part of transition planning Yes NoA significant concern has been identified (including child protection) Yes No

As preparation to Request Assistance or Notify Concern from another agency

Yes NoIn response to a Request for Assistance/ Notification of Concern from another agency

Yes No





Chronology Yes NoRequest for Assistance/Notification of Concern

Yes No

Information Sharing Protocol Yes No Review date (ISP) Date: 01/09/2011


Unable to complete with Cathy.

Any other relevant information:

Cathy chose to participate in this process through her mother. It was not possible to gain her own views first hand.

Practice Guide


Safe

Keeping me safe: e.g. exposure to danger or harm, aggressive or violent behaviour, parenting capacity

• Cathy has been highly anxious about what others think of her in school, but in February 2010 she did accept support from staff to help her feel safe in classes. She and her mother are now not managing to attend any school appointments.

Everyday care and help: e.g. basic care needs being met – food, drink, clothing, warmth, shelter, hygiene

• Cathy needs support to maintain a healthy diet and sleeping patterns.

Nurt

ure

d

Being there for me: e.g. attachment to family members, emotional warmth, comfort, understanding of family background, beliefs

• Cathy’s mother says she feels stronger now and she is proud that she no longer takes alcohol or medications. She has reflected that perhaps she was not always able to nurture Cathy in the past. Cathy’s Granddad (mum’s dad) died in Easter 2010. Her father’s mother lives nearby, but Cathy does not visit often.

Guidance, supporting me to make the right choices: e.g. support to make good choices, have values, consistent routines, appropriate boundaries, good role models

• Cathy’s mother has tended to support Cathy’s avoidance and needs help to think of approaches she might take with Cathy.

Knowing what is going to happen and when: e.g. stable and predictable life, help in preparing me for changes in my life, consistent carers who are honest and reliable

• Cathy’s mother is becoming worried that other children are treating her daughter poorly, and she is keen to protect Cathy from this.

Act

ive

Play, encouragement and fun: e.g. having someone who spends time with me, stimulates and responds to my curiosity

• Cathy says her life is boring.

Inclu

ded

Understanding my family’s history, background and beliefs: e.g. informed about family relationships, background and associated racial, ethnic and cultural heritage

• We are not sure how much Cathy knows about her mother’s difficulties past and present

E.II.b EXEMPLAr EDUCAtIoN SErvICESWhat I need from people who look after me: Cathy

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Healt

hy

Being healthy: e.g. diagnosed conditions, developmental concerns, physical health, emotional health

• Cathy attended CAMHS only once in 2010, and refused to return. Family GP has suggested she may be depressed and is keen to refer her again. Cathy still says she will not attend CAMHS. The school nurse has started to visit her at home, and has been encouraging her to develop routines in her eating and sleeping. Cathy appears tired, and tends to sleep during the day, staying awake at night.

Being able to communicate: e.g. speech, understanding of language, expression of thoughts and emotions

• In primary school, Cathy was involved in the drama club. In S1 at secondary school, she contributed to the pupil forum. Cathy has been finding it hard to talk about her feelings just now, but she has been communicating with others through Facebook.

Ach

ievi

ng

Learning and achieving: e.g. attainment, achievement and wider assessment information, approaches, attitudes and motivation to learning

• Cathy has been a capable girl with good potential. In Primary 5 she achieved level D in English, writing and maths and Level E in reading. Great enjoyment of reading. Cathy had a much fuller life at primary school, though attendance most years was below 90%. Achievements have been especially affected by poor attendance at secondary school. Cathy has not attended school regularly since Easter 2010, apart from six days during February 2011, when a particular programme was organised by her home tutor and school staff.

Resp

ect

ed Confidence in who I am: e.g. resilience, confidence in own ability, strong identity

• Cathy seems really positive and glowing when in school. She works hard in order to catch up with work she has missed.

Resp

onsi

ble

Learning to be responsible: e.g. for own behaviour, appropriate social skills, accountability, sense of right and wrong

• Cathy shows good behaviour when she is in school. She took responsibilities at primary school. She was athletics representative, helped fundraising for ECO Committees, etc.

Becoming independent, looking after myself: e.g. able to look after myself, dress and feed myself, get along with others, awareness of own limitations and how to overcome them

• Cathy has a strong personality which is reflected in strong likes and dislikes. Her emotional issues often prevent her from being more independent.

Incl

uded

Enjoying family and friends: e.g. relationships with family members, adults, peers, friends

• Cathy has a good relationship with her mother and finds it hard to talk with her father just now. Her brother moved to work in America four years ago and phones most months. She worries about her mother’s health [history of depression and alcohol issues]. There is no information to suggest that she is connected in other ways to the community – she appears socially isolated.

E.II.b EXEMPLAr EDUCAtIoN SErvICESHow I grow and develop: Cathy

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Practice Guide


Safe

Comfortable and safe housing: e.g. access to a comfortable and safe environment to live, both at home and in the community

• The family have a comfortable home, which they have lived in for the last five years. They get on well with the neighbours they have had during those years, but they prefer to avoid the many newcomers who can be noisy.

Ach

ievi

ng School: from pre-school and nursery onwards, the learning environment plays a key role

• Cathy’s school provides for her needs and is accesible to her physically. The difficulty is that she has disengaged from all school services except the school nurse and therefore she cannot benefit from school services at the moment except for school nurse and home tutor. Provisions to support Cathy’s social development are limited unless she returns to school.

Act

ive

Work opportunities for my family: e.g. expectations of work and employment, ambition and aspiration for children, financial concerns

• Cathy’s dad always thought she could grow up to be a lawyer, as she can be clear thinking and determined. He has been employed in an insurance office for many years, following the collapse of the family business. He has always wanted her to do something really interesting, following her interests and talents. Cathy’s mum has been unsuccessful in finding work in recent years and she has been enjoying Cathy’s company at home.

Enough money: e.g. adequate income to ensure that the child benefits from activities and interests

No information but no known difficulties.

Incl

uded

Support from family and friends: e.g. support around the child, relationships within family and extended family, neighbours and friends

• Cathy’s dad has relatives and friends in the neighbourhood. His mother has dementia and lives close by, receiving support from home carers. His sister also lives nearby with her partner and children. She has a history of mental health issues, including hospital treatment.

• Cathy and her mother have very limited local contacts.

Local resources: e.g. involvement in local community, access to resources and support from other agencies

• No information to contribute.

Belonging: e.g. accepted into the community without prejudices or tensions

• In the past, Cathy’s mother helped volunteer with the local summer play scheme, but she no longer associates with that group. No other information available about connections to the community.

E.II.b EXEMPLAr EDUCAtIoN SErvICESMy wider world: Cathy

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E.II.c EXEMPLAr EDUCAtIoN SErvICESConclusions and recommendations: Cathy

How is this child/young person’s well-being? (summary analysis of the My World Assessment Triangle – How I grow and develop, My wider world, what I need from the people who look after me)

Cathy has not been attending school since Easter 2010. Cathy may feel content to stay in her room at home and read, but her social, emotional and educational needs are not being met. She seems content in the company of her mother, but her eating and sleeping patterns have become quite irregular. The family appear well settled in their neighbourhood, but do not have good networks of family or social support. Cathy, and her parents, have received input from a number of agencies aimed at bringing around change, but there are no signs of positive change, and Cathy appears to be losing confidence in herself and her future.

What is the school doing to help develop this child/young person’s well-being? (please refer to stages of intervention)

Psychological Service became involved in March 2010, and has provided advice to the family and home tutor. Home Tuition (Beth Young) has been provided since June 2010. Home visits from school nurse. Sheltered Timetable. Quiet room in school. Support from guidance and individual teachers to facilitate return to school.

Do you have all the information you need to help this child/young person’s well-being? Yes No


Consider placement in Ridgepark Cottage as discussed at Psychological Service Consultation [08 03 11].

If additional support is identified, do you believe an Integrated Assessment and Child’s Plan might help to bring all available information and relevant professionals together to develop the child/young person’s well-being?

Yes No

What are the parent/carer’s views about the child young person’s well-being? (please summarise using their own words)

Unable to explore father’s views due to work commitments.

Mrs Brown stated “I am very worried that Cathy has stopped going out, and I don’t know what I can do anymore. I get so stressed about it, and I don’t want to leave Cathy alone in the house any more. I agree that this form is accurate, and I hope that I will get more assistance that will help us both”.


It has not been possible to ascertain Cathy’s views, but her mother has discussed this assessment with her, and reports that Cathy agrees to the request for assistance for additional support and advice.

Head of establishment/Named Person

Signature:

Malcolm CameronDate: 5/05/11

Parent/carer Signature:

Ann BrownDate: 5/05/11

Child/young person Signature:

Cathy BrownDate: 5/05/11

Finalise




Yes No

Practice Guide


E.II.d EXEMPLAr EDUCAtIoN SErvICESThe child’s Network of Support: Cathy


Beth Young Home Tutor Education Resources

Marian Blane School Nurse NHS

Ms Fiona McKay Guidance Teacher (Named Person+ Lead Professional)

Education Resources

Mr David Black Educational Psychologist Education Resources


Practice Guide


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