Integrated Assessment and Child’s Plan
Unique reference numbers:
SWIS plus/My SWIS:
CHI:
SEEMIS:
Forename:
Surname (of mother if unborn child):
Other surnames previously used:
Known as (if different):
Male:
Home address including postcode:
Female:
Unknown
Telephone contacts
Landline 1:
Current address including postcode (if different from
above):
Mobile 1:
Mobile 2:
Date of birth/expected date of delivery:
Stage of education: (e.g. P1 or S2)
School/nursery (if appropriate):
Current legislation:
Family composition in household:
Forename and surname:
D.O.B./Age:
Relationship to child:
Occupation:
Communication needs:
Partner agencies involved or consulted in the Integrated Assessment
Agency
Name
Contact details
Education
Ch. & Families Social Work
Adults Social Work Services
Maternity Health Care
Primary Health Care
Other Health Care
Housing
The Reporter
Children’s Hearing Panel
The Police
Voluntary Organisation
Other
Integrated Assessment
Publication date: April 2013
Int.1 Information about the child and reason for an Integrated Assessment and Child’s Plan
Assessment requested/suggested
by:
Date requested/suggested:
Date completed:
Consent to complete and share
information from Integrated
Assessment
Consent
from
Yes
(X)
No
(X)
With (agencies should
be listed here)
Child/YP
Parent
Professional co-ordinating
assessment/current Lead
Professional
Purpose of the Integrated Assessment and Child’s Plan (What is the assessment trying to find out?)
Basis of assessment (what information is the assessment based on and how was it gained, i.e. face-to-face, number
of home visits, written contributions from other professionals, etc?)
Unique profile of the child (a brief description of the individual child)
Child’s family background and history
Situation for the child at the moment
Integrated Assessment
Publication date: April 2013
Int. 2 What I need from the people who look after me
Provide information only where evidence is available. Consider each of the headings under this dimension of the triangle providing
any evidence – positive or negative – that might contribute to the strengths or pressures for this child. These are:
 everyday care and help
 keeping me safe
 guidance supporting me to make the right choices
 knowing what is going to happen and when
 understanding my family’s history, background and beliefs
 being there for me
 play, encouragement and fun
Strengths/protective factors
Pressures/adversities
Analysis of strengths/needs/risks
Integrated Assessment
Publication date: April 2013
Int.2 My World Assessment Triangle
What I need from the people who look after me
Strengths/protective factors  Well-being Developmental needs/adversities
Safe
Keeping me safe: keeping the child safe within the home and exercising appropriate protection outside.
Practical care through home safety such as fireguards, car seat safety, cooking safety, protection from adults
who present risks, etc. Protecting from physical and emotional dangers such as noise, pollution etc. Is the
caregiver able to protect the child consistently and effectively? Seeking help with and solutions to domestic
problems such as mental health needs, substance misuse, violence, offending behaviour. Are there any
identifiable risk factors? What is the understanding of parents’ responsibilities to prevent risks to the child?
Evidence of:

Evidence of:

Everyday care and help: this is about the ability to provide day-to-day physical and emotional care, food,
clothing and housing, access to school etc. Being able to recognise, respond to and meet the child’s changing
needs over time. Support in meeting parenting tasks and help with carers own needs.
Evidence of:

Nurtured
Evidence of:

Being there for me: love, emotional warmth, attentiveness and engagement. Who can be relied on to
recognise and respond to the child’s needs? What is the level of stability and quality of relationships in the
household including siblings? Are there issues of attachment? Who is of particular significance? Is there
sufficient emotional security and responsiveness in the child’s current caring environment? Do issues between
parents impact on their ability to parent? Are there issues within a family history that impinge on the family’s
ability to be emotionally present?
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Active
Play, encouragement & fun: engaging positively in preparation for parenthood. Receptiveness to parenthood
education and learning. Early attachment and bonding through voice and touch. Interaction with the child?
Evidence of:

Responsible
Evidence of:

Guidance, supporting me to make the right choices: values, guidance and boundaries. Are household roles
and rules of behaviours appropriate to the age and understanding of the child? Are responses to behaviour
appropriate? Is the child treated with consideration and respect, given personal space to sleep, eat, wash, dress
at appropriate times within a safe and protective environment? Are there any specific aspects which may need
intervention?
Evidence of:

Evidence of:

Knowing what is going to happen & when: is the child’s life stable and predictable? Are routines and
expectations appropriate and helpful to age and stage of development? Are the child’s needs given priority
within an environment that expects mutual consideration? Who are the family members and others important to
the child? Is there stability and consistency within the household? Can the people who look after the child be
relied on? Is change controlled and appropriate for the child to cope with?
Evidence of:

Included
Evidence of:

Understanding my family’s history, background and beliefs: family and cultural history, issues of
spirituality and faith. Do the child’s significant carers foster an understanding of their own and their 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 respect and value diversity?
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Int. 3 How I grow and develop
Provide information only where evidence is available. Consider each of the headings under this dimension of the triangle providing
any evidence – positive or negative – that might contribute to the strengths or pressures for this child. These are:
 being healthy
 learning and achieving
 being able to communicate
 confidence in who I am
 learning to be responsible
 becoming independent, looking after myself
 enjoying family and friends
Strengths/protective factors
Pressures/adversities
Analysis of strengths/needs/risks
Integrated Assessment
Publication date: April 2013
Int. 3 My World Assessment Triangle
How I grow and develop
Strengths/protective factors  Well-being  Developmental needs/adversities
Healthy
Being healthy: this includes full information about all aspects of a child’s health and development relevant to
their age and stage. Developmental milestones, ill health, hospital admissions, any impairments, disabilities
or conditions affecting development and health. It includes physical, emotional and social health and
development.
Evidence of:

Evidence of:

Being able to communicate: this includes development of language and communication. Being in touch and
communicating constructively with others. Parent recognising and responding to attempts to communicate
from the child. Parents’ understanding of the child’s modes of communication, e.g. crying, gesturing,
specialist communication etc.
Evidence of:

Achieving
Evidence of:

Learning and achieving: this includes parental interest in the development of the child’s physical, social,
emotional and cognitive development. Showing an interest in the child through stimulation, talking, supporting
to learn and challenge themselves. Impact on child’s learning or any learning difficulty of carers.
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Respected
Confidence in who I am: child’s temperament and characteristics. Nature and quality of early and current
attachments. Emotional and behavioural development. Resilience, self-esteem.
Evidence of:

Responsible
Evidence of:

Learning to be responsible: learning appropriate social skills and behaviour. Consider parental
responsibility that will enable the child to develop, learn routines and what is expected of them. Values, sense
of right and wrong. Consideration for others.
Evidence of:

Evidence of:

Becoming independent, looking after myself: the gradual acquisition of skills and confidence needed to
move from dependence to independence. Do the parents rely on others to meet the child’s needs? Are the
parents overprotective?
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Included
Enjoying family and friends: opportunities for parents to make and maintain relationships. Do extended
family and social networks exist and are they encouraged? Are there physical inhibitors to connecting with
the community such as rurality, lack of transport, telephone connections etc. This links and overlaps with
what a child needs from the people who look after him or her in the wider world.
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
INT.4 My wider world
Provide information only where evidence is available. Consider each of the headings under this dimension of the triangle providing
any evidence – positive or negative – that might contribute to the strengths or pressures for this child. These are:

support from family, friends and other people

school

local resources

enough money

comfortable and safe housing

work opportunities for my family

belonging
Strengths/protective factors
Pressures/adversities
Analysis of strengths/needs/risks
Integrated Assessment
Publication date: April 2013
Int. 4 My World Assessment Triangle
My wider world
Strengths/protective factors  Well-being  Developmental needs/adversities
Safe
Comfortable and safe housing: is the accommodation suitable for the needs of the child and family –
including adaptations needed to meet additional needs, appropriate space etc? Is it in a safe, well-maintained
and resourced child-friendly neighbourhood? Have there been frequent moves?
Evidence of:

Achieving
Evidence of:

School: from pre-school and nursery onwards, the learning environment plays a key role. What are the
experiences of educational and peer networks and relationships? What aspects of the learning environment
and opportunities for learning are important to the child? Availability of appropriate learning opportunities,
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?
Evidence of:

Responsible
Evidence of:

Work opportunities for my family: are there local opportunities for training and rewarding work? Cultural and
family expectations of work and employment. Support to remain at home with the child if desired.
Evidence of:

Evidence of:

Enough money: has the family 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 will have what he/she needs?
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Included
Support from family and friends: networks of family and social supports. Relationships with grandparents,
aunts and uncles, extended family and friends. What supports can they provide? Are there tensions involved in
or negative aspects of the family’s social networks? Are there problems of lost contact or isolation? Are there
reliable, long term networks of support which the child or family can reliably draw on? Who are the significant
people in the child’s wider environment?
Evidence of:

Evidence of:

Local resources: resources which the child 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, child care, care in the community, specialist services.
Evidence of:

Evidence of:

Belonging: 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. family and child, environmental
improvements, parents’ and residents’ groups, faith groups, school events, etc? Are there local prejudices and
tensions that will affect the child’s opportunities to fit in?
Evidence of:

Integrated Assessment
Evidence of:

Publication date: April 2013
Int.5 Summary analysis of child’s world
Consider all the information you know about the child’s whole world summarising the most important factors (using the Resilience
Matrix to help if necessary). Use the following section to conclude where the child is now and what they need to develop well-being.
Resilience Matrix:
The matrix is appended as a tool which can either be used in a single or multi-agency environment. It supports practitioners to
analyse the more complex information in terms of the child’s strengths and pressures, particularly where risks may be present, and
plot them on a blank matrix to better understand the level of resilience or vulnerability the child is experiencing together with the
adverse and protective factors that may influence the outcome. Further information on using the Resilience Matrix is contained in
the Getting it right for every child in Lanarkshire practice guide
What are the views of those who have participated in the Integrated Assessment?
The child’s view of where he or she is and what needs to be sorted out: attach What I Think tool if completed
Parents’/carers’ and significant others’ views of where the child is and what needs to be sorted out
Views of agencies: please include views of the different agencies involved with the child
Conclusions and recommendations:
Integrated Assessment
Publication date: April 2013
Int.6 Areas of disagreement
Areas where partners hold different views about the child or parent/carer not reflected in the summary analysis and conclusions.
Disagreement by
Reason for disagreement
Action taken to resolve
Int.7 Specialist assessment tools used
Note any specialist assessment tools or guidance including ASSET, substance misuse, resilience assessment tools etc.
Int.8 Decisions and agreements that have taken place in relation to the Lead Professional
Where there is a compulsory role for children and families social work they will automatically assume the role of the Lead
Professional for a period of time, otherwise a discussion about who will lead on the Child’s Plan will be necessary. This should
generally be the professional with the most expertise to offer the Child’s Plan and who can lead and review. It is also helpful if this
individual is able to work closely with the child and family but the Named Person can also help with this task.
Name
Integrated Assessment
Designation
Contact Details
Publication date: April 2013
Int.9 Child’s plan
What is the desired
outcome for this child?
What we are going to
do?
How will we know?
By when?
Who is helping me?
Safe:
Healthy:
Achieving:
Nurtured:
Active:
Respected:
Responsible:
Included:
Integrated Assessment
Publication date: April 2013
Int.10 The child’s Network of Support
What Network of Support does the child have within their home, their school and their community? This should include immediate
family, extended family, neighbours, friends and professionals.
Name and address:
I live with this child
Name and address:
YES
NO
I live with this child
YES
NO
My relationship to child:
My relationship to child:
Home Tel:
Home Tel:
Work Tel:
Work Tel:
Mobile Tel:
Mobile Tel:
Email:
Email:
The best way and time to communicate with me is:
The best way and time to communicate with me is:
The notice I need to be able to participate is:
The notice I need to be able to participate is:
Legal status:
Legal status:
Name and address:
Name and address:
I live with this child
YES
NO
I live with this child
YES
NO
My relationship to child:
My relationship to child:
Home Tel:
Home Tel:
Work Tel:
Work Tel:
Mobile Tel:
Mobile Tel:
Email:
Email:
The best way and time to communicate with me is:
The best way and time to communicate with me is:
The notice I need to be able to participate is:
The notice I need to be able to participate is:
Legal status:
Legal status:
Name and address:
Name and address:
I live with this child
YES
NO
I live with this child
YES
NO
My relationship to child:
My relationship to child:
Home Tel:
Home Tel:
Work Tel:
Work Tel:
Mobile Tel:
Mobile Tel:
Email:
Email:
The best way and time to communicate with me is:
The best way and time to communicate with me is:
The notice I need to be able to participate is:
The notice I need to be able to participate is:
Integrated Assessment
Publication date: April 2013
Int.11 Signatories to the Integrated Assessment and Child’s Plan
The signatures of the adults who have contributed to and agreed this Integrated Assessment and Child’s Plan as the fairest picture
of the child’s strengths and pressures.
Name
Signature
Date
How?
Who will organise?
Int.12 Review dates of Child’s Plan
Review date
Int.13 Contingency plans
Integrated Assessment
Publication date: April 2013
Resilience Matrix
Resilience
Adversity
Summary
Protective
factors
Vulnerability
Resilience
Adversity
Vulnerability
Protective
factors
Summary
Integrated Assessment
Publication date: April 2013