INTEGRATED ASSESSMENT FRAMEWORK
A MULTI AGENCY GUIDE
Part 3
Core and Comprehensive Assessment
and Child’s Plan
August 2013
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CORE AND COMPREHENSIVE ASSESSMENT
Introduction
This part of the integrated assessment framework focuses on core and
comprehensive assessment, including assessment of unborn children. It
needs to be read in conjunction with the overview document.
It is important to note that, where staff undertake core and comprehensive
assessments the lead professional is likely to be a social worker. However all
agencies that are involved with the child and family will be asked to contribute
to the core and comprehensive assessments. For example, staff from health
and education will undertake those parts of the assessment. The social
worker will analyse all the information in the overall needs of the child and
parenting capacity.
This guidance draws the Getting it Right for Every Child Indicators: safe,
healthy, achieving nurtured, active, respected, responsible and included as
well as the approach in practice that includes the My World Triangle:
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What I Need from People who look after me
How I grow and Develop and
My wider world.
(Appendix 9)
(Appendix 10)
(Appendix 11)
The GIRFEC framework represents a way of trying to capture the complexity
of a child's world and provides an approach to collecting and analysing
information about the child. This includes common values and principles
which apply across all aspects of working with children and young people (see
overview document)
The Getting it Right for Every Child practice model consists of three main
elements:
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Eight Well being Indicators
The My World Triangle
The Resilience Matrix
Components of the Framework
The Framework for assessing children, young people and their families
consists of 4 main components as described in the Integrated assessment
framework - (see overview document)
The assessment framework consists of four parts:
Part 1 - Multi agency initial concern, assessment and referral tool
Part 2 Adult services and parental support
Part 3 Core and comprehensive assessment and Child’s Plan
In addition there are:
 Assessment Formats
 Front Sheets - to be placed on the format of different assessments
depending on audience
 Child/Young Person's Details Form
 Toolkit comprising appendices and tools
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Core Assessment - there are two separate forms – Child Care and Child
Protection Core Assessment
The core assessment is to be used when a decision has been made that
require a more intensive assessment of need and /or risk that the initial
assessment would allow. This assessment should supply evidence that
underpins an initial child protection plan, childcare plan or any
recommendation to the Reporter to the Children's Panel or Children's hearing
in relation to compulsory measures of supervision.
Child Care or Child Protection Core Assessment
If the child is being assessed initially within the Child Protection procedures
then the Child Protection Core Assessment should be completed, which
incorporates the Child Protection data. This form, when signed by the worker,
line manager and service manager, must be copied and passed to CP Admin.
The data at the front of the Child Protection Core Assessment is for CP
Admin only and must not be circulated further than this.
A Child Care Core Assessment should be used as the basis for undertaking a
Social Background report to the Reporter and/ or to the Children's Hearing.
A Core Assessment should be undertaken as the basis for formulating a
child's plan for the child/young person looked after at home. This level of
assessment should be completed prior to a child becoming accommodated to
facilitate the decision making process.
This assessment may include some or all of the following:
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interviews with child and family members, as appropriate;
involvement of other agencies in gathering and providing information, as
appropriate;
consultation with supervisor / manager;
record of initial analysis;
decisions on further action / no action;
record of decisions / rationale with family / agencies;
informing other agencies of the decision; and
statement to the family of decisions made and, if a child is in need, the
plan for providing support.
As part of the assessment the child should be seen. This includes
observation and talking with the child in an age appropriate manner.
The outcome of this assessment will be the identification of:
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the range of needs of the child and family which require to be met;
the changes that require to take place to allow those needs to be met and;
the resources that will make up the support package that will promote
those changes and meet those needs. If the resources to meet the
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identified needs are not available, this should be stated and alternatives
included.
Comprehensive Assessment (same form for both Child Care and Child
Protection cases)
A comprehensive assessment is defined as an in-depth assessment that
addresses the central or most important aspects of the needs of a child and
the capacity of his or her parents or caregivers to respond appropriately to
these needs within the wider family and community context. While this
assessment is led by social services, it will invariably involve other agencies
or independent professionals, who will either provide information they hold
about the child or parents, contribute specialist knowledge, or advice to social
service or undertake specialist assessments. Specific assessments of the
child and / or family members may have already been undertaken prior to
referral to the social services department. The findings from these should
inform this assessment. At the conclusion of this phase of assessment, there
should be an analysis of the findings that will provide an understanding of the
child’s circumstances and inform planning, case objectives and the nature of
service provision.
A comprehensive assessment is undertaken to gain as full as possible an
understanding of the family, the problem issues, the needs being both met
and not met and the risks present. It will include the views and feelings of
family, members, including extended family and relevant others. It will draw
heavily on input from other professionals who know members of the family
and will reflect extensive record checks having been done by staff.
The outcome of this assessment will be the identification of:
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the range of complex needs of the child and family which require to be
met;
the changes that require to take place to allow those needs to be met; and
the resources that will make up the support package that will promote
those changes and meet those needs.
Child Protection Cases
Comprehensive assessments should be used for all Review Child Protection
Case Conferences. This will ensure that the Child’s (Protection) Plan
continues to be reviewed and amended on the basis of an increased
understanding of the risks to the child and any unmet need.
Children subject to compulsory measures of supervision
In relation to children and young people looked after at home a core
assessment may be appropriate and it is the professional judgement that will
inform the depth of assessment required. Comprehensive assessments
should be completed for children and young people subject to a home
supervision requirement if it is the professional judgment that such an
assessment is required. It should be borne in mind that all assessments
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should be proportionate to the needs of the child. This should be undertaken
within three months, and will inform the child's plan.
For children looked after and accommodated a comprehensive assessment
should be undertaken for the three monthly Looked After Review with the
appropriate front sheet attached. The assessment should be updated
appropriately for all subsequent looked after reviews. The child's plan should
be submitted for subsequent reviews.
Planning Assessment
Gathering information requires careful planning.
However difficult the
circumstances, the purpose of assessing the particular child and the family
should always be kept in mind and the impact of the process on the child and
family considered. It has to be remembered that:
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the aim is to clarify and identify the needs of the child;
the process of assessment should be helpful and as un-intrusive to the
child and family as possible;
 families do not want to be subjected to repeated assessments by
different agencies; and
 if, during the assessment, the child’s safety is or becomes a concern, it
must be secured before proceeding with the assessment.
It is essential, therefore, that the process of assessment should be carefully
planned whatever the pressure to begin work. When preparing for the
assessment the worker should look at what individual sessions should take
place and the areas to be considered during each session. The plan is not
prescriptive in respect of the number of sessions, the length of the sessions or
the order. What is essential is to prepare an intended plan before
commencing the work. This planning should take place in discussion with the
child and family members unless to do so would place the child at increased
risk of significant harm. It is important for workers who are undertaking any
work with a child and family that they are transparent and honest so that
children, young people and their family know what is expected of them and of
you.
For all assessments:
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there must be clarity of purpose about the questions to be answered by
the assessment process;
evidence, and not unsubstantiated opinion, of what is seen, heard and
read must be carefully collected and recorded;
attaching meaning to the information collected must distinguish the
child’s and family’s understanding from that of professionals;
there must be clarity about the sources of knowledge which inform
professional judgement;
severity, immediacy and complexity of the child’s situation will have
important influences on the pace, scope and procedural formality of
assessment;
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co-ordinated and holistic assessments must be followed by judgement
leading to clear decisions and co-ordinated and holistic planning and
intervention/action; and
there has to be clarity about what has to change, how it will be
achieved, in what timescale and how it will be measured and reviewed
Some of the important questions that will determine the process of
assessment are, for example:
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what are the strengths to be built on?
what are the difficulties that need addressing?
what are the best options for this child?
how will this child cope with services/intervention?
how well is this child doing (following intervention/services/placement)?
what is the impact on the child and family?
does the plan need amending?
As part of the preparation to undertake an assessment, key questions should
be considered:
 Who will undertake the assessment and what resources will be
needed?
 Who in the family will be included and how will they be involved
(remembering absent or live-out family members, wider family and
others significant to the child)?
 In what groupings will the child and family members be seen and in
what order?
 Are there communication issues? (for example due to language
difficulties, disability). If so, what are the specific communication needs
and how will they be met?
 What methods of collecting information will be used?
Which
questionnaires and scales will be used?
 What information is already available?
 What other sources of knowledge about the child and family are
available and how will other agencies and professionals who know the
family be informed and involved? How will family members consent be
gained?
 Where will assessment take place?
 What will be the timescale?
 How will information be recorded?
 How will it be analysed and who will be involved?
Assessment Plan
The following are indicators of what should be considered to be included in an
assessment plan
Session 1
Chronology
Session 2
Chronology
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Session 3
Session 4
Session 5
Session 6
Session 7
Session 8
Session 9
Session 10
Session 11
Session 12
Session 13
Experiences from childhood
Experiences from childhood
Perception of self and ideal self
Perception of self and ideal self, violence, drugs, alcohol,
criminal history, health
Previous relationship, Perception of partner, Relationship
between adults
Parenting skills and abilities
Perception of the child(ren)
Professional concerns
Needs of children
Finances and home conditions
Capacity to change
Assessment Agreement
It is worth considering that an assessment agreement with the child, young
person and family is undertaken. The importance of involving the parents as
partners in the process cannot be over stressed.
The following are some suggestions on what an agreement could contain.
An assessment agreement should:
 explain the reason for assessment
 establish the responsibilities of the workers
 establish the responsibilities of the parents, children and any other
persons
 note the sessions, including dates, times, venues and any special
arrangements
 specify arrangements for the cancellation of sessions
 provide a timescale for the assessment
 explain how disputes and disagreements will be resolved
 identify contingency arrangements
 describe what will happen with the assessment
 formally, and in writing, receive permission to share information
Information Sharing
This should record who has consented (child/ young person & parent(s)/
carer(s), how, and for what purpose.
A signed form should be available in the file.
If information is to be shared without consent, note details, purpose, with
whom and reasons
The nature of concerns about a child's' needs' will determine how the process
is carried out and the extent of detail collected. The greater the concern, the
greater there is a need for the use of specialist knowledge and judgement in
the assessment process. This may include any agency undertaking work with
the parent. There is a need for careful co-ordination and management of work
with the family and other agencies. The more complex or difficult the child’s
situation, the more important it will be that multiple sources of information are
used.
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These may include:
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Direct work with the child through shared activities, interviews,
questionnaires, scales and play, which are age and culturally
appropriate to the child’s age, development and culture.
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Direct work with the parents through interviews with one or more
parental members; parental discussions; taking parental histories;
using scales, questionnaires and other resources to gain a shared view
of parental issues and parental functioning.
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Direct work with the family through interviews with the family in
appropriate groupings of family members; taking family histories; using
scales, questionnaires and other resources to gain a shared view of
family issues and family functioning.
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Direct work with the child and current caregivers, if the child is not living
with parents.
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Direct joint work with another agency, e.g. mental health worker, drugs
worker
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Observation of the child alone and of the child / parent(s) / caregiver(s)
interaction. Consideration should be given to doing this in the home, in
school (both classroom and play areas) and with friends as well as
family members.
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Other sources of knowledge, including those who have known the child
over time, such as the midwife, health visitor, general practitioner,
nursery staff or school teachers, and others who know the family such
as staff from voluntary agencies, housing departments and adult health
and social services. Other professionals may have become involved
with the child or other children in the family for a specific purpose, for
example educational psychologists, speech therapists, youth offending
team members. Police and probation may also be important sources
of information where there are concerns about a child or family
members’ safety.
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Other information held on files and records and from previous
assessment. These should always be carefully checked for accuracy
as far as possible.
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Specialist assessments from a range of professionals may be
commissioned to provide specific understanding about an aspect of the
child’s development, parental strengths and difficulties or the family’s
functioning. The timing of these and their particular contribution to the
analysis of the child’s needs and the plan of intervention will require
careful consideration.
As a general principle, any records of assessments, plans or reports should
be routinely shared with family members and children as appropriate, in
addition to being shared with relevant professionals. These may require
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explanation and re-explanation to family members. Copies of assessments
and plans, in their first language, should be given to family members wherever
possible. Care should be taken to ensure the meaning and the child and
family members, as far as possible, understand implications of assessments.
Assessment Of Children In Special Circumstances (Appendix 8)
Some of the children referred for help because of the nature of their problems
or circumstances, will require particular care and attention during assessment.
These are children who may become lost to the statutory agencies, whose
wellbeing or need for immediate services may be overlooked and for whom
subsequent planning and intervention may be less than satisfactory.
Non Disclosure of Address?
When completing the address information section you require to list,
description of details withheld i.e., “address”, “school”, “foster placement”,
“names of carers” etc as appropriate and identify to whom the information
should not be disclosed. The report writer must ensure that details are not
inadvertently disclosed subsequently in the plan. Where the Child’s Plan is to
be used as the Hearing Report, address and relevant details will be provided
on a separate sheet (if placement with foster carers, the standard profile
sheet) headed in bold, underlined capitals
REQUEST FOR NONDISCLOSURE OF CHILD’S ADDRESS: FOR REPORTER ONLY. See Social
Work Department Operating Procedure 2.12. As a worker undertaking this,
you should discuss with the Reporter prior to completion/ submission of the
report.
Where non disclosure of information is requested, good, clear reasons are
required, evidencing potential risks. The non disclosure of an address should
be an exception, based on the assessment of evidence and circumstances
and not the norm. The categories that the Scottish Children's Reporters
Administration are;
 physical harm
 threat of abduction
 emotional/psychological harm
 leverage through a 3rd party
 harm to another child
 harm to another person
 risk to the placement
 impact on permanence planning (this has to be very exceptional in
order to avoid successful appeal that the panel have taken permanence
into account and have facilitated a decision which is properly that of the
court
These must also be woven into the assessment in terms of the impact of
disclosure on the child/ other person. This should also be reviewed in line with
the agreed plan.
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Chronology
What is a chronology? Refer to separate guidance
The list of significant events should be attached to the assessment as a
separate document. Identifying patterns affecting a child is a complex
professional task requiring judgement and analysis. Using a chronology to
record some of the key dates and events which have taken place in the child's
life should reveal some of the patterns more clearly and inform the
assessment.
The undertaking of eco maps and genograms during the assessment
sessions can be crucial in formulating the assessment. See separate
guidance on chronologies, eco maps and genograms.
In relation to genograms and eco maps the responsibility for undertaking
these will predominately, but not exclusively, rest with social workers
Genograms
Completing a Genogram will help to complete a chronology.
A Genogram is a way of representing a family tree and relationships within the
family. Completing a Genogram can fulfil a number of functions;
 a tool to assess family relationships
 identifying intergenerational patterns within families
 finding out about the family's history and how much of the history
individual family members know
 Can be invaluable in helping to understand the family and who within a
family can provide support to the child and parents.
Eco maps
An eco map shows the network of people around a child or young person
diagrammatically. Family, friends, activity clubs and professionals are
included. The child is placed at the centre of the diagram.
Using an Ecomap is useful in obtaining an overview of the complexity of the
network of family, friends and professionals. They can help professionals
identify patterns and actual and potential areas of conflict in the child or young
person's relationships.
Analysis of Needs and Assessment
There should be clear summaries which identify from the information gathered
the child’s developmental needs, parenting capacity and family and
environmental factors. In weighing up the impact that various factors have on
a child, it has to be borne in mind that not all factors will have equal
significance and the cumulative effect of some relatively minor factors may be
considerable. Thus the analysis of a child’s needs is a complex activity
drawing on knowledge from research and practice combined with an
understanding of the child’s needs within his or her family.
Assessments should lead to:
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an analysis of the needs of the child and the capacity of the parent(s)
to respond appropriately to those needs within the family context:
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identification of whether and if so where intervention will be required to
secure the wellbeing of the child or young person;
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a realistic plan of action (child's plan or a child protection plan
depending on circumstances).
In weighing up the impact that various factors have on a child, it has to be
borne in mind that not all factors will have equal significance and the
cumulative effect of some relatively minor factors may be considerable.
Thus the analysis of a child’s needs is a complex activity drawing on
knowledge from research and practice combined with an understanding of
the child’s needs within his or her family.
The analysis should identify all factors which have an impact on the
different aspects of the child’s development and on the parent(s) capacity
in order to explore the relationship between the three domains.
To summarise the analysis stage:
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How the child or young person is growing and developing (including
their health, education, physical and emotional development, behaviour
and social skills). A child’s needs must be based on knowledge of what
would be expected of this child’s development;
What the child or young person needs from people who look after the
child, including strengths and risks involved. Parenting capacity should
draw on knowledge about what would be reasonable to expect of
parental care given to a particular child and the impact these will have
on both parenting capacity and directly on a child’s development.
The assessment of the risks within a child's or young person's wider
world of family, friends and community; and environmental factors that
should draw on knowledge about the impact these will have on both
parenting capacity and directly on a child’s development.
The National Risk Assessment framework can be found at :
http://www.scotland.gov.uk/Publications/2012/11/7143/0
Having analysed the information gathered around the triangle with the child,
parent(s) and others as appropriate, summarise what it means. What is the
balance of vulnerability/ resilience in the characteristics of child? What is the
balance of adversity and protective environment? What is the impact/ likely
impact on the child/young person in terms of the child’s current and
prospective wellbeing? What is the impact on the parent(s)/ carer(s) ability to
meet their needs? What areas around the triangle should/could be improved?
What strengths should be protected/ built on? What is the priority?
For the purposes of the child's plan it is the analysis from the assessment that
is incorporated.
Child Assessments and shared information and planning documents such as
the Child's Plan should contain information, analysis and recommendations
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regarding all adults within the household - with consideration given to regular
visitors.
No assessment should be wholly positive or wholly negative, should be
evidence based and contain reference to risks and protective factors.
Making Judgements Appendix 11
It is very important to ensure that judgements are made and considered
before decisions are taken. The intervention should be considered first, on
the basis of the assessment, identified need and what is known to best
address this need. The second stage is to make decisions regarding
intervention in the light of the availability of resources.
Making Decisions Appendix 12
In drawing up a care plan careful distinction should be made between
judgements about the child’s developmental needs and parenting capacity
and decisions about how best to address these at different points in time.
Format for the Assessment Framework
There are three domains to the assessment framework, that form the basis of
assessments of differing complexity, depth and purpose. Staff and managers
should use their professional judgement in deciding whether initial, core
or comprehensive assessment is most appropriate based on the child
and families' circumstances and should be proportionate to the child's
needs.
Where examples/guidance are given in the different sections, please
ensure this information is deleted from the final assessment/care plan.
The assessment, irrespective of what the needs of the child should
inform the Childs Plan.
Initial Assessment This can be undertaken by any agency; if it involves
referral to another agency please fill in the GIRFEC
Referral form on Client tracking (see ICS website part 1
GIRFEC Referral Form for details).
Core/
unborn baby
Comprehensive/
Unborn baby
An assessment, which involves a higher level of
information gathering and analysis, with a view to the
accurate identification of need and of appropriate
services to meet that need. This will include particular
assessments in respect of unborn babies – this can be
done on the Child Care Core Assessment form, or Child
Protection Core Assessment form
An assessment for any situation where it has been
identified that further assessment would inform future
planning, for example, assessing a child at home if that
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child may need to be accommodated, (see Table 1 for
further information). This will include particular
assessments in respect of unborn babies
In addition to initial, core and comprehensive there will be other assessments,
e.g. ASSET,
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Note: The same report, with different front sheets, is to be used for all
meetings where the child is discussed, e. g Looked After Reviews and
Review Child Protection Case Conferences, Admission Panels, RRMG
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Note: Following an assessment of a child and family, it is the
child's plan that would be updated and used for presentation to all
meetings.
The assessment framework is multi purpose and supports the efficient and
effective work of front line staff by avoiding unnecessary duplication in the
production of assessment reports for presentation to different audiences. This
is achieved by the use of front sheets.
The front sheets are divided into the following categories:
 Child Protection
 SCRA Reports to the Reporter
 SCRA Reports to the Children's Hearing
 Reports for children with and affected by disability
 Generic Reports such as for a LAC review.
 Admissions Panel
 Residential Resource Management Group
The front sheets supports the worker to provide information in addition to their
assessment report which is only required by specific audiences.
Where different audiences require an assessment on a child at the same time,
the front sheets make it possible for the worker to use the same assessment
and child's' plan.
Child/Young Person's Details Form
This form records basic information on the child/young person. All sections
should be completed and kept updated.
ADDITIONAL FACTORS FOR CONSIDERATION
Concerning adults
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If we are using past allegations or convictions, to inform our
assessment, we should obtain the subject of the allegation's view on
the relevance and truth of these allegations. (unless it is agreed at IRD
that the police do not wish information relating to an ongoing inquiry,
shared with the alleged perpetrator)
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Any information obtained by a Social Work team that a particular adult
about whom we have concerns has moved to another household,
should be shared with any receiving worker/team if known.
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Cross references should always be put on recording systems.
Where information is gathered that amounts to significant concern about an
adult, this should be discussed with Team managers and if agreed, recorded,
accurately, in the Notepad/Event Recording of the adult concerned.
Medical Assessments
Where more than one medical assessment is available (eg on the mental
health of the parent), and there is contradictory advice/information within such
reports, the assessment must note the existence of all the assessments, and
discuss the contradictions and how these might be resolved.
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THE CHILD’S PLAN
In the Getting it Right for every Child approach, any child or young person
who requires additional help should have a plan to address their needs and
improve their well being. This may be a single agency plan. There may be
other plans that sit within the overall child's plan that provides detailed aspects
of a child's life, for example, co-ordinated support plans or flexible learning
packages. When two or more agencies are involved there will be a multi agency 'Child's Plan' co-ordinated by a lead professional. The plan is for use
with any child or young person where there is a concern or that the child may
need additional support so that they can be safe, healthy, achieving, nurtured,
active, respected, responsible and included.
The plan is designed to help all staff working with children and families think
about the needs of children in a child focussed way. In other words what is the
impact for a child as a consequence of parents and carers behaviours and or
actions?
The assessment and plan must be clear, written in simple language,
understandable by the child (where old enough) and family, contain
information necessary to meet the child’s needs, and address all required by
legislation, guidance, procedures and protocols.
When planning and thinking about a child's or young person's needs, every
practitioner should think about the whole child or young person. The
assessment triangle (Overview document, figure 1) focuses on the child or
young person and what is needed for their development and wellbeing. Adults
and carers may have their own needs.
The Child’s Plan records:
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the multi agency analysis of an assessment of the child’s needs,
the actions agreed to address the needs, including what improved
outcomes are expected, specifying who is to take what actions, within
what timescales, and arrangements for monitoring progress and
reviewing the Plan, and
a summary of progress/ review.
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The detail in the assessment and plan should match the complexity of the
child’s circumstances and needs, and meet the legislative requirements and
care standards for children who are looked after and or where compulsory
measures are recommended. The Plan will include the child and his/her
parents’ views of the child’s circumstances, their views of what they think
would help and what is planned, and of progress/ concerns. It will contain
information recorded under template headings as appropriate. Where the
heading is not appropriate to the child’s circumstances, it, together with the
accompanying box does not require to be included. The plan, similar to
assessment, should be proportionate to the needs of the child.
FORMAT OF THE CHILD'S PLAN
Name: This is the name on the birth certificate – if a child prefers to be called
by another name this should also be stated.
Action Plan
As all the detailed information is available in the assessment, the Action Plan
focuses on the overall aims and outcomes for the child, the medium and short
term goals, what improved outcomes are expected, by when, and what actions
are to be taken to address the child’s needs and achieve these goals. It
specifies who is to take what actions, within what timescales, and details the
arrangements for monitoring progress and reviewing the Plan. It provides a
summary of progress/ review.
These seven sections of the Child’s Plan provide the record of medium and
short term goals for the child in terms of improving individual areas of their
wellbeing as appropriate and proportionate to their circumstances, noting how
this improvement will be recognised, detailing what needs to be done by
whom and in what timescales.
The different aspects of wellbeing may impact on each other, (for example, the
child who is not safe, is unlikely to be achieving). Interventions at one side of
the Child’s World are likely to have an impact on the others and in turn
influence different aspects of wellbeing. An action to improve how a child is
parented is likely to also improve their health and development.
Desired outcomes and actions should not be repeated under different
goals. The discussions with the family and other professionals involved during
assessment and when agreeing the aims of the Plan, the goals and the
outcomes required should clarify the main purpose of the interventions which
will help these decisions and support change.
The plan should be proportionate to the child’s needs and circumstances and,
as simple as these needs and circumstances allow. The child will have goals
and associated actions formulated under one or more of these headings,
depending on their needs and circumstances. Care must be taken not to use
more sections than necessary.
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PLANNING ARRANGEMENTS
Resources Required - which are not currently available to the child/young person
or family
Record any additional resources that require to be sought from out with those
accessible to professionals/ agencies already involved in the plan. E.g. respite
placement, day care place, full time local education placement. Where this is
the case, note any associated actions and interim arrangements in the plan. If
none, please state none.
Additional help required to enable participation in meetings
Describe any help required in respect of communication or other needs to
enable the child/ young person and/ or their parents to participate in meetings
and how this will be provided. This may include, help with reading, an
interpreter or sign language practitioner, or advocacy in addition to help to
overcome disability.
Unmet Need
Ensure that where the ideal to meet the needs of the child/young person is
unavailable, this is recorded along with the alternative interim arrangements
made.
Contingency Plans
Records actions that will be taken if resources are unavailable or if the
child/young person’s situation fails to improve or deteriorates – for example, if
assessments indicate that the parents or carers are not able to, and will not
be able to offer child named a safe and nurturing environment long term, then
alternative long term family options should be explored in the first instance as
a means to secure their future.
If alternative family options prove not to be viable, then depending on child’s
name age and stage, the process for adoption should be started.
INVOLVING CHILDREN AND FAMILIES
The Child’s Plan has two sections in which child and parent(s)/ carer(s)
opinions, thoughts and feelings are recorded by the lead professional. Their
views of their circumstances should be documented in the box below. Their
views of the agreed actions planned, and of how the plan is working should be
recorded in the appropriate sections.
The involvement of children and families in assessing, planning and action is
central to good practice and effective outcomes. There is an opportunity for
the parent and child to sign either in agreement or if they dissent.
Name of child / young person)'s views of his/her circumstances.
Requires careful consideration and description of how child’s views/
assessment of their circumstances are obtained and represented. This will
include; observations, pictures, discussions with the child, use of tools such
as “Having my say”. What do they think would improve their circumstances?
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The views should be recorded accurately and not an interpretation by
practitioners of the child or families' views. Any information provided by the
parent or carer should be attached and signed by them.
Parent/ Carer/ Significant others views of (name of child/ young person’s)
circumstances
As above, any information provided by the parent or carer should be attached
and signed by them.
Partners to the plan
This should include child and parents and others actively involved –
(excluding any details where it has been requested should not be disclosed/
may reveal the whereabouts of the child). For school aged children, who are
looked after, identify the designated LAC teacher. If subject to child protection
process include the designated child protection teacher.
Lead Professional – key contact person for the family, responsible for
monitoring the child’s or young person’s progress and for putting the plan into
place.
Review Arrangements
The child's or young person's plan should be reviewed by a time agreed at the
start and within time limits in accordance with statutory timescales. Reviews
should be held as often as necessary, taking account of the risks for each
child. If a situation becomes unstable for a child or young person, the plan is
likely to be reviewed or renewed more frequently.
Reviews should detail
 How well the child or young person is doing? - a review of progress
measured against agreed outcomes and milestones.
 New information or change of circumstances - to include changes in
living circumstances, schools, new incidents or concerns.
 Has everyone done what they set out to do? - accounting for any
changes to the agreed actions.
 Have these actions had the desired effect? - recording the actions that
have had an impact on progress or outcomes (positive and negative )
and those that appear to have had no impact.
 Is there a need for further action? - identifying the current level of needs
and risks and what else, if anything, needs to be done and who should
do it.
 The child or young persons' views and those of their parents or carers
about any part or all of the plan and review.
Note arrangements for the next formal review and Children's Hearing (where
appropriate). Who will be involved or attend, how and when it will take place,
hand venue. It will not always be necessary to have a meeting, but
professionals, child, parents or carer should discuss best ways of undertaking
reviews.
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Consider in consultation with the Children’s Reporter, who should attend the
Hearing.
Review
The Child’s Plan requires to be reviewed regularly with the child and family to
look a whether the actions agreed have been carried out and whether they
have achieved the desired outcomes and goals. Formal review in accordance
with statutory requirements will take place at Child’s Plan meetings; however
the reviewing process is greater than the meeting and should begin from the
time actions are agreed.
Monitoring – how the plan/ progress will be monitored/ reviewed
Monitoring & reviewing must be in accordance with statutory or procedural
requirements and proportional to the child’s needs and plan. Note relevant
statutory/ procedural timescales and other considerations which relate to the
child’s circumstances and legal status, thereby ensuring that the Local
Authority meets these requirements.
Consider how monitoring is to be carried out and record agreement e.g.
Telephone, Regular Meetings of the Core Group of those involved.
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