Integrated
Assessment
for Glasgow’s
Children
Glasgow
Assess
An Integrated Assessment
Framework for children in
Glasgow
NOVEMBER 2005
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FORWARD
Over the last 2 years there has been significant multi agency collaboration in the development
of the Glasgow Integrated Assessment Framework (IAF) for Children. Glasgow Child
Protection Committee and the Modernising Government Project for Children Services (e-Care)
have worked in partnership to ensure that this Framework addresses the needs of children and
their families. This assessment framework is rooted in the context of the ongoing joint
approach to the planning and delivery of children’s services in Glasgow City, and in the
increasing efforts to move, where appropriate, to integrated children’s services.

The IAF has been piloted in the South and South East of the City and has been fully
evaluated by independent Researchers from Strathclyde University.
Through the e-Care Project, Glasgow City has headed up a small consortium group of local
authorities who have contributed to the content of the IAF and the wider development of
information systems to support these processes.
The Scottish Executive has developed a National Integrated Assessment Framework for
Scotland’s Children and following the consultation period national guidance will be produced.
The findings from the pilot and the production of the National IAF have provided valuable
information which has significantly influenced the development of the Glasgow Framework.
The development of IAF has been truly multi agency involving Health, Social Work, Education
and Scottish Children’s Reporter Administration. The Framework will be supported by
information systems which will assist practitioners in their task of assessment, and will improve
inter agency communication processes. It is hoped that this Framework will ensure that
children/young people receive the services they require when they need them, and that
agencies take a child-centred, holistic approach to planning and delivering services.
Signatures: David Comley, Tom Divers, Tom Philliben, Ronnie O’Connor
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CONTENTS
SECTION 1: CONTEXT FOR ASSESSMENT IN GLASGOW
1.1
1.2
1.3
1.3.1
1.3.2
1.4
1.4.1
1.4.2
1.5
1.5.1
1.5.2
1.5.3
1.6
4
Introduction
National and Local Policy Context
Definitions
Definition of Assessment
Definition of Child
Values and Principles
Engaging with Children and Their Families
Sensitivity to Ethnic and Cultural Issues
Consent and Confidentiality
Implications of sharing information and assessing children
Legal Framework
Risk of harm and sharing information
Evidence Based Assessment
5
5
7
7
8
10
11
12
13
13
13
13
14
SECTION 2 : PROCESS OF ASSESSMENT
15
2.1
2.2
2.2.1
2.3
2.3.1
2.3.2
2.4
2.5
2.5.1
2.5.2
Introduction
Single Agency Assessment
Single Agency Initial Assessment and Action Plan
Triggers for undertaking an Integrated Assessment
Protective Factors
Adversities/ Vulnerabilities
Process for Integrated Assessment
Definitions
Definition of Assessment Co-ordinator
Definition of Case Co-ordinator
16
17
18
28
29
29
30
31
31
31
SECTION 3: COMPLETING THE INTEGRATED ASSESSMENT
32
3.1
3.2
3.2.1
3.2.2
3.3
3.3.1
3.3.2
3.3.3
3.4
3.5
3.6
33
33
33
34
36
37
40
45
51
52
54
3.7
3.8
Aim of Integrated Assessment
Information Required for an Integrated Assessment
Key Information
Chronology of Significant Events
Core Elements
My Wider World
What the child needs from the people who look after him
How the child grows and develops
Including the views of children/ their parents / carers
Assessment including assessment of risk
Incorporating Information from Previous Assessments into
current Assessments
Action Plans
Integrated Assessment Report and Action Plan
57
57
Appendix A
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3
SECTION 1
Context for
Assessment in
Glasgow
Glasgow
Assess
An Integrated Assessment
Framework for children in
Glasgow
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1.1 INTRODUCTION
This practice guidance is laid out in 4 main sections




Section 1 - IAF context development and implementation
Section 2 - process of assessment
Section 3 - information gathered through a single agency assessment
Section 4 - detailed guidance on the range and nature of information required for an
Integrated Assessment. This guidance has been written to support staff involved in the
assessment of children and young people. It draws on guidance already issued by the
Scottish Executive on the use of integrated assessment approaches and also on the
information and guidance developed by the Department of Health (DoH) to support the
use of the Framework for the Assessment of Children in Need and Their Families in
England.
For ease of reference when discussing a child the male gender will be used.
1.2
NATIONAL AND LOCAL POLICY CONTEXT
The development of the IAF is rooted in the wider national and local policy context for the
planning and delivery of effective, quality services for children and their families.
Nationally, the Scottish Executive is focusing on the development of integrated approaches to
the planning and delivery of children and family services. The aim is to ensure that
assessments are evidence based and intervention impacts positively on outcomes for children.
The Scottish Executives ambition for the children of Scotland is that they should be:
confident individuals
effective contributors
successful learners
responsible citizens
To achieve that vision, children need to be:

Safe: Children and young people should be protected from abuse, neglect and harm by
others at home, at school and in the community.

Nurtured: Children and young people should live within a supportive family setting, with
additional assistance if required, or, where this is not possible, within another caring
setting, ensuring a positive and rewarding childhood experience.

Healthy: Children and young people should enjoy the highest attainable standards of
physical and mental health, with access to suitable healthcare and support for safe and
healthy lifestyle choices.
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
Achieving: Children and young people should have access to positive learning
environments and opportunities to develop their skills, confidence and self esteem to the
fullest potential.

Active: Children and young people should be active with opportunities and
encouragement to participate in play and recreation, including sport.

Respected and responsible: Children, young people and their carers should be
involved in decisions that affect them, should have their voices heard and should be
encouraged to play an active and responsible role in their communities.

Included: Children, young people and their carers should have access to high quality
services, when required, and should be assisted to overcome the social, educational,
physical, environmental and economic barriers that create inequality.
This focus is evident in a number of policy initiatives and documents and these can be found at
Appendix A.
At a local level in Glasgow City the strategic policy framework within which the IAF is located is
provided by the City’s Integrated Children’s Services Plan which sets out the joint strategic
objectives to:

Improve access to mainstream services to children, young people and families who
experience difficulty in entry to, or maintenance of the mainstream services they
need

Increase the levels and nature of supports to children and young people in need and
vulnerable families

Improve the quality of care and supports to children and young people in need

Improve the standard of assessment and information sharing across children’s
services
The development and implementation of an effective integrated assessment framework for
work with children and families is central to the promotion of the well-being and protection of
children and young people in Glasgow City.
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1.3 DEFINITIONS
1.3.1 Definition of Assessment
The Scottish Executive have defined assessment as ‘an ongoing process of gathering
information, structuring it and making sense of it, in order to inform decisions about what needs
to be done to make sure children achieve their potential. Assessment is a process, not a oneoff event.
Assessments are undertaken in partnership with children, those working with them and those
who care for them. Assessments identify and build on strengths. They take account of risks
and needs. They assume sharing of information where the law practice and policy allows or
requires it.
Assessment can be undertaken for different reasons. It is important to be clear about the
purpose of assessment as that will influence content, the emphasis given to various factors,
the subsequent analysis of the information gathered and action planned.
Those involved will consider the significance of the information about the child and their family
circumstances and decide on future action for the child.’
(Getting It Right for Every Child, Consultation Draft, Scottish Executive, 2005)
In Glasgow City planning partners have agreed the following definition of assessment:
Assessment is the process of collecting information about what is happening to
children and their families and making sense of that information, in order to assess
need/ risk and inform decisions about the actions necessary to best meet those needs
and/or reduce risk. Assessment continues throughout any intervention with children
and families to measure whether the actions have met the identified need and/or
reduced risk.
Assessment can be undertaken for different reasons. In undertaking an assessment it is
important to be clear about its purpose, as that will influence content, the emphasis given to
the various factors, the subsequent analysis of the information gathered and action planned.
The IAF approach is applicable to all children and young people and can be used to guide the
simplest assessment, which takes place routinely within Education and Health as part of
existing universal services. The same framework can also be used to assess children and
young people where specific needs or risks have been identified, and where an Integrated
multi agency assessment is necessary. There will be two levels of assessment, an initial single
agency assessment and an integrated assessment.
Assessment begins as soon as a child is born. Agencies across Glasgow have experience of
assessment within their own organisations. The difference in using the Integrated Assessment
is that it is a holistic framework pulling together all key aspects of a child’s life. Each agency
has a combined responsibility to provide strategic leadership. Agencies should ensure an
environment where staff can contribute effectively to the integrated assessment process.
It is the responsibility of professionals to initiate an integrated assessment involving a range of
agencies where they suspect a child is in need or at risk.
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Assessment has several phases which overlap and lead into planning, action and review,
including:






Clarification of source and reason for referral
Acquisition of information
Exploring facts and feelings
Giving meaning to the situation which distinguishes the child and family’s
understanding and feelings from those of the professionals
Reaching an understanding of what is happening, problems, strengths and
difficulties, and the impact on the child (with the family wherever possible)
Drawing up an analysis of the needs of the child and parenting capacity within
his/her family and community context as a basis for formulating a plan
An integrated assessment will document strengths and resilience, protective factors, needs,
vulnerabilities and risks. The action plan will specify what needs to be done to achieve the
best outcomes for the child in all these areas. The Framework supports the integration of a
range of information and assessments from different professionals and agencies into a
coherent view of a child’s strengths and needs.
1.3.2 Definition of Child
The IAF is intended for use with all children and for those children defined as a ‘Child In Need’
as articulated in the Children (Scotland) Act l995 where a child is considered to be “in need” if
he or she is in need of care and attention because
(a)
(b)
(c)
(d)
he or she is unlikely to achieve or maintain, or to have the opportunity of
achieving or maintaining, a reasonable standard of health or development unless
the local authority provides services for him under Part II of the Act
his or her health or development is likely to be significantly impaired unless such
services are so provided;
he or she is disabled or
he or she is affected adversely by the disability of any other person in his or her
family
In defining children in need, a common understanding and agreement on the needs of all
children is important. These can be defined in simple terms, such as the need for food, shelter
and protection, or in more complex ways such as love, emotional security and opportunity to
develop. For the purposes of the Integrated Assessment Framework needs are defined as
follows:
Physical Needs






To have a warm and safe place to live
To be cared for by an adult(s) who can provide them with appropriate food and clothing
To be encouraged to look after their health and prevent illness or accidents
To access health care when required
To have available safe play areas and opportunities for physical activity
To be protected from abuse or neglect
Emotional Needs




To feel loved and secure in their relationships with the important people in their lives
To be accepted as a person in their own right
To understand and be proud of themselves and their own culture, race and religion
To be listened to and know their feelings are taken into account
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Social Needs



To be encouraged to learn positive social behaviour
To have contact with other adults and children and feel that they have a contribution to
make in their community
To be encouraged to make choices and take responsibility
Intellectual needs



To be encouraged to develop their full potential through play and school work
To be able to attend a school which offers encouragement and resources which will help
them achieve their best
To have opportunities to explore and develop creative skills and interests
Cultural/Moral needs



To understand and practice their own religion and culture and to feel safe in doing so
To develop an appropriate understanding of moral values
To learn about different cultures and religions and to respect other people’s way of life
For most children these needs will be met within their own families and communities.
However, professionals must bear in mind that in cases where there is serious abuse and no
evidence of change, it may be necessary to remove children from the family home.
For the purposes of support for children and families “child” means a person under the age of
18 years. “Family” in relation to a child, includes any person who has parental responsibility for
a child and any other person with whom the child has been living.
Children affected adversely by disability in the family include siblings of disabled children, who
may have a range of needs as a consequence of their brother or sister’s disability and the
additional demands upon their parents. Children may be adversely affected by the disability of
their parents or other adults in their family. This group also includes children and young people
who provide support and care for disabled family members.
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1.4 VALUES & PRINCIPLES
The IAF is underpinned by the principles enshrined in:






The UN Convention on the Rights of the Child
The Children (Scotland) Act 1995
The European Convention on Human Rights
The Data Protection Act 1998
Freedom of Information (Scotland) Act 2002
CALDICOTT Requirements
The following are the key values and principles that underpin the IAF:

Listening to, and taking account of, the views of children and their families/carers

Recognition of race, cultural and gender issues in order to ensure individual needs are
being met

Openness and honesty with children and their families

Respecting the rights of individuals

Importance of partnership with parents/carers, children/young people where possible

Children with disabilities are children first and their experiences and needs will be similar to
those of all children

Agencies work collaboratively to ensure realistic timescales for the completion of tasks and
ensure that assessments focus on:






personal and family strengths
Support networks and resources available
Needs and risks
The gaps needing to be filled and the resources and options to fill them
Continuity and progression, especially at times of transition
All Professionals are accountable and require to contribute to the assessment process
The Framework:

Requires every worker and every agency to be accountable and acknowledge their
responsibilities for the assessment process

Requires agencies to share information in order to promote the best interests and welfare
of all children. Trust, shared ownership and commitment are prerequisites.

Will support the integration of a range of information and assessment from different
professionals and agencies into a coherent view of a child’s strengths and needs.

Will help to improve the consistency and quality of assessments for children.
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1.4.1 Engaging With Children & Their Families
Listening to Children
Practitioners can find it difficult to engage children and young people in the assessment
process, and developing a partnership with children takes time, commitment and skill. The
child/young person has a right to be heard and a right to be protected. His/her viewpoint is
valid and it is important that the child/young person understands this from the worker
undertaking the assessment.
The task of trying to ascertain the views of children as part of the assessment process can be
divided into three stages –



to build a rapport in which the child gains trust, feels understood and accepted
to create a safe space where the child’s needs can be expressed
to reassure the child that his/her voice has been heard and that his/her opinions will
be taken into consideration
The extent to which a child/young person participates in the process and the manner in which
he/she is enabled to do so depends on a variety of considerations e.g. age and understanding,
cognitive development, cultural and ethnic background, personality and personal preferences.
Partnership with Families
The aim of this work is to work in partnership with children and families where possible,
ensuring that the welfare of the child is of paramount importance. Children and families should
be treated with courtesy and respect. The aim is to:



keep children and families fully involved and informed at all stages of the
assessment process
afford them opportunities to influence events
assist them articulate their views
It has to be acknowledged that in some circumstances it will not be possible to engage with
some families in the spirit of participation. It is important to ensure that the child’s welfare and
need for protection is not diluted in our efforts to work in participation with the family.
Disabled Children and Their Families
While disabled children’s basic needs may be the same, impairments may create additional
needs. Disabled children are also likely to face additional disabling barriers that inhibit or
prevent their inclusion in society. The assessment of a disabled child must address the needs
of the parents/carers.
Children with a disability are likely to experience a range of different assessments, and for
families “assessment” may be a familiar process. To work in partnership with families,
professionals need to take account of individual past experiences and their impact on the child
and family’s attitudes to assessment and professionals.
In undertaking an assessment on a child with a disability, it is important not to marginalize the
disabled child by favouring family members who are more vocal.
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1.4.2 Sensitivity to Ethnic & Cultural Issues
Professionals must give special consideration to the different cultural, ethnic and racial origin of
families and their different religious beliefs and languages. It is essential that practitioners
should have a proper understanding of these issues and how they are likely to affect families
involved in the process of assessment. Equally, professionals must understand from a family’s
point of view the significance for them of any traditions or beliefs and should not assume
religious or cultural stereotypes i.e. each family will have its own interpretation of religion/
culture/ traditions.
It is important that an interpreter is used where English is not the preferred language of the
child or the parents/ carers. Family members should not be used to interpret on behalf of
others.
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1.5
CONSENT AND CONFIDENTIALITY
1.5.1 Implications of sharing information and assessing children
Where there is a need for a multi agency approach to the assessment and an IAF is required
the Assessment Co-ordinator should obtain consent form the child and their family to the
Integrated Assessment process being initiated and discuss the need to share information
across agencies.
It is essential that child’s right to privacy is considered at the heart of any decisions that are
made about them. Where the child is able to consent they should be asked to do so before any
information is shared about them. If the child is unable to consent then the parents should be
asked to do so on his/her behalf.
If the child withholds consent against parental agreement then the wishes of the child should
be considered paramount so far as this does not affect their care or endanger them in any way.
If however, the child and / or the parent refuse but there is an evidenced view that the child is
in need and/or at risk, then the Assessment Co-ordinator should initiate formal child protection
procedures. This will lead to an Integrated Assessment being completed following
consideration of any immediate risks to a child.
If any agency has concerns that a child is suffering significant harm or will do so in the future,
immediate action needs to be considered. Such concerns should be immediately referred to
social work services or the police and not delayed while an assessment is being completed.
1.5.2 Legal Framework
The Human Rights Act 1998 implements provisions of the European Convention on Human
Rights (ECHR). Article 8 of ECHR guarantees respect for a person’s private and family life, his
home and his correspondence. In other words the disclosure must be in accordance with the
law and necessary in the interests of national security, public safety or the economic wellbeing
of the country, for the prevention of crime, for the protection of health or morals, or for the
protection of the rights and freedom of others. In addition, the disclosure must be
‘proportionate,’ and there should be a reasonable relationship between the amount and nature
of information disclosed and the benefits, which will be obtained. Disclosure should generally
consist of the minimum information, which will achieve the objective being pursued.
Disclosure of personal information is governed by the Data Protection Act 1998 (DPA).
Personal data covers both facts and opinions about a living individual which might identify the
person. The provisions of the DPA ensure that personal information held about any individual
cannot be used for purposes other than those for which it was originally supplied without the
individuals consent. This prevents unauthorised disclosure of a wide range of information.
1.5.3
Risk of Harm and Sharing of Information
If there is reasonable professional concern that a child or young person may at risk of harm,
this will always override a professional or agency requirement to keep information confidential.
All professionals have a responsibility to act to make sure that a child or young person whose
safety or welfare may be at risk is protected from harm. Parents, children and young people
should always be told this.
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1.6 EVIDENCE BASED ASSESSMENT
The IAF has been developed based on knowledge, experience and expertise across the
agencies.
The framework attempts to keep the child at the centre of the assessment process. The
Scottish Executive has expressed this framework in diagrammatical form as outlined below.
It is important that assessments and decisions about children and their families are evidence
based.
The training pack of materials includes:

A developmental milestones chart

A summary of age related problems and protective factors

Information on parental mental illness and risk/ needs assessment.

Information on domestic abuse and risk/ needs assessment.

General points about risks and thresholds
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SECTION 2
Process of
Assessment
Glasgow
Assess
An Integrated Assessment
Framework for children in
Glasgow
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2.1 INTRODUCTION
This Section sets the assessment process in more detail.
Diagram 1 tracks the assessment process – the four stages are 



Initial assessment by a single agency professional;
Single agency professional identifies the need for integrated assessment;
Integrated assessment process;
Planning meeting, co-ordination, action planning and review.
Professional Working
with child, 2.2
Concerns about increasing need/risk
Single Agency Initial Assessment, 2.2.1
Single agency
continues to
hold case
Formal
Multi
Agency
Child
Protection
Procedures
1.5.3
Agency may
wish to
reallocate case
at this point
Regular review - By single agency professional
Single agency professional identifies need for
integrated assessment, 2.3
Consider
requirement
for formal CP
Procedures to
be
initiated,1.5.3
Single agency professional seeks consent, 1.5
Consent refused
Consent agreed or decision to override
Integrated Assessment Process Triggered 2.4
Initiating professional:
 Holds case pending discussion
 Notifies other key agencies and co-ordinates collection of
information 3.2- 3.6
 Organises integrated assessment meeting within 25 day
or earlier if required by SCRA
Integrated Assessment Meeting
 Finalises report 3.8
 Agrees action plan 3.7
 Appoints case coordinator 2.5.2
 Agrees review arrangements 3.7
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2.2
SINGLE AGENCY ASSESSMENT
Each agency will undertake an initial assessment following a referral to their service with the
purpose of assessing whether the child:



Requires additional service - in the case of universal services;
Is a child in need;
Requires a more detailed integrated assessment.
It is essential that all agencies involved in children’s lives are alert to any significant factors
impacting on the child’s well being. Identification of needs and/or risks in the child’s life should
be at the earliest possible opportunity. Single agency initial assessment is part of systematic
approach to gathering relevant information on a child/young person. Work has been
undertaken to bring together the type and range of information gathered across agencies for
an initial single agency assessment. A single form has been developed and can be found
overleaf.
If the single agency, following an initial assessment judges that the needs of the child can be
met from their services the case remains within that agency. It will be subject to regular review
to ensure that services continue to meet needs. If at any time during the process of
undertaking an initial assessment, it becomes clear that an Integrated Assessment is required
the worker should initiate the process.
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2.2.1
Single Agency Initial Assessment & Action Plan
Assessment completed
by:
Date of Assessment
Child/Young Person’s Details
Child’s Name
Other name known by
DOB
dd mm yy
Ethnicity
Age
Gender
Home Address
Preferred Language
Reason for Assessment
Ref No
Pre-5 Establishment
School/Employer
Interpreter Required
Religion
Legislation leading to Assessment
Details
Who has been consulted with/contributed to this assessment
Name
Click here to type then tab into next box
Assessment co-ordinated by:
Name
Designation
Details
Date
Designation
Address
Signature
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Tel No
Date
18
Child/Young Person affected by disability
Description
Other Disability (specify)
Communication assistance required
(specify)
Detail any Conditions Attached
Legal Status
Protection issues in relation to child/young person
On-going
investigation
case conference
pending
Currently on
Child Protection
Register
If yes, date
of
Registration
Category of
Current
Registration
Previously on
Child Protection
Register
If yes, date of Date of
Registration
De-Registration
Category of
Previous
Registration
Family/ Details
Mother’s Name
Current Address
(if different from child)
Does mother have
parental responsibility
If no, specify order
Known Schedule 1 History
Father’s Name
Current Address (if different from
child)
Does father have
parental responsibility
If no, specify order
Known Schedule 1 History
Relationship to Child
Address if different from above
Carer Details
Name
Does anyone else have legal responsibility for child/young person
If yes, Name
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Address
Yes
Type of Residence (if not at home)
No
Legal Basis
19
Education Details of child/young person (history of educational establishments attended)
Name of establishment
Address
Date Attended
Attendance Details (if appropriate)
Last 4 Weeks
Possible
This Session
Absences
Possible
Last Session
Absences
Possible
Absences
Please indicate any reason(s) for absence
Key professionals involved with child/young person
Name
Click to type then tab into next box
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Address
Telephone No
20
Is the Scottish Children’s Reporter Administration involved
YES
NO
Names of identified relevant persons (as defined by Reporter)
If yes, name of reporter
Relationship
Siblings/other children in household
Child’s Name
Relationship
Other children/young persons in
household affected by disability
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Description
DOB
ddmmyy
Age
Gender
Home Address
Other Disability (specify)
Pre-5 Establishment
School/Employment
Specify any communication assistance required
21
Legal status of sibling/other children/ young persons in household
Legal Status of child/young person
Detail any Conditions Attached
Current protection issues in relation to siblings/other children/young persons in household
On-going
investigation case
conference
pending
Currently on Child
Protection Register
If yes, date of
Registration
Category of Registration
Previous protection issues in relation to siblings/other children/young persons in household
Previously on
Child Protection If yes, date of
Register
Registration
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Date of
de-registration
Category of Registration
22
How the child/young person grows & develops
Comments and action planned should be recorded as appropriate
Identified needs assessed as being met
Identified needs
assessed as not being met
Being healthy
Learning & achieving
Being able to communicate
Confidence in who I am
Learning to be responsible
Becoming independent, looking after myself
Enjoying family & friends
Assessment Summary (consider strengths weaknesses and protective factors)
This section can be spellchecked. Please click into next box
Outcome/Action Required
This section can be spellchecked. Please click into next box
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My Wider World
Comments and action planned should be recorded as appropriate
Identified needs assessed as being met
Identified needs
assessed as not being met
Support from family, friends and other people
Belonging; School
Comfortable & safe housing
Work opportunities for my family
Enough money
Local Resources
Assessment Summary (consider strengths, weaknesses and protective factors)
This section can be spellchecked. Please click into next box
Outcome/Action Required
This section can be spellchecked. Please click into next box
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What I need from those who care for me
Comments and action planned should be recorded as appropriate
Identified needs assessed as being met
Identified needs
assessed as not being met
Every day care and help
Keeping me safe
Being there for me
Play, encouragement & fun
Guidance, supporting me to make the right choices
Knowing what is going to happen & when
Understanding my family’s background & beliefs
Assessment Summary (consider strengths weaknesses and protective factors)
This section can be spellchecked. Please click into next box
Outcome/Action Required
This section can be spellchecked. Please click into next box
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Child/Young Persons Views
This section can be spellchecked. Please click into next box
Parent/Carer’s Views
This section can be spellchecked. Please click into next box
Summarise Involvement/Interventions to Date
This section can be spellchecked. Please click into next box
Analysis of Assessment
This section can be spellchecked. Please click into next box
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Action Plan
Childs Needs/Concerns/Any Risk Factors
This section can be spellchecked. Please click into next box
Action to be Taken
Have consent forms been completed
Person/Agency
responsible (includes
parent / carer / young
person)
Timescale
Expected Outcome
If yes, date completed
If consent has been refused and it is felt there is a need to share the information about this child/young person, outline reasons below
Assessment
completed by:
Signature
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Designation
Tel No
Date
27
2.3 TRIGGERS FOR UNDERTAKING AN INTEGRATED
ASSESSMENT
Most children and young people will never require this type of assessment. Generally the
needs of children and young people are met by universal services. A critical part of this
process is the decision by a single agency professional that an integrated assessment is
required. The following paragraph attempts to clarify when an integrated assessment of a
child’s needs must be undertaken 
Where there are child protection concerns or a child is on the child protection
register

A child has complex, additional learning or practical needs requiring substantial
support from a number of services

Where a professional observes a significant change or worrying feature, which
could impact on the child’s or young person’s health or well-being.
Such circumstances could include either singly or a combination of
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Misusing substances
Abuse or neglect
Presenting challenging or difficult behaviour
Unaccompanied young people seeking asylum
Young offender
Domestic abuse
Homelessness
Affected by disability
Physical or mental ill health
Young carers
Bullies or bullied themselves
Suffering family breakdown or bereavement
Young parents
Difficulty in learning
Non attendance at school
Missing from school and untraceable
Diagram 2 below is a support to professional staff in arriving at a judgement on whether an
integrated assessment is required. It proposes that the threshold for such an assessment
is at the point where good protective factors (PF) are countered by significant vulnerability
factors (VF).
It essentially demonstrates the appropriate level of intervention expected as needs/ risks
are perceived to increase (and/or there is accompanying decrease of protective factors),
where a child’s needs are being met there will be good protective factors and low
vulnerability factors, which would usually merit only the usual routine single agency follow
up. As the vulnerability factors increase, but the protective factors remain good, this would
usually require increasing review by the single agency. At Point C in the diagram, the
protective factors are worsening and the vulnerability factors are increasing slightly. The
single agency may choose to work with the child and family intensively to increase the
protective factors, but would, at that point, be considering activation of full multi agency
needs assessment If the vulnerability factors become “moderate”, even though there are
good protective factors, it is essential at that point that an integrated assessment is
commenced.
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Protective and Vulnerability Position
Action
A
On-going routine single
agency follow up
good PF + lower VF
B
good PF + increasing VF
review regularly
C
poor PF + increasing VF
attempt to increase PF
D
good PF + moderate VF
increase support possible
refer to supporting
specialist agencies
E
good PF + significant VF
increase support/referral to
supporting agencies
F
poor PF + mod/sig VF
offer regular support and
refer to SWS re potential CP
issues and CP discussion
G
poor PF + significant VF
intensive interagency action
plan and involvement
H
very low PF + very high VF
child requires immediate
protective action
Assessment
Response
single
Agency
Assessment
Activate
Integrated
assessment
Set out below are issues and factors that are protective (PF) and those that increase
vulnerability (VF). These are some key examples of such factors, which tend to be of
significance but this is not an exhaustive list.
2.3.1 Protective Factors (PF)
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Resilience factors evident in child
Evidence of secure attachment to at least one parent / carer
Extended family support
Community supports for child or parents
Willingness of parent to engage with professions
Parents supported by partner
2.3.2 Adversities / Vulnerabilities (VF)
PARENTS/CARERS
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Significant mental illness; past or current
Significant physical illness; past or present
Learning difficulties
Negative Attitude towards pregnancy or birth
20 years or less at time of birth
Evidence of substance abuse
Evidence of domestic abuse
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
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Evidence of criminal activity
Parents resistant to professional intervention
Excessive or inappropriate use of health services
Baby/child perceived as difficult by parent
Abnormal or unrealistic expectations of baby/child
Rough or inappropriate handling of child in household
Parent intolerant or over-anxious
Parenting or caring skills questions by professionals
Evidence of lack of emotional attachment between either parent and child
Frequent non-attendance at child health appointments
Significant mental or physical illness; past or current
FAMILY BACKGROUND
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Evidence/suspicion of abnormal relationships in family – including abused
parents.
Socio-economic problems, including unemployment
Housing problems or frequent changes of address
Relationship problems
Social isolation
Previous suspicion or evidence of child abuse in family
Male in household not father of child
Sibling with chronic illness or disability
Evidence of ill treatment of animal
INDIVIDUAL CHILD ISSUES
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Early prolonged separation from mother
Severe disability – or minor illness /disability causing concern
Recurring illness or hospitalisation during first12 months
Failure to achieve milestones for development and growth
2.4 PROCESS FOR INTEGRATED ASSESSMENT
The Integrated Assessment Framework allows practitioners to collect information in a
structured way using a set of commonly agreed definitions and questions. As a result of
this common approach to assessment practitioners will be able to identify and articulate
the needs of the child and formulate an appropriate response and action plan to which all
the partner contributors should sign up. For the first time the child will have only one Action
Plan rather than a series of single agency plans.
When a professional decides that an Integrated Assessment should be initiated, the
professional (now the Assessment Co-ordinator) will take responsibility for the case
pending the completion of the Assessment and production of an agreed Action Plan. The
Assessment Co-ordinator will collate information from a range of agencies, using this to
populate the Integrated Assessment report and to inform the development of the Action
Plan.
The Assessment Co-ordinator notifies the other agencies of the need for an Integrated
Assessment and arranges for the professionals to complete the relevant parts of the
assessment report. The Assessment Co-ordinator organises an assessment meeting
within 25 days, or earlier if required by the Reporter. The assessment meeting is held
following completion of the Integrated Assessment with relevant professionals and child
and family if appropriate. This assessment meeting agrees the Action Plan and reviews
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process and timescales. It identifies the most appropriate person to co-ordinate the
implementation of the Action Plan and to ensure timely reviews are held. This person is
called the Case Co-ordinator.
The Case Co-ordinator will ensure a date is set for the plan to be reviewed. Some plans
will only be reviewed on a yearly basis (e.g. Co-ordinated Support Plan) whilst others may
be reviewed more frequently (a Child Protection Plan needs to be reviewed within 3
months, and thereafter at 3 monthly intervals). Where there are statutory requirements to
review e.g. LAAC timescales suggested in procedures should be followed at a minimum.
Reviews will require the Case Coordinator to review the Action Plan and determine the
impact of the intervention on the child. Following the review agreement should be reached
on any changes required to the Action Plan.
Professionals need to be alert to, and respond to, new information that may arise,
additional risks or needs for additional support, and be able to respond flexibly without
having to wait until the next review date
.
2.5
DEFINITIONS
2.5.1 Definition of Assessment Co-ordinator
The remit of the Assessment co-ordinator is to plan the assessment process, in
partnership with other professionals and the child and family. The co-ordinator will
establish who needs to be involved in the process and the nature of the information to be
gathered, ensure that the dimensions of assessment are covered, and that any gaps are
identified so that the information can be obtained from the most appropriate source. The
assessment co-ordinator will identify what immediate services may be necessary and
liaise with partner agencies.
2.5.2 Definition of Case Co-ordinator
Following the completion of the assessment process a written integrated assessment
report will be completed and, where necessary, a case co-ordinator will be appointed to
ensure that the Action Plan is being implemented. They will be the key contact for the
child / family and all members of the integrated assessment team will link directly with the
case co-ordinator reporting on changes, updates or new information. (In many cases the
case co-ordinator will be the same person as the assessment co-ordinator)
All agencies are expected to co-operate fully in the assessment process and provide
accurate, up to date and coherent information as required by the Assessment Cocoordinator. The Assessment Co-ordinator needs to take responsibility for coordinating the
completion of the assessment.. Whilst each professional will contribute significantly to their
specific section of the assessment, nevertheless they may also be able to contribute to
other sections eg. Teachers will provide education information but may also be able to
provide details of emotional issues, family problems etc.
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SECTION 3
Completing the
Integrated
Assessment
Glasgow
Assess
An Integrated Assessment
Framework for children in
Glasgow
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3.1 AIM OF INTEGRATED ASSESSMENT
The aim of integrated assessment is to bring together relevant information to guide
assessment and appropriate action. The variety of records kept by different agencies, will
be brought together to inform the assessment process.
Assessment aims to identify and articulate the needs of the child and formulate an
appropriate response and action plan to which all the partner contributors should sign up.
This section of the guidance takes practitioners through the Integrated Assessment and
describes the type of information required at each point in the completion of the report.
Professionals are given broad areas and questions to consider in each section of the IAF
and extracts from the Scottish Executive guidance are included for information.
3.2 INFORMATION REQUIRED FOR AN
INTEGRATED ASSESSMENT
In undertaking an Integrated Assessment information is collected under a series of
headings
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Key information
Chronology of Significant events
Core Elements
Views of child/ parent
Assessment (including assessment of risk)
Action Plans
3.2.1 Key Information
Key information on the child and family circumstances needs to be collected. The
Assessment Co-ordinator should ensure that this key information is coherent across the
agencies involved, e.g. any aliases used, the legislative nature of involvement, previous
child protection referrals/registrations etc to ensure that an accurate picture can be drawn.
Particular attention should also be given to specific communication requirements of the
child and family to ensure these can be addressed early in the assessment process.
The Assessment Co-ordinator should ensure accurate recording of the details of key
professionals involved with the child and family. The list below is illustrative. There may be
other professionals that require to be recorded in this section.
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GP
Health Visitor
Family Health Nurse
Social Worker
Other Social Work Professional
Head of Educational Establishment
Community Children’s Nurses
Midwife
Child and Adolescent Mental Health Team
Occupational Therapist
Community Paediatrician
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A&E Consultant
Public Health Nurse / School Nurse
Speech and Language Therapist
Voluntary Organisation
Educational Psychologist
Physiotherapist
Other Paediatrician
Clinical Psychologist
Other Professional (including voluntary sector)
3.2.2
Chronology of Significant Events
A chronology is an important record of significant events in a child’s life. The chronology
should be factually based and it should be clear what the source of the information is. It
should be historical covering the entirety of the child’s life and record the most recent
event last.
It serves the following functions 
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allows professionals to see at a glance any concerning pattern of events
identifies key agencies involved with the child
allows families to see a summarised account of key events and help them make
sense of a range of information
helps the child understand his life experiences
The chronology must be kept up to date to ensure that no important information is lost.
All agencies must contribute to the chronology. Information that will be recorded in the
chronology is detailed below however there may be additional information that should be
included.
Education
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Changes in family/ care structure e.g. through separation/ divorce/ bereavement/
custodial sentence etc.
Changes in family circumstances e.g. homelessness/ birth of sibling.
Referral e.g. Integrated Support Team, Psychological Services, and other agency.
Requests for a coordinated support plan.
Attendance
Attainment
Achievement
Exclusion
Significant periods of absence e.g. illness, pregnancy, etc.
Incidents of bullying
Health
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Changes in family/ care structure e.g. through separation/ divorce/ bereavement/
custodial sentence etc.
Changes in family circumstances e.g. homelessness/ birth of sibling.
Referral e.g. hospital paediatrician, therapy service, other agency.
Attendances at Accident and Emergency, Out of Hours and NHS24
Hospital admissions
Childhood illnesses
Childhood disability
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Missed appointments for immunisations child health surveillance, hospital
appointments
Dates of immunisations and screening
Formal health assessments e.g. developmental, LAAC
Social Work Services
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Changes in family/ care structure e.g. through separation/ divorce/ bereavement/
custodial sentence etc.
Changes in family circumstances e.g. homelessness/ birth of sibling.
Referral e.g. additional support, other agency.
Dates of Social Work Services Involvement
Reason for involvement
Dates of child protection enquiries
Dates of child protection related meetings e.g. case discussions, case conferences.
Dates and categories of previous child protection registrations
Dates and reason for child being looked after and accommodated
Legal basis for Social Work Services involvement
Scottish Children’s Reporters Administration
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Dates of referral
Referral reason e.g. care and protection, youth justice, domestic abuse, school
attendance. Will be detailed as follows;
- Section 52(2) a, out with control
- Section 52(2) b, moral danger
- Section 52(2) c, lack of care
- Section 52(2) d, schedule 1 against child
- Section 52(2) e, member of same household as a child who is victim of a
schedule 1
- Section52 (2) f, member of same household a schedule 1 offender
- Section 52(2) g, member of household where the offence of incest or
intercourse against a child has been committed by a member of that
household
- Section 52(2) h, has failed to attend school
- Section 52(2) i, has committed an offence
- Section 52(2) j, has misused alcohol or drugs
- Section 52(2) k, has misused a volatile substance
- Section 52(2) l, special measures to deal with behaviour
Legal status and changes to legal status.
Dates of any Children’s Hearings
The Assessment Co-ordinator will create an accurate chronology based on information
from all agencies involved with the child and family. If following the Integrated Assessment
the child and family are assigned a Case Co-ordinator all agencies involved with the child
and family should ensure that any further significant events are passed to the case coordinator as soon as possible. Further, for the purposes of a review the Case Coordinator will have a specific responsibility to ensure that the chronology held on the child
and family is updated if required.
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3.3 CORE ELEMENTS
It will be the responsibility of the Assessment Co-ordinator to ensure that all the Core
Elements of Assessment have been considered in the preparation of the IAF and that the
assessment report is consistent, succinct and does not needlessly repeat information. This
section of the guidance takes professionals through the integrated assessment framework
step by step outlining central guidance where it exists and providing guidance on the type
of information required in each of the core elements of the Integrated Assessment.
3.3.1 My Wider World
Support from family, friends and other people
‘Networks of family and social support. 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/young person’s wider environment?’
Scottish Executive 2005.
You should consider
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Who in the family provides support and the level and frequency of this support
Whether there are any significant deficits in the wider support network – e.g. no
grandparents
The quality of the social network that exists for the parents/carers
Any conflictual /burdensome relationships
The involvement of wider family in decision making about children
Positive relationships for the child/young person
If the child is looked after the contact arrangements with the wider family and the
quality of them
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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. playgroups, after school clubs, youth clubs, environmental
improvements, parents’ and residents’ groups, faith groups. Are there local
prejudices and tensions affecting the child’s or young person’s ability to fit
in?’ Scottish Executive 2005.
School
From pre-school and nursery onwards, the school environment plays a key
role. What are the 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.’ Scottish Executive 2005.
You should consider
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Potential support, including nature and quality, available from outwith the family and
ability to access the support
Informal caring networks e.g. the role of neighbours in ‘watching out’ for other people’s
children
Any frequent changes of accommodation and the impact this has had on the family’s
ability to maintain good social supports
Sources of support and advice that are available locally
The importance given to continuity of school and relationships with teachers
The importance given to friendships at school and in the community
The extent of bullying and harassment at school
The child’s sense of belonging in the community and of feeling safe
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Comfortable and safe housing
‘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 and resourced and child friendly neighbourhood? Have there been
frequent moves?’ Scottish Executive 2005
You should consider
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The level of maintenance of the house and how safe and secure the environment is for
the child (consideration should be given to the responsibilities of the housing provider
of the property is rented/leased)
Factual description of the internal conditions of the home should be provided
Whether the appropriate council tax and housing forms have been completed
The length of occupancy of the current home
Impact of any periods of homelessness including effects on support networks and
sources of support
Any history of regular changes of address, anti-social behaviour and problems
obtaining accommodation
The adequacy of the housing for young children and children with a disability
The child/young person’s experience of location of the accommodation including issues
of race and racial harassment
Work opportunities for my family
Are there local opportunities for training and rewarding work? Cultural
and family expectations of work and employment. Supports for the
young person’s career aspirations and opportunities.’ Scottish
Executive 2005.
You should consider
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History of parental/ carer employment/ unemployment
Level of training and skills
Influence of employment status on availability for children
Potential for enhancing education and training opportunities
Effects of disability/ chronic illness on employment opportunities
Influence of social factors e.g. geographical location, gender, ethnicity, social class on
employment
How is work/ absence from work viewed by the family/ child
What effects are there on the child/ young person
Child’s experience of work and it’s impact on them
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Enough money
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 debts? 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?’ Scottish Executive 2005.
You should consider
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Whether the family is in receipt of all benefits to which they are entitled
Current income and outgoings, including outstanding debts and pressures to repay
them and penalties incurred for late/ non-payment
Management of finances and difficulties experienced
The effects of lack of income on physical quality of the home environment
Sufficiency of income to meet the needs of the family and child
Whether the child able to participate in activities similar to that of their peers
Financial support available from family and friends
Are the resources available to the family used effectively
Are there financial difficulties which affect the child
Local Resources
‘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.’ Scottish Executive
2005.
You should consider
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Positive environmental circumstances e.g. good housing conditions and low criminality
Negative environmental conditions e.g. high levels of poverty, drug abuse, and poor
housing
Impact of environmental circumstances on family stress, coping ability
Formal and informal sources of support, consider needs of child and individual parents/
carers
Levels of advice available on financial/ practical matters
Anti-poverty initiatives, e.g. food co-operatives
The accessibility of affordable, quality child-care provision locally
The family’s perception of resources available locally and their ability to access them
Access to neighbourhood play/activities provision
Access to health care/ schools/ transport/ places of worship/ shops
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3.3.2 What the child needs from the people who look after him
Everyday care and help
This includes day-to-day physical and emotional care, food, clothing and
housing. Enabling healthcare and educational opportunities. Meeting the
child’s changing needs over time, encouraging growth of responsibility
and independence.’ Scottish Executive 2005
You should consider
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Parental knowledge of child developmental needs
Parent(s)/ carer(s) strengths/ weaknesses.
Any health (including mental health) issues that impact on parenting ability
Any learning disability that impacts on parenting ability
Other factors that may affect parenting capacity eg. drug use/ excessive alcohol use,
low self esteem
Relationship between child/ birth parent(s)
Child’s diet and developmental progress
Child’s attendance for health surveillance, immunisations and developmental checks
Parental willingness/ability to co-operate with treatment
Child’s attendance for medical/ dental treatment
Provision of care including emotional
The ill-health or disability of other family members that impact on the child
Any caring responsibilities of the child
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Keeping me safe
‘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, domestic problems such as mental health needs, violence,
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 knowledgeable about risks and confident about keeping safe?’
Scottish Executive 2005
You should consider
 Repeated exposure of child to danger or harm
 Control and discipline methods used by the parents/carers
 The demands made of the child by the parents
 Family Interactions
 Support and care offered within the family
 Level of interaction between family members
 Conflict resolution within the family (including issues of domestic abuse)
 The general level of safety in the home
Being there for me
Love, emotional warmth, attentiveness and engagement. Who are the
people who can be relied on to recognise and respond to the
child’s/young person’s emotional needs? Who are the people with whom
the child has a particular bond? Who is of particular significance? Who
does the child trust? Is there sufficient emotional security and
responsiveness in the child’s current caring environment? Scottish
Executive 2005.
You should consider
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The child’s reactions to the parent
Whether the child is reliant on parental cues when asked sensitive questions by
professionals
The child’s exposure to parental emotional distress
Levels of praise and encouragement offered to the child
Opportunities the child is given to learn about his/her culture/ tradition and language
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Play, encouragement and fun
Stimulation and encouragement to learn and to enjoy life. Who spends
time with the child/young person, communicating, interacting,
responding to the child’s curiosity, providing an educationally rich
environment? Is the child’s/young person’s progress encouraged by
sensitive responses to interests and achievements, involvement in
school activities? Is there someone to act as the child’s/young person’s
mentor and champion? Scottish Executive 2005.
You should consider
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The parent’s interaction with the child ie playing with them, reading to them, spending
time with them
Level of encouragement that is give to the child to explore their environment, to be
active, to play and share with others, to do age appropriate activities for themselves
Encouragement offered to the child to make choices, be independent, to participate in
conversation
Encouragement offered to the child to engage in academic and sporting activities
Encouragement offered to the child to learn new skills
Who in the family support the child in learning
Support offered to the aims of the school or nursery
Contribution offered by the parents to the Individualised Education
Programme/homework/parent’s evenings/school events
Guidance, supporting me to make the right choices
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? Scottish
Executive 2005
You should consider
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The boundaries and guidance offered to the child
The level of consistency in parental approach to discipline and guidance
Child’s ability to demonstrate an awareness of the needs of others
Child’s behaviour – including whether the child is aggressive or violent and if so the
context, frequency and triggers for this
The child’s exposure to violence in the home
Any occasions the child has run away from home
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Knowing what is going to happen and when
‘Is the child’s/young person’s life stable and predictable? Are routines
and expectations appropriate and helpful to age and stage of
development? Are the child’s/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? Can
the people who look after her or him be relied on 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 must be fully explored for the child
or young person during times of change.’ Scottish Executive 2005.
You should consider



Information around where the child has lived, who was part of the household who
provided primary care to the child.
Reasons for significant changes.
If the child is separated from a parent, the level of contact and any attendant issues
Understanding my family’s background and beliefs
‘Family and cultural history; issues of spirituality and faith. Does the
child/young person have a good understanding of their own
background – their family and extended family relationships and their
origins. Is their cultural heritage given due prominence? Do those
around the child/young person respect and value diversity?’ Scottish
Executive 2005
You should consider
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Child’s awareness of the family history
The way secrets are dealt with in the family
Child’s relationship with siblings
Levels of affection and hostility
Child’s status in relation to other siblings (i.e. scapegoated, favoured, bullied)
Strengths of the family
Physical or intellectual disability
History of mental ill health
History of alcohol substance misuse
History of parental abuse/neglect as a child
How the family copes under stress
Conflicts within relationships/stability
Communication within the family
History of separations
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3.3.2 How the child grows and develops
Being healthy
‘This includes full information about all aspects of a child’s health and
development, relevant to age and stage. Developmental milestones,
major illnesses, hospital admissions, any impairments, disabilities,
conditions affecting development and health. Health care, including
nutrition, exercise, physical and mental health issues, sexual health,
substance abuse. Information routinely collected by health services
will connect with this.’ Scottish Executive 2005.
It is important to ensure that each child’s/ young person’s health needs are/ have been
met. To do this you must be satisfied that any indicators of concern are noted and action
required identified. It may be that in many instances the immediately available information
on health is sufficient. However you should consider the following: Current significant health problems


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
Use of health services
Attendance at medical screenings, or failure to attend
Medical treatment regimes
Compliance with medical advice and treatment
Any particular needs of the child that affect the parent’s ability to care for them e.g.
disability, ADHD, prematurity etc
Any significant past medical history

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

Past physical injury including fractures/ unusual injuries, e.g. burns
Any known attendance at Accident and Emergency, Out of Hours Service, NHS24
Hospital admissions
Suspected or diagnosed non- accidental injuries
Any diagnosed mental illness or psychiatric treatment – ongoing problems/current
symptoms
Developmental
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The child’s growth and nutrition
Immunisation record
Attendance at medical surveillance checks
Any known vision or hearing problems
Any use of alcohol or substance use by the child
Any developmental concerns, gross motor, manipulative skills, communication, social
skills, behaviour, height, weight
Dental registration and treatment
Whether the family themselves have any concerns about health issues
Family guidance and advice to the child on health issues, including sex education
Has the child had a comprehensive health assessment since being accommodated?
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Learning and achieving
‘This includes cognitive development from birth, learning achievements
and the skills and interests which can be nurtured. Additional support
needs. Achievements in leisure, hobbies, sport. Who takes account of
the unique abilities and needs of this child? Learning plans and other
educational records will connect here.’ Scottish Executive 2005.
You should consider

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


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
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


Is the child in a stable school placement or have there been frequent changes of
school?
Are there problems with attendance/ absence from school? Reasons given
Has the child/ young person been temporarily/persistently excluded from school? If so,
reasons
Is the child/ young person achieving their potential?
Is the child/young person engaged in learning (are there any identifiable reasons that
are affecting their ability to learn)
At what level is the child/ young person performing e.g. 3-5 Curriculum Framework, 514 Assessment, Standard Grade, National Qualifications?
Date of last educational assessment (National Test etc.)
Has he child been referred to/ received support for learning
Does the child have an Individualised Educational Programme?
Are educational targets being met?
What, if any, external teaching support services have been accessed on behalf of the
child? E.g. Sensory support service, ILT, LAAC.
What, if any, support services have been accessed on behalf of the child E.g. SEN
auxiliary?
Has a referral been made to psychological services now or in the past? Reasons
Does the child have a record of needs / co-ordinated support plan?
Factors giving rise to additional support needs?
Has the child/young person been discussed at an Integrated Support Team meeting or
a multi agency case conference? Indicate level and scope of involvement.
Are the child’s /young person’s needs being met as a result of any of the above (areas
of strength and difficulty)
Does the child /young person relate well to teachers and other staff
Does the child/young person mix well with peers
Is the main attraction for the child/ young person attending school the social peer group
Has the parent been informed of any concerns within the educational establishment?
What was their response
Does the child/young person participate in any extra curricular activities?
Are the child’s needs being met
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Being able to communicate
‘This includes development of language and communication. Being in
touch 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? Are aids to communication required?’ Scottish
Executive 2005.
You should consider



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





Any difficulties in caring for the child e.g. eating, sleeping, crying, demanding
behaviour, illness, wetting, soiling, issues of separation and attachment
Any traumatic events in the child’s life e.g. bereavement/loss of parents or siblings
Number and duration of breakdowns in main attachment relationship
The child’s general behaviour in different circumstances
Any indication of anxiety or depression and the triggers for these
Any steps that have been taken or interventions currently used to manage the child’s
behaviour
Other behaviour of the child that may be of concern e.g. risk-taking, offending
behaviour, personal safety, mental health, substance misuse
Appropriateness of response demonstrated in feeling and actions of a child to parents/
carers and when older to others beyond the family
Nature and quality of early attachments
Characteristics of temperament, adaptation to change, response to stress and degree
of appropriate self control
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Confidence in who I am
Child’s/young person’s temperament and characteristics. Nature and
quality of early and current attachments. Emotional and behavioural
development.
Resilience, self esteem.
Ability to take pride in
achievements. Confidence in managing challenges, opportunities,
difficulties appropriate to the age and stage of development.
Appreciation of ethnic and cultural background. Sense of identity which
is comfortable with gender, sexuality, religious belief. Skills in social
presentation.’ Scottish Executive 2005.
You should consider

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The child’s sense of themself as a separate and valued person
Child’s view of abilities, self image, self esteem
Positive sense of individuality – issues of race, religion, age, gender, sexuality,
disability may contribute to this
The child’s degree of self-confidence
Any special needs that affect the child’s self esteem
The child’s attitude to praise and response to achievements
Whether the child feels valued by family and friends
The child’s relationships at home and with extended family members
The child’s relationships at school and socially
The child’s attitude towards others
The child’s ability to socialise with others e.g. to play with children of a similar age and
to initiate and respond to conversation
Whether the child is aware of the impact of his/her behaviour on others
Whether the child is aware of any risks to themself of his/her own behaviour
The child’s sense of pride in their appearance
The child’s sense of themself as part of a cultural group
Whether there are any issues that make the child feel stigmatised
What information is made available to the young person about sexuality and sexual
orientation
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Taking responsibility, behaving well.
‘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. Key influences on the child’s social development
at different ages and stages.’ Scottish Executive 2005.
You should consider

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The child’s ability to advocate on their own behalf.
The child’s ability to make choices
The child’s role as an advocate with their peers, within their school or any organisation
to which he/she belongs
The child’s capacity to lead or be led by others
The child’s ability to seek advice about their appearance/presentation
The child’s awareness of his/her own presentation
Any issues in relation to self care, hygiene, clothing etc including appropriateness of
dress
The child’s understanding of his/her own and other’s emotions
The child’s understanding of the perception of the impact of his/her behaviour on others
What support is being provided
Parental advise available about how the child presents in different settings
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To be able to look after myself, be independent
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 or of social circumstances and how might
these be compensated for?’ Scottish Executive 2005.
You should consider
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Is the child/ young person reaching appropriate developmental milestones?
Is the child/ young person encouraged to eat/ dress/ independently?
Does the child/ young person have a disability that affects self-care? How does the
young person view this? Deal with support/ help?
Is the young person learning independent living skills? E.g. cooking/ handling money
(even if still at home)
Does the child/ young person receive pocket money on a regular basis?
Importance of money for clothing social activities, music, hobbies, etc.
How well does the young person manage money? Is it an issue/ area of concern?
Does he/she have income from part-time employment?
What happens when weekly funds have been spent? Are there issues?
Are their any issues in relation to self-care, hygiene, clothing etc?
Do they assist with chores/ tidy their own bedroom etc?
Do they have opportunities to acquire self-care skills?
Are there opportunities for involvement in independent activities?
Impact of impairment, other vulnerabilities or social circumstances affecting the
development of self care skills
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Enjoying family and friends
Relationships, which support, value, encourage and guide the child/young
person. 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.’ Scottish Executive 2005.
You should consider

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
Is there a good relationship between the parents/ carers and child/ young person? Is
the child/ young person relaxed in the presence of the parent/ carer?
Is there a strong attachment/ strong positive relationship between the child/ young
person and the parents/ carers?
Does the child/ young person have a good relationship with siblings/ other children in
the household?
Is the young person involved in caring for siblings? Is he/she considerate and caring
towards siblings?
Does the child/ young person have friends?
Is the child/ young person known to be or thought to be involved in bullying?
Are there any concerns about the child/ young person in relation to a lack of empathy
or care for others?
Is there a significant adult in the child/ young person’s life in whom he/she can confide?
Is this a family member? Appropriateness of the relationship?
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3.4 INCLUDING THE VIEWS OF CHILDREN AND THEIR
PARENTS/ CARERS
It is important to record the views of the children/ young people and their families in the
assessment and ensure that children/ young people and their families have been
consulted throughout the process. However, it is expected that some information about the
child/young person and parents/carers views will recorded separately.
It is clear from practice and research that young children and children with communication
difficulties are able to express their views about their needs and circumstances. Every
effort should be made to obtain and record these. Some people e.g. a teacher who has
contact with a child everyday, will be better placed to obtain the views of the child. It will be
important for the Assessment Co-ordinator to ensure that the person who has the best
relationship with the child is supported to do this. The means of communication should be
recorded, as should the relationship between child and the person obtaining their views.
As it is enshrined in the Children (Scotland) Act 1995 it is not acceptable for this section to
be incomplete if the child is aged 3 yrs or above. It is acknowledged that obtaining the
views of younger children is a difficult and skilled task. However, in most situations there
will a professional who has regular contact with the child and is able to provide information
about what a child thinks and feels.
Attempts to ascertain the views of the child should be recorded
The child’s views should include

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Observations of behaviour, interactions and relationships. Although relevant for all
children, it will be especially applicable to very young children and babies.
Who has had contact with the child, where and when? How were the child’s views
obtained?
If the child/ young person was spoken to alone.
The child’s understanding of the purpose and process of assessment?
The child’s views on the situation leading to the assessment including whether they are
in agreement with the need for the assessment.
What the child would like to happen next.
What the child thinks would help.
Worries / concerns/ optimism about the future
Views about information about them being shared on an integrated basis.
It is important to emphasise to parents /carers that their views are important. Their views
must be accurately recorded and any areas of disagreement highlighted.
The views of parents/ carers should include


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

Who has discussed with the parent / carer the need for the assessment? Where and
when? Where the parent has communication needs how these were overcome.
Parents/ carers understanding of the need for and the process of assessment.
Parents/ carers views on the situation leading to the assessment including whether
they are in agreement with the need for the assessment.
What the parents/ carer thinks would help.
What the parents/ carers view are about the future and what should happen next.
Areas of disagreement/ differences of opinion and issues about levels of cooperation.
Any disagreements should be noted in detail including whom the disagreement is with
and what it is about.
Their views about information being shared about their children on an integrated basis.
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3.5 ASSESSMENT INCLUDING ASSESSMENT OF RISK
The process of assessment should contribute to the overall understanding of the child and
family’s situation. It is necessary to evaluate the information collected and address the
following areas:


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


Strengths and weaknesses
Identification of needs and risks
Level of parental /carer acknowledgement of the problem
Areas of concern child/ parent/ carer/ siblings.
Impact of disability on the family
Any of the child needs not being met in relation to health, education, identity,
emotional and behavioural development, family and social relationships, social
presentation and self-care skills.
You should consider





Parent’s response to the assessment or any concerns that have been raised
Parents/carers ability/ willingness to take advantage of the support that is on offer
Parents/carers level of agreement with the assessment
Parents/carers level of recognition of agency concerns and the need to change
behaviour
Parents/carers the capacity to change behaviour
Risk Factors
The assessment process should enable professionals to form a view about the level of risk
to a child within the family.
On completion of an Integrated Assessment the following should have been established –






Nature of the concern
Previous history of abuse
Parental response to the concern
Family circumstances
Age and degree of vulnerability of the child
Potential support/resources to reduce risk/provide protection
Consideration should be given to the following:





Protective factors
Adversities/ Vulnerabilities
Issues for parents
Family background issues
Issues for the child
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These are outlined in the section on the Process of Assessment but for ease of reference
are repeated here.
Protective Factors (PF)

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
Resilience factors evident in child
Evidence of secure attachment to at least one parent / carer
Extended family support
Community supports for child or parents
Willingness of parent to engage with professions
Parents supported by partner
Adversities / Vulnerabilities (VF)
PARENTS/CARERS

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Significant mental illness; past or current
Significant physical illness; past or present
Learning difficulties
Negative Attitude towards pregnancy or birth
20 years or less at time of birth
Evidence of substance abuse
Evidence of domestic abuse
Evidence of criminal activity
Parents resistant to professional intervention
Excessive or inappropriate use of health services
Baby/child perceived as difficult by parent
Abnormal or unrealistic expectations of baby/child
Rough or inappropriate handling of child in household
Parent intolerant or over-anxious
Parenting or caring skills questions by professionals
Evidence of lack of emotional attachment between either parent and child
Frequent non-attendance at child health appointments
Significant mental or physical illness; past or current
FAMILY BACKGROUND

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
Evidence/suspicion of abnormal relationships in family – including abused
parents.
Socio-economic problems, including unemployment
Housing problems or frequent changes of address
Relationship problems
Social isolation
Previous suspicion or evidence of child abuse in family
Male in household not father of child
Sibling with chronic illness or disability
Evidence of ill treatment of animal
INDIVIDUAL CHILD ISSUES

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

Early prolonged separation from mother
Severe disability – or minor illness /disability causing concern
Recurring illness or hospitalisation during first12 months
Failure to achieve milestones for development and growth
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When evaluating evidence consideration has to be given to the weight attached to
different sources of information. Assessments require to explain why a particular piece of
evidence is viewed as important / significant or irrelevant / weak.
The training pack contains materials which professionals may find useful in risk
assessment work.
3.6 INCORPORATING INFORMATION FROM PREVIOUS
ASSESSMENTS INTO CURRENT ASSESSMENTS
Where it is known that previous assessment has taken place, professionals conducting a
new assessment must consider the following







How did the envisaged plan work out?
What was the outcome?
Has anything changed?
How far were objectives achieved?
Have all the tasks been completed?
Why were previous offers of help/support rejected?
What are the outcomes for the child/ young person?
Details of previous professional involvement and the outcome of the action plan should be
included in the new assessment report.
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3.7 ACTION PLANS
Action Plans must be derived from the systematic analysis of information gathered about
the child.
Plans need to ensure that inter-agency collaboration continues throughout ongoing work
with the child and their family. This will ensure that the child and family are clear that
everyone is working together and that there is no duplication or inconsistency of approach.
Plans should set out clearly



the child’s identified needs
actions required to ensure that the child’s needs are met
named professionals and timescales against each action
(Who, where, when and for what reason someone is visiting a child or their family
rather than stating ‘the child will be visited once a week.’)
The overarching aim is to achieve one agreed co-ordinated plan that can be used for a
variety of purposes such as






Looked After/ and Accommodated
Co-ordinated support plan
Child in Need of Protection
Child Affected by Disability
Young Carer
Child in transition
Consideration needs to be given to the following:

Plans need to be clear and specific.

Children and their families need to know what is expected of them.

Children and their families should be encouraged to contribute to their plan.

Plans are unique.

Actions should be clear and reasonable and timescales not too short or
unachievable. This is relevant for both professionals and for children and their
families.

Realistic consideration needs to be given to what resources are available to meet
the needs of a child.

Progress and effectiveness of services should be reviewed as a continuous process
of the work with children and their families.
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An effective Action Plan will clearly state:

The name of the Assessment Co-ordinator and Date of the assessment

Assessment of Need

The assessment of any concerns/ risks factors.

Actions that are necessary to meet the needs of the child

Actions necessary to reduce concerns/ risks factors

Detailed actions for the child, parents as well as for professionals

Timescales for actions

Expected outcomes.

A clear statement about when and how it will be reviewed.
The Integrated Assessment Report and Action Plan can be found overleaf.
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Integrated Assessment Report & Action Plan
Assessment Co-ordinator:
Date of Assessment
Child/Young Person’s Details
Child’s Name
Other name known by
DOB
dd mm yy
Ethnicity
Age
Gender
Home Address
Preferred Language
Reason for Assessment
Ref No
Pre-5 Establishment
School/Employer
Interpreter Required
Religion
Legislation leading to Assessment
Details
Who has been consulted with/contributed to this assessment
Name
Click here to type then tab into next box
Assessment co-ordinated by:
Designation
Details
Name
Date
Designation
Address
Tel No
Signature
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Date
57
Child/Young Person affected by disability
Description
Other Disability (specify)
Communication assistance required
(specify)
Detail any Conditions Attached
Legal Status
Protection issues in relation to child/young person
On-going
investigation
case conference
pending
Currently on
Child Protection
Register
If yes, date
of
Registration
Category of
Current
Registration
Previously on
Child Protection
Register
If yes, date of Date of
Registration
De-Registration
Category of
Previous
Registration
Family/ Details
Mother’s Name
Current Address
(if different from child)
Does mother have
parental responsibility
If no, specify order
Known Schedule 1 History
Father’s Name
Current Address (if different from
child)
Does father have
parental responsibility
If no, specify order
Known Schedule 1 History
Relationship to Child
Address if different from above
Carer Details
Name
Does anyone else have legal responsibility for
child/young person
If yes, Name
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Address
Yes
No
Legal Basis
58
Type of Residence (if not at home)
Education Details of child/young person (history of educational establishments attended)
Name of establishment
Address
Date Attended
Attendance Details (if appropriate)
Last 4 Weeks
Possible
This Session
Absences
Possible
Last Session
Absences
Possible
Absences
Please indicate any reason(s) for absence
Key professionals involved with child/young person
Name
Click to type then tab into next box
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Address
Telephone No
59
Is the Scottish Children’s Reporter Administration involved
YES
NO
Names of identified relevant persons (as defined by Reporter)
If yes, name of reporter
Relationship
Siblings/other children in household
Child’s Name
Relationship
Other children/young persons in
household affected by disability
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DOB
ddmmyy
Age
Gender
Description
Home Address
Other Disability (specify)
60
Pre-5 Establishment
School/Employment
Specify any communication assistance required
Legal status of sibling/other children/ young persons in household
Legal Status of child/young person
Detail any Conditions Attached
Current protection issues in relation to siblings/other children/young persons in household
On-going
investigation case
conference
pending
Currently on Child Protection If yes, date of
Register
Registration
Category of Registration
Previous protection issues in relation to siblings/other children/young persons in household
Previously on
Child Protection If yes, date of
Register
Registration
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Date of
de-registration
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Category of Registration
Chronology of Significant Events
Date of
Event
Event
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Agency
62
Age of Child
How the child/young person grows & develops:
Being healthy:
Learning & Achieving:
Being able to communicate :
Confidence in who I am:
Learning to be responsible:
Becoming independent, looking after myself:
Enjoying family & friends:
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My Wider World
Support from family, friends and other people:
Click here to type
Belonging, School :
Click here to type
Comfortable & Safe Housing:
Click here to type
Work opportunities for my family:
Click here to type
Enough Money:
Click here to type
Local Resources:
Click here to type
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What the child needs from the people who look after him/her
Everyday Care and Help:
Keeping me safe:
Being there for me:
Play, encouragement, fun:
Guidance, supporting me to make the right choices:
Knowing what is going to happen and when:
Understanding my family’s background and beliefs:
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The views of children/young people/parents/carers
Child/Young Person’s View
Parent/Carers View
Social History (include summary of professional involvement to date)
Analysis of Assessment (including risk)
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Review of Previous Action Plan
Actions to be taken
Click here to type, then tab into next box
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Person / Agency responsible (include
what is expected of parents / carer,
child, young person)
Was the timescale met?
67
Was the expected outcome
fully/partially/not met? Please explain
Action Plan
Childs needs / concerns / or any risk factors
Actions to be taken
Click here to type, then tab into next box
Person / Agency responsible (include
what is expected of parents / carer,
child, young person)
Timescale
Expected Outcome
Has the parent, child, young person been consulted about the Plan?
Yes
No
Are they in agreement?
Yes
No
If not, please detail area of disagreement
Monitoring Arrangements (how, by whom, case co-ordinator details, review date
Click here to type
Have consent forms been completed
If yes, date completed
If consent has been refused and it is felt there is a need to share the information about this child/young person, outline reasons below
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APPENDIX A
For Scotland’s Children, Better Integrated Children’s Services, Scottish
Executive, 2001
“Its Everyone’s Job to Make Sure I’m Alright,” Report of the Child Protection
Audit and Review, Scottish Executive, 2002
Getting it Right for Every Child. Consultation Draft, Scottish Executive, 2005
The Starting Well Health Demonstration Project Phase Two Plan January
2005 and March 2006, Scottish Executive
Guidance for Integrated Children’s services Plans, 2005-2008, Scottish
Executive.
Community Health Partnerships Statutory Guidance, Scottish Executive,
2004.
Education (Additional Support for Learning) (Scotland) Act 2004
Safe and Well: Good Practice in Schools and Education Authorities for
Keeping Children Safe and Well Scottish Executive, 2005.
Scottish Partnership on Domestic Abuse National Strategy to Address
Domestic Abuse in Scotland, Scottish Executive, November 2000
Hidden Harm - Scottish Executive Response to the Report of the Inquiry by
the Advisory Council on the Misuse of Drugs, Scottish Executive, 2004
Employability Framework for Scotland, Report of the NEET workstream,
Scottish Executive 2005 (Development of a framework for 16-19 year olds not
in Employment, Education and Training)
Community Regeneration Fund: Guidance on Regeneration Outcome
Agreement, Scottish Executive, 2005
Health for All Children 4: Guidance on Implementation in Scotland, Scottish
Executive, 2005
Children and Young People's Mental Health: A Framework for Promotion,
Prevention and Care, Scottish Executive, 2004
Making it Work for Scotland's Children: Child Health Support Group Overview
Report, Scottish Executive 2003
National Standards for Scotland’s Youth Justice Services, Scottish Executive,
2003
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Anti Social Behaviour etc (Scotland) Act 2004
Growing Support - A Review of Services for Vulnerable Families with Young
Children, Scottish Executive, 2003.
Insight 19: Child Death and Significant Case Reviews: International
Approaches, Scottish Executive, 2005
Protecting Children and Young People Framework for Standards, Scottish
Executive, 2004b
Protecting Children and Young People The Charter, Scottish Executive,
2004a
Getting It Right for Every Child - Consultation on proposals for changes to
children’s services including the Children’s Hearings System, Scottish
Executive, June 2005
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