Keeping Children and Young People Safe from Harm, Abuse and Neglect
Multi-Agency Thresholds
Document
Document control and record of amendments
Version
2
3
4
Reason for amendment
Learning from Case Review
Reviewed and amended following changes
to assessment framework
Reviewed to reflect the changes in Early
Help working and update areas in relation
to CSE, hate crime, FGM and EFM
Amended by/ Date
Feb 2012
June 2014
February 2015
Date Developed: February 2011
To be Reviewed: working document to be updated as required following learning from CR’s
and changes to national and local guidance/procedures
1
Thresholds Document Overview
This Threshold Document is to be used a as tool to help all those who provide services to children,
young people and families to make decisions about the need and risk for those children and young
people, and to support the delivery of timely, responsive services.
The Threshold Document has been reviewed and updated following Eileen Munro’s report “A Child
Centred System” in March 2011, the revision of “Working Together to Safeguard Children” and the
publication of “In the child’s time: professional responses to neglect” Ofsted March 2014.
The Threshold Document has been further reviewed and updated in February 2015 to reflect a
number of developments:
 Development of Early Help arrangements in Northumberland including an Early Help Strategy
 A review of Northumberland’s Child Sexual Exploitation Strategy and Action plan
 Clearer evidence about the risk factors in relation to Female Genital Mutilation and Early
Forced Marriage
 A greater emphasis on understanding and preventing hate crime and radicalisation
Child Sexual Exploitation (hereafter referred to as CSE) is recognised nationally as one of the most
important challenges facing all local authorities and their partner agencies. CSE has a devastating
impact on children, young people, their families and communities. It has a serious, long term and
lasting impact on every aspect of a child or young person's life including their health, physical and
emotional wellbeing, educational attainment, personal safety, relationships and future life
opportunities. CSE is therefore a key priority for Northumberland County Council and their partner
agencies. All agencies, across all tiers of intervention, need to be aware of the risk factors around CSE
and to follow the appropriate referral routes to children’s social care.
The Threshold Document has included a range of low, medium and high risk indicators indictors of
CSE. This is based on the Derbyshire ‘Children Abused Through Sexual Exploitation Risk Assessment
Tool’. The risk indictors provide a helpful guide for professionals to heighten awareness around CSE
across all tiers of intervention. It should be noted that the risk indictors are a guide and should
support professional judgement.
Although the risk indicators within this Thresholds document are placed in tier two ( ‘low level risk
indicators’) this should support professionals in this tier to identify early any concerns around CSE
and to refer to children’s social care. The earlier the identification (and the referral to children’s
services), assessment, intervention and support, the better the chance of success and preventing the
child or young person from slipping further into CSE.
The revised Thresholds document communicates an important message to all professionals. There is
an expectation that any identified concerns around Child Sexual Exploitation would be beyond the
completion of an Early Help Assessment and this would immediately be referred into children’s social
care (tier 3 and 4) for a statutory children and family assessment to be completed. Part of this
assessment would be to consider conducting a Section 47 child protection investigation with a view
to convening an Initial Child Protection Conference, or to complete a Vulnerability Checklist (VCL)
with a view to being presented to the multi-agency Risk Management Group. Consideration should
also be given to accessing specialist intervention and support from the Barnardo’s Missing Children’s
Social Worker.
There is additional information within each of the threshold levels in relation to the identification of
children and young people either at risk of suffering or actually experiencing hate crime and
Date Developed: February 2011
To be Reviewed: working document to be updated as required following learning from CR’s
and changes to national and local guidance/procedures
2
radicalisation based upon the risk factors which have been established over the last few years. The
governments PREVENT strategy published in 2011 has supported multi agency training which
familiarises professionals with the signs which might mean a young person is at risk of radicalisation.
There have also been further developments in relation to the risk factors associated with girls and
young women being subjected to Female Genital Mutilation (FGM). Female Genital Mutilation
comprises all procedures involving partial or total removal of the external female genitalia or other
injury to the female genital organs for non-medical reasons. It has no health benefits and harms
women and girls in many ways. It involves removing and damaging healthy and normal female
genital tissue, and hence interferes with the natural function of girls’ and women’s bodies. The
practice causes severe pain and have several immediate and long- term health consequences,
including difficulties in childbirth also causing danger to the child. FGM is a deeply rooted tradition,
widely practiced, mainly among specific ethnic populations in Africa and parts of the Middle East and
Asia, which serves a form of social control of women’s sexual and reproductive rights. The age at
which girls undergo FGM varies enormously according to the community. The procedure may be
carried out when the girl is newborn, during childhood or adolescence, just before marriage or during
first pregnancy. However, the majority of cases of FGM are thought to take place between the ages
of 5 and 8 and therefore girls within that age bracket are at higher risk.
Early Forced Marriage (EFM) is also reflected within this document. Early Forced Marriage (EFM) is
primarily an issue of violence against women. Most cases involve young women and girls aged
between 13 and 30 years, although there is evidence that as many as 15% of victims are male. There
have been cases involving families from East Asia, the Middle East, Europe and Africa. Some forced
marriages take place in the UK with no oversees element, while others involve a partner coming from
oversees or a British citizen being sent abroad. Forced Marriage is a form of domestic abuse and can
constitute child abuse. From 16 June 2014 forcing someone to marry is an offence under the
Antisocial Behaviour, Crime and Policing Act 2014
Finally, the Thresholds Document needs to be read and understood alongside Northumberland’s
Assessment Framework which was written and brought into practice following the revision of
Working Together to Safeguard Children in March 2013, in addition to single and multi-agency
procedures.
Northumberland’s Single Assessment Framework
The Northumberland Single Assessment Framework document is intended to provide an agreed
range of assessment domains whether the assessment is an ‘early help assessment’ or a ‘statutory
assessment’ undertaken under statutory guidance. It is intended to provide the practitioner with an
understanding of what factors need to be understood within the assessment, and practice pointers
when considering the domains of the assessment.
Whilst Working Together 2013 supersedes previous editions and the Department of Health (DOH)
‘Assessing children in need and their families’ (2000) practice guidance, the new guidance restates
that the three domains previously contained in the ‘Assessing children in need and their families’
(2000) framework remain applicable. Regionally it has been agreed that whilst these domains must
be applied to any assessment a further domain that considers risk should be added.
Working Together 2013 also describes early help and the effective assessment of the need for early
help. This should be considered within the terms of early identification of possible need, regardless
of age, with an assessment process that identifies how the child will be helped to have their need
met promptly in order to negate the need for the provision of help at a point higher up the
Date Developed: February 2011
To be Reviewed: working document to be updated as required following learning from CR’s
and changes to national and local guidance/procedures
3
continuum of need. With this in mind this document will consider this aspect of assessment within
the context of a single assessment and planning process that facilitates ‘step up and down’
interventions from practitioners and services.
It is well understood and agreed that children and families who receive coordinated early help, from
a range of appropriate services, are less likely to develop difficulties that require interventions when
problems have become chronic and meet the threshold for statutory assessments under the Children
Act 1989.
Working Together 2013 emphasises the importance of local agencies working together to help
children who may benefit from early help assessment and services. Sections 10 and 11 of the
Children Act 2004 articulate the requirements on the Local Authority and its partners to make
arrangements with a view to improving the wellbeing of all children in the area.
Northumberland’s Early Help Strategy is a multi-agency document which has been signed off and
endorsed by all partners of the LSCB. This sets out the importance of providing families with early
help and the ways in which all agencies will do this in Northumberland. The development and
delivery of the Early Help offer within Northumberland is overseen and monitored through the Early
Help sub group of the LSCB.
The Early Help Assessment is the key mechanism by which the Local Authority and its partners meet
their duty to work together to identify what help the child and family might need to reduce the
likelihood of an escalation of needs that will require interventions at a higher, statutory level. To
support this and aid more local coordinated arrangements multi agency Early Help locality Hubs are
being developed across the county which allow for a single point of referral for any family or child
who needs support below the statutory threshold. It is planned that these will be fully implemented
within the next twelve months.
To support this each Local Authority will have a threshold document such as this which acts as an
aide to determining the appropriate level of assessment and service provision.
To support how the level of support required is determined then this thresholds document has been
developed and is reviewed on a regular basis to reflect changing evidence and practice. It has been
widely consulted on and presented to both the NSCB and FACT boards for them to endorse and to
feedback to their agencies.
The document is used in both NSCB and Children’s Services training. Feedback from the training has
been very positive with all agencies reporting that they felt it was a clear way of understanding the
thresholds and that it gave them the language and understanding of need versus risk. It should be
widely referred to by all agencies when determining the level of need a child, young person or family
may have and how those needs might best be met.
Date Developed: February 2011
To be Reviewed: working document to be updated as required following learning from CR’s
and changes to national and local guidance/procedures
4
1.
Introduction
Most children and young people have a number of basic needs that can be supported through a
range of universal services. These services include education, early years, health, housing, youth
services, leisure facilities and services provided by voluntary organisations. However, some children
have more complex needs and may require access to specialist services to support them. One such
service is Local Authority Children’s’ Services for ‘Children in Need’.
This document provides guidance for professionals and service users, to clarify the circumstances in
which to refer a child to a specific agency to address an individual need, to carry out an Early Help
Assessment (EHA) to refer to Children’s Services.
This document describes:

The criteria for access to Children’s Services in Northumberland and how that fits
within the wider context of multi-agency services and a range of needs;

The legal definition of ‘Children in Need’ and eligibility for Children’s Services;

The process by which Children’s Services assesses eligibility for ‘Children in Need’.
However some children may have more complex needs including a range of additional needs and
disabilities which may require access to universal and specialist support.
2.
Children’s Needs and Multi-agency Tiers of Intervention
Northumberland have adopted a common approach to describing the levels of need and the
intervention that may be required by children, young people and their families. These form a
continuum as follows:
Figure 1
Early Help
Assessment
Date Developed: February 2011
To be Reviewed: working document to be updated as required following learning from CR’s
and changes to national and local guidance/procedures
5
3.
Principles
The following principles should be considered in applying the framework:
4.
(i)
The descriptions in Appendix 1 provide illustrative examples about how need might present itself, rather
than an exhaustive list of fixed criteria that must be met. The tier of need will always be increased by the
multiplicity of factors.
(ii)
Intervention should be at the lowest tier appropriate to meet the needs of the child and prevent the need
for specialist services.
(iii)
Consideration should always be given to undertaking an Early Help Assessment ( EHA) and forming a team
Around the Child/Family(TAC/TAF) to resolve the child’s difficulties and prevent the need for a specialist
service.
(iv)
If there are child protection concerns about a child’s health, development or welfare professionals must
follow the Northumberland Safeguarding Children Procedures and make an immediate referral to Children’s
Services.
(v)
Appendix 3 shows a flowchart of what to do if you are concerned about a child.
Tiers of Need
The four tiers of need identified in the windscreen diagram on page 2 have been developed into a matrix of needs and
risks below to help describe the circumstances in which an EHA should be considered and when a referral to Children’s
Services may be necessary. All professionals across all tiers of need should be aware of the risk indicators regarding CSE
and be aware of referral pathways to children’s social care.
When considering the needs of children with additional needs and disabilities professionals will need to use sound
professional judgement, dialogue and evidenced based practice and be mindful of the impact of disability on family
circumstances, children’s development and life chances. The indicators can aid decision making, but there will be
variances for disabled children and decisions should not be reached based on comparisons to developmental stages of
non disabled children.
When assessing the needs for a disabled young person the local authority requests that the definition of disability as
contained in the Equality Act 2010 is considered.
Which Tier? (see fig 2 below)
It cannot be over emphasised that the list of indicators contained in this document is not an exhaustive one. In
assessing need and risk that requires specialist services, multiple factors are likely to be present and decisions as to
whether the criteria are met remain a professional judgement. It is also important to remember that often the signs
that a child or young person has particular needs are not found in a single piece of evidence but in a combination of
factors of indicators. For example, within the framework described in this document, a cluster of indicators in Tier 2
when considered together may indicate the need for a Tier 3 assessment. There will also be, in some situations, a single
indicator that is so obviously significant that it will demand assessment at a particular level even in the absence of any
other indicator.
Child Sexual Exploitation:
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As stated previously, there is an expectation that any concerns around Child Sexual Exploitation would immediately be
referred into children’s social care (tier 3 and 4) for a statutory children and family assessment to be completed. Part of
this assessment would be to consider conducting a Section 47 child protection investigation with a view to convening an
Initial Child Protection Conference, or to complete a Vulnerability Checklist (VCL) with a view to being presented to the
multi-agency Risk Management Group. Consideration should also be given to accessing specialist intervention and
support from the Barnardo’s Missing Children’s Social Worker.
Transitions Between Levels
In some cases a child or young person will go through a number of transition points on their journey to having their
needs met. A child for example, whose needs do not respond to services provided under Tier 1, may need to receive a
more coordinated response within Tier 2. Similarly, a child in Tier 2 whose circumstances and situation do not improve
sufficiently may need to receive the specialist assessment and support provided at Tier 3.
It is acknowledged that children may move from one tier of need to another and that agencies (including universal
services) may offer support at more than one tier.
Figure 2
Tier 4
Acute needs requiring urgent, intensive
children’s Services statutory support.
Threshold for child protection reached
Complex
Tier 3
High level complex needs requiring a
targeted integrated response from
Children’s Services. This is the
threshold for a ‘Child in Need’.
Threshold for child protection may be
reached
High
Tier 2
Targeted early intervention. Needs not
clear, not known or not being met.
Use common assessment (EHA)
Response is universal support services
and/or targeted preventative services and
TAF support.
Increasing Need
Tier 1
Universal
No identified additional needs
No identified risks
EHA not required
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5.
Eligibility for Children’s Social Services/Care
The Children Act 1989 places a general duty on the Local Authority to “safeguard and promote the welfare of children
within their area who are in need and so far as is consistent with their welfare, promote the upbringing of children by
their families by providing a range and level of services to meet their needs”.
The Children Act 1989 defines a ‘Child in Need’ as:

A child who is unlikely to achieve or maintain, or have opportunity of achieving or maintaining, a reasonable
standard of health or development without the provision of services by a local authority;

A child whose health or development is likely to be significantly impaired or further impaired, without the
provision of services;

A child who has a substantial and permanent disability.
These are not clear-cut definitions and allow room for discussion and professional judgement about the level of need
and the associated risk.
The attached Multi-agency Needs/Risks Matrix – Appendix 1 has been developed to help inform decision making about
when to refer a child to Children’s Services and what to expect in terms of who should receive a service and with what
level of priority.
The content of the tiers has been developed taking into account the learning from local and national serious case
reviews, good practice and other case reviews and audits as well as the needs of the local population.
Tiers 1 and 2 indicate the circumstances in which NSCB partner agencies would be expected to intervene and provide
support to a child and family in order to prevent the need for a specialist service. Tiers 3 and 4 identify the point at
which Children’s Services will become involved.
All children receiving a service from Children’s Social Services/Care will have a clear plan in place, whether this is a child
protection plan, ‘Child in Need’ plan, Looked After Children (LAC) care plan or a plan specific to their circumstances.
For children in need of protection, the Child Protection conference and the Core Group members are in effect the Team
Around the Child. In these circumstances the social worker is always the lead professional.
Children who have been confirmed as a ‘Child in Need’ and not subject to a Child Protection Plan and/or who are not a
‘Looked After Child’ but are never the less ‘in need’, that meet Children’s services threshold will also require a Team
Around the Child to be formed by the social worker in order to develop a formal multi-agency plan of action to meet the
child’s needs. All ‘Child in Need’ plans will be co-ordinated by the lead professional from Children’s Services, monitored
and reviewed at least every six months in some circumstances where a child is in receipt of services as a ‘Child in Need’
there may be occasions where the lead professional role should be.
Often once it is considered that the threshold for Child In Need/Child protection plans is no longer required the plan will
be “stepped down” to and EHA, following the agreed step down process.
As stated previously, any concern around Child Sexual Exploitation should be immediately referred into children’s social
care.
6.
The Early Help Assessment (EHA)
The aim of the EHA is to help identify, at the earliest opportunity, a child, young person’s or family’s additional needs
which are not being met by the universal services they are receiving and to provide timely and coordinated support to
meet those needs. Once the need for an EHA is identified then a referral should be made to the Early Help Hub where
they are in operation. These locality based meetings bring together a wide range of professionals who share information
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about the child and the family and identify which service is best placed to complete the EHA and work with the family. If
the EHA identifies that multi-agency support is required to meet the needs of the child and family then this team
becomes the Team Around the Child/ Family. The parent/carer and TAC/TAF must then agree who is best placed to
become the Lead Professional
The EHA:

Is a process for carrying out a common holistic assessment, to help everyone working with the child, young
person or family’s understand information about their needs and strengths, based on discussions with the child,
young person and their family as appropriate;

Uses a standard form to help record and where appropriate, share with others the information given during the
assessment;

Can only be undertaken with informed and explicit consent from the child/young person and/or their
parents/carers.
The lead professional role can be identified at any point from one of the other professionals involved in the
Team Around the Child. One example of this might be where a child has a disability and a health worker might
be a more appropriate lead professional.
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Tier 1 – Universal Needs
No additional support needs
Features
Children with
Tier 1 needs
Assessment
Process
ILLUSTRATIVE EXAMPLES
Parents or Carers Capacity
Children with no additional needs and
where there are no concerns. Typically
these children are likely to live in a
resilient and protective environment
where their needs are met. These
children will require no additional support
beyond that which is universally available.
Basic Care Safety and Protection
 Parents/Carers able to provide care for
child’s needs
These indicators need to be kept in mind
when assessing the significance of
indicators from Tiers 2-4
Guidance Boundaries and Stimulation
 Parents/Carers provide guidance and
boundaries to help child develop
appropriate values
Emotional Warmth and Stability
 Parents/Carers provide secure and caring
parenting
Family and Environmental Factors
Family History and Well-Being
 Supportive family relationships
 Family may be from a country which
practises FGM/EFM but well integrated
into their community and no other
indicators of need
Housing Employment and Finance
 Child fully supported financially accessing
all welfare benefits
 Adequate housing
Social and Community Resources
 Social and friendship networks exist
 Safe and secure environment
 Access to regular and positive activities
Child or Young Person’s Developmental
Needs
Learning/Education
 Attendance at school/college/training
(above 90%)
 No concerns around missing from school,
or concern around child sexual
exploitation. However, professionals need
to be aware of children missing from
school during part of the school day.
Professionals within this tier should be
aware of the risk indictors outlined in the
following sections.
 Acquired a range of skills/interests,
experiences of success/achievement
 No barriers to learning
 Sound home/school link
 No concerns around cognitive
development
Health
 Physically healthy, developmental checks
up to date
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These children require no additional
support beyond that which is
universally available. An EHA is not
needed for these children.
Examples of key universal services
that provide support at this level:

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Education
Children’s Centres, Family Centres
& Early Years
Health Visiting Service
Midwifery
School Nursing
GP
Youth Services
Police
Housing
Voluntary & Community Sector
Connexions
Health Improvement teams
Core/community health services


Adequate and nutritious diet, regular
dental and optical care
Good state of mental health
Social, Emotional, Behavioural, Identity
 Demonstrates age appropriate responses
in feelings and actions
 Good quality early attachments, child is
appropriately comfortable in social
situations
 Knowledgeable about the effects of crime
and antisocial behaviour (age appropriate)
 Able to adapt to change
 Able to demonstrate empathy
 Positive sense of self and abilities
Family and Social Relationships
 Stable and affectionate relationships with
caregivers
 Good core relationships with siblings
 Positive relationships with peers
Self-Care and Independence
 Developing age appropriate level of
practical and independent living skills
 Appropriate dress for different settings –
allowing for age
 Good level of personal hygiene
 Able to discriminate between ‘safe’ and
‘unsafe’ contacts
 Knowledgeable about sex and relationships
and consistent use of contraception if
sexually active (age appropriate)
 No concerns around going missing from
home, no issues around child sexual
exploitation. However, all professionals
working within this tier need to be aware
of the risk indictors outlined in the
following sections.
Tier 2 – Low to Vulnerable
Threshold for targeted support for children with additional support needs
ILLUSTRATIVE EXAMPLES
Features
Assessment
Process
NB In assessing need and risk that require
additional services, multiple factors are
likely to be present
Children with
Tier 2 needs
These children can be defined as needing
some additional support without which
they would be at risk of not meeting
their full potential.
They will have a range of
vulnerabilities/needs which when
considered together produce a more
complex situationwhich requires
agencies to be able to work together in a
cohesive waythrough the use of the EHA.
Typically this would include most of the
families who would be identified through
our Supporting Families Local Plan., a
lead professional will be identified to
coordinate a plan around the
Parents or Carers Capacity
Basic Care, Safety and Protection
 Requiring support to provide consistent
care e.g. safe and appropriate childcare
arrangements; safe and hygienic home
conditions; adequate diet
 Parental health problems that may impact
on child’s health or development unless
appropriate support provided
 Parental mental health issues that may
impact on the health or development of
the child unless appropriate support
provided
 Parental learning difficulties that may
impact on the health or development of
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A multi agency assessment e.g. EHA
should be completed with the
child/family to identify their strengths
and needs. The action plan should
identify the child’s additional
needs, appropriate services and
interventions to meet those needs and
who will act as the lead professional.
If an assessment is refused and the
needs of a child cannot be met, and
may escalate, a referral to Children’s
Social care should be considered. As a
minimum there should be a
consultation with Children’s Services.
child/family.
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the child unless appropriate support
provided
Parental health/disability that may impact
on the health or development of the child
unless appropriate support provided
Parental substance misuse that may impact
on the health or development of the child
unless appropriate support provided
Poor engagement with universal services
likely to impact on child’s health or
development
Parents/carers have had additional support
to care for previous child/young person
Poor supervision and attention to safety
issues
Emotional Warmth and Stability
 Requiring support for consistent parenting
regarding praise and discipline, where the
child’s future development maybe
impaired
 Lack of response to concerns raised about
child’s welfare
 Inconsistent response to the child
emotional needs.
Guidance Boundaries and Stimulation
 Requiring support for consistent parenting
in respect to routine and boundary setting
 Parent has age-inappropriate expectations
that child or young person should be self reliant
 Lack of response to concerns raised about
child
 Lack of appropriate parental guidance and
boundaries for child’s stage of
development and maturity
Family and Environmental Factors
Family and Social relationships and Family
Well-Being
 Parents/Carers have relationship
difficulties which may affect the child
 Parents/Carers request advice to manage
their child’s behaviour
 Children affected by difficult family
relationships
 Child is a teenage parent
 Child is a young carer
 Low level concerns about domestic abuse
 Parent was a Looked After Child (LAC)
 Large family with several young children
under five
 Minor to moderate incidences of domestic
violence. This could be infrequent
behaviour or of a short duration, such as
controlling behaviour, verbal abuse and
aggression. Any physical violence (including
threats or use of weapons) leading to
injuries would be placed at level three or
four. Together with any domestic violence
where there are unborn babies or babies
under 12 months.
 Older female members of the family have
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Exit Strategy
The TAF should aim to enable the child
and family’s move back to universal
services’ support.
Key agencies that may provide
support at this level will be members
of the locality based Early Help hub.

undergone FGM
Other family members have undergone a
forced marriage
Housing, Employment and Finance
 Overcrowding (as per local housing
guidelines) that has a potential impact on
child’s health or development
 Families affected by low income/living with
poverty affecting access to appropriate
services to meet child’s additional needs
 Low income plus adverse additional factors
which affect the child’s development
 Housing is in poor state of repair or
severely overcrowded
 Teenage parent living independently
 Children’s needs not being prioritised in
how income is spent.
Social Integration and Community Resources
 Insufficient facilities to meet needs e.g.
advice/support needed to access services
for disabled child where parent is coping
otherwise
 Family require advice regarding social
exclusion e.g. hate crimes, harassment,
and disputes in the community
 Child associating with peers who are
involved in anti social or criminal behaviour
 Limited access to/awareness of
contraceptive and sexual health advice,
information and services
 Family demonstrating low level anti-social
behaviour towards others
 Parents/Carers are socially excluded, have
no access to local facilities and require
support services
Child or Young Person’s Developmental Needs
Learning/Education
 Truanting, non attendance or punctuality
issues, attendance below 90%
 Identified language and communication
difficulties linked to other unmet needs
 Lack of adequate parent/carer support for
child’s learning
 Lack of age appropriate stimulation and
opportunities to learn
 Few or no qualifications leading to NEET
(not in education, employment or
training)
 Child/young person under undue parental
pressure to achieve/aspire
 No aspiration for young person
 Not educated at school (or at home by
Parents/Carers)
 The child’s current rate of progress is
inadequate despite receiving appropriate
early education experiences
 Pre-school children not attending free
entitlement(less than 90% attendance)
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Health
 Concerns about reaching developmental
milestones
 Not attending routine appointments e.g.
immunisations and developmental checks
 Persistent minor health problems
 Baby tooth/teeth removed due to dental
decay
 Weight is significantly above or below what
would be expected
 Missing set appointments across health
including antenatal, hospital , GP, Dentist
appointments
 Low level mental health or emotional
issues requiring additional health service
intervention
 Evidence of risk taking behaviour i.e.
drug/alcohol use, unprotected sex.
Social, Emotional, Behavioural, Identity
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Emerging anti-social behaviour and
attitudes and/or low level offending
Child is victim of bullying or bullies others
Expressing wish to become pregnant at
young age
Low level substance misuse (current or
historical)
Low self esteem
Limited peer relationships/social isolation
Expressing thoughts of running away
Received fixed penalty notice, reprimand,
final warning or triage of diversionary
intervention
Disruptive/challenging behaviour at school
or in neighbourhood
Behavioural difficulties requiring further
investigation/diagnosis
Signs of identifying with a radical or
extremist group
Self-Care and Independence



Lack of age appropriate behaviour and
independent living skills that increase
vulnerability to social exclusion
Early onset of sexual activity (13-14);
sexually active young person (15+) with
some risk taking behaviours e.g.
inconsistent use of contraception
Low level alcohol/substance misuse
(current or historical)
Child Sexual Exploitation Low Level Risk
Indicators
(The risk indicators within this Thresholds document
have started in tier two to support professionals to
identify early any concerns around CSE and make a
referral to children’s social care).



Regularly coming home late or going
missing
Over sexualised dress
Sexualised risk taking including on the
internet
14






Unaccounted for money or goods
Associating with unknown adults or other
sexually exploited children or young people
Reduced contact with family and friends
and other support networks
Sexually transmitted infections
Experimenting with drugs and/or alcohol
Poor self-image, eating disorders and/or
some self-harm
Tier 3– High to Complex
Threshold for Children in Need
ILLUSTRATIVE EXAMPLES
Assessment
Process
Features
In assessing need and risk that require
additional services, multiple factors are
likely to be present
This Tier applies to those children
identified as requiring specialist support.
It is likely that for these children their
needs and care are at present
significantly compromised. Only a small
fraction of children will fall within this
band. These children will be those who
are highly vulnerable or experiencing the
greatest level of adversity.
Child in Need:
These children may be eligible for a Child
in Need service from Children’s Services
and are potentially at risk of developing
acute/complex needs if they do not
receive early statutory intervention. If a
social worker is allocated they will
usually act as the lead professionals and
coordinate services.
Definition:
Section 17 of the 1989 Children Act
 ‘is unlikely to
maintain a
standard of
development’
achieve or
reasonable
health or
Parents or Carers Capacity
Basic, Care, Safety and Protection
 Parent/Carer is unable to meet child’s
needs even with support and not providing
adequate care
 Serious concern that an unborn child is at
risk of significant harm
 Chronic or acute neglect where food,
warmth and other basics often not
available
 Parent/carer has mental health difficulties
that has a direct impact on child’s health or
development
 Parent/carer substance misuse that has a
direct impact on child’s health or
development
 Parental learning difficulties that have a
direct impact on child’s health or
development
 Parental health/disability that has a direct
impact on child’s health or development
 Child exposed to contact with individuals
who pose a risk of physical or sexual harm
to children
 History of previous child protection
concerns
 Child missing from home or school
Emotional Warmth and Stability
 ‘health or
development is
 Parent is emotionally unavailable
likely to be
significantly
impaired’ without
the provision  Succession of carers or child young person
has multiple carers, but no significant
of
LA
services
relationships with any of them

Inappropriate child care arrangement
 Or s/he is disabled
 Inconsistent parenting impairing emotional
and behavioural development
 Parental instability affects capacity to
nurture
 Parents/carers own emotional needs
compromise those of the child/young
person
Guidance Boundaries and Stimulation
 Child/young person receives little positive
stimulation despite appropriate
toys being available
15
A Multi-agency Assessment (EHA or
Children and Families
Assessment)should be used as the first
assessment tool of choice. This may be
used to support a referral to
specialist/targeted support.
Children’s Services
Will decide on their response based on
the information supplied in the
referral. If appropriate they will
undertake their C&F Assessment and
complete a Child in Need Plan.
Following this the case may:
 Be closed
 Be actioned
 Lead to a fuller assessment
 Stepped down to EHA
Exit Strategy
A TAF formed may also be required to
support child moving out of complex
needs with an agreed action
Plan. This could include continuing
multi-agency support coordinated by a
Lead Professional to enable the child
and family’s move back to universal
services

Parents/carers provide inconsistent
boundaries or present a negative role
model which seriously impacts on child’s
development
Family and Environmental Factors
Family and Social Relationships and Family
Well-Being








Child is privately fostered
Unaccompanied asylum seeking children
Child subject to a court application where a
s7 or s37 report has been ordered to be
completed by children’s social care
Pre-birth assessment where a history of
past child protection concerns
Risk of family relationship breakdown
leading to need for child to become looked
after outside of family network
Child is a young carer requiring assessment
of additional needs
Child requires assessment for respite care
service due to family circumstances and
has no appropriate friend/relative carer
available to support
Parents/carers are unable or unwilling to
continue to care for the child
Domestic Violence
Factors to take into account (these are not
exclusive factors and careful professional
judgement should be made with each case)
which would indicate greater risk and
necessitate the need to undertake a C&F
assessment/ S47 Child Protection enquiry :

Domestic abuse which is moderate to
significant which includes injuries
regardless of whether the child or young
person was present or not.
This could also include less significant
incidences but where there has been more
than three in a twelve month period. The
following should be taken into consideration:












Any serious single incident whether the
child was present or not.
Several lesser incidents whether children
are present or not.
Any incident where there is a baby under
12 months or an unborn baby whether
present or not.
Victim has been identified and referred to
MARAC.
Incident (s) of serious and / or persistent
physical violence in the family
Increasing in severity /frequency and or
duration
Use of weapons
Sexual Assault
Choking/Strangulation
Assault during pregnancy
Kidnapping/prolonged imprisonment
Obsessive/Controlling Behaviour
16



























Threats of suicide/suicidal behaviour
Extreme humiliating or degrading
behaviour
History of previous assaults (including
pervious partners)
Victim and/ children indicate that they are
frightened of the abuser, placed in fear by
looks, actions, gestures and the destruction
of property (emotional and psychological
abuse)
Recent separation or repeated
separation/reconciliation/ongoing couple
conflict
Stalking/harassment of mother/children
Increased risk of isolation
Abuse through the use of texting/social
network sites (Facebook)
Abuser breaching bail conditions/civil
protection orders/non contact orders
Victim required medical treatment but not
sought/or explanation for injuries
implausible
Recurring or frequent requests for Police
intervention
Incident (s) of violence occurs in the
presence of children and young people and
consider the duration of exposure.
Threats of harm to parent/and or children.
Excessive jealousy / possessiveness of
abuser domineering in the relationship.
Financial control maintained by the abuser.
Abuser has a history of domestic violence
in previous relationships.
Other violence to take into account:
Violent behaviour and/or threats towards
other family members or friends ( to
include details of any convictions where
known).
General violent behaviour and threats
outside of the family home (to include
details of any convictions where known).
Animal abuse.
Child abuse.
Attitudes to take into account:
Sexual jealousy
Supporting or condoning domestic abuse
Minimising/denial/blame
Unwillingness to engage with any
assessment or disengagement from the
assessment or from services.
Animosity / aggression and hostility
towards professionals.
Housing, Employment and Finance




Homeless child in need of accommodation
including 16-17 year olds
Extreme financial difficulties impacting on
ability to have basic needs met
No access to funding/community resources
Family at risk of eviction having already
received support from Housing services
Social and Community Resources

Child or family need immediate support
17


and protection due to
harassment/discrimination and have no
local support
Significant levels of targeted hostility
towards the child and their family, and
conflict/volatility
Family plan to take a prolonged holiday to
a country where FGM/EFM is prevalent or
another European country
Child or Young Person’s Developmental
Needs
Learning/Education



Child not in education, in conjunction with
concerns for child’s safety
Chronic non
attendance/truanting/authorised
absences/fixed term exclusions
Statement of Special Educational Needs
Health











Chronic/recurring health problems with
missed appointments, routine and non
routine
Child with a disability in need of
assessment and support to access
appropriate specialist services
Serious delay in achieving physical and
other developmental milestones, raising
significant concerns
Frequent accidental injuries to child
requiring hospital treatment
Mental health issues requiring referral to
CAMHS, including self harm or suicidal
thoughts
Poor or restricted diet despite
intervention.
Child has chronic health problems or high
level disability which with extra support
may/may not be maintained in a
mainstream setting
Learning significantly affected by health
problems
Significant dental decay that has not been
treated
recurrent or ongoing risk taking behaviour
late boking( 32 weeks) in pregnancy
Social, Emotional, Behavioural, Identity





Child with serious level of unexplained and
inappropriate sexualised behaviour
Child is at risk of sexual exploitation
Child missing from home and concerns
raised about their physical and emotional
safety and welfare
Child whose behaviour is putting them at
risk, including substance and alcohol
misuse
Evidence of regular/frequent substance
misuse which may combine with other risk
factors
18








Evidence of escalation of substance use
and of changing attitudes and more
disregard to risk
Continuous breeches of curfew. order with
other risk-taking behaviours that impact on
the child’s welfare and safety
Frequently goes missing from home
Failure or inability to address serious
(re)offending behaviour leading to risk of
serious harm to self or others
Child/young person beyond parental
control – regularly absconds from home
and places self at risk of significant harm
Young people experiencing current harm
through their use of substances
Sudden announcement of engagement to a
stranger
Expressing opinions which condone
offending by one group, cause or ideology
towards others
Self-Care and Independence




Child suffers accidental injury as a result of
inadequate supervision
Child found wandering without adequate
supervision
Child expected to be self reliant for their
own basic needs or those of their siblings
beyond their capabilities, placing them at
potential risk
Severe lack of age appropriate behaviour
Child Sexual Exploitation Medium Risk
Indicators (any of those risk factors identified
above in tier two and one or more of the
following)















Getting into cars with unknown adults
Associating with known CSE adults
Being groomed on the internet
Offering to have sex for money or another
payment and then running before sex
takes place
Disclosure of a physical assault and
refusing or withdrawing a formal complaint
Being involved in CSE though hotspots,
known house or recruiting grounds
Having an older girlfriend/boyfriend
Non school attendance or excluded from
school
Staying out overnight with no explanation
Breakdown of residential placements due
to behaviour
Unaccounted for money or goods including
mobile phones, drugs and alcohol
Multiple sexually transmitted infections
Self-harming that requires medical
treatment
Repeat offending
Gang member or association with gangs
Please note some of these families will be managed under the Complex Child In Need Protocol which is in Appendix 2
19
Tier 4 – Complex or Acute:
Threshold for Child Protection
ILLUSTRATIVE EXAMPLES
Features
Assessment
Process
In assessing need and risk that require
intensive specialist services, multiple
factors are likely to be present
Children with
Tier 4 Needs
Children requiring specialist/statutory
integrated support
Child Protection
Children experiencing significant harm that
requires statutory intervention such as
child protection or legal intervention.
These children may also need to be
accommodated (taken into care) by the
/Children’s services either on a voluntary
basis or by way of Court Order
Definition
Section 47 of the 1989 Children Act. Child
or young person. Where a child is at risk of
significant harm. Through neglect,
physical, emotional or sexual abuse.
Process
Agencies should make a verbal referral
either to the Initial Response Team or the
Local Children’s Services
Team depending on local arrangements
and accompany this with written referral
form
Parents or Carers Capacity
Basic Care Safety and Protection













Parents/carers are unable to care for the
child
Parents/carers have or may have
abused/neglected the child/young person
Pre birth assessment indicates unborn
child is at risk of significant harm
Parents’ own needs mean they cannot
keep child/young person safe
Parent unable to restrict access to home by
adults known to be a risk to children and
other adults
Child/young person left in the care of an
adult known or suspected to be a risk to
children, or lives in the same house as the
child
Low warmth, high criticism is an enduring
feature of the parenting style
Parent’s own emotional needs/experiences
persistently impact on their ability to meet
the child/young person’s needs
Parent/carer has mental health issues, that
present a risk of significant harm to the
child
Parent/carers’ substance misuse that
presents a risk of significant harm to the
child
Parental learning difficulties that present a
risk of significant harm to the child
Parental health/disability that presents a
risk of significant harm to the child
Concerns about sexual exploitation
Emotional Warmth and Stability



Deliberate cruelty or emotional ill
treatment of a child resulting in significant
harm
Child is continually the subject of negative
comments and criticism, or is used as a
scapegoat by a parent/carer, resulting in
feelings of low worth and self-esteem and
seriously impacting on the child’s
emotional and psychological development
Previous child/young person(s) have been
removed from parent’s care
Guidance Boundaries and Stimulation


Lack of appropriate supervision resulting in
significant harm to child
Child is given responsibilities that are
20
Children’s Services
will decide on their response based on
the verbal information as repeated in
the written notification form. In the
case of suspected abuse they will
follow the Working Together
procedures as laid out in the NSCB
Procedures. On the basis of a C&F
Assessment a decision will be made
whether to hold an Initial Child
Protection Conference.
Key agencies that may provide
support at this level:
 Children’s Services – Social Care,
Fostering, Adoption Teams
 Police
 Other statutory service e.g. SEN
services; Education & Child
Psychology
 Specialist health or disability
services
 Youth Offending Team
 Targeted drug and alcohol
 CYPS
 Family support services
 Voluntary & Community Services
 Children’s Centres
 LIST
 Targeted Adolescent Services
 Services at universal level
Exit Strategy
Children’s Services
Will work with the child and their
family either to reduce the risk to a
child in need and ultimately a move out
of statutory interventions as described
in Tier 3, or will embark on Court
Proceedings to accommodate the child
or young person in a kinship, fostering
or residential placement, or to place
the child for adoption.

inappropriate for their age/level of
maturity resulting in significant harm to the
child
Adult in a position of trust, staff member
or volunteer behaves in a way that results
in harm to a child, or that might indicate
unsuitability to work with children
Family and Environmental Factors
Family and Social Relationships and Family
Well-Being








Assessment identifies risk of physical,
emotional, sexual abuse or neglect
History of previous significant harm to
children, including any concerns of
previous child deaths
Family characterised by conflict and
serious, chronic relationship difficulties
Parent/carer has unresolved mental health
difficulties which affect the wellbeing of
the child
Adult victim of Domestic Abuse is assessed
as high level risk and the child (including
unborn) is at risk of significant harm
Child’s carer referred to MARAC
Members of the wider family are known to
be, or suspected of being a risk to children
Child needs to be looked after outside of
their immediate family or parents/carers
due to abuse/neglect
Domestic Violence
Factors to take into account, alongside those
identified in level 3:









Repeated serious and /or severe physical
violence-life threatening violence.
Attention to the frequency, duration and
severity of violent behaviour the children
and young people are exposed to.
Use/assault with weapons.
Abusers violation of protective and or child
contact orders.
Criminal history of abuser, gangland
connection, generalised aggression, history
of anti-social behaviour, aggression
towards previous partners/family
members.
Intense stalking/harassment behaviour of
abuser-increased risk of isolation.
Recurring of frequent request for Police
intervention.
Victim required treatment for injuries
sustained. Medical attention was required
but not sought or injuries explanation is
implausible.
Threats to kill or seriously injure victim/and
or children.
Victim is very frightened of the abuser and
believes intent of threats. Retaliatory
violence a concern.
21











Victim is intensively controlled/may
present as submissive, worn down by the
abuse.
Victim is pregnant/victim is abused in the
post natal period/recently separated with
new baby raised risk level.
Confirmed emotional/psychological abuse
of mother.
Sexual assault / suspected sexual abuse of
victim.
Incidences of violence witnessed and
occurred in presence of childrendistressed/aftermath of incident.
Children/young person has directly
intervened in incidences.
Child/young person summoned
help/disclose immediate heightened risk to
this child of being ‘punished’/adverse
reaction from the abuser and/or mother
assess adults reaction to child’s disclosure.
Children may disclose another form of
abuse to draw attention to the situation.
Child or young person has been physically
assaulted / abused.
Confirmed emotional abuse of child or
young person.
Suspected/confirmed sexual abuse of child
or young person.
Abuser is a perpetrator of child abuse but
may not have been prosecuted. Abuser is
known to MAPPA.
Victim has been identified and referred to
MARAC.
Housing, Employment and Finance

Hygiene conditions within the home
present a serious and immediate
environmental/health risk to children
Child or Young Person’s Developmental
Needs
Learning/Education
 No school placement
 Has additional educational needs which
require the involvement of LA support
services to augment the schools own
resources. The needs are more than likely
to be significant and complex.
 Differentiated classroom practice over time
has not resulted in sufficient progress
towards meeting learning targets. The child
requires an Individualised programme with
tailored Interventions.
Health



Parents/carers refusal to recognise or
address high level disability, serious
physical and/or emotional health problems
Carers refusing medical care endangering
life/development
Child not accessing appropriate medical
care which puts them at direct risk of
significant harm
22






Concerns that a child is suffering or likely
to suffer harm as a result of fabricated or
induced illness
Sexually Transmitted Infection in a child
under 13
Child who is suspected to having suffered
non-accidental, or serious unexplained,
injuries
Concealed/denied pregnancy or birth
Reluctance by child to take part in PE which
may be linked to FGM having taken place
FGM is identified
Social, Emotional, Behavioural, Identity








Challenging behaviour resulting in serious
risk to the child and others
Failure or inability to address complex
mental health issues requiring specialist
interventions
Under 13 engaged in sexual activity
Under 16 concerns re coercion to engage
in sexual activity
Subject to sexual exploitation under 18
years of age
missing from home for repeated short
periods of time or prolonged periods
Young people with complicated substance
misuse problems requiring specific
interventions and/or child protection and
who can’t be managed in the community
Using the internet to buy suspect materials
or download terrorist literature
Self Care and Independence




Child is left “home alone” without
adequate adult supervision or support and
at risk of significant harm
Distorted self image and lack of
independent living skills likely to result in
significant harm
Young person prevented from going on to
higher/further education and EFM is
suspected
Young person travels abroad without
family’s permission
Child Sexual Exploitation High Level Risk
Indicators (any of those risk factors identified
above in tier three and one or more of the
following:

Child under the age of 13 and engaging in
sexual activity

Pattern of street homelessness and staying
with an adult believed to be sexually
exploiting them

Child under the age of 16 years meeting
different adults and exchanging or selling
sexual activity

Travelling considerable distances to meet
different adults
23

Removed from known ‘red light’ area or
known hotspots by professionals due to
suspected CSE

Being taken to clubs and hotels by adults
and engaging in sexual activity

Disclosure of serious sexual assault and
then withdrawal of statement

Abduction and forced imprisonment

Being moved around for sexual activity

Disappearing/disengaging from all
professional contact and not accessing
support

Child or young person does not see or
accept the risks

Being bought/sold/trafficked

Multiple miscarriages or terminations

Indicators of CSE in conjunction with
alcohol and drug misuse

Indicators of CSE alongside serious selfharm

Receiving rewards of money or goods for
recruiting peers into CSE
24
Appendix 1
The following are indicators which may aid in decision making when considering the Thresholds. The Risk Indicators in relation to CSE, FGM, EFM and Hate crime
outlined above should be considered thought the age ranges in Appendix 1:
Tier 1 Universal Needs
These are children and families
where there are no concerns.
Typically these children are likely to
live in a resilient and protective
environment where their needs are
met. These children will require no
additional support beyond that
which is universally available.
These indicators need to be kept in
mind when assessing the
significance of indicators from
Levels 2-4.
INDICATORS
AGES 5-13
CHILD’S DEVELOPMENT
AGES 0-4
Health






Appropriate height and weight
Physically healthy
Developmental checks up to date
Adequate and nutritious diet
Regular dental and optical care
Warm attachment with carers







Appropriate height and weight
Physically healthy
Developmental checks up to date
Adequate and nutritious diet
Regular dental and optical care
Good state of mental health
No misuse of substances








Education/Learning

Experiences of success/
Achievement
No concerns around cognitive
development
Access to books, toys as
appropriate
Enjoys and participates in
educational group activities within
pre school settings
Parents engaged
Able to communicate ‘wants’ and
‘needs’

Acquired a range of
skills/interests
Experiences of
success/achievement
Access to books, toys, as
appropriate
Enjoys and participates in
educational and community
activities
Sound home/school link
Articulates aspirations
Attends school regularly
No concerns around cognitive
development
Demonstrates age appropriate
responses in feelings and actions
Good quality early attachments
Able to adapt to change
Able to demonstrates empathy
 Acquired a range of skills/interests
 Experiences of success/achievement
 No concerns around cognitive





Emotional & Behavioural
Development
Identity
Family & Social Relationships








Demonstrates age appropriate
responses in feelings and actions
 Good quality early attachments
 Able to demonstrate awareness of
others



 Positive sense of self and abilities
 Can Demonstrate feelings of
Positive sense of self and abilities
Can demonstrate feelings of
belongingness and acceptance

Stable and affectionate
relationships with caregivers
 Good core relationships with
siblings
25



AGES 14-18
development
 Access to books, games, activities as
appropriate
 Enjoys and participates in
educational and community activities
 Sound home/school link
 Planned progression beyond
statutory education
 In EET or NEET up to a maximum of
12 weeks






belongingness and acceptance

Stable and affectionate
relationships with caregivers
 Good core relationships with
siblings
Appropriate height and weight
Physically healthy
Medical checks up to date
Adequate and nutritious diet
Regular dental and optical care
Good state of mental health
Sexual activity appropriate for age
No misuse of substances




Demonstrates age appropriate
responses in feelings and actions
Good quality
attachments/relationships
Able to adapt to change
Able to demonstrate empathy
Positive sense of self and abilities
Can demonstrate feelings of
belongingness and acceptance
Stable and affectionate relationships
Good core relationships with siblings
Positive relationships with peers
Emerging Social integration
Tier 1 Universal Needs

Social Presentation



Self Care Skills

INDICATORS
Positive relationships with
 Positive relationships with peers
peers
Appropriate dress for different
 Appropriate dress for different
settings
settings-allowing for age and
Good level of personal hygiene
fashion
Enjoys positive attention-appears
 Good level of personal hygiene
relaxed with a happy disposition.
 Able to discriminate between
‘safe’ and ‘unsafe’ contacts
 Appears reasonably at ease in
social situations
Growing level of competencies in
 Growing level of competencies in
practical skills, such as feeding,
practical skills.
dressing.
Tier 2 Low to Vulnerable
These are children and families
whose circumstances may make
them vulnerable and may affect the
child’s health, educational, or social
development.
 Appropriate dress for different
settings- allowing for fashion
 Good level of personal hygiene
 Reasonably at ease in social
situations, and sufficiently
discriminating between ‘safe’ and
‘unsafe’ contacts
 Competency in practical skills and
emerging independent living skills
INDICATORS
CHILD’S DEVELOPMENT
AGES 0-4
AGES 5-13
AGES 14-18
Health

 Weight not increasing at rate
expected
 Not attending routine
appointments
 Concerns about developmental
progress
 Persistent minor health problems
 Limited diet e.g. no breakfast and
limited money for school lunch
 Dental care not sufficient in
attendance for checks/treatment
 Vulnerability to mental well-being
problems e.g. acrimonious divorce
of parents, unduly anxious, angry
or defiant
 Smokes
 Enuresis and encopresis
 Not registered with a GP






Children and families who might be
defined as falling within this level
may need some additional support
without which they would be at risk
of not meeting their full potential. At
this level consideration should be
given as to whether a multi agency
assessment e.g. EHA should be
completed.



Weight not increasing at rate
expected
Concerns regarding
developmental milestones
Not attending routine
appointments
Persistent minor health problems
Limited diet
Feeding problems








Education/Learning


Not accessing any pre-school
setting
Not always engaged in organised
activities e.g. poor concentration,
low motivation
26

Requires a greater degree of
individualisation above and
beyond expected differentiation
of the curriculum.
Poor punctuality

Excessive or low weight gain
Concerns about developmental
progress e.g.
overweight/underweight/
enuresis
Not attending routine
appointments
Persistent minor health problems
Limited diet e.g. no breakfast and
limited money for school lunch
Dental care not sufficient in
attendance for checks/
Treatment
Concerns regarding mental
wellbeing e.g. acrimonious
divorce of parents, unduly
anxious, angry or defiant
Consensual sexual activity
Experimenting with substance
misuse
Smokes
Requires a greater degree of
individualisation above and
beyond expected differentiation
of the curriculum.
NEET for 12 weeks or more(16-18)
Tier 2 Low to Vulnerable
INDICATORS





Not thought to reaching his/her
potential
Home/setting link not well
established
Poor peer relationships
Speech and language difficulties
Little evidence of stimulation
from carer(s)




Regular school absences
Not always engaged in learning
e.g. poor concentration, low
motivation
Not thought to be reaching
his/her educational potential
Home/school link not well
established







Emotional & Behavioural
Development










Identity


Hostile behaviour
Some difficulties with family
relationships
Some difficulties with peer group
relationships
Some evidence of inappropriate
responses and actions
Child finds managing change
difficult
Multiple carers
Multiple house moves
Poor routines
Late toileting
Separation anxiety

Some insecurities around identity
expressed e.g. low self esteem
Limited self-confidence
Child/young person subject to
discrimination through social
inequity and negative life
experiences










Family & Social Relationships


Chaotic routines
Child has lack of positive role
models
27


Some difficulties with peer group
relationships
Some evidence of inappropriate
responses and actions
Child can find managing change
difficult
Not always able to understand
how own actions impact on others
Multiple house moves
Multiple carers

Some insecurities around identify
e.g. low self-esteem, low
aspirations for the future
Child/young person subject to
discrimination through social
inequity and negative life
experiences
Poor self-confidence
Signs of deteriorating mental
wellbeing
Victim of crime


Chaotic routines
Child has lack of positive role
models










but available
Poor punctuality
Regular school absences
Not always engaged in learning
e.g. poor concentration, low
motivation
Not thought to be reaching
his/her educational potential
Home/school link not well
established
Limited evidence of progression
planning
At risk of making illinformed/inappropriate decisions
about progression
Some difficulties with peer group
relationships
Some evidence of inappropriate
responses and actions
Young person finds managing
change difficult
Not always able to understand
how own actions impact on others
Multiple house moves
Limited self-confidence
Child/young person subject to
discrimination through social
inequity and negative life
experiences
Victim of crime
Poor self-confidence
Signs of deteriorating mental
health
Few if any recognised
achievements
Chaotic routines
Child/young person has lack of
positive role models
Tier 2 Low to Vulnerable
INDICATORS




Social Presentation


Child has some difficulties
sustaining relationships
Inconsistent parenting
Family lack social networks

Clothing for younger children may
be ill fitting
Child may not always be clean
Child can be either overfriendly or
withdrawn








LEVEL 3
These are children and families
whose circumstances mean they
may be very vulnerable
Children and families who might be
defined within this level will require
a coordinated multi-agency
response. Typically this will involve
the lead professional completing a
multi agency assessment e.g. EHA
and Team Around the Family (TAF)
meeting.
CHILD’S DEVELOPMENT
AGES 0-4
Health





Relationships with carers
characterised by inconsistencies
Child has some difficulties
sustaining relationships
Few recognised achievements
Family lack social networks

Lack of school uniform impacting
on progress/relationships in
school
Clothing for younger children may
be ill fitting e.g. too tight shoes
Child may not always be clean –
may suffer from teasing at school
about being ‘smelly’
Child can be either over friendly
or withdrawn
Child appears to be alone and
unconnected

INDICATORS
AGES 5-13
Persistent growth faltering
Child has chronic health problems
Concerns about developmental
progress
Untreated dental decay
Behaviour difficulties requiring
further investigations








Persistent growth faltering
Child has chronic health problems
Learning significantly affected by
health problems
Limited/restricted diet – no
breakfast, no lunch money
Significant dental decay that has
not been treated
Substance misuse including
persistent use of alcohol
Behaviour difficulties requiring
further investigation
Signs of low mood, anxiety or self
inflicted injuries







Relationships with carers
characterised by inconsistencies
Child has some difficulties
sustaining relationships
Few recognised achievements
Family lack social networks
Lack of school uniform impacting
on progress/relationships in
school
Clothing for younger children may
be ill fitting e.g. too tight shoes
Child/young person may not
always be clean – may suffer from
teasing at school about being
‘smelly’
Child can be either over friendly or
withdrawn
Child appears to be alone and
unconnected
AGES 14-18
 Chronic health problems
 Learning significantly affected by
health problems
 Limited/restricted diet – no
breakfast, no lunch money
 Significant dental decay that has
not been treated
 Substance misuse including
persistent use of alcohol
 ‘Unsafe’ sexual activity
 Refusing medical care
 Behaviour difficulties requiring
further investigation
 Teenage pregnancy
 Signs of low mood, anxiety or self
inflicted injuries
28
LEVEL 3
Education/Learning





Emotional & Behavioural
Development




INDICATORS
.
Poor relationships between
 Not educated at school (or at
home/pre school setting
home by parents)
Inappropriate social behaviour
 The child’s current rate of
progress is inadequate, despite
Carer regularly fails to provide
receiving appropriately structured
stimulation
early education experiences
Unresolved speech and language
difficulties
The child’s current rate of
progress is inadequate, despite
receiving appropriately structured
early education experiences
Poor peer relationships
Disruptive/challenging behaviour
at pre school setting or in
neighbourhood
Child withdrawn/unwilling to
engage
Limited ability to understand how
actions impact on others (4 years
old)









Identity




Demonstrates significantly low
self-esteem in a range of
situations
Very poor self confidence
Signs of deteriorating emotional
well being
Child is socially isolated and lacks
appropriate role models





29
.
 Not educated at school (or at home
by parents)
 NEET(16-18) for more than 12
weeks and not available for
opportunities
 The child’s current rate of progress
is inadequate, despite receiving
appropriately structured early
education experiences
Poor peer relationships
Starting to offend and re-offend
Child finds it difficult to cope with
anger and frustration
Disruptive/challenging behaviour
at school or in neighbourhood
Child withdrawn/unwilling to
engage
Limited ability to understand how
actions impact on others
Cannot maintain peer
relationships e.g. is aggressive,
bully, bullied etc.
Unable to connect cause and
effect of own actions
Unable to display empathy
 Poor peer relationships
 Cannot maintain peer relationships
Child experiences persistent
discrimination e.g. on the basis of
ethnicity, sexual orientation or
disability
Child is socially isolated and lacks
appropriate role models
Demonstrates significantly low
self-esteem in a range of
situations
Very poor self-confidence
Child’s self-image distorted and
may demonstrate fear or
 Young person experiences
e.g. is aggressive, bully, bullied etc.
 Starting to offend or re-offend
 Young person finds it difficult to
cope with anger and frustration
 Unable to connect cause and effect
of own actions
 Disruptive/challenging behaviour
at school or in neighbourhood
 Young person withdrawn/unwilling
to engage
 Rarely able to understand how
actions impact on others
 Unable to display empathy




persistent discrimination e.g. on
the basis of ethnicity, sexual
orientation or disability
Demonstrates significantly low selfesteem in a range of situations
Young person is socially isolated
and lacks appropriate role models
Very poor self-confidence
Child/young person’s self-image
distorted and may demonstrate
fear or persecution by others
LEVEL 3
INDICATORS
persecution by others
 Mental Well being concerns
becoming problematic and
manifest
 Victim of serious crime
Social Presentation





Behaviour is inappropriately
sexualized
Clothing is regularly unwashed
and frequently ill fitting
CHILD’S DEVELOPMENT
AGES 0-4
Health


Children and families who might
be defined within this level will
require a specialist assessment
from , for example, Social Care,
YOS, CYPS, SEN.




Child’s poor hygiene leads to
alienation from peers
Rejection or taunting by peers
Child unable to discriminate and
likely to put self at risk
LEVEL 4
These are children whose needs
and care at the present time are
likely to be very significantly
compromised.





Education/Learning


Child’s poor hygiene leads to
alienation from peers
Alienates self from school
Rejection or taunting by peers

 Unresolved growth faltering
 Carers refusing medical care




Has additional educational needs
which require the involvement of
LA support services to augment the
settings own resources. The needs
30


becoming problematic and
manifest
 Victim of serious crime
Behaviour is inappropriately
sexualised
Child may be provocative in
behaviour/appearance
Clothing is regularly unwashed
and frequently ill fitting
INDICATORS
AGES 5-13
Unresolved growth faltering
Carers refusing or denying medical
care endangering
life/development
Persistently missing routine health
appointments
Dietary needs persistently not met
 Mental well being concerns
endangering life/development
Dietary needs persistently not met
Habitual substance misuse
Pregnancy
Acute mental health problems
e.g., threat of suicide, psychotic
episode, severe depression,
Sexual activity and concern
around CSE
No school placement
Has additional educational needs
which require the involvement of
LA support services to augment




Behaviour is inappropriately
sexualised
Child may be provocative in
behaviour/appearance
Clothing is regularly unwashed
and frequently ill fitting
Child’s poor hygiene leads to
alienation from peers
Alienates self from school
Rejection or taunting by peers
AGES 14-18
 Lack of food may be linked with





neglect. Dietary needs
persistently not being met and
resulting in significant harm
Sexual activity that raises
concerns for the welfare of the
child or young person,
particularly around CSE
Pregnancy
Acute mental health problems
e.g., threat of suicide, psychotic
episode, severe depression,
No school placement
Has additional educational needs
which require the involvement of
LA support services to augment
LEVEL 4
INDICATORS
are more than likely to be
significant and complex.
Differentiated classroom practice
over time has not resulted in
sufficient progress towards
meeting learning targets. The child
requires an Individualised
programme with tailored
Interventions.
Emotional & Behavioural Development

Evidence of a persistent insecure
attachment to carers




Identity

Child has internalised negative
criticism and behaviour reflects
poor self image
31

the schools own resources. The
needs are more than likely to be
significant and complex.
Differentiated classroom practice
over time has not resulted in
sufficient progress towards
meeting learning targets. The
child requires an Individualised
programme with tailored
Interventions.
the schools own resources. The
needs are more than likely to be
significant and complex.
Differentiated classroom practice
over time has not resulted in
sufficient progress towards
meeting learning targets. The
child requires an Individualised
programme with tailored
Interventions.
Abuses other children
Puts self or others in danger
Prosecution for offences –
resulting in court orders, custodial
sentences, ASBOs etc
Regularly involved in antisocial/criminal activities


Child has internalised
discrimination and behaviour
reflects emotional harm



Abuses other children
Puts self or others in danger e.g.
missing
Prosecution for offences –
resulting in court orders,
custodial sentences, ASBOs etc
Regularly involved in antisocial/criminal activities
Young person has internalised
discrimination and behaviour
reflects emotional harm
Appendix 2-Decision Making Flowchart
Am I Concerned About This Child?
No
Yes
NFA
Is this child at risk of significant harm?
(Tier 4)
No
Yes
Can my agency provide the
support the child/family needs?
Follow Safeguarding
Procedures and
refer in immediately
to Children’s
Services
No
Yes
Consider
completing EHA if it
would be helpful
Will this require Tier 3 intervention?
No
Yes
Use referral procedure of Tier 3
agency
Complete a EHA; identify needs
and plan and review
Is this still a Tier 2 need?
No
Yes
Continue with plan
32