Kirklees single assessment guidance and process. Introduction and background

Transcription

1 Kirklees single assessment guidance and process Introduction and background

2 Introduction and background The Single Assessment has been developed as a response to the recommendations of the Munro Review of Child Protection 2011 being adopted in the Working Together to Safeguard Children Guidance The Munro Review recommended reducing statutory guidance relating to safeguarding and promoting the welfare of children in order to promote local autonomy and increase the scope for practitioners to exercise their professional judgement. The Single Assessment replaces the previous early help assessment EHA (sometimes referred to as a CAF) initial assessment and core assessment within the children and young person s assessment framework. The focus of the Single Assessment is for practitioners to draw on their professional judgement to analyse and reflect on information gathered regarding that child or young person, and focus the assessment on the specific needs identified leading to a high quality assessment that is child focussed. An assessment is a fluid process that considers emerging needs and sustainability of any change for the family. Working Together 2013 communicates a clear aim of the Single Assessment as the following: The aim of the new Children and Families Single Assessment is to retain the Framework for the Assessment for Children in Need and their Families (Department of Health et al., 2000) as an underpinning framework and examine children s developmental needs, parents or care givers capacity to respond appropriately and family and environmental factors which are specific to the purpose of assessment for that child. However, the framework is able to be streamlined so that there are fewer tick boxes and/or sub-sections for each of the dimensions (e.g. health, education, emotional and behavioural development) of the Assessment Framework to encourage and empower workers to exercise their professional judgement about what information to record. The intention is to support the delivery of seamless services to children and their families throughout the continuum of need from early help provision to specialist services and back again when needs have been met, commonly referred to as step up and step down. All practitioners working with children and families will be required to work within these procedures when identifying need to ensure that they are addressed and that appropriate interventions are put in place at the earliest possible opportunity. Within the Family Support and Child Protection Service it is our intention to develop a seamless service and proportionate Single Assessment to ensure there will be no wrong door in Kirklees and families will receive the right help at the right time by the right service. We are using a Team Around the Family (TAF) approach to ensure that both parents and children are able to get the support they need, at the right time, to help their children achieve good outcomes. It means making sure that families receive integrated, co-ordinated, multi-agency, solution focused support. By identifying problems early, all services can work closely together to help prevent a family s needs escalating and requiring more intensive intervention. These procedures support the early identification of need, the offer of early help to address those needs, and the provision of seamless services and support throughout. Through the Single Assessment, the emphasis is on the TAF at all levels on the Kirklees Staircase and Continuum of Needs Model. (see page 3) Page 1 Kirklees single assessment guidance and process

3 Core Principles This guidance is based on the principle of ensuring a shared sense of what good practice looks like when working with children and families including; People know where to go to seek advice and help or when they have concerns regarding a child or young person. Services should intervene early to tackle any problems as soon as they emerge. Safeguarding children and young people is everyone s responsibility; everyone who comes into contact with children and families has a role to play; The child should be at the centre, their needs are paramount. They must be listened to by professionals and have their voices heard; Developing a good understanding of how factors such as ethnicity, culture, language, faith, religion and disability impact upon a child s development, welfare and safety. Building upon rather than repeat previous assessments Making effective use the family history providing an up-to date chronology and using genograms/eco - maps. Planning that has clear explicit objectives and targets that the family members understand; Effective assessment requires all those working with children, young people and families to: Be alert to children and their needs; Services to adults need to consider the adult in their role as a parent or carer and assess the help required and any concerns or risks to children; Understand their individual role in keeping children safe, and the role of others; and Be able to identify symptoms and triggers of abuse and neglect and share information with other professionals in a timely way. Kirklees single assesment guidance and process Page 2

4 Kirklees single assessment staircase & continuum of need Safe secure & successful with us Continuous Assessment Level 4 Need NEED Children require intensive support and child protection Level 3 Need Children have complex and multiple needs Level 2 Need Children with additional needs Level 1 Need Concern or risk Concerns Help or concern ASSESSMENT STATUS Lead professional Social Worker Specialist Services Lead professional Targeted services with Social Work oversight Lead professional Universal and Targeted services Universal Voluntary and Community Sector LEAD PROFESSIONAL AND SERVICE LEVEL Child Protection & Child in Need Looked after Children Whole family, coordinated multi agency response required Universal support unable to meet need Not making expected progress ISSUES Improve outcomes and keep child safely at home Improve outcomes and prevent escalation to safeguarding TAF to address need and improve outcomes Universal support and monitoring OUTCOMES Statutory Early Support and Intervention MASH Page 3 Kirklees single assessment guidance and process

5 Kirklees safeguarding children board levels of need The Kirklees Levels of Need has been produced to help you identify when a child may need additional support to achieve their full potential. It introduces a continuum of help and support, provides information on the levels of need and gives examples of some of the indicators that a child or young person may need additional support. By undertaking assessments and offering services on a continuum of help and support, professionals can be flexible and respond to different levels of need in different children and families. Along this continuum, services become increasingly targeted and specialised according to the level of need. Children s needs are not static, and they may experience different needs at different points on the continuum throughout their childhood years. Remember Where there is an immediate need to protect a child because they are being harmed or are likely to suffer significant harm, contact the Police or Local Authority Children s Social Care without delay. Click here or see appendix. For the levels of Need This framework embeds a multi-agency approach to assessment therefore identifying and prioritising a range of support and intervention strategies matched to the needs and strengths of the child, young person, and family. The indicators of need help develop a shared understanding of levels of need and vulnerability. They also provide a detailed breakdown of the three domains and dimensions of a Framework for the Assessment of Children in Need and their families. Kirklees single assesment guidance and process Page 4

6 The Four Levels of Need Level 1 No additional needs These are children with no additional needs; all their health and developmental needs will be met by Universal Services, the Voluntary and Community Sector. The majority of children living in each local authority area require support from universal services alone; Where need is relatively low individual services may be able to take swift action. This can be dealt with as a single agency. Level 2 Children with additional needs These are children with additional needs who may be vulnerable and showing early signs of abuse and/or neglect; their needs are not clear, not known or not being met. This is the threshold for a Part One Single Assessment (Early Help or Concern) it is a multi- agency early help assessment, led by universal and or targeted services; Level 3 Children have complex and multiple needs These are children who are unlikely to achieve or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services; or children who are disabled. This is the threshold for a Part One Single Assessment (Concerns) it is a multi-agency assessment led by a Social Worker but may result in a plan led by targeted services with social work oversight; Level 4 Children who require intensive support and Child Protection These children are suffering or are likely to suffer significant harm. They will require intensive support. This is the threshold for Part 2 Single Assessment (concern or risk). It is a specialist in-depth assessment led by a Social Worker. The Single Assessment Process There are two parts within the Single Assessment Framework: Part 1 is the Level 2/3 Early Help / Concern Assessment (Appendix 3) and Part 2 is the level 3/4 Concern / Risk Assessment. (Appendix 4) The criteria for considering a Single Assessment are: The worker or parent/carer is concerned about the progress of the child or young person. The child or young person s needs are unclear and requires further investigation. The support of more than one agency appears to be required. There is not already a Single Assessment/TAF in place. The child, young person and their family give their consent to the Single Assessment and associated processes. Where consent is not provided please refer to Page 7. Practitioners and Managers must consider whether an assessment should proceed without consent in the best interest of the child. Page 5 Kirklees single assessment guidance and process

7 Part 1: Level 2/3 Early Help / Concern Assessment The starting point for most children and families identified will be the completion of the Early Help/ Concern Assessment. For all children and families whose needs are on Level 2 or 3 of the Single Assessment Staircase & Continuum of Need the Part 1 Early Help/ Concern Assessment should be sufficient to identify the key needs of the child/family and to provide the early help and/or to begin the Team Around the Family (TAF) process if it is required. Part 2: Level 3/4 Concern / Risk Assessment Where needs have been identified at Level 4 consideration should be given to the completion of the Part 2 Single Assessment Specialist In-depth Assessment in recognition that needs are becoming more complex and a fuller picture of the child and family s needs is required. Where needs are identified at Level 4 this will progress to the Social Work Team who will carry out further work to identify whether a Part 2 Assessment is required. MASH Multi Agency Safeguarding Hub (MASH) Kirklees introduced MASH arrangements on the 1st April, with the team based at Riverbank Court Huddersfield. The failure of agencies to work together effectively to safeguard children and young people has been highlighted in numerous serious case reviews of child protection cases. By introducing MASH arrangements it will enable otherwise previously unavailable intelligence (unless conducting s47 enquiries) to be collated from all key partner agencies, to inform and target case planning. Kirklees MASH will follow the strengthening families model by concentrating on the grey areas working holistically and collaboratively with partner agencies, with all referrals into MASH being made by the Referral and Response Team. The MASH is used for sharing information where concerns or risks have been identified at Levels 3 and above of the Continuum of Need. The Process In all cases, where a concern or additional need has been identified, the practitioner should first of all contact Referral & Response Service to check whether an assessment is already in place for that child and/or family. If an assessment is in place, the practitioner will be put in touch with the existing Lead Professional so that appropriate information can be shared and agreement can be reached about what additional support may be required for the family. In most cases the practitioner will be invited to join the Team Around the Family (TAF) if one is in place. You can check if an assessment is in place by contacting the referral and response team on or register a Single Assessment by contacting the Early Help Access Team on If an Assessment and/or TAF is not already in place, the Referral & Response Service will register the assessment and discuss the level of need with the caller. This dialogue will triage the level of need and identify the level of assessment required. The practitioner will be asked to complete the Registration/ Referral Form and send it to the Referral & Response Service. Kirklees single assesment guidance and process Page 6

8 If the level of need is not clear at this stage, and further information is required to inform a judgement, the call and the assessment will be transferred to a Social Worker within the Referral & Response Service for the purposes of gathering further information and agreeing next action. If the level of need is initially assessed as at Level 4 arrangements will be made for allocation to a Social Worker. If a TAF is not required, actions will be agreed with the caller and reviewed by the EITS Service within 6 weeks to ensure progress has been made and needs have been met. If the caller is a parent and/or family member or a member of the public, the Referral & Response Service will identify the most appropriate practitioner to carry out the assessment, dependant on the level of need identified. Child Protection: Contact should be made immediately with the Referral & Response Service where there are concerns that the child is at risk of immediate significant harm and requires protection, or if a family crisis has arisen that requires urgent action. Reference should be made by the caller to the Local Safeguarding Children Board Procedures. The caller should make clear why he or she believes that the significant harm threshold is met. Consent What is consent? The Part 1 of the Single Assessment is a voluntary agreement between the child or young person, their family and agencies. It is important that you gain consent from the family right at the start of the process, this: will ensure that families have been informed about the need to share information so those working with the family can work together. Getting consent will: allow us to complete searches to identify any agencies involved with the family. gain permission to share the information gathered in the process. You will need to get consent a second time at the end of the assessment which will indicate that the family agrees with the content of the assessment, the actions to be taken and that you can share this information with other agencies that will be providing services to the family. A young person aged 16 or over, or a child under 16 who has the capacity to understand and make their own decisions, may give (or refuse) consent to share the information in the assessment. You should always encourage children under 16 to involve their mother, father or carer as appropriate. You should ensure that families have been given the opportunity to discuss what sharing and not sharing information will mean for them. Refusing Consent Gaining informed consent for the Part 1 Single Assessment supports families and practitioners in being clear about what information is shared and with whom it is shared. Where families refuse to give consent you should always consider whether the concerns for the child would indicate that a referral is necessary to Children Services for possible statutory interventions. Where consent is withheld it is the role of the practitioner to explain the assessment process in a way that enables the family to understand the benefits of sharing information and working in partnership with other agencies they should also explain what not sharing information will mean for them. Page 7 Kirklees single assessment guidance and process

9 In some cases refusal may be judged to indicate deliberate avoidance and this in itself may raise safeguarding concerns. There needs to be careful analysis and monitoring of refusals to engage so that an informed assessment of the level of risk can be made. The Referral & Response Service will be responsible for escalating concerns and determining appropriate action where it is required. It is good practice to ensure that you remain in contact with a family where consent has been refused and their circumstances are regularly reviewed as long as the initial concerns remain in place. This means that all agencies must ensure that they have systems in place for logging all contacts with families. Managers especially must ensure that through their regular supervision of staff all cases where there are concerns are reviewed and discussed. If Consent is refused Seek advice from your supervisor Report any Safeguarding concern Inform the parents what action you will be taking Use sentences that show you care Inform the help desk if the Assessment is to close, clarify the reason why? What can your service offer? Continue to record and keep revisiting Lead Professionals must refer to their own agency requirements and guidelines for recording of contacts with children/young people and their family. You should not share an Early Help Assessment with another practitioner or agency without consent from the young person or parent/carer unless it is a safeguarding concern. Providing timely intervention Part 1 Early Help/Concern Assessment When carrying out a Registration or Referral (Appendix 2) and where additional needs have been identified, the practitioner should put in place the support required by the child and their family. It is not necessary to wait for a full completion of the assessment or a TAF to be convened if immediate actions can be taken that will ensure the child and family is supported. The timescale for the completion of the Early Help/ Concern Assessment and the convening of the TAF is 10 working days. The TAF meeting will in most cases contribute to the assessment. The first TAF meeting should agree the Lead Professional and develop the TAF Support Plan with agreed outcomes jointly with the child and family (the TAF Support Plan is attached at Appendix 5). The TAF Support Plan will be solution focussed and have clear measurable actions agreed and understood by all family members. A critical function of the TAF is to drive progress and ensure outcomes are being achieved. TAF members will be required to deliver relevant aspects of the TAF Support Plan in between TAF meetings. They will be expected to comply with the plan developed and be able to identify their contribution to improving outcomes. The TAF should set a date for a review meeting to take place between 4-6 weeks following the date of the first meeting and at regular 4-6 week intervals thereafter. The TAF should check progress and consider whether actions have been delivered and whether they have been effective in achieving the outcomes agreed at the outset. Barriers to the achievement of progress should be identified and actions reviewed. Kirklees single assesment guidance and process Page 8

10 Lead Professional The Lead Professional will act as a central contact point for the child and the family and other members of the TAF and will make sure the agreed actions of the TAF are delivered in a timely way and to the satisfaction of the child and family. The Lead Professional will take responsibility for developing a chronology of significant events. It is the responsibility of the Lead Professional to inform their line manager of their status as Lead Professional and for the manager to review the progress of the case and the quality of the work being delivered, in line with their own governance arrangements. Escalation Stepping Up It is important that the TAF Support Plan is given time to achieve progress. However, if the TAF are concerned that the child and their family s needs are not being met or are escalating and are becoming more pronounced or complex, then discussion and agreement at the TAF should take place and the following must be considered prior to escalation The inclusion of different agencies in the TAF to meet the changing needs identified; The purpose of escalation what could be achieved at Level 3 that cannot be achieved at Level 2? If the TAF agree the case requires escalation, and are clear about the purpose of escalation, the Lead Professional will contact the Referral & Response Service. To assist in this process the Lead Professional will share the assessment and TAF action plans and reviews with the Referral & Response Service. The Referral & Response Service will confirm with the Lead Professional the most appropriate response. Assessment under S.17 Children Act 1989/ Level 3/4 on Single Assessment Staircase Assessments under S.17 of the Children Act 1989 will be carried out by a qualified Social Worker. The purpose of the assessment at Level 3 or above is to determine if the child is a child in need as defined by S.17 of the Children Act 1989, these are children who are unlikely to achieve or maintain a satisfactory level of health or development, or their health and development will be significantly impaired, without the provision of services; or children who are disabled. If the assessment demonstrates that the child meets at least one of the above categories, then consideration needs to be given to what services and action needs to take place to address the assessed needs. This will be a Part 1 Level 3 Help/Concern Assessment with the additional Social Work analysis as required by Working Together In most cases the existing TAF will continue to work with the family with either Social Work oversight or a Social Worker taking the Lead Professional role. The timescale for the completion of the Level 3 Help/Concern Assessment is 10 working days. If already established the TAF will in most cases contribute to the assessment. Page 9 Kirklees single assessment guidance and process

11 The outcome and next steps of a Part 1 Level 3 Help/Concern Assessment will be determined by a Social Care Manager and could be A TAF plan to continue A TAF plan to continue with social work oversight A Child in Need Plan with social work lead professional A Part 2 Assessment this may include a section 47 Enquiry Part 2 Concern / Risk Assessment A Part 2 Level 3/4 Concern/Risk Assessment will always be completed by a qualified Social Worker. These will be undertaken as a result of a recommendation of a Part 1 Assessment outcome of a S.47 Enquiry a step up from a TAF a child becoming subject to a Child Protection Plan (unless a Part 2 assessment was completed as part of the S47 Enquiry) It is expected that the Social Worker and other professionals will work together in order to ensure that Part 2 of the Single Assessment is completed using the information in Part 1 to continue the process rather than start again. The Social Worker should also establish what immediate support the child and family would benefit from during the course of the assessment. A range of evidence based tools are recommended to supplement the Social Worker s assessment. Insert Link The Social Worker should ensure that the appropriate interventions are in place, they should lead the assessment and ensure that partner agencies contribute timely and provide relevant information. The Social Worker should ensure that the multi-agency chronology of significant events is completed within the Single Assessment. Time Scales The DfE measures performance regarding timescales for the completion of assessments this is measured from date of referral until completion, therefore a number of checkpoints are built into the process not only to meet our performance requirements but also to avoid drift and delay and to ensure quality is being maintained. The timescale for the completion of the Part 2 Concern/Risk Assessment will be determined by the Team Manager on allocation and will be a maximum of 30 days. There are a series of checkpoints built into the system. The first checkpoint is 10 days from referral. By this time, the Social Worker will have carried out all preliminary inquiries with partner agencies, met the child and the family and put in place key interventions pending the outcome of the assessment. At day 10 the Social Worker and Team Manager will confirm that the assessment is progressing and identify any outstanding actions. Further checkpoints should take place as necessary. It may be determined that fewer than 30 days is required to complete the assessment this will be agreed by the Team Manager. If the request for a Part 2 Concern/Risk Assessment has not required a detailed Part Kirklees single assesment guidance and process Page 10

12 1 Assessment then the Team Manager can decide if an assessment can go over 30 days However no assessments should take longer than 45 days to complete from referral. The outcome and next steps of a Part 2 Level 3/4 Concern/Risk Assessment will be determined by a Social Care Team Manager and could be A TAF Support Plan to continue A TAF Support Plan to continue with Social Work oversight A Child in Need Plan with Social Work Lead Professional A Child Protection Conference Where a TAF Support Plan has been developed by a pre-existing TAF, the Social Worker will review and revise the TAF Support Plan as required and bring to the TAF meeting for agreement. If the outcome is to progress to a Child in Need or Child Protection the TAF professionals will remain involved but the focus and emphasis within the plan will change to address the concerns and risks that have emerged. In such circumstances the Child in Need and Child Protection procedures will be followed. De-escalation Stepping Down Whenever the plan is reviewed by the TAF, consideration should always be given to stepping down to the early help services at Steps 2 or 3. When this is agreed, a timescale for transfer to a Lead Professional from Universal or targeted services will be agreed and a Lead Professional identified. This will take place within the TAF. The Social Work case can then be formally closed once this transfer to the Lead Professional has taken place. Flowchart setting out the Single Assessment Process (Appendix 1) Appendices Appendix 1 Single Assessment Process Flowchart Appendix 2 Registering/Referral form Appendix 3 - Early Help/Concern Assessment Appendix 4 Concern/Risk Assessment Appendix 5 TAF Support Plan Page 11 Kirklees single assessment guidance and process

13 Single Assessment Process YeY YES Informed who is Lead Professional Additional need or concern identified contact Referral & Response Team to establish if a SA is in place NO TRIAGE Referral & Response Team register Assessment and identify Level of concern. Team Manager decision NFA NFA Clear Level 2 Unclear Level 2 or 3 Clear Level 3 Part 1 Early Help Lead Professional Part 1 Social Worker Lead Professional Team around family Implement TAF Support Plan Team around Family 10 Days decide requires fuller assessment Help provided Needs met back to universal Escalates Referral & Response Social Worker joins the TAF to add to the Part 1 Assessment & decide if fuller assessment required Stage 2 Social Worker Lead Professional Child in Need Plan Social Worker Lead Professional

14 REGISTRATION OR REFERRAL FORM 1. Identifying Details Name of lead child/young person Title, Forename & Surname Address including postcode, telephone number, address Date of Birth OR Due Date Gender M/F Nursery/School College/ Training provider Is the child young person disabled? Ethnicity Child s First Language NHS number if known UPN number if known Parental Responsibility Yes/No Parent/Carer Relationship to child Title, Forename & Surname Form Completed With: Address including postcode and telephone number (if different to client) Date of Birth Gender M/F Nursery/School Is the parent/carer College/ disabled Training provider Ethnicity First Language Immigration status if known Is an interpreter required, if so language Parental Responsibilit Yes/No 2. Other adults and siblings living in the household include here also other significant adults involved with family living elsewhere NAME DATE OF BIRTH ADDRESS RELATIONSHIP ETHNICITY

15 3. Referral Details Referral Date Name of person making referral Name of agency/school Address Postcode Telephone Number(s) Address Job Role Signature of referrer 4. Registration or Referral Details Outline your concerns here (Consider child development needs, parenting capacity, factors outside the family. In particular for a young person, consider whether he/she is involved in anti-social behaviour, involved in unsafe activities or substance misuse, do they have learning difficulties or health problems, are they NEET?) What have you done so far to address the above concerns? What difference did this make? What outcomes do you, young person or family want to achieve through this extra support? Is there a Single Assessment or other assessment in place? If you have access to any other plans and/or assessments, please attach to this form 2

16 5. Current involvement of agencies Detail agencies currently involved with child/young person or family Agency Name of contact Description of involvement (if known) 6. Additional Information Please outline any additional information which may be helpful when contacting the family/young person (eg good/bad times to contact, language or reading difficulties) Please outline any risks to consider when arranging a home visit or working with the family/young person (eg dangerous animals, potential for physical abuse towards workers) 7. Agreement and consent Please confirm that this referral for additional help/support has been discussed with the parent/carer and young person. Yes/No Please confirm that they agree for you to seek/share information to provide additional support Yes/No I agree to this information and any other available assessments and plans being shared with other agencies, which can include School, Health, Social Care, Voluntary services, Kirklees Housing. I understand that this information will be used to determine which services can support me/my family and to help in how we plan this support. Parent/Carer Signature Date Child/Young Person (Please see page 7 of the guidance notes) 3

17 Please retain one signed copy of this form and send one signed copy to the Referral and Assessment Service in a secured way: 1. By post: Riverbank Court, Wakefield Road, Huddersfield, HD1 9AA 2. By a secure address to EarlyHelpAccessTeam@kirklees.gcsx.gov.uk 3. By AnyComms secure file transfer You can check if an assessment is in place by contacting the Referral and Response Team on or register a Single Assessment by contacting the Early Help Access Team on If you have any queries regarding this form, please contact the Referral and Assessment Service on INTERNAL COUNCIL USE ONLY 8. Front door (Name to be confirmed) Decision Record Date Referral Received: Decision Maker Name: Decision Date: Assigned Priority: Assigned Team / Outcome: Letter response sent: response sent: 9. Early Help Decision Record Early Help Team Decision Maker: Decision Date: Lead Agency: Lead Professional: Contact Details: Early Help Manager Decision 4

18 10. Next Steps (Action Plan:) Agency: Named Individual Contact Details Action 5

19 Single Assessment Part 1 Level 2 & 3 Help / Concern 1. IDENTIFYING DETAILS 1.1 CHILD'S DETAILS Name of child/young person (include all subject to the assessment) Title, Forename & Surname Address and Telephone Number Date of Birth OR Due Date Gender Male/Female Child / Young Person's Ethnicity Child / Young Person's Language Child's / Young Person's Religion Type of Disability Immigration Status Nursery / Child Care Details School Details Child(ren) s GP Is the child(ren) / young person a Young Carer?

20 If the child(ren) / young person is a Young Carer please give details 1.2 PARENT'S DETAILS Name of Parents Title, Forename & Surname Relationship to Child/ Young Person Address and Telephone Number Date of Birth Gender Male/Female Ethnicity Language Type of Disability Immigration Status Father s Employers Name and Address Does the Father have Parental Responsibility? Yes No 1.3 CARER'S DETAILS Name of Carers Title, Forename & Surname Address and Telephone Number Relationship to Child/ Young Person Date of Birth Gender Male/Female Language Type of Disability Immigration Status 1. 2.

21 1 - Carer Employers Name and Address 2 - Carer Employers Name and Address Does Carer 1 have Parental Responsibility? Yes No Does Carer 2 have Parental Responsibility? Yes No 1.3 SIGNIFICANT PEOPLE Names of Other Significant People to Child/Young People Date of Birth Address and Telephone Number Relationship to Child(ren)/Young Person Subject to Assessment Ethnicity Is the Child at Risk of CSE? Yes No

22 2. DOCUMENTS READ Documents read as part of the Assessment Agencies contributing to the Assessment Name Designation Contact Address and Telephone Number Date Contacted

23 Person completing the Assessment Name Agency/school Address Postcode Telephone Number(s) Address Job Role Signature of Assessor 3. CHILD SEEN Date Time Child Seen? Yes/No Child Seen Alone? Yes/No If not seen alone why not

24 Detail any information gathered / disclosed 4. REASON FOR THE ASSESSMENT Reason for Assessment - Describe the main issues for the family. Include here the factors you consider are concerns for the child/young person and family. What extra help is required to improve outcomes for the child/young person? What are the concerns for the family? - Please consider the factors within the Assessment Triangle i.e. The child's development needs, parenting capacity and family and environmental factors What are the concerns from the Child / Young Person's perspective?

25 What are the concerns from the Parents/Carers perspective? What are the concerns from the Assessor's perspective? 5. CHRONOLOGY Event Date - Date the Chronology Entry Started Event - E.g. Hospital Stay Further Details of Event - Details of Chronology Entry

26 6. STRENGTHS AND POSITIVES Strengths and Positives - What is Working Well? From the Perspective of the Child - Features of family life and parenting that have a positive effect on the child's life /children's lives Strengths and Positives - What is Working Well? From the Perspective of the Parent/Carer - Features of family life and parenting that have a positive effect on the child's life /children's lives Strengths and Positives - Analysis of what is Working Well? From the Perspective of the Assessor - Features of family life and parenting that have a positive effect on the child's life /children's lives

27 7. GREY AREAS Grey Areas - areas of uncertainty or where more information is needed - This should incorporate any areas that are unclear or may be of potential RISK for the child(ren) but require further time, clarity or assessment.

28 8. ANALYSIS Include strengths of the family, most significant areas for improvement, reason for the current situation What do you believe to be the likely outcome for the child(ren) if their current situation continues?

29 9. CONCLUSION AND RECOMMENDATIONS Part 1 - Conclusions and Recommendations - Based on the information within this assessment, what do you think the key areas of concern are and what help is required to improve the outcomes for the child / young person and family? If at any time during the course of this assessment you are concerned that an infant,child or young person is at risk of harm, you must follow the Local Safeguarding Children Board (LSCB) Procedures

30 10. INVOLVEMENT What are the views of the parents/carers on how this assessment has been undertaken? Has this assessment been shared with the parents/carers? If the Assessment has NOT been shared with the parents/carers detail the reason why

31 Parents/carers - What date was the Assessment shared? What are the views of the child / young person on how this assessment has been undertaken? Has this assessment been shared with the child(ren)/young person?

32 If the Assessment has NOT been shared with the child / young person detail the reason why. Child/young person - What date was the Assessment shared? Has the child / young person been seen alone as part of this assessment? If the child has not been seen alone please state why

33 11. ANALYSIS OF INFORMATION Analysis of Information and Professional Opinion - Including whether the child is suffering or is likely to suffer significant harm. Include analysis of the strengths of the family and the most significant areas of improvement and the reasons for the current situation. Analyse what will the likely outcome for the child if the current situation continues?

34 12. SW ANALYSIS/ PROFESSIONAL OPINION

35 ONLY TO BE COMPLETED BY A SOCIAL WORKER AS REQUIRED AT LEVEL 3 Social Worker analysis of information and professional opinion including whether each child is suffering or likely to suffer significant harm

36 13. MANAGERS COMMENTS Managers Comments Outcome Advice and Guidance Groupwork Multi Agency response Inc TAF Plan Referral to Early Help Access Team Single worker / Agency Response Step up to Safeguarding Unmet Needs Is this a Step Up to Social Care Yes No Reason for Step Up

37 14. SIGNATURES Declaration I agree to this information and any other available assessments and plans being shared with other agencies, which can include School, Health, Social Care, Voluntary services, Kirklees Housing. I understand that this information will be used to determine which services can support me/my family and to help in how we plan this support. Parent/Carer Signature Date Parent/Carer Child/Young Person Assessor Manager Signature Date

38 Single Assessment Child Protection Process Safeguarding Child Protection Concern Level 3 or 4 TRIAGE Referral & Response Team Identify level of concern or response Unclear S47 Clear S47 NFA MASH In depth information analysis to establish next steps Referral & Response Social worker undertakes S47 enquiry Part 2 Assessment NFA Part 1 or Part 2 Assessment Initial Child Protection Conference Team Around the Family Plan Child subject to Child Protection Plan