Picture questions for the child to inform the full CAF assessment (developmental age 7 to 11) Form C

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1 Picture questions for the child to inform the full CAF assessment (developmental age 7 to 11) Form C Development of the unborn baby, infant, child or young person Health General health C1 Note down any relevant comments. The purpose of this questioning is to confirm the child is enjoying good health or is having any health needs addressed. If the child has sensory or physical needs it is likely he or she is seeing health professionals more frequently than other children. However, children might not always recognise the places they go to as health centres. Record any concerns based on your discussion and observation of the child. Guide questions Can you see the people in this picture? They are all people we might go and see if we re feeling poorly or ill. In the background is a hospital. So, firstly, can you tell me how you are feeling today? What can you tell me about the people and the place in the picture? Have you ever been to see any of these people? Can you remember what for? Notes

2 Development of the unborn baby, infant, child or young person Health Physical development C2 Here you are looking for confirmation that X is having a reasonable diet and doing exercise. If X is overweight or looks malnourished, this is something to follow up with parents. Children of this age are generally not self-catering and it is parents who have the control over diet. Guide questions What can you see in this picture? (Point to each element) What sort of things do you like to eat? Do you like fruit? There are lots of things to play with here. Do you do any of these games or activities? What are these people doing? Do you know why people like to run? Notes

3 Development of the unborn baby, infant, child or young person Health Speech, language and communication C3 The purpose here is to identify whether the child is having any difficulty in terms of speech, language and communication. If it is an issue it would be expected that school is already aware of it and has put measures in place to support the child, such as differentiating teacher language in the classroom. The child s responses here may indicate the extent to which school is reducing the impact of any problem. If the child is hearing impaired, you would need to see whether there are alternative communication methods in use. If English is the child s second language this would need recording. English as a second language is not the same as a specific language impairment but it may affect the child in class and require adjustments in teaching. Guide questions Next picture just a couple of things in this one. Now what can you see going on here? (Point to classroom) Teachers talk a lot in the classroom, don t they? What do you think this pupil is thinking? She looks as if she doesn t understand what the teacher is saying. When you re in class do you always understand what the teacher is saying to you? Can you see some people talking? What do you think they might be saying to each other? Notes

4 Development of the unborn baby, infant, child or young person Emotional and social development C4 This card and your questions are designed to elicit responses that will allow you to reflect on some aspects of the child s emotional and social development. Other areas of social and emotional growth are touched on in other sections. Guide questions Quite a lot of things in this picture. Let s look at the faces first. Do you know how they are feeling? Are there times when you feel like that? What sort of things make you happy? Sad? Angry or upset? What might be happening here? (Lonely person and group) There s quite a few things here that some people might be scared of. What are they? Are you scared of any of these things? Does anything else scare you? Notes

5 Development of the unborn baby, infant, child or young person Behavioural development C5 A card to try to explore the child s view of their behaviour. Children s responses here need to be explored. They may know how they are supposed to behave but it does not necessarily follow that that is how they will behave. You will probably know something about the child s behaviour already from how he or she is in school. Guide questions I m not sure what s going on here. What can you tell me about these pictures? Have you ever been in trouble for breaking anything? What do you think about people who steal things? Have you ever done anything that s dangerous? Have you ever spoken to a policemen? Notes

6 Development of the unborn baby, infant, child or young person Identity, self-esteem, self-image and social presentation C6 A general card to promote discussion about the above. Guide questions Look at the picture can you see anyone who might be different? Why is this? Have you ever felt a bit different from other people? If the answer is yes: In what way? How do you feel about that? Who do you go to if you re feeling upset? What would you like to happen? Notes

7 Development of the unborn baby, infant, child or young person Family and social relationships C7 Card is blank child will need a pencil or you must draw pictures under instruction from the child. Ask questions that will show child s feelings towards family and friendship. You re trying to explore family bonds and friendships and identify whether the child has been subjected to any sort of bullying. Guide questions Can you draw me all the people in your family? Can you tell me a little bit about them? Do you have to look after anyone in your family? Can you draw some of your friends? Is one of them your best friend? Is there anyone you don t like very much? Can you draw them? Can you tell me why you don t like them? Do you know what bullying is? That s when people are being nasty and unkind. Have any of the people that you ve drawn ever bullied you? Notes

8 Development of the unborn baby, infant, child or young person Self-care skills and independence C8 In this section you are exploring the level of independence that child X has or is realistically able to have. Does the child feel parents are overprotective, particularly if the child is disabled in some way? Is he or she supported in school? Does he or she want this support? Is the child in danger of developing learned helplessness? a condition where, because of strong support in the past, which may well have been necessary, the child begins to believe he or she cannot self-manage in areas of life where it would be expected at his or her age. Guide questions Look at these pictures. What do you think is happening here? (Children in classroom) Is this a grown-up sitting in class? What is he doing? While we re thinking about school, can you tell me how you get here every day? Do you come to school on your own? Can you see the tent? Sometimes people go on holiday in tents. Have you ever been away in a tent? Have you ever been away from home without Mum and/or Dad? What was it like? This is a messy bedroom. I wonder who lives here. Is it you, or do you keep your bedroom nice and tidy? Who do you think these two are? I think it might be a mummy and her child. The child doesn t look very happy though I wonder why. Can you think of a reason why the child might not be happy? Notes

9 Development of the unborn baby, infant, child or young person Learning Understanding, reasoning and problem solving C9 You should try to record how the child/young person perceives his or her level of reasoning and understanding. School is likely to have a view here and it might not be the same as the child s. When using the information you have gathered you will need to reflect all views on the CAF form itself. Guide questions Can you see the games? Do you know what they are? Have you ever played any of these? Which ones do you like best? Can you see the person in the middle of all those roads? It looks like he s not sure which way to go. I think he must be lost. Have you ever got lost anywhere? Notes

10 Development of the unborn baby, infant, child or young person Learning Participation in learning, education and employment Progress and achievement in learning Aspirations C10 We are not just looking for educational levels of achievement but also the child s willingness to participate in the school experience and how they feel about it. You may well collect information here that you will want to record in another area of the CAF for instance, children may talk about bullying or having learning problems. School will have a great deal of information about pupil achievement and will need to summarise very briefly information about learning levels, strengths and areas of difficulty for inclusion on the CAF form itself. Guide questions There are a couple of pictures here about school. How do you feel about school at the moment? Is there anything in class that you wish you could do better? When are you happiest in school? Is it doing things like reading and writing or is it playtimes? It will be a while yet but when you grow up and leave school is there any job that you have seen people doing that you would really like to do? Notes

11 Parents and carers Basic care, ensuring safety and protection C11 This is to explore the child s view of home. Does the child feel happy and safe and well looked after? If you had serious concerns here before the discussion you should already have referred this to the child protection team and would not be doing the CAF. You should really just be confirming the view that the child is indeed safe and secure at home. In the parent interview you will explore the parents capacity to provide and any help they may need. Guide questions This is someone s house. Maybe it s a bit like yours. Home is a place where we should all feel happy and safe. Is everything OK for you at home? Notes

12 Parents and carers Emotional warmth and stability C12 Physical contact is a basic human need and gives children a powerful message about emotional warmth and security. Poor bonding in the first years of life can have a long and profound impact on emotional development. In this section you are seeking information on the state of the child s emotional wellbeing. Are love and warmth expressed physically with parents or other family members? Guide questions Can you see the little boy and his mummy in the picture? What is she doing? They re also having a little hug while they re doing that. Do you like getting hugs and cuddles from Mum and/or Dad? Do you think they like it too? Is there anyone else you would give a hug? (Grandparents, sisters, etc) Notes

13 Parents and carers Guidance, boundaries and stimulation C13 An exploration of parental guidance. Do parents set appropriate boundaries and, if so, how are they enforced? What sort of experiences does home provide that will support the child s cognitive and social development. Guide questions Can you see the dad looking at his watch? What do you think he might be saying to the child? Someone is being sent upstairs to bed. What s happened there, do you think? Does that ever happen to you? What sort of things might get you sent to your bedroom? What else do your parents do if you don t do as you re told? Look at the picture with the television. The parent doesn t look very happy. What might be going on there? Finally, someone is playing football in the park. Do you ever go out with Mum and/or Dad? Where do you go? Notes

14 Family and environmental Family history, functioning and wellbeing/wider family Use completed C7 picture card This section requires further exploration of the family. You may have covered some of this earlier on so you may not need to do much here. You should use the picture that the child drew for C7 to explore this. Guide questions Let s look again at that picture you drew earlier on about your family. Is everyone there? Do you want to add any aunts and uncles or cousins? Do you know if any of them have problems with being ill or disabled? Do you all get on OK? Notes

15 Family and environmental Housing, employment and financial considerations C11 again Further questions about family circumstances. Again, you may have covered some of this in previous sections. Here you are exploring the possible effect on the child of any financial constraints. Guide questions We looked at this picture before and talked about your house. I m going to ask you some more questions about that. Firstly, do you have your own bedroom or do you share? Is everyone who lives in your house a member of your family? Do you know if anyone in your family goes out to work? Do you go on many school trips? Have you had to miss any because they cost too much? Notes

16 Family and environmental Social and community elements and resources, including education C14 Looking at whether the child is able to benefit from any of the community activities that are available locally. Also whether the child is making use of extended school opportunities. If the child is disabled in any way it is likely access to these may be severely restricted. Guide questions What can you tell me about what is going on in this picture? Can you see the boy looking at the book. Where has he just been? Do you ever go to the library? Where do you think this is? (Sports centre) Do you ever go swimming? Do you go to the sports centre for anything else? Do you do any of the out-of-school activities we have at our school? Which ones/why not? Notes

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