Cornwall & Isles of Scilly. Safeguarding Children Board. Inter-agency threshold/ continuum of need guidance

Transcription

1 Cornwall & Isles of Scilly Safeguarding Children Board Inter-agency threshold/ continuum of need guidance Final version July 2011 Karen Dale 1

2 CONTENTS PAGE 1. Context 3 2. Principles underpinning work to safeguard and promote the 5 welfare of children 3. Threshold/Continuum of Need guidance 7 4. Working with children when there are concerns about their 8 safety and welfare 5. Cornwall's Information Sharing and Assessment Process 9 6. The Common Assessment Framework (CAF) 9 7. Levels of Need Directorate of Children, Schools and Families Single Referral Unit 12 Level 1 Universal: 15 No additional needs, only requiring universal service support Level 2 Vulnerable: 16 Additional needs requiring targeted support Level 3 Complex: 17 Additional needs requiring integrated targeted support OR child in need (section 17) Level 4 Acute: 19 Additional needs requiring specialist or statutory integrated response OR child protection (section 47) Glossary of Terms 20 Final version July 2011 Karen Dale 2

3 1 Context 1.1 The Cornwall & Isles of Scilly Inter-agency threshold/level of need guidance provides a model for the assessment of support and harm to children (and unborn children) and guides agencies and managers through the inter-related activities of information gathering, analysis and judgement. 1.2 In particular guidance will assist social workers and managers to make decisions as to whether the threshold for significant harm has been met or not met. 1.3 The Safeguarding Children Board (SCB) has a particular focus on ensuring that those key people and organisations that have a duty under section 11 of the Children Act 2004 or section 175/157 of the Education Act 2002 are fulfilling their statutory obligations about safeguarding and promoting the welfare of children. 1.4 The scope of the SCB includes safeguarding and promoting the welfare of children in three broad areas of activity. First, activity that affects all children and aims to identify and prevent maltreatment, or impairment of health or development, and ensure children are growing up in circumstances consistent with safe and effective care. For example: mechanisms to identify abuse and neglect wherever they may occur; work to increase understanding of safeguarding children issues in the professional and wider community, promoting the message that safeguarding is everybody s responsibility; work to ensure that organisations working or in contact with children, operate recruitment and human resources practices that take account of the need to safeguard and promote the welfare of children; monitoring the effectiveness of organisations implementation of their duties under section 11 of the Children Act 2004; ensuring children know who they can contact when they have concerns about their own or others safety and welfare; ensuring that adults (including those who are harming children) know who they can contact if they have a concern about a child or young person; work to prevent accidents and other injures and, where possible, deaths; and work to prevent and respond effectively to bullying. Second, proactive work that aims to target particular groups. For example: developing/evaluating thresholds and procedures for work with children and families where a child has been identified as in need under the Children Act 1989, but where the child is not suffering or likely to suffer significant harm; and work to safeguard and promote the welfare of groups of children who are potentially more vulnerable than the general population, for example children Final version July 2011 Karen Dale 3

4 living away from home, children who have run away from home, children missing from school or childcare, children in the youth justice system, including custody, disabled children and children and young people affected by gangs. Thirdly, responsive work to protect children who are suffering, or are likely to suffer significant harm, including: children abused and neglected within families, including those harmed: children abused outside families by adults known to them; children abused and neglected by professional carers, within institutional settings, or anywhere else where children are cared for away from home; children abused by strangers; children abused by other young people; young perpetrators of abuse; children abused through sexual exploitation; and young victims of crime. 1.5 Working Together (2010) sets out the function of the Safeguarding Children Board in relation to thresholds, policies and procedures. This general function has a number of specific applications set out in primary legislation and regulations. a) Developing policies and procedures for safeguarding and promoting the welfare of children in the area of the authority, including policies and procedures in relation to: i) The action to be taken where there are concerns about a child s safety or welfare, including thresholds for intervention This includes concerns under both section 17 and section 47 of the Children Act It may mean for example: setting out thresholds for referrals to children s social care of children who may be in need, and processes for robust multi-agency assessment of children in need; agreeing inter-agency procedures for section 47 enquiries and developing local protocols on key issues of concern; setting out how section 47 enquiries and associated police investigations should be conducted, and in particular, in what circumstances joint enquiries are necessary and/or appropriate The Safeguarding Children Board and agency members need to agree clear thresholds and processes and a common understanding of them across local partners to ensure that appropriate referrals are made and improve the effectiveness of joint work, leading to a more efficient use of resources. In developing these thresholds and processes the SCB should work with the Children s Trust Board. Final version July 2011 Karen Dale 4

5 2. Principles underpinning work to safeguard and promote the welfare of children 2.1 The following principles, which draw on findings from research, underpin work with children and their families to safeguard and promote the welfare of children. Work to safeguard and promote the welfare of children should be: Child centred The child should be seen (alone when appropriate) by the lead social worker in addition to all other professionals who have a responsibility for the child s welfare. His or her welfare should be kept sharply in focus in all work with the child and family. The significance of seeing and observing the child cannot be overstated. The child should be spoken and listened to, and their wishes and feelings ascertained, taken into account (having regard to their age and understanding) and recorded when making decisions about the provision of services. Some of the worst failures of the system have occurred when professionals have lost sight of the child and concentrated instead on their relationship with the adults. Rooted in child development Those working with children should have a detailed understanding of child development and how the quality of the care they are receiving can have an impact on their health and development. They should recognise that as children grow, they continue to develop their skills and abilities. Each stage, from infancy through middle years to adolescence, lays the foundation for more complex development. Plans and interventions to safeguard and promote the child s welfare should be based on a clear assessment of the child s developmental progress and the difficulties the child may be experiencing. Planned action should also be timely and appropriate for the child s age and stage of development. Focused on outcomes for children When working directly with a child, any plan developed for the child and their family or caregiver should be based on an assessment of the child s developmental needs and the parents/caregivers capacity to respond to these needs within their family and environmental context. The plan should set out the planned outcomes for the child; progress against these should be regularly reviewed and the actual outcomes should be recorded. The purpose of all interventions should be to achieve the best possible outcomes for each child, recognising that each child is unique. These outcomes should contribute to the key outcomes set out for all children in the Children Act 2004 Holistic in approach Having a holistic approach means having an understanding of a child within the context of their family (parents or caregivers and the wider family) and of the educational setting, community and culture in which he or she is growing up. The interaction between the developmental needs of children, the capacities of parents or caregivers to respond appropriately to those needs, the impact of wider family and environmental factors on children and on parenting capacity, requires careful exploration during an assessment. The ultimate aim is to understand the child s developmental needs and the capacity of the parents or Final version July 2011 Karen Dale 5

6 caregivers to meet them and to provide services to the child and to the family members that respond to these needs. The child s context will be even more complex when they are living away from home and looked after by adults who do not have parental responsibility for them. Ensuring equality of opportunity Equality of opportunity means that all children have the opportunity to achieve the best possible developmental outcomes, regardless of their gender, ability, race, ethnicity, circumstances or age. Some vulnerable children may have been particularly disadvantaged in their access to important opportunities and their health and educational needs will require particular attention in order to optimise their current welfare as well as their long-term outcomes into adulthood. Involving children and families In the process of finding out what is happening to a child it is important to listen to the child, develop a therapeutic relationship with the child and through this gain an understanding of his or her wishes and feelings. The importance of developing a co-operative working relationship is emphasised so that parents or caregivers feel respected and informed; they believe staff are being open and honest with them and in turn they are confident about providing vital information about their child, themselves and their circumstances. The consent of children or their parents/caregivers, where appropriate, should be obtained for sharing information unless to do so would place a child at risk of suffering significant harm. Similarly, decisions should also be made with their agreement, whenever possible, unless to do so would place the child at risk of suffering significant harm. Building on strengths as well as identifying difficulties Identifying both strengths (including resilience and protective factors) and difficulties (including vulnerabilities and risk factors) within the child, his or her family and the context in which they are living is important, as is considering how these factors are having an impact on the child s health and development. Too often it has been found that a deficit model of working with families predominates in practice and ignores crucial areas of success and effectiveness within the family on which to base interventions. Working with a child or family s strengths becomes an important part of a plan to resolve difficulties. Integrated in approach From birth there will be a variety of different agencies and services in the community involved with children and their development, particularly in relation to their health and education. Multi- and inter-agency work to safeguard and promote children s welfare starts as soon as it has been identified that the child or the family members have additional needs requiring support/services beyond universal services, not just when there are questions about possible harm. A continuing process not an event Understanding what is happening to a vulnerable child within the context of his or her family and the local community and taking appropriate action are continuing and interactive processes, and not single events. Assessment should continue throughout a period of intervention and intervention may start at the beginning of an assessment. Final version July 2011 Karen Dale 6

7 Providing and reviewing services Action and services should be provided according to the identified needs of the child and family in parallel with assessment where necessary. It is not necessary to await completion of the assessment process. Immediate and practical needs should be addressed alongside more complex and longer term ones. The impact of service provision on a child s developmental progress should be reviewed at regular intervals. Informed by evidence Effective practice with children and families requires sound professional judgements which are underpinned by a rigorous evidence base, and draw on the practitioner s knowledge and experience. Decisions based on these judgements should be kept under review, and take full account of any new information obtained during the course of work with the child and family. 3. Threshold/Continuum of Need guidance 3.1 The guidance establishes a consistent approach for: four levels of need and corresponding service intervention; and beginning the CAF process. This approach aims to facilitate swift and easy access to appropriate services and help remove barriers to cross-authority integrated service delivery. It is acknowledged that children may move from one level of need to another and that agencies (including universal services) may offer support at more than one level. The guidance does not guarantee service provision by particular agencies at each level. 3.2 There may be restricting factors such as: specific service criteria related to the agency s specialist area of work; previous interventions; geographical location; age limits; and time limited 3.3 Four Levels of Need Level 1 Universal No identified additional needs. Response services are universal services. Level 2 Vulnerable (additional needs) Child s needs are not clear, not known or not being met. This may require a single agency response for those children who require additional services to those provided Final version July 2011 Karen Dale 7

8 universally by an agency. Where a response from more than one agency is required this is the threshold for beginning a Common Assessment (CAF). Response services are universal support services and/or targeted services. Level 3 - Complex Complex needs likely to require longer term intervention from statutory and/or specialist services. High level additional unmet needs - this will usually require a targeted integrated response, which will usually include a specialist or statutory service. This is also the threshold for a child in need, including children in need of protection, which will require statutory Social Work intervention. Level 4 - Acute Acute needs, requiring statutory intensive support. This in particular includes the threshold for providing children with protection that requires a placement outside of their birth family, which will require statutory Social Work intervention for assessment and care planning. Children Act 1989 Section 20 and 31 Children Act 1989 Section 17 and Working with children when there are concerns about their safety and welfare 4.1 Achieving good outcomes for children requires all those with responsibility for assessment and the provision of services to work together according to an agreed plan of action. Effective collaboration requires organisations and people to be clear about: their roles and responsibilities for safeguarding and promoting the welfare of children (see the Statutory guidance on making arrangements to safeguard and promote the welfare of children under section 11 of the Children Act 2004 (2007) and Working Together 2010); the purpose of their activity, the decisions required at each stage of the process and the planned outcomes for the child and family members; the legislative basis for the work; the policies and procedures to be followed, including the way in which information will be shared across professional boundaries and within agencies, and recorded for each child; which organisation, team or professional has lead responsibility and the precise roles of everyone else who is involved, including the way in which children and family members will be involved; and any timescales set down in regulations or guidance which governs the completion of assessments, making of plans and timing of reviews. Final version July 2011 Karen Dale 8

9 5. Cornwall's Information Sharing and Assessment Process 5.1 If a child needs support beyond that available within the remit of universal services, use the flowchart below to guide you through the different stages of Cornwall's Information, Sharing and Assessment (ISA) processes. Family Information Service 6. The Common Assessment Framework (CAF) 6.1 The CAF offers a basis for early identification of children s additional needs, sharing of this information between organisations and the co-ordination of service provision. Where it is considered a child may have additional needs, with the consent of the child, young person or parents/carers, practitioners may undertake a common assessment in accordance with the national practice guidance84 to assess these needs and to decide how best to support them. 6.2 The findings from the common assessment may however give rise to concerns about a child s safety and welfare. Practitioners should be particularly concerned regarding children whose parents or caregivers are experiencing difficulties in meeting their needs as a result of domestic violence, substance misuse, mental illness and/or learning disability. All staff members who have or become aware of concerns about the safety or welfare of a child or children should know: who to contact in what circumstances, and how; and when and how to make a referral to local authority children s social care services or the police. 6.3 The Common Assessment Framework (CAF) and the Team Around the Child (TAC) It is not always easy to know what to do if you are concerned about a child - particularly if you are not sure exactly what their needs are, or whether your service can help. The common assessment framework is a standardised assessment designed to get a complete picture of a child's additional needs at an early stage. The CAF can be used for children and young people of any age, including unborn babies. It enables information to be gathered in a structured way, through discussions with the child and their parents. It looks at all unmet needs and is an approach that focuses on early intervention that would help children and young people get access to the right services at an earlier stage. A TAC meeting is convened whenever a common assessment identifies a child / young person as vulnerable and would benefit from the support of additional services. (Different services may be provided by one umbrella agency, e.g. physiotherapy, occupational therapy, paediatric services all being provided by Final version July 2011 Karen Dale 9

10 Health). If consideration is being given to whether a specialist assessment is needed an appropriate representative of the relevant agency should be invited to the meeting. CAF and TAC Guidance Guidance on completing a common assessment: Part 1 Part 2 Example of a well completed CAF This guidance is included in the ecaf for ease of use by professionals when completing a CAF. For further help and guidance on these processes, please contact your Additional Support Manager. New - ecaf The ecaf should be used by all professionals and only in exceptional circumstances should a paper CAF be used. Click here to access the electronic CAF form 7. Levels of Need 7.1 The levels of need have been developed to provide a common language for professionals and families to help in the process of identifying and responding to the needs of children/young people. Establishing a level of need allows for early identification and referral to the most appropriate support services. The four levels are: Universal Vulnerable Complex Acute For further information go to Family Information Service Final version July 2011 Karen Dale 10

11 The diagram above shows the 'Continuum of Need' which demonstrates that the needs of children, young people and families lie along a continuum and are not static. This highlights the necessity for them to be supported by flexible and responsive services which become increasingly targeted and specialist according to need. Universal needs PROMOTING welfare and safeguarding These are children and young people who make good overall progress in all areas of development. Broadly, these children receive appropriate universal services, such as health care and education. They may also use leisure and play facilities, housing or voluntary sector services. They may also have additional needs which can be met by a single agency response. Click here for examples of universal needs. Click here to view a selection of services / organisations available to help meet universal needs. Vulnerable needs PROMOTING welfare and safeguarding These are children / young people who may require support beyond that provided by their families, universal services and a single agency response. This may be due to: a physical or intellectual impairment, or delay in their anticipated health and development; particular adverse family circumstances and factors in their environment which hinder their development. Any practitioner working with a child / young person or their family may identify, in the presentation or behaviour of a child / young person that they have additional needs, which may result in poor life chances unless additional support is provided. Final version July 2011 Karen Dale 11

12 Click here for examples of vulnerable needs. Click here to view a selection of services / organisations available to help meet vulnerable needs. Complex needs CHILDREN IN NEED AND CHILD PROTECTION These are children / young people who are at risk of their health / development being significantly impacted without a range of different services being provided, including those that require safeguarding. This will require an assessment by statutory social work services and may include ongoing intervention from specialist services. Click here for examples of complex needs. Click here to view a selection of services / organisations available to help meet complex needs. Acute Needs SPECIALIST OR STATUTROY INTEGRATED RESPONSE These are children / young people whose health and development but also their safety is likely to be significantly impaired without services or a statutory obligation to provide interventions that may include providing a care placement outside of the birth family. Click here for examples of acute needs. Click here to view a selection of services / organisations available to help meet acute needs. 7.2 Where there are concerns that a child may be a possible child in need and in particular where there are concerns about a child being harmed, relevant information about the child and family should be discussed with a manager, or a named or designated health professional or a designated member of staff depending on the organisational setting. 7.3 Where a child is not considered to be a possible child in need under section 17 of the Children Act 1989 the practitioner should consider what other types of services, including a CAF, should be offered. 7.4 If it is agreed that the child may be a child in need under the Children Act 1989 then a referral to children s social work should be discussed with the child and parents. If they consent, then the child should be referred to local authority children s social work. If the child is believed or suspected to be suffering significant harm a referral should always be made to children s social work. If concerns arise about a child who is already known to local authority children s social work the allocated social worker should be informed immediately of these concerns. 8. Directorate of Children, Schools and Families Single Referral Unit 8.1 The Directorate of Children, Schools and Families operates a single point of contact (SRU) for members of the public and professionals from other agencies Final version July 2011 Karen Dale 12

13 to share information when they have concerns about the welfare and safety of a child. The Referral and Assessment Service (RAS) has designated responsibility for determining whether a case meets the threshold for statutory social work, on behalf of the whole of CSF and in line with multi-agency safeguarding arrangements. The SRU also determines where the needs of a child are best met if the level of need does not meet the threshold for statutory social work intervention. As an integrated Children s Service Department, under the terms of the Children Act (2004) and in order to reduce inappropriate CSF referrals, all services within CSF are expected to have an excellent understanding of the thresholds for statutory social work and must consult with the SRU before agreeing a formal referral. Inappropriate referrals can overwhelm the SRU, undermine safe practice and inflate the re-referral rate. 8.2 The Single Referral Unit was established to create a more efficient process for dealing with calls, particularly those from professionals, to minimise delays and provide a more consistent approach to the way referrals to specialist services are considered. All calls to the SRU are answered by a team of trained staff who will talk through the specific concerns with the caller and then decide on the most appropriate course of action. In some cases, particularly involving child protection issues, this will result in the case being referred to social workers within the Assessment Service. In others situations this may involve referring the case to one of the locality teams or providing additional support to a school or children s centre. In each case the person dealing with the call will provide a carefully considered response to the concerns and explain the reasons why a specific course of action has been advised. This explanation will then be confirmed in writing. 8.3 The effectiveness of the SRU is dependent on the quality of information provided by the person making the Contact. All agencies, when making a referral through the SRU must complete the multi-agency referral form which has been endorsed by the SCB. 8.4 The SRU will prioritise advice and guidance to SFS when there are significant concerns about the safety of a child: i) A team manager from SWS attends the Prevention Panel and contributes to the discussion when concerns for a child are escalating; ii) The SRU has 5 options following a Contact: no further action (NFA); providing information, advice and guidance (IAG); signposting to community resources; request locality service provision; OR allocation for social work assessment (including Child Protection enquiries); iii) SFS will maintain support in all cases referred to the SRU and any ongoing social work involvement, as a key member of the ongoing TAC for a CiN or new Core Group for a child subject to a CP plan; Final version July 2011 Karen Dale 13

14 iv) Whilst all DCSF services provide a signposting option for the SRU in cases where a Contact does not meet the threshold for statutory social work, SFS are the premier preventative and targeted service within CSF and a key source of support for those children; v) There is an expectation that the SFS will prioritise cases referred to the SRU that do not meet the threshold for statutory social work intervention; vi) Any professional differences arising from this joint working agreement is escalated via the ASM for SFS and relevant Team Manager for SWS to the respective senior mangers for joint resolution within 3 working days. Process map for public/other agency Contacts Public/Other Agency concern about a child s safety Contact with SRU Accepted as a Referral? Yes No Allocation for SW assessment NFA IAG Signposting Supporting Families input Process map for Contacts from Supporting Families Services Supporting Families Service concern about a child s safety Discussion with SRU Accepted as a Referral? Case referred for the Prevention Panel Yes No Allocation for SW assessment NFA IAG Signposting Ongoing Supporting Families input Final version July 2011 Karen Dale 14

15 Level 1 Universal - No additional needs, only requiring universal service support Features Children with no additional needs Children whose developmental needs are met by universal services Universal Example Indicators Developmental Needs: Learning / Education Achieving key stages Good attendance at school/college/training No barriers to learning Planned progression beyond statutory school age Health Good physical health with age appropriate developmental milestones including speech and language Social, Emotional, Behavioural, Identity Good mental health and psychological well-being Good quality early attachments, confident in social situations Knowledgeable about the effects of crime and antisocial behaviour Knowledgeable about sex and relationships and consistent use of contraception if sexually active Family and Social Relationships Stable families where parents are able to meet the child s needs Self-Care and Independence Age appropriate independent living skills Family & Environmental Factors: Family History and Well-Being Supportive family relationships Housing, Employment and Finance Child fully supported financially Good quality stable housing Social and Community Resources Good social and friendship networks exist Safe and secure environment Access to consistent and positive activities Parents & Carers: Basic Care, Safety and Protection Parents able to provide care for child s needs Emotional Warmth and Stability Parents provide secure and caring parenting Guidance Boundaries and Stimulation Parents provide appropriate guidance and boundaries to help child develop appropriate values Assessment Process No common assessment is required Children should access universal services in a normal way Key universal services that may provide support at this level: Education Children s Centres & Early Years Health visiting service School nursing GP Play Services Integrated Youth Support Services Police Housing Voluntary & Community Sector Final version July 2011 Karen Dale 15

16 Level 2 Vulnerable additional needs requiring targeted support Features 2a Vulnerable These children have low level additional needs that are likely to be short-term and that maybe known but are not being met 2b Vulnerable Child s needs are not clear, not known or not being met Child with additional needs requiring multi-agency intervention Lead Professional and Team Around Child Additional Example Indicators Developmental Needs: Learning / Education Occasional truanting or non attendance School action or school action plus Identifies language and communication difficulties Reduced access to books, toys or educational materials Few or no qualifications NEET Health Slow in reaching developmental milestones Missing immunizations or checks Minor health problems which can be maintained in a mainstream school Social, Emotional, Behavioural, Identity Low level mental health or emotional issues requiring intervention Pro offending behaviour and attitudes Early onset of offending behaviour or activity (10-14) Coming to notice of police through low level offending Expressing wish to become pregnant at young age Early onset of sexual activity (13-14) Sexual active (15+) with inconsistent use of contraception Low level substance misuse (current or historical) Poor self esteem Self-Care and Independence Lack of age appropriate behaviour and independent living skills that increase vulnerability to social exclusion Family & Environmental Factors: Family and Social Relationships and Family Well-Being Parents/carers have relationship difficulties which may affect the child Parents request advice to manage their child s behaviour Children affected by difficult family relationships or bullying Housing, Employment and Finance Overcrowding Families affected by low income or unemployment Social and Community Resources Insufficient facilities to meet needs Family require advice regarding social exclusion Associating with anti social or criminally active peers Limited access to contraceptive and sexual health advice, information and services Parents & Carers: Basic Care, Safety and Protection Inconsistent care e.g. inappropriate child care arrangements or young inexperienced parent Emotional Warmth and Stability Inconsistent parenting, but development not significantly impaired Guidance Boundaries and Stimulation Lack of response to concerns raised regarding child Assessment Process A common assessment A common assessment should be completed with the child to identify their strengths & needs and to gain specialist support Programmes aiming to build self-esteem and enhance social/life skills Prevention Programmes Positive activities Key agencies that may provide support at this level: Universal and targeted Youth crime prevention services. Targeted drug and alcohol information, advice and education, including harm reduction advice to support informed choices Health, education Childrens Centres & Early Years Educational psychology Educational Welfare Specialist Play Services Integrated Youth Support Services Voluntary & community services Family support services Final version July 2011 Karen Dale 16

17 Level 3 Complex - Additional needs requiring integrated targeted support OR child in need (section 17) OR child protection (section 47) Features Complex Example Indicators Assessment Process Children with high level additional unmet needs Complex needs likely to require longer term intervention from statutory and/or specialist services Child in need: These children may be eligible for a child in need service from children s supporting families services or social work and are at risk of moving to a high level of risk if they do not receive early intervention. These may include children who have been assessed as high risk in the recent past, or children who have been adopted and now require additional support. If a social worker is allocated they will act as the Lead Professional Developmental Needs: Learning/education Short term exclusions or at risk of permanent exclusion Statement of special educational needs No access to books, toys or educational materials Health Disability requiring specialist support to be maintained in mainstream setting Physical and emotional development raising significant concerns Chronic/recurring health problems Missed appointments - routine and non-routine Social, Emotional, Behavioural, Identity Under 16 and has had (or caused) a previous pregnancy ending in still birth, abortion or miscarriage 16+ and has had (or caused) 2 or more previous pregnancies or is a teenage parent Under 18 and pregnant Coming to notice of police on a regular basis - not progressed Evidence of regular/frequent drug use which may be combined with other risk factors Evidence of escalation of substance use Evidence of changing attitudes and more disregard to risk Mental health issues requiring specialist intervention in the community Significant low self esteem Victim of crime including discrimination Self-Care and Independence Lack of age appropriate behaviour and independent living skills, likely to impair development Family & Environmental Factors: Family and Social Relationships and Family Well-Being History of domestic violence Risk of relationship breakdown with parent/carer and the child Young carers, Privately fostered, children of prisoners, periods of LAC Child appears to have undifferentiated attachments Housing, Employment and Finance Severe overcrowding, temporary accommodation, homeless, unemployment Social and Community Resources Family require support services as a result of social exclusion Parents socially excluded, no access to local facilities The common assessment can be used as supporting evidence to gain specialist / targeted support The common assessment may also be completed to support child moving out of complex needs Statutory or specialist services assessment A common assessment must NOT replace a specialist assessment Key agencies that may provide support at this level: LA children s social work Other statutory service e.g. SEN services. Specialist health or disability services Youth Offending Team Targeted drug and alcohol CAMHS Family support services Voluntary & community services Services at universal level Parents & Carers: Basic Care, Safety and Protection Physical care or supervision of child is inadequate Parental learning disability/parental substance misuse/mental health impacting on parent s ability to meet the needs of the child Parental non compliance Emotional Warmth and Stability Inconsistent parenting impairing emotional or behavioural development Guidance Boundaries and Stimulation Final version July 2011 Karen Dale 17

18 Parent provides inconsistent boundaries or responses Child Protection Children experiencing significant harm that require statutory intervention such as child protection or legal intervention. Social, Emotional, Behavioural, Identity In sexually exploitative relationship Teenage parent under 16 Under 13 engaged in sexual activity Young people with complicated substance problems requiring specific interventions and/or child protection Family & Environmental Factors: Family and Social Relationships and Family Well-Being Suspicion of physical, emotional, sexual abuse or neglect High levels of domestic violence that put the child at risk Agencies should make a verbal referral to the Single Referral Unit accompanied by a written referral using the multiagency referral form Final version July 2011 Karen Dale 18

19 Level 4 Acute Additional needs requiring specialist or statutory integrated response Features Complex additional unmet needs These children require specialist or statutory Integrated support These children may also need to be accommodated by the local authority either on a voluntary basis or by way of Court Order Children requiring residential care provided by Education, Health or Children s Social Work Children requiring adoption Acute Signs and Symptoms Developmental Needs: Learning / Education Chronic non-attendance, truanting Permanently excluded, frequent exclusions/ no education provision No parental support for education Health High level disability which cannot be maintained in a mainstream setting Serious physical and emotional health problems Social, Emotional, Behavioural, Identity Challenging behaviour resulting in serious risk to the child/others Failure or rejection to address serious (re)offending behaviour. Complex mental health issues requiring specialist interventions Teenage parent under 16 Frequently go missing from home for long periods Distorted self image Young people experiencing current harm - use of substances Young people with complicated substance problems requiring specific interventions and/or child protection Young people with complex needs whose issues are exacerbated by substance use Self-Care and Independence Severe lack of age appropriate behaviour and independent living skills likely to result in significant harm e.g. bullying, isolation Family & Environmental Factors: Family and Social Relationships and Family Well-Being Parents are unable to care for the child Children who need to be looked after outside of their own family Housing, Employment and Finance No fixed abode or homeless. Family unable to gain employment or extreme poverty Social and Community Resources Child or family need immediate support and protection due to harassment /discrimination and No access to community resources Parents & Carers: Basic Care, Safety and Protection Parent is unable to meet child s needs without support Emotional Warmth and Stability Parents unable to manage and risk of family breakdown Guidance Boundaries and Stimulation Parent does not offer good role model e.g. condones antisocial behaviour Assessment Process Additional services: The common assessment can be used as supporting evidence to gain specialist/ targeted support Statutory or specialist services assessment a common assessment must NOT replace a specialist assessment Key agencies that may provide support at this level: LA Social Work Specialist health or disability services Youth Offending Team CAMHS Family support services Voluntary & community services Services at universal level comprehensive assessment and formulation of substance specific care plan Final version July 2011 Karen Dale 19

20 Glossary of Terms ASM CAF CP CIN DCSF ecaf IAG NFA RAS SCB SCSU SFS SWS TAC Additional Support Manager Common Assessment Framework Child Protection Child in Need Directorate of Children, Schools & Families electronic Common Assessment Framework Information, Advice and Guidance No further action Referral & Assessment Service Safeguarding Children Board Safeguarding Children Standards Unit Supporting Families Services Social Work Services Team around the child Final version July 2011 Karen Dale 20