Assessment

The Assessment template has been developed as part of Lincolnshire’s Early Help Strategy, and agreed by all partner agencies via the Children and Young People’s Strategic Partnership (CYPSP) on 24th February 2014.

‘Preventative services will do more to reduce abuse and neglect than reactive services, and the co-ordination of services is important to maximise efficiency’ Eileen Munro, 2011. An Early Help Assessment should be completed by any professional at the earliest opportunity when they are worried about a child or young person’s health, development, welfare or progress; or if the child, young person or their family raises a concern with you.

N.B. the EHA is not appropriate where there are immediate child protection concerns. If this is the case, telephone Children’s Social Care Customer Service Centre on 01522 782111.

The form has been developed in line with Signs of Safety methodology, which is an evidence based approach to safeguarding children and young people. This approach is used throughout the world to ensure that assessment of, and work with, children and young people and their families is focused and effective. The form provides a clear template to facilitate a meaningful assessment with the participation of the child, young person and their parents/carers.

‘High quality assessments:

  • Are child centred
  • Are rooted in child development and informed by evidence
  • Are focused on action and outcomes for children
  • Are holistic in approach
  • Ensure equality of opportunity
  • Involve children and families
  • Build on strengths as well as identifying difficulties
  • Are integrated in approachAre a continuing process not an event
  • Lead to action, including the provision and review of services; and
  • Are transparent and open to challenge‘Working Together 2013, DfE The Framework (national guidance) and the template (local guidance) below give further guidance for the completion an EHA.

Assessment Triangle

Assessment Triangle

Child’s developmental needsParenting capacityFamily and environmental factors

Health

General health - Conditions and impairments; access to and use of dentist, GP, Optician; immunisations, developmental checks, hospital admissions, accidents, health advice and information.

Physical development - Nourishment; activity; relaxation; vision and hearing; fine motor skills (mobility, playing games and sport etc)

Speech, language and communication -Preferred communication, language conversation, expression, questioning; games; stories and songs, listening, responding; understanding.

Basic Care, Ensuring safety and protection

Provision of food, drink, warmth, shelter, appropriate clothing; personal, dental hygiene; engagement with services; safe and health environment

Family history, functioning and wellbeing.

Illness, bereavement, violence, parental substance misuse, criminality, anti-social behaviour; culture, size and composition of household; absent parents, relationship breakdown; physical disability and mental health; abusive behaviour.

Education

Participation in learning, education and employment - Access and engagement; attendance, participation; adult support; access to appropriate resources.

Progress and achievement in learning

Progress in basic and key skills; available opportunities; support with disruption to education; level of adult interest.

Aspirations

Ambition; pupil’s confidence and view of progress; motivation, perseverance.

Emotional warmth and stability

Stable, affectionate, stimulating family environment; praise and encouragement; secure attachments; frequency of house, school, employment moves.

Wider family

Formal and informal support networks from extended family and others; wider caring and employment roles and responsibilities.

Identity and social presentation

Identity, self-esteem, self-image & social presentation - Perceptions of self; knowledge of personal/family history; sense of belonging; experiences of discrimination due to race, religion, age, gender, sexuality and disability.

Guidance, boundaries and stimulation.

Encouraging self-control; modelling positive behaviour, effective and appropriate discipline; avoiding over protection; support for positive activities.

Housing, employment and financial considerations

Water/heating/sanitation facilities, sleeping arrangements; reason for homelessness; work and shifts; employment; income/benefits; effects of hardship.

Emotional and Behavioural Development

Emotional and social development-Feeling special;early attachments; risking/actual self-harm; phobias; psychological difficulties; coping with stress; motivation; positive attitudes; confidence; relationships with peers; feeling isolated and solitary; fears; often unhappy

Behavioural development-Lifestyle, self-control, reckless or impulsive activity; behaviour with peers; substance misuse; anti-social behaviour; sexual behaviour; offending; violence and aggression; restless and overactive; easily distracted, attention span/concentration

 

Social and community elements and resources, including education

Day care; places of worship; transport; shops; leisure facilities; crime, unemployment, anti-social behaviour in area; peer groups, social networks and relationships; religion

Family and Social relationships

Building stable relationships with family, peers and wider community; helping others; friendships; levels of association for negative relationships

 Income

Self care skills and independence

Becoming independent; boundaries, rules, asking for help, decision-making; changes to body; washing, dressing, feeding , positive separation from family

 Family’s Social integration and Community resources

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Last updated: 7 October 2016

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