Bournemouth Early Help Assessment for children,
young people and their families. Version 8
N.B. Member of staff Leading this Assessment – Please type your name to confirm:That YOU have explained the Privacy Statement to the family and have a signed hard copy of the Consent Form for Early Help giving explicit consent to the storage of this Assessment and appropriately sharing the information it contains.
Your Name: / Date:
Date Assessment Phase started:
Date Assessment completed and registered with Family Support Hub:
Section A – Identifying details of Persons considered in this assessment
Family Home Address: / Postcode:Main Contact Number: / email address:
Case no. assigned by Family Support Hub when you register this assessment with them on 01202 456347:
Children /Young People / Name of child/young person If unborn (u/b), state name as ‘unborn’ and mother’s name. / Gender (delete as appropriate) / Date of Birth or estimated date of delivery / Ethnicity
c/yp 1 / M F / Choose an item.
c/yp 2 / M F / Choose an item.
c/yp 3 / M F / Choose an item.
If a young person is also a parent of a child listed above, please use both lines below for their details, or just the 1st line if they are not a young parent
yp/parent 4 / M F / Choose an item.
Lives in the family home: / Y N / Has PR for child:
Adults / Name of Adult / Gender / Date of Birth / Ethnicity
Adult A / M F / Choose an item.
Lives in the family home: / Y N / Has PR for c/yp:
Adult B / M F / Choose an item.
Lives in the family home: / Y N / Has PR for c/yp:
Adult C / M F / Choose an item.
Lives in the family home: / Y N / Has PR for c/yp:
Adult D / M F / Choose an item.
Lives in the family home: / Y N / Has PR for c/yp:
Please use this space to describe current contact pattern with children for parents living outside of the main Family Home, include addresses and Telephone number. (You can also use this space to expand on the description of the family dynamic)
Any current Issues re: immigration status, and for whom:
First language(s) other than English and for whom:
Details of any special requirement for siblings/parent /careers. e.g. signing, interpretation or access needs:
Section B – About this assessment
Good Practice Reminder: the assessment phase from start date to registration should not exceed 20 working days
Briefly explain the reason this assessment has been started
Parent / Carers view:
Child / young person’s view:
Practitioners view:
Details of practitioner completing this assessment. (N.B THE LEAD PROFESSIONAL WOULD NORMALLY BE AGREED PRIOR TO, OR AT THE 1st TAF)
Name: / Contact no:
Job Role: / email:
Names and roles of ALL other practitioners and family members who were present at assessment meeting, or have been involved, or have contributed information for this Assessment.
Name of practitioner /family member and Job/family role, child/young person/ESW etc. / i.e. Luke Skywalker – Family Support Hub Partnership Worker
Have other assessments been used to inform this one? (If YES please specify which ones)
Section C – Other services Currently Working with this Family:
Which Service / Practitioner name and email address / Contact tel. no. / Working with which Family members?
Early Help Assessment Phase
Best Practice reminders:
- This assessment should draw together relevant information gathered from the child and their family and from relevant professionals
- Consider each of the elements to the extent they are appropriate in the circumstances and keep your recordings proportionate.
- Always maintain a child-centred focus; this entire process is about improving Outcomes for Children and Young People.
- Always remember to consider and record both the child’s and the parents view.
- Wherever possible, base comments on evidence, not just opinion, and indicate what your evidence is. However, if there are any major differences of view, these should be recorded too.
Section D: Child / Young Person Development. (Section D will need to be completed for each child/young person included in this Assessment)
You are asked to divide the information you have gathered into Strengths and Needs:
- Strengths – What is working well?
- Needs – What is not working so well. What are the underlying needs and concerns? Describe what their needs and the concerns are, NOT what they need, don’t give a ‘shopping list’ of actions or services to meet those needs. For example:
ACTION = join a football team / appointment with nutritionist / support group etc.
Child / Young Person’s Name: 1
Does the child/young person have a recognised disability? (delete as Appropriate): / NO. Cognition & Learning. Social & Emotional. Communication & Interaction. Sensory/Physical needs.
Does the child/young person have an EHCP? / NO YES
Health development: Include general health; birthing experience; physical development; conditions and impairments; access to and keeping appointments for dentist/GP/optician; immunisations; developmental checks; nutrition; communications development; hospital admissions and accidents.
Strengths-what is working well
Underlying Needs & Concerns
Emotional development: Include mental health; early attachments; risking/actual self-harm; phobias; coping with stress; motivation; self-confidence; feeling isolated/solitary; sense of belonging; fears.
Strengths-what is working well
Underlying Needs & Concerns
Behavioural development: Lifestyle; self-control; reckless or impulsive activity; behaviour with peers; substance misuse; anti-social behaviour; sexual/sexualised behaviour; offending, violence and aggression; restless and overactive, easily distracted, attention span/concentration; becoming independent; reaction to boundaries and rules; self-care skills, hygiene.
Strengths-what is working well
Underlying Needs & Concerns
Social and Family relationships: Building stable relationships with family, peers and wider community and how those relationships impact on the child/young person; helping others; friendships; experiences of discrimination due to race, religion, age, gender, sexuality and disability.
Strengths-what is working well
Underlying Needs & Concerns
Education and Learning:Understanding; reasoning and problem solving; decision making; Speech & Language; access to, attendance and participation in education/employment; achievement and attainment in education/employment.
Strengths-what is working well
Underlying Needs & Concerns
Young Carer: Does the child/young person care for anyone and what is the impact on them?
Other Significant Events if not covered above and their Impact on child/young person:Include bereavement; parental separation/conflict; new baby; living in an environment of domestic abuse.
Child/young person’s view of their own Development if not covered above:
Child / Young Person’s Name: 2
Does the child/young person have a recognised disability? (delete as Appropriate): / NO. Cognition & Learning. Social & Emotional. Communication & Interaction. Sensory/Physical needs.
Does the child/young person have an EHCP? / NO YES
Health development: Include general health; birthing experience; physical development; conditions and impairments; access to and keeping appointments for dentist/GP/optician; immunisations; developmental checks; nutrition; communications development; hospital admissions and accidents.
Strengths-what is working well
Underlying Needs & Concerns
Emotional development: Include mental health; early attachments; risking/actual self-harm; phobias; coping with stress; motivation; self-confidence; feeling isolated/solitary; sense of belonging; fears.
Strengths-what is working well
Underlying Needs & Concerns
Behavioural development: Lifestyle; self-control; reckless or impulsive activity; behaviour with peers; substance misuse; anti-social behaviour; sexual/sexualised behaviour; offending, violence and aggression; restless and overactive, easily distracted, attention span/concentration; becoming independent; reaction to boundaries and rules; self-care skills, hygiene.
Strengths-what is working well
Underlying Needs & Concerns
Social and Family relationships: Building stable relationships with family, peers and wider community and how those relationships impact on the child/young person; helping others; friendships; experiences of discrimination due to race, religion, age, gender, sexuality and disability.
Strengths-what is working well
Underlying Needs & Concerns
Education and Learning:Understanding; reasoning and problem solving; decision making; Speech & Language; access to, attendance and participation in education/employment; achievement and attainment in education/employment.
Strengths-what is working well
Underlying Needs & Concerns
Young Carer: Does the child/young person care for anyone and what is the impact on them?
Other Significant Events if not covered above and their Impact on child/young person:Include bereavement; parental separation/conflict; new baby; living in an environment of domestic abuse.
Child/young person’s view of their own Development if not covered above:
Child / Young Person’s Name: 3
Does the child/young person have a recognised disability? (delete as Appropriate): / NO. Cognition & Learning. Social & Emotional. Communication & Interaction. Sensory/Physical needs.
Does the child/young person have an EHCP? / NO YES
Health development: Include general health; birthing experience; physical development; conditions and impairments; access to and keeping appointments for dentist/GP/optician; immunisations; developmental checks; nutrition; communications development; hospital admissions and accidents.
Strengths-what is working well
Underlying Needs & Concerns
Emotional development: Include mental health; early attachments; risking/actual self-harm; phobias; coping with stress; motivation; self-confidence; feeling isolated/solitary; sense of belonging; fears.
Strengths-what is working well
Underlying Needs & Concerns
Behavioural development: Lifestyle; self-control; reckless or impulsive activity; behaviour with peers; substance misuse; anti-social behaviour; sexual/sexualised behaviour; offending, violence and aggression; restless and overactive, easily distracted, attention span/concentration; becoming independent; reaction to boundaries and rules; self-care skills, hygiene.
Strengths-what is working well
Underlying Needs & Concerns
Social and Family relationships: Building stable relationships with family, peers and wider community and how those relationships impact on the child/young person; helping others; friendships; experiences of discrimination due to race, religion, age, gender, sexuality and disability.
Strengths-what is working well
Underlying Needs & Concerns
Education and Learning:Understanding; reasoning and problem solving; decision making; Speech & Language; access to, attendance and participation in education/employment; achievement and attainment in education/employment.
Strengths-what is working well
Underlying Needs & Concerns
Young Carer: Does the child/young person care for anyone and what is the impact on them?
Other Significant Events if not covered above and their Impact on child/young person:Include bereavement; parental separation/conflict; new baby; living in an environment of domestic abuse.
Child/young person’s view of their own Development if not covered above:
Child / Young Person / Young Parent Name: 4
Does the child/young person have a recognised disability? (delete as Appropriate): / NO. Cognition & Learning. Social & Emotional. Communication & Interaction. Sensory/Physical needs.
Does the child/young person have an EHCP? / NO YES
Health development: Include general health; birthing experience; physical development; conditions and impairments; access to and keeping appointments for dentist/GP/optician; immunisations; developmental checks; nutrition; communications development; hospital admissions and accidents.
Strengths-what is working well
Underlying Needs & Concerns
Emotional development: Include mental health; early attachments; risking/actual self-harm; phobias; coping with stress; motivation; self-confidence; feeling isolated/solitary; sense of belonging; fears.
Strengths-what is working well
Underlying Needs & Concerns
Behavioural development: Lifestyle; self-control; reckless or impulsive activity; behaviour with peers; substance misuse; anti-social behaviour; sexual/sexualised behaviour; offending, violence and aggression; restless and overactive, easily distracted, attention span/concentration; becoming independent; reaction to boundaries and rules; self-care skills, hygiene.
Strengths-what is working well
Underlying Needs & Concerns
Social and Family relationships: Building stable relationships with family, peers and wider community and how those relationships impact on the child/young person; helping others; friendships; experiences of discrimination due to race, religion, age, gender, sexuality and disability.
Strengths-what is working well
Underlying Needs & Concerns
Education and Learning:Understanding; reasoning and problem solving; decision making; Speech & Language; access to, attendance and participation in education/employment; achievement and attainment in education/employment.
Strengths-what is working well
Underlying Needs & Concerns
Young Carer: Does the child/young person care for anyone and what is the impact on them?
Other Significant Events if not covered above and their Impact on child/young person:Include bereavement; parental separation/conflict; new baby; living in an environment of domestic abuse.
Child/young person’s view of their own Development if not covered above:
Section E: Parenting
Basic care, ensuring safety and protection: Provision of food, drink, warmth, shelter and appropriate clothing; age appropriate daily routines in place; engagement with services; safe and healthy environment.
Strengths-what is working well
Underlying Needs & Concerns
Emotional warmth and stability: Stable, affectionate, stimulating family environment; praise and encouragement; secure attachments; frequency of house/school/employment moves; family activities, what is family life like.
Strengths-what is working well
Underlying Needs & Concerns
Guidance, boundaries and stimulation: Encouraging self-control; modelling positive behaviour; effective and appropriate discipline; avoiding over-protection; support for positive activities.
Strengths-what is working well
Underlying Needs & Concerns
Parent/carer history, functioning and well-being: Physical illness; bereavement; violence; domestic violence; parental substance misuse; criminality, anti-social behaviour; absent parents, relationship breakdown; physical disability; emotional/mental health; abusive behaviour.
Strengths-what is working well
Underlying Needs & Concerns
Children/young people’s view of Parentingif not covered above:
Section F: Wider Family and Environmental
Wider family: Extended family relationships; support from extended family, friends & neighbours; potential positive role models; other significant adults that have impact on the child’s life.
Strengths-what is working well
Underlying Needs & Concerns
Housing: What is the current housing situation and is it adequate for family’s needs?
Strengths-what is working well
Underlying Needs & Concerns
Employment and Financial Considerations: Work and shifts; worklessness; income/benefits; debts, loans; financial problems; effects of hardship; ability to manage finances
Strengths-what is working well
Underlying Needs & Concerns
What is it Like living in the Community? Access to and involvement in local Social and Recreational Activities and networks; Local levels of harassment, anti-social behaviour, crime/hate crime/fear of crime; (un)employment; social isolation and impact on family.
Strengths-what is working well
Underlying Needs & Concerns
Children/young people’s view of wider family and environmental influencesif not covered above:
Section G: Analysis of Information gathered through Assessment
Best Practice Reminder: A high quality assessment is one in which evidence is built and revised throughout the process. A practitioner may arrive at a judgement early in the assessment but this may need to be revised as intervention progresses and further information comes to light.
Child’s/young person’s Goals/Aspirations: What desired outcomes/changes do they want and what are their ideas for achieving this?
Parent/carer Goals/Aspirations: What desired outcomes/changes do they want and what are their ideas for achieving this?
Practitioner Goals/Aspirations: What desired outcomes/changes do you want?
Please identify both the Early Help Outcome Areas and the Needs/issues within each Outcome Area that has arisen from the assessment which will need addressing in the Support Plan?
Outcome Areas / Key Needs/Issues (Please put an ‘x’ to all that apply and type
in any ‘Others’ at the bottom.) / ‘x’
1. All children and young people should feel that they are cared for and that they are safe and secure / Young Carer responsibilities
Attachment issues
Suspected or Actual Self-Harming
Participating in Risky Sexual Behaviour
Termination, Teen Pregnancy/Parent
Risk of Harm Due to Going or Being Missing
Risk of Harm Due to Child Sexual Exploitation
Child victim of bullying
Additional Parenting skills need developing
Family has No / Poor / Inappropriate Boundaries and Routines
No access for 2, or 3 to 4-year-old funding
Child living with Domestic Abuse
Child is perpetrator of Domestic Abuse
Others:
2. All children and young people get a good education that allows them to fulfil their potential and achieve their ambitions / Poor school attendance
Behavioural patterns leading to not receiving full time education
No school place
Child being NEET
At risk of becoming NEET
Others:
3. All children and young people are well-prepared for adulthood and the world of work, making a positive contribution as active citizens. / Child Involvement with Gangs
Child perpetrator of bullying
Youth offending
Conviction for Violence by A Parent or Carer
Custodial Sentence for Parent or Carer
Family members involved in Anti-Social Behaviour
Adult is currently Out of Work
Adult frequently in/out of work
Debt/money management
Homeless (or at risk of)
Housing /rent issues
Others:
4. All children and young people are healthy, happy and free from poverty / Mental Health of The Child
Mental Health of The Child’s Parent or Carer
Child’s Physical Disability or Illness
Parent Physical Disability or illness
Alcohol Misuse by The Child
Alcohol Misuse by Parent
Drug Misuse by The Child
Drug Misuse by Parent
Child’s Learning Disability
Parent Learning Disability
Child missed multiple health appointments and/ or vaccinations
Eating disorders
Not registered with GP
Not registered with Dentist
Family using Accident and Emergency dept. as Primary Care
Young people smoking
Pregnant mother smoking
Others:
What are your Conclusions?
Family strengths (i.e. Positive resources within the family) / Resiliency Factors (i.e. Support networks and family skills)
Danger/Risks (What are we worried about.) / Safety (Things that keep the child/family safe.)
Section H: What Now?
DATE
Will this Early Help Assessment and Support Plan remain in-house at Universal or Universal Plus level? If YEScomplete Support Plan with family and agree Review date:
If NO, therefore a Multi-Agency response is required at Plus Partnership level, agree Target date / week beginning for 1st TAF:
At this point, consider if you want to consult with the Family Support Hub about next steps, or want ART Brokerage to look at the completed assessment to offer advice on potential services, agencies or resources that may be appropriate to help meet the needs and issues you have identified.
To be completed by the Managers or Supervisors of the person(s) creating, and later adding to this Assessment to confirm management oversight/supervision/appraisal of Assessment Phase:
If you do not have a manager of supervisor to perform this task please type ‘NONE’ in the comments box.
I confirm that I have considered this assessment and given my staff member guidance and support. Managers – Please name yourself and date each entry in the comments box below.
Comments:
1 | Page