Core Assessment (11-15) Version 1 (2003)

Core Assessment Record

Young person aged 11-15 years

Family name ______Given names ______

DoB Gender: Male Female

Address ______
______Postcode______Tel ______
CSSR Case Number ______
Families should be provided with the following information
Complaints procedures / Date provided
Information on access to records / Date provided
Other relevant/available information
(please specify) / Date provided

Undertaking the core assessment

  • The Core Assessment Record provides a framework for systematically recording the findings from the core assessment. Whilst the Assessment Record provides some guidance on the areas that should be covered in a core assessment, it is a tool and should not be used as a substitute for a professionally informed assessment process, analysis and judgement. The information (not in bold) in the left margin is research based and may help to place observations within a wider context.
  • The questionnaires and scales published in the accompanying materials to the Framework for the Assessment of Child in Need and their Families and theFamily Assessment may be useful tools in obtaining the information in specific areas (Department of Health, Cox and Bentovim, 2000; Bentovim and Bingley Miller, 2001). The Assessment Record indicates where particular questionnaires and scales may be useful. Practitioners may also choose to use other assessment tools to assist them.
  • The Core Assessment Record should not be used as a questionnaire. Social workers should gather information by using their professional judgement to select the assessment methods most appropriate to the circumstances of the individual young person and family. This could include discussions with the young person, family members and other professionals, use of questionnaires and scales, undertaking a Family Assessment. Indications of when they may be usefully used are noted, in bold, in the left margin of the record. A summary of the information gathered is then recorded in the Core Assessment Record. The completed record is shared with the family.
  • Carrying out a core assessment should always be done in a way that helps parents or carers, young people and other relevant family members to have their say and encourages them to take part. Space has been provided within the Record for parents/carers and young people to record their views.
  • It is expected that other agencies are involved, as appropriate, during the core assessment process. Parental permission to contact other agencies should be obtained except in cases where the safety of the young person would be jeopardised (paragraphs 7.27 to 7.38 of Working Together to Safeguard Children provides guidance on this issue). Permissions should be obtained from other agencies to share their information with the family.

Completing a Chronology as part of a Core Assessment

  • A chronology should be commenced as part of a Core Assessment. It should continue to be updated until the case is closed. The reviewing officer should ensure that it is up-to-date. There will be cases where it is helpful to commence a chronology at the time of undertaking an initial assessment. A professional judgement needs to be taken as to when it is helpful to commence a chronology prior to undertaking a core assessment.

Completing a Core Assessment Record with a Looked After Child

  • The majority of young people who become looked after return to their birth families. Completing a core assessment will help identify the actions necessary to support the young person to return to live with their family. The core assessment should contain the information and analysis needed to develop a Care Plan for the young person.
  • A core assessment should be completed prior to a young person becoming looked after. It should be commenced immediately if it has not been started prior to the young person becoming looked after and should be updated if completed more than six months before the date on which the young person became looked after.
  • The core assessment begins the process of collecting the information necessary to monitor the progress of young people who are looked after. For young people who remain looked after for longer periods this information will be supplemented by information gathered using the Assessment and Progress Record.

Date(s) young person and family members seen/interviewed:
DateName(s) of family member(s) interviewed Please tick if young person
seen during interview
______
______
______
______
______

Agencies currently involved with the young person/family (for looked after children details of the following professionals should be recorded: mentor, SENCO, designated teacher).

Current involvement/services provided, including provision of specialist assessment. Please note contribution to core assessment.

Name______
Address______
______
______
Tel no.______
E-mail: ______
Name______
Address ______
______
Tel no.______
E-mail: ______
Name______
Address______
______
______
Tel no.______
E-mail: ______
Name______
Address______
______
______
Tel no.______
E-mail: ______

Questionnaire, scales or other instruments used in assessment Yes No

Instrument used Date used Instrument used Date used Dyddiad defnyddio

______

______

______

D1 Please give the reason(s) for the core assessment?
Date core assessment started
Date core assessment ended
The Government’s Objectives for Children’s Social Services (1999) requires the core assessment to be completed within 35 working days of the start date.
S 47 enquiries should be undertaken as part of a core assessment (para 5.33 of Working Together 1999). Therefore a core assessment should begin at the same time that a s 47 enquiry is initiated.
D2 Where a young person/parent has a disability or where they have specific communication needs (e.g. impairment affecting communication or English is not the first language), what actions have been taken to address this i.e. use of an interpreter or a signer, or an advocate to ascertain the young person/parent’s views?

Health: Young person’s developmental needs

Taking into consideration any disability or chronic sickness, normally well is defined as unwell for 1 week or less in the last 6 months.
Details of the young person’s immunisations should be recorded in the chronology.
At 15 years young people should have had the BCG immunisation (tuberculosis).
By 14 years 60% of young people in England have tried smoking and 17% admit to smoking regularly.
Drug use is not common among 12-13 year olds but increases with age.
By 13 years 12% of young people own up to drinking at least once a week.
Young people need factual information about puberty, sex and contraception.
Half of conceptions to under-age girls result in live births.
Parenthood at this
age has long term consequences for a young person’s life chances. / H1 Young person is
generally well. / Yes / No / Notes and evidence on the young person’s health needs. Note when an issue is not relevant.
H2 Young person’s
immunisations are up
to date.
H3 Eats an adequate,
nutritious diet.
H4 Participates in
activities e.g. sports,
dance or similar
activity.
H5 Wets the bed or
soils without physical
explanation.
H6 Young person
smokes.
H7 Young person uses
illicit drugs.
H8 Young person
drinks alcohol at least once a week.
H9 Has an accurate
knowledge about puberty, sex and
contraception.
H10 Has been/is
pregnant or has
fathered a child.

Health: Parental capacity

To gather further information consider using the Home Circumstances Scale.
Poverty and poor social conditions are related to poor health and development and increased risk of accidents.
Disabled young people can face barriers in accessing routine dental and medical care.
Disabled or young people with a health problem need information and opportunities to help them understand and learn about themselves.
Increasing numbers of young people are suffering from obesity.
Regular physical exercise is an important preventative measure.
Parental problem drug use is associated with young people using illicit drugs. / H11 A healthy diet is provided at home. / Yes / No / Notes and evidence on parents strengths or issues. Consider parents’ capacity for basic care, ensuring safety, emotional warmth, guidance and boundaries, and stability. Note when an issue is not relevant.
H12 Injuries have always been appropriately attended to.
H13 Young person’s medical/dental
appointments are
generally kept.
H14 Parent/carer encourages young person to take care of his/her own health.
H15 Parent/carer encourages and facilitates sports and exercise for the young person.
H16 Parent/carer gives
clear guidance on
appropriate sexual behaviour.
H17 Parent’s/carer’s use of alcohol sets the young person a good example.
H18 Parent/carer regularly uses illicit drugs.
Social worker’s summary. Please record details of areas of strength, specific details of any areas of unmet need and any
evidence which suggests the young person is suffering, or is likely to suffer significant harm in relation to health.

Education: Young person’s developmental needs

Black pupils often underachieve at school.
Black pupils are 4 times more likely to be excluded than white pupils.
Non school attendance may be related to bullying.
Details of the young person’s educational career, including SATs results, should be recorded in the chronology.
SATs are given to pupils in the summer term of years 2, 6 & 9 (approx. ages 7, 11 & 14).
At 11 years most young people are performing at level 4; at 14 years most perform at levels 5-6.
Excluded black young people are usually of higher ability with fewer chronic disruptive behaviours than white pupils who are excluded.
Many young carers believe that looking after a parent or younger sisters and brothers interferes with their schooling. / E1 Young person is usually happy to go to school. / Yes / No / Notes and evidence on the about young person’s educational needs. Note when an issue is not relevant.
E2 Young person has a friend at school.
E3 Young person is bullied at school.
E4 Shows challenging/
disruptive behaviour at school.
E5 Has a good relationship with a member of staff.
E6 Young person
responds positively
to teaching.
E7 Young person’s lack of concentration impedes learning.
E8 The young person has a statement of Special
Educational Needs.
E9 Young person has taken SATs.
Note results if taken. / Date Subject Level
English
Maths
Science
E10 Young person has
been excluded from
school in the previous
school year.
Note dates of any
periods of exclusion in
previous school year.
E11 Young person has
had unauthorised
absences in previous
school year.
Note number of days.

Education: Parental capacity

The key to young people’s educational progress is a parent or significant adult who takes an interest in their learning and offers praise and encouragement.
When a parent has a learning disability only 15% of children are similarly affected.
Not all young people with impairments will need a statement of Special Educational Needs.
Disabled young people may need financial help,
equipment or adaptations to get to school.
Parent’s own problems may mean they are not
always able to offer the intellectual stimulation the young person needs.
When a young person has profound or complex impairments it may be helpful to check with a specialist before completing this section. / E12 Parent/carer
regularly attends
school events/parents’
meetings. / Yes / No / Notes and evidence on parents strengths or issues. Consider parents/carers’ capacity for basic care, ensuring safety, emotional warmth, guidance and boundaries, and stability. Note when an issue is not relevant.
E13 If young person is not achieving at school:
there is an Individual
Education Plan.
there is a statement of
Special Educational
Needs.
E14 Parent/carer supports and encourages homework.
E15 Parent/carer places
great pressure on
the young person to
achieve.
E16 Parent/carer encourages the young person to learn new skills.
E17 Parent/carer supports school rules/discipline.
E18 Young person’s
books/school work
are looked after.
E19 Where necessary,
parents have taken
action over bullying.
Social worker’s summary. Please record details of areas of strength, specific details of any areas of unmet need and any
evidence which suggests the young person is suffering, or is likely to suffer significant harm in relation to education.

Emotional and behavioural development: Young person’s developmental needs

Consider using the Strengths and Difficulties
Questionnaire.
Young people may cope with upsetting parental behaviours by withdrawing or running away.
Young people may have difficulty talking about their feelings and find it easier to discuss them in retrospect.
Communicating feelings becomes more difficult when young people are disabled and depend on non verbal methods of communication.
Young people with difficulties in verbal communication may use a form of signing.
When a young person is disabled or sensory impaired, behaviours such as rocking or constant screaming are significant and should not be dismissed.
Self harm must be treated seriously and appropriate help sought.
At this age concepts of ownership are fully understood. / B1 Young person is usually happy. / Yes / No / Notes and evidence on the young person’s emotional and behavioural needs. Note when an issue is not relevant.
B2 Able to make and keep friends of his/her own age.
B3 Can say what is on his/her mind or discuss worries, disappointments or irritations with a trusted adult.
B4 Young person copes with anger and frustration.
B5 Often stays away from home/out late without parental permission.
B6 Frequently withdraws emotionally.
B7 Young person spends long periods alone.
B8 Is preoccupied with violence.
B9 Challenging/ disruptive behaviour affects young person’s safety.
B10 Young person is
deliberately hurting
him/herself.
B11 Has been cautioned
or convicted within past year (note number of times).

Emotional and behavioural development: Parental capacity

Depression can affect parent’s capacity to care about their child.
Consider whether the feelings and behaviour that troubles the young person and parent would benefit from specialist assessment and help.
Positive methods for encouraging good behaviour
include: praise, negotiation,
modelling, rewards distraction, play, persuasion and explanation.
To gather further information consider using the Parenting Daily Hassles Scale.
When young people witness violence they have difficulty in controlling their own emotions and behaviour.
Those who are abused or witness family violence are particularly traumatised.
Young people can suffer if they are drawn into the imaginary world of a mentally ill parent. / B12 Parent/carer
assures the young
person they will always
be there for them. / Yes / No / Notes and evidence on parents strengths or issues. Consider parents/carer’s capacity for basic care, ensuring safety, emotional warmth, guidance and boundaries, and stability. Note when an issue is not relevant.
B13 Help is sought
over unresolvable
relationship problems.
B14 Young person
is exposed to frequent
criticism/hostility.
B15 Parents use a
variety of positive
methods to gain the
young person’s
co-operation and good
behaviour.
B16 There are clear
family rules and
limits about behaviour.
B17 Young person is
protected from seeing
frightening adult
behaviour.
B18 Young person is
responded to in a
consistent and
predictable manner.
B19 Parent/carers
generally support each
other in applying
family rules.
Social worker’s summary. Please record details of areas of strength, specific details of any areas of unmet need and any evidence which suggests the young person is suffering, or is likely to suffer significant harm in relation to emotional and behavioural development.

Identity: Young person’s developmental needs

For young people to develop a positive self image they need to feel loved and valued for themselves.
Cultural identity develops from all aspects of the young person’s experience.
The way in which black disabled young people define themselves is affected by their personal experience of both racism and disability.
Racism and bullying are common-place inthe lives of black young people.
Dual heritage does not always result in identity problems/ conflicts. / ID1 Young person is
self confident. / Yes / No / Notes and evidence on the young person’s identity needs. Note when an issue is not relevant.
ID2 Young person
is comfortable with
his/her appearance.
ID3 Young person
takes pride in his/her achievements.
ID4 Young person has
a developing sense of
his/her own culture.
ID5 Young person is
at ease with his/her
sexual orientation.
ID6 Young person is
confident when
relating to friends of
either sex.
ID7 Young person is
able to make decisions
on appropriate
matters.
ID8 Young person feels everything is out of control.

Identity: parental capacity

Young people who grow up in families which experience many stresses and problems will need positive messages to avoid developing a negative self image and poor self esteem.
Disabled young people need even more help.
Disabled young people have a right to be dressed appropriately but their dress should not impede movement, endanger stability or aggravate their skin.
In all cultures disabled young people may be treated as younger than their actual age. This is a particular risk for learning disabled young people.
Young people need positive role models of the same racial/ethnic origins as him/herself. / ID9 Young person’s
clothes are clean:
not soiled with urine,
excrement, or food. / Yes / No / Notes and evidence on parents strengths or issues. Consider parents’/carers’ capacity for basic care, ensuring safety, emotional warmth, guidance and boundaries, and stability. Note when an issue is not relevant.
ID10 Parents/carers see the young person as having unique strengths and encourages them.
ID11 Young person’s
dress is appropriate for
age, gender, culture and religion and where
necessary, impairment.
ID12 Young person’s efforts/achievements are praised.
ID13 Young person has the opportunity to learn own cultural traditions/ language.
ID14 Is taught respect/toleration of others and of different family/cultural traditions.
ID15 Young person
accepted as a family
member.
Social worker’s summary. Please record details of areas of strength, specific details of any areas of unmet need and any
Evidence which suggests the young person is suffering, or is likely to suffer significant harm in relation to identity.

Family and social relationships: Young person’s developmental needs

Young unaccompanied asylum seekers experience an acute sense of loss.
A close, supportive friend can help young people cope with family problems.
Other young people can be valuable sources of support and can greatly influence ideas and actions.
Family values are increasingly internalised.
Young carers can feel stigmatised and get little recognition or respect for their contribution.
Young people can look after younger siblings and parents but should not have overall responsibility. / F1 Young person has
a strong, positive
relationship with a
parent. / Yes / No / Notes and evidence on the young person’s needs relating to family and social relationships. Note when an issue is not relevant.
F2 Young person has
an adult in whom
he/she confides.
F3 Young person has
a close friend.
F4 Regularly visits/
spends time with
friends.
F5 Young person’s
sexual knowledge
and behaviour are
age appropriate.
F6 Young person is
gentle and kind to
younger children and
animals.
F7 Young person
bullies other
children.
F8 Frequently
looks after younger
brothers and sisters.
F9 Frequently
looks after his/her parent/carer.

Family and Social Relationships: Parental capacity