Wellbeing Indicator Prompts Achieving Nurtured Active Respected Targets in IEP met School attended regularly Positively engaged in learning Positively responds to additional support Improved confidence as a learner, specifically in… Plays and works co-operatively with peers Follows class routines and instructions Works well independently Confident when faced with new challenges Copes well with change (planned and unplanned) Manages changes to routine and/or transitions Age appropriate self-care skills/independence established Practical life skills developed Successful transition to nursery class/primary school/secondary school/post school provision Enters and sustains employment/ education/ training Vocational skills acquired Basic needs met (food, accommodation, clothing) Appropriate care and guidance from parents/carers Experiences appropriate boundaries and supervision at home Experiences love, emotional warmth and attachment Loved and cared for by a trusted adult Well-developed sense of self-esteem and self-respect Well-developed sense of identity and belonging Developmental needs understood and met by parents/carers Receives additional support and care when required Remains with birth family Improved family routines Positive contact with birth family Improved knowledge of parenting/caring role Improved attachment to carer Improved capacity to prevent abusive/harmful behaviours Explores his/her environment safely Physically fit and active Interests and talents developed through opportunities and encouragement Positively engaged in play Positively engaged in recreation/sport/activities Appropriately engaged in social activities Sense of achievement obtained from engagement in activities Actively and appropriately involved within the family/ social network Actively and appropriately involved within the school/community Risks assessed and managed well Parent/carer/child involved in the planning/decision making process Listened to and views taken seriously Works with others to resolve problems/conflict Understands and accepts the consequences of his/her choices and actions Trusted by/trusting of significant adults and friends Does not express/experience discrimination Improved family relationships and communication Respects other cultures and faiths Cares about and respects others Regular praise and encouragement received Other children’s possessions respected School materials and equipment respected Privacy and personal space respected Consistent level of intimate/personal care provided Treated with dignity and respect
Responsible Included Safe Healthy Caring and considerate towards others Behaves responsibly at home/school/community Works co-operatively with other children/adults Understands right and wrong (appropriate to age and stage of development) Accepts responsibility for his/her actions/behaviour Understands and accepts the consequences of his/her actions Parental responsibility taken for child’s wellbeing Copes with challenges/difficulties Assesses and manages risks appropriately Makes positive choices Improved behaviour Improved communication skills Improved social skills Understands plans for his/her future (appropriate to age and stage of development) Takes pride in his/her personal hygiene and appearance Travels independently to and from school/college/other Listened to and views taken seriously Lives in stable accommodation suited to family size and needs Lives in a well-maintained, safe and secure home environment Family have enough money to live on Lives safely within his/her own community Accepted and valued by parents/friends and peers/ school/ community Included in a positive peer group Meaningful and supportive friendships established Included meaningfully in class/year group Improved social networks Improved behaviour/reduced exclusions Safe from immediate harm Protected and guided by parents/carers Living in a safe and secure home environment Improved hygiene in the home Safe from bullying in the home/school/community Reduced risk of bullying/violence/drug or alcohol use/sexual exploitation Protected from risk of exploitation by others (i.e. Internet) Consistent and positive contact with parents/siblings/carers Reduced/safer parental consumption of controlled substances Protected from domestic abuse/violence Reduction in/cessation of anti-social/ offending behaviour Protected from anti-social/ criminal activity within the community Receives a nutritious/improved diet Weight is within appropriate limits Parents/carers take responsibility for meeting child’s health needs, specifically… Age appropriate physical development in fine and gross motor skills Age appropriate language and communication skills Emotional and developmental needs met Independent hygiene habits established Cessation of smoking/drinking/eating to excess Reduced parental stress Improved mental health and Improved family relationships Ability to express feelings appropriately Improved management/cessation of self harm Reduction in impact of trauma/bereavement/loss
Resilience Good attachment Good self-esteem Sociability Achieving in school Flexible temperament Problem solving skills Positive parenting Attends and enjoys school s Adversity Life events/crises Serious illness Loss/bereavement Separation/family breakdown Domestic violence Asylum seeking status Serious parental difficulties e.g. drug abuse/alcohol misuse Parental mental illness Protective environment Supportive school experience One supportive adult Additional help with behaviour and learning Community networks Leisure activities Talents and interests Vulnerability Poor attachment Minority status Young age Disability History of abuse Innate characteristics in child/family which threaten/challenge development A loner/isolation Institutional care Early childhood trauma Communication difficulties Inconsistent/neglectful care Appendix 2 – Reference List Ontario Child Protection Tools Manual February 2007 – Ministry of Children and Youth Services Dalzell R and Sawyer E (2007) Putting Analysis into Assessment NCB Risk Assessment Framework – North East of Scotland Child Protection Committee (2008) based on the work of Jane Aldgate and Wendy Rose 2006 Jane Aldgate and Wendy Rose (2006) Assessing and Managing Risk in “Getting it Right for Every Child”
her alcohol support programme. Akio Mohammed (A&D team) Healthy Sam is able to express his feelings appropriately. One to one support for Sam in looking at past issues including domestic violence and how this has impacted on him. Supporting Sam to develop coping strategies. Worker to be allocated – CYP Action Service Immediate From today: 10 April 2015 Fortnightly group programme Achieving Sam has improved confidence as a learner, specifically in reading. Sam will receive additional support with his reading. Sam will receive parental support with his homework. Fran Magnuson ASN Teacher Sandra Angus Twice weekly until end of term. Weekly. Desired Outcome Priority Actions Achieved Tick What How By Whom By When Yes No Nurtured Sam experiences appropriate boundaries and supervision at home. Sandra to undertake a 6 week programme of work on safe parenting with Family Support Officer and keep a reflective log of parenting issues. Regular home visits to be undertaken to Sam and Sandra at home to address identified issues. Sandra Angus Fiona Davies (FSW) Jodi James (SW) Weekly Work to commence on 5 May. Minimally fortnightly home visits. Active Sam is positively engaged Sam attends football Sandra Angus Sam Angus Weekly football term-time.