Child's Developmental Needs Child's Developmental Needs Level 1 Universal Needs 2 Additional Needs 3 Complex Needs Level 4 Critical Needs HEALTH This includes growth and development as well as physical and mental wellbeing. The impact of genetic factors and of any impairment to be considered. It involves receiving appropriate health care when ill, an adequate and nutritious diet, exercise, immunisations where appropriate and developmental checks, dental and optical care and, for older children, appropriate advice and information on issues that have an impact on health, including sex education and substance misuse Developmental milestones are met Slow in reaching developmental milestones Developmental milestones are delayed Developmental milestones unlikely to be met and/or failure to thrive Regular health care appointments are met Starting to default on regular health care appointments and/or not registered with GP or dentist Missing routine and health care appointments Missing specialist health care appointments and/or multiple A&E attendance causing concern Adequate diet, hygiene and clothing Minor concerns re diet (under/overweight), hygiene and clothing Concerns re diet hygiene and clothing Significant concerns re diet (under/overweight), hygiene and clothing Not using substances or self-harming Emerging substance misuse and/or self-harm Substance misuse and/or self-harm causing concern Substance misuse and/or self-harming causing significant concerns Not engaging in inappropriate sexual activity Early sexual activity and/or emerging sexually harmful behaviour Sexual activity which cause concern and/or sexually harmful behaviour Sexual activity and/or sexually harmful behaviour causing significant concern Needs of disabled child being met by universal services Disabled child needs additional support from targeted community services Severely/ profoundly disabled child requires support from specialist services Disabled with significant, complex and permanent additional needs requiring protection and support Concern that a child's disability is being used to mask maltreatment by caregivers
Child's Developmental Needs Level 1 Universal Needs Level 2 Additional Level 3 Complex Needs Level 4 Critical Needs 0 - 19 (up to 25 with SEND) EDUCATION & EMPLOYEMENT This covers all areas of a child's cognitive development which begins from birth. It includes opportunities: for play and interaction with other children to have access to books; to acquire a range of skills and interests; to experience success and achievement. Involves an adult interested in educational activities, progress and achievements, who takes account of the child's starting point and any special educational needs Attends education regularly > 95% and on time Occasional educational absence (<95%) and poor punctuality, impacting on educational progress Poor educational attendance (<85%) and poor punctuality and/or some term exclusions and risk of permanent exclusion Remains on part time timetable despite appropriate strategies and support in place Less than <80% attendance in education or not in education or and/or repeated fixed term exclusions or permanently excluded from education No concerns about cognitive development Not thought to be meeting educational potential Progress made by the end of the key stage is low compared with that made nationally by other pupils with similar starting points Progress made by the end of the key stage is very poor compared with that made nationally by other pupils with similar starting points Acquired a range of skills and interests Not always engaged in learning, i.e. poor concentration, motivation and interest No interest/skills displayed No interest/skills displayed Experiencing success and achievement Sudden or sustained drop in achievement Limited achievement across any area of education or enrichment activities Lack of achievement across any area of education or enrichment activities Electively home educated with no concerns identified Parents are electively home educating but concerns have been raised the quality of the education No home education is provided and legal action is being taken to require parents to enrol at a school No education is being provided and additional concerns about parents’ emotional/mental health needs impacting on the
development/wellbeing/safety of the child No additional learning needs Outcomes improving as a result of SEN support or EHCP Concerns about progress due to SEND and other factors in child's life Significant concern about progress due to SEND and other factors in child's life person in education or employment and no concerns identified Identified as requiring additional NEET support Young person is NEET (consultation/ referral to EET service) No GCSE's or academic attainment coupled with additional vulnerabilities e.g. teenage pregnancy; LAC; offending behaviour; young carers; homeless (referral to EET service) Able to secure appropriate education, employment or training Poor employability skills Unlikely to achieve education, employment or training without EET service support Employability skills substantially impaired making EET unobtainable. EET service required Child's Developmental Needs Level 1 Universal Needs Level 2 Additional Needs 3 Complex Needs Level 4 Critical EMOTIONAL & BEHAVIOURAL DEVELOPMENT Concerns the appropriateness of response demonstrated in feelings and actions by a child, initially to parents and caregivers and, as the child grows older, to Good quality early attachments Emerging concerns about attachments which are impacting on development Concerns attachment and impact on emotional and behavioural development Significant concern about the impact of attachment on future relationships and mental health Can manage emotions appropriate to age and stage of development. Can regulate impulse control Emerging concerns about emotional regulation/ impulse control Concerns about emotional regulation/impulse control impacting on wellbeing Significant concerns about emotional regulation and impulse control impacting on wellbeing/mental health/ safety Ability to express and demonstrate empathy Emerging difficulties demonstrating empathy Unable to demonstrate empathy Unable to demonstrate empathy causes harm to others
person. It includes the child's view of self and abilities, self-image and self-esteem, and having a positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this. As well as feelings of belonging and acceptance by family, peer group and wider society, including other cultural groups Demonstrates feelings of belonging and acceptance which are deemed appropriate Emerging concerns that a is isolated or developing inappropriate relationships Concerns about isolation or is developing harmful relationships is isolated and has developed harmful relationships Consistent and appropriate behaviour and sense of self Emerging concerns about changes in behaviour and sense of self Concerns about changes in behaviour that could cause harm to self or others Concerns significant and persistent changes in behaviour which could be harmful to self or others Good relationship with parent(s)/carer(s) with no identified concerns Emerging concerns regarding young person's relationship with parent/ sibling Disabled child unable to accept diagnosis despite appropriate support Young person displaying escalating behaviour towards parent/ sibling that includes the use of physical or verbal violence Unresolved transgender issues distressing child, despite appropriate support person causing significant and substantial harm to parent/sibling Self-isolated child spends most of time in bedroom Developmental Needs Level 1 Universal Needs Level 2 Additional Needs Level 3 Complex Needs Level 4 Critical Needs FAMILY & SOCIAL RELATIONSHIPS The development of empathy and the capacity to place self in someone else's shoes, this includes Stable and affectionate relationships with caregivers Emerging concerns the relationship with caregivers Concern about relationships with caregivers which impacts on child development and wellbeing Concern that relationship with caregivers is likely to cause significant harm to child and/or lead to family breakdown Able to form and sustain appropriate relationships Has some difficulties sustaining relationships Involved in regular conflict with peers, wider family and significant others Unable to form and sustain appropriate relationships, which could
a stable and affectionate relationship with parents or caregivers, good relationships with siblings, increasing importance of age appropriate friendships with peers and other significant persons in the child's life and response of family to these relationships, taking account of child's SEND. with wider family and significant others cause harm to self and others No inappropriate caring responsibilities Child has some caring responsibilities which may impact on development and wellbeing Regular caring responsibilities which impact on development and wellbeing Child has caring responsibilities which impact significantly on child Young person living independently person living independently with emerging concerns regarding ability to cope Young person living independently where there are concerns about their ability to cope Young person unable to live independently Child free from abuse Emerging concerns about the safety and wellbeing of the child Increasing concerns about the safety and wellbeing of the child Child has suffered or may be suffering physical, sexual, emotional abuse or neglect. Child expresses concerns verbally/via behaviour that they do not feel safe at home Developmental Needs 1 Universal Needs Level 2 Additional Needs Level 3 Complex Needs Level 4 Critical Needs SOCIAL PRESENTATION Concerns child's growing understanding of the way in which appearance, behaviour, and any impairment are perceived by the outside world and Appropriately dressed for age and settings Sometimes seen in inappropriate and/or inadequate clothing Regularly seen in inappropriate and/or inadequate clothing For the majority of the time seen in inappropriate and/or inadequate clothing Good levels of personal hygiene Personal hygiene becoming a concern Hygiene problems becoming apparent Hygiene problems causing isolation affecting self-esteem and development.
some appointments may be missed impact on child's development significantly risk to child (includes unborn child) All of the time Caregiver has good adherence to specific condition related medical advice Most of the time caregiver attends health appointments for disabled child, some appointments may be missed Most of the time adherence is generally good but lacking from time to time for no acceptable reasons Most of the time poor adherence to specific condition related medical advice for no acceptable reasons No adherence to specific medical advice or lies about adherence Caregivers own physical and mental health needs do not impact on the child Caregivers physical or mental health substance misuse rarely impact on the child's needs Caregivers physical or mental health needs, substance misuse is likely to impact on the child's development Parents/carers physical or mental health needs, substance misuse places the child at risk of significant harm Caregivers fully engage with services for the child Previous involvement with children's services with caregiver involvement Difficult to engage caregivers with services for their children No engagement with services for the child and/or history of child protection planning or being looked after. No evidence of change or exhibits disguised compliance Caregivers always put their child's needs first Caregivers mostly put their child's needs first Caregivers rarely put their child's needs first Caregivers never put their child's needs first Teenage parent has appropriate support and no concerns regarding pregnancy care or care of child Concern that teenage parent is beginning to show signs of struggling in their parenting role Teenage parent struggling to meet the needs of their child e.g. inappropriate accommodation; no support of friends or Teenage parent unable to meet the needs of their child placing the child at risk of significant harm
family; putting own needs first which is likely to impact on the development of the child Parenting Capacity Level 1 Universal Needs 2 Additional Needs 3 Complex Needs Level 4 Critical Needs ENSURING SAFETY Ensuring the child is adequately protected from harm or danger, including protection from significant harm or danger, and from contact with unsafe adults/other children and from self-harm. There should be recognition of hazards and danger both in the home and elsewhere and protectively aware of all safety issues Most of the time aware of safety issues but occasionally missed Most of the time there is a casual approach to safety which potentially puts the child at risk Careless disregard or casual approach to safety even when the risk is apparent which puts the child at significant risk Child adequately supervised at all times Most of the time child is adequately supervised and when not there is limited risk to child Child left unsupervised which could place them at risk harm Child left unsupervised which places them at risk of significant harm Only leaves child with suitable adult, which child is familiar with Most of the time suitable child care arrangements are made. Efforts are made to make sure a carer is suitable Most of the time unsuitable child care arrangements are made makes little effort to ensure suitability or ability of person Careless disregard for child's care arrangements, making no effort to check suitability or ability of carer or disregards known concerns Caregivers are able to resolve conflicts without them impacting on the child Caregivers have some conflicts and difficulties which can involve the children Incidents of domestic which may place child at risk of harm Persistent and serious domestic abuse that places the child at risk of significant harm No concerns about caregivers involvement in anti-social or criminal behaviour Caregivers involved in anti-social behaviour which may impact on the child Caregivers involved in crime or anti-social behaviour which is impacting on the child's development Caregivers involved in or anti-social behaviour which is placing the child at significant risk
child's needs. There should be appropriate physical contact, comfort and affection sufficient to demonstrate warm regard, praise and encouragement punitive even if child distressed Child receives consistently warm responses Some inconsistencies in response Receives erratic and inconsistent care Inconsistent, highly critical or apathetic towards child - low warmth/high criticism Disapproval measures and mild verbal sanctions are consistent and suitable for child's age and understanding, response is always appropriate Most of the time disapproval measures are in place but can be applied inconsistently. Parent can be abrupt shout or even ignore the child Most of the time disapproval measures are negative, parent is tends to shout with more severe sanctions being used All of the time, parent can terrorise, ridicule the they may use cruel language or physical punishment Parenting Capacity Level 1 Universal Needs Level 2 Additional Needs Level 3 Complex Needs Level 4 Critical Needs STIMULATION Promoting learning and intellectual development through encouragement and cognitive stimulation and promoting social opportunities. This includes facilitating the child's cognitive development and potential through interaction, communication, talking and responding to the child's language and High quality appropriate interactive stimulation Most of the time caregivers provide appropriate and interactive stimulation however at parent pursues own activity Most of the time the child is left alone, while parent pursues own none essential activity Caregivers provide no stimulation, in babies this could include confining to cot/chair/buggy Child exposed to appropriate new experiences and activities Child not often exposed to new experiences and activities Not exposed to new experiences or activities Not exposed to new experience or activities and parent can even be obstructive Caregivers show an active interest in schooling, joins in school activities, to support child at school and home Most of the time essential elements of the child's schooling are maintained, however less active participation in the child's schooling Most of the time, caregivers do not support essential elements of the child's schooling, education is not effectively maintained Caregivers give no educational support and can even be obstructive
questions, encouraging and joining the child's play, and promoting educational opportunities, appropriate to the child's stage of development or SEND. Enabling the child to experience success and ensuring school attendance or equivalent opportunity. Facilitating the child to meet the challenges of life Numerous appropriate toys for the to play with, whether bought or made creatively with the child Most of the time appropriate toys are provided, however there is little engagement in play Most of the time caregivers do not provide appropriate toys and does not engage in play Toys are not provided unless given by other source, may even wantonly deprive the child of toys. In severely disabled children this could include isolating the child in a bedroom for prolonged periods during the day Parenting Capacity Level 1 Universal Level 2 Additional Needs Level 3 Complex Level 4 Critical Needs GUIDANCE & BOUNDARIES Enabling the child to regulate their own emotions & behaviour through demonstrating & modelling appropriate behaviour & control of emotions, interactions with others & guidance which involves setting boundaries, so the child develops an internal model of moral values & Consistent and appropriate guidance and boundaries provided Inconsistent guidance and boundaries provided Erratic or inadequate guidance and boundaries No affective guidance or boundaries, leading to child being beyond parental control Provides consistent positive role modelling Most of the time caregivers act as an appropriate role however can be inconsistent Caregivers do not offer a positive role model which may impact on the child's development Negative role modelling significantly impacts on the child's social, emotional and behavioural development
responding in a similar manner to the same behaviour. Parental responses change and develop according to child's developmental progress. In addition, ensuring children keep in contact with important family members and significant others Child is not subject to frequent moves e.g. home; schools deemed to impact on the child's development or safety concerns regarding development and safety Child has experienced regular moves raising concern that caregivers are doing so in order to mask/hide welfare concerns Family & Environmental Factors Family & Environmental Factors 1 Universal Needs Level 2 Additional Needs Level 3 Complex Level 4 Critical Needs FAMILY HISTORY & FUNCTIONING Family history includes both genetic and factors. Family functioning is influenced by who is living in the household and how they are related to the significant changes in family / household composition; history of childhood experiences of Few significant changes in family composition that could impact on the child Child has experienced loss of a significant adult through separation or bereavement; child has caring responsibilities; caregiver has mental/physical/substance abuse difficulties; caregiver or sibling has received a custodial sentence; sibling with a disability or significant health problem and Refugee/asylum seeking family. However, is not receiving support for loss/bereavement and caregiver unable to provide support; Child's caring responsibilities are impacting on their social, behavioural and emotional development and education will also be affected; caregivers are unable to prioritise the needs of the child due to their own difficulties or those of a sibling Childs social, behavioural and emotional development is being significantly affected
parents; chronology of significant life events and their meaning to family members; nature of family functioning, including sibling relationships and its impact on the child; parental strengths and difficulties, including those of an absent parent; the relationship between separated parents appropriate support is in place or being sought. No unsafe adults e.g. Registered Sex Offender has access to the child in an unsafe way Caregivers own history has no impact on development/ safety Presence of unsafe adults is known. Caregivers aware and deemed protective Caregivers history may have some impact on the child but is not affecting overall development Concern that unsafe adult may have access to a child and caregivers not undertaking appropriate responsibility Concern that caregivers history impacts on the development/safety of the child Unsafe adult has access to a child and caregivers unwilling to accept that there is any risk Concern that caregivers history significantly impacts on child's development and safety. Family & Environmental Factors 1 Universal Needs Level 2 Additional Needs 3 Complex Needs Level 4 Critical Needs WIDER FAMILY Who are considered to be members of the wider family by the child and the parents? This includes related and non-related persons and absent wider family. What is their role and importance to the child and parents and in precisely what way? Supportive extended family /friendships that are able to step in to help resolve any issues Limited support from friends and family so family unit dependent on themselves for the resolution of any issues Family has poor relationships with family and limited friendships. Family is socially isolated and would significantly struggle as a unit to resolve issues Destructive and unhelpful involvement from the extended family which does not assist in any resolution of issues and can significantly exacerbates the issues. Family have no resource to resolve issues
Family & Environmental Factors Level 1 Universal Needs Level 2 Additional Needs Level 3 Complex 4 Critical HOUSING Does the accommodation have basic amenities and facilities appropriate to the age and development of the child and other resident members? Is the housing accessible and suitable to the needs of disabled family members? Includes the interior and exterior of the accommodation and immediate surroundings. Basic amenities include water, heating, sanitation, cooking facilities, sleeping arrangements and cleanliness, hygiene and safety and their impact on the child's upbringing Essential and additional facilities present Most of the essential facilities are present but home may lack some Most essential facilities are not present No facilities present leaving the child unsafe Well maintained Largely adequate although some areas of repair present In disrepair, despite the fact the caregivers could fix it Dangerous disrepair despite being able to repair things themselves/call on the help of others, exposed nails live wires etc. House is clean. Decoratively the child's taste are catered for Most of the time the house is relatively clean, but can at times appear cluttered/ in need of cleaning and some redecoration may be required Most of the house is dirty including the child's bedroom. Most of the house is in need of decoration The entire house is extremely dirty, filthy and smelly and in need of complete decoration. The home is an unsafe environment for the child The home provides enough room for the family and there is no concern re loss of accommodation There may be issues of overcrowding. There may be rent arrears There is overcrowding. The tenancy/mortgage is at risk due to rent arrears; anti-social behaviour etc. Caregivers refuse to accept specialist equipment or adaptation for disabled child, thus putting the child's safety at risk There is overcrowding that significantly affects the child. It is likely the tenancy will be lost and the family rendered homeless Family may have no recourse to public funds Family & Environmental Factors Level 1 Universal Needs Level 2 Additional Needs Level 3 Complex Needs Level 4 Critical Needs
EMPLOYMENT Who is working in the household, their pattern of work and any changes? What impact does this have on the child? How is work or absence of work viewed by family members? How does it affect their relationship with the child? Includes children's experience of work and its impact on them Caregivers are able to manage the working or worklessness arrangements and do not perceive them as unduly stressful Caregivers find securing employment a challenge and may have barriers to this such as limited formal education Caregivers experience stress/anxiety due to worklessness or overworking and this impacts on the child Chronic worklessness that has severely affected caregivers own identities and has seriously impacted on their ability to parent Family unable to gain employment due to significant lack of basic skills; substance misuse which affects their ability to parent Family & Environmental Factors Level 1 Universal Needs 2 Additional Needs Level 3 Complex Needs Level 4 Critical Needs INCOME Income available over a sustained period of time. Is the family in receipt of all its benefit entitlements and is there enough income to meet the family's needs? Are there financial difficulties which affect the child? Reasonable income, with resources used appropriately to meet need Low income that may put pressure on the family and may lead to not all needs being met Serious impact on ability to have basic needs met Extreme poverty/debt impacting on ability to care for child and have basic needs met e.g. food, warmth, essential clothing Family have no access to benefits with no means of support Family & Environmental Factors 1 Universal Needs 2 Additional Needs Level 3 Complex Needs Level 4 Critical