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Mapping template
1. This paper is the second in a series of supporting documents that together set out the rationale for an Integrated Assessment, Planning and Recording Framework, as outlined in Section 3 of Getting it right for every child, a series of 3 consultation papers.
These supporting papers originated from the work of the Assessment Working group - a multi-disciplinary group of practitioners, managers and officials involved in children's services. The papers are as follows:
- Paper 1: Supporting document: this paper sets out the process and content of assessment within an integrated framework, to outline some of the processes involved in preparing organisations for change and to provide details of the key elements of an implementation strategy
- Paper 2: Mapping template: this has been developed to assist national and local planners, developers and practitioners to match materials that are currently used or are in the process of being designed against the requirements of the IAF. This will ensure that the existing multiplicity of assessment tools and materials are streamlined and move towards a more standardised approach that is adopted across Scotland.
- Paper 3: Case Studies: the aim of the children's histories is to facilitate the process of local discussion to: develop a shared understanding about the principles and concepts underpinning the IAF; explore 'how it might work' locally, and review what might be different under the Framework, what is in place to support its implementation and what needs to change
The IAF Mapping Template
2. As discussed, the Integrated Assessment, Planning and Recording Framework sets out the concept and key principles underpinning the Framework. As mentioned earlier, it has been designed to assist those carrying out an assessment with a child and their family, ensuring consistency of assessment across professional and authority boundaries. It will also ensure that assessments are 'integrated' in their approach with a move towards earlier intervention based on an earlier identification of a child's strengths and weaknesses.
3. For agency specific assessments to be understood across agency boundaries there is a need for a common language, or at the very least an understanding of each agency's terms and definitions. Being able to compare and contrast different materials will assist in highlighting issues of duplication of assessment and recording, will help to identify common and disparate terminology/definitions and can assist in the understanding of the processes that will prompt assessors to seek assistance from others.
4. An approach for organisations to self evaluate their own materials and a mapping template has been developed to assist agencies. Through using this template, individual agencies will be able to compare the information gathered through its own materials against the requirements of the Integrated Assessment Framework. This process will also help identify areas of best practice and where local materials do not reflect the elements of the Framework identify where this will need to change.
5. The template will focus on context, values, principles, and content, to enable the person using this template to self evaluate their own materials. It may then be necessary to amend local materials to enable single and multiple professional assessments to reflect the philosophy and elements of the IAF.
6. This is a qualitative approach. The person using the template can match their materials against the Values and Principles, Personal Data to be collected, Assessment Headings and Sub Headings outlined in the IAF.
7. This template includes sections on each of the above areas to enable comparison between materials used locally, therefore identifying areas of best practice and where materials do not reflect the philosophy and elements of the Framework. To aid the user of this template examples of a completed template have been given in sections 2. - Person Details, 4. - The Triangle and 6 -. Values and Principles. The user of this template should complete each section and compare with the Integrated Assessment Framework.
Template
Chapter 1 - Context of Materials
The context in which an assessment is carried out, and the materials used, can lead to a greater understanding of the materials current usage, philosophy behind them and the purpose they serve. Local agencies will have developed materials and services to meet a particular need in their local area. These should now reflect the philosophy and elements of the Integrated Children's Assessment Framework.
To ensure that a child gets the help needed, it is crucial that all practitioners are aware of the headings and sub headings in the Assessment triangle (see Figure 1 of the consultation paper) including those perceived as outside their specific professional role to enable a holistic understanding of the child.
To assist Planners, Developers and Practitioners, questions need to be asked about the material and their usage.
Question 1
What is the role of the person using these materials, and who would use them?
Question 2
What is the purpose of these materials?
Question 3
Who would be consulted when using these materials?
Question 4
What other materials do I use to make sense of the information?
Template
Chapter 2 - Person Details
A minimal set of standards for recording a person's details has been developed jointly between the Scottish Executive's Social Care Data Standards Project ( SCDS2) and the NHS Scotland National Clinical Datasets Development Programme ( NCDDP). Additional Child specific items have been developed by the Social Care Data Standards Project for the eCare Programme. Adopting this will in turn ensure that person centred information can be easily shared and understood across agency boundaries and that duplication in recording information is kept to a minimum. The table in paragraph 14 contains the person details and definitions to be recorded.
Examples from the existing Looked After Children Materials are provided to assist in the completion of this Template. The example used in this document do not represent the Integrated Assessment Working Group's view on Looked After Children's materials and is only included to assist the user of this form.
Example: excerpt from completed record of person details
Person Details from Framework | Person Details from Materials |
|---|
Name | Only records Forenames and Family name. Known as. No Previous/Alias, Preferred etc (Repeated on 5 separate forms) |
Date of Birth | Recorded(Repeated on 5 separate forms) |
UPI | Recorded |
Gender M-F Unknown, Not Specified | Only M-F recorded(Repeated on 3 separate forms) |
Ethnicity | Recorded. Minimal Dataset |
Full Record of Person's Details (Blank)
Record under the 'Person's Details from Materials' how the items on the left are reflected in the materials being evaluated
Person Details from Framework | Person Details from Materials |
|---|
Name | |
Date of Birth | |
UPI | |
Gender M-F Unknown, Not Specified | |
Ethnicity | |
Religion | |
First Language | |
Preferred Language | |
Interpreter | |
Cultural Issues | |
Preferred Communication | |
Address (Home) (Previous) (Current) | |
Contact Details | |
Education Establishment attended | |
Previous Education Establishment attended | |
Disability | |
Legal Status | |
Reporters Administration involvement ( SCRA) | |
Associated People such as parent, carer, | |
Sibling(s) | |
Other Children in home | |
G.P | |
Associated Professional | |
Child Protection | |
Notes |
Template
Chapter 3 - Chronology
The purpose of a chronology is to document systematically achievements, events, developments and changes in a child's life, so that the pattern and impact of events on the child over time may be observed and responded to. A list of the information that might be recorded in a chronology is suggested below, with the full description of items being given in Paper 1 paragraph 19. Local planning groups should agree the content of a chronology (where none exist at present) and evaluate existing chronologies under the suggested headings below.
Content of chronology
Record under 'Chronology details from materials' how the items on the left are reflected in the materials being evaluated or developed.
Chronology content from framework | Chronology details from Materials |
|---|
Significant changes to a child or young person's life | |
Contact with agencies | |
Where appropriate, changes to legal status | |
Family and social relationships | |
Notes |
Template
Chapter 4 - The Triangle
The Children's Integrated Assessment Framework has developed a model to capture a Child's needs in their wider world. This is illustrated in the form of a triangle with Heading's and Sub Headings. The Main Headings are How I grow and Develop, What I need from people who look after me and My wider world.
Children and young people need to viewed as a 'whole' person and not compartmentalised into their Education, Health and Social Care needs. The Triangle has been designed to give the assessor a context with which to treat a child or young person as a whole person. The triangle views a Child's needs from the their own perspective and the three Main Headings reflect a Child Centred approach that should be reflected in materials used at all stages of a child's life, whether universal or specialist services.
When looking at the Sub Headings below a thematic approach is required to map between materials and the triangle as terminology may differ.
Example: completed record
Sub-headings from Framework | Details from Materials |
|---|
Being healthy | Brief details in core records but more extensive in Assessment and Action Records. Collects good information but difficult to analyse and plan services |
Learning and achieving | As above |
Being able to communicate | Mentioned in Health section of Assessment and Action Records |
Confidence in who I am | Worker is asked if the child has a positive view of himself/herself. Low on how to build on this. |
Record under the 'Details from Materials' how the items on the left are reflected in the materials being evaluated
Record of Content
Being healthy | Details from Materials |
|---|
Learning and achieving | |
Being able to communicate | |
Confidence in who I am | |
Learning to be responsible | |
Becoming independent, looking after myself | |
Enjoying family and friends | |
Support from family and friends and other people | |
School | |
Local resources | |
Enough money | |
Comfortable and safe housing | |
Work opportunities for my family | |
Belonging | |
Understanding my family's background and beliefs | |
Knowing what is going to happen and when | |
Guidance, supporting me to make the right choices | |
Play, encouragement, fun | |
Being there for me | |
Keeping me safe | |
Everyday care and help | |
Notes |
Template
Chapter 5 - Action Plan
The main components of an action plan should set out: what needs to be done, why it needs to be done, who is going to do it, when it needs to be done by, and a date for review. Fuller guidance on action plans is found in supporting paper 1 paragraphs 36 onwards.
Record under 'Action Plan details from materials' how the items on the left are reflected in the materials being evaluated.
Action Plan components from the framework | Action Plan details from materials |
|---|
Date of plan (or previous plan) Date for review | |
Name of assessment co-ordinator | |
Reasons why child needs (additional) support Issues of concern Any need for compulsory measures and reasons | |
Action Plan components from the framework | Action Plan details from materials |
Details of resources/support/services offered to the child, to include: actions for child, actions for parent/family, actions for carer, actions for named professionals involved. | |
Outcomes to be achieved - with timescales To include actions needed if particular outcomes not achieved. | |
Name of co-ordinator or key contact for the family with contact details | |
Names of all key partners to the plan, with contact details | |
Child's views | |
Notes |
Template
Chapter 6 - Values and Principles
Not all of the Values and Principles of the Framework are relevant to evaluating the assessment or recording materials that inform an integrated assessment, as some of these values focus on the process of an assessment rather than the material used to record, analyse, and plan services. However, it is critical that materials are viewed in the context of a wider set of values and principles as an indicator that they fulfil the obligation towards equality and non-discrimination when working in partnership with children and their families.
Below are a series of question's that will enable the user of this template to benchmark the values and principles of local materials against the Integrated Assessment Framework.
Example: completed record of values and principles
Question 5
| Do the materials take account of the child or young person's views and records these. | Yes/ No |
Comment: There is a 'Having your say' form for a child to complete but the other forms rely on a professional's view of the child. Guidance notes also indicate that the material's should be completed with the child |
Record of values and principles
| Question 1 |
| Do the materials serve the best interest of the child or young person? | Yes/No |
| Comment: |
| Question 2 |
| Do the materials involve the child, family and others who are significant in a child's life? | Yes/No |
| Comment: |
| Question 3 |
| Do the materials build on strengths: is rooted in Child development: is solution and action focused? | Yes/No |
| Comment: |
| Question 4 |
| Do the materials cover important issues of diversity and ensure that outcomes do not discriminate against a child or their family i.e. not recognising communication or religious needs? | Yes/No |
| Comment: |
| Question 5 |
| Do the materials take account of the child or young person's views and record | Yes/No |
| Comment: |
| Question 6 |
Do the materials focus on:
a) Needs and risks
| Yes/No |
| Comment: |
| b) Personal and family strengths | Yes/No |
| Comment: |
| c) Support networks and resources available | Yes/No |
| Comment: |
| d) Identify gaps that need to be filled and the resources and options to fill them | Yes/No |
| Comment: |
| Question 7 |
| Do the materials address continuity and progression, especially at times of transition? | Yes/No |
| Comment: |
| Question 8 |
Are the materials simple to understand and use, accessible to the child or young person,
carers and practitioners | Yes/No |
| N otes |
Template
Chapter 7 - Conclusion
Example(s) of consistency with Framework Example(s) of inconsistency with Framework |
Those using this template may wish to evaluate many materials used locally or nationally and a Spreadsheet will be provided at http://iaf.intranets.com to enable the comparing and contrasting of the various materials. This can aid in identifying strengths and gaps in the materials used.