Child-Centred Model of Assessment and Planning

1.1 Explain the value of a child-centered model of assessment and planning.

The value of child centred assessment ensures a holistic view of the chid, it is about the needs of the child and how it would benefit the child??™s overall development, socially, emotionally physically, intellectually and morally.

1.2 Explain how to identify the needs of children and young people.

Children and young peoples (C&YP) needs can be identified through observation, the C&YP, talking to parents and families, social workers, GPs, teachers, visiting the school and seeking information from other agencies involved in the care of the C&YP??™S.

By gathering information from others will enable an accurate assessment in meeting the needs for the C&YP. At Breakaway we identify the needs of the C&YP by receiving a client referral form from the social worker which will include all vital information about the child. We then speak to parents who will complete a THIS IS ME with a member of staff, this gives a pen picture of the C&YP??™s likes, dislikes, needs, abilities, behaviour and temperament, communication methods, support needed and any additional needs.

A risk assessment will be put in place from information gained and by continuous observation of the C&YP any of this information can be changed when necessary but it is policy at Breakaway to update these on a yearly basis. Identifying needs sits within a framework of other local and national policies and procedures to improve outcomes for children:
The children Act 2004
Every child matters
National service framework for children
What to do if you think a child is being abused
The breaks for carers for disabled children regulations 2010
The children??™s plan 2007
Parenting support strategies
Child protection
Local safeguarding children??™s board procedures
Slough prevention and early intervention strategy

1.3 Explain the importance of working with others to assess the needs of children and young people to inform planning.

By working together gives a more precise picture of the C&YP which in turn will enable the support needed to be identified quickly and accurately this will ensure a more accurate plan can be put in place to support the C&YP??™S needs and identify additional support needed for the family.

1.4 Analyse current evidence about effective methods of ensuring participation and engagement of children and young people of all ages and levels of understanding in assessment and planning.

By ensuring the C&YP are involved in the assessment and planning allows for them to give a picture of their likes and dislikes, their interests and activities they enjoy, can negotiate flexibility with boundaries if deemed capable to make decisions in certain areas. This can be done with the C&YP in a safe comfortable environment, away from distractions, through play, pictures, photos

1.5 Explain the importance of permanency planning for children and young people.

Permanency planning is necessary for looked-after C&YP who need plans for their long term future. Permanency planning gives the C&YP a greater sense of security and where possible a family for life. Permanency planning takes into account the C&YP history and current situation. An assessment of the young persons needs will be looked at and how best to meet their needs for the future. Permanency planning should include the child and other relevant people in the decision making. It takes into account individual circumstances, the age, ability and needs of the C&YP.

2.3. Explain how the goals and targets identified will support the achievement of positive outcomes.

Planning accurately, gaining as much information as possible, identifying realistic goals and targets and working together, monitoring, reviewing and making changes where necessary to achieve the best possible outcomes for the young person will ensure the outcomes are positive.

2.4. Develop a plan with a child or young person and others to meet their needs with a focus on the achievement of positive outcomes.

Following a review of my key child it was bought to our attention that the family, school and Breakaway are finding it difficult to manage her challenging behaviour, after speaking with the family and her teacher I devised a plan to promote positive behaviour, for all staff working with the young person to follow. I discussed the plan in our team meeting and colleagues agreed with what I had put in place. Working consistently together will enable the young person to gain an understanding of what is expected of her and promote positive behaviour. As the young person is unable to make decisions for herself, through assessment I was able to put a plan in place strategies that involve the young persons likes and take into account that it had been observed that she thrives on attention (although lately most attention being negative) I wanted to make changes to the way we worked with the young person using praise for her to gain the attention that she thrives on.

I have put the plan together below after being agreed in a staff meeting that we would work together to combat some of Laura??™s negative behaviour.

Behaviour guidelines for Laura Raza

Laura is to be watched closely at the dinner table staff to use lots of praise for eating well and keeping her cup and plate on the table.

Give Laura a small variety of dinner at a time on a smaller plastic plate.

Staff to be firm with negative behaviour displayed.

Staff working with Laura to eat after Laura has finished and left the table so that staff are solely focused on her.

Laura??™s behaviour displayed at the table are:
Throwing plate and cup on the floor
Trying to get up from the table continuously
Trying to grab other people??™s food
Spitting and dribbling
Pinching and hitting others
Slapping or pinching herself

When Laura pulls the toy box out onto the floor get her to pick everything up but allow her to choose her toys
Give lots of praise to Laura after she has picked the toys up, for all members of staff that are in the lounge to praise her.

All staff to use the same language, short simple positive sentences.
I.e. No keep plate on table
No Laura choose nicely
No Laura sit nicely
No Laura be nice

Give lots of praise immediately and often when Laura is displaying positive behaviour.

Whenever possible when Laura arrives back at Breakaway from school or staying overnight encourage Laura to go out in the garden, allow her to run around and encourage her to do this. Laura may want to come inside to watch cbb??™s but staff are to try and keep Laura outside for a minimum of 5 Minutes. Laura may try to come inside but if staff play with her i.e. dancing around, playing chase, or pushing her on the swing she will easily be distracted and enjoy being outside.

If Laura tries to hit, kick, pinch others then Laura is to be told NO BE NICE and tell her to sit down and take her toys away from her for 1 Minute.

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Child-Centred Model of Assessment and Planning. (2018, Dec 17). Retrieved from

Child-Centred Model of Assessment and Planning
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