Diploma Children & Young People’s Workforce QCF Level 3 Workbook no. 4 Assessment & Planning [pic] Hello, I have gone through these. You have made a good start. I have given you pointers on most of them so you can see the type of detail needed. Have a go and send the amendments back. Please write amendments in a different colour so I can easily see them. More detail in particular to numbers 7 – 17. 1. explain the value of a child centred model of assessment and planning |The value of a child centred model is, each model is tailored to the | |(unit 17) |individual child, which will focus on that individuals needs and areas | | |that need addressing. | | | | |That all needs are discussed and plans put in place review dates set for | | |progress and monitoring outcomes. All agencies know where progress is | | |made and extra support needed that child is involved kept up to date that| | |child is heard. | | | | |House of Resilience reports are completed identifying the specific areas| | |that need to be addressed for the young person to progress | |2. xplain how to identify the needs of children and young people (unit |Identifying the needs of a young person can be done by: reviewing | |17) |paperwork, information from previous placements and other professionals | | |who have access to the young person. Asking the young person what their | | |needs are and determining how those needs can be met. | | | | |
Physical needs are met how | | |Emotional needs how | | |Education needs how | | |Etc | | | | | |Physical needs; registration at G. Ps, dentist, opticians. Ensuring the | | |young person is in good health and has access to suitable health care. | | |Dietary requirements are assessed and met, offering quality food and | | |meals that are healthy and balanced. | | | | |Emotional needs: access to mental health proffessinals, CAHMS. | | | | | |Educational needs: providing educational placements that cater for the | | |young persons learning needs at a suitable level and pace. Statements of | | |special educational needs can be implemented. | |3. xplain the importance of working with others to assess the needs of |Information sharing is important in the assessment of a young persons | |children and young people to inform planning (unit 17) |needs as it informs future policy and practise and hopes to make | | |improvements for all young people. | | | | | |Yes more detail | |4. analyse current evidence about effective methods of ensuring |Write about questionnaires how they engage child before lac reviews. | |participation and engagement of children and young people of all ages and |House of resilience reports. Key working.
Say how they are effective make| |levels of understanding in assessment and planning (unit 17) |sure you write about ages and level of development | | | | | |Keyworking, a conversation with a young person on set subjects these | | |subjects will range from sexual health, personal hygiene, contact visits,| | |day to day living, education etc. the young persons responses are written| | |up and placed in individual folders, these sessions are used o asses a | | |young persons progress. This is also an opportunity for the young person | | |to express their views and plans for the future. | | | | | | | |In 2006 the Continuum Care and Education with its partner clinical | | |psychology associates, pioneered | | |the development of an outcomes measurement model the House of Resilience. | |This model which is still | | |the only one of its type within the care sector took as its foundation | | |the Every Child Matters agenda and | | |added priority ‘pillars’ which identified the area of most need and | | |provided a statistically valid measurement | | |tool to assess progress and identify risks. | |5. explain the importance of permanency planning for children and young |Designated agencies need to | |people (unit 17) |ensure permanency planning is a planned from the start of a child or | | |young person’s placement and that it is completed in a timely and | | |appropriate manner.
Children or young people can experience a range of | | |emotions when moving into a new placement, including conflicts of | | |loyalty, guilt, anger, and | | |fear. | | | | | |To make child feel safe secure good feelings for the future have a goal | | |for life – expand on these – know what life can give them – education | | |opportunities activities, social skills | |6. dentify the positive outcomes for children and young people that |Five core objectives | |practitioners should be striving to achieve (unit 7) |Being healthy: enjoying good physical and mental health and living a | | |healthy lifestyle | | |Staying safe: being protected from harm and neglect; growing up able to | | |look after themselves | |good |Enjoying and achieving: getting the most out of life and developing the | | |skills for adulthood | | |Making a positive contribution: to the community and to society and not | | |engaging in anti-social or offending behaviour | | |Achieving economic wellbeing: overcoming socio-economic disadvantages to | | |achieve full potential in life | | | | | |As practitioners we should be trying to educate and equip young people | | |with he knowledge and life skills to cope with life after leaving care. | |7. explain the importance of designing services around the needs of |Services are designed around the individual young person to ensure that | |children and young people (unit 7) |their needs are met and are suitable to their abilities. These services | | |are designed to produce the best results for the young person in | | |question. | | | | |Education, age appropriate and given at a suitable facility and at a | | |suitable pace, SEN put in place where appropriate. | | | | | |Health and medical, access to suitable health and medical care, CAHMS | | |involvement and assessments. | | | | | |Financial support and education in regards to budgeting and banking. | | | | |Access to activities in the community and involvement with appropriate | | |social groups, to provide a support network outside of the care system. | | | | | |Positive role modelling in appropriate behaviours and education in what | | |is socially acceptable, making a positive contribution. | |
8. xplain how the goals and targets identified will support the |All goals and targets must be realistic and achievable for the young | |achievement of positive outcomes (unit 17) |person. This done to promote resilience within the young person by giving| | |the young person more opportunity to succeed by minimising the chance of | | |failure. | | | | | |These goals are outlined within the 5 outcomes and the every child | | |matters policy | |9. evelop a plan with a child or young person and others to meet their |Asking the young people what they wish to achieve is essential in | |needs with a focus on the achievement of positive outcomes (unit 17) |planning, knowing what the young person wants helps to put incentives in | | |place, and makes any goals more achievable. Children, including | | |adolescents, must be allowed to exercise their right to express their | | |own views freely. They must be enabled to acquire knowledge and skills, | | |such as for communication and decision-making. | |10. xplain how to support a child or young person and others to |This is done by putting clear, understandable targets in place, offering | |understand and agree the goals, targets and outcomes of the plan (unit 17)|support and education and not setting the young person up to fail is | | |important, goals and targets must be realistic and achievable. | | | | | |Working within a framework or plan will allow for a degree of failure and| | |having alternatives in place for such set backs is important. | |11. gree with a child, young person and others how goals and targets will|Goals and targets should be measured in relation to the young persons | |be measured (unit 17) |abilities and talents, what the young person wishes to achieve must be at| | |he centre of any plan or achievement framework. | | | | | |PEP meetings to set educational goals | |12. explain the importance and impact of poverty on outcomes and life |Poverty can impact on young people in many ways, these include; | |chances for children and young people (unit 7) | | | |Education. | |Employment opportunities. | | |Access to quality health and medical care. | | |Access to good quality foods. | | |Clothing. | | | | | |All these can affect a young persons physical and mental growth and | | |maturity.
Self esteem can suffer causing a young person to not want to | | |engage in education or employment. | | |Consequences of poverty | | |Similarly the consequences of child poverty are interrelated and | | |reinforcing, often leading to new generations of children who grow up in | | |families with limited resources. | |Education | | |Poor educational attainment at all ages – the gap gets bigger as children| | |get older | | |Low skills for adulthood | | |High rates of not in employment, education or training (NEET). | |Quality of childhood | | |Substandard housing | | |Substance misuse | | |Domestic violence | | |Higher rates of ill-health | | |Increased instances of behaviour problems. | | |Community | | |High demand on services | | |Higher risk of anti-social behaviour and criminal activity | | |Higher rates of teenage pregnancy. | |Life chances | | |Low rates of social mobility | | |Limited social networks | | |Domestic violence | | |High morbidity. | |13. xplain the role of children and young people’s personal choices and |Young people should be made aware that there how there personal choices | |experiences on their outcomes and life chances (unit 7) |and past experience can affect their futures, and that any negative | | |experiences do not have to have a major impact on them. Positive | | |decisions in regards to education will improve employment possibilities | | |and financial situations. Forming appropriate relationships can and will | | |provide a support structure in regards to residence, employment and | | |friendships.
Having a loving and supportive family will also offer the | | |same support. | |14. present information to reviews about aspects of the plan that are |All information should be presented in a factual and clear manner | |working well and those that need to be changed (unit 17) |highlighting the positive results, and showing where the plan can be | | |improved and how. Improvements can be formed by speaking with the young | | |person to find the best way forward. | |15. xplain how to support children and young people to identify with |We can support young people with identifying with self image by educating| |their own self-image and identity (unit 18) |them in regards to their backgrounds, encouraging them to engage in | | |appropriate peer groups and activities. | | | | |16. describe the social, economic and cultural factors that will impact on|Due to poverty a young person my get involved in inappropriate peer | |the lives of children and young people (unit 7) |groups, leading to crime and other related behaviour, this will impact on| | |the young persons safety. | | | | |if the communities view of a young persons family is negative, due to | | |wealth or cultural beliefs or ethnic back ground, his could lead to | | |segregation and negative behaviours as the young persons self esteem | | |could possibly be affected | |17. xplain how goals and targets identified as part of the planning |Self esteem will be boosted with each success, when targets and goals are| |process contribute towards building the self-esteem of children or young |achievable we maximise the chances of success, these successes build the | |people(unit 18) |confidence to make more challenging choices in the future. Positive self | | |esteem and confidence will help a young person move forward in life and | | |help with independence | |18. support children and young people to recognise, value and meet their |Children and young people should receive care that is centred around | |health needs as appropriate to their age and level of understanding |their particular needs.
They should be treated with respect, and should | |(unit18) |be given support and information to enable them to understand and cope | | |with any illness, injury, and provided with the information regarding | | |there health and how to be healthy . They should be encouraged to be | | |active in decisions about their health and care, and, where possible, be| | |able to exercise choice. | | | | | | | |How about if telling a young child | | |And if telling a 16 yr old | |19. encourage children and young people to make positive choices about all|We educate the young people as to what there health needs are and what | |of their health needs (unit18) |they need to remain healthy and safe. Diet and healthy eating can be | | |promoted and a young person can be educated in cooking and food | | |preparation.
Personal hygiene can be prompted through literature and | |good |access to health professionals. Encouraging positive and appropriate | | |relationships will promote mental and emotional wellbeing. | | | | | |Coping skills enable young people to be self-reliant, solve problems and | | |make informed choices that enhance health.
Young people with a strong | | |sense of their own effectiveness and ability to cope with the | | |circumstances in their lives are likely to be most successful in adopting| | |and sustaining healthy behaviours and lifestyles. Resilience refers to | | |the ability of a person to cope with living in spite of stresses. | |20. assess any risks or concerns to the health and well being of children |Any risks or concerns would be discussed with the appropriate | and young people and take appropriate action (unit 18) |professionals in the correct and confidential manner, a plan of action | | |would be formed to address any concerns, and to determine the best | | |outcome for the young person. the young person would be involved in this | | |decision making in order to move forward and to assess what there needs | | |are. | | | | | | | |Give example who do you tell what do you do | | |– tooth ache | | |Head ache – | | |Disclosure Allegation – | | | | | |Tooth ache can be dealt with by making the young person appointments with| | |the dentist. | | | | | |Head ache, seek medical advice and have any medication prescribed. | | | | | |Disclosures are recorded and assed to the homes manager this is | | |providing the homes manager is not implicated in the disclosure, if this | | |is the case it would be passed to the area manger, and so on. | |21. explain the importance of informing relevant people when there are |Keeping children safe from harm requires a vigilant and informed practice| |concerns about a child or young person’s health or wellbeing (unit18) |that is confident in making judgements and is assertive in taking | | |actions.
It is essential that all practitioners working with children and| | |young people are able to understand the role each plays in protecting | |good |children. Joint work between Child Protection, licensed children’s | | |services can improve | | |outcomes for children, young people and their families.
Effective joint | | |working in building appropriate relationships based on the principles of| | |trust, respect and shared decision-making contributes to ensuring the | | |safety and wellbeing of all children and young people by protecting them | | |from significant harm. | |22. record concerns about a child or young person’s health or wellbeing |All concerns would be raised with senior carers, these would be recorded | |following recognised procedures (unit18) |in the correct manner. Concerns should be confidential and then reported | | |to all relevant organizations, this would be in order to find the best | | |outcome for the young person. | | | | |Name the paper work and what for | | | | | |Any concerns regarding health and wellbeing would be evidenced in the | | |health care plan, after they had been confirmed by medical professionals | | |these could also be logged in the young persons care plans ICMP and BMP | | |this could be due to medication administration.
There are certain health | | |conditions that would prevent the use of CIP and the young person would | | |have a no restraint policy. | |23. Explain the factors that need to be taken into account when assessing |The young persons needs, abilities must be taken into account when | |development. (unit 2) |assessing development. What is being proposed for the young persons short| | |term and long term. | | | | |external factors, such as disability, cultural differences and poverty | | |should be taken into account when assessing development. The childs | | |wishes | |24. explain the selection of the assessment methods used (unit 2) |What needs to be assessed, be it physical, communication, | | |intellectual/cognitive, or social, behavioural and emotional and moral. | |What paper work do you use for these. Also staff meeting education | |25. explain the importance of active participation of children and young |we involve young people in decisions regarding their future so we can | |people in decisions affecting their lives (unit 7) |determine the best way forward for the young person both short and long | | |term. Understanding a young persons needs is important in order to move | | |them forward. | |Discussing involving being part of their care plans – can see the | | |benefits for them selves can understand and see the results for | | |themselves | |26. explain how to support children and young people according to their |We can support young people with making personal choices that are | |age, needs and abilities to make personal choices and experiences that |positive to their lives through age appropriate education, activities and| |have a positive impact on their lives (unit 7) |relationships. expand) | | | | | | | | | | | | | | |
Consistency from staff to enhance self belief – good role model – | | |communication skills of staff – | |27. explain the potential impact of disability on the outcomes and life |A disability can limit progression in certain areas whether it is | |chances of children and young people (unit 7) |physical or mental. Physical development and education can be impaired, | | |which can have a negative effect ton employability in later life. | |Can feel excluded from society | | |Disabled child will need particular care and different approaches by | | |staff for example longer to get around more difficult to communicate what| | |they want if can not express views as an abled person can. | | |Talents a disabled person has may be missed as can not have opportunities| | | | |28. xplain the importance of positive attitudes towards disability and |Promoting a positive attitude towards disabilities and not allowing the | |specific requirements (unit 7) |disability to impose to many restrictions can promote self esteem and | | |well being | | | | | |Write about resilience | |explain the social and medical models of disability and the impact of each|Disability refers to the social effects of physical or mental impairment. |on practice (unit 7) |This definition, known as the ‘social model’ of disability, makes a clear| | |distinction between the impairment itself (such as a medical condition | | |that makes a person unable to walk) and the disabling effects of society | |good |in relation to that impairment. In simple terms, it is not the inability | | |to walk that prevents a person entering a building unaided but the | | |existence of stairs that are inaccessible to a wheelchair-user.
In other | | |words, ‘disability’ is socially constructed. The ‘social model’ is often | | |contrasted with the ‘medical model’ which sees ‘disability’ as synonymous| | |with ‘impairment. ‘ | |30. explain the different types of support that are available for |Support can be offered in many forms, these will include; | |disabled children and young people and those with specific requirements |Funding.
Funding for equipment alterations to the living environment, ie | |(unit 7) |ramps, stair lifts etc. education costs | | |Transport.. specialized transport wheelchair transport, etc | | |Personal care. Medical treatment, nursing support. clothing | | |Educational. Access to home tutoring or enrolment in specialized | | |educational units. | | | | | | | | | | |Expand on these points | |31. explain the meaning of equality, diversity and inclusion in the |all young people regardless of ability, religion, cultural and ethnic | |context of positive outcomes for children and young people (unit 7) |back ground deserve the minimum standard of basic care and have the right| | |to education, health care and finical support. | |32.
Compare, giving examples, ways in which services for our children, |Just give examples of how you at work promote equality | |young people and their carers take account of and promote equality, | | |diversity and inclusion to promote positive outcomes. (unit 7) | | [pic] Congratulations on completing your Assessment & Planning Workbook Completed By ___________________ Date___________________________ Assessor’s Name_________________ Assessor’s Signature (as complete) _________________________________ Date___________________________