Development of Baby or Child (0–5 years)
Health
- Physically healthy
- Registered with GP & accessing appropriate health services
- Meeting developmental milestones
- Regular dental care
- Adequate and nutritious diet
- Registered with a Children Centre
- Mild/Moderate mental or physical health needs or behavioural difficulties
- Mild disability
- Developmental delay
- Infant health issues
- Poor diet/nutrition/obesity
- Poor health/dental care
- Frequent Illness
- Persistent minor health problems resulting in poor attendance at pre- school and or engagement with other children’s services
- Significant mental or physical health needs or behavioural difficulties
- Moderate disabilities
- Severe developmental delay
- Faltering Growth
- Multiple A&E attendance causing concern
- Suspected non-accidental injury
- Chronic Illness
Emotional & Social Development
- Positive attachment to significant adult
- Age appropriate friendships
- Positive relationships with peers
- No mental health concerns
- Ready for School
- Difficulty forming relationships with others/peers
- Suffering, discrimination or harassment
- Dysfunctional family relationships impacting on child
- Child finding it difficult to manage and control actions and emotions
- Inappropriate responses and actions
- Child finding it difficult to cope with anger, frustration
- Difficulty managing change
- Vulnerability to emotional problems - anxious, angry, defiant
- No positive relationships
- Suffered moderate neglect/chaotic parenting
- At risk of sexual exploitation or prostitution
- Child has suffered or may have suffered physical, sexual or emotional abuse or neglect leading to Child Protection services
- Child spends much time alone
Behavioural Development
- Age appropriate behaviour and self-control
- No concerns about substance misuse, lifestyle, aggression or potential offending
- Disruptive behaviour
- Impulsive/lack self-control
- Child’s behaviour puts health at risk
- Behavioural problems likely to cause pre-school exclusions
- Aggressive or/anti-social behaviour
Identity
- Positive sense of self (including race/religion)
- Sense of belonging
- Child prevented from making links with own community
- Subject to discrimination
- Low in confidence
- Insecurity around identity
- Lacks self-confidence/ self esteem
- Enduring racial abuse
- Family environment impacting on identity (substance misuse/ poverty/unemployment/ crime)
Family & Social Relationships
- Stable and affectionate relationships with parents/carers demonstrated by:-
- Showing pleasure when seeing main carer
- High warmth and praise environment
- Adjusts to new experiences appropriately
- Has appropriate relationships with siblings
- Over-protected child unable to develop own identity
- Inconsistent relationships with family and friends
- Unresolved issues arising from parental issues (divorce, death, disputes etc.)
- Difficulty sustaining relationships
- Child unable to build stable relationships with others
- Child lacks positive role models
- Child subject to Child Protection Plan
- Child experiencing multiple carers
- Privately fostered
- Dysfunctional family relationships impacting on child
- Disabled children for whom there are excessive requests for respite care
- Child presents as severely neglected
- Child has significant caring responsibilities that impact on development
- Child has suffered or may have suffered physical, sexual or emotional abuse or neglect
Self-Care Skills & Independence
- Age appropriate self-care skills.
- Age appropriate respect for boundaries and rules
- Children are supported to explore ‘risk situations’ in a controlled manner/environment.
- Poor problem solving and/or practical self-care and social skills
- Overprotected/unable to develop independence
- Impaired self-care skills through disability
- Over friendly, withdrawn and/or isolated
- Slow development of age appropriate self-care skills
- Significant mental/physical health needs/behavioural difficulties impacting on ability to care for self
- Severe developmental delay impacting ability to care for self
- Social circumstances impacting on ability to care adequately for self/own safety
Learning
- Pre-school child with access to appropriate play/stimulation & developmental opportunities.
- Attending school regularly and no concerns about achievement or engagement with education
- Acquiring a range of skills and interests
- Ready for School
- Pre-school child under stimulated
- English is second language at home - parents may have a poor grasp of English/or main carer does not speak English
- Lacks motivation/poor concentration/engagement
- Unexplained absences from pre-school
- Lack of access to safe play/range of play, e.g. messy play
- Learning difficulties
- Speech and language therapy required
- Often appears tired in nursery / pre- school
- Pre-school child seriously under stimulated so as to impair development
- Multiple temporary exclusions from nursery / pre-school
- Statement of Special Educational Need
- No books in family home