www.westsussex.gov.uk

Children’s Learning and Well-Being Audit

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ForewordChildren’s Learning and Well-Being Audit – Early Years

Evidence shows that the achievement gap and inequalities in health and well-being start early in life and can increase without support and intervention.

A key way in which we can help to improve outcomes for children in the early years is to strengthen how we identify, at the earliest opportunity those children who might not be able to achieve their learning potential. The way in which we can do this is to support those professionals (especially health workers and early years practitioners) who have universal contact with children to be confident in recognising indicators of vulnerability and to know how, and where, to obtain appropriate advice and support.

The aim of the Children’s Learning and Well-Being Audit is to ensure that all young people are ready for school and ready for work. For our youngest children this means that we want to improve their readiness for school and ensure that their parents and carers are accessing early education, health and family support from Early Help and other services. The initial evaluation of the tool has already demonstrated that this approach can have a positive effect on health, well-being and achievement and have an impact on future school attendance and a reduction in demand for high cost intervention services from social care and education.

All agencies below are committed to working together to identify any potential vulnerabilities for a child or family and to provide support at the earliest possible time.

“The service has been invaluable. We have felt strongly supported in making early interventions and have received strategies and advice in planning provision for our most vulnerable children.” Rachel Corbett, Early Years Phase Leader at The Oaks School, Crawley.

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Children’s Learning and Well-Being AuditGuidance and background information for Early Years professionals

The Children’s Learning and Well-Being Audit has been developed by a group of West Sussex early years professionals from the private, voluntary and public sector, NHS health professionals, the West Sussex Safeguarding Children Partnership and the West Sussex Parent Carer Forum in order to support children’s learning and overall well-being. We all want the best outcomes for every child, and identifying those who are potentially more vulnerable at the earliest opportunity is essential if we are going to provide the right support at the right time to meet their needs and improve their life chances.

We recognise that professionals working with early years children and their families already undertake a huge amount of work supporting the learning and well-being of children and this audit is designed to complement and enhance that work, by taking a holistic view of the child and their family in support of their learning.

There are two documents as part of this process:

� Children’s Learning and Well-Being Indicators

� Children’s Learning and Well-Being Audit

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Children’s Learning and Well-Being IndicatorsThese indicators will support all professionals working with young children and families to identify any factors that may impact or have a potential impact on a child’s learning and well-being. Indicators are divided into Health, Environment and Learning and are then broken down further into Family and Child.

Once one or more indicators are identified it is important that the level of concern is considered using the West Sussex Continuum of Needs/Threshold Guidance. At this stage, it is important to look at what is already in place for the child/family and if anything more could be done to support them. If any of the indicators identified have an immediate impact upon a child’s safety it is important that this is referred directly to the Multi Agency Safeguarding Hub (MASH) - please see the Identification of Needs and Support Flowchart on the following page.

It is important to acknowledge that an indicator could become relevant at any time, and it is therefore essential that all professionals coming into contact with children are aware of the indicators so that support can be provided at the earliest opportunity.

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Refer to settings Safeguarding and Child Protection Policies and Procedures: telephone MASH if unsure regarding threshold. Consult Pan Sussex Child Protection and Safeguarding Manual for timescales and CSC procedures following MASH referral

Support through multi agency approach requiring an Early Help Plan to coordinate services involved (with parental consent).Contact Early Years and Childcare Advisor (EYCA) or Early Help Hub Duty Team for advice and guidance

Support through more targeted services including, Education, Health or Early Help may be needed as additional needs have been identified (with parental consent).Contact Early Years and Childcare Advisor (EYCA) or Early Help Hub Duty Team for advice and guidance

Support through universal provision or signposting to another agency if appropriate (with parental consent).

Using the Continuum of Needs at what level is your concern?

1

No

Using the Continuum of Needs, are there safeguarding concerns?

Add child to CLaWBA Continue to monitor

Yes

Using the Children’s Learning and Well-Being Indicators do you have any concerns about a child or family?

2 3 4

Identification of Needs and Support Flowchart

No

Yes

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2016 | Thresholds Guidance 3

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For advice and support about Early Help contact your local Early Help Hub

Worried about a child and not sure who should help contact MASH

Continuum of Needs E� ective support at the right time

Children, young people and their families can require support from services that respond to di� erent levels of need across the continuum from Universal to Specialist support. The challenges of family life can mean that some children and families will move between di� erent levels of support. Local Safeguarding Children Partnership are committed to ensuring that this journey is supported by e� ective partnership working informed by good assessments and managed with care providing simple communication and clear accountability.

PTO

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Universal Level 1 Early Help Level 2 Targeted Help Level 3Specialist Help Safeguarding children Level 4

Family life can meet children’s needs with support from universal provision. May need additional support from universal settings to prevent escalation.

Child / young person has additional needs that can be met by support from one or two agencies working with the family. Early Help Plans used to co-ordinate support.

Children in families with increasing levels of multiple and complex problems. Families require a co-ordinated, whole family approach led by a Lead worker or key worker enabling the family to meet the children’s needs. Early Help Plans should be used.

Accumulation of unmet and complex needs/evidence that a child is at risk of harm. Assessment by a specialist agency e.g. Children’s Social Care is required. Multi-agency support in partnership with the family network is required to build a safety plan that protects the children and meets complex needs.

Education and Learning

2016 | Thresholds Guidance 5

l Achieving key stages and full potential.

l Good attendance at nursery/school/college / training.

l Demonstrates a range of skills and or interests.

l No barriers to learning.

l Access to play/books.

l Enjoys participating in educational activities/ schools.

l Sound home/school link.

l Planned progression beyond statutory education.

l Quality First teaching

l Uptake of free entitlement for under 5 year olds.

l Is regularly unpunctual for school/occasional truanting or persistent absence/parents condone absences.

l Escalating behaviour leading to a risk of exclusion.

l Frequent moves between schools or nurseries

l Not reaching educational potential, expected levels of attainment or development.

l Not reaching educational potential at school due to caring responsibilities.

l Pupil requires an individual learning plan to meet additional needs.

l Pupil requires an individual health care plan to meet additional needs.

l No participation in education, employment or training post 16 years.

l Few opportunities for play / socialisation.

l Identified language & communication difficulties.

l Fixed-term exclusion, persistent truanting or persistent absence.

l Previous permanent exclusions.

l Persistent ‘Not in Education, Employment or Training’ (NEET) / this could be as a result of compromised parenting.

l Alienates self from school and peers through extremes of behaviour.

l No, or acrimonious home/school links.

l Education, Health & Care plan (EHCP).

l Failure to cooperate with SEN.

l Missing school due to caring responsibilities.

l Permanently excluded from school or at risk of permanent exclusion.

l Significant developmental delay due to neglect / poor parenting.

Identity

l Demonstrates feelings of belonging and acceptance.

l Positive sense of self and abilities.

l Has an ability to express needs verbally and non-verbally.

l Some insecurities around identity/low self-esteem.

l Lack of positive role models.

l May experience bullying in either an online or real setting around perceived difference / bully others.

l Disability limits self-care.

l A victim of crime.

l Evidence of casual interest/ support for extremist views.

l Subject to persistent discrimination.

l Is socially isolated and lacks appropriate role models.

l Self-image is distorted and may demonstrate fear of persecution.

l Child/ young person known to have clear /fixated extremist views.

l Bullying and or the subject of discrimination

l Socially isolated and lacking appropriate role models.

l Poor self-worth that results in extreme behaviours towards themselves and others.

l Participates in gang activity / involved with serious or organised crime.

l Child/ young person has strong links with individuals/ groups with extremist activity.

l Demonstrates extremist views that put self and others at risk of harm.

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EXAMPLE

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Children’s Learning and Well-Being AuditThe purpose of this document is to ensure that there is adequate support in place to meet the needs of identified children, and to track their progress. It will be used as a record of the professional discussion which will take place with you and help to inform any future actions you may take, as well as considering other support that may be available beyond your own organisation for the children and their families.

The intention is to improve consistency through professional dialogue, a shared understanding of the needs of the child and family, and through consideration of examples, and a shared understanding of outcomes and how to achieve them. The tool is just the starting point for improving outcomes for the children and families you are coming into contact with.

Early Help will arrange regular consultations with early years professionals (e.g., INCo/SENCo or Manager, EYCA, Health Visitor), with at least one of these every year being a face-to-face meeting. During these meetings information from early years practitioners and health colleagues will be brought together. By having on-going discussions about existing and new children who have been identified as having one or more indicators it is hoped that together we will be better placed to monitor children’s progress, signpost to services and provide targeted support where needed and in a timely fashion.

These consultations will clarify and explore concerns that you may already have in relation to children and families that you are working with, and may also open up new strategies and routes for support. The discussion also helps to ensure that the level of concern sits within the appropriate thresholds identified in the Continuum of Needs.

The flowchart on the following page gives an outline of the process for early years childcare providers.

Children’s Learning and Well-Being Audit – Early Years Indicators

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Children’s Learning and Well-Being Flowchart for Early Years

Practitioners use indicators to identify any factors that may contribute to a child/family becoming vulnerable

Practitioners share identified indicators with Setting Manager or INCo/SENCo who will record indicators on the audit form along with child’s details

Setting Manager or INCo/SENCo to record what is already in place/going well for that child/family including details of any conversations that they have had around any of the identified indicators

Setting Manager or INCo/SENCo to look holistically at the identified indicators alongside the West Sussex Continuum of Need and ascertain the level of concern (Levels 1-4)

Setting Manager or INCo/SENCo to consider any other strategies/support that could be put in place for child/family

Setting Manager or INCo/SENCo to email completed audit to their Early Years and Childcare Advisor one week prior to them visiting/telephoning

Early Years and Childcare Advisor visits/telephones setting - if visit takes place, Early Years and Childcare Advisor takes tour of setting prior to discussion

Setting Manager or INCo/SENCo and Early Years and Childcare Advisor recap on previous actions (if any were set) and discuss whether these were achieved and any further support needed if they were not

Setting Manager or INCo/SENCo talks through children on audit and seeks further advice/guidance (including supporting setting up Early Help Plans using the NIMT Tool etc) and also verification on level of concern if needed

Setting Manager or INCo/SENCo records any additional information, key discussion points and agrees future actions with Early Years and Childcare Advisor

Setting Manager or INCo/SENCo and Early Years and Childcare Advisor agree date of next consultation, discuss any other issues/share information

Setting Manager or INCo/SENCo emails updated audit to Early Years and Childcare Advisor

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Parent/Carer Mental Health and Emotional Well-Being

Parent/Carer Lifestyle Choices

Health:

Parent/Carer Physical Health Needs

1.1 Long term ongoing medical issues/conditions

1.2 Generally unwell1.3 Not accessing/

engaging with health services (GP, Dentist, Health Visitor etc)

1.4 Female Genital Mutilation and vaginal piercings or vaginal cosmetic surgery

1.5 Miscarriage, still birth or termination

1.6 Eating disorder and/or obesity

1.7 Physical disability1.8 Learning disability1.9 Sleep deprivation

2.1 Concealed pregnancy

2.2 Difficult birth experience

2.3 Current mental health concern (includes Post Natal Depression for either parent)

2.4 Self-harm2.5 Previous history

of mental health or Post Natal Depression

2.6 Poor hygiene

3.1 Poor lifestyle in pregnancy (smoking, diet etc)

3.2 Poor lifestyle postnatally

3.3 Substance/alcohol misuse

Family

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Health:

Child Physical Health Needs

Child Mental Health and Emotional Well-Being

1.1 Additional or complex needs1.2 Speech, language and

communication delay1.3 Frequent A&E attendances/minor

injuries1.4 Female Genital Mutilation1.5 Oral health concerns1.6 Long term ongoing medical needs/

conditions1.7 Generally unwell1.8 Overweight, underweight or

malnourished1.9 Dietary concerns1.10 Poor hygiene1.11 Poor self-care1.12 Unexplained bruising, sores, injuries

or burns 1.13 Untreated recurring head lice1.14 Frequently tired1.15 Delayed toileting1.16 Limited opportunity for physical

activity (never walks/driven everywhere)

1.17 Lack of immunisations1.18 Premature birth

2.1 Withdrawn2.2 High anxiety2.3 Unable to settle2.4 Aggressive behaviours2.5 Struggling in social situations2.6 Cautious of playing outside2.7 Smearing/hiding faeces2.8 Choosing not to go to the toilet2.9 Taking from others (including food)2.10 Inexpressive/does not display

emotion/inappropriate emotional responses

2.11 Overly happy/sad (without apparent cause) and not in keeping with the rest of their presentation

2.12 Overly compliant2.13 Fearful/no awareness of danger2.14 Difficulties with anger and

frustration and unable to distract2.15 Inappropriate age-related

responses and actions2.16 Observed to be wary of parents or

carers2.17 Negative or inappropriate response

to boundaries2.18 Self-harm2.19 Inappropriate sexual behaviours

Child

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Environment:

Family Relationships Family Relationships with Services

Housing, Employment and Finance

1.1 Intentional homelessness/homelessness/in temporary or emergency housing

1.2 Poor housing (damp/overcrowding etc)

1.3 Transient living arrangements, Armed Forces/asylum seekers/ refugees/travellers

1.4 Debt issues1.5 Lack of qualifications

for work1.6 Benefits/financial

exclusion/Universal Credits

1.7 Employment - workless/low income/zero hours contracts/ anti-social shifts

1.8 In receipt of Disability Living Allowance

2.1 Previous/current domestic abuse

2.2 One parent denied access to the child/children

2.3 Lack of support from friends and family

2.4 Frequent changes in make-up of household

2.5 Conflicting behaviour management techniques

2.6 Divorce/breakdown of relationship/new partner

2.7 Social isolation2.8 Constant conflict

within home/family

3.1 Previously engaged in Early Help

3.2 Avoidance/not co-operating with services

3.3 Previous avoidance of services

3.4 Sibling/parent previously subject to Child Protection Plan/Child In Need Plan

3.5 Parent/sibling have been in care

3.6 Full information not shared by the parent with the early years setting

Family

PTO

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Family History and Functioning Basic Care

4.1 Offending/criminal behaviour e.g shoplifting

4.2 Family member in prison/serving a sentence

4.3 Signs of radicalisation4.4 Using offensive language associated

with hate speech or expressing extremist views

4.5 Perpetrators of hate crime/incidents4.6 Experience or risk of hate crime/

incidents or discrimination4.7 Parent/s abused as a child4.8 Gambling issues or concerns4.9 Parent/s with poor literacy skills4.10 Bereavement4.11 Unrealistic expectations of life

changes after birth4.12 Large number of children4.13 Other children living in the home

(non-siblings)4.14 Parent/s providing long term care for

other family members4.15 Black or Minority Ethnic Groups/

English as an Additional Language4.16 Parent’s poor childhood experiences

(cultural/social/educational)4.17 Previous Sudden Infant Death

Syndrome (SIDS)4.18 Sibling with identified additional

or complex needs4.19 Teenage parent4.20 Negative reaction to pregnancy

from family/friends

5.1 Unable to manage/not addressing child’s medical needs or Special Education Needs and/or Disabilities (SEND)

5.2 Obvious lack of stable and affectionate relationships with their children e.g parent/carer not responding to child’s needs, not displaying warmth

5.3 Lack of interest/excitement around unborn baby

5.4 Lack of emotional literacy/emotional intelligence

5.5 Inappropriate parental expectations

5.6 Limited opportunities for play and stimulation at home (including excessive amount of tv/screen time) are provided

5.7 Poor parenting5.8 Inconsistent people picking up

child from nursery5.9 Frequently late picking up/

dropping off impacting on child’s well-being

5.10 Smoker in household

Family

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Environment:

Experiences and Vulnerabilities

Presentation, Identity and Stability

Child’s Relationship with Services

1.1 Safeguarding disclosure

1.2 Child Protection Plan in place

1.3 Child In Need Plan in place

1.4 Early Help Plan already in place

1.5 Child Looked After or living with extended family/private fostering arrangement

1.6 Previously subject to Child Protection Plan/Child In Need Plan

1.7 Child adopted

2.1 Physical/sexual/emotional abuse

2.2 Neglect

2.3 Young Carer

2.4 Victim or perpetrator of bullying/hate crime

2.5 Experience or risk of hate crime/incidents or discrimination

2.6 At risk by being unable to discriminate between safe adults and strangers

2.7 Interactions with other children not age-appropriate

2.8 Overfamiliar or withdrawn (toddler age onwards)

2.9 Suspicion of or at risk of being subject to trafficking

2.10 Experienced a traumatic event

2.11 Child of teenage parent

2.12 Large number of other siblings/birth order

3.1 Unkempt/grubby

3.2 Lack of resilience

3.3 Signs of radicalisation

3.4 Moving between family homes /co-parented

3.5 Other children living in the home (non-siblings)

3.6 Lack of positive role models

3.7 Lack of or inappropriate previous social experiences

3.8 Difficulty maintaining friendships

3.9 Black or Minority Ethnic Groups/English as an Additional Language/Dual language

Child

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Learning:

Experiences and Presentation in Learning Environment

AttainmentParticipation and Readiness

1.1 Attends more than one setting

1.2 Difficulty settling into setting or negative response to transition

1.3 Poor attendance at early years setting

1.4 Frequent unexplained absences from early years setting

1.5 General lack of readiness for school

1.6 Withdrawn and with limited engagement

1.7 Repeated inappropriate clothing for setting or weather

1.8 At risk of exclusion

1.9 Participates in a limited range of learning activities

1.10 Frequent moves between settings

1.11 Acrimonious relationships between setting and parent/s

1.12 Parent’s non-engagement in child/child’s learning – e.g. non-attendance at parents’ meetings etc

1.13 Previously or currently eligible for two year old funding

1.14 Eligible for Early Years Pupil Premium

2.1 Rejected or taunted by peers

2.2 Seeming isolated

2.3 Lacking self-confidence/self-esteem

2.4 Difficulty adapting to change

2.5 Negative or inappropriate response to boundaries

2.6 Poor concentration

2.7 Key Person changed frequently

2.8 Lack of engagement with peers

2.9 No interest in learning

2.10 Home educated/siblings home educated

3.1 Serious concerns about cognitive and language development

3.2 Identified Special Educational Needs or Disability

3.3 Lower than expected attainment for age

3.4 Limited evidence of progress or achievement in all/some areas of learning

3.5 Slow to develop age-appropriate practical skills

Child

Children’s Learning and Well-Being Audit – Early Years Indicators Audit forms

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Name and DOB

Postcode FE Inclusion

Heal

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amily

Heal

th: C

hild

Envi

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ent:

Fam

ily

Envi

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ent:

Child

Lear

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: Chi

ld

Cont

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d Learning and Development(Note where this is below expected for their chronological age against stages of development)

Other Agencies involved

Name of future school or setting and earliest potential start date

What is going well/is already in place?(Note this should include any views from parents)

What needs to happen next?(Note this should include any views from parents)

Iden

tifie

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a

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Date of contact

Progress with agreed actions from previous visit (if applicable)

Areas of vulnerabilityFunding Child details

Name of provider

3 and 4 Extended No EYPP DAF

Further details

Children's Learning and Well-Being Audit

Integrated Prevention and Earliest Help www.westsussex.gov.uk/ecsgoodpractice Document version 1 (August 2017) Page 1 of 5

Please email an updated audit tool to the EYCA a week before the above date

Other comments:

Actions before next visit:

Details of discussion and advice given:

Date of next visit/contact

Integrated Prevention and Earliest Help www.westsussex.gov.uk/ecsgoodpractice Document version 1 (August 2017) Page 4 of 5

EXAMPLE

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Contact DetailsAll documents relating to the Children’s Learning and Well-Being Audit can be found at www.westsussex.gov.uk/CLaWBA

Early Help For general enquiries: Email: earlyhelpcentral@westsussex.gov.uk Phone: 01243 777807

Area Hub Duty TeamFor contact details and opening times please see:Website: www.westsussex.gov.uk/social-care-and-health/social-care-and-health- information-for-professionals/children/early-help/contact-details

NHS – Healthy Child ProgrammeFor contact details please see:Website: www.sussexcommunity.nhs.uk/services/servicedetails htm?directoryID=22897

Multi-Agency Safeguarding Hub (MASH)Email: MASH@westsussex.gov.ukWebsite: www.westsussexscp.org.ukPhone: 01403 229900Out of hours: 0330 222 6664

West Sussex Safeguarding Children Partnership Email: lscp@westsussex.gov.ukWebsite: www.westsussexscp.org.ukPhone: 0330 222 7799

West Sussex Parent Carer ForumEmail: office@wspcf.org.ukWebsite: www.wspcf.org.ukPhone: 01903 726188