TAF CardsTo aid CAF Assessment, TAF and Distance Travelled Tool

The cards in this booklet are to help families and practitioners to arrive at a consensus about the levels of concern for each issue when completing either the CAF assessment or TAF plan, which incorporates the Distance Travelled Tool.

There is a statement for each level (1 to 5) of each issue. Use these statements to test out which statement is the closest fit to describe the level of concern. The strengths and needs beneath the five statements on each card may provide focus for the discussion and help reach consensus.

The CAF should produce the assessment of need and help determine the interventions to be offered.

The Outcomes Statement/Distance Travelled Tool (DTT) is a means of both, identifying the outcomes wanted within the TAF plan, and measuring outcomes as a result of interventions. The DTT is integrated into the TAF plan. Using the DTT at the first TAF sets the base line against which future progress can be measured.

Choose the outcome wanted for the TAF plan from the list of Outcomes Statements/DTT.

One TAF plan should be completed for each child or young person. Completing the scores in the final TAF Plan, gives the final outcome score. Only issues which were included in the TAF plan need to be scored in the final TAF plan.

Using TAF CARDS to aid CAF Assessmentand Distance Travelled Tool

TAF guide general statements

5. Crucial negative effect

1. No concerns

4. Evident, longer termnegative impact

2. Some early concerns

3. Obvious negativeeffect starting to show

1. No concerns in this area.

2. Some concern, needing some care or consideration. Response: try to manage problems within own family/agency/school whilst keeping under observation.

3. Clear indications of concern(s) starting to have an obvious negative effect on child or young person. Response: Share concerns with family, colleagues, young person. Offer suggestions about possible external sources of help, possibly from one single agency or person.

4. Issue(s) impacting negatively on aspects of child, or young person’s life over some time. Response: try to reach agreement that some co-ordinated action will possibly help and avert worse situation.

5. Issue(s) having a crucial negative effect on best interests of a child or young person’s life. Response. Try to reach clear agreement that situation has potential to need statutory intervention if no preventative action is taken now.

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Strengths• Physical skills e.g crawling, walking, running, participation in games

• Access to physical activities for example a mother and toddler group, play areas,or a sports club

• Can hear and see well

• Eats good, nourishing food

• The right height, weight and development for their age

• Takes part in physical activity like walking

• Swimming, running or playing

• Favourite activities

• Favourite foods and meals

• No drug or alcohol problems

Needs• No access to play areas

• Issues with hearing

• Under or over weight for their age

• Problems with vision

• Clumsy

• Often tired

• Always too busy to eat

• Too much junk food

• Could get more exercise

• Unable to relax

• Prefer playing computer games or watching TV to playing any sport

Child / Young Person has goodPhysical Health Development

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No issues with general health — achieving outcomes without support.

Some lack of physical exercise, diet could be better.

Minor concerns over development, vision or hearing, gross or fine skill or underdevelopment or obesity.

More serious concerns about vision or hearing, gross or fine motor skills.

Not receiving adequate services for vision or hearing impairment, serious obesity or other health problems leading to critical non engagement in school/social life.

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Strengths• Settles in well

• Seems happy

• Positive attitude

• Positive relationships with children & young people of same age

• Speaks about their feelings

• Tries new things

• Knows who to speak to if they are worried/have a problem

• Makes good friends and spends time with them

• Has favourite things to do when hanging out with friends

• Learning to be independent

• Trusting relationship with boyfriend/girlfriend

• Practices safe sex

Needs• Struggles with changes to routine

• Over dependent

• Difficulty settling in at school/home or other settings

• Finds it hard to say when they are sad, angry or worried

• Worries and gets depressed

• Doesn’t do things because of anxiety and worry

• Seems sad and has no-one to talk to

• Has no friends

• Finds it difficult to concentrate

• Self harms

• Phobias

• Never goes out and spends most of their time on their own

Child/Young Person EmotionalHealth & Mental Well-being

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No issues with emotional and social development or linked behaviour– achieving outcomes without support.

Some evidence of unhappiness or recent /short lived / irregular depression. Some occasional behaviour giving low levels of concern with potential for more serious risk. Reasons known / parental support.

Evidence of greater degree of unhappiness, some contact with mental health professionals, behaviour giving more cause for concern / more regular (e.g. causing some attendance or attainment problems at school).

Problems having serious effect on lifestyle and achievement. Regular non-attendance / exclusion from school. Lack of adequate support. Attemptsat help not having noticeable impact.

Suicide attempts, serious harm to self or others. Extreme withdrawal causing social exclusion. Very seriously affecting lifestyle and expectations.Lack of motivation / ability to change.

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Strengths• Well behaved

• Thinks before they act and have self control

• Aware of how other people see them

• Helps others

• Knows how to act in different circumstances

• Behaviour doesn’t put themselves or others at risk

• Uses contraception

• Doesn’t smoke

• Has never been in trouble with the police

Needs• Aggressive behaviour/short temper

• Lack of concentration and finds it hard to sit still

• Acts impulsively

• Withdrawn, very quiet or passive

• Doesn’t help others

• Doesn’t care if bad behaviour is noticed by others

• Suspended/excluded from school

• Anti social behaviour/offending

• Gets in trouble with the police

• Early sexual activity

• Has sexual relationships with people a lot older than them

• Drug or alcohol misuse

• Reckless behaviour (including reckless sexual behaviour)

Child/Young Person Behaviour

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No issues with behaviour: achieving outcomes without support.

Some displays of short attention span, bursts of anger, inappropriatebehaviour, some negative influence on others or easily influenced by others.

Displays the above more regularly and / or starting to give more concern at home or school. Having negative impact on attainment and attendance.Some positive aims for the future.

The above behaviour leading to more serious problems at school or socially,or coming to the attention of the Police. Regular exclusion / bullyingor being bullied. Unable to see the consequences of actions. Lack of support.Unresponsive to any strategies already tried.

Behaviour resulting in longer periods of absence from school and / or court sentences. No goals for the future. Unable or not wishing to change thesituation. Critical lack of control of anger.

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Strengths• Listens and understands all age groups

• Gains the attention of other people and makes contact

• Listens to other children/ young people and enjoys sharing stories or songs

• Learns about words and meanings

• Understands when something is explained

• Communicates well

• Good hearing

• Good eyesight

• Shares thoughts, feelings and ideas

• Knows how to access/ has support with language and communication

• Talks to other people confidently

• Able to fill in forms

Needs• Finds it hard to understand others

• Unable to influence others through communication

• Not as advanced in listening & communicating as children or young people of the same age

• Behind with reading

• Problems with hearing

• Behind with writing

• Never seems to listen

• Struggles to talk about thoughts and feelings

• Doesn’t enjoy group activities

• Doesn’t join in at school

• Unable to fill in forms

• Broken English makes it hard to get access

Child / Young Person Speech,Language, & Communication

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4

5

No issues with speech, language and communication achieving outcomes without support.

Slight reluctance or delay for age in one or two aspects of communication. Understanding of body language not as developed as it might be.

Reluctance to communicate or listen to others, behind with reading and writing for age. Needing regular support.

Greater reluctance to communicate with others or listen. Seriously behind with literacy making learning and integration in the classroom verydifficult. Inability to understand body language, communicate and influence others leads to serious behaviour problems.

Withdrawn, doesn’t communicate with others, has difficulty understanding others leading to isolation. Extremely low literacy levels for age making learning difficult.

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Strengths• Recognises their photo and their name

• Confident in who they are

• Has someone special in their life e.g parent, friend, boyfriend/girlfriend

• Knows what they like and don’t like

• Understands when something is explained

• Communicates well

• Feels happy about themselves

• Can see why other people like them

• Understands that appearance and actions

• Influence how others see and treat them

• Knows about personal and family history

• Confident in their skills

Needs• Doesn’t feel confident, valued or important

• Feel as if they don’t fit in/aren’t fully accepted

• Being bullied or bullying others

• Finds it difficult to make friends and be part of a group

• Has friends who are a lot older/younger than self

• Inappropriate sexual relationships

• Eating disorder/obesity

• Self harm

• Experiencing or has experienced discrimination due to racial group, sexual orientation, gender, religion or disability

Child / Young Person Self Esteem,Self Image and Social Presentation

1

2

3

4

5

No issues with self esteem, self image and social presentation: achieving outcomes without support.

Some minor concerns over lack of self confidence, sense of belonging.

More obvious displays of lacking self esteem or poor self image. Some serious friendship /isolation issues at school. Experience of discrimination.

As above, but initial responses to help have not been successful. Situation getting worse. Lack of adequate support.

Serious levels of discrimination / isolation. Resulting in longer term non-attendance or withdrawal problems.

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Strengths• Independent as would be expected for their age

• Takes care of themselves and has practical skills e.g washing, dressing, swallowing and chewing

• Happy with the day to day help they receive e.g dressing and eating

• Does things they enjoy like riding a bike

• swimming, playing with friends

• Understands about rules and boundaries

• Have family rules that they stick to

• Knows when and who to ask for help

• Makes decisions

• Responsible about how they act

Needs• Not very independent/overly independent for their age

• Finds it hard to cope with routine self caring e.g getting up and being dressed in time for school

• Unhappy with the day to day help they receive e.g with dressing and eating

• Finds it hard to make choices

• Unwilling to have a go at things

• Doesn’t like being told what to do

Child / Young Person Self Care Skills& Independence

1

2

3

4

5

No issues with self care skills and independence: achieving outcomes without support.

Some minor problems around independence skills (including confidence or understanding rules and boundaries) and self care needing occasionalsupport.

Regular support needed to develop independence skills and confidence. Lack of hygiene and poor appearance / low self esteem / inappropriatebehaviour around understanding boundaries /reluctance to leave family starting to happen more regularly and having more impact.

More serious problems. Lack of hygiene skills resulting in isolation or lack of confidence. Lack of understanding of boundaries or inappropriateindependence levels resulting in more serious isolation / engagement issues. Poor school attendance.

Critical lack of awareness of boundaries and rules /complete lack of self confidence.

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Strengths• Settled, happy and positive

• Good health – no illness worries

• An organized home with good routines for meals and bedtime

• The family works well together

• Celebrate birthdays

• Support and regular contact with wider family so have people to talk to

• Good relationships with Grandparents/aunts/uncles etc

Needs• Arguing and fighting in the home

• Affected by someone in the family having alcohol/substance abuse problems

• Acting as carer

• Disability or mental health issues

• Domestic abuse

• Substance abuse / offending / anti social behaviour

• Misses a family member who died recently

• Worrying a lot

• Feeling sad

• Self harm

• Not caring about danger

• Seems unaware of danger

• Parent previously in care or abused as a child

Family Relationships

1

2

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4

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No issues with family relationships and wellbeing.

Some minor issues or difficulties. Family routines are intermittently a little disorganised, temporary issues due to a bereavement, family illness or change in family composition.

Moderately chaotic household, lack of support and interest shown in child / young person. Regular family disputes / domestic violence /offending.Having an effect on the child /young person. Family in need of regular support.

As above, but domestic violence or other family issues now having a more serious effect on the child / young person. Support provided so far has not helped.

Child / young person critically affected by witnessing domestic violence or other issues.

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Strengths• The neighbourhood has good facilities e.g day

• nurseries, play schemes, support groups, sports, play and leisure centres, nurseries and libraries

• Public transport is good

• The area feels safe

• Friends/family in the area

• Happy with all the services in the area

• Attend local clubs / groups / services

Needs• Anti social behaviour in the neighbourhood

e.g drinking, selling drugs

• Problems with neighbours

• Low level of services in the local area

• Services inaccessible to disabled people

• Lack of social groups and activities to get involved in

• There aren’t many shops to buy things

• Lack of public transport

• No money to pay for going to local clubs e.g Swimming

• Crime in the area

Supportive Familyand Friendly Neighbours

1

2

3

4

5

No issues with family social and community links / supports.

Some minor issues with neighbours / negative characteristics in the neighbourhood, access to services, social isolation.

Moderate issues relating to neighbours / neighbourhood resources which are starting to have a more significant effect. Moderate issueswith social isolation.

Child / young person seriously affected by the neighbourhood: anti-social behaviour, neighbours, isolation, lack of access to services. Seriouslyaffecting school or social life.

Child / young person critically affected by isolation / the influence of anti-social behaviour or crime in the area or as a social network. Stopping child / young person from attending school and positive activitiesin the neighbourhood.

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Strengths• Child or young person has time to study or work

• Attends a nursery/ play group/school/education setting/work

• Confident in their abilities

• Good adult support at school and at home

• Access to the books and other learning resources

• Enjoys school/college/ training/work

• Talks enthusiastically about activity at school/college most days

• Has a job/earns money

• Plans for the future

• Knows how to get advice and support

• Claiming the right benefits and paid maintenance

Needs• Parent finds it difficult to get child(ren) off to school each day

• Often says they are ill to get out of school

• Doesn’t always go to school/college

• Doesn’t take part well when in school

• Needs more adult support in school

• Difficult to give support with learning at home

• Doesn’t have access to learning resources

• School report always includes reports of bad behaviour

• Doesn’t like the teachers

• Not sure how to look for a job/course

• Doesn’t have a job/ college/training place

• Late out of bed to go to work/college/training

• Gets the sack for not turning up for work

• Not receiving benefits or maintenance entitlement

Child / Young Person Attendance & Participation in Learning Education or Work

1

2

3

4

5

No issues with attendance and participation: achieving outcomeswithout support.

Occasional temporary non-attendance, some effect from previous non-attendance. Would benefit by better access to educational resources / support for parent or carer.

Moderate non-attendance, problems due to previous poor attendance, child or family needs regular support.

Very low attendance at school / comes into school but high percentage of the time is not in lessons / doesn’t engage in most lessons. Previous strategies have not helped.

Not attending school at all/not on school roll / permanently excluded.

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Strengths• Needs are met at nursery/school/college

• Reads stories and has favourite books

• Works well with others

• Gets help with learning at home

• Good with numbers

• Reads and writes well for their age

• Takes part in some activities in the community (sports/arts etc)

• Passed exams

• Good reports from school

• A place at college Certificates to show employers/training provider/college achievements

• Good references

• A job with training

Needs• Needs to catch up due to poor attendance

• Finds working with others difficult

• Behind with reading, writing & number skills

• Insufficient support in place for disabled child to access everything in the school

• Finds school work hard

• Gets easily distracted and can’t work with others

• English isn’t first language

• No qualifications in English or maths

Child / Young Person Progressand Achievement

1

2

3

4

5

No issues with progress in learning and achievement: achieving outcomes without support.

Could participate more with activities, some need to catch up due to previous disruption to education, minor temporary problems with progress, ability tolearn, achievement levels.

Moderate problems with carrying out tasks, working with others / literacy and numeracy, progress compared with past performance / peers, previousdisruption to education resulting in problems with learning and attainment. Insufficient adjustments being made for disabled child / young person tosupport their access to learning and school life. Needs regular support.

Significant problems with the above.

Child / young person not attending school / not engaging with lessons due to critical problems with progress, achievement or lack of necessary support.

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Strengths• Have their own ideas

• Keen to do well

• Self confident

• Enjoys lessons and wants to do well in them

• A good understanding of their progress

• Aspirations are realistic

• Getting target grades at school

• Plans for the future

• Family support aspirations

Needs• Gets cross and gives in if they can’t do something

• Needs more self confidence

• Thinks they aren’t as clever as friends

• Lack of motivation

• Worries about schoolwork

• Feels they’ll never do well in school and has given up

• Predicted grades are lower than they could get

• Have some big ideas about careers but doesn’t understand that they need to pass exams to succeed

• No future plans

• Family unsupportive of aspirations

Child’s Hopes and Plans for Future

1

2

3

4

5

No issues with aspirations: achieving outcomes without support.

Some lack of motivation. Could have more self confidence.

Negative view of progress, gives up very easily, lacking confidence. Low in motivation. Needs regular support.

Lack of aspiration having a serious effect on attendance, engagement and attainment in school or work.

No aspirations. Total lack of motivation. Child / young person can see no way of progressing or planning for improvement.

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Strengths• Actively explores and shows interest in the world e.g enjoys reading

• Takes part in imaginative and creative activities on their own and with others

• Progressing with learning

• Uses numbers and can calculate

• Has a range of skills and interests

• Likes to make discoveries

• A good understanding of the world for their age

• Can go shopping & understands money

• Has a statement of educational needs and is getting support

• Knows how to deal with being bullied or treated badly

Needs• Doesn’t play or interact with others

• No interest in imaginative or creative play or interaction with others

• Difficulty using numbers and calculating

• Not progressing well with learning

• Has a disability and doesn’t get the support they need to learn and get around

• Unable to resolve disputes or problems

Child / Young Person Understanding,Reasoning & Problem Solving

1

2

3

4

5

No issues with understanding, reasoning and problem solving: achieving outcomes without support.

Could show more positive interest in exploring the world around them / imaginative and creative play / playing with or interacting with others.

Showing low interest and ability to explore and understand the world. Doesn’t participate. Low demonstration of skills and interests, imagination,creativity, use of numbers and symbols etc. Needs regular support.

Showing seriously low interest and ability to explore and understand the world. Doesn’t participate. Very low demonstration of skills and interests, imagination, creativity. Results in very low progress / integration inthe learning setting.

Child / young person not taking part in any interactions to explore and understand the world. Doesn’t participate. Critically low demonstration of skills and interests, imagination, creativity, calculating etc.

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Strengths• Responds to noise and voices

• Play time

• Understands “NO”

• Encouraged to talk about their day

• Praised for their achievements

• Time is set aside to do home work and positive activities

• Good spaces to do homework

• Encouraged to do well at school and take part in out of school time activities

• Encouraged to be confident, independent and take part in things outside the home

• Good role models

• Given rewards

• House rules so the home runs well

• Understands personal safety

Needs• Hard to set regular routines

• Difficulty in setting up rules and getting them to work

• Overprotected and can’t go out alone

• No clear rules to stick to

• Empty threats

• Listens and feels responsible for parents problems

• Don’t really listen to one another

Parent or Carer: Setting Routines& Boundaries

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2

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4

5

No issues with setting routines and boundaries.

Some minor issues around consistent boundaries and rules. Or, there could be some over-protection.

Moderate issues around boundary setting / modelling appropriate behaviour and control of emotions / safe encouragement of independence and self-confidence. Beginning to have a negative effect on other areas oflife and child / young person needing support.

Lack of appropriate discipline / negative behaviour modelling / lack of support in developing confidence or wish to learn and participate having a serious effect on the child or young person outside the home.

Lack of appropriate discipline / negative behaviour modelling / lack of support in developing confidence or wish to learn and participate critically affecting the child or young person’s behaviour or outcomes.

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Strengths• Parent(s) create play at home and provide appropriate toys

• Parent(s) encourage child to play with other children by making effort

• Child not reliant on computer games

• Parent(s) take child to places of interest

• Parent(s) actively seek out clubs holiday activities etc and ensure child able to attend

• Parent claims any funding to support play opportunities as needed

Needs• Young person wants to pursue particular interest not available locally

• No age-appropriate activities available locally or within travelling distance

• Young person finds difficulty or needs support to engage with youth service,

activity

• Young person embarrassed to attend some activities for personal reasons

Stimulation/Opportunities to Play

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No problems with opportunities to access play and age-appropriate activities of interest at home and in the community.

Able to access limited opportunities for stimulation and play or access at very limited times only.

Can only readily access those opportunities which are not of interest to the child/young person or needs help or support to attend.

Concerning difficulties in accessing. Child/young person is becoming disaffected - losing interest.

Difficulties resulting in child or young person being significantly under stimulated and seeking out anti-social pursuits or undesirable groupsas compensation.

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Strengths• Registered with a dentist

• Registered with a GP

• Generally healthy – no concerns

• Health checks and immunisations are up to date

• Arrange and go to medical appointments

• Have the right medication

• Know how to get health advice & information e.g diet, sexual health, management of a condition

Needs• Health conditions which significantly affect everyday life

• Lot of illness

• Lots of accidents

• Lots of hospital visits Some immunisations/ injections and health checks aren’t up to date

• Not taking part fully in school and social activities due to ill health

• Not registered with a GP and/or dentist

• Don’t know where to get advice and information

• Not enough support provided for a disability/ health condition

• Forget to take medication

Child / Young Person General Health

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2

3

4

5

No issues with general health – achieving outcomes without support.

Some minor concerns around access to services, advice or information networks. Some health problems but not acute or chronic and havereceived / are receiving medical attention.

Some immunisations / health checks not up to date. More concerns about general health /incidence of illness.

Not engaging with services for important health checks and has / had a number of illnesses, accidents or hospital admissions recently.

Not engaging with services for serious health conditions. General health means child / young person is not engaging with school and positivesocial networks.

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Strengths• The home has water

• The home is warm

• The home is safe

• The home is clean

• Space for everyone

• Warm and comfortable beds

• Poor condition of the house: no heating / damp conditions

• Home not large enough and is over crowded

• Homeless or sofa surfing

• There are things wrong with the home that could be a risk e.g. broken stairs or window

Too busy / distracted to keep the house clean

• Unsafe or inappropriate visitors to the home

Needs• Family are refugees or seeking asylum

• Family moves house regularly

• House is not secure

Living in a Warm Safe andSecure Environment

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No issues with family housing.

Family has minor housing issues that can be resolved relatively easily e.g in temporary accommodation for short period of time pendingre-housing.

Condition of the house / facilities, or hygiene / overcrowding a more obvious problem impacting on the child or young person.

More serious instability or problems relating to housing. Regular changes of accommodation. Overcrowding stress impacting on the child / youngperson. Interventions so far have been ineffective.

No permanent home or child / young person only intermittently living with carer. Living arrangements are bringing the child /young person into contactwith physical danger or dangerous situations e.g from people visiting the house or living nearby.

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Strengths• Plenty of food in the house

• More than one set of clothes

• Attending doctors and dentists appointments

• The house is warm and dry

• “Bath time”

• Everyone has a toothbrush

• Everyone has a school uniform and PE kit

• Coats and warm clothes for the winter

• A safe place to live

• Clear boundaries set by parent/carer

Needs• Lack of clear boundaries and control

• Nowhere to wash

• Unable to make warm food and drinks

• Illness of parent means it is sometimes difficult to cook and keep the house clean

• Not registered with local services e.g school, doctors

• In contact with substance abuse/ domestic abuse

• Sometimes the gas/ electric meters run out and there’s no money to put more in

• Some things in the house need to be fixed,

• Caring for adult/family member

Parent or Carer: Basic Care, Ensuring Safety & Protection

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No issues with parent or carer’s basic care, ensuring safety and protection.

Some temporary lack of engagement with services. Some minor hazards in the home that are being addressed. Some issues with control and boundaries.

Moderate concerns with hazards in the home, non-engagement with services,inappropriate clothing, lack of hygiene, safety, boundaries. Childneeds regular support due to some of these issues.

More obvious and significant concerns about the above, and also domestic violence or inadequate protection of child or young person from exposureto drug or alcohol abuse, or sexual exploitation. Serious lack of engagement with services.

Critical lack of engagement with essential services / lack of essential clothing, warmth or food for the child or young person. Child or young person indaily contact with drug or alcohol abuse, domestic violence, or risk of sexual exploitation.

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Strengths• Provided with warmth and affection

• Lots of cuddles

• Lots of praise and encouragement

• Someone there to provide comfort if scared and upset

• Haven’t moved home or school/child care services too often

• Do fun things as a family Coping well

Needs• Not close and don’t have many cuddles

• Not enough praise and encouragement

• No regular contact with a parent/grandparent or other important

members of the family

• Unsettled by lots of house moves/break down of relationships/ homelessness

• Child in care

Parent or Carer: Emotional Warmth& Stability

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4

5

No issues with parent or carer emotional warmth and stability.

Parent or carer could show more emotional warmth towards the child or young person.

Moderate concerns over attachment, demonstration of warmth and encouragement. Child / young person has had changes in primary carer. Family needs regular support.

Significant concerns over negative feelings of parent or carer towards the child or young person. Serious lack of attachment, warmth or stability. Having a serious impact on the child or young person.

Lack of family attachment, warmth, stability, and negative feelings of the parent or carer towards the child or young person having a critical effect on all or many areas of their life.

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Strengths• Child has alternative adult support or

support networks e.g another carer or supportive adult living nearby

• Access to transport

• Availability of appropriate equipment and home adaptations to enable the parent /

carer to function well and parent effectively

• Parent / carer has good strategies for coping with their physical health problem

or disability

• Child or young person has good emotional wellbeing / mental health and is coping well

• Parent receives practical help to help them cope with their physical health

problem or disability

• Child has opportunities to take a break from caring responsibilities

Needs• Parent / carer or child / young person is isolated

• Poverty Parent / carer also has mental health problems

• Parent / carer is also misusing drugs or alcohol

• Parent dying Child / young person is a carer

• Communication difficulties

• Child / young person is anxious about their parent or carer

Parent or Carer: Physical Health

1

2

3

4

5

No issues with parent or carer physical health or disability.

Parent or carer has minor and / or occasional physical health problems ora disability.

Parent or carer has moderate and / or regular physical health problems or disability that can impact on the child or young person – or their ability to parent the child or young person effectively.

Parent or carer has significant or serious physical health problems or disability that impact on their ability to parent – child a carer and / or needs additional support.

The parent or carer has a critical physical health problem and / or there is evidence of extreme impact on the child or young person’s wellbeing.

R7

Strengths• Parent acknowledges problem(s) and issues

• Parent is seeking or receiving help with their problem(s) and issues

• Child or young person has good emotional wellbeing / mental health

• The home is a safe place to live

• Parent has good parenting skills and abilities

• Family has good levels of support from wider family / community

• Child is sociable and able to form positive relationships

• Child / young person has positive alternative support network(s)

Needs• Parent / carer also misusing drugs or alcohol

• Mum has post-natal depression

• Child / young person also experiencing mental health or emotional wellbeing / behavioural problems

• Poor relationship or attachment between parent / carer and child / young person

including rejection

• Problem impacts on child / young person’s development or wellbeing

• There are other stresses in the home e.g debt, illness, relationship difficulties

• Parent aggressive hostile

• Domestic violence in the home

• Parent / family socially isolated

• Parent also has a learning disability

Parent or Carer: Mental Health& Emotional Wellbeing

1

2

3

4

5

No issues with parent or carer mental health or emotional wellbeing.

Parent or carer has minor and / or occasional mental health or emotional wellbeing issues that do not impact much on the child or young personor their ability to parent the child or young person effectively.

Parent or carer has mental health or emotional wellbeing issues that can impact on the child or young person – or their ability to parent the childor young person effectively. Mental health issue aggravated by learning disability.

Parent or carer has significant or serious mental health problems that impact negatively on the child or young person. Mental health issue aggravated by learning disability.

The parent or carer has a critical mental health problem(s) and / or there is evidence of extreme impact of their mental health problem on the childor young person’s wellbeing.

R8

Confi

dent

, Res

ilien

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& S

afe

Confi

dent

, Res

ilien

t, N

urtu

ring

& S

afe

Strengths• Moderate and/or occasional consumption of alcohol inappropriate settings and times

• Appropriate arrangements made for children or young people in the family when parent/carer is drinking or going out to consume alcohol

• Alcohol use at appropriate times of the day

• Parenting is not unduly influenced by drug or alcohol use

• The home is a safe place to live

• Actively seeking or receiving help with drug or alcohol problem

• Child receiving support (informal or formal) if parent /carer misusing alcohol or drugs

Needs• Consuming illegal drugs

• Consuming too much alcohol or drugs

• Consuming too much alcohol or drugs whilst children present

• Failing to attend to the emotional, physical and developmental needs of the child/ young person• Drug or alcohol use means that it is sometimes difficult to cook and keep the house clean• Irritability and aggression• Drug or alcohol use means that there is sometimes no money to pay the bills• Child or young person not safe• Concealing drug or alcohol misuse• Using drugs or drinking too much alcohol in pregnancy• Lack of self care• Child / young person feels stigma or shame

or worry about their parent/carer• Child caring for parent rather than being

cared for

Family Concerns about Someone DrinkingExcessively or Misusing Drugs

1

2

3

4

5

No issues with parent or carer drug or alcohol use.

Minor issues relating to parent or carer drug or alcohol use impacting onthe child or young person.

Moderate issues relating to drug or alcohol use – and the child or young person needs regular support to cope with parental / carer drug or alcohol use.

Significant issues with parent or carer drug or alcohol misuse – child or young person needs consistently not met because of this.

The parent or carer has a critical problem with drug or alcohol misuse and/or there is evidence of extreme impact of parent / carer’s drug or alcoholmisuse on the child or young person’s wellbeing.

R9

Econ

omic

Wel

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ng &

Pro

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s in

Em

ploy

men

t

Econ

omic

Wel

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ng &

Pro

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Em

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Strengths• Family members in work or training for work

• Enough money

• Child basic care needs met

• Family has good levels of support from wider family / community

• Child / young person attending school

• Child / young person has aspirations

• Parent or Carer has qualifications

Needs• Long standing worklessness

• Family pattern of spending inappropriately (that impacts on ability to pay for child-related activities or essentials)

• Debt impacting on ability to pay for everyday essentials

• Not enough money

• Not claiming the right benefits or not claiming in time

• Low aspiration affecting all members of the family

• Inactive parents and inactive children / young people

• Limited education and/or no qualifications

Family Income, Employment & Finance

1

2

3

4

5

No issues with family income and finance.

Family has some small or occasional problems with work, income or finance, e.g. occasional debt issues, moving in and out of work frequently; or work patterns that are not ideal.

Family has moderate problems and / or long standing problems with income, finance and employment e.g with budgeting, long term unemployment problems, or inappropriate use of family income which may have an effect on child / young person.

Family has significant income and finance pressures, or work patterns that impact on the wellbeing of the children / young people in it.

There is a critical problem relating to family income and finance or family work patterns that are likely to impact substantially on the wellbeing of the children or young people.

E1

Strengths• Family manages debt within means

• Family has good external support to manage debt

• Basic child care needs are met

• Parent or carer has qualifications

• Child attending school

Needs• Spending pattern impacts negatively on

ability to pay for child-related activities or essentials

• Debt impacting on ability to pay for every-day essentials

• Not claiming right benefits or not in time

• Low aspirations affecting whole family

Econ

omic

Wel

l bei

ng &

Pro

gres

s in

Em

ploy

men

t Family Debts

1

2

3

4

5

No issues with debts.

Family accrues occasional debts but these do not get out of control to a worrying extent. For short or long-term debts, family is making regular reductions without the repayments seriously affecting family life.

Debt could begin to impact negatively in the longer term if not addressed.

Family has debts which are not likely to reduce in near future and some aspects of the debt are having a negative impact on the well-being of children/young people.

Debts are starting to have substantial impact on the well-being of children/ young people.

E2

Strengths• Family employment adds to quality of family

life more than it detracts from it

• Parent/carer has satisfactory career

• Employment allows time to spend with family during weekends/most holidays

• Employment is not overly challenging nor stressful

Needs• Parent/carer wants employment but struggling to obtain or actively seek work

• Parent/carer underqualified and needs qualification or training to obtain work

• Parent/carer does not see any advantage to working over long-term unemployment

• Parent/carer needs to change job or work pattern to care adequately for children

• Child/young person left to care for self inappropriately because parent working

Education/Training or Employment

1

2

3

4

5

No issues with unemployment or education/training.

Family has some small or occasional problems with work, e.g moving in and out of work frequently; or work patterns that have mild adverse impact on child. Parent/cover is undertaking education or training which has occasional impact on child.

Family has moderate or long standing problems with employment education or training.

Family has work pattern or work attitude beginning to impact negatively on the child or young person.

There is a critical problem family has work patterns that are likely to impact substantially on the wellbeing of the children or young people.

E3

Econ

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Wel

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Pro

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Em

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men

t

Strengths• Adults and young people available to work are;

• In employment and not seeking different or additional work

• Feel current work meets financial needs and enhances family life

• Positively enjoys the stimulation and challenge or social aspects

• Satisfied that work is within capability and doesn’t want more challenge

• On goal to build career of choice

• Too occupied to work but content with not working

• Is content to keep on doing current job for financial or other reasons

Needs• One person or more in the household;

• Would like to work but cannot because of responsibilities, lack of transport etc.

• Does not have the qualifications to do the work they would like to

• Feels they would not be considered for the type of work they would like to do

• Is growing up with a culture which

makes him or her feel they shouldn’t or couldn’t work

• Feels it is safer to avoid putting family finances at risk by trying to take a job

• Feels work is not sustainable because of needs of one or more family members

• Believes working would cause more problems for the family or themselves

• Has tried to find work but has given up trying

Econ

omic

Wel

l bei

ng &

Pro

gres

s in

Em

ploy

men

t Parent/Carer is looking for Work

1

2

3

4

5

No issues with unemployment affecting family.

Unemployment has minor effect on family lifestyle, attitudes etc.

Unemployment is starting to have noticeable negative affect on young person’s educational achievement or aspirations, or family’s lifestyle.

Unemployment is having a longer-term negative impact on lifestyle, finances, relationships or is giving young people a self-limiting attitude to their own potential or hopes for the future.

Unemployment is embodied as a way of life for no positive reason and is affecting the family members place in society.

E4

Tîm Cydlynu’r Tîm o Amgylch y TeuluTAF Co-ordination TeamPartneriaeth Plant a Phobl IfancChildren and Young People’s PartnershipCyngor Sir Powys/Powys County CouncilNeuadd y Sir/County HallLlandrindodPowys, LD1 5LG

Tel: 01597 826246

www.cypp.powys.gov.uk/taf