The 397,600 children under 18 recorded as ‘in need’ are one of society’s most vulnerable groups as it is deemed that their health or development is in jeopardy (DfE, 2014). Disabled children are automatically included within the criteria, yet so too are those whose ‘health or development is, or is likely to be, significantly impaired, or they are unlikely, or lack the opportunity, to achieve or maintain a reasonable standard of health and development without Local Authority services’ (Children Act, 1989:c41:p3:s17). Children become labelled as ‘in need’ for various reasons, including teenagers who have left the family home following arguments or young carers who struggle doing ‘normal’ activities like attending school. However, according to Department for Education 47.2% of cases are due to concerns of abuse or neglect attributed to risk factors such as parental mental illness, substance misuse, disability or domestic violence; problems which statistics frequently demonstrate compounds caregiver’s mental and physical caring ability (Barnardo’s 2011). Numerous research, like that on brain development, has highlighted the detrimental effects of children living amongst inconsistency, chaos, danger or fear. Domestic abuse is a prime example as it is a common occurrence within the lives of many children, despite the fact that witnessing violence is emotional abuse (NSPCC, 2016). As a form of ‘toxic stress’, repeated or prolonged exposure to domestic abuse, especially during critical stages in early life, may cause irreversible changes in brain structure (Anda et al, 2005). In actual fact evidence proves that any interference within normal child development frequently results in harm, such as delayed cognition, which in turn may lead to communication difficulties and a spiral of events including isolation, school failure, unemployment and ultimately poor mental health (HM Gov, 2015). Improving the lives and future of children in need is a priority, yet the Government has to take into consideration children’s right to reside with family, but be safe within their own environment (Unicef, 1989: A:19:A4:A9; Parliament, 2013). Therefore, the Government has invested in Early Help to protect and promote the welfare of children in need as addressing matters promptly by giving struggling families effective support lessens chances of serious repercussions (Cambell and Ramey, 1994). In response to this initiative, Local Authorities have a general duty to provide targeted families with services that are suitable for the family and appropriate for the child’s needs. (Children Act, 1989:c41:p3:s17). Despite this stipulation, Pemberton (2014) reports many ‘in need’ families fail to get additional help and instead are forced to rely on universal services as statutory ones are usually allocated to highest priority cases, such as child protection. High thresholds arise because Local Authorities have the power to play upon the words ‘reasonable standard’ and ‘significant’ within the criteria for ‘in need’ (Jordan, 2012). Yet critics argue that this move only increases risk for children as responses become reactive, rather than proactive (Garbodden, 2009). In determining whether families qualify for statutory services, a social worker conducts an assessment to identify what support a family requires and, if necessary, devise a care plan arranging delivery of services to secure children in need’s wellbeing and best interests (Children Act, 1989:c41:p3:s17). ). To make the correct decisions, the assessment must be of high quality to show an accurate sense of presenting complexities, how they originate and how they can be overcome (Trevithick, 2012). Consequently, not only are thorough assessments an ongoing process to incorporate developments and new information, but they are guided by models and devised by working in collaboration with relevant professionals and the family.
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The aim is keeping the focus on the child, but giving clear understanding of family life, particularly issues which impact upon the child, as well as elements which act as strengths to help the child. However to reflect individualism where everyone has different needs, thoughts and experiences, separate assessments must be undertaken for each child. The framework for assessments is a holistic evidence-based approach showing a balance outlook of the child’s world by concentrating on three key areas namely; child’s developmental needs, such as whether the child’s self-care skills reflect their age, parenting capacity, including the caregiver’s ability to respond with emotional warmth; and family and environmental factors, like housing and overcrowding (DOH,
The aim is keeping the focus on the child, but giving clear understanding of family life, particularly issues which impact upon the child, as well as elements which act as strengths to help the child. However to reflect individualism where everyone has different needs, thoughts and experiences, separate assessments must be undertaken for each child. The framework for assessments is a holistic evidence-based approach showing a balance outlook of the child’s world by concentrating on three key areas namely; child’s developmental needs, such as whether the child’s self-care skills reflect their age, parenting capacity, including the caregiver’s ability to respond with emotional warmth; and family and environmental factors, like housing and overcrowding (DOH,