General article http://education.gov.uk/a0068970/the-pre-caf-and-full-caf-forms 2012-04-26T15:04:45 The pre-CAF and full CAF forms The pre-CAF and full CAF forms An explanation of how the Common Assessment Framework form is used in the process to assess the needs of children and young people. <![CDATA[ The pre-CAF form can be used by practitioners to help them decide whether a full-needs assessment is necessary. It should be used when a <ul> <li> practitioner is worried about how well a child or young person is progressing (e.g. concerns about their health, development, welfare, behaviour, progress in learning or any other aspect of their wellbeing)</li> <li> child or young person, or their parent/carer, raises a concern with a practitioner</li> <li> child's or young person's needs are unclear or broader than the practitioner's service can address.</li> </ul> From this first assessment, a decision can be made by the practitioner as to what is then required. It is a professional decision made by the practitioner, for example, whether or not to refer straight to safeguarding or a specialist assessment or whether to action a holistic assessment (the CAF). Some local areas use the pre-CAF as a referral document to achieve a specialist assessment, while others ignore the pre-CAF. An understanding by all practitioners of how the system of different assessment processes is actioned locally is necessary in understanding how the CAF process can be used to the best advantage of the child or young person. If a practitioner decides a full assessment of needs is required, the first step is to agree consent with the child, young person and family. Once consent is achieved, the CAF form is used to structure conversations about the child, his/her family and environment. The CAF form covers the following areas of need: For the unborn, infant child or young person <ul> <li> identification</li> <li> ethnicity</li> <li> parents/carers</li> <li> current family and home situation</li> <li> services already working with person</li> <li> health (general, physical, speech and language development)</li> <li> emotional development</li> <li> behavioural development</li> <li> identity, self-esteem, self image and social presentation</li> <li> family and social relationships</li> <li> self-care skills and independence</li> <li> learning (understanding, reasoning and problem solving; participation in learning, education and employment; progress and achievement in learning; aspirations)</li> </ul> Parents and carers <ul> <li> basic care, ensuring safety and protection</li> <li> emotional warmth and stability</li> <li> guidance, boundaries and stimulation</li> </ul> Family and environment <ul> <li> family history, functioning and wellbeing</li> <li> wider family</li> <li> housing, employment, financial considerations</li> <li> social and community elements and resources, including education</li> </ul> The practitioner then moves on to recording conclusions. This should lead to decisions, with the consent of child/parent, about which other services to contact, share information and set up a team around the child (TAC) with. A lead professional is agreed between the TAC and child/family. The TAC then agrees, with the child/family, solutions and an action plan outlining who will do what and when, and review dates. Some local areas have an electronic version of the CAF form. However, a national electronic-enabled version of the CAF form is being developed. Note: National eCAF is the electronically enabled version of the CAF form and process. ]]> false Early-years practitioner Leadership team Education and training professionals Youth worker Department for Education English The Common Assessment Framework: A guide for managers

Non-statutory guidance published by CWDC for managers, to reflect policy developments impacting integrated working.

External link http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=IW90/0907& The Common Assessment Framework: A guide for practitioners

Non-statutory guidance for practitioners published by CWDC to reflect policy developments impacting the framework.

External link http://publications.education.gov.uk/default.aspx?PageFunction=productdetails&PageMode=publications&ProductId=IW91/0709& Common Assessment Framework form

Word, 457 Kb //media.education.gov.uk/assets/files/doc/c/common assessment framework form.doc Common Assessment Framework form - consent statement

Word, 63 Kb //media.education.gov.uk/assets/files/doc/c/ca -cf/common assessment framework form - consent statement.doc Common Assessment Framework form - delivery plan and review

Word, 146 Kb //media.education.gov.uk/assets/files/doc/c/ca -cf/common assessment framework form - delivery plan and review.doc Common Assessment Framework form without delivery plan and review

Word, 344 Kb //media.education.gov.uk/assets/files/doc/c/ca -cf/common assessment framework form without delivery plan and review.doc Common Assessment Framework pre-assessment checklist

Word, 87 Kb //media.education.gov.uk/assets/files/doc/c/ca -cf/common assessment framework pre assessment checklist.doc Guide to definitions used in the Common Assessment Framework form

PDF, 76 Kb //media.education.gov.uk/assets/files/pdf/g/guide to definitions used in the common assessment framework form.pdf