Level 2 – Development of the Baby or Child
Health
- Inadequate diet e.g. no breakfast
- Missing immunisations/checks
- Child is susceptible to persistent minor health problems or accidents
- Slow in reaching developmental milestones
- Minor concerns re diet, hygiene, clothing
- Weight not increasing at rate expected, or obesity
- Dental care not sufficient
- Vulnerable to emotional problems, perhaps in response to life events such as parental separation e.g. child seems unduly anxious, angry or defiant
- Early sexual activity or awareness
- Experimenting with tobacco, alcohol or illegal drugs
- Frequent accidents or A & E attendance or admissions to hospital
Emotional development
- Some difficulties with family relationships
- family relationships
- Some difficulties with peer group relationships and with adults, e.g. ‘clingy’, anxious or withdrawn
- Some evidence of inappropriate responses and actions
- Starting to show difficulties expressing empathy
- Limited engagement in play with others
Behavioural developments
- Not always able to understand how own actions impact on others
- Finds accepting responsibility for own actions difficult
- Responds inappropriately to boundaries and constructive guidance
- Finds positive interaction difficult with peers in unstructured contexts
Identity and self-esteem
- Some insecurities around identity expressed e.g. low self-esteem
- May experience bullying around difference
- May be perpetrating bullying behaviour
- Child can be over friendly or withdrawn with strangers
- Child/young person provocative in behaviour/appearance e.g. inappropriately dressed for school
Family and social relationships
- Lack of positive role models
- Child has some difficulties sustaining relationships
- Unresolved issues arising from parents’ separation, step parenting or bereavement
Self-care skills and independence
- Disability limits amount of self-care possible
- Not always adequate self-care, e.g. poor hygiene
- Child slow to develop age-appropriate self-care skills
Learning
- Disability limits amount of self-care possible
- Have some identified learning needs that result in a school level response
- Language and communication difficulties
- Some school absence
- Poor punctuality/pattern of regular school absences
- Not always engaged in play/learning, e.g. poor concentration
- Not thought to be reaching his/her education potential
- Reduced access to books/toys
- Home-School links not well established
- Limited evidence of progression planning
- At risk of making poor decision about progression
- Limited participation of young person in education, employment or training