Toggle Contrast

Level 2 – Development of the Baby or Child


  • 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  • Some difficulties with peer group relationships and with adults, e.g. ‘clingy’, anxious or withdrawn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  • Child can be over friendly or withdrawn with strangers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


  • 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