Universal Child’s Plan for:
Date of plan:
Version Number:
Is the child’s address to be kept confidential as a result of a
decision of a hearing of the Children’s Panel?
Yes
No
(Please Circle)
SECTION 1 - Core Information
Child’s
Surname
Date of Birth
Child’s
Forename
Gender:
School/nursery attended
Reason for the assessment
Summary of assessment
Risks
Recommendations
Is the Child Looked After?
Is the child’s name on the Child
Protection Register?
Are there any legal orders affecting the child?
Are there any conditions or restrictions on sharing
information about the child?
Are there any restrictions or concerns about the
child having contact with any person?
Actions ( Must be outcome focussed )
UCP-PR/GG/DB/ML/WkGr/6.1UL090114
By Whom
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Universal Child’s Plan for:
Date of plan:
Version Number:
Parent details:
Parent / Carer 1
Parent / Carer 2
Surname:
Forename:
Relationship:
Address:
Postcode:
Tel. No.:
Where the child is not cared for by a parent please complete.
Carer 1
Surname:
Forename:
Relationship:
Address:
Postcode:
Tel. No.:
Carer 2
Family Members in Household and associated family members / people
Forename
Surname
DOB
CHI
Place in Family
Additional comment
to Child
GP details:
Name:
Practice:
Tel. No.:
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Universal Child’s Plan for:
Date of plan:
Version Number:
SECTION 2 – Assessment and Analysis
Assessment
– Please use attached ‘My World Triangle’. (Use ‘Resilience Matrix’ only if required)
How I Grow and Develop
Strengths:
Pressures:
What I need from people who look after me
Strengths:
Pressures:
My wider world
Strengths:
Pressures:
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Universal Child’s Plan for:
Date of plan:
Analysis
Version Number:
What does the assessment information mean for the child? Where do we go now? What
could we do? What should we do? What can be done?
How I grow and develop
What I need from people who look after me
My wider world
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Universal Child’s Plan for:
Date of plan:
Version Number:
How I grow and develop
In order to understand and reach sound judgments about how well a child or young person is growing and
developing, practitioners must think about many different aspects of their life including physical growth and health,
their progress in learning new skills and their attainment in school, their emotional well-being, confidence and
increasing independence, developing social skills and relationships with other people. Confidence in who they are
will include a sense of identity that includes race and culture.
What I need from the people who look after me
Parents and carers will have a significant role to play here but the role of siblings, wider family, teachers, friends
and community group leaders and are also important. Faith and cultural environments will need to be recognised.
Looking at the inputs from people surrounding the child can give clues to where there are strong supports and
where those supports are weak. It is important to build a picture of how well parents or carers are able to support
a child’s development, provide appropriate care and protection and well-being, so that the child thrives. Families’
history, circumstances and current experience can have a big impact on whether parents and carers feel confident
and able to look after their children well and encourage their progress and development.
My wider world
The communities where children grow up can have a significant impact on the well-being of both children and
families. Communities can be supportive and protective or can add pressures and increase children and families’
vulnerabilities. The level of support available from their wider family, social networks and within their neighbourhood
can have a positive or negative effect. A child’s wider world includes the environment where the family lives, the
school children go to and other resources, as well as families’ level of income. School can be a major source of
support or stress. The wider world also includes the extent to which children and families feel included within their
communities. Social exclusion can emanate from factors including racial and cultural discrimination. One of the
protective factors likely to encourage resilience in children who are growing up in adversity is the continuing
presence of a caring adult outside the child’s family.
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Universal Child’s Plan for:
Date of plan:
Version Number:
The Resilience Matrix - This is a tool best used only in more complex cases.
Resilience
Characteristics that
enhance normal
development under
difficult conditions
Protective
Environment
Factors in the child's
environment acting as
buffers to the negative
effects of adverse
experience
Adversity
Life events or
circumstances
posing a threat to
healthy
development
Vulnerability
Characteristics of the
child, the family circle and
wider community which
might threaten or
challenge healthy
development
These three building blocks of resilience offer a simple explanation of what we mean by the term:
Secure base
“I have….
Self esteem
“I am…
Self efficacy
“I can….





People around me I trust and who love me no matter what
People who set limits for me so I know when to stop before there is danger or trouble
People who show me how to do things right by the way they do things
People who want me to learn to do things on my own
People who help me when I am sick, in danger or need to learn”





A person other people can like and love
A person who is happy to do nice things for others and able to show my concern
A person who is respectful of myself and of others
A person who is willing to be responsible for what I do
A person who is sure that in the end things will be alright”





Talk to other people about the things that frighten or bother me
Find ways to solve the problems I might face
Control myself when I feel like doing something that’s not right, or that’s dangerous
Figure out when it is a good time to talk to someone, or to take action
Find someone to help me when I need it”
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Universal Child’s Plan for:
Date of plan:
Version Number:
SECTION 3 – Outcomes
Long Term Outcomes
Usually of one year duration. They should clearly link to the evaluation and analysis
Information and should be an outcome for the child or young person. Everyone who
supports the child/young person must refer to these. Include WBI in LTO.
Long Term Outcomes (state associated WBI as part of LTO)
Timescale/Achieved
From:
to:
Achieved?
Date achieved:
From:
to:
Achieved?
Date achieved:
From:
to
Achieved?
Date achieved::
From:
to
Achieved?
Date achieved::
Short Term Outcomes
Outcome
Usually of 6 to 8 weeks duration. Each long term outcome should have at least one
short term outcome. Each Short Term outcome should be clearly linked and lead to the
achievement of the long term outcome. These should be outcomes for the child/young
person and understood by all working with the child/young person.
Who/What/Where
Success Criteria
Evaluation
Timescale/achieved
From:
to:
Achieved?
Date achieved:
From:
to:
Achieved?
Date achieved:
From:
to:
Achieved?
Date achieved:
From:
to:
Achieved?
Date achieved:
From:
to:
Achieved?
Date achieved:
Plan Completed by:
Date:
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Date of Next Review:
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Universal Child’s Plan for:
Date of plan:
Version Number:
Strategies/Approaches
Support strategies should relate directly to the factors outlined above and
should remove barriers to learning, risks related to care and welfare and in the
child/your person’s wider world
Assessment Information
This should include all relevant assessments
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Universal Child’s Plan for:
Date of plan:
Version Number:
Additional Information - Please use this section to note additional information.
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Universal Child’s Plan for:
Date of plan:
Version Number:
SECTION 4 – People and Views
Child / Young Person’s Named Person:
ATTENDEES AT CHILD’S PLAN MEETING
Name:
Title:
Contact details:
Partners to the Plan:
(People responsible for
implementing the plan)
Child / Young Person’s Lead Professional:
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Universal Child’s Plan for:
Date of plan:
Version Number:
View of Child/Young Person (appropriate to the age and ability of the child/young person and with
assistance if needed)
View of Parents/ Carers (should include view of the plan and how they expect to be involved)
Date Completed:
UCP-PR/GG/DB/ML/WkGr/6.1UL090114
Date of next review:
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Universal Child’s Plan for:
Date of plan:
Version Number:
Partners to the Plan
Signed ____________________________________________
Date ______________
Child / Young Person
Signed ____________________________________________
Date ______________
Parent / Carer
Signed ____________________________________________
Date ______________
Role ______________________________________________
Signed ____________________________________________
Date ______________
Role ______________________________________________
Signed ____________________________________________
Date ______________
Role ______________________________________________
Signed ____________________________________________
Date ______________
Role ______________________________________________
Signed ____________________________________________
Date ______________
Role ______________________________________________
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Universal Child’s Plan for:
Date of plan:
Version Number:
SECTION 5 – Review
Have outcomes been fully, partially or not met?
Have actions been completed, partially completed or not completed?
What is the child/young person’s view of progress?
What is the parent/carer’s view of progress?
Progress issues and concerns - What has helped or hindered progress?
Further actions required – to be detailed in new plan
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Universal Child’s Plan for:
Date of plan:
Version Number:
SECTION 6 – Co-ordinated Support Plan
If a CSP if has been opened for this Child/Young Person please attach it here.
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