Here is another little “aide memoire” that is much more than that because it is now enshrined in Scots Law. (CLICK ON DIAGRAM TO ENLARGE).
Each Scottish child will have a personal database constructed by those in the state supporting him, including his/her compulsory “Named Person” chosen by the state.
Here is how it will be documented.
And below is only the documentation required for the left side of the triangle.
More to come.
HOW I GROW AND DEVELOP
1. This includes full information about all aspects of a child’s health and development, relevant to their age and stage.
2. Developmental milestones, major illnesses, hospital admissions, any impairments, disabilities, conditions affecting development and health.
3. Health care including nutrition, exercise, physical and mental health issues, sexual health, substance abuse.
LEARNING AND ACHIEVING
1. This includes cognitive development from birth, learning achievements and the skills and interests which can be nurtured.
2. How additional needs are supported.
3. Achievements in leisure, hobbies, sport.
4. Education and social development milestones need to be recorded.
5. Personal learning plans and other educational records should provide evidence of what has been anieved and what supports are needed or being provided for.
6. Is the child’s progress with formal education in line with expectations?
7. Attention should also be given to further educational or training needs and employment opportunities for young people moving or who have moved towards semi- or full independence.
BEING ABLE TO COMMUNICATE
1. This includes the development of language and communication.
2. Being in touch and communicating constructively with others.
3. Ability to express thoughts, feelings and needs.
4. What is the child’s/young person’s preferred language or method of communication.
5. Are there particular people with whom the child communicates that you will need to involve?
6. Are aids to communication required?
CONFIDENCE IN WHO I AM
1. Child’s/young person’s temperament and characteristics
2. Nature and quality of early and current attachments
3. Emotional and behavioural development
4. Resilience, self esteem
5. Knows views are listened to
6. Ability to take pride in achievements
7. Confidence in managing challenges, opportunities, difficulties appropriate to the age and stage of development.
8. Sense of identity which has an appreciation of ethnic and cultural background and is comfortable with gender, sexuality, religious belief
9. Skills in social presentation.
LEARNING TO BE RESPONSIBLE
1. Learning appropriate social skills and behaviour
2. Values ; sense of right and wrong
3. Consideration for others
4. Ability to understand what is expected and act on it
5. How does the child respond to key influences on social and emotional development at different ages and stages e.g. collaborative play in early childhood, peer expectations at school and outside.
BECOMING INDEPENDENT, LOOKING AFTER MYSELF
1. The gradual acquisition of skills and confidence needed to move from dependence to independence.
2. Early practical skills of feeding, dressing etc.
3. Engaging with learning and other tasks, acquiring skills and competence in social problem solving, getting on well with others, moving to independent living skills and autonomy.
4. What are the effects of any impairment or disability or of social circumstances and how might these be compensated for?
ENJOYING FAMILY AND FRIENDS
1. How is the child or young person responding to relationships that support, value, encourage, and guide her or him; to family and wider social networks; opportunities to make and sustain lasting and significant relationships; encouragement to develop skills in making friends, to take into account the feelings and needs of others and to behave responsibly.
2. This links and overlaps with what a child or young person needs from those who look after them and the wider environment.