The role of ASQ-3 Part of the health element of IRs Administered - PowerPoint PPT Presentation

The role of ASQ-3 • Part of the health element of IRs • Administered and managed by health visiting teams • Completed by parents • Dual purpose: • 1) To generate data for a population measure of child development at age two • 2) Helps to identify children’s strengths and areas of need • A starting point for discussion at HCP 2 year review/Integrated Review

How is it administered? • At 2 Years every child will be sent an appointment letter which includes a simple explanation & the questionnaire. • The parents/carer then take time at home to go through the questionnaire’s activities with their child. • Two clear weeks need to be allowed between the parent receiving the developmental appointment and the actual check. 1

• The parents/carer then bring the completed questionnaire with the child to the developmental check. • The staff member then goes through the questionnaire with the parent/carer and if they have any concern about how accurate the answer is takes the opportunity to carry out the specific activity with the child. 1

Follow up • Once the questionnaire has been completed and scored the results are then discussed appropriately and recorded in the PCHR and on the childs electronic records (Systmone) • Any actions identified and planned • Referrals completed • Appropriate liaison commenced 1

• The Integrated Review with parents, early years practitioners and health is a universal service which all children in a setting have when they are aged between two to two-and- a-half years. • If health or education needs are identified staff will communicate appropriately, with the potential that this could lead to a IR Meeting/TAC/TAF. 1

The following needs to be considered Opportunity : Did the child have the opportunity to try the items or the time to practice the skills? Health/biological factors : Does the child have a health condition or medical factors that may have affected his performance? SEND? Cultural factors : eg does the family feed the toddler leaving the child little opportunity to use a knife and fork? EFL? Environmental factors : that may have affect the child’s performance? Eg stressful event in the child’s life that may have caused developmental regression? 1

The Integrated Review Pathway Two Year Old Integrated Review Flowchart for children attending an early years setting Health Visiting Teams - If assessments Parents, indicate a Universal Plus child e.g. TAC / SEND Early Years Setting - If prior assessments – move directly to Integrated Review indicate higher level of need e.g. TAC / SEND – All children move directly to Integrated Review Providers and Health Review - Health Visiting Team send ASQ-3 questionnaire EYFS Progress Check - EYFS Providers undertake 2 year receive an HVTs to use to parents of 2 year old child to fill in. progress check in early years setting  Parents and child invited to appointment with Health  All Progress Checks to be sent to HV Team – ensure Visitor/Community Nursery Nurse to discuss questionnaire to highlight any areas of concern red book to  integrated ASQ-3 completed with parents and results discussed  Parent to receive copy of Progress Check  Health screening takes place  Update consent to share information with health  Consent to share with early years setting is gained  Liaise with Children’s Centres (CC) where keep contact review  Has EYFS progress check YES lanes open been completed yet? NO  Has HV received copy via parent or in Red Book? Integrated Review - Health Visitor collates information from both reviews Integrated Review - Health Visitor contacts child’s EYFS  Together with parent assesses vulnerability of child to provider for EYFS progress check. identify need for further input  Health Visitor collates information from both reviews  H/V to liaise with Children’s Centre if vulnerability is  Together with parent assesses vulnerability of child highlighted to identify need for further input  H/V to liaise with GP  Check involvement of Children Centres  Any concerns or NO YES needs identified? Some go Integrated Review - Health Visitor contacts setting SENCO/leader to discuss concerns and formulate an integrated plan, based on actions discussed with parent at Health review If no concerns or needs are identified through either EYFS Universal meeting Progress Check or Health Review no further action is required on to have  Where appropriate a meeting is arranged, Parent, HV and beyond universal routes of monitoring. EYFS SENCO/ Leader agree who should take lead according to child’s needs, timescales for implementation and review support  Consider who else should be involved: GP, Paediatrician, an Social Care? For children who are not attending an early years setting:  Consider Early Help Assessment/Referral  Health Visiting Team undertakes the 2Year Review & continues Integrated ASQ3 and follows this up, considers eligibility for 2 Yr Funding and/or recommends uptake of place for child in Integrated Response – Integrated Plan agreed by all parties may an early years setting. (See page 7) include:  Health Visiting Team promotes Children Centres Plan  further monitoring of progress by HV,GP( or relevant Health  Children Centres then promote uptake of universal free Practitioner such as CDC, CMO), parent and CC plus EYFS provider, along with any early education entitlement funding  referrals (SALT, etc ) in preparation for school,  specific interventions If concerns are raised or needs identified that fall outside of the Integrated Review timeframe, HV and EYFS Integrated Response review – Parent, HV, EYFS provider, CC providers should still share information and follow the and GP review progress in relation to identified need or pan-Dorset Integrated Review model along with their concern. individual agency procedures.  Continue cycle until child’s needs are met or transition Early Years Settings to inform Health Visiting Team of any information to school is shared. newly Registered children if any concerns

SCENARIOS 1

Benefits of IR • Supports greater integration, joined up working • Increases information sharing • Can improve uptake compared to existing Healthy Child Programme reviews • Positive feedback from parents • Most effective when part of a wider 0-5 service pathway

Making integration work for you Successful IR needs: • Openness and flexibility on both sides • Key people with the will to push forward and make it work • Professional knowledge from health and early years • Practical problem solving e.g. who contacts parents, when and how • Strategic buy-in from senior leaders • Strong communication and interpersonal skills to handle sensitive conversations with parents

Any Questions? 1