Recording Skills

Learning Objectives
• To record using therapeutic/child centred
language
• To distinguish between fact, opinion and
third-party information
• Understand the importance of accurate
recording
• To record in a none stigmatising way
• To prepare child focused records
 Therapeutic Language Quiz
• Foster Carers • Care Plan
• Difficult to place • Contact
• Being “in care” • Placement
• LAC review • Restrained
• Care leaver • Staff
• Biological parents • Transition
• Abscond
What do you record?

Why?

What percentage of this

process are children
involved in?
 Why do we record?
• Recognise patterns of behaviour
• Understanding the young person
• Progress and needs
• Identify behaviours and plan responses
• Accountability to the court for the care of children in care
• Legally required
• Providing a life story for confused children and adults
with huge gaps in memory
• Record only what is relevant
• Minimum information necessary
• Record accurately
• Distinguish between fact, opinion, and hearsay
• Justify any opinions by reference to facts
• Involve the child in the construction of their files
• Simple! No Jargon
The power of words!
• Life history
• Can destroy
• Can bolster and
encourage
• Can ensure justice is
met
• Enhance memories
Accessing Files
 “We don’t see
things as they
are, we see
things as we are”
 Some common recording mistakes
• Opinions recorded as facts
• Not signing/dating records
• Recording inappropriate or unnecessary
information
• Not child friendly
• Child’s voice not heard
• Missing essential information
• Writing confusing records
• Judgmental comments
 Issues with recording: Ofsted
• not up to date (including assessments and plans following changes in
circumstances), have gaps or lack analysis
• only focus on the very negative things that happen to children, rather than
their lives as a whole
• are not bespoke to each child or use too much professional jargon
• show a lack of care and attention, or are just poorly written
• lack parents’ views or the level of their engagement
• do not show clear decision-making
• are not age appropriate
• mix up recording about brothers or sisters
• show little purpose for visits to children and families and do not influence
the plan or the next steps
• fail to capture disabled children’s views
 Even more surprising doctor
records!
• She is a ‘Doll-like woman'
• 'Totally self-indulgent albeit within a very soft,
sugary package'
• 'Thank you for sending up this patient. He is not
much good except as cannon fodder'
• 'I've seen the patient, I've seen his two kids and
I've seen their pet rabbit and in my opinion the
most intelligent of the lot was the rabbit'.-
 Report Analysis
Look at the report
excerpts you have
been given in pairs
and point out what is
poor about this
recording, now re
write it so it is none
judgemental and
factual
• Children should be
encouraged to read
their records
• Children should
contribute to their
creation
 Rules of recording!
• Before you start be clear about what and why you are recording
and who the audience is.
• Record as soon as possible after an event or observation.
• Avoid Jargon (confusing wording and abbreviations)
• Wherever possible stick to the facts
• When you give an opinion separate it from the facts and explain
why you have come to that particular opinion
• Record in a way that you would be happy for the client or family to
read what you have written
• Don’t forget to sign and date each record
• Include the why not just the what
• The involvement of client’s leads to better decision-making
• Remember if it isn’t written down it didn’t happen!-