The boy who keeps falling asleep
Daniel is 7 and in Year 3 at a primary school in Malta. Over six weeks his teacher has noticed he arrives without breakfast, wears the same unwashed jumper, and has fallen asleep in class three times. He has old bruises on his upper arms and shins; he says he fell. He has missed two dental appointments and a paediatric review for asthma. His mother, a single parent of three, recently moved into temporary accommodation after eviction and has stopped replying to school messages. Daniel is affectionate and says he looks after his younger brothers. The school's designated teacher for safeguarding must decide whether to make a child protection referral or offer early help. The school has a good relationship with the family and the mother has previously consented to support from a family support worker.
1. What should the designated teacher record, and how should the observations be written to be useful in a multi-agency assessment?
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Record facts, not labels. The designated teacher should record dated, specific observations: 'Daniel arrived at 8.45 am on 12 March without breakfast; he said he had not eaten since yesterday lunchtime.' Record direct quotes, who was present, and what was observed, including the location and appearance of bruises. Do not write 'neglectful mother' or 'obviously abused'. Distinguish observation from opinion and note context, such as the recent move to temporary accommodation, financial strain and the mother's previous engagement with the family support worker.
Include strengths and chronology. Record that Daniel is affectionate, that he helps with his brothers, and that the family has previously accepted support. A chronology of missed appointments, absences, hunger and bruises is more useful than a single incident. Record what the school has already tried: messages home, offering breakfast club, contacting the family support worker.
Reasoning. A multi-agency assessment needs evidence that can be tested, not conclusions that invite defensiveness. Accurate recording protects the child, supports the family and is fair to the mother. It also helps the school explain its concerns to the mother and to children's services. The record should be stored securely and shared on a need-to-know basis.
2. Should the school make a child protection referral, offer early help, or do both? Justify your decision using the threshold and the principle of proportionality.
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Threshold. The question is whether there is reasonable cause to suspect significant harm, not whether the family is poor or the mother is 'bad'. Daniel's case has cumulative concerns: hunger, poor hygiene, old bruises, missed medical appointments and a mother who has disengaged. Poverty and eviction can explain some of this, but they do not explain the bruises or the missed asthma review. The school should not ignore the context, but it should not use it to explain away everything.
Decision. I would make a child protection referral and offer early help at the same time. A referral is proportionate because the concerns are cumulative and the mother is not currently engaging; early help alone may not be enough to assess the bruises and the missed health care. The referral should be factual and acknowledge the family's strengths and the housing crisis. Consent should be sought where possible, but the school should share information without consent if necessary to protect Daniel.
Reasoning. Proportionality means the least intrusive response that manages the risk. A referral is not a removal; it triggers an assessment. Early help can continue alongside it, and the family support worker can help the mother engage. The school should be transparent with the mother about the referral unless that would place Daniel at risk.
3. How should the school communicate with Daniel's mother to preserve the relationship?
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Be transparent and non-blaming. The school should contact the mother privately, using her preferred language and method, and explain the specific concerns without labelling her. For example: 'We've noticed Daniel has been hungry and tired, and he has some bruises. We're worried and want to help.' Ask open questions about what is happening at home and what support she wants. Avoid 'You must' or 'You have failed'.
Explain the process. Tell her what the school is doing, who else will be involved, and what will happen next, unless doing so would increase risk. Do not promise confidentiality. Acknowledge the eviction and financial pressure, and offer practical help: breakfast club, uniform, a referral to the family support worker, help with appointments.
Reasoning. The mother is more likely to engage if she feels respected and supported than if she feels judged. Transparency is also fair and supports the child's right to family life. The school should record the conversation and review the plan. If the mother becomes angry or withdraws, that is a concern to record, not a reason to stop communicating. The aim is a working relationship that keeps Daniel safe.