Social Care assessments

You can find social care assessments from KindMindsWithKMLTD on the 'Social Care Assessment offered' page or by clicking the box below.

Strengths‑Based, Trauma‑Informed and Person‑Centred Assessment & Care Planning – Ensuring Fair and Person‑Led Care, support and Decision‑Making

A strengths‑based approach to social care assessment and care planning with a strong focus on neurodivergence and mental health needs. This framework aligns with the Care Act 2014 and the Children and Families Act 2014, SEND 0-25 and is guided by trauma‑informed principles to ensure assessments are accessible, respectful, and person‑centred.

Purpose of This Page and Subpages.

Those pages within the Social Care Assessments section are designed to support people with social care needs — including to support adults who need care and support due to physical, mental, sensory, learning, or cognitive disabilities or illnesses, as well as those affected by substance misuse or brain injury.

Their purpose is to help you prepare for assessments under the Care Act 2014 or other legal frameworks, and to strengthen your understanding of your rights at every stage of the process.

This resource can be used to:

Prepare before an assessment and reflect on strengths, needs, preferences, and the assessment itself.
Support the assessment process, promote shared understanding, and ensure the experience is trauma‑informed, neurodivergence‑friendly, and accessible.
Guide meaningful conversations and help practitioners, families, and individuals co‑produce personalised, inclusive, rights-based care and support plans.
Build confidence and empowerment. Explore the principles and strategies outlined below to feel more informed, prepared, and actively involved in planning for care and support.
They are also created to support families and young people with SEND, offering clear, practical guidance to help you prepare for assessments under the Care Act 2014 or other legal frameworks, and to help you understand your rights at every stage of the process.

Supporting the person’s involvement in the assessment

Section 6.22 of the Care Act 2014 Care and Support Statutory Guidance states:

"From their very first contact with the local authority, the person must be given as much information as possible about the assessment process, as early as possible, to ensure a personalised approach to the assessment. This should include details of what can be expected during the assessment process (such as the format and timescale of assessment, complaints processes and possible access to independent advocacy) and allow them to be as involved in the process as possible".

What this means in everyday language

This part of the law protects your right to clear information from the very beginning. You should never be left guessing, confused, or unsure about what is happening.

For adults needing care and support due to physical, mental, sensory, learning, or cognitive disabilities or illnesses, substance misuse, or brain injury, and for families and young people with SEND, this means:

You must be told what the assessment will involve — not at the last minute, but early enough to prepare.
You should know the format — whether it’s in person, online, at home, or somewhere else.
You should know the timescale — how long the process will take and when to expect updates.
You must be told about your rights, including how to make a complaint if something goes wrong.
You must be informed about advocacy — someone who can support you, speak up for you, or help you understand the process.
You should be supported to take part fully, in a way that works for your communication style, neurotype, and needs.

Why this matters

Many families describe feeling lost or overwhelmed when approaching social care. Section 6.22 exists to prevent that. It ensures:

transparency,
fairness,
and a genuinely personalised approach.

When you understand the process, you can prepare, ask questions, and make sure your needs and experiences are heard.

This section of the guidance is there to make sure the assessment is not something done to you, but something you are actively involved in from the very first step.

Section 6.30 of the Care Act 2014 Care and Support Statutory Guidance also states:

"Putting the person at the heart of the assessment process is crucial to understanding the person’s needs, outcomes and wellbeing, and delivering better care and support. The local authority must involve the person being assessed in the process as they are best placed to judge their own wellbeing. In the case of an adult with care and support needs, the local authority must also involve any carer the person has (which may be more than one carer), and in all cases, the authority must also involve any other person requested".

What this means in everyday language

This part of the law makes something very clear: You have the right to be fully involved in your own assessment.

Your voice matters. You know your needs, challenges, strengths, and daily experiences better than anyone else.

You must be included. The local authority cannot assess you without involving you in a meaningful way.

Your carers must be included too. If you have one or more carers, they must also be involved because they understand your day‑to‑day support needs.

You can choose who else is involved. If you want another person to support you—such as a parent, advocate, friend, or professional—the local authority must include them.

Why this is important

be listened to,
be understood,
have your communication needs respected,
and have people you trust involved in the process.

This ensures the assessment reflects your real life — not assumptions, stereotypes, or guesswork. I created this website with the hope that the information you find here will support not only your understanding of the assessment process, but also your understanding of your rights.

Content of This Page and the Social Care Assessment Section

This page, along with the wider Social Care Assessments section, brings together clear, accessible information to help adults, families, carers, and neurodivergent young people understand the assessment process, prepare confidently, and know their rights under the Care Act 2014 and other legal frameworks. It introduces the key topics that shape a fair, person‑centred, strengths‑based and trauma‑informed assessment, and provides guidance to support meaningful involvement at every stage.

The information needed to support a person’s meaningful involvement in their assessment — along with other helpful guidance — is organised into the following topics. These sections are available further down this page, and you can also access them through the dedicated subpages if you prefer to focus on a specific area.

1. Strengths‑Based Approach in Assessment & Care Planning

Focuses on what the person can do, what matters to them, and the strengths, abilities, and resources they already have. This section explains how assessments should build on a person’s goals—not just their difficulties.

2. Relationship‑Based Practice: Trauma‑Informed and Neurodivergence‑Friendly

Explores how professionals should work in ways that feel safe, respectful, and supportive, recognising trauma, sensory needs, communication differences, and the importance of trust and relationships.

3. Wellbeing and Quality of Life (the World Health Organisation (WHO) and the UK Office for National Statistics (ONS)

Explores the Care Act’s wellbeing principle and explains how wellbeing must be considered in every decision — from assessment through to care planning — to ensure support genuinely improves daily life. This section also draws on recognised definitions and approaches to wellbeing and quality of life used by the World Health Organisation (WHO) and the UK Office for National Statistics (ONS), helping you understand how wellbeing is measured, protected, and promoted across different frameworks.

4. Understanding the Impact of Unmet Social Care Needs on Wellbeing, and the Impact of Unmet Needs in Childhood and Adolescence

Explores how unmet social care needs can affect physical and emotional wellbeing, independence, safety, and overall quality of life. This section also looks at the long‑term consequences of unmet needs during childhood and adolescence, helping you understand how early experiences shape later outcomes and why timely, appropriate support is so important.

5. Identifying and Addressing Unmet SEND Needs

Supports families and young people to recognise when SEND needs are not being met, understand the impact this can have on learning, development and wellbeing, and learn how to raise concerns or request assessments, reviews, or additional support through the appropriate legal frameworks.

6. Care Act 2014: A Guide to Rights, Needs and Eligibility – What Your Rights Really Mean

Offers a clear and accessible guide to your legal rights under the Care Act 2014, explaining how eligibility is assessed, what “meeting needs” means in practice, and how the law protects your right to personalised, needs‑led support.

7. Law, Guidance and Resources (SEND 0–25 & Care Act 2014)

Brings together key legislation, statutory guidance, and practical resources to help you understand the legal frameworks that protect children, young people, adults, and carers.

1. Strengths‑Based Approach in Assessment & Care Planning

The Strengths‑Based Approach in Assessment and Care Planning is tailored to individuals with Autism Spectrum Disorder (ASD), neurodivergence, and mental health challenges. It recognises that unmet needs can present differently across wellbeing domains and provides a framework for understanding these experiences in a holistic, person‑centred way.

This approach integrates trauma‑informed principles, supports equitable access to care and support, and emphasises:

Co‑production
Personalisation
Sensory and communication differences
Understanding how trauma may uniquely affect neurodivergent individuals
Grounded in the wellbeing principle, it aims to empower individuals by recognising their capabilities, preferences, and goals.

A strengths‑based approach centres on identifying and building upon the individual’s:

Strengths
Interests
Capabilities
Aspirations

Rather than focusing solely on problems or deficits, it promotes:

Empowerment
Resilience
Self‑determination
Meaningful involvement in planning

This ensures that care and support plans reflect the person’s identity, values, and lived experience.

Trauma‑Informed & Neurodivergence‑Friendly Relationship‑Based Practice

This practice framework supports safe, trusting relationships with neurodivergent individuals by recognising how trauma may manifest differently. It highlights the importance of emotional safety, sensory awareness, and communication that respects neurodivergent ways of processing and expressing information.

Examples of trauma‑linked or misunderstood responses include:

Shutdowns or withdrawal
Masking or camouflaging
Sensory overload or overwhelm
Heightened vulnerability to misinterpretation or exclusion

These responses are understood as signals of distress or unmet need, not behaviours to correct.

Understanding Unmet Needs Under the Care Act 2014

Under the Care Act 2014, unmet needs—whether they meet eligibility criteria or not—can have a significant impact on one or more aspects of a person’s wellbeing. This is especially relevant for individuals with Autism Spectrum Disorder (ASD), neurodivergence, and mental health needs, whose support requirements are often misunderstood, minimised, or under‑assessed.

Unmet social care needs (both eligible and non‑eligible) may affect any or all of the wellbeing domains described in the Act. These include areas such as emotional wellbeing, personal dignity, physical and mental health, relationships, safety, control over daily life, and participation in work, education, or community life.

The core purpose of care and support under the Care Act is to help people achieve the outcomes that matter most to them. Recognising unmet needs—accurately and without bias—is essential to ensuring individuals receive the right support, at the right time, in a way that respects their identity, neurotype, and lived experience.

Local authorities have a legal duty to promote a person’s wellbeing whenever they carry out any care and support function. This is often referred to as the wellbeing principle because it places the person’s overall wellbeing at the centre of all decisions, actions, and assessments.

Wellbeing is a broad, holistic concept. Under the Care Act, it includes (but is not limited to):

Personal dignity and respectful treatment
Physical and mental health, and emotional wellbeing
Protection from abuse and neglect
Control over day‑to‑day life, including how care is provided
Participation in work, education, training, or recreation
Social and economic wellbeing
Domestic, family, and personal relationships
Suitable living accommodation
Contribution to society

These areas reflect the full spectrum of what matters in a person’s life. There is no hierarchy within the wellbeing domains, and each aspect must be considered with equal importance when understanding a person’s needs and circumstances.

Understanding wellbeing and identifying unmet social care needs is essential not only for adults with care and support needs, but also for carers, and—crucially—for children and young people who are eligible for a transition assessment as part of Preparing for Adulthood (PfA).

This includes children and young people with SEND, young carers, and Looked After Children, whose needs may be complex, evolving, or easily overlooked. A clear understanding of wellbeing as wll impact of unmet needs ensures that support is proactive, strengths‑based, and responsive to the barriers these young people face as they move towards adulthood.

Unmet social care needs (eligible and/or non-eligible) -

Examples of Impact Across Wellbeing Domains.

Impact of unmet needs can include the risk or deterioration of physical and mental health, a decline in emotional well-being, gaps in support or missed chances for intervention, and an increased risk of hospital admission.

Personal Dignity - Feeling disrespected or dismissed due to communication differences or lack of understanding

Physical & Mental Health - Increased anxiety, depression, or physical health deterioration due to lack of support

Protection from Abuse - Greater vulnerability to exploitation or harm, especially in unsupported environments

Control Over Life - Impulsivity, loss of autonomy, rigid routines imposed, or decisions made without consent or capacity.

Participation in Activities - Isolation, lack of purpose, or missed opportunities for growth and inclusion

Social & Economic Wellbeing - Financial hardship, social exclusion, or inability to access benefits or services

Relationships - Breakdown of family or personal relationships due to stress or lack of support

Living Accommodation - Unsafe, unsuitable, or unstable housing that worsens mental health or sensory needs,unsuitable setting without sensory adaptations, leading to distress and withdrawal.

Contribution to Society - Talents and strengths go unrecognised, leading to low self-esteem and disengagement

Understanding Unmet Needs Under the Care Act 2014 and the SEND 0–25 Framework

A SEND‑informed perspective recognises that:

Unmet needs in childhood or adolescence can have a cumulative impact on long‑term wellbeing, development, independence, and future support requirements.
Neurodivergent young people may present needs differently, and these differences must be understood, respected, and never pathologised.
Education, Health and Care (EHC) needs assessments must consider the child or young person’s aspirations, strengths, and barriers across all four SEND areas of need.
Preparation for Adulthood (PfA) is a statutory expectation from Year 9 (age 13/14) onwards, focusing on employment, independent living, community participation, and health. A lack of early preparation and coordinated support is likely to have a significant impact on future needs, wellbeing, and opportunities.

This combined Care Act and SEND 0–25 perspective ensures that unmet needs are recognised early, understood in context, and addressed in a way that promotes resilience, autonomy, and long‑term positive outcomes.

A SEND 0–25 lens ensures that assessments:

Are developmentally informed, recognising the child or young person’s stage, not just their age.
Consider sensory processing, communication styles, executive functioning, and emotional regulation.
Identify how unmet needs may affect learning, participation, relationships, and transitions.
Support co‑production with the young person and their family, ensuring their voice is central.
Promote continuity of support as young people move into adulthood, avoiding gaps or abrupt changes.

High Aspirations and Early Planning (SEND 0–25 & Care Act 2014)

When the Care Act 2014 and the SEND 0–25 framework are considered together, assessments aim to support children and young people to achieve what matters most to them as they move into adulthood. This includes recognising the barriers they face—or may face in the future—and ensuring that support is proactive, strengths‑based, and developmentally informed.

This integrated perspective ensures that autistic, neurodivergent, and mentally diverse children, young people, and adults receive support that is fair, accessible, and aligned with their rights, with a strong focus on early intervention, resilience‑building, and preparation for adulthood.

The SEND 0–25 Code of Practice and the Care Act 2014 are clear that high aspirations are essential for positive life outcomes. Planning for the future must begin early and be rooted in a clear understanding of the child or young person’s strengths, identity, and ambitions. As the Code states, “Local authorities must ensure that the EHC plan review at Year 9, and every review thereafter, includes a focus on preparing for adulthood. It can be helpful for EHC plan reviews before Year 9 to have this focus too.”

Early conversations should centre on:

The child or young person’s strengths and capabilities
Their interests, preferences, and aspirations
The outcomes they want to achieve in their life

This early, strengths‑based planning ensures that support is proactive, personalised, and aligned with the young person’s long‑term goals as they move towards adulthood.

All professionals involved should share high aspirations and understand what effective support looks like for autistic and neurodivergent young people, ensuring that ambitions are nurtured—not limited.

Professionals should work collaboratively to nurture ambition, remove barriers, and ensure young people have access to opportunities that build skills, confidence, and autonomy.

Preparing for Adulthood (PfA)

Preparing for adulthood means supporting young people to develop the skills, confidence, and opportunities they need across four key areas:

1. Higher Education and/or Employment

This includes exploring a wide range of employment and training options, such as:

Supported internships
Apprenticeships
Traineeships
Support for becoming self‑employed
Help from supported employment agencies
Work experience, job coaching, and learning how to do a job
Understanding welfare benefits available when in work

2. Independent Living

Supporting young people to have:

Choice, control, and freedom over their lives
A say in their accommodation and living arrangements
Access to supported living options where needed
The right support to develop daily living skills

3. Participating in Society

Helping young people to:

Build and maintain friendships and supportive relationships
Participate in and contribute to their local community
Access social and community activities
Understand mobility and transport options
Engage in local decision‑making and civic life

4. Being as Healthy as Possible in Adult Life

Ensuring young people receive support to:

Manage physical and mental health needs
Understand their health conditions
Access appropriate healthcare
Build lifelong habits that promote wellbeing

Why This Matters

Across the UK, more and more young people are struggling with their mental health, neurodevelopmental needs, and the transition into adulthood. These challenges are not happening in isolation — they reflect gaps in early support, understanding, and joined‑up services.

Recent government data shows that the number of young people receiving health‑related benefits has risen sharply in the last five years. Many of these young people are claiming support because of mental health difficulties or neurodevelopmental conditions. At the same time, almost one million young people are currently not in education, employment, or training (NEET). A growing number say that long‑term illness, disability, or mental health needs are stopping them from taking part.

This tells us something important: Young people are not “opting out.” They are being left without the right support at the right time.

Why early support matters

When needs go unrecognised or unsupported — whether mental health, neurodivergence, social care needs, or safeguarding concerns — the impact builds over time. Young people may experience:

Rising anxiety or emotional distress
Difficulties attending or engaging in education
Delays in developing independence skills
Social isolation
Fewer opportunities for employment or training
Long‑term effects on health and wellbeing

These outcomes can be prevented. When young people don’t receive the right support early enough, when transitions are poorly managed, or when there is little preparation for adulthood, their needs can grow and become harder to manage. This happens despite clear duties in the SEND 0–25 Code of Practice and the Care Act 2014, which require local authorities to plan early, support effectively, and help young people move confidently towards adulthood.

This is exactly why KindMindsWithKM exists. My work focuses on:

Early, strengths‑based support
Helping young people, adults, and families understand their rights
Removing systemic barriers, not blaming individuals
Nurturing ambition, confidence, and self‑belief
Supporting neurodivergent and mentally diverse people to build skills, independence, and resilience
Creating opportunities for growth, connection, and wellbeing

Everyone deserves the chance to thrive — not just survive. By recognising unmet needs early and offering the right support, we can help young people and adults move forward with confidence, dignity, and hope.

Strengths‑Based Approach

Relationship‑Based Practice

Wellbeing and Quality of Life

Unmet Social Care Needs

Unmet SEND Needs

Social care assessments provided by KindMindsWithKMLTD

How This Can Be Achieved

What helps me in supporting young people, adults, and families effectively is lived experience, professional expertise, and a compassionate, evidence‑based approach.

At KindMindsWithKM, to create a unique and deeply person‑centred way of working, I bring together:

My personal experience as a neurodivergent individual,
My professional background supporting people with complex mental health and neurodivergent needs, and
Evidence‑based, Strengths‑Based, Trauma‑Informed Assessment & Care Planning

The current guidance and legislation already provide everything needed to support neurodivergent people and those with mental health needs towards independence and wellbeing.

By using the Care Act 2014, the Children and Families Act 2014, and the SEND 0–25 Code of Practice as they were intended, we can:

Identify needs early
Reduce barriers
Promote wellbeing
Build independence
Create personalised assessments and care plans
Align support with the young person’s long‑term goals

This is how I want us to move from “managing crisis” to supporting people to thrive. Using the available guidance, I focus on raising expectations rather than lowering them. I help young people, adults, and families understand:

What effective support looks like for autistic and neurodivergent individuals
How to recognise strengths, not just needs
How to plan for the future with confidence
How to ensure ambitions are nurtured — never limited

High aspirations are not optional. They are a legal and moral requirement under both the SEND 0–25 framework and the Care Act 2014.

What Else Do You Need to Know About the Care Act 2014 and SEND 0-25??

Understanding the Care Act 2014 is essential for anyone preparing for a transition assessment (Preparing for Adulthood) or an adult social care assessment. The Act sets out clear duties for local authorities and provides strong protections for young people, adults, and carers.

Below is an explanation of the other key principles that matter most.

The Care Act requires local authorities to actively promote a person’s wellbeing in every decision they make. This applies at every stage — from giving information and advice, to carrying out assessments, to reviewing a care and support plan.

The Care Act is designed to work alongside the Children and Families Act 2014. Together, these laws ensure that children and young people with SEND are supported from early childhood right through to adulthood.

Understanding Fluctuating Needs

Many people — especially those with mental health conditions, neurodivergence, chronic illness, or trauma histories — experience fluctuating needs.

The Care Act requires local authorities to:

Look beyond how the person appears on the day of the assessment
Consider how needs change over time
Review the person’s history to understand patterns
Recognise both short‑term and long‑term fluctuations
Plan support that reflects the person’s real‑life experience, not a single moment in time

This protects people whose needs may be misunderstood or underestimated because they mask, cope temporarily, or have variable conditions.

Proportionate Assessment

The Care Act requires assessments to be proportionate, meaning they must reflect the person’s level of need and complexity.

Local authorities must consider:

The person’s wishes, preferences, and desired outcomes
The severity and extent of their needs
Whether multiple professionals are needed
Whether the person’s needs fluctuate
How the person’s history helps build a full picture

A proportionate assessment is not a “quick assessment” — it is the right level of assessment for the person’s situation.

Why Understanding Fluctuating Needs and Proportionate Assessment Matters?

For autistic people, neurodivergent people, and those with mental health needs, these principles are essential. They ensure that:

Needs are not dismissed because they fluctuate
Masking or coping does not lead to under‑assessment
Support is personalised and strengths‑based
Long‑term goals and independence are prioritised
Transition into adulthood is planned, not left to chance

This framework gives young people and adults the legal foundation they need to receive fair, accessible, and meaningful support.

Interpreting the Eligibility Criteria

1. The First Condition: Needs Must Arise From an Impairment or Illness

To meet the Care Act 2014 eligibility criteria, the first thing a local authority must establish is why the adult has care and support needs.

The law says that the adult’s needs must arise from — or be related to — a physical or mental impairment or illness. This means the needs must be linked to something that affects the person’s physical, cognitive, emotional, or neurological functioning, rather than being caused by temporary life circumstances alone.

This can include:

Physical disabilities
Mental health conditions
Neurodevelopmental differences (e.g., autism, ADHD)
Sensory impairments
Learning disabilities
Cognitive impairments
Chronic illness
Substance misuse
Brain injury

Importantly:

A formal diagnosis is not required. Local authorities must base their judgement on the assessment itself, the person’s lived experience, and the evidence available — not on whether a medical label has been formally given.
Masking, fluctuating needs, or coping strategies must not lead to under‑assessment. The focus is on the impact of the impairment or illness, not how well the person appears to manage on a particular day.
The cause must not be dismissed as “circumstantial.” For example, difficulties caused by trauma, burnout, executive functioning challenges, or sensory overload are still considered valid needs under the Care Act.

2. The Second Condition: How Your Needs Affect Daily Living

Once it’s clear that your needs arise from a physical or mental impairment or illness (the first condition), the local authority must look at how those needs affect your day‑to‑day life.

To meet the second condition, your needs must mean that you are unable to carry out at least two of the following everyday activities:

1. Managing and maintaining nutrition - local authorities should consider whether the adult has access to food and drink to maintain nutrition, and that the adult is able to prepare and consume the food and drink.

2. Maintaining personal hygiene - local authorities should, for example, consider the adult’s ability to wash themselves and launder their clothes.

3. Managing toilet needs - local authorities should consider the adult’s ability to access and use a toilet and manage their toilet needs.

4. Being appropriately clothed - local authorities should consider the adult’s ability to dress themselves and to be appropriately dressed, for instance in relation to the weather to maintain their health.

5. Being able to make use of the home safely - local authorities should consider the adult’s ability to move around the home safely, which could for example include getting up steps, using kitchen facilities or accessing the bathroom. This should also include the immediate environment around the home such as access to the property, for example steps leading up to the home.

6. Maintaining a habitable home environment - local authorities should consider whether the condition of the adult’s home is sufficiently clean and maintained to be safe. A habitable home is safe and has essential amenities. An adult may require support to sustain their occupancy of the home and to maintain amenities, such as water, electricity and gas.

7. Developing and maintaining family or other personal relationships - local authorities should consider whether the adult is lonely or isolated, either because their needs prevent them from maintaining the personal relationships they have or because their needs prevent them from developing new relationships.

8. Accessing and engaging in work, training, education or volunteering - local authorities should consider whether the adult has an opportunity to apply themselves and contribute to society through work, training, education or volunteering, subject to their own wishes in this regard. This includes the physical access to any facility and support with the participation in the relevant activity.

9. Making use of necessary facilities or services in the local community including public transport and recreational facilities or services - local authorities should consider the adult’s ability to get around in the community safely and consider their ability to use such facilities as public transport, shops or recreational facilities when considering the impact on their wellbeing. Local authorities do not have responsibility for the provision of NHS services such as patient transport, however they should consider needs for support when the adult is attending healthcare appointment

10. Carrying out any caring responsibilities the adult has for a child - local authorities should consider any parenting or other caring responsibilities the person has. The adult may for example be a step-parent with caring responsibilities for their spouse’s children.

What “Being Unable to Achieve an Outcome” Really Means

Under the Care Act 2014, a person does not need to be completely incapable of doing something to be considered “unable” to achieve an outcome. For example, many autistic, ADHD, and mentally diverse people can technically complete tasks, but only in ways that are unsafe, distressing, exhausting, or unsustainable.

Local authorities must treat an adult as unable to achieve an outcome if any of the following apply:

1. They cannot do the task without assistance

This includes situations where the person needs prompting, reminding, or support.

Examples:

Autistic adult: can physically wash, but needs prompting because sensory overload makes the bathroom environment overwhelming.
ADHD adult: forgets to eat or drink without reminders due to executive functioning difficulties.
Mental health: someone experiencing depression may need encouragement to complete basic self‑care tasks.

Assistance is not just physical help — it includes emotional support, prompting, structure, and reassurance.

2. They can do the task, but it causes significant pain, distress, or anxiety

The law recognises that distress is a valid barrier.

Examples:

Autistic adult: can travel alone, but doing so causes severe anxiety, sensory overload, or shutdown.
ADHD adult: can fill out forms, but the process triggers overwhelming stress, panic, or paralysis.
Mental health: someone with PTSD can cook, but using the kitchen triggers flashbacks or panic.

If completing a task causes harm, it counts as being “unable.”

3. They can do the task, but doing so would be unsafe

Safety includes physical, emotional, and environmental risks.

Examples:

Autistic adult: may forget to turn off the hob due to sensory overwhelm or hyperfocus.
ADHD adult: may leave appliances on or forget steps, creating fire or safety risks.
Mental health: someone experiencing dissociation may be unsafe using sharp objects or cooking alone.

If the task puts the person — or others — at risk, they are considered unable.

4. They can do the task, but it takes significantly longer than would normally be expected

If completing one task uses all the person’s energy, leaving them unable to manage the rest of the day, it counts as being “unable.”

Examples:

Autistic adult: dressing takes hours due to sensory sensitivities, decision fatigue, or shutdown.
ADHD adult: starting a task takes so long (due to executive dysfunction) that it disrupts the entire day.
Mental health: someone with depression can clean, but doing so leaves them exhausted and unable to manage anything else.

The law recognises that time, energy, and recovery matter.

Why Understanding “Being Unable to Achieve an Outcome” Matters

Many autistic adults, ADHDers, and people with mental health conditions have needs that are real, valid, and impactful, yet often misunderstood or overlooked. The Care Act’s definition of “being unable to achieve an outcome” is designed to protect people whose challenges are not always visible.

Understanding this definition matters because many people:

Mask their difficulties to appear “fine”
Push through tasks at great emotional or physical cost
Have fluctuating or invisible needs that change day to day
Are dismissed as coping when they are actually struggling
Experience burnout, shutdowns, overwhelm, or executive dysfunction
Face barriers that are not physical, but still deeply affect daily life

This part of the law clarifies that support is not limited to people with visible or physical disabilities. It recognises that invisible barriers — sensory overload, anxiety, trauma responses, executive functioning challenges, cognitive fatigue, and more — can make everyday tasks difficult, unsafe, or distressing.

Invisible Disabilities Are Recognised by Law

The Care Act explicitly recognises:

Mental health conditions
Neurodevelopmental conditions (including autism and ADHD)
Cognitive and sensory differences
Trauma‑related needs
Fluctuating or episodic conditions

You do not need a visible disability.

You do not need a formal diagnosis.

You do not need to be in crisis.

Your lived experience is valid, and the law requires local authorities to take it seriously.

The Third Condition: Impact on Wellbeing

The final part of the Care Act eligibility test asks local authorities to look at the impact of a person’s needs on their wellbeing. Even if someone has needs arising from an impairment (Condition 1) and is unable to achieve certain daily outcomes (Condition 2), the local authority must also consider whether these difficulties:

Cause, or
Risk causing

a significant impact on the person’s wellbeing.

This means the assessment must look beyond tasks and checklists, and instead consider the real‑life consequences of the person’s needs. A significant impact does not mean crisis. It does not mean severe harm. It simply means that the person’s needs are having a real, noticeable effect on their life, independence, or ability to achieve what matters to them.

Examples:

Anxiety or sensory overwhelm stops someone leaving the house
Executive dysfunction makes it difficult to manage daily routines
Burnout or depression affects personal care or home management
Trauma responses impact relationships or safety
Difficulties with planning or organisation affect work or education
Sensory sensitivities make cooking or shopping overwhelming
Fatigue or cognitive overload reduces independence

The law requires local authorities to take these impacts seriously — even when they are invisible or fluctuate day to day.

Why This Matters

For autistic adults, ADHDers, and people with mental health conditions, the third condition is especially important because it recognises:

Invisible disabilities
Fluctuating needs
Masking and “pushing through”
Emotional and sensory barriers
Executive functioning challenges
The cumulative impact of unmet needs

The Care Act requires local authorities to look at real‑life functioning, not assumptions, appearances, or how someone presents on a “good day.”

Earlier on this page, you explored unmet social care needs and how they can impact different areas of wellbeing. It’s just as important to understand what it looks like when wellbeing is being met, especially when working within the Care Act 2014 framework.

The Care Act sets out a number of wellbeing domains that must be considered during any assessment. These domains cover the full picture of a person’s life — their health, safety, independence, relationships, daily routines, and ability to participate in their community.

All Wellbeing Domains Matter Equally

There is no hierarchy within the wellbeing domains. Every area counts. Every area must be considered.

Even an impact on one single domain can meet the criteria for support.

Examples of wellbeing being met, aligned with the Care Act 2014 wellbeing domains

Personal Dignity - Respectful treatment and recognition of the individual’s worth

Being spoken to respectfully and not dismissed due to communication differences
Having privacy during assessments or care tasks
Being involved in decisions about own care and support
Being able to use preferred communication styles (e.g., visual aids, written formats, quiet environments).
Being involved in all decisions
Respected and supported sensory needs

Physical, Mental Health and Emotional Wellbeing - Support for both physical and psychological needs

Access to sensory-friendly environments
Support for managing anxiety, depression, or trauma and any other co-morbid needs.
Help with routines that support sleep, nutrition, and emotional regulation.
Trauma-informed support— having recognised past experiences, include neurodivrgent trauma and avoiding re-traumatisation. and/or stigmatisation.
Support self-regulation strategies (e.g., stimming, quiet time, sensory tools)
Substance misuse prevention and recovery.

Protection from Abuse and Neglect - Safeguarding from harm, exploitation, or mistreatment include self-neglect

Safeguarding from bullying, rejection, stigmatisation or exploitation, especially in unfamiliar settings
Support to understand and assert personal boundaries
Help recognising unsafe situations or relationships
Understanding rights and boundaries.
Awareness of triggers and risk factors.

Control Over Day-to-Day Life - Choice and autonomy in how care and support are delivered

Choosing who supports and how
Having input into the daily schedule and routines
Having access to communication tools (e.g., visual aids, apps) to express preferences

Participation in Work, Education, Training or Recreation - Opportunities to engage in meaningful activities

Access to neurodivergent friendly volunteering or training opportunities
Adjustments in the workplace or classroom (e.g., quiet spaces, flexible hours)
Support to explore interests and build confidence
Link with neurodivergent friendly employers
Support in disclosure and self-advocacy
Support with transport and mobility.

Social and Economic Wellbeing - Inclusion, financial stability, and access to community resources

Help managing finances or benefits
Support accessing community resources or social groups
Assistance with budgeting or planning for independence
Support access to community resources (e.g., libraries, social groups).
Recognise the impact of poverty and social exclusion
Support with transport and mobility.

Domestic, Family and Personal Relationships - Support to maintain and develop important connections

Support to maintain contact with family or trusted others.
Help navigate social situations or resolve misunderstandings
Encouragement to build new relationships in safe, supported ways
Facilitate safe spaces for connection (e.g., peer support, family mediation).

Suitability of Living Accommodation - Safe, appropriate, and accessible housing

Housing that meets sensory and accessibility needs
Support with tenancy, bills, or household tasks
Help finding safe, stable accommodation
Support tenancy sustainment (e.g., help with bills, routines, landlord and services communication).

Contribution to Society - Recognition and support for the individual’s role and value in their community

Opportunities to volunteer, share lived experience, or mentor others
Recognition of strengths and talents
Support to engage in community projects or peer networks
Recognise and celebrate strengths
Encourage civic participation (e.g., voting, community projects)

Care Act 2014 – Key Principles

Alongside the general duty to promote wellbeing, the Care Act sets out several core principles that local authorities must follow whenever they assess needs, plan support, or make decisions. These principles ensure that care and support is fair, person‑centred, and respectful of each individual’s rights.

a) Start with the assumption that the person knows themselves best

Local authorities must begin with the belief that the individual is the expert in their own life. This reflects the Mental

Capacity Act and reinforces that:

People understand their own wellbeing
People know what matters to them
Professionals must not make assumptions about someone’s priorities

This principle protects autonomy and dignity.

b) Respect the person’s views, wishes, feelings, and beliefs

A truly person‑centred system must take the individual’s voice seriously. Local authorities must:

Listen to what the person wants
Respect their values, beliefs, and preferences
Consider cultural or religious beliefs that shape their choices
Take into account past wishes if the person no longer has capacity

The person’s voice should guide the process — not be an afterthought.

c) Prevent or delay needs wherever possible

At every point of contact, local authorities must consider how to:

Prevent needs from developing
Delay needs from getting worse
Reduce existing needs

Early, effective support helps people stay independent for longer and reduces crisis situations.

d) Make decisions based on the person’s full circumstances — not assumptions

Local authorities must avoid decisions based on:

Age
Appearance
Diagnosis
Behaviour
Stereotypes or assumptions

Instead, they must take time to understand the person’s real‑life situation, needs, strengths, and goals.

e) Support the person to participate as fully as possible

People must be involved in decisions about their care. This means:

Providing information in accessible formats
Offering advocacy where needed
Ensuring the person is not excluded from decisions
Supporting communication needs

Care and support should never be something “done to” someone — it should be done with them.

f) Balance the wellbeing of the individual and their carers

People do not exist in isolation. Local authorities must consider:

The impact of the person’s needs on family and friends
The wellbeing of carers
Whether carers need support or information
How to maintain healthy, sustainable caring relationships

This ensures that carers are not overlooked or overwhelmed.

g) Protect people from abuse and neglect

Safeguarding is a core principle in every interaction. Local authorities must consider:

How to keep the person safe
Risks of abuse, neglect, or exploitation
Risks related to self‑neglect
How to promote safety without being overly restrictive

Protection must be proactive, not reactive.

h) Use the least restrictive option

If a decision involves limiting someone’s rights or freedom, the local authority must:

Choose the least restrictive option
Ensure restrictions are only used when absolutely necessary
Avoid unnecessary control or limitation
Respect autonomy even when there are concerns about self‑neglect

This principle protects independence, dignity, and human rights.

Strengths‑Based, Trauma‑Informed Assessment & Care Planning

A strengths‑based approach to social care assessment and care planning with a strong focus on neurodivergence and mental health needs, is at the center of my practice and interventions and core value of KindMindswithKM

This aproach aligns with the Care Act 2014 and the Children and Families Act 2014, SEND 0-25 and is guided by trauma‑informed principles to ensure assessments are accessible, respectful, and person‑centred.

Strengths-based (or asset-based) approaches focus on individuals’ strengths (including personal strengths and social and community networks) and not on their deficits.

Strengths based practice is holistic and multidisciplinary, working with the individual to promote their wellbeing. It is outcomes led and not services led.

Strengths-based ways of working can only be achieved through partnership working and collaboration with a wider range of statutory partners and other organisations. This ensures that there is a strong commitment to strengths-based ways of working across the local place, tackling inequalities in care for people with learning disabilities and autistic people and that people are supported to access a broad range of community-based resources, are not impeded by bureaucracy, or bounced from one person to the next. Strengths-based models shift the focus from what people with learning disabilities and autistic people cannot do to what they can do with the right support.

The aim should be to involve people, families, and carers in solutions that respond to the individuals’ strengths and needs, recognising that people with disabilities have the potential to progress.

Starting with the ethos that everyone is unique and has immense potential, our role as professionals is to help people discover their innate skills, find out what they want from their lives, and provide support to help individuals in reaching their life goals. Practitioners should put time and resources into understanding the person they are supporting, their family circumstances, find out the support needs of their careers, and develop a holistic support plan.

Professionals must actively involve people with a learning disability and autistic people in all decisions that they are affected by involving family members, friends, carers or independent advocates if this is what the person wants.

If the person is aged 16 or over and lacks the capacity to make a decision, professionals must follow the Mental Capacity Act 2005. Listening and empathy skills are crucial to supporting people with learning disabilities and autistic people. The key principle should be that each person’s needs are looked at on an individual basis and preferences must be taken account of individually.

Advocating for reasonable adjustments and inclusive communication during assessments is essential under the Care Act 2014, especially for individuals with autism, neurodivergence, or mental health needs. This approach focuses on:

What matters to the person, not just what’s wrong.
Building on existing strengths, interests, and relationships.
Promoting autonomy, dignity, and wellbeing.
Reducing retraumatisation by validating lived experience and offering choice.
Recognise Neurodivergent Strengths

Sensory awareness, pattern recognition, creativity, honesty, and deep focus.
Avoid pathologising traits—celebrate and support them.
Validate Lived Experience of Trauma

Acknowledge masking, rejection, and systemic failures.
Use relational safety and consistent staffing to rebuild trust.
Co-Produce Goals and Outcomes

Focus on meaningful outcomes, not just service eligibility.
Use Accessible and Affirming Communication: Visual aids, easy-read formats, AAC tools.

Respect sensory and processing needs—allow time and space.
Rebuild on Informal and Community Support

Recognise and sustain existing support systems.
Promotes wellbeing across all domains.
Encourages least restrictive options and choice and control.
Supports early intervention and preventative planning
Promote and support recovery.

A strengths-based approach focuses on:

What the person can do, rather than what they cannot
Their skills, interests, relationships, and community resources
Supporting independence, resilience, and wellbeing
Collaborative working between professionals and the individual

Best Practices for Autism, Neurodivergence, and Mental Health

✅ Assessment

Use open questions to explore strengths, interests, and goals (e.g., “What do you enjoy doing?” or “What helps you feel calm and safe?”)
Include sensory needs, communication preferences, and mental health history
Ensure assessors have autism awareness and trauma-informed training

✅ Planning and Support

Co-produce care plans with the individual, focusing on what matters most to them
Recognise and build on soft strengths (e.g., creativity, loyalty, attention to detail) and hard strengths (e.g., housing, finances, health)
Use strengths-mapping to identify personal and community assets

✅ Service Delivery

Offer reasonable adjustments in education, work, and volunteering
Promote peer support, mentoring, and advocacy
Ensure services are accessible, inclusive, and emotionally safe

✅Trauma-informed approach and practice within assessment and care and support delivery

Trauma-informed practice with people relies on developing strong interpersonal and technical skills, and relationship-based practice.
Trauma-informed, relationship-based practice - grounded in a comprehensive understanding of trauma and its impacts. This includes trauma arising from stigma, rejection, the emotional cost of masking, and unmet needs related to Autism Spectrum Disorder (ASD), neurodivergence, and mental health challenges. Practitioners should recognise that these experiences can profoundly affect a person's sense of safety, identity, and wellbeing, and therefore prioritise empathy, consistency, and collaboration in all interactions.

SOCIAL AND SYSTEMIC TRAUMA (E.G. STIGMA, REJECTION, DISCRIMINATION)

Social trauma refers to the psychological and emotional harm caused by experiences of stigma, rejection, discrimination, and exclusion—often rooted in societal attitudes, systemic inequalities, and interpersonal interactions. It can occur across the lifespan and is especially relevant for individuals who are neurodivergent, disabled, LGBTQ+, from racialised communities, or have mental health challenges [please do consider Equality Act 2010 and protected characteristics]. Examples of Social Trauma:

Stigma

Being labelled as “difficult,” “attention-seeking,” or “non-compliant” due to mental health or neurodivergent traits.

Internalised shame from societal messages can significantly impact self-esteem, emotional well-being, and willingness to engage with community services. This may manifest as avoidance behaviours, heightened sensitivity to perceived judgment, and reluctance to seek support or participate in public activities. Young people with diagnosed or undiagnosed neurodivergent needs face significant challenges during their childhood and transition to adulthood. Those include:

sensory overwhelm
masking and burnout
executive functioning challenges
social communication differences
trauma from exclusion or misunderstanding
rigid systems that do not accommodate their needs

Instead of supporting their environment, they are repeatedly mislabeled. Standard Negative Labels often include:

Behaviour‑based labels

“Disruptive”
“Naughty”
“Badly behaved”
“Out of control”
“Lazy”
“Unmotivated”
“Doesn’t try”
“disengaged”
“non-compliant”
“Attention-seeking’
“naughty”
“lonelier”
“Can’t sit still”
‘Daydreamer’
“Rigid”
“Controlling”
“Obsessive”
“Difficult”
“Non‑compliant”
“Stubborn”
“Overreacts”
“Restless“
“Hyper-Vigilant”
“Stickler
“Controller”
“Odd”
“Different”
“Unfriendly”

Executive‑function misunderstanding

“Disorganised”
‘Slow learner’
“Messy”
“Forgetful”
“Careless”
“Irresponsible”
“Immature”

Social misunderstanding

“Too much”
“Overly emotional”
“Too sensitive”
“Annoying”
“Hyperactive”
“Attention‑seeking”
‘Too quiet’
“Rude”
“Doesn’t care about others”
“In their own world”
“Unfriendly”
“Withdrawn”
“Doesn’t make an effort socially”

Academic misunderstanding

“Underachiever”
“Hyper-Achiever”
“Not working to potential”
“Distracted”
“Unfocused”
“Doesn’t listen”
“Won’t follow instructions”
“Not trying”
“Slow”
“Behind”
“Not trying”
“Doesn’t engage”
“Doesn’t pay attention”

Sensory misunderstanding

“Fussy”
“Picky”
“Overdramatic”
“Too sensitive”
“Can’t cope with normal things”
“Clumsy”
“Careless”
“Doesn’t listen”
“impulsive’
“Avoidant”
“Overreacting”
“Being dramatic”
“Attention‑seeking”
“Disruptive”
“Not coping like the other children”
“Hyperactive”
“Restless”
“Can’t sit still”
“Not paying attention”
“Overly sensitive”
“Manipulative behaviour”
“Lack of discipline”

Masking‑related misunderstanding

“Fine in school, so nothing is wrong”
“Manipulative”
“Playing up at home”
“Inconsistent behaviour = behavioural choice”

ADHDWISE UK (2025) and Crisis Prevention Institute (2022) share that Psychiatrist and author William W. Dodson, MD, estimates that by age 12, children with ADHD receive 20,000 more negative messages from parents, teachers, and other adults than their neurotypical peers and siblings.

Rejection

• Repeated exclusion from peer groups, services, or family due to identity or behaviour.
• Being denied access to education, housing, or employment because of a diagnosis or background.

Discrimination

• Unequal treatment in healthcare, social care, or legal systems.
• Microaggressions or overt hostility based on race, gender, disability, or neurodivergence.

SYSTEMIC TRAUMA (e.g. institutional failures, lack of support) - refers to the harm caused by institutional failures, structural inequalities, and chronic lack of support from systems that are meant to protect and serve individuals—such as health care, social care, education, housing, and justice systems, and may include:

• Being repeatedly denied access to mental health or social services due to rigid eligibility criteria.

• Experiencing neglect in care settings (e.g. hospitals, residential homes, supported accommodation) due to understaffing or poor training.

• Inconsistent or abrupt transitions between services (e.g. CAMHS to AMHS and/or children's social care to adults’ social care) without proper planning or relational continuity.
• Long waiting lists for essential services (e.g. autism/ADHD assessments, therapy, housing).
• Failure to provide reasonable adjustments
• Lack of trauma-informed practice across statutory services, leading to retraumatisation.
• Lack of adequate support in the community, which results in disproportionate detention under the Mental Health Act and/or delay in discharge planning.
• Community services are overstretched or inaccessible.
• The support is reactive rather than preventative.
• Individuals with complex needs (e.g. neurodivergence, trauma histories) are misunderstood or unsupported.
• Lack of suitable accommodation or supported living.
• Delays in social care and health assessments, EHC plans or CHC funding decisions.
• Poor coordination between health, social care, housing and other services.
• Inaccessible complaint or redress systems for people with communication or cognitive needs.

NEURODIVERGENCE-RELATED TRAUMA - Neurodivergence-related trauma refers to the emotional and psychological harm experienced by neurodivergent individuals—such as those with Autism Spectrum Disorder (ASD), ADHD, Tourette’s, or other cognitive differences—due to chronic misunderstanding, exclusion, and systemic failures.

Misdiagnosis or Late Diagnosis
Being misunderstood or labelled
Missing out on early support, leading to different trauma
Sensory Overload and Environmental Stress
Exposure to overwhelming environments (e.g. noisy classrooms, bright lights) without accommodations which can trigger shutdowns, meltdowns, or dissociation.
Unmet sensory and communication needs
Social Rejection and Bullying
Isolation from peers, exclusion from activities, or being targeted for being “different.”
Reinforces feelings of shame, fear, and low self-worth.
Systemic Neglect
Lack of access to appropriate services, reasonable adjustments, or trauma-informed care.
Repeated invalidation by professionals or institutions.
Exclusion from services

The possible impact of trauma include neurodivergent trauma can be profound and long-lasting, affecting multiple domains of a person's life.

Earlier experiences often compound later vulnerabilities.
Neurodivergence, disability, race, gender, and poverty can increase risk and reduce access to support
Difficulty trusting others, fear of abandonment, relational instability.
Intense mood swings, difficulty managing stress, and self-harm.
Impaired concentration, learning difficulties, distorted self-image.
Chronic illness, sleep disturbances, heightened stress response.
Poor physical health and self-neglect.
Impulsivity, risk-taking, withdrawal,
Aggression
Masking behaviours and emotional exhaustion.
PTSD, anxiety, depression, dissociation.
Shame, guilt,
Isolation, avoidance of services, and difficulty finding or maintaining employment or education.
Difficulty trusting or forming relationships.
Increased risk of self-harm or suicide.
Withdrawal from services or refusal of support.
Loss of trust in professionals and services.
Avoidance or disengagement from support systems.
Reinforced feelings of rejection, worthlessness, or invisibility.
Extended hospital stays beyond clinical need.
Institutionalisation and loss of independence.
Unique trauma responses.

Unique trauma responses in neurodivergent individuals.

Neurodivergent individuals, such as those with Autism Spectrum Disorder (ASD), ADHD, or other cognitive differences, may show unique trauma responses that can look quite different from those of neurotypical people. These differences are often overlooked, misunderstood, or misread in both clinical and social care environments.

Unique Trauma Responses may include:

1. Masking and Camouflaging
• Suppressing natural behaviours (e.g. stimming, avoiding eye contact) to avoid rejection and/or to fit in socially.
• May lead to emotional exhaustion, identity confusion, emotional distress and burnout.
• Often mistaken for “coping well” or “not needing support.”

2. Shutdowns and Meltdowns
• Shutdowns: Withdrawal, silence, immobility, dissociation.
• Meltdowns: Intense emotional outbursts, often triggered by sensory overload or emotional distress.
• These are trauma responses, not behavioural problems.

3. Rejection Sensitivity Dysphoria (RSD) and Rejection Sensitivity Difficulties
• Extreme emotional pain in response to perceived criticism or rejection.
• Can lead to avoidance of relationships, services, or self-advocacy.
• Sudden mood changes or shutdowns after perceived rejection
• Difficulty trusting others or forming relationships
• Extreme emotional pain from minor criticism or social exclusion
• Avoidance of social or public situations due to fear of rejection

4. Hypervigilance and Sensory Defensiveness
• Heightened alertness to social or sensory threats.
• May present as irritability, avoidance, or refusal to engage.

5. Emotional Dysregulation
• Difficulty identifying, expressing, or managing emotions.
• May be misinterpreted as aggression, defiance, or instability.

6. Selective Mutism or Communication Shutdown
• Temporary inability to speak or communicate under stress.
• Often misunderstood as non-compliance or lack of capacity.

7. Avoidance of Services
• Due to past trauma, invalidation, or sensory/environmental barriers, they may be labelled as “non-engagement” when actually a protective trauma-informed response is required.

Trauma-informed - Assessment and care planning - Core Practice Elements

Safety and Trust
Empowerment and Choice
Collaboration and Mutuality
Cultural and Identity Awareness
Understanding Behaviour as Communication
Trauma-informed and neurodivergent-friendly practice
Co-production of services with lived experience experts.
Flexible, person-centred pathways that adapt to individual needs.
Early intervention: Strengthen local authority, community mental health teams, PCNs, and voluntary sector partnerships.
Relational continuity: Avoid abrupt transitions between CAMHS and AMHS; maintain trusted professionals.
Flexible commissioning: Fund bespoke packages (e.g. trauma-informed supported living, gender-matched staff).
Legal and Systemic advocacy
Use Section 117, Chapter 16 Care and Support guidance, CETRs, DSRs, and Court of Protection and any other relevant guidance and legislation to prevent unnecessary detention
Challenge delays in discharge planning and prevent the risk of admission and/or deterioration of mental health.
Challenge service barriers that exclude neurodivergent individuals.
Escalate unmet needs using legal frameworks (e.g. Care Act, SEND 0-25 [Children and Family Act 2014 Act], Equality Act 2010, etc.).
Use peer support or lived experience workers to bridge trust gaps.

Trauma-Informed and Neurodivergence-friendly Relationship-Based Practice/approach - should include:

Use sensory-friendly environments for assessments
Offer quiet, low-stimulation spaces for meetings or assessments.
Allow control over lighting, seating, and noise levels.
Provide sensory tools (e.g. weighted blankets, fidget items) where appropriate.
Communication and Interaction
Use clear, direct, and respectful language and avoid clinical jargon without explanation.
Offer alternative formats (e.g. visual aids, easy-read documents, video calls).
Avoid pressuring for eye contact or rapid verbal responses.
Validate masking behaviours and gently explore underlying needs.
Check for masking behaviours and gently explore underlying distress.
Offer gender-matched staff for individuals with trauma histories.
Allow breaks and pacing during meetings to reduce overwhelm.
Validate lived experience without pathologising neurodivergent traits and avoid minimising distress.
Validate exhaustion, meltdowns, masking and offer safe spaces and neurodivergent-affirming support
Explore sensory sensitivities, past trauma with services, and offer alternatives
Build consistent relationships, avoid abrupt staff changes, and validate emotional pain.
Use inclusive language and challenge discriminatory practices.
Offer choice and control in care planning and communication.
Build relational safety through consistency, empathy, and transparency.
Trauma-Informed Assessment: Explore history across life stages, not just current presentation.
Safeguarding Across the Lifespan: Use adult and child safeguarding frameworks flexibly and holistically.
Trauma-Informed and Neurodivergence-friendly care, support planning, and service delivery
Co-produce care plans with the person, respecting their autonomy.
Adapt environments to meet sensory and communication needs.
Ensure that safe spaces are available during crises or periods of emotional overload.
Use peer support or lived experience workers where possible.
Explore flexible support models,
Share and promote trauma-informed principles across MDTs, including housing, education, and health.
Use joint planning tools (e.g. Section 117 plans, CETRs, DSRs, the Care Act 2014) to embed trauma-informed care.
Escalate unmet needs with reference to legal duties and trauma impact.
Relational safety: Build trust through consistency, transparency, and empathy.
Empowerment: Offer choice and control in care planning. Validate strengths, autonomy, and lived experience.
Validation: Recognise and affirm the impact of trauma without pathologising.
Adaptation: Modify environments and communication to reduce distress and sensory overload.
Collaboration: Work across agencies to address unmet needs holistically. Co-produce plans with the person and their support network.
Safety: Create environments that feel physically and emotionally safe.
Trustworthiness: Be consistent, transparent, and predictable.
Choice: Offer control over how, when, and where support is delivered.
Neurodivergent Affirmation: Respect neurodivergent identities and avoid pathologising traits.
Transitions: Co-produced early planning, Gradual transitions, visual timelines,

Support and assesment Without Formal Diagnosis or Illness

Even without a formal diagnosis, people can face challenges that seriously affect their daily life and wellbeing. These difficulties might suggest underlying neurodivergence or mental health needs, require further assessment under the Care Act 2014, or impact one or more areas of wellbeing. An assessment shouldn’t be delayed just because there’s no diagnosis—eligibility is based on need, not labels.

It’s important to take a strengths-based approach to understand what matters most to the person, clearly record reported difficulties, and consider preventative or low-level support options. If appropriate, assessing social care needs may also lead to referrals for further evaluations, such as autism, mental health, or learning disability assessments.

1. Social Care Assessment: The Care Act 2014: Adults 18+

Specialist assessments for adults (18+) with Autism Spectrum Disorder (ASD), neurodivergent profiles, or mental health needs — aligned with the Care Act 2014 and trauma‑informed practice.

Under the Care Act 2014, local authorities have a statutory duty to assess an adult’s care and support needs whenever it appears that they may require assistance. These assessments are typically carried out by social services, but they can also be requested by professionals, organisations, or directly by individuals and their families.

Kind Minds with KM LTD offers independent, strengths‑based social care needs assessments that explore a person’s abilities, challenges, environment, and support network. Each assessment is tailored to the individual’s neurodivergent profile and completed using trauma‑informed principles to ensure safety, dignity, and empowerment throughout the process.

a) Independent Assessment for Self-Funded Care

Not everyone chooses to involve the local authority in their care. Some individuals prefer to arrange and pay for their own support — often referred to as self‑funding. In these situations, a person may request an independent social care assessment to help them understand their needs and plan appropriate care and support.

An independent assessment can provide a clear, objective overview of a person’s strengths, challenges, daily living needs, and the type of support required. This can be especially helpful when:

Planning care privately
Comparing support options
Preparing for future needs
Seeking clarity before approaching services
Ensuring care arrangements are tailored and person‑centred

Kind Minds with KM LTD offers independent, strengths‑based assessments that support informed decision‑making and help individuals design care arrangements that genuinely meet their needs.

b) Independent Assessment for a Second Opinion

Some individuals may disagree with the outcome of a local authority assessment and choose to seek a second opinion. An independent assessment can provide a fresh, objective perspective on a person’s care and support needs, helping to clarify areas of disagreement and ensure that the individual’s circumstances are fully understood.

Kind Minds with KM LTD offers independent, strengths‑based assessments that review the person’s needs in detail and provide clear, evidence‑based recommendations. This can be particularly valuable when:

The local authority assessment feels incomplete or inaccurate
Needs have been overlooked or minimised
The individual or family wants a more holistic, neurodiversity‑affirming approach
Additional evidence is required for care planning, advocacy, or dispute resolution

An independent second‑opinion assessment can support informed decision‑making and help ensure that care and support arrangements genuinely reflect the person’s needs.

c) Supported Self-Assessment

Some individuals may prefer to complete their own assessment with guidance. Under the Care Act 2014, a local authority must offer a supported self‑assessment if the adult is willing and able to undertake one.

A supported self‑assessment uses the same framework and materials as other needs or carer assessments, but the individual completes the assessment themselves. The local authority then ensures that the information provided is an accurate reflection of the person’s needs. This may involve consulting, with consent, relevant professionals or people who know the individual well.

Kind Minds with KM LTD can support adults through this process by offering clear guidance, strengths‑based reflection, and structured assistance to help them articulate their needs confidently and accurately.

d) Independent Assessment Instructed by the Local Authority, solicitor, or other organisations.

Kind Minds with KM LTD can also be commissioned directly by a local authority to complete a social care needs assessment for either adults or children.

Local authorities have a statutory duty to assess a person’s care and support needs whenever it appears that they may require assistance. However, due to resource pressures and systemic backlogs, many individuals experience significant delays — in some cases waiting more than six months for an initial assessment. These delays can leave people without appropriate support, clarity, or guidance, particularly when needs are urgent or complex.

An independent assessment instructed by the local authority occurs when social services commission an external, qualified social worker or agency to carry out the assessment on their behalf. This ensures that the individual receives a timely, thorough, and impartial evaluation of their needs.

Local authorities may instruct independent professionals when:

Their internal teams are overstretched or facing delays
A neutral, unbiased perspective is required (for example, in contested or complex cases)
The individual or their family has requested a second opinion

Kind Minds with KM LTD provides independent, strengths‑based assessments that offer clarity, objectivity, and detailed recommendations to support effective care and support planning.

e) Independent Assessment for Local Authority Disputes

When disagreements arise between an individual (or their family) and the local authority regarding the outcome of a social care assessment, an independent assessment can provide a clear, unbiased perspective to support the dispute process.

Kind Minds with KM LTD offers independent, strengths‑based assessments that review a person’s needs thoroughly and objectively. These assessments can help clarify areas of disagreement, highlight unmet needs, and provide evidence‑based recommendations to support fair and accurate decision‑making.

Independent assessments are particularly valuable when:

The local authority’s assessment is considered incomplete or inaccurate
Needs have been underestimated, overlooked, or misunderstood
A more holistic, neurodiversity‑affirming approach is required
Additional evidence is needed for complaints, mediation, or tribunal processes
The individual or family feels their voice has not been fully heard

An independent assessment can strengthen the evidence base in disputes, ensuring that the person’s care and support needs are accurately represented and that decisions are grounded in a comprehensive understanding of their circumstances.

f) Carer’s Assessments - The Care Act 2014.

Under the Care Act 2014, anyone who provides unpaid care for an adult has the right to a Carer’s Assessment, regardless of the amount or type of care they provide. This includes partners, parents, relatives, friends, and neighbours who offer practical or emotional support to someone with care and support needs.

A Carer’s Assessment focuses on the carer’s own needs, not just the needs of the person they support. It explores how caring affects the carer’s wellbeing, daily life, health, relationships, employment, and ability to pursue their own goals. The assessment also identifies what support, services, or adjustments may help the carer maintain their wellbeing and continue caring safely, if they choose to.

Kind Minds with KM LTD offers independent, strengths‑based Carer’s Assessments that:

Recognise the carer’s expertise, resilience, and lived experience
Explore the emotional, physical, and practical impact of caring
Identify risks, pressures, and unmet needs
Consider the carer’s own aspirations, boundaries, and support network
Provide clear, evidence‑based recommendations for support

A Carer’s Assessment can lead to support such as respite, training, emotional support, equipment, financial guidance, or practical assistance. It ensures that carers are seen, heard, and supported in their own right, in line with the Care Act’s wellbeing principles and trauma‑informed practice.

2. Social Work Assessment: – ‘Preparing for Adulthood’ (Year 9+)

a) Transition assessment for children and young people with Special Educational Needs and Disabilities (SEND) and an Education, Health and Care (EHC) Plan.

Kind Minds with KM LTD provides specialist Strengths‑Based Transition Assessments for young people aged 13/14+ who have Special Educational Needs and Disabilities (SEND) and an Education, Health and Care (EHC) Plan. These assessments are aligned with the Care Act 2014, the Children and Families Act 2014, and trauma‑informed practice.

This service is specifically tailored for young people who are autistic, neurodivergent, or have mental health needs, ensuring that their transition into adulthood is planned in a way that is safe, person‑centred, and fully reflective of their strengths, aspirations, and support needs.

Preparing for Adulthood – Legal Duties from Year 9

Under Chapter 16 of the Care and Support Statutory Guidance (Care Act 2014), and Children and Family Act 2014 local authorities have clear legal duties regarding transition from children’s to adult social care. For young people with an EHC Plan:

Preparation for adulthood for children with SEND must begin from Year 9 (age 13/14)
The transition assessment should be completed as part of one of the annual statutory EHC Plan reviews
The assessment must inform a clear plan for the transition from children’s to adult care and support

This ensures that young people and their families have clarity, stability, and a well‑coordinated pathway into adulthood.

What the Transition Assessment Covers

A strengths‑based transition assessment explores:

The young person’s abilities, interests, and aspirations
Daily living skills and independence
Social care needs under the Care Act 2014
Emotional wellbeing and mental health
Support networks and environmental factors
Barriers to participation in education, employment, and community life
The type of provision required to meet identified needs

The assessment provides clear, evidence‑based recommendations that can be incorporated into the EHC Plan and used to support planning for adulthood.

b) Transition Assessment for Young Carers

Kind Minds with KM LTD provides specialist Strengths‑Based Transition Assessments for young people who are Young Carers. These assessments are aligned with the Care Act 2014 and delivered using trauma‑informed practice to ensure safety, dignity, and empowerment throughout the process.

This service is tailored for young people who provide unpaid care to a parent, sibling, or other family member.

The assessment ensures that their transition into adulthood is planned in a way that is safe, person‑centred, and fully reflective of their strengths, aspirations, and support needs.

Preparing for Adulthood – Local authorithy legal Duties for Young Carers

Young carers often face unique pressures that can affect their education, wellbeing, and future opportunities. As they approach adulthood, they have specific legal rights, and local authorities have clear duties to ensure they are supported.

Under the Care Act 2014 and the Children Act 1989, local authorities must:

Identify young carers early
Protect them from inappropriate or excessive caring responsibilities
Provide clear information about support available into adulthood
Offer a structured pathway that prioritises their wellbeing, education, and aspirations

A Young Carer’s Transition Assessment must be offered when:

It is likely the young person will continue to have support needs after turning 18, or
The young person requests one

This ensures that support does not suddenly stop at 18 and that the young carer’s own needs are fully understood and planned for.

What the Transition Assessment Explores

The nature and impact of their caring responsibilities
Whether the caring role is safe, appropriate, or excessive
The effect of caring on education, training, employment, and social participation
Emotional and physical well-being
What support is needed to reduce or prevent inappropriate caring
The young person’s strengths, goals, and aspirations for adulthood

The outcome provides a clear, evidence‑based plan for the transition to adult life, ensuring continuity of support and protecting the young carer’s right to pursue their own development, independence, and opportunities.

What the Transition Assessment Covers (Full Scope)

Abilities, interests, and aspirations
Daily living skills and independence
Social care needs under the Care Act 2014
Emotional wellbeing and mental health
Support networks and environmental factors
Barriers to participation in education, employment, and community life
The type of provision required to meet identified needs

The assessment provides detailed, evidence‑based recommendations that can be incorporated into a Child in Need plan, EHC Plan, or other relevant care plan to support a smooth, well‑planned transition into adulthood.

Do you or your family need any support?

Does your service or organisation require social care needs assessments?

Kind MindswithKM.LTD offers support with the following independent, neurodivergent-affirming self-assessments that honour lived experience, emotional safety, and person-centred insight. I can assist with the following Social Work assessments:

1. Social Care Needs Assessments and Reviews

a) Independent Assessment for Self-Funded Care

b) Independent Assessment for a Second Opinion

c) Supported Self-Assessment

d) Independent Assessment Instructed by the Local Authority, solicitor, or other organisations.

e) Independent Assessment for Local Authority Disputes

f) Carer’s Assessments - The Care Act 2014.

2. Social Work Assessment: ‘Preparing for Adulthood - year 9 + [age 13/14)

a) Transition assessment for children and young people with Special Educational Needs and Disabilities (SEND) and an Education, Health and Care (EHC) Plan.

b) Transition Assessment for Young Carers

c) Transition Assessment for Looked‑After Children (LAC)

3. Social Care Needs Assessment Reports to Inform EHCPs and support people with Special Educational Needs & Disability (SEND). The report can make recommendations in relation to

Section D – social care needs
Sections F or H – provisions required to meet those needs

4. Carer’s Assessment to support parents/carers of children and young people with Special Educational Needs & Disability (SEND)/Education, Health and Care (EHC) Plan.

5. Mental Capacity Assessments.

c) Transition Assessment for Looked‑After Children (LAC)

Kind Minds with KM LTD provides specialist Strengths‑Based Transition Assessments for Looked‑After Children (LAC) who are approaching adulthood. These assessments are aligned with the Care Act 2014, the Children Act 1989, and trauma‑informed practice, ensuring that young people in care receive a safe, supportive, and well‑planned transition into adult life.

Looked‑After Children often face additional vulnerabilities, disrupted relationships, and complex life experiences. A transition assessment ensures that their needs, aspirations, and future plans are understood holistically and that the move from children’s services to adult services is coordinated, stable, and centred on their wellbeing.

Preparing for Adulthood – Legal Duties for Looked‑After Children

Local authorities have clear statutory duties to support Looked‑After Children as they move towards adulthood. Under the Care Act 2014 and the Children Act 1989, transition planning must:

Begin early, ideally from Year 9 (age 13/14)
Be integrated with the young person’s Pathway Plan
Consider the young person’s safety, stability, and long‑term outcomes
Ensure continuity of support as they move into adult services
Reflect the responsibilities of the local authority as a corporate parent

A Transition Assessment must be offered when it appears that the young person is likely to have care and support needs after turning 18. This ensures that no young person leaves care without a clear, evidence‑based plan for their future.

What the Transition Assessment Explores for LAC

A transition assessment for Looked‑After Children considers:

Stability and suitability of current and future accommodation
Independent living skills and readiness for adulthood
Emotional wellbeing, trauma‑related needs, and mental health
Education, training, employment, and future aspirations
Trusted relationships and support networks
Risks associated with leaving care or changes in placement
The type of provision required to meet identified needs

This process ensures that the young person’s voice is central and that their transition is planned collaboratively with their social worker, Personal Advisor, carers, and other professionals.

What the Transition Assessment for Looked‑After Children Covers (Full Scope)

Abilities, interests, and aspirations
Daily living skills and independence
Social care needs under the Care Act 2014
Emotional wellbeing and mental health
Support networks and environmental factors
Barriers to participation in education, employment, and community life
The type of provision required to meet identified needs includes the accommodation type.

The assessment provides clear, evidence‑based recommendations that can be incorporated into the Pathway Plan, EHC Plan (if applicable), or other statutory planning documents to support a smooth, well‑coordinated transition into adulthood.

3. Care Needs Assessment Reports to Inform the Education, Health and Care (EHC) Plan and support people with Special Educational Needs & Disability (SEND)

KindMindswithKM.LTD can be instructed to complete an independent care needs assessment report to inform the Education, Health and Care (EHC) Plan. This assessment identifies a person’s care and support needs in detail and outlines the type of provision required to meet those needs, ensuring that the EHCP is accurate, comprehensive, and person‑centred.

A care needs assessment report can be requested by:

The local authority – as an independent assessment commissioned to support the EHCP process
Parents or carers – to provide additional evidence for an EHCP, strengthen Section D or H, or support SEND (EHCP) Tribunal appeals

These reports are particularly valuable when:

Needs have been overlooked or minimised in previous assessments
A holistic, neurodiversity‑affirming perspective is required
Additional evidence is needed for mediation or tribunal proceedings
Families want clarity and professional insight to ensure the EHCP reflects the child or young person’s true level of need

KindMindswithKM.LTD provides clear, strengths‑based, and evidence‑informed assessments that support fair decision‑making and help secure the right provision for individuals with SEND.

Request by Parents

SEN.HELP.ORG.UK provides many letter templates for parents to request EHC assessment as well to support the appeal process against the decisions made by the local authority.

https://www.sen-help.org.uk/other/downloads/

KindMindswithKM.LTD can share a template letter for parents, on being informed the Local Authority has agreed to undertake an EHC Needs Assessment, to tell the Local Authority the professionals they would like to be asked for a report as part of the EHC Needs Assessment as well as a reminder about Regulation 6 (1) of SEND Regs 2014, so they can inform the Local Authority which professionals the parents would like involved in the assessment.

Regulation 6(1) of the SEND Regulations 2014

Regulation 6(1) of the SEND Regulations 2014 requires the Local Authority to seek advice from a range of professionals — including educational, psychological, medical, and social care experts — and to consider the parents’ views when selecting who should contribute. The reminder reinforces the statutory duty to involve appropriate individuals and to respect parental input.

The Special Educational Needs and Disability Regulations 2014 – Information and advice to be obtained of EHC Needs Assessments:

6.—(1) Where the local authority secures an EHC needs assessment for a child or young person, it must seek the following advice and information, on the needs of the child or young person, and what provision may be required to meet such needs and the outcomes that are intended to be achieved by the child or young person receiving that provision—

(a) Advice and information from the child's parent or the young person

(b) Educational advice and information

From the head teacher or principal of the school or post-16 or other institution that the child or young person is attending

If unavailable, from a person with experience of teaching children or young people with special educational needs

If not attending any institution, from a person responsible for educational provision

If the parent is a serving member of Her Majesty's armed forces, also from the Secretary of State for Defence

(d) Psychological advice and information from an educational psychologist

(e) Advice and information in relation to social care

(f) Advice and information from any other person the local authority thinks is appropriate

(g) Advice and information in relation to preparation for adulthood and independent living (for Year 9 and above)

(h) Advice and information from any person the child's parent or young person reasonably requests that the local authority seek advice from

Source: https://www.legislation.gov.uk/uksi/2014/1530/regulation/6

Parents are entitled to request input from professionals who know their child well or who have specialist expertise relevant to their needs. This ensures that the assessment is thorough, accurate, and tailored to the child’s individual circumstances.

An independent assessment provided by KindMindswithKM LTD, completed by an independent social worker, can satisfy the requirements of Regulation 6(1) of the SEND Regulations 2014, which allows evidence from qualified professionals to be included as part of the EHC needs assessment process.

The First-Tier Tribunal (Special Educational Needs and Disabilities) – SEND (EHCP) Tribunal Reports

The First‑Tier Tribunal (Special Educational Needs and Disabilities) provides an essential route for a parent, young person, or their representative to appeal the contents of an Education, Health and Care Plan (EHCP), or a Statement of Special Educational Needs if you live in Wales.

Kind Minds with KM LTD can be instructed to complete an independent care needs assessment report to support and inform the EHCP process.

A care needs assessment report identifies a person’s care and support needs in detail and outlines the type of provision required to meet those needs. The report can make recommendations relating to:

Section D – Social care needs
Sections F or H – The provision required to meet those needs

This ensures that the EHCP is accurate, evidence‑based, and fully reflective of the individual’s needs.

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4. Carer’s Assessment to Inform the Education, Health and Care (EHC) Plan

A Carer’s Assessment can play a vital role in shaping a high‑quality, holistic Education, Health and Care (EHC) Plan. Under the Care Act 2014, any adult who provides unpaid care for a child or young person with Special Educational Needs and Disabilities (SEND) has the right to an assessment of their own needs. This assessment focuses on the carer’s wellbeing, the impact of caring, and the support required to sustain their role safely and healthily.

When a child or young person has an EHC Plan, understanding the carer’s circumstances is essential. A Carer’s Assessment can provide valuable insight into the family’s wider needs and help ensure that the EHC Plan reflects the full context of the young person’s life.

Kind Minds with KM LTD offers independent, strengths‑based Carer’s Assessments that can be used to inform:

Section D – Social care needs relating to the child or young person
Section H1 – Social care provision under the Chronically Sick and Disabled Persons Act 1970
Section H2 – Social care provision under the Children Act 1989 or Care Act 2014

Why a Carer’s Assessment Matters for an EHCP

A Carer’s Assessment can help identify:

The impact of caring on the carer’s physical and emotional wellbeing
Pressures that may affect the child or young person’s stability, routine, or progress
Gaps in support that may be contributing to unmet needs
The level of support required to maintain safe, sustainable caring arrangements
How caring responsibilities affect the carer’s ability to work, study, or maintain their own health

This information helps ensure that the EHC Plan is holistic, realistic, and fully informed, supporting better outcomes for both the child or young person and their family.

What the Carer’s Assessment Covers

A strengths‑based Carer’s Assessment explores:

The caring role and daily responsibilities
Emotional, physical, and practical impact of caring
The carer’s wellbeing, health, and resilience
Access to support networks and community resources
Risks, pressures, and areas of unmet need
Aspirations, boundaries, and future planning
Support required to maintain or reduce caring responsibilities

The assessment provides clear, evidence‑based recommendations that can be incorporated into the EHC Plan or used to support SEND Tribunal evidence where appropriate.

How This Supports Families with SEND

A Carer’s Assessment ensures that:

The carer’s voice is recognised and valued
The family’s needs are understood in context
Support is planned in a way that promotes stability and wellbeing
The EHC Plan reflects the realities of daily life
Provision is aligned with both the child’s needs and the carer’s capacity

Kind Minds with KM LTD delivers trauma‑informed, neurodiversity‑affirming assessments that empower families and strengthen the evidence base for high‑quality EHC planning.

MENTAL CAPACITY ASSESMENTS

Important Note

The content of this website is grounded in the author's (KindMindsWithKMLTD's owner's) research, training, and both professional and personal experience. Every effort has been made to ensure the accuracy and reliability of the information presented.

Feedback from organisations, professionals, and families is always welcome — this space values collective insight and continuous improvement. Please send feedback to: admin@kindmindswithkm.com

Please note: The information provided here is not intended to replace diagnosis, treatment, or clinical decision-making related to any conditions or symptoms mentioned.

Social Care assessments​

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Strengths‑Based, Trauma‑Informed and Person‑Centred Assessment & Care Planning – Ensuring Fair and Person‑Led Care, support and Decision‑Making

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Purpose of This Page and Subpages.

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This resource can be used to:

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Trauma‑Informed & Neurodivergence‑Friendly Relationship‑Based Practice

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Examples of trauma‑linked or misunderstood responses include:

Understanding Unmet Needs Under the Care Act 2014

​High Aspirations and Early Planning (SEND 0–25 & Care Act 2014)

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Preparing for Adulthood (PfA)

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1. Higher Education and/or Employment

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2. Independent Living

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3. Participating in Society

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4. Being as Healthy as Possible in Adult Life

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Why This Matters

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Why early support matters

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How This Can Be Achieved

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What Else Do You Need to Know About the Care Act 2014 and SEND 0-25??

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Proportionate Assessment

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Interpreting the Eligibility Criteria

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1. The First Condition: Needs Must Arise From an Impairment or Illness

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This can include:

Importantly:

2. The Second Condition: How Your Needs Affect Daily Living

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What “Being Unable to Achieve an Outcome” Really Means

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1. They cannot do the task without assistance

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2. They can do the task, but it causes significant pain, distress, or anxiety

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3. They can do the task, but doing so would be unsafe

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4. They can do the task, but it takes significantly longer than would normally be expected

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Examples:

Why Understanding “Being Unable to Achieve an Outcome” Matters

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Invisible Disabilities Are Recognised by Law

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The Third Condition: Impact on Wellbeing

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Examples:

Why This Matters

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All Wellbeing Domains Matter Equally

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a) Start with the assumption that the person knows themselves best

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b) Respect the person’s views, wishes, feelings, and beliefs

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c) Prevent or delay needs wherever possible

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d) Make decisions based on the person’s full circumstances — not assumptions

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e) Support the person to participate as fully as possible

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f) Balance the wellbeing of the individual and their carers

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Social Care assessments

High Aspirations and Early Planning (SEND 0–25 & Care Act 2014)