Referral Compatibility Checker

1. Placement Request Detail

2. Record of IRO view/discussion:

There is no IRO currently allocated to TJ.

Is a brother/sister placement required? No

Reason for placement: First period of care

Provide a brief summary of the reason for the placement/the background factors leading to the placement:

TJ has complex needs; he has a diagnosis of autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), and he has significant sensory needs. As a result of him growing and becoming bigger and stronger in stature, his needs are increasingly exceeding what his parents feel his Mum is able to safely provide at home, as he can become physically aggressive when dysregulated. He is currently living in an adapted lodge at a respite facility that has been funded by children's social care, with his Mum and his younger brother, while adaptations are carried out to their property. TJ loves water and outdoor space and a placement is being sought where he can enjoy the things he loves safely. This will also enable his mother to enjoy time simply being his Mum, and equally for his younger sibling, BH, to enjoy being a younger brother , something that is not currently possible. Achieving this safely is the ultimate aim.

3. Needs of the child and the expected outcomes of the placement:

TJ currently requires supervision by at least two adults at all times. He is a warm, engaging and affectionate young person who, when regulated, can be highly interactive with those around him. He is able to use single words to express his wants and needs and will often repeat words back, showing emerging communication skills and a genuine desire to engage.

He has a playful and cheeky personality , often smiling, seeking interaction, and enjoying close physical connection such as cuddles, tickles, and being chased. TJ thrives in 1:1 interaction when he is able to tolerate it, and these moments demonstrate his capacity to build meaningful relationships with trusted adults.

TJ has a wide range of interests and sensory preferences. He particularly enjoys swimming, outdoor walks, and trampoline parks. He loves his swing at home which provides comfort and regulation. He enjoys watching food being prepared especially for him, and engages enthusiastically in messy play such as making edible playdough or baking, and in sensory items like fidget tubes.

TJ has also been observed to enjoy music and familiar visual content. He likes watching videos online, particularly music from artists popular around the time he was born, and will often relax with his blanket while watching television or using a phone or tablet.

He demonstrates enjoyment in self-awareness and sensory exploration , looking at himself in mirrors, dancing, and making funny faces. During outdoor activities he seeks sensory input by interacting with his environment, such as pulling at branches or snapping sticks.

In terms of diet, TJ has specific preferences and tends to favour dry foods such as cereals, noodles, and pasta, as well as familiar meals including pasta bake. Fast food, in particular chicken and burger-style meals, are among his favourites.

TJ benefits greatly from structure and routine. He is able to quickly pick up on patterns in his week and shows increased understanding and self-regulation when consistency is maintained. The expectation of any placement is that TJ is able to engage in the activities he enjoys safely, both for himself and for those around him.

4. Type of Placement

5. Please explain why the placement is needed by this date:

This is the approximate date the family are scheduled to return to their adapted property from the respite lodge. A placement as soon as possible is preferred by the family and the social worker.

6. Brief history of the young person:

TJ is an energetic 12 year old with complex needs. He is described as a cheeky young man who loves to hang out with trusted adults, and at other times equally values his own space. TJ attends Meadowside Specialist School in Warrington and holds a diagnosis of ASD and ADHD.

He has lived with his Mum and younger brother at the family home. More recently he moved into an adapted lodge at a local respite facility while modifications are completed on the family property. This move followed a housing inspection that identified the property as unsuitable without adaptations.

His Mum has managed TJ's needs capably on her own for many years. However, as TJ has grown in size and strength, it has become increasingly difficult for her to manage safely without additional support. TJ's Dad has had increased work commitments and has confirmed he is not in a position to provide regular support.

7. Communication Needs

Detail the child's communication needs and how they are to be met by the placement:

TJ can demonstrate some behaviours that challenge as part of communicating his needs. The Positive Behaviour Support Service (PBSS) has named these and provided signposting as to how they can be met in placement.

When TJ becomes dysregulated, he may begin to headbutt, bite, pull hair, grab clothing, punch, slap, scratch, kick, and push. This can be directed at himself at times, including hitting his own head on hard surfaces or using his own fist. He can reach out to property and this can sometimes cause destruction. Methods are implemented to prevent absconding. TJ will attempt to ingest items whether they are edible or not. He enjoys climbing and will remove his clothing upon entering the home after time outdoors.

Communication can sometimes manifest as seemingly unsafe behaviours, including climbing onto kitchen surfaces, putting items in the toaster, or bouncing on a trampoline with a large stick. Placement staff should dynamically assess the risk: if TJ is at risk of harm, make him safe or remove the object (e.g. 'Can I have the stick?'), swap it with a safe alternative (e.g. balloons on the trampoline), and praise TJ for accepting the swap. If TJ is climbing, redirect him to an activity at floor level without drawing attention to the climbing behaviour.

TJ can communicate by placing objects in his mouth. Placement should dynamically assess the risk. If the item is unsafe to ingest, ask TJ to remove it and praise him if he gives it to you. Aim to avoid repeatedly asking for the item unless he is at immediate risk of harm, as this can become a game and he is less likely to comply.

Placement being aware of TJ's known triggers will be key to managing his presentations. PBSS have supported TJ for a considerable period and have identified the following triggers:

When TJ feels tired, hungry or is in pain, his communication often reflects this through escalated presentation. He can become overstimulated when there are many people around, and alternatively can appear under-stimulated following a lack of physical exercise. Being asked to complete a task he dislikes, or being in an environment he finds uncomfortable, can prompt a reaction. Activities requiring high levels of physical or emotional effort can lead to exhaustion. Not having access to a preferred food or a familiar person not being available can also cause him to react. Unexpected changes to his routine, or any period of waiting or delay, can similarly bring about dysregulation.

He can become unsettled with either prolonged social isolation or excessive social interaction.

8. Diversity and Equalities

9. Positive Attributes and Achievements

TJ is a loving, caring son and this is sometimes in danger of being overshadowed by the behaviours arising from his complex needs. Despite significant challenges, he works hard and has made meaningful progress in his ability to communicate through single word messages. During a recent observation, it was wonderful to see TJ outside enjoying the natural environment , he was calm, content, and clearly in his element. The fact that TJ communicates in the way he does represents a significant personal achievement and should be celebrated by any placement.

10. Hobbies and Extra-Curricular Activities

TJ is described as a cheeky young man who loves hanging out with trusted adults and equally values his own space. He loves anything related to water.

Structured interactions that TJ responds well to include soft play, deep pressure massage, tickles, baking and messy play, dancing, weighted blankets, and a body sock.

Favourite items at school and home include dolls, figurines, teddies, balloons, and mirrors.

11. How these will be maintained in placement:

Placement will be expected to facilitate and promote TJ's interests and preferred activities as part of his care plan, enabling him to enjoy the activities he loves safely and in line with his sensory and communication profile.

12. Dietary Requirements

13. Agencies Currently Involved

14. Health Issues and Additional Needs

15. Physical intervention approaches currently used:

Breakaway, Team Teach and CPI models are currently in use by professionals working with TJ.

16. Risk Analysis

17. Current Education Provision

18. Details of any issues regarding education:

School report that they are currently able to meet TJ's needs. However, school staff have noted an increase in aggressive behaviour compared to the previous academic year, including hitting and kicking. TJ may attempt to make physical contact with peers who walk near him in the school building. He continues to display ritualised behaviours at both school and home. TJ engages in a set loop/routine on arrival at school and can become unsettled if staff redirect these routines before he is ready to move on. He may cycle through the same routine multiple times during the school day.

During the school day, TJ may have wetting accidents and bowel movements, particularly during transitions. Property destruction has been reported in both settings. At school, there has been damage to the shower room and classroom. TJ has PICA, requiring staff to be extremely vigilant about items in his environment. There have been incidents where TJ has ingested unsafe materials including sealant used to repair shower wall damage.

Current PLP targets are focused on maintaining TJ's safety and wellbeing. Progress towards targets has been slower than anticipated due to the priority being his safety. The class teacher and behaviour analyst are developing updated targets to help support TJ in keeping himself and others safe and to enable more meaningful progress over time.

19. If the child is to change educational provision:

TJ currently attends Meadowside Specialist School and both parents and school have indicated they do not want the placement search to be restricted by current school location. They are willing to support a school move if it means the right placement can be found for TJ.

20. Views and Contact

Is the child able to express their views and wishes? Limited - see below

TJ is able to express himself through single words and through his actions and responses. He does not currently understand the concept of a placement being sought for him and would not have the comprehension to understand what moving away from his family would mean. His views are expressed through his interactions and his clearly demonstrated preferences and interests.

21. Placement Routines

Is there anything specific that the child does now and wishes to continue doing?

TJ loves access to water. He particularly enjoys swimming, outdoor walks, and trampoline parks. He enjoys watching food being prepared for him and engages well with messy play, baking, and sensory activities. He enjoys music and familiar visual content and often relaxes with his blanket while watching television or using a device.

22. Mealtimes:

TJ prefers dry foods such as cereals, noodles and pasta. He enjoys familiar meals and fast food. Mealtimes should be structured and consistent wherever possible.

23. Bedtime routines:

TJ typically goes to bed from around 10pm onwards. He can wake during the night and may walk around the property, including accessing the kitchen. Night time supervision and safe access arrangements should be considered by the placement.

24. Parents' and Carers' Views

Parents talk of how the placement search is purely out of love for their son. They have shared that it would be difficult for them if TJ is placed away from home, but speak of how they believe his life would be enriched in a way that is not currently possible for him. Mother has contributed to this profile across the above sections in relation to TJ's needs and strengths.

25. Family and Friends Contact Arrangements

26. Outcomes to be Achieved

27. Completion