The following diagram
illustrates each of the
Rollover the image on the right for more information
Safety: The monitoring of examples from home, school, or the community where an adult has said something, taken action or encouraged the child/young person’s personal health and safety.
Positive Caregiver/Child Communication: The monitoring of examples of any positive communication, in words or gestures (verbal or non-verbal), with the child/young person.
Family and Other Adult Relationships: The monitoring of examples of the child/young person accepting any support from an appropriate adult outside their home.
Child Care/School or College Environment: The monitoring of examples of how teachers, tutors, caregivers, workers or peers have used a consistent/supportive approach to the child/young person’s learning and development, taking account of their level of ability, language and learning style.
Carer Involvement in Child Care or Education: The monitoring of examples which illustratethe caregivers level of involvement in or contact with the child/young person’s child care or education which encourages the child/young person to engage and participate.
Carer Family Support: The monitoring of examples where the caregiver has provided the child/young person with emotional or physical care, or given personal attention to their needs, worries or achievements.
Service to Others: The monitoring of examples where the child/young person has carried out a simple but significant and helpful task for caregivers or others.
Play/Social Activity: The monitoring of examples of the organised activities the child/young person attended which have involved interaction with others.
Carer Family Boundaries: The monitoring of exampleswhich demonstrate the setting of understandable and appropriate boundaries or ground rules for the child/young person.
Child Care, School or Work Experience Boundaries: The monitoring of examples of child care workers, teachers or supervisors setting understandable and appropriate boundaries for the child/young person.
Adult Role Models: The monitoring of examples which demonstrate how the caregiver or another adult provided examples of a positive role-model for this child/young person.
High Expectations: The monitoring of examples of where caregivers or other adults expected and supported the child/young person to do their best and where their achievements were acknowledged.
Planning and Decision-Making: The monitoring of examples of where the child/young person has told the caregiver about or demonstrated her/his capacity to plan ahead or make a decision appropriate to their age and stage of development.
Engaging in Learning Activities – Home/School/Community: The monitoring of examples to illustrate the level at which the child/young person has actively taken part in a learning activity.
Motivation to Achieve: The monitoring of examples of how the child/young person demonstrates a willingness (outside school) to improve their skills, try out or master new things.
Learning Opportunities and Homework: The monitoring of examples which illustrates thelevel of support the child/young person has sought or the extent to which they have been encouraged in their learning.
Personal Power: The monitoring of examples of the extent to which the child/young person is making some sense of their own views and feelings and those of others, and is at least starting to voice an opinion and take action relating to their lives.
Responsibility: The monitoring of examples, however small, which illustrates the child/young person’s ability/resistance to take responsibility for their own actions or their personal care.
Peaceful Conflict Resolution: The monitoring of examples which demonstrate the extent to which the child/young person has managed their own emotions and behaviour in a difficult situation.
Positive View of Personal Future: The monitoring of examples which demonstrate how the child/young person views themselves, others or their future, taking account of their own cultural identity, a growing awareness of difference and the diverse world around them.
With the child at the centre, the 20 KDAs™ encompass both external and internal considerations to ensure a holistic picture of the individual’s developmental competencies and needs.
Children and carers frequently complete the report together. The weekly records go automatically to the key social worker for reading or action, thus reducing the need for additional, bureaucratic separate reporting. The KDA™ system is a 'bespoke' system, with superb functionality. - Christine Davies, CBE and Chief Executive of C4EO
Achievement Profiles™ are the end product of the information that caregivers capture in weekly KDA™ recordings. These are an amalgamation of up to 12 KDA™ recordings which are automatically drafted into a structured report containing visual and textual analysis of the interventions, successes and positive developments achieved by the recipient of care during that time period, grouped to align to legislative/organisational outcome measures.
Discover the benefits of using the KDA™ system.