Skip to content

Earliest Support Pathway Planning & Tools

These are TEST PAGES and currently under development. All information is in DRAFT form and not finalised. This will be launched on 1st November 2026

The Earliest Support Plan (ESP) template can be found HERE  

An Earliest Support Plan is a practical, family-centred plan used to identify needs early, agree outcomes and coordinate proportionate support with children, young people and families. It should help practitioners understand what is happening, what is working well, what people are worried about, and what needs to change.

The Earliest Support Pathway is Gloucestershire’s framework for planning and assessment with children, young people and families who have a broad range of needs, including those who may need support through the SEND graduated approach. The pathway supports practitioners, families and communities to work together so children and young people receive appropriate support as early as possible.

The plan should be useful, proportionate and practical. It should support direct work with families and reduce unnecessary referrals, repetition or duplication.

 

A good plan should be

  • Useful: it helps the family and professionals know what will happen next.
  • Proportionate: it is appropriate to the current identified needs.
  • Family-centred: it is written with the family, not about the family.
  • Outcome-focused: it describes what will be different if support is successful.
  • Coordinated: it reduces duplication and clarifies everyone’s role.
  • Reviewed: it is updated when needs, risks, strengths or circumstances change

These are TEST PAGES and currently under development. All information is in DRAFT form and not finalised. This will be launched on 1st November 2026

The Earliest Support Plan (ESP) template can be found HERE  

An Earliest Support Plan is a practical, family-centred plan used to identify needs early, agree outcomes and coordinate proportionate support with children, young people and families. It should help practitioners understand what is happening, what is working well, what people are worried about, and what needs to change.

The Earliest Support Pathway is Gloucestershire’s framework for planning and assessment with children, young people and families who have a broad range of needs, including those who may need support through the SEND graduated approach. The pathway supports practitioners, families and communities to work together so children and young people receive appropriate support as early as possible.

The plan should be useful, proportionate and practical. It should support direct work with families and reduce unnecessary referrals, repetition or duplication.

 

A good plan should be

  • Useful: it helps the family and professionals know what will happen next.
  • Proportionate: it is appropriate to the current identified needs.
  • Family-centred: it is written with the family, not about the family.
  • Outcome-focused: it describes what will be different if support is successful.
  • Coordinated: it reduces duplication and clarifies everyone’s role.
  • Reviewed: it is updated when needs, risks, strengths or circumstances change

When to write an Earliest Support Plan

Professionals should consider an Earliest Support Plan when a child, young person or family would benefit from a clear written plan to coordinate support, clarify outcomes and prevent needs from escalating.

  • Needs are emerging and early support would help prevent escalation.
  • The family needs a clear plan that brings support together.
  • There are concerns about attendance, inclusion, wellbeing, family relationships, health, development or practical circumstances.
  • A child or young person has SEND or may need support through the graduated approach.
  • There is a need to evidence what has been tried, what has worked and what may need to happen next.
  • The Lead Practitioner or Team Around the Family needs a shared document to coordinate support.

The Decision Tree in Gloucestershire's Levels of Intervention can help to decide the type of help needed 

 

Core principles for writing a good plan

Start with strengths

Begin by identifying what is already going well. This may include relationships, routines, trusted adults, family networks, community support, culture, interests, motivation, previous progress, coping strategies and protective factors.

Include the child and family voice

Capture what matters to the child or young person, what matters to their family and what they want to be different. Use their own words wherever possible and ensure their views shape the outcomes and actions.

Be clear about worries and needs

Describe worries in plain language. Avoid jargon and vague statements. The plan should be clear enough that the family and each professional understand what needs to change.

Use proportionate detail

Include enough information to support good decision-making without creating unnecessary length or repetition. A single-agency plan may be brief. A multi-agency plan may need more detail.

Use one plan wherever possible

Check whether another plan is already in place and whether the Earliest Support Plan can build on it, contribute to it or avoid duplication.

 

Do not use an Earliest Support Plan to postpone safeguarding action. If risks increase, review the level of need and follow safeguarding procedures.

When to write an Earliest Support Plan

Professionals should consider an Earliest Support Plan when a child, young person or family would benefit from a clear written plan to coordinate support, clarify outcomes and prevent needs from escalating.

  • Needs are emerging and early support would help prevent escalation.
  • The family needs a clear plan that brings support together.
  • There are concerns about attendance, inclusion, wellbeing, family relationships, health, development or practical circumstances.
  • A child or young person has SEND or may need support through the graduated approach.
  • There is a need to evidence what has been tried, what has worked and what may need to happen next.
  • The Lead Practitioner or Team Around the Family needs a shared document to coordinate support.

The Decision Tree in Gloucestershire's Levels of Intervention can help to decide the type of help needed 

 

Core principles for writing a good plan

Start with strengths

Begin by identifying what is already going well. This may include relationships, routines, trusted adults, family networks, community support, culture, interests, motivation, previous progress, coping strategies and protective factors.

Include the child and family voice

Capture what matters to the child or young person, what matters to their family and what they want to be different. Use their own words wherever possible and ensure their views shape the outcomes and actions.

Be clear about worries and needs

Describe worries in plain language. Avoid jargon and vague statements. The plan should be clear enough that the family and each professional understand what needs to change.

Use proportionate detail

Include enough information to support good decision-making without creating unnecessary length or repetition. A single-agency plan may be brief. A multi-agency plan may need more detail.

Use one plan wherever possible

Check whether another plan is already in place and whether the Earliest Support Plan can build on it, contribute to it or avoid duplication.

 

Do not use an Earliest Support Plan to postpone safeguarding action. If risks increase, review the level of need and follow safeguarding procedures.

What an Earliest Support Plan should include

Plan details

Include the child or young person’s name, date of birth or age, parent or carer details, school, setting or service, Lead Practitioner, date opened, Level of Intervention and any existing reference where relevant.

Child and family voice

Record what matters to the child and family, what they want to be different and what they think would help. This section should influence the priorities, outcomes, actions and review arrangements.

Strengths, worries and whole-family needs

Explore home, family and relationships; learning, attendance and inclusion; health, development and wellbeing; community, safety and practical needs; family network and community strengths; and consent and information sharing.

Level of Intervention

Identify the current Level of Intervention and explain why it appears appropriate. This should be based on professional judgement, discussion with the family and relevant information from other agencies.

Outcomes

Describe what will be different for the child, young person or family if the plan is successful. Outcomes should be specific, realistic and meaningful.

Actions and support

Each action should say what will happen, who will do it, when it will happen, how the family will be involved and how progress will be reviewed.

Team Around the Family

Where more than one professional or agency is involved, clarify the Lead Practitioner, who is involved, what each person is contributing, communication methods, family preferences and any reasonable adjustments.

Review and next steps

Agree when the plan will be reviewed and what information will be used to judge progress. Review should ask whether actions made a difference, not only whether actions were completed.

 

Writing outcomes and actions

Good outcomes describe the change that should be seen, heard or experienced. They should be meaningful to the child and family and clear enough for the Team Around the Family to review.

Outcome prompts

  • What will be better?
  • Who will notice?
  • How will we know?
  • Is this important to the child and family?
  • Is the outcome realistic within the review period?

Examples: making outcomes clearer

Avoid

Use instead

Improve attendance.

Amira attends school by 9.00am on at least four days each week and says she feels confident about who she can speak to if she feels overwhelmed.

Reduce anxiety.

Kai has been able to describe two occasions where he has used strategies when the classroom feels overwhelming, and says he feels supported by school staff.

Support family.

Mum and Dad have a clear morning routine that they feel able to use on school days.

School to monitor.

Class teacher will check in each morning for two weeks and record whether Aisha enters class calmly, needs support or leaves the room.

 

Consent and information sharing

Families should be involved in decisions about support and should understand how information will be shared. Verbal consent can be accepted where it is recorded. If consent changes or is withdrawn, this should be revisited with the family.

Practitioners should record what information will be shared, who it will be shared with, why it needs to be shared, whether consent has been given, any limits to consent, what has been explained to the child and family, and the rationale for any information sharing decision.

Consent is not required to share information if a child is at risk or there is a perceived risk of harm. Where there is uncertainty, practitioners should seek advice promptly and record their decision-making.

Recording example: Janet (Mum) has agreed that the Lead Practitioner can share relevant information with school, health visiting and the family support worker so support can be coordinated. Janet does not want information shared with wider family members at this stage. This will be reviewed at the next TAF meeting.

 

Writing style: good recording 

The language in an Earliest Support Plan should be clear, respectful and understandable to the family. It should be professional without being overly formal or full of acronyms. 

Use language that is 

Avoid language that is 

Simple language, specific, balanced, respectful, evidence-informed, clear about worries, clear about strengths and understandable to the family. 

Blaming, judgemental, vague, full of acronyms, copied and pasted without context, focused only on professional concerns or unclear about what happens next. 

Language That Cares 

Language That Cares means thinking carefully about the words used when speaking with, and writing about, children, young people and families. Plans may be read by children and families now or in the future. The words used should show care, respect and curiosity, and should avoid labels, jargon or language that feels cold, negative or impersonal. 

THINK before you write: if the child, young person or family read this plan in the future, would the writing feel respectful, accurate, balanced and kind? 

Principles for Language That Cares in an Earliest Support Plan 

  • Use the child’s, young person’s and family members’ names where appropriate rather than reducing people to roles, labels or “the case”. 
  • Ask the child, young person and family what words they prefer to be used about them, their family and their support. 
  • Use plain English and avoid acronyms wherever possible. If a professional term must be used, explain it clearly. 
  • Describe behaviour as communication and need. Avoid labels such as “manipulative”, “attention seeking” or “not engaging”. 
  • Balance worries with strengths, relationships, context and what the family says is happening. 
  • Check names, identity, ethnicity, language and other key details are recorded accurately and respectfully. 
  • Avoid language that blames families for barriers to engagement. Record what professionals have done to build relationships and make support accessible. 

Examples: Language That Cares in recording 

Avoid 

Use instead 

The family is not engaging. 

We have not yet found a way of meeting that works for the family. The Lead Practitioner will check whether timing, location, communication method or trust are barriers. 

Child has challenging behaviour. 

When the classroom becomes noisy, Leo leaves his seat and runs into the corridor. Leo says this happens when he feels overwhelmed and needs help to feel calm. 

Case closed. 

The Earliest Support Plan has ended because the agreed outcomes have been achieved and the family knows what support remains available. 

Siblings. 

Use children’s names where appropriate, or “brothers and sisters” if that is clearer for the child and family. 

Contact with family. 

Time with family, or the words the child and family use for this arrangement. 

Practice prompt: Language That Cares does not mean avoiding worries. It means writing worries clearly, specifically and respectfully, with enough context that the child and family can recognise their own story. 

What an Earliest Support Plan should include

Plan details

Include the child or young person’s name, date of birth or age, parent or carer details, school, setting or service, Lead Practitioner, date opened, Level of Intervention and any existing reference where relevant.

Child and family voice

Record what matters to the child and family, what they want to be different and what they think would help. This section should influence the priorities, outcomes, actions and review arrangements.

Strengths, worries and whole-family needs

Explore home, family and relationships; learning, attendance and inclusion; health, development and wellbeing; community, safety and practical needs; family network and community strengths; and consent and information sharing.

Level of Intervention

Identify the current Level of Intervention and explain why it appears appropriate. This should be based on professional judgement, discussion with the family and relevant information from other agencies.

Outcomes

Describe what will be different for the child, young person or family if the plan is successful. Outcomes should be specific, realistic and meaningful.

Actions and support

Each action should say what will happen, who will do it, when it will happen, how the family will be involved and how progress will be reviewed.

Team Around the Family

Where more than one professional or agency is involved, clarify the Lead Practitioner, who is involved, what each person is contributing, communication methods, family preferences and any reasonable adjustments.

Review and next steps

Agree when the plan will be reviewed and what information will be used to judge progress. Review should ask whether actions made a difference, not only whether actions were completed.

 

Writing outcomes and actions

Good outcomes describe the change that should be seen, heard or experienced. They should be meaningful to the child and family and clear enough for the Team Around the Family to review.

Outcome prompts

  • What will be better?
  • Who will notice?
  • How will we know?
  • Is this important to the child and family?
  • Is the outcome realistic within the review period?

Examples: making outcomes clearer

Avoid

Use instead

Improve attendance.

Amira attends school by 9.00am on at least four days each week and says she feels confident about who she can speak to if she feels overwhelmed.

Reduce anxiety.

Kai has been able to describe two occasions where he has used strategies when the classroom feels overwhelming, and says he feels supported by school staff.

Support family.

Mum and Dad have a clear morning routine that they feel able to use on school days.

School to monitor.

Class teacher will check in each morning for two weeks and record whether Aisha enters class calmly, needs support or leaves the room.

 

Consent and information sharing

Families should be involved in decisions about support and should understand how information will be shared. Verbal consent can be accepted where it is recorded. If consent changes or is withdrawn, this should be revisited with the family.

Practitioners should record what information will be shared, who it will be shared with, why it needs to be shared, whether consent has been given, any limits to consent, what has been explained to the child and family, and the rationale for any information sharing decision.

Consent is not required to share information if a child is at risk or there is a perceived risk of harm. Where there is uncertainty, practitioners should seek advice promptly and record their decision-making.

Recording example: Janet (Mum) has agreed that the Lead Practitioner can share relevant information with school, health visiting and the family support worker so support can be coordinated. Janet does not want information shared with wider family members at this stage. This will be reviewed at the next TAF meeting.

 

Writing style: good recording 

The language in an Earliest Support Plan should be clear, respectful and understandable to the family. It should be professional without being overly formal or full of acronyms. 

Use language that is 

Avoid language that is 

Simple language, specific, balanced, respectful, evidence-informed, clear about worries, clear about strengths and understandable to the family. 

Blaming, judgemental, vague, full of acronyms, copied and pasted without context, focused only on professional concerns or unclear about what happens next. 

Language That Cares 

Language That Cares means thinking carefully about the words used when speaking with, and writing about, children, young people and families. Plans may be read by children and families now or in the future. The words used should show care, respect and curiosity, and should avoid labels, jargon or language that feels cold, negative or impersonal. 

THINK before you write: if the child, young person or family read this plan in the future, would the writing feel respectful, accurate, balanced and kind? 

Principles for Language That Cares in an Earliest Support Plan 

  • Use the child’s, young person’s and family members’ names where appropriate rather than reducing people to roles, labels or “the case”. 
  • Ask the child, young person and family what words they prefer to be used about them, their family and their support. 
  • Use plain English and avoid acronyms wherever possible. If a professional term must be used, explain it clearly. 
  • Describe behaviour as communication and need. Avoid labels such as “manipulative”, “attention seeking” or “not engaging”. 
  • Balance worries with strengths, relationships, context and what the family says is happening. 
  • Check names, identity, ethnicity, language and other key details are recorded accurately and respectfully. 
  • Avoid language that blames families for barriers to engagement. Record what professionals have done to build relationships and make support accessible. 

Examples: Language That Cares in recording 

Avoid 

Use instead 

The family is not engaging. 

We have not yet found a way of meeting that works for the family. The Lead Practitioner will check whether timing, location, communication method or trust are barriers. 

Child has challenging behaviour. 

When the classroom becomes noisy, Leo leaves his seat and runs into the corridor. Leo says this happens when he feels overwhelmed and needs help to feel calm. 

Case closed. 

The Earliest Support Plan has ended because the agreed outcomes have been achieved and the family knows what support remains available. 

Siblings. 

Use children’s names where appropriate, or “brothers and sisters” if that is clearer for the child and family. 

Contact with family. 

Time with family, or the words the child and family use for this arrangement. 

Practice prompt: Language That Cares does not mean avoiding worries. It means writing worries clearly, specifically and respectfully, with enough context that the child and family can recognise their own story. 

Reviewing the Plan

An Earliest Support Plan should be reviewed regularly and whenever circumstances change. Review should consider whether the plan is making a difference and whether the current Level of Intervention remains right.

Review questions

  • What has improved?
  • What has not changed?
  • What has become more worrying?
  • What does the child or family say now?
  • Have agreed actions happened?
  • Were the right people involved?
  • Does the plan need to continue, change, step in, or close?

Decision guide

Decision

Use when

Continue

Outcomes are partly achieved but further support is needed, actions remain relevant and the level of need is stable.

Step into Family Help

Needs have become more complex, risks have increased, outcomes are not improving despite support or specialist/statutory advice may be needed.

Close

Agreed outcomes have been achieved, coordinated early support is no longer required and the family understands what support remains available.

Reviewing the Plan

An Earliest Support Plan should be reviewed regularly and whenever circumstances change. Review should consider whether the plan is making a difference and whether the current Level of Intervention remains right.

Review questions

  • What has improved?
  • What has not changed?
  • What has become more worrying?
  • What does the child or family say now?
  • Have agreed actions happened?
  • Were the right people involved?
  • Does the plan need to continue, change, step in, or close?

Decision guide

Decision

Use when

Continue

Outcomes are partly achieved but further support is needed, actions remain relevant and the level of need is stable.

Step into Family Help

Needs have become more complex, risks have increased, outcomes are not improving despite support or specialist/statutory advice may be needed.

Close

Agreed outcomes have been achieved, coordinated early support is no longer required and the family understands what support remains available.

An Earliest Support Plan should be a living document. It should not remain open when it is no longer needed, and it should not stay at the same level if concerns have increased or the family’s needs have changed. A review should help the child, family and professionals decide whether the plan should:

  • end because agreed outcomes have been achieved
  • end because support can continue through universal or community arrangements
  • continue because outcomes are partly achieved and further support is still needed
  • change because the plan is not making enough difference
  • step into Family Help because needs have become more complex, risks have increased, outcomes are not improving despite support, or specialist/statutory advice may be needed

When ending or transitioning an Earliest Support Plan, professionals should:

  • keep the child or young person’s lived experience central
  • speak with the child and family and make a decision together where possible
  • review progress against the agreed outcomes, not just whether actions were completed
  • record strengths, progress, outstanding worries and the reason for the decision
  • avoid families having to repeat their story unnecessarily
  • make sure any remaining support is clear
  • make sure safeguarding concerns are not minimised or delayed
  • agree who will do what next, including who will remain available if needs re-emerge

Ending the plan because things have worked well

When this may be appropriate

It may be appropriate to end an Earliest Support Plan when:

  • the agreed outcomes have been achieved
  • the child, young person and family can describe what has improved
  • the key worries that led to the plan have reduced
  • support no longer needs to be coordinated through a formal plan
  • the family knows what support remains available
  • universal, community or single-agency support is enough
  • there is a clear plan for what should happen if needs re-emerge

What professionals should do before closing

Before closing the plan, the Lead Practitioner should review the plan with the child and family, and where relevant with the Team Around the Family. The review should consider:

  • What has improved?
  • What outcomes have been achieved?
  • What helped the change happen?
  • What strengths and support networks are now in place?
  • What support will continue after the plan closes?
  • What should the family do if worries come back?
  • Who can the family speak to if they need advice later?

Suggested wording for recording closure

“The Earliest Support Plan is ending because the agreed outcomes have been achieved and coordinated support is no longer required. The family, child/young person and professionals have reviewed the plan together. The following progress has been made: [insert summary]. The following support remains in place: [insert details]. If needs re-emerge, the family can contact [insert named service/person] and professionals should consider whether a new conversation or plan is needed.”

What good closure feels like for families

A good closure should feel planned, not sudden. Families should understand:

  • what has changed
  • why the plan is ending
  • what support remains available
  • who they can contact if things become difficult again
  • that asking for support again is acceptable and not a failure

Ending or reviewing the plan where there is disengagement

Important practice message

Disengagement should not automatically lead to closure. A lack of attendance, limited response or reduced contact may mean many different things. It may reflect practical barriers, loss of trust, communication needs, previous experiences of services, family stress, disagreement with the plan, or the family’s view that support is no longer needed. Professionals should remain curious and should avoid recording disengagement in a way that blames the family.

The Earliest Support Pathway principles include working with children, young people and families, planning support together using language that makes sense to them, acting early, being proportionate and coordinating support when needs increase, reduce or change.

Before deciding to close because of disengagement

The Lead Practitioner should make reasonable efforts to understand what is happening. Suggested practice steps are:

Check whether there are barriers

  • Are meeting times, location, language, accessibility or communication methods working for the family?
  • Would a phone call, home visit, school meeting, community venue or online conversation be easier?
  • Is the family unclear about the purpose of the plan?

Check whether the plan still reflects the family’s priorities

  • Does the family agree with the outcomes?
  • Has the plan become too professional-led?
  • Are actions realistic and proportionate?

Use the Team Around the Family

  • Do other professionals have contact with the family?
  • Is there a trusted person who can help re-open the conversation?
  • Are there new worries that need to be considered?

Consider the child’s experience

  • What is known about how the child or young person is doing now?
  • Are the original worries still present?
  • Has there been improvement, no change or increased concern?

Review risk before closure

  • If needs are low and there are no ongoing worries, closure may be reasonable.
  • If worries remain or increase, the plan should not simply close because engagement is difficult. Consider discussing with a Community Social Worker for advice.
  • If safeguarding concerns are present, follow safeguarding procedures without delay.

Ultimately if parents and carers withdraw their consent and there are no safeguarding concerns then the Earliest Support Plan will end until there is an opportunity to revisit this and address any barriers prevent a new episode of support

Suggested wording for recording disengagement

“The family has not been able to take part in recent review conversations. The Lead Practitioner and Team Around the Family have considered possible barriers to engagement, including [insert details]. Attempts to make contact have included [insert details]. Current information from [insert agencies] suggests [insert current view of needs and worries]. The decision is to [continue / close / step into Family Help / seek safeguarding advice] because [insert rationale]. The family has been given information about how to access support again.”

Concerns increase and a transition is needed to Family Help

When this may be needed

A transition into Family Help should be considered when:

  • needs have become more complex
  • risks have increased
  • outcomes are not improving despite agreed support
  • the plan is not creating enough change
  • more coordinated or specialist support is needed
  • there may be a need for support that sits beyond the Earliest Support Plan
  • the family would benefit from more intensive, relationship-based coordination

What professionals should do

Where concerns increase, the Lead Practitioner should not simply close the plan. The plan should be reviewed and used to support the transition.

Professionals should:

Review the current plan

  • What outcomes were agreed?
  • What actions happened?
  • What difference did the support make?
  • What has changed?
  • What is now more worrying?

Update the child and family voice

  • What does the child or young person say now?
  • What does the family say now?
  • Do they agree that further support is needed?
  • What do they think would help?

Record the rationale for stepping into Family Help

  • What needs have become more complex?
  • What risks have increased?
  • What has been tried already?
  • Why is the current plan no longer enough?
  • What support is being requested or recommended?

Share relevant information proportionately

  • Do not make the family repeat their story unnecessarily.
  • Use the existing plan, review notes and child/family voice to support the transition.
  • Share relevant information with consent unless safeguarding concerns require information sharing without consent.

Plan the handover

  • Agree who will remain involved during the transition.
  • Avoid gaps in support.
  • Clarify who the family should contact.
  • Make sure the family understands what will happen next.

Suggested wording for stepping into Family Help

“The Earliest Support Plan has been reviewed because concerns have increased and the current level of support is no longer sufficient. The plan has supported [insert what has been tried], but the following worries remain or have increased: [insert worries]. The child/family view is [insert voice]. The Team Around the Family agrees that a transition into Family Help is needed so that support can be more coordinated and proportionate to the current level of need. The existing plan, review notes and family views will be used to support the transition and avoid the family having to repeat their story.”

Decision guide for practitioners

Situation

Decision

What to record

Outcomes achieved and coordinated support no longer needed

Close the plan

What changed, what was achieved, what support remains, what the family should do if needs re-emerge

Outcomes partly achieved and further support is still needed

Continue or revise the plan

What has improved, what remains difficult, revised outcomes, new actions and review date

Family disengages but worries are low and support is no longer needed

Consider closure

Attempts to engage, family views where known, current information from agencies, rationale for closure, advice given to family

Family disengages and worries remain or increase

Do not close solely due to disengagement

Barriers considered, current worries, child’s lived experience, multi-agency view, decision to continue, seek advice or step into Family Help

Needs become more complex or risks increase

Step into Family Help or seek safeguarding advice

What has changed, what has been tried, why current support is no longer enough, child/family voice, transition plan

Immediate risk of significant harm

Follow safeguarding procedures without delay

Immediate action taken, information shared, who was contacted and rationale

Minimum recording standard

When ending or transitioning an Earliest Support Plan, the record should include:

  • the date of the review
  • who contributed to the decision
  • the child or young person’s voice
  • parent or carer views
  • progress against each outcome
  • what has improved
  • what remains worrying
  • what support remains in place
  • the decision: continue, revise, close, step down/out or step into Family Help
  • the rationale for the decision
  • any consent or information-sharing decisions
  • who has been informed
  • what will happen next

The Earliest Support Plan (HERE) includes review prompts for what has changed since the plan started, progress made, next step and reason for decision.

An Earliest Support Plan should be a living document. It should not remain open when it is no longer needed, and it should not stay at the same level if concerns have increased or the family’s needs have changed. A review should help the child, family and professionals decide whether the plan should:

  • end because agreed outcomes have been achieved
  • end because support can continue through universal or community arrangements
  • continue because outcomes are partly achieved and further support is still needed
  • change because the plan is not making enough difference
  • step into Family Help because needs have become more complex, risks have increased, outcomes are not improving despite support, or specialist/statutory advice may be needed

When ending or transitioning an Earliest Support Plan, professionals should:

  • keep the child or young person’s lived experience central
  • speak with the child and family and make a decision together where possible
  • review progress against the agreed outcomes, not just whether actions were completed
  • record strengths, progress, outstanding worries and the reason for the decision
  • avoid families having to repeat their story unnecessarily
  • make sure any remaining support is clear
  • make sure safeguarding concerns are not minimised or delayed
  • agree who will do what next, including who will remain available if needs re-emerge

Ending the plan because things have worked well

When this may be appropriate

It may be appropriate to end an Earliest Support Plan when:

  • the agreed outcomes have been achieved
  • the child, young person and family can describe what has improved
  • the key worries that led to the plan have reduced
  • support no longer needs to be coordinated through a formal plan
  • the family knows what support remains available
  • universal, community or single-agency support is enough
  • there is a clear plan for what should happen if needs re-emerge

What professionals should do before closing

Before closing the plan, the Lead Practitioner should review the plan with the child and family, and where relevant with the Team Around the Family. The review should consider:

  • What has improved?
  • What outcomes have been achieved?
  • What helped the change happen?
  • What strengths and support networks are now in place?
  • What support will continue after the plan closes?
  • What should the family do if worries come back?
  • Who can the family speak to if they need advice later?

Suggested wording for recording closure

“The Earliest Support Plan is ending because the agreed outcomes have been achieved and coordinated support is no longer required. The family, child/young person and professionals have reviewed the plan together. The following progress has been made: [insert summary]. The following support remains in place: [insert details]. If needs re-emerge, the family can contact [insert named service/person] and professionals should consider whether a new conversation or plan is needed.”

What good closure feels like for families

A good closure should feel planned, not sudden. Families should understand:

  • what has changed
  • why the plan is ending
  • what support remains available
  • who they can contact if things become difficult again
  • that asking for support again is acceptable and not a failure

Ending or reviewing the plan where there is disengagement

Important practice message

Disengagement should not automatically lead to closure. A lack of attendance, limited response or reduced contact may mean many different things. It may reflect practical barriers, loss of trust, communication needs, previous experiences of services, family stress, disagreement with the plan, or the family’s view that support is no longer needed. Professionals should remain curious and should avoid recording disengagement in a way that blames the family.

The Earliest Support Pathway principles include working with children, young people and families, planning support together using language that makes sense to them, acting early, being proportionate and coordinating support when needs increase, reduce or change.

Before deciding to close because of disengagement

The Lead Practitioner should make reasonable efforts to understand what is happening. Suggested practice steps are:

Check whether there are barriers

  • Are meeting times, location, language, accessibility or communication methods working for the family?
  • Would a phone call, home visit, school meeting, community venue or online conversation be easier?
  • Is the family unclear about the purpose of the plan?

Check whether the plan still reflects the family’s priorities

  • Does the family agree with the outcomes?
  • Has the plan become too professional-led?
  • Are actions realistic and proportionate?

Use the Team Around the Family

  • Do other professionals have contact with the family?
  • Is there a trusted person who can help re-open the conversation?
  • Are there new worries that need to be considered?

Consider the child’s experience

  • What is known about how the child or young person is doing now?
  • Are the original worries still present?
  • Has there been improvement, no change or increased concern?

Review risk before closure

  • If needs are low and there are no ongoing worries, closure may be reasonable.
  • If worries remain or increase, the plan should not simply close because engagement is difficult. Consider discussing with a Community Social Worker for advice.
  • If safeguarding concerns are present, follow safeguarding procedures without delay.

Ultimately if parents and carers withdraw their consent and there are no safeguarding concerns then the Earliest Support Plan will end until there is an opportunity to revisit this and address any barriers prevent a new episode of support

Suggested wording for recording disengagement

“The family has not been able to take part in recent review conversations. The Lead Practitioner and Team Around the Family have considered possible barriers to engagement, including [insert details]. Attempts to make contact have included [insert details]. Current information from [insert agencies] suggests [insert current view of needs and worries]. The decision is to [continue / close / step into Family Help / seek safeguarding advice] because [insert rationale]. The family has been given information about how to access support again.”

Concerns increase and a transition is needed to Family Help

When this may be needed

A transition into Family Help should be considered when:

  • needs have become more complex
  • risks have increased
  • outcomes are not improving despite agreed support
  • the plan is not creating enough change
  • more coordinated or specialist support is needed
  • there may be a need for support that sits beyond the Earliest Support Plan
  • the family would benefit from more intensive, relationship-based coordination

What professionals should do

Where concerns increase, the Lead Practitioner should not simply close the plan. The plan should be reviewed and used to support the transition.

Professionals should:

Review the current plan

  • What outcomes were agreed?
  • What actions happened?
  • What difference did the support make?
  • What has changed?
  • What is now more worrying?

Update the child and family voice

  • What does the child or young person say now?
  • What does the family say now?
  • Do they agree that further support is needed?
  • What do they think would help?

Record the rationale for stepping into Family Help

  • What needs have become more complex?
  • What risks have increased?
  • What has been tried already?
  • Why is the current plan no longer enough?
  • What support is being requested or recommended?

Share relevant information proportionately

  • Do not make the family repeat their story unnecessarily.
  • Use the existing plan, review notes and child/family voice to support the transition.
  • Share relevant information with consent unless safeguarding concerns require information sharing without consent.

Plan the handover

  • Agree who will remain involved during the transition.
  • Avoid gaps in support.
  • Clarify who the family should contact.
  • Make sure the family understands what will happen next.

Suggested wording for stepping into Family Help

“The Earliest Support Plan has been reviewed because concerns have increased and the current level of support is no longer sufficient. The plan has supported [insert what has been tried], but the following worries remain or have increased: [insert worries]. The child/family view is [insert voice]. The Team Around the Family agrees that a transition into Family Help is needed so that support can be more coordinated and proportionate to the current level of need. The existing plan, review notes and family views will be used to support the transition and avoid the family having to repeat their story.”

Decision guide for practitioners

Situation

Decision

What to record

Outcomes achieved and coordinated support no longer needed

Close the plan

What changed, what was achieved, what support remains, what the family should do if needs re-emerge

Outcomes partly achieved and further support is still needed

Continue or revise the plan

What has improved, what remains difficult, revised outcomes, new actions and review date

Family disengages but worries are low and support is no longer needed

Consider closure

Attempts to engage, family views where known, current information from agencies, rationale for closure, advice given to family

Family disengages and worries remain or increase

Do not close solely due to disengagement

Barriers considered, current worries, child’s lived experience, multi-agency view, decision to continue, seek advice or step into Family Help

Needs become more complex or risks increase

Step into Family Help or seek safeguarding advice

What has changed, what has been tried, why current support is no longer enough, child/family voice, transition plan

Immediate risk of significant harm

Follow safeguarding procedures without delay

Immediate action taken, information shared, who was contacted and rationale

Minimum recording standard

When ending or transitioning an Earliest Support Plan, the record should include:

  • the date of the review
  • who contributed to the decision
  • the child or young person’s voice
  • parent or carer views
  • progress against each outcome
  • what has improved
  • what remains worrying
  • what support remains in place
  • the decision: continue, revise, close, step down/out or step into Family Help
  • the rationale for the decision
  • any consent or information-sharing decisions
  • who has been informed
  • what will happen next

The Earliest Support Plan (HERE) includes review prompts for what has changed since the plan started, progress made, next step and reason for decision.

The Earliest Support Plan (ESP) template can be found HERE  

This is the template used to create the Plan for a single child or for a whole family.

We have provided some examples of Plans with a range of needs and family factors (age, etc) below:

ESP – Year 11 / Year 12 transition. HERE

ESP – Attendance Issue. HERE

ESP – Year 6 / Year 7 Transition.  HERE

ESP – Family Plan.  HERE

ESP – Child Electively Home Educated.  HERE

ESP – Preschool Age Child. HERE

ESP – Reception Age Child. HERE

ESP - Educational Needs only. HERE

ESP – School Based Anxiety. HERE

The Earliest Support Plan (ESP) template can be found HERE  

This is the template used to create the Plan for a single child or for a whole family.

We have provided some examples of Plans with a range of needs and family factors (age, etc) below:

ESP – Year 11 / Year 12 transition. HERE

ESP – Attendance Issue. HERE

ESP – Year 6 / Year 7 Transition.  HERE

ESP – Family Plan.  HERE

ESP – Child Electively Home Educated.  HERE

ESP – Preschool Age Child. HERE

ESP – Reception Age Child. HERE

ESP - Educational Needs only. HERE

ESP – School Based Anxiety. HERE

The most common way to gather information for a Plan will be through a Team Around the Family (TAF) meeting that includes the views of parents and carers. Views of children and young people should always be gathered where possible and we have a range of resources on this page to support this.

Below is a selection of resources to aid in the TAF process and for conversations with parents and carers to help create a holistic Earliest Support Plan.

Tools for TAF Meetings:

TAF Top Tips

TAC/TAF Invitation letter

TAC/TAF Meeting Format Template

Gathering information:

Tool for Conversations with Parents/Carers

Tool for Information Gathering

Petal tool.pdf

Helping Families Find Support

Building an Analysis:

3e. anchor-principles-card.pdf

Direct work tools for children and young people:

Glosfamilies Directory | Resources for working with children and families

The most common way to gather information for a Plan will be through a Team Around the Family (TAF) meeting that includes the views of parents and carers. Views of children and young people should always be gathered where possible and we have a range of resources on this page to support this.

Below is a selection of resources to aid in the TAF process and for conversations with parents and carers to help create a holistic Earliest Support Plan.

Tools for TAF Meetings:

TAF Top Tips

TAC/TAF Invitation letter

TAC/TAF Meeting Format Template

Gathering information:

Tool for Conversations with Parents/Carers

Tool for Information Gathering

Petal tool.pdf

Helping Families Find Support

Building an Analysis:

3e. anchor-principles-card.pdf

Direct work tools for children and young people:

Glosfamilies Directory | Resources for working with children and families

Below are a range of tools from a wide variety of sources that can help you with your work with children and young people. These are resources to engage children with and help them to express their voice, views, aspirations, and feelings; as well as to help them find their own solutions to current challenges.

This is far from an exhaustive list and if you have a gem that you would like to share so that we can add it to the collection here please send it to us at the Family Information Service (FIS) using this email facsglos@gloucestershire.gov.uk

 

Conversation-Based Tools 

Tools that support discussion, reflection and storytelling. 

  • Scaling questions  

  • Emotion Scale. Use scale scoring for a range of emotions including anger and anxiety. Template

  • Three Houses. The Three Houses template enables practitioners to discuss a child's likes, hobbies, strengths, protective factors, dislikes/worries and risks related to the child as well as dreams, hopes and wishes. Guidance notes with template & Template only 

  • Wishes and worries 

  • Worry Monsters. The use of Worry Monsters is a great way of helping children deal with things that are upsetting them or making them anxious. Guidance notes & Worry Monster Poem 

  • All About Me. All About Me is a one-page document that enables you to build up a profile of a child/young person's likes and dislikes, similar to the My Profile. Template 

See the Three Houses tool being used in this video: Three Houses tool 

 

Paper-Based and Creative Tools 

Tools that involve drawing, writing, mapping or completing worksheets. 

  • Genograms. Genograms (also known as family trees) are a simple tool that allow us to see how a family is made up. 

  • Genogram - Child 5 to 15 years HERE 

  • Eco maps. Ecomaps are a simple tool that allow us to establish who a child or young person sees as being important to them and in their support network. 

  • Feelings  

  • Anger Workbook Use the Anger Workbook to support a young person to begin to understand and recognise anger and ways in which they can try and manage this. Template 1 & Template 2 

  • Emoji Feelings Chart. Use this chart to understand a child/young person's feelings on a daily basis through the use of emojis. Template

See an ECO Map being made How to make an ecomap 

See a Mobility Map being made How to make a mobility map 

 

Arts and Expression Activities 

Tools that enable expression through creativity rather than direct conversation. 

  • Drawing; Collages; Comic strips; Storyboards Playdough/modelling activities 

Here is an example of an art activity in practice How to conduct an art activity to get children to express emotions 

 

Movement and Active Engagement Tools 

Tools that involve physical activity and engagement through movement. 

  • Walking and talking; Positioning exercises; Human scales; Treasure hunts; Activity-based discussions 

Here are example videos of cooperative engagement through physical activity PE Hoop Pass,  Stuck With Me! (Cooperation / Teamwork PE Lesson) - YouTube, Perimeter 

 

Play-Based Approaches 

Particularly effective with younger children. 

  • Role play; Small world play; Puppets; Toys and figures; Therapeutic games 

See Sock Puppet play in action Playing Together - Sock puppet play and talk 

 

Games and Interactive Activities 

Structured activities that make participation fun and less intimidating. 

  • Board games; Card sorts; Quiz activities; Feelings bingo; Relationship games 

  • Home - BBC Bitesize 

  • Thoughts and Feelings Board Game. The aim of the game is to build a sense of trust with the child or young person. It allows them to openly discuss their thoughts and feelings, without feeling like they are being questioned. It is made to feel like a game, as you are also supposed to join in and share your thoughts and feelings. Guidance notes with template  

  • Skittles (Sweets) Game. Use sweets as a tool to provide an opportunity and space to enable a child or young person to open up about their feelings. Guidance notes with template 

Watch a Feelings Bingo activity Feelings Bingo 

 

Visual and Picture-Based Tools 

Tools that use images rather than words as the primary engagement method. 

  • Photo elicitation; Emotion cards; Picture cards; Symbol cards; Visual choice boards 

Here is an example of using visual tools from Somerset County Council Using Visuals to support your Child or Young Person 

 

Digital and Technology-Based Tools 

Tools delivered through technology. 

  • Online surveys; Apps; Digital whiteboards; Video diaries; Interactive questionnaires. & Digital resources to support emotional wellbeing.  

  • Kooth – App. A judgement-free forum to get advice, help others and share your story Home - Kooth 

  • Mind of My Own. Mind Of MY Own is an award-winning app that helps young people express their views more clearly, get more involved in meetings and make better decisions with their social care team. Glosfamilies Directory | Mind Of My Own 

 

Reflection and Self-Assessment Tools 

Tools that help individuals think about their strengths, needs and goals. 

  • Scaling tools; Strengths assessments; Hopes and goals exercises; Wellbeing check-ins; Self-reflection worksheets 

 

Strengths, Needs and Daily Life Exploration Tools 

Tools that build understanding of the child's lived experience. 

  • Day-in-the-life activities; Good day/bad day; All about me; Strengths and worries; Life journey activities 

  • All About Me Workbook. Use this bright and colourful workbook to find out more about a child/young person as well as their feelings and emotions. Template 

  • Telling People about Myself. A simple 3 statements and 3 questions document, enabling young people to share information about themselves and find out more about someone they are working with or meeting for the first time. Template 

  • My Day. Use the templates to understand what a typical day consists of for a child/young person. Template 1 & Template 2 

 

You will find a further range of tools and resources at the following websites: 

Therapist Aid Therapy Worksheets, Tools, and Handouts | Therapist Aid 

Social Worker Toolbox Free social work resources & tools for direct work with children and adults 

Glosfamilies Directory | Resources for working with children and families 

GHLL Home : Gloucestershire Healthy Living and Learning 

Tri X Local Resources 

 

Below are a range of tools from a wide variety of sources that can help you with your work with children and young people. These are resources to engage children with and help them to express their voice, views, aspirations, and feelings; as well as to help them find their own solutions to current challenges.

This is far from an exhaustive list and if you have a gem that you would like to share so that we can add it to the collection here please send it to us at the Family Information Service (FIS) using this email facsglos@gloucestershire.gov.uk

 

Conversation-Based Tools 

Tools that support discussion, reflection and storytelling. 

  • Scaling questions  

  • Emotion Scale. Use scale scoring for a range of emotions including anger and anxiety. Template

  • Three Houses. The Three Houses template enables practitioners to discuss a child's likes, hobbies, strengths, protective factors, dislikes/worries and risks related to the child as well as dreams, hopes and wishes. Guidance notes with template & Template only 

  • Wishes and worries 

  • Worry Monsters. The use of Worry Monsters is a great way of helping children deal with things that are upsetting them or making them anxious. Guidance notes & Worry Monster Poem 

  • All About Me. All About Me is a one-page document that enables you to build up a profile of a child/young person's likes and dislikes, similar to the My Profile. Template 

See the Three Houses tool being used in this video: Three Houses tool 

 

Paper-Based and Creative Tools 

Tools that involve drawing, writing, mapping or completing worksheets. 

  • Genograms. Genograms (also known as family trees) are a simple tool that allow us to see how a family is made up. 

  • Genogram - Child 5 to 15 years HERE 

  • Eco maps. Ecomaps are a simple tool that allow us to establish who a child or young person sees as being important to them and in their support network. 

  • Feelings  

  • Anger Workbook Use the Anger Workbook to support a young person to begin to understand and recognise anger and ways in which they can try and manage this. Template 1 & Template 2 

  • Emoji Feelings Chart. Use this chart to understand a child/young person's feelings on a daily basis through the use of emojis. Template

See an ECO Map being made How to make an ecomap 

See a Mobility Map being made How to make a mobility map 

 

Arts and Expression Activities 

Tools that enable expression through creativity rather than direct conversation. 

  • Drawing; Collages; Comic strips; Storyboards Playdough/modelling activities 

Here is an example of an art activity in practice How to conduct an art activity to get children to express emotions 

 

Movement and Active Engagement Tools 

Tools that involve physical activity and engagement through movement. 

  • Walking and talking; Positioning exercises; Human scales; Treasure hunts; Activity-based discussions 

Here are example videos of cooperative engagement through physical activity PE Hoop Pass,  Stuck With Me! (Cooperation / Teamwork PE Lesson) - YouTube, Perimeter 

 

Play-Based Approaches 

Particularly effective with younger children. 

  • Role play; Small world play; Puppets; Toys and figures; Therapeutic games 

See Sock Puppet play in action Playing Together - Sock puppet play and talk 

 

Games and Interactive Activities 

Structured activities that make participation fun and less intimidating. 

  • Board games; Card sorts; Quiz activities; Feelings bingo; Relationship games 

  • Home - BBC Bitesize 

  • Thoughts and Feelings Board Game. The aim of the game is to build a sense of trust with the child or young person. It allows them to openly discuss their thoughts and feelings, without feeling like they are being questioned. It is made to feel like a game, as you are also supposed to join in and share your thoughts and feelings. Guidance notes with template  

  • Skittles (Sweets) Game. Use sweets as a tool to provide an opportunity and space to enable a child or young person to open up about their feelings. Guidance notes with template 

Watch a Feelings Bingo activity Feelings Bingo 

 

Visual and Picture-Based Tools 

Tools that use images rather than words as the primary engagement method. 

  • Photo elicitation; Emotion cards; Picture cards; Symbol cards; Visual choice boards 

Here is an example of using visual tools from Somerset County Council Using Visuals to support your Child or Young Person 

 

Digital and Technology-Based Tools 

Tools delivered through technology. 

  • Online surveys; Apps; Digital whiteboards; Video diaries; Interactive questionnaires. & Digital resources to support emotional wellbeing.  

  • Kooth – App. A judgement-free forum to get advice, help others and share your story Home - Kooth 

  • Mind of My Own. Mind Of MY Own is an award-winning app that helps young people express their views more clearly, get more involved in meetings and make better decisions with their social care team. Glosfamilies Directory | Mind Of My Own 

 

Reflection and Self-Assessment Tools 

Tools that help individuals think about their strengths, needs and goals. 

  • Scaling tools; Strengths assessments; Hopes and goals exercises; Wellbeing check-ins; Self-reflection worksheets 

 

Strengths, Needs and Daily Life Exploration Tools 

Tools that build understanding of the child's lived experience. 

  • Day-in-the-life activities; Good day/bad day; All about me; Strengths and worries; Life journey activities 

  • All About Me Workbook. Use this bright and colourful workbook to find out more about a child/young person as well as their feelings and emotions. Template 

  • Telling People about Myself. A simple 3 statements and 3 questions document, enabling young people to share information about themselves and find out more about someone they are working with or meeting for the first time. Template 

  • My Day. Use the templates to understand what a typical day consists of for a child/young person. Template 1 & Template 2 

 

You will find a further range of tools and resources at the following websites: 

Therapist Aid Therapy Worksheets, Tools, and Handouts | Therapist Aid 

Social Worker Toolbox Free social work resources & tools for direct work with children and adults 

Glosfamilies Directory | Resources for working with children and families 

GHLL Home : Gloucestershire Healthy Living and Learning 

Tri X Local Resources 

 

Suggested practitioner script

This plan is a way of bringing together what matters to you, what is going well, what people are worried about and what we are all going to do next. It should help avoid you having to repeat your story and make sure everyone is clear about who is doing what. We will review it together and change it if things improve, if worries increase or if different support is needed.

 

Suggested plan-writing conversation

1. Start with the family’s story

  • Tell me what life is like at the moment.
  • What matters most to you?
  • What would you like to be different?

2. Explore strengths

  • What is already working?
  • Who helps?
  • When are things better?

3. Understand worries

  • What are you worried about?
  • What are other people worried about?
  • What happens on a difficult day?

4. Agree priorities

  • What should we focus on first?
  • What would make the biggest difference?

5. Set outcomes

  • What will we notice if this support is working?
  • What will be different for your child?

6. Agree actions

  • Who will do what?
  • When will this happen?
  • How will we know it has happened?

7. Plan review

  • When should we come back together?
  • What would tell us that the plan needs to change?

8. Check agreement

  • Does this plan reflect what you have told us?
  • Is anything missing?
  • Are you clear about what information will be shared?

 

Quality checklist for practitioners

  • ☐ Have I included the child or young person’s voice?
  • ☐ Have I included the parent or carer’s views?
  • ☐ Have I described strengths as well as worries?
  • ☐ Have I explained the current Level of Intervention?
  • ☐ Are the needs clear and specific?
  • ☐ Are the outcomes written as changes for the child or family?
  • ☐ Does each action say who will do what and by when?
  • ☐ Is consent recorded clearly?
  • ☐ Have I considered information sharing and safeguarding?
  • ☐ Is the Lead Practitioner identified?
  • ☐ Are review arrangements clear?
  • ☐ Would the family understand the language used?
  • ☐ Does the plan reduce duplication rather than add to it?
  • ☐ Is the plan proportionate to the level of need?
  • ☐ Is it clear what will happen if needs increase, reduce or change?

Suggested practitioner script

This plan is a way of bringing together what matters to you, what is going well, what people are worried about and what we are all going to do next. It should help avoid you having to repeat your story and make sure everyone is clear about who is doing what. We will review it together and change it if things improve, if worries increase or if different support is needed.

 

Suggested plan-writing conversation

1. Start with the family’s story

  • Tell me what life is like at the moment.
  • What matters most to you?
  • What would you like to be different?

2. Explore strengths

  • What is already working?
  • Who helps?
  • When are things better?

3. Understand worries

  • What are you worried about?
  • What are other people worried about?
  • What happens on a difficult day?

4. Agree priorities

  • What should we focus on first?
  • What would make the biggest difference?

5. Set outcomes

  • What will we notice if this support is working?
  • What will be different for your child?

6. Agree actions

  • Who will do what?
  • When will this happen?
  • How will we know it has happened?

7. Plan review

  • When should we come back together?
  • What would tell us that the plan needs to change?

8. Check agreement

  • Does this plan reflect what you have told us?
  • Is anything missing?
  • Are you clear about what information will be shared?

 

Quality checklist for practitioners

  • ☐ Have I included the child or young person’s voice?
  • ☐ Have I included the parent or carer’s views?
  • ☐ Have I described strengths as well as worries?
  • ☐ Have I explained the current Level of Intervention?
  • ☐ Are the needs clear and specific?
  • ☐ Are the outcomes written as changes for the child or family?
  • ☐ Does each action say who will do what and by when?
  • ☐ Is consent recorded clearly?
  • ☐ Have I considered information sharing and safeguarding?
  • ☐ Is the Lead Practitioner identified?
  • ☐ Are review arrangements clear?
  • ☐ Would the family understand the language used?
  • ☐ Does the plan reduce duplication rather than add to it?
  • ☐ Is the plan proportionate to the level of need?
  • ☐ Is it clear what will happen if needs increase, reduce or change?