1.2.4 Referral and Assessment
1. Referral & Referral Criteria
3. Child and Family Single Assessment
3.1 Assessments under the Children Act 1989
Under the Children Act 1989, local authorities undertake assessments of the needs of individual children to determine what services to provide and action to take:
3.2 The Purpose of Assessment
Whatever legislation the child is assessed under, the purpose of the assessment is always:
3.3 Process of Assessments
The Assessment should be led by a qualified and experienced social worker supervised by a highly experienced and qualified social work manager.
The date of the commencement of the Assessment will be recorded in the electronic database.
The qualified social worker should carefully plan that the following are carried out:
If it is determined that a child should not be seen as part of the Assessment, this should be recorded by the manager with reasons.
The parent's consent should usually be sought, before discussing a referral about them with other agencies, unless this may place the child at risk of Significant Harm, in which case the manager should authorise the discussion of the referral with other agencies without parental knowledge or consent. The authorisation should be recorded with reasons.
If during the course of the Assessment, it is discovered that a school age child is not attending an educational establishment, the social worker should contact the local education service to establish a reason for this.
If there is suspicion that a crime may have been committed including sexual or physical assault or neglect of the child, the Police must be notified immediately.
In planning the Assessment and in providing the parent and child with feedback, the social worker will need to consider and address any communication issues, for example language or impairment.
Where a child or parent speaks a language other than that spoken by the social worker, an interpreter should be provided. Any decision not to use an interpreter in such circumstances must be approved by the Team Manager and recorded.
Where a child or parent with disabilities has communication difficulties it may be necessary to use alternatives to speech. In communicating with a child with such an impairment, it may be particularly useful to involve a person who knows the child well and is familiar with the child's communication methods. However, caution should be given in using family members to facilitate communication. Where the child has had a communication assessment, its conclusions and recommendations should be observed.
3.5 Focus on the Child
Children should to be seen and listened to and included throughout the Assessment process. Their ways of communicating should be understood in the context of their family and community as well as their behaviour and developmental stage.
Assessments, service provision and decision making should regularly review the impact of the assessment process and the services provided on the child so that the best outcomes for the child can be achieved. Any services provided should be based on a clear analysis of the child’s needs, and the changes that are required to improve the outcomes for the child.
Children should be actively involved in all parts of the process based upon their age, developmental stage and identity. Direct work with the child and family should include observations of the interactions between the child and the parents/care givers.
All agencies involved with the child, the parents and the wider family have a duty to collaborate and share information to safeguard and promote the welfare of the child.
All Assessments should be planned and coordinated by a social worker and the purpose of the assessment should be transparent, understood and agreed by all participants. There should be an agreed statement setting out the aims of the assessment process.
Planning should identify the different elements of the assessment including who should be involved. It is good practice to hold a planning meeting to clarify roles and timescales as well as services to be provided during the assessment where there are a number of family members and agencies likely to play a part in the process.
Questions to be considered in planning assessments include:
The Assessment process can be summarised as follows:
Assessment should be a dynamic process, which analyses and responds to the changing nature and level of need and/or risk faced by the child. A good assessment will monitor and record the impact of any services delivered to the child and family and review the help being delivered. Whilst services may be delivered to a parent or carer, the Assessment should be focused on the needs of the child and on the impact any services are having on the child.
3.7 Developing a Clear Analysis
Research has demonstrated that taking a systematic approach to assessments using a conceptual model is the best way to deliver a comprehensive analysis. A good Assessment is one which investigates the three domains; set out in the Assessment Framework Triangle. The interaction of these domains requires careful investigation during the Assessment. The aim is to reach a judgement about the nature and level of needs and/or risks that the child may be facing within their family.
An Assessment should establish:
The Assessment will involve drawing together and analysing available information from a range of sources, including existing records, and involving and obtaining relevant information from professionals in relevant agencies and others in contact with the child and family. Where an Early Help Assessment has already been completed this information should be used to inform the assessment. The child and family’s history should be understood.
Where a child is involved in other assessment processes, it is important that these are coordinated so that the child does not become lost between the different agencies involved and their different procedures. All plans for the child developed by the various agencies and individual professionals should be joined up so that the child and family experience a single assessment and planning process, which shares a focus on the outcomes for the child.
The social worker should analyse all the information gathered from the enquiry stage of the assessment to decide the nature and level of the child's needs and the level of risk, if any, they may be facing. The social work manager should provide regular supervision and challenge the social worker's assumptions as part of this process. An informed decision should be taken on the nature of any action required and which services should be provided. Social workers, their managers and other professionals should be mindful of the requirement to understand the level of need and risk in a family from the child's perspective and ensure action or commission services which will have maximum positive impact on the child's life.
When new information comes to light or circumstances change the child’s needs, any previous conclusions should be updated and critically reviewed to ensure that the child is not overlooked as noted in many lessons from Serious Case Reviews.
3.8 Contribution of the Child and Family
The child should participate and contribute directly to the Assessment process based upon their age, understanding and identity. They should be seen alone and if this is not possible or in their best interest, the reason should be recorded. The social worker should work directly with the child in order to understand their views and wishes, including the way in which they behave both with their care givers and in other settings. The agreed local assessment framework should make a range of age appropriate tools available to professionals to assist them in this work.
The pace of the Assessment needs to acknowledge the pace at which the child can contribute. However, this should not be a reason for delay in taking protective action. It is important to understand the resilience of the individual child in their family and community context when planning appropriate services.
Every Assessment should be child centred. Where there is a conflict between the needs of the child and their parents/carers, decisions should be made in the child's best interests. The parents should be involved at the earliest opportunity unless to do so would prejudice the safety of the child.
The parents’ involvement in the Assessment will be central to its success. At the outset they need to understand how they can contribute to the process and what is expected of them to change in order to improve the outcomes for the child. The Assessment process must be open and transparent with the parents. However, the process should also challenge parents’ statements and behaviour where it is evidenced that there are inconsistencies, questions or obstacles to progress. All parents or care givers should be involved equally in the Assessment and should be supported to participate whilst the welfare of the child must not be overshadowed by parental needs. There may be exceptions to the involvement in cases of Sexual Abuse or Domestic Abuse for example, where the plan for the Assessment must consider the safety of an adult as well as that of the child.
3.9 Contribution of Agencies Involved with the Child and Family
All agencies and professionals involved with the child, and the family, have a responsibility to contribute to the Assessment process. This might take the form of providing information in a timely manner and direct or joint work. Differences of opinion between professionals should be resolved speedily but where this is not possible, the local arrangements for resolving professional disagreements should be implemented.
It is possible that professionals have different experiences of the child and family and understanding these differences will actively contribute to the understanding of the child / family.
The professionals should be involved from the outset and through the agreed, regular process of review.
The social worker’s supervisor will have a key role in supporting the practitioner to ensure all relevant agencies are involved.
Agencies providing services to adults, who are parents, carers or who have regular contact with children must consider the impact on the child of the particular needs of the adult in question.
3.10 Actions and Outcomes
Every Assessment should be focused on outcomes, deciding which services and support to provide to deliver improved welfare for the child and reflect the child’s best interests. In the course of the Assessment, the social worker and their line manager should determine:
The possible outcomes of the assessment should be decided on by the social worker and their line manager, who should agree a plan of action setting out the services to be delivered how and by whom in discussion with the child and family and the professionals involved.
The outcomes may be as follows:
The outcome of the Assessment should be:
The maximum time frame for the Assessment to conclude, such that it is possible to reach a decision on next steps, should be no longer than 45 working days from the point of Referral. If, in discussion with a child and their family and other professionals, an Assessment exceeds 45 working days, the social worker and professionals involved should record the reasons for exceeding the time limit.
3.12 Regular Review
The Assessment plan must set out timescales for the actions to be met and stages of the Assessment to progress, which should include regular points to review the Assessment. The work with the child and family should ensure that the agreed points are achieved through regular reviews. Where delays or obstacles occur these must be acted on and the assessment plan must be reviewed if any circumstances change for the child.
The social worker’s line manager must review the assessment plan regularly with the social worker and ensure that actions such as those below have been met:
A useful comment from ‘Working Together to Safeguard Children 2015’ to bear in mind for all professionals when reviewing progress:
“A high quality assessment is one in which evidence is built and revised throughout the process. A social worker may arrive at a judgement early in the case but this may need to be revised as the case progresses and further information comes to light. It is a characteristic of skilled practice that social workers revisit their assumptions in the light of new evidence and take action to revise their decisions in the best interests of the individual child.”
Recording by all professionals should include information on the child's development so that progress can be monitored to ensure their outcomes are improving. This is particularly significant in circumstances where Neglect is an issue.
Records should be kept of the progress of the assessment on the individual child’s record and in theirChronology to monitor any patterns of concerns.
Assessment plans and action points arising from plans and meetings should be circulated to the participants including the child, if appropriate, and the parents.
The recording should be such that a child, requesting to access their records, could easily understand the process taking place and the reasons for decisions and actions taken.
Supervision records should reflect the reasoning for decisions and actions taken.
3.14 Principles for a Good Assessment
The assessment triangle in Working Together to Safeguard Children 2015 provides a model, which should be used to examine how the different aspects of the child’s life and context interact and impact on the child. It notes that it is important that:
Assessment Framework Triangle