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282 <h2>
282 Assessment
282 </h2>
284 </div>
287 <div id="scope_box">
288 <h3>
288 SCOPE OF THIS CHAPTER
288 </h3>
289 <p>
289 All local authorities with their partner agencies must develop and publish local frameworks for
assessment, which must be based on good analysis, timeliness and transparency and be proportionate
to the needs of the child and their family.
289 </p>
290 <p>
290 Each child who has been referred into local authority children's social care should have an
individual assessment to identify their needs and to understand the impact of any parental
behaviour on them as an individual. Local authorities have to give due regard to a child's age and
understanding when determining what (if any) services to provide under
290 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/17" target="_blank" rel="noopener">
290 Section 17 of the Children Act 1989
290 </a>
290 , and before making decisions about action to be taken to protect individual children under
290 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/47" target="_blank" rel="noopener">
290 Section 47 of the Children Act 1989
290 </a>
290 .
290 </p>
291 <h3>
291 RELATED GUIDANCE AND LEGISLATION
291 </h3>
292 <p>
292 <a
href="https://www.gov.uk/government/publications/icacu-referral-list-information-and-application-d
etails/international-child-abduction-and-contact-unit-information-for-solicitors"
target="_blank" rel="noopener">
292 The International Child Abduction and Contact Unit
292 </a>
292 </p>
293 <p>
293 <a href="http://www.legislation.gov.uk/ukpga/2015/30/contents/enacted" target="_blank"
rel="noopener">
293 Modern Slavery Act 2015
293 </a>
293
293 </p>
294 <p>
294 <a href="local_resources.html#ch_social_care">
294 Management Actions Note for MASH
294 </a>
294
294 </p>
295 <p>
295 <a href="files/consultations_cpc_revised.pdf" target="_blank" rel="noopener">
295 Revised Process for Child Protection Conferences: CP consultations from front door to
conference/Re-referrals for Initial Conferences/Child in Need Reviewing
295 </a>
295 </p>
296 <h3>
296 AMENDMENT
296 </h3>
297 <p>
297 In April 2019, this chapter was revised to reflect updated guidance on Assessment in Working
Together to Safeguard Children. A new
297 <a href="#contextual">
297 Section 17, Contextual Safeguarding
297 </a>
297 was added.
297 </p>
298 </div>
299 <div id="sections">
301 <h3 id="sections_list">
301 Contents
301 </h3>
302 <ol>
303 <li>
303 <a href="#assess_ch_act">
303 Assessments under the Children Act 1989
303 </a>
303 </li>
304 <li>
304 <a href="#purpose_assess">
304 The Purpose of Assessment
304 </a>
304 </li>
305 <li>
305 <a href="#principles">
305 Principles For a Good Assessment
305 </a>
305 </li>
306 <li>
306 <a href="#process_assess">
306 Process of Assessment
306 </a>
306 </li>
307 <li>
307 <a href="#plan">
307 Planning
307 </a>
307 </li>
308 <li>
308 <a href="#communication">
308 Communication
308 </a>
308 </li>
309 <li>
309 <a href="#the_child">
309 The Child
309 </a>
309 </li>
310 <li>
310 <a href="#fam_network">
310 The Family Network
310 </a>
310 </li>
311 <li>
311 <a href="#contribute">
311 Contribution of Agencies Involved with the Child and Family
311 </a>
311 </li>
312 <li>
312 <a href="#signs">
312 Signs of Safety
312 </a>
312 </li>
313 <li>
313 <a href="#develop">
313 Developing a Clear Analysis
313 </a>
313 </li>
314 <li>
314 <a href="#next_step">
314 Next Steps and Outcomes
314 </a>
314 </li>
315 <li>
315 <a href="#time">
315 Timescales
315 </a>
315 </li>
316 <li>
316 <a href="#pre-birth">
316 Pre-birth 'Good Practice Steps'
316 </a>
316 </li>
317 <li>
317 <a href="#review">
317 Regular Review
317 </a>
317 </li>
318 <li>
318 <a href="#assessing">
318 Assessing Family Abroad
318 </a>
318 </li>
319 <li>
319 <a href="#contextual">
319 Contextual Safeguarding
319 </a>
319 </li>
320 </ol>
321 <h3 id="assess_ch_act">
321 1. Assessments under the Children Act 1989
321 </h3>
322 <p>
322 Under the
322 <a href="http://www.legislation.gov.uk/ukpga/1989/41/contents" target="_blank" rel="noopener">
322 Children Act 1989
322 </a>
322 , local authorities undertake assessments of the needs of individual children to determine what
services to provide and action to take:
322 </p>
323 <ul>
324 <li>
324 A Child in Need is defined under the Children Act 1989 as a child who is unlikely to achieve or
maintain a satisfactory level of health or development, or their health and development will be
significantly impaired, without the provision of services; or a child who is disabled. In these
cases, assessments by a social worker are carried out under Section 17 of the Children Act 1989.
Children in Need may be assessed under Section 17 of the Children Act 1989, in relation to their
Special Educational Needs, disabilities, or as a carer, or because they have committed a crime.
The process for assessment should also be used for children whose parents are in prison and for
unaccompanied migrant children and child victims of modern slavery. When assessing Children in
Need and providing services, specialist assessments may be required and, where possible, should
be coordinated so that the child and family experience a coherent process and a single plan of
action.
324 <br>
325 <br>
326 The need to assess can also include pre-birth situations when a mother's own circumstances would
give cause for concern that the pre-birth, and then born, child would come within the definition
of being a 'Child in Need' (see
326 <a href="#pre-birth">
326 Section 14, Pre-birth 'Good Practice Steps'
326 </a>
326 );
326 </li>
327 </ul>
328 <ul>
329 <li>
329 Concerns about maltreatment may be the reason for a Referral to local authority children's
social care or concerns may arise during the course of providing services to the child and
family. In these circumstances, local authority children's social care must initiate enquiries
to find out what is happening to the child and whether protective action is required. Local
authorities, with the help of other organisations as appropriate, also have a duty to make
enquiries under
329 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/47" target="_blank"
rel="noopener">
329 Section 47
329 </a>
329 of the Children Act 1989 if they have reasonable cause to suspect that a child is suffering, or
is likely to suffer, Significant Harm, to enable them to decide whether they should take any
action to safeguard and promote the child's welfare. Such enquiries, supported by other
organisations and agencies as appropriate, should be initiated where there are concerns about
all forms of abuse and neglect. This includes female genital mutilation and other honour-based
violence, and extra-familial threats including radicalisation and sexual or criminal
exploitation;
329 </li>
330 <li>
330 There may be a need for immediate protection whilst the Assessment is carried out;
330 </li>
331 <li>
331 Some Children in Need may require accommodation because there is no one who has Parental
Responsibility for them, or because they are alone or abandoned. Under
331 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/20" target="_blank"
rel="noopener">
331 Section 20
331 </a>
331 of the Children Act 1989, the local authority has a duty to accommodate such Children in Need in
their area. Following an application under
331 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/31A" target="_blank"
rel="noopener">
331 Section 31A
331 </a>
331 , where a child is the subject of a Care Order, the local authority, as a corporate parent, must
assess the child's needs and draw up a Care Plan which sets out the services which will be
provided to meet the child's identified needs.
331 </li>
332 </ul>
333 <p>
333 The assessment should be led by a qualified social worker supervised by a qualified social work
manager.
333 </p>
334 <h3 id="purpose_assess">
334 2. The Purpose of Assessment
334 </h3>
335 <p>
335 The purpose of the assessment is always:
335 </p>
336 <ul>
337 <li>
337 To gather important information about a child and family;
337 </li>
338 <li>
338 To analyse their needs and/or the nature and level of any risk and harm being suffered by the
child;
338 </li>
339 <li>
339 To decide whether the child is a Child in Need (Section 17) and/or is suffering or likely to
suffer Significant Harm (Section 47); and
339 </li>
340 <li>
340 To provide support to address those needs to improve the child's outcomes and welfare and, where
necessary, to make them safe;
340 </li>
341 <li>
341 Assessments for some children will require particular care. This is especially so for young
carers; children with special educational needs (including to inform and be informed by
Education, Health and Care Plans); unborn children where there are concerns regarding the
parent(s); children in hospital; children with specific communication needs; unaccompanied
migrant children; children considered at risk of gang activity and association with organised
crime groups; children at risk of female genital mutilation; children who are in the youth
justice system and children returning home following a period of Accommodation;
341 </li>
342 <li>
342 Every assessment must be informed by the views of the child as well as the family, and a
child's wishes and feelings must be sought regarding the provision of services to be delivered.
342 </li>
343 </ul>
344 <p>
344 An assessment should establish:
344 </p>
345 <ul>
346 <li>
346 The nature of the concern and the impact this has had on the child;
346 </li>
347 <li>
347 An analysis of their needs and/or the nature and level of any risk and harm being suffered by
the child;
347 </li>
348 <li>
348 How and why the concerns have arisen;
348 </li>
349 <li>
349 What the child's and the family's needs appear to be and whether the child is a Child in Need;
349 </li>
350 <li>
350 Whether the concern involves abuse or Neglect; and
350 </li>
351 <li>
351 Whether there is any need for any urgent action to protect the child, or any other children in
the household or community.
351 </li>
352 </ul>
353 <h3 id="principles">
353 3. Principles for a Good Assessment
353 </h3>
354 <p>
354 The assessment triangle in Working Together to Safeguard Children 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:
354 </p>
355 <ul>
356 <li>
356 Information is gathered and recorded systematically;
356 </li>
357 <li>
357 Information is checked and discussed with the child and their parents/carers where appropriate;
357 </li>
358 <li>
358 Differences in views about information are recorded; and
358 </li>
359 <li>
359 The impact of what is happening to the child is clearly identified.
359 </li>
360 </ul>
361 <p>
361 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
361 <a href="#triangle">
361 Assessment Framework Triangle
361 </a>
361 . The interaction of these domains requires careful investigation during the assessment.
361 </p>
362 <h4 class="center" id="triangle">
362 <br>
363 Assessment Framework Triangle
363 <br>
364 <br>
365 </h4>
366 <div class="image_container_full">
366 <a class="imagelink" href="images/chapter_blue_triangle.jpg">
366 <img src="images/chapter_blue_triangle.jpg" alt="Assessment Triangle">
366 </a>
366 </div>
367 <p>
367 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 a Family
Wellbeing Assessment has already been completed this information should be used to inform the
assessment. The child and family's history should be understood.
367 </p>
368 <p>
368 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.
368 </p>
369 <p>
369 See also:
369 <a href="#contextual">
369 Section 17, Contextual Safeguarding
369 </a>
369 .
369 </p>
370 <h3 id="process_assess">
370 4. Process of Assessments
370 </h3>
371 <p>
371 The assessment process can be summarised as follows:
371 </p>
372 <ul>
373 <li>
373 Gathering relevant information;
373 </li>
374 <li>
374 Analysing the information and reaching professional judgments;
374 </li>
375 <li>
375 Making decisions and planning interventions;
375 </li>
376 <li>
376 Intervening, service delivery and/or further assessment;
376 </li>
377 <li>
377 Evaluating and reviewing progress.
377 </li>
378 </ul>
379 <h4 class="center">
379 <br />
380 Assessment Cycle
380 <br>
381 <br>
382 </h4>
383 <div class="image_container_full">
383 <a class="imagelink" href="images/chapter_blue_cycle.jpg">
383 <img src="images/chapter_blue_cycle.jpg" alt="Assessment Triangle">
383 </a>
383 </div>
384 <h3 id="plan">
384 5. Planning
384 </h3>
385 <p>
385 The qualified social worker should carefully plan that the following are carried out and consider
that the referral may include siblings or a single child within a sibling group. (Where the
initial focus for a referral is on one child, other children in the household or family should be
equally considered, and the individual circumstances of each assessed and evaluated separately):
385 </p>
386 <ul>
387 <li>
387 See/interview the child;
387 </li>
388 <li>
388 Interview the parents and any other relevant family members;
388 </li>
389 <li>
389 Consider whether to see the child with the parents;
389 </li>
390 <li>
390 The child should be seen by the lead social worker without their caregivers when appropriate and
this should be recorded in the assessment Record;
390 </li>
391 <li>
391 Determine what the parents should be told of any concerns;
391 </li>
392 <li>
392 Consult with and consider contributions from all relevant agencies, including agencies covering
previous addresses in the UK and abroad.
392 </li>
393 </ul>
394 <p>
394 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.
394 </p>
395 <p>
395 Questions to be considered in planning assessments include:
395 </p>
396 <ul>
397 <li>
397 Who will undertake the assessment and what resources will be needed?
397 </li>
398 <li>
398 Who in the family will be included and how will they be involved (including absent or wider
family and others significant to the child)?
398 </li>
399 <li>
399 In what grouping will the child and family members be seen and in what order and where?
399 </li>
400 <li>
400 What services are to be provided during the assessment?
400 </li>
401 <li>
401 Are there communication needs? If so, what are the specific needs and how they will be met?
401 </li>
402 <li>
402 How will the assessment take into account the particular issues faced by black and minority
ethnic children and their families, and disabled children and their families?
402 </li>
403 <li>
403 What method of collecting information will be used? Are there any tools / questionnaires
available?
403 </li>
404 <li>
404 What information is already available?
404 </li>
405 <li>
405 What other sources of knowledge about the child and family are available and how will other
agencies and professionals who know the family be informed and involved?
405 </li>
406 <li>
406 How will the consent of family members be obtained?
406 </li>
407 <li>
407 What will be the timescales?
407 </li>
408 <li>
408 How will the information be recorded?
408 </li>
409 <li>
409 How will it be analysed and who will be involved?
409 </li>
410 <li>
410 When will the outcomes be discussed and service planning take place.
410 </li>
411 </ul>
412 <h3 id="communication">
412 6. Communication
412 </h3>
413 <p>
413 In planning the assessment 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.
413 </p>
414 <p>
414 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.
414 </p>
415 <p>
415 <span class="bold">
415 NOTE
415 </span>
415 : Where the parents have learning disabilities, it may be necessary to adapt communications to
meet their needs – for further information, see the section on
415 <a
href="https://www.bristol.ac.uk/media-library/sites/sps/documents/wtpn/2016%20WTPN%20UPDATE%20OF%2
0THE%20GPG%20-%20finalised%20with%20cover.pdf" target="_blank" rel="noopener">
415 Good Practice in the Children of Parents with Learning Disabilities procedure, Good practice
guidance on working with parents with a learning disability (2007) updated 2016
415 </a>
415 .
415 </p>
416 <h3 id="the_child">
416 7. The Child
416 </h3>
417 <p>
417 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. They should be
seen alone and if this is not possible or in their best interest, the reason should be recorded.
417 </p>
418 <p>
418 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.
418 </p>
419 <p>
419 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.
419 </p>
420 <span class="bold">
420 A good assessment will paint a picture of what the life is like for the child and clearly reflect
the child's experience.
421 </span>
422 <h3 id="fam_network">
422 8. The Family Network
422 </h3>
423 <p>
423 The parents' and wider family network's involvement in the assessment will be central to its
success. At the outset the family needs 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
Violence and Abuse for example, where the plan for the assessment must consider the safety of an
adult as well as that of the child.
423 </p>
424 All assessments must include a genogram and a family network map to identify the child's own safety
network in their family and community. The social worker should also consider the value of offering
a family group conference at the earliest opportunity to assist the family to develop a safety plan
for the child.
425 <h3 id="contribute">
425 9. Contribution of Agencies Involved with the Child and Family
425 </h3>
426 <p>
426 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.
426 </p>
427 <p>
427 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.
427 </p>
428 <p>
428 The professionals should be involved from the outset and through the agreed, regular process of
review.
428 </p>
429 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.
430 <h3 id="signs">
430 10. Signs of Safety
430 </h3>
431 <p>
431 Bexley has adopted the Signs of Safety model of assessment and planning. The assessment record
refers to the 7 domains to assist with the analysis of information:
431 </p>
432 E620 The 'border' attribute is not allowed here:
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433 <caption class="hide">
433 CAPTION: Signs of safety
433 </caption>
434 <tr class="hide">
435 <th scope="col">
435
435 </th>
436 <th scope="col">
436
436 </th>
437 </tr>
439 <tr class="table_header">
440 <td>
440 What are we Worried About?
440 </td>
441 <td>
441 What's Working Well?
441 </td>
442 <td>
442 What Needs to Happen?
442 </td>
443 </tr>
444 <tr>
445 <td>
445 <p>
445 <span class="bold">
445 Past Harm to Children:
445 <br>
446 </span>
446 Action/Behaviour – who, what, where, when; Severity; Incidence & Impact.
446 </p>
447 <p>
447 <span class="bold">
447 Danger Statements:
447 </span>
447 <br>
448 Future Danger for Children.
448 <br>
449 Worries for the future if nothing changes.
449 </p>
450 <p>
450 <span class="bold">
450 Complicating Factors:
450 </span>
450 <br>
451 Factors which make the situation more difficult to resolve.
451 </p>
451 </td>
452 <td>
452 <p>
452 <span class="bold">
452 Existing Strengths:
453 <br>
454 </span>
454 Best attributes of parenting.
454 </p>
455 <p>
455 <span class="bold">
455 Existing Safety/Protection:
455 </span>
455 <br>
456 The strengths demonstrated as protection over time.
456 </p>
457 <p>
457 Must directly relate to danger.
457 </p>
457 </td>
458 <td>
458 <p>
458 <span class="bold">
458 Safety Goals:
458 <br>
459 </span>
459 Future Safety/Protection
459 <br>
460 What must the caregivers be doing in their care of the child that addresses the future
danger?
460 </p>
461 <p>
461 <span class="bold">
461 Family Goals:
461 </span>
461 <br>
462 What does the family want generally and in relation to safety?
462 </p>
463 <p>
463 <span class="bold">
463 Next Steps:
463 </span>
463 <br>
464 What are the next steps to be taken to move towards achieving the goal?
464 </p>
464 </td>
465 </tr>
466 <tr>
467 <td colspan="3" class="center">
467 <p>
467 <span class="bold">
467 Safety Scale:
468 </span>
468 </p>
469 <p>
469 On a scale of 0 to 10 where 10 means the children are safe enough and Children's Social Care
no longer need to be involved and 0 means it is too unsafe for the children to stay at home,
where do we rate this situation?
470 <br>
471 <span class="italic">
471 (If different judgements place different people's number on the continuum)
471 </span>
471 </p>
472 <p>
472 <img src="images/safety_scale.png" style="width:500px" height="55" alt="safety scale">
472 </p>
472 </td>
473 </tr>
474 </table>
475 <h3 id="develop">
475 11. Developing a Clear Analysis
475 </h3>
476 <p>
476 Analysis is the weighing up of all information gathered to understand what has been/is happening
to the child, how harmful that has been and predicting the probability/likelihood of it continuing
or happening again. The following are questions to guide practitioners in the systematic analysis
of information gathered during the assessment process. The following questions can assist to
develop a clear analysis:
476 </p>
477 <p>
477 <span class="bold">
477 What is working well?
477 </span>
477 </p>
478 <ul>
479 <li>
479 What are the strengths and best attributes of the parenting;
479 </li>
480 <li>
480 What are the safety factors in this child's life? (Safety is when strengths are demonstrated as
protection over time).
480 </li>
481 </ul>
482 <p>
482 <span class="bold">
482 What are we worried about?
482 </span>
482 </p>
483 <ul>
484 <li>
484 What is the identified harm or potential harm (danger) to the child? Separate the issues e.g.
DV, drug misuse, emotional abuse, mental health difficulties;
484 </li>
485 <li>
485 In order to predict the likelihood (risk) of future harm or change, an analysis of what has been
happening in the past and what is happening in the present needs to occur;
485 </li>
486 <li>
486 To judge 'significance' consider: What is the duration? How long has this been going on for? How
frequently is it happening/has is happened? What is the context in which this happens/has
happened? How serious is/was the incident/s or situation? Low, moderate, high;
486 </li>
487 <li>
487 If the child has been harmed or at risk of harm, what is the harm attributable to? (a) the
parenting/parents behaviour (b) the family environment (c) the child is beyond parental control;
487 </li>
488 <li>
488 What has been or will be the impact on the child's health and wellbeing in the immediate, medium
and long term?
488 </li>
489 <li>
489 If there a number of concerns, is there a correlation, how do they compound each other?
489 </li>
490 <li>
490 How have the parents responded to the concerns that have been raised?
490 <span class="italic">
490 E.g. Have they shown insight into the concerns? Do they recognise why there is a concern? Do
they agree? Do they accept responsibility for it? Have they been able to offer alternatives?
490 </span>
490 How able are the parents/carers to manage the risk factors themselves?
490 </li>
491 <li>
491 What is the level of engagement from the parents?
491 <span class="italic">
491 E.g. How have they behaved & what is their level of co-operation or resistance?
491 </span>
491 When considering the parents behaviour, is there a genuine commitment to change, compliance with
requirements, disguised compliance and/or overt non-engagement;
491 </li>
492 <li>
492 Has professional intervention thus far made any difference? Has anything changed in relation to
(1) the child's experience (2) the parenting being given. What is it? If nothing has changed
yet;
492 </li>
493 <li>
493 What is parent's ability & motivation (capacity) to change, what is the likelihood of change
in the future? How quickly is that change likely to occur and is this soon enough for the child?
493 </li>
494 <li>
494 If change has been achieved in the present what is the likelihood of change being sustained when
professionals are not present?
494 <span class="italic">
494 Being clear about what level of engagement helps to predict this. If there is genuine
commitment, the likelihood of maintenance is higher than if you only have compliant behaviour
494 </span>
494 ;
494 </li>
495 <li>
495 What might be triggers for relapse? If some change has been achieved in the present, what might
cause the situation to return as before?
495 <span class="italic">
495 E.g. The return of an abusive partner triggering a return to alcohol misuse;
495 </span>
495 </li>
496 <li>
496 What are the sources of evidence for this and how reliable are the information sources?
496 </li>
497 <li>
497 What don't we know about this child & family, how crucial is this missing information, can a
robust analysis be made without it?
497 </li>
498 <li>
498 Once these issues have been weighed up, predict 'on a balance of probability' the likelihood of
the concerns continuing or re-emerging in the future and what factors are likely to increase the
risk of harm (danger)?
498 </li>
499 </ul>
500 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.
501 <h3 id="next_step">
501 12. Next Steps and Outcomes
501 </h3>
503 <p>
503 Every assessment should end with a clear set of outcomes and next steps for how to achieve the
outcomes. Deciding if services are required and if so, which services and support to provide to
deliver improved welfare for the child. The assessment should determine:
503 </p>
504 <ul>
505 <li>
505 Is this a Child in Need? (Section 17 Children Act 1989);
505 </li>
506 <li>
506 Is there reasonable cause to suspect that this child is suffering, or is likely to suffer,
Significant Harm? (Section 47 Children Act 1989);
506 </li>
507 <li>
507 Is this a child in need of accommodation? (Section 20 or Section 31A Children Act 1989).
507 </li>
508 </ul>
509 <p>
509 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.
509 </p>
510 <p>
510 The outcomes may be as follows:
510 </p>
511 <ul>
512 <li>
512 No further action;
512 </li>
513 <li>
513 Additional support which can be provided through universal services and single service
provision; early help services;
513 </li>
514 <li>
514 The development of a multi-agency child in need plan for the provision of child in need services
to promote the child's health and development;
514 </li>
515 <li>
515 Undertaking a Strategy Discussion/Meeting, to consider whether a Section 47 child protection
enquiry is required;
515 </li>
516 <li>
516 Emergency action to protect a child.
516 </li>
517 </ul>
518 <p>
518 The conclusions of the assessment should be:
518 </p>
519 <ul>
520 <li>
520 Discussed with the child and family and provided to them in written form. Exceptions to this are
where this might place a child at risk of harm or jeopardise an enquiry;
520 </li>
521 <li>
521 Taking account of confidentiality, provided to professional referrers;
521 </li>
522 <li>
522 Given in writing to agencies involved in providing services to the child with the action points,
review dates and intended outcomes for the child stated.
522 </li>
523 </ul>
524 <h3 id="time">
524 13. Timescales
524 </h3>
525 <h4>
525 Contact & Referral
525 </h4>
526 <p>
526 All children referred to Children's Social Care will come through the Children's Services MASH
which is the single point of contact. The MASH will make a decision on all incoming contacts about
whether or not the child requires an 'intensive' or 'specialist' service and pass a referral to
the Assessment Service within 24 hours of receipt of the contact.
526 </p>
527 <h4>
527 Allocation
527 </h4>
528 <p>
528 On receipt of a referral for assessment the Team Manager in the Assessment Service will review the
case and allocate to a social worker, providing initial management direction and proposing the
depth of assessment required. Allocation needs to take within 24 hours of the referral.
528 </p>
529 <h4>
529 Visiting the child
529 </h4>
530 <p>
530 The child/ren and family should be visited as soon as possible, the timeliness of the first visit
needs to be proportionate to the presenting needs and risk. Children should be visited no later
than 5 days of the referral. If there are reasons why this has not been possible the reason must
be clearly recorded. Where attempts to see the child have been frustrated by the family not
engaging, the social worker will need to bring this to the attention of a manager, to review what
the next step should be. There is no specified timing, or number of aborted visits that need to
take place, this is a professional judgement and should be proportionate to the level of
presenting concern.
530 </p>
531 <h4>
531 Length of assessment
531 </h4>
532 <p>
532 The length and depth of the assessment, should be proportionate to the presenting needs. All
assessments are initially allocated to be completed within 15 days. After this point the social
worker and manager should review and extend if required. 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.
532 </p>
533 <h3 id="pre-birth">
533 14. Pre-birth 'Good Practice Steps'
533 </h3>
534 <p>
534 In a High Court judgment (Nottingham City Council v LW & Ors [2016] EWHC 11(Fam) (19 February
2016)) Keehan J set out five points of basic and fundamental good practice steps with respect to
public law proceedings regarding pre-birth and newly born children and particularly where
Children's Services are aware at a relatively early stage of the pregnancy.
534 </p>
535 <p>
535 In respect of assessment, these were:
535 </p>
536 <ul>
537 <li>
537 A risk assessment of the parent(s) should 'commence immediately upon the social workers being
made aware of the mother's pregnancy';
537 </li>
538 <li>
538 Any assessment should be completed at least 4 weeks before the mother's expected delivery date;
538 </li>
539 <li>
539 The assessment should be updated to take into account relevant events pre - and post delivery
where these events could affect an initial conclusion in respect of risk and care planning of
the child;
539 </li>
540 <li>
540 The assessment should be disclosed upon initial completion to the parents and, if instructed, to
their solicitor to give them the opportunity to challenge the Care Plan and risk assessment.
540 </li>
541 </ul>
542 <p>
542 (See
542 <a href="p_care_supervis_plo.html#pre_birth_plan">
542 Care and Supervision Proceedings and the Public Law Outline Procedure, Pre-Birth Planning and
Proceedings
542 </a>
542 ).
542 </p>
543 <h3 id="review">
543 15. Regular Review
543 </h3>
544 <p>
544 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.
544 </p>
545 <p>
545 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:
545 </p>
546 <ul>
547 <li>
547 There has been direct communication with the child alone and their views and wishes have been
recorded and taken into account when providing services;
547 </li>
548 <li>
548 All the children in the household have been seen and their needs considered;
548 </li>
549 <li>
549 The child's home address has been visited and the child's bedroom has been seen;
549 </li>
550 <li>
550 The parents have been seen and their views and wishes have been recorded and taken into account;
550 </li>
551 <li>
551 The analysis and evaluation has been completed;
551 </li>
552 <li>
552 The assessment provides clear evidence for decisions on what types of services are needed to
provide good outcomes for the child and family.
552 </li>
553 </ul>
554 <p>
554 A useful comment from 'Working Together to Safeguard Children' to bear in mind for all
professionals when reviewing progress:
554 </p>
555 <span class="italic">
555 “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.”
556 </span>
557 <h3 id="assessing">
557 16. Assessing Family Abroad
557 </h3>
558 <p>
558 An increasing number of cases involve families from abroad, necessitating assessments of family
members in other countries. However, the Court of Appeal has pointed out that it might not be
professional, permissible or lawful for a social worker to undertake an assessment in another
jurisdiction.
558 <a href="http://trixresources.proceduresonline.com/nat_cont/contacts/CFAB.html" target="_blank"
rel="noopener">
558 CFAB
558 </a>
558 advise that enquiries should be made as to whether the assessment can be undertaken by the
authorities in the overseas jurisdiction. UK social workers should not routinely travel overseas
to undertake assessments in countries where they have no knowledge of legislative frameworks,
cultural expectations or resources available to a child placed there.
558 </p>
560 <p>
560 See also:
560 <a href="files/wking_foreign_auth_cp_court_order.pdf" target="_blank" rel="noopener">
560 Working with foreign authorities: child protection cases and care orders Departmental advice for
local authorities, social workers, service managers and children's services lawyers (July 2014)
561 </a>
561 .
561 </p>
562 <h3 id="contextual">
562 17. Contextual Safeguarding
562 </h3>
563 <p>
563 As well as threats to the welfare of children from within their families, children may be
vulnerable to abuse or exploitation from outside their families. These extra-familial threats
might arise at school and other educational establishments, from within peer groups, or more
widely from within the wider community and/or online.
563 </p>
564 <p>
564 These threats can take a variety of different forms and children can be vulnerable to multiple
threats, including: exploitation by criminal gangs and organised crime groups such as county
lines; trafficking, online abuse; sexual exploitation and the influences of extremism leading to
radicalisation.
564 </p>
565 <p>
565 Assessments of children in such cases should consider whether wider environmental factors are
undermining effective intervention being undertaken to reduce risk with the child and family.
Parents and carers have little influence over the contexts in which the abuse takes place and the
young person's experiences of this extra-familial abuse can undermine parent-child relationships.
565 </p>
566 <p>
566 Where this is the case, the social worker should:
566 </p>
567 <ul>
568 <li>
568 Refer the child's circumstances to relevant Multi-Agency work which addresses the concerns and
risks in the neighbourhood or local authority;
568 </li>
569 <li>
569 Identify the issues with their line-manager with a view to the local authority establishing a
multi-agency intervention programme to meet community needs; or
569 </li>
570 <li>
570 In specific circumstances, through their line-manager, seek to convene a Child in Need
strategy/planning meeting with relevant partner agencies (e.g. school, police, relevant
voluntary bodies, etc.) to explore specific interventions to address the safeguarding issues.
570 </li>
571 </ul>
572 <p>
572 Within this context, children who may be alleged perpetrators should also be assessed to
understand the impact of contextual issues on their safety and welfare.
572 </p>
573 <p>
573 Assessments of children in such cases should consider the individual needs and vulnerabilities of
each child. They should look at the parental capacity to support the child, including helping the
parents and carers to understand any risks and support them to keep children safe and assess
potential risk to the child.
573 </p>
574 <p>
574 These interventions should focus on addressing both child and family and these wider environmental
factors, which are likely to be a threat to the safety and welfare of a number of different
children who may or may not be known to local authority Children's Social Care.
574 </p>
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