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135 <div class="panel-body">
136 <h1>
136 Assessments
136 </h1>
141 <div class="well">
142 <p class="bold">
142 SCOPE OF THIS CHAPTER
143 </p>
144 <p>
144 Assessments must be based on good analysis, timeliness and transparency and be proportionate
to the needs of the child and their family.
144 </p>
145 <p>
145 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
145 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/17" target="_blank"
rel="noopener">
145 Section 17 of the Children Act 1989
145 </a>
145 , and before making decisions about action to be taken to protect individual children
under
145 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/47" target="_blank"
rel="noopener">
145 Section 47 of the Children Act 1989
145 </a>
145 .
145 </p>
146 <p class="bold">
146 RELATED GUIDANCE AND LEGISLATION
146 </p>
147 <p>
147 <a href="http://www.workingtogetheronline.co.uk/chapters/chapter_one.html#purpose"
target="_blank" rel="noopener">
147 Working Together to Safeguard Children - Assessment
147 </a>
147 </p>
148 <a
href="https://www.gov.uk/government/publications/knowledge-and-skills-statements-for-child-and
-family-social-work" target="_blank" rel="noopener">
148 Social work post-qualifying standards: knowledge and skills statements
148 </a>
150 </div>
157 <div class="section">
157 <h2 id="assess_ch_act">
157 1. Assessments under the Children Act 1989
157 </h2>
158 <p>
158 Under the
158 <a href="http://www.legislation.gov.uk/ukpga/1989/41/contents" target="_blank"
rel="noopener">
158 Children Act 1989
158 </a>
158 , local authorities undertake assessments of the needs of individual children to determine
what services to provide and what action to take:
158 </p>
159 <ul>
160 <li>
160 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
160 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/17" target="_blank"
rel="noopener">
160 Section 17
160 </a>
160 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.
160 <br />
161 The need to assess can also include pre-birth situations when a mother's own circumstances
would give cause for concern that the unborn/ born child would come within the definition
of being a 'Child in Need'(see
161 <a href="#pre_birth">
161 Section 11.1, Pre-birth 'Good Practice Steps'
161 </a>
161 );
161 </li>
162 <li>
162 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
162 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/47" target="_blank"
rel="noopener">
162 Section 47
162 </a>
162 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;
162 </li>
163 <li>
163 There may be a need for immediate protection whilst the assessment is carried out;
163 </li>
164 <li>
164 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
164 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/20" target="_blank"
rel="noopener">
164 Section 20
164 </a>
164 of the Children Act 1989, the local authority has a duty to accommodate such Children in
Need in their area. Following an application under
164 <a href="http://www.legislation.gov.uk/ukpga/1989/41/section/31A" target="_blank"
rel="noopener">
164 Section 31A
164 </a>
164 , 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.
164 </li>
165 </ul>
166 </div>
167 <div class="section1">
167 </div>
173 <div class="section">
173 <h2 id="purpose_assess">
173 2. The Purpose of Assessment
173 </h2>
174 <p>
174 Whatever legislation the child is assessed under, the purpose of the assessment is always:
174 </p>
175 <ul>
176 <li>
176 To gather important information about a child and family;
176 </li>
177 <li>
177 To analyse their needs and/or the nature and level of any risk and harm being suffered by
the child;
177 </li>
178 <li>
178 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
178 </li>
179 <li>
179 To provide support to address those needs to improve the child's outcomes and welfare and,
where necessary, to make them safe;
179 </li>
180 <li>
180 Assessments for some children will require particular care. This is especially so for
young carers; children with special educational needs (including being informed by, and
informing, 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;
180 </li>
181 <li>
181 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.
181 </li>
182 </ul>
183 </div>
184 <div class="section1">
184 </div>
190 <div class="section">
190 <h2 id="process_assess">
190 3. Process of Assessments
190 </h2>
191 <p>
191 The assessment should be led by a qualified and experienced social worker regularly
supervised by a social work manager. Principal social workers should support social workers,
the local authority and partners to develop their assessment practice and decision-making
skills, and the practice methodology that underpins this.
191 </p>
192 <p>
192 The date of the commencement of the assessment will be recorded in the electronic database.
192 </p>
193 <p>
193 The qualified social worker should carefully plan that the following are carried out:
193 </p>
194 <ul>
195 <li>
195 See/interview the child;
195 </li>
196 <li>
196 Interview the parents and any other relevant family members;
196 </li>
197 <li>
197 Consider whether to see the child with their parents;
197 </li>
198 <li>
198 The child should be seen by the lead social worker without their caregivers when
appropriate and this should be recorded in the Assessment Record;
198 </li>
199 <li>
199 Determine what the parents should be told of any concerns;
199 </li>
200 <li>
200 Consult with, and consider contributions from, all relevant agencies, including agencies
covering previous addresses in the UK and abroad.
200 </li>
201 </ul>
202 <p>
202 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.
202 </p>
203 <p>
203 Before a Referral is discussed with other agencies, the parent's consent should usually be
sought, unless to do so 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.
203 </p>
204 <p>
204 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.
204 </p>
205 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.
205 </div>
206 <div class="section1">
206 </div>
212 <div class="section">
212 <h2 id="communication">
212 4. Communication
212 </h2>
213 <p>
213 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.
213 </p>
214 <p>
214 Where a child or parent speaks a language other than that spoken by the social worker, such
as those who are unaccompanied children and those children who are victims of modern slavery
and/or trafficking, an interpreter should be provided. Any decision not to use an
interpreter in such circumstances must be approved by the Team Manager and recorded.
214 </p>
215 <p>
215 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 exercised in using family members
to facilitate communication. Where the child has had a communication assessment, its
conclusions and recommendations should be observed.
215 </p>
216 <p>
216 <span class="bold">
216 NOTE
216 </span>
216 : Where the parents have learning disabilities, it may be necessary to adapt communications
to meet their needs – for further information, see the
216 <a
href="https://www.proceduresonline.com/pancheshire/warrington/p_ch_par_learning_diff.html
" target="_blank" rel="noopener">
216 Pan Cheshire Procedures Manual, Children of Parents with Learning Disabilities Procedure
216 </a>
216 .
216 </p>
217 </div>
218 <div class="section1">
218 </div>
224 <div class="section">
224 <h2 id="focus">
224 5. Focus on the Child
224 </h2>
225 <p>
225 Children should 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. It is important that the
impact of what is happening to a child is clearly identified and that information is
gathered, recorded and checked systematically, and discussed with the child and their
parents/carers where appropriate.
225 </p>
226 <p>
226 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.
226 </p>
227 <p>
227 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.
227 </p>
228 <p>
228 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.
228 </p>
229 </div>
230 <div class="section1">
230 </div>
236 <div class="section">
236 <h2 id="plan">
236 6. Planning
236 </h2>
237 <p>
237 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.
237 </p>
238 <p>
238 Referrals 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.
238 </p>
239 <p>
239 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.
239 </p>
240 <p>
240 Questions to be considered in planning assessments include:
240 </p>
241 <ul>
242 <li>
242 Who will undertake the assessment and what resources will be needed?
242 </li>
243 <li>
243 Who in the family will be included and how will they be involved (including absent or
wider family and others significant to the child)?
243 </li>
244 <li>
244 In what grouping will the child and family members be seen and in what order and where?
244 </li>
245 <li>
245 What services are to be provided during the assessment?
245 </li>
246 <li>
246 Are there communication needs? If so, what are the specific needs and how they will be
met?
246 </li>
247 <li>
247 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?
247 </li>
248 <li>
248 What method of collecting information will be used? Are there any tools / questionnaires
available?
248 </li>
249 <li>
249 What information is already available?
249 </li>
250 <li>
250 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?
250 </li>
251 <li>
251 How will the consent of family members be obtained?
251 </li>
252 <li>
252 What will be the timescales?
252 </li>
253 <li>
253 How will the information be recorded?
253 </li>
254 <li>
254 How will it be analysed and who will be involved?
254 </li>
255 <li>
255 When will the outcomes be discussed and service planning take place.
255 </li>
256 </ul>
257 <p>
257 The assessment process can be summarised as follows:
257 </p>
258 <ul>
259 <li>
259 Gathering relevant information;
259 </li>
260 <li>
260 Analysing the information and reaching professional judgments;
260 </li>
261 <li>
261 Making decisions and planning interventions;
261 </li>
262 <li>
262 Intervening, service delivery and/or further assessment;
262 </li>
263 <li>
263 Evaluating and reviewing progress.
263 </li>
264 </ul>
265 <p>
265 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 from within and outside their family. 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.
265 </p>
266 </div>
267 <div class="section1">
267 </div>
273 <div class="section">
273 <h2 id="develop">
273 7. Developing a Clear Analysis
273 </h2>
274 <p>
274 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 3 domains; set out in the
274 <a href="#triangle">
274 Assessment Framework Triangle
274 </a>
274 .
274 </p>
275 <h3 id="environmental">
275 Environmental Factors
275 </h3>
277 <p>
277 Children may be vulnerable to neglect and abuse or exploitation from within their family but
increasingly also from individuals they come across in their day-to-day lives. These threats
can take a variety of different forms, including: sexual, physical and emotional abuse;
neglect; exploitation by criminal gangs and organised crime groups; trafficking; online
abuse; sexual exploitation and the influences of extremism leading to radicalisation.
277 </p>
278 <p>
278 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 and/or community. Importantly the assessment, in looking
at the domains, should also consider where the strengths are in a child's circumstances and
in what way they may assist in reducing the risk.
278 </p>
279 <p>
279 An assessment should establish:
279 </p>
280 <ul>
281 <li>
281 The nature of the concern and the impact this has had on the child;
281 </li>
282 <li>
282 An analysis of their needs and/or the nature and level of any risk and harm being suffered
by the child;
282 </li>
283 <li>
283 How and why the concerns have arisen;
283 </li>
284 <li>
284 What the child's and the family's needs appear to be and whether the child is a Child in
Need;
284 </li>
285 <li>
285 Whether the concern involves neglect, and the influence on this of wider family and other
adults living in the household, as well as community and environmental circumstances;
285 </li>
286 <li>
286 Whether there is any need for any urgent action to protect the child, or any other
children in the household or wider community;
286 </li>
287 <li>
287 Whether there are any factors that may indicate that the child is being or has been
criminally or sexually exploited or trafficked;
287 </li>
288 <li>
288 <span class="bold">
288 Note:
288 </span>
288 if there is a concern with regards to trafficking, a referral into the National Referral
Mechanism should be made. See -
288 <a href="https://www.modernslavery.gov.uk/start" target="_blank" rel="noopener">
288 GOV.UK, Digital Referral System: Report Modern Slavery
288 </a>
288 .
288 </li>
289 </ul>
290 <p>
290 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.
290 </p>
291 <p>
291 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.
291 </p>
292 <p>
292 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. Social workers should have access to high quality supervision from
a Practice Supervisor who will help challenge their assumptions as part of this process.
Critical reflection through supervision should strengthen the analysis in each assessment.
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. Where there is a conflict of interest, decisions should be made in the
child's best interests, be rooted in child development, be age-appropriate, and be informed
by evidence.
292 </p>
293 <p>
293 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 and practice reviews.
293 </p>
294 </div>
295 <div class="section1">
295 </div>
301 <div class="section">
301 <h2 id="contrib">
301 8. Contribution of the Child and Family
301 </h2>
302 <h3>
302 The Child
303 </h3>
304 <p>
304 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 interests, 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 caregivers 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.
304 </p>
305 <p>
305 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.
305 </p>
306 <p>
306 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.
306 </p>
307 <h3>
307 The Parents
307 </h3>
308 <p>
308 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 needs 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 caregivers 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.
308 </p>
310 </div>
311 <div class="section1">
311 </div>
317 <div class="section">
317 <h2 id="agencies">
317 9. Contribution of Agencies Involved with the Child and Family
317 </h2>
318 <p>
318 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. Also see:
318 <a href="https://www.proceduresonline.com/pancheshire/warrington/p_escalation_pol.html"
target="_blank" rel="noopener">
318 Pan Cheshire Multi-Agency Escalation Policy
318 </a>
318 .
318 </p>
319 <p>
319 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.
319 </p>
320 <p>
320 The professionals should be involved from the outset and through the agreed, regular process
of review.
320 </p>
321 <p>
321 The social worker's supervisor will have a key role in supporting the practitioner to ensure
that all relevant agencies are involved.
321 </p>
322 <p>
322 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.
322 </p>
323 </div>
324 <div class="section1">
324 </div>
330 <div class="section">
330 <h2 id="actions">
330 10. Actions and Outcomes
330 </h2>
331 <p>
331 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:
331 </p>
332 <ul>
333 <li>
333 Is this a Child in Need? (section 17 Children Act 1989);
333 </li>
334 <li>
334 Is there reasonable cause to suspect that this child is suffering, or is likely to suffer,
significant harm? (section 47 Children Act 1989);
334 </li>
335 <li>
335 Is this a child in need of accommodation? (Section 20 or Section 31A Children Act 1989).
335 </li>
336 </ul>
337 <p>
337 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.
337 </p>
338 <p>
338 The outcomes may be as follows:
338 </p>
339 <ul>
340 <li>
340 No further action;
340 </li>
341 <li>
341 Additional support which can be provided through universal services and single service
provision or the early help process;
341 </li>
342 <li>
342 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;
342 </li>
343 <li>
343 Specialist assessment for a more in-depth understanding of the child's needs and
circumstances;
343 </li>
344 <li>
344 Undertaking a strategy discussion/meeting/a Section 47 child protection enquiry;
344 </li>
345 <li>
345 Emergency action to protect a child.
345 </li>
346 </ul>
347 <p>
347 The outcome of the assessment should be:
347 </p>
348 <ul>
349 <li>
349 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 or a
police investigation;
349 </li>
350 <li>
350 Taking account of confidentiality, provided to professional referrers;
350 </li>
351 <li>
351 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.
351 </li>
352 </ul>
353 </div>
354 <div class="section1">
354 </div>
360 <div class="section">
360 <h2 id="time">
360 11. Timescales
360 </h2>
361 <p>
361 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
361 <span class="bold">
361 45 working days from the point of referral
361 </span>
361 . 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.
361 </p>
362 <h3>
362 11.1
362 <a id="pre_birth">
362 </a>
362 Pre-birth 'Good Practice Steps'
363 </h3>
364 <p>
364 In a High Court judgment (Nottingham City Council v LW & Ors [2016] EWHC 11(Fam) (19
February 2016)) Keehan J set out 5 points of basic and fundamental good practice with
respect to public law proceedings regarding pre-birth and newly born children and
particularly where children's social care services are aware at a relatively early stage of
the pregnancy.
364 </p>
365 <p>
365 In respect of assessment, these good practice steps were:
365 </p>
366 <ul>
367 <li>
367 A risk assessment of the parent(s) should 'commence immediately upon the social workers
being made aware of the mother's pregnancy';
367 </li>
368 <li>
368 Any assessment should be completed at least 4 weeks before the mother's expected delivery
date;
368 </li>
369 <li>
369 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;
369 </li>
370 <li>
370 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.
370 </li>
371 </ul>
372 <p>
372 (See
372 <a href="p_care_supervis_plo.html#pre_birth_plan">
372 Care and Supervision Proceedings and the Public Law Outline Procedure, Pre-Birth Planning
and Proceedings
372 </a>
372 ).
372 </p>
373 </div>
374 <div class="section1">
374 </div>
380 <div class="section">
380 <h2 id="review">
380 12. Regular Review
380 </h2>
381 <p>
381 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.
381 </p>
382 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:
383 <ul>
384 <li>
384 There has been direct communication with the child alone and their views and wishes have
been recorded and taken into account when providing services;
384 </li>
385 <li>
385 All the children in the household have been seen and their needs considered;
385 </li>
386 <li>
386 The child's home address has been visited and the child's bedroom has been seen;
386 </li>
387 <li>
387 The parents have been seen and their views and wishes have been recorded and taken into
account;
387 </li>
388 <li>
388 The analysis and evaluation has been completed;
388 </li>
389 <li>
389 The assessment provides clear evidence for decisions on what types of services are needed
to provide good outcomes for the child and family.
389 </li>
390 </ul>
391 <p>
391 'Working Together to Safeguard Children' reminds all professionals of the importance of
reviewing progress and that
391 <em>
391 a high quality assessment is one in which evidence is built and revised throughout the
process and takes account of family history and the child's experience of cumulative
abuse. 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
391 </em>
391 . Decision points and review points involving the child and family and relevant
practitioners should be used to keep the assessment on track. This is to ensure that help is
given in a timely and appropriate way and that the impact of this help is analysed and
evaluated in terms of the improved outcomes and welfare of the child.
391 </p>
392 </div>
393 <div class="section1">
393 </div>
399 <div class="section">
399 <h2 id="recording">
399 13. Recording
399 </h2>
400 <p>
400 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.
400 </p>
401 <p>
401 Records should be kept of the progress of the assessment on the individual child's record
and in their chronology to monitor any patterns of concerns.
401 </p>
402 <p>
402 Assessment plans and action points arising from plans and meetings should be circulated to
the participants including the child, if appropriate, and the parents.
402 </p>
403 <p>
403 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.
403 </p>
404 <p>
404 Supervision records should reflect the reasoning for decisions and actions taken.
404 </p>
405 </div>
406 <div class="section1">
406 </div>
412 <div class="section">
412 <h2 id="principles">
412 14. Principles for a Good Assessment
412 </h2>
413 <p>
413 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:
413 </p>
414 <p class="italic">
414 "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 from within and outside their family. It is
important that the impact of what is happening to a child is clearly identified and that
information is gathered, recorded and checked systematically, and discussed with the child
and their parents/carers where appropriate."
414 </p>
415 <h3>
415 Assessment Framework Triangle
415 <a id="triangle">
415 </a>
416 </h3>
417 <p>
417 <br />
418 <img src="images/chapter_blue_triangle.jpg" alt="Assessment Triangle" width="434"
height="353" class="centered" />
418 </p>
419 </div>
420 <div class="section1">
420 </div>
426 <div class="section">
426 <h2 id="assessing">
426 15. Assessing Family Abroad
426 </h2>
427 <p>
427 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.
427 <a href="http://cfab.org.uk/contact" target="_blank" rel="noopener">
427 Children and Families Across Borders (CFAB)
427 </a>
427 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.
427 </p>
428 <p>
428 See also:
428 <a
href="https://www.gov.uk/government/publications/child-protection-working-with-foreign-autho
rities" target="_blank" rel="noopener">
428 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)
429 </a>
429 and
429 <a href="files/icacu_guid.pdf" target="_blank" rel="noopener">
429 The International Child Abduction and Contact Unit
429 </a>
429 .
429 </p>
430 </div>
431 <div class="section1">
431 </div>
437 <div class="section">
438 <h2 id="contextual">
438 16. Contextual Safeguarding
438 </h2>
439 <p>
439 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.
439 </p>
440 <p>
440 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.
440 </p>
441 <p>
441 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.
441 </p>
442 <p>
442 Where this is the case, the social worker should:
442 </p>
443 <ul>
444 <li>
444 Refer the child's circumstances to relevant Multi-Agency work which addresses the concerns
and risks in the neighbourhood or local authority;
444 </li>
445 <li>
445 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
445 </li>
446 <li>
446 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.
446 </li>
447 </ul>
448 <p>
448 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.
448 </p>
449 <p>
449 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.
449 </p>
450 <p>
450 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.
450 </p>
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