Page reportSummary
Page Layout
Display issue details:
The line numbers refer to lines in the original source. Any with a line number of '0' are implicit tags added by Total Validator:
1 <!DOCTYPE html>
2 <html lang="en">
3 <head>
6 <script async src="https://www.googletagmanager.com/gtag/js?id=UA-120055720-38">
6 </script>
7 <script>
13 </script>
16 <meta charset="utf-8">
18 <title>
18 Electronic Recording of Meetings and Conversations
18 </title>
20 <meta name="viewport" content="width=device-width, initial-scale=1.0">
21 <link href="css/bootstrap.min.css" rel="stylesheet" type="text/css">
22 <link href="https://fonts.googleapis.com/css?family=Lato:400,700" rel="stylesheet">
23 <link rel="stylesheet" type="text/css" href="css/jquery-ui.css">
24 <link href="css/jquery.tocify.css" rel="stylesheet">
25 <link rel="stylesheet" type="text/css" href="css/formatting-styles.css">
26 <link href="css/print.css" rel="stylesheet" media="print">
41 <link rel='shortcut icon'
href='https://www.proceduresonline.com/resources/logos/procedures/favicon.ico' type='image/x-icon'/>
42 <link rel="apple-touch-icon"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-57x57-precomposed.png
" />
43 <link rel="apple-touch-icon" sizes="72x72"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-72x72-precomposed.png
" />
44 <link rel="apple-touch-icon" sizes="114x114"
href="https://www.proceduresonline.com/resources/logos/procedures/apple-touch-icon-114x114-precomposed.png
" />
48 <link rel="stylesheet" type="text/css" href="css/procedures.css">
49 <link rel="stylesheet" type="text/css" href="css/classic-theme.css">
50 <link rel="stylesheet" type="text/css" href="css/authority.css">
51 <link rel="stylesheet" type="text/css" href="js/cookie-code/jquery.cookiebar.css">
52 <link rel="stylesheet" type="text/css" href="css/hover-box.css">
53 <link rel="stylesheet" type="text/css" href="css/mobile.css">
56 <link rel="stylesheet" id="switcher-css" type="text/css" href="css/switcher.css" media="all" />
57 <link rel="alternate stylesheet" type="text/css" href="css/dark.css" title="dark" media="all" />
58 <link rel="alternate stylesheet" type="text/css" href="css/light.css" title="light" media="all" />
59 <link rel="alternate stylesheet" type="text/css" href="css/normal.css" title="normal" media="all" />
63 </head>
64 <body onload="highlight();">
65 <a class="skip-main" href="#main">
65 Skip to main content
65 </a>
67 <div id="eantics">
67 </div>
68 <div class="print">
73 <div class="navbar navbar-fixed-top" role="navigation">
74 <div class="row banner">
75 <div id="banner">
76 <div class="container banner">
77 <div class="col-sm-4">
78 <div class="outer_logo">
78 <a href="index.html">
78 <img class="banner_logo" src="images/logo/client_logo.png" width="261" height="86"
alt="Warrington logo">
78 </a>
78 </div>
79 </div>
80 <div class="col-sm-6">
81 <div class="outer">
82 <div class="inner">
83 <header>
83 Warrington Children's Services Procedures Manual
83 </header>
84 </div>
85 </div>
86 </div>
87 </div>
89 </div>
91 </div>
92 <div class="container">
93 <div class="navbar-header">
94 <button type="button" class="navbar-toggle" data-toggle="collapse"
data-target=".navbar-collapse">
94 <span class="sr-only">
94 Toggle navigation
94 </span>
94 <span class="icon-bar">
94 </span>
94 <span class="icon-bar">
94 </span>
94 <span class="icon-bar">
94 </span>
94 </button>
95 </div>
96 <div class="collapse navbar-collapse">
100 <ul class="nav navbar-nav">
101 <li>
101 <a href="index.html">
101 Home
101 </a>
101 </li>
102 <li>
102 <a href="contents.html">
102 Policies and Procedures
102 </a>
102 </li>
103 <li class="dropdown">
103 <a class="dropdown-toggle" data-toggle="dropdown" href="#">
103 Resources
103 <span class="caret">
103 </span>
103 </a>
104 <ul class="dropdown-menu">
105 <li>
105 <a href="local_resources.html">
105 Additional Local Resources
105 </a>
105 </li>
106 <li>
106 <a href="http://trixresources.proceduresonline.com/nat_key/index.htm" target="_blank"
rel="noopener">
106 Glossary
106 </a>
106 </li>
107 <li>
107 <a href="http://trixresources.proceduresonline.com/nat_cont/index.htm"target="_blank"
rel="noopener">
107 National Contacts
107 </a>
107 </li>
108 <li>
108 <a href="http://www.minimumstandards.org/regulations.html" target="_blank"
rel="noopener">
108 Regulatory Framework
108 </a>
108 </li>
109 <li>
109 <a href="http://www.keepingchildrensafeineducation.co.uk/" target="_blank"
rel="noopener">
109 KCSIE
109 </a>
109 </li>
110 </ul>
111 </li>
112 <li>
112 <a href="using_this_manual.html">
112 Using this Manual
112 </a>
112 </li>
113 <li>
113 <a href="https://www.proceduresonline.com/pancheshire/warrington/index.html"
target="_blank" rel="noopener">
113 Safeguarding Partnership Procedures
113 </a>
113 </li>
114 </ul>
115 <ul class="nav navbar-nav navbar-right">
115 <li class="dropdown">
115 <a class="dropdown-toggle" data-toggle="dropdown" href="#">
115 Accessibility
115 <span class="caret">
115 </span>
115 </a>
115 <ul class="dropdown-menu">
115 <li>
115 <a href="#Larger" rel="light" class="styleswitch">
115 <span id="Larger">
115 Larger Text
115 </span>
115 </a>
115 </li>
115 <li class="divider">
115 </li>
115 <li>
115 <a href="#High" rel="dark" class="styleswitch">
115 <span id="High">
115 High Visibility
115 </span>
115 </a>
115 </li>
115 <li class="divider">
115 </li>
115 <li>
115 <a href="#Default" rel="normal" class="styleswitch">
115 <span id="Default">
115 Default Text
115 </span>
115 </a>
115 </li>
115 </ul>
115 </li>
115 <li>
115 <a href="zoom/search.php" class="btn btn-1 btn-1a">
115 SEARCH
115 </a>
115 </li>
115 </ul>
117 </div>
119 </div>
120 </div>
125 <div class="container" id="main">
126 <div class="col-sm-4">
127 <div id="toc">
127 </div>
129 </div>
132 <div class="col-sm-8 main_content">
133 <div class="panel panel-default">
134 <div class="share">
134 <span>
134 <a href="#Email" class="st_email glyphicon glyphicon-envelope" style="margin-right:1px;">
134 <span id="Email" class="hidden_share">
134 Email
134 </span>
134 </a>
134 </span>
134 <span>
134 <a href="#Print" id="PrintBtn" class="glyphicon glyphicon-print">
134 <span id="Print" class="hidden_share">
134 Print
134 </span>
134 </a>
134 </span>
134 </div>
135 <div class="panel-body">
136 <h1>
136 Electronic Recording of Meetings and Conversations
136 </h1>
141 <div class="well">
142 <p class="bold">
142 SCOPE OF THIS CHAPTER
143 </p>
144 <p>
144 This chapter deals with recording of meetings/conversations by individual service-users, in
their capacity as private individuals. Note that the employees of the local authority,
acting in their professional capacity, are subject to different legislative requirements,
e.g. under the Data Protection Act 2018.
144 </p>
145 <p>
145 This is a developing area, and legal advice
145 <span class="bold">
145 must
145 </span>
145 be sought as necessary.
145 </p>
146 </div>
153 <div class="section">
153 <h2 id="intro">
153 1. Introduction
153 </h2>
154 <p>
154 Advances in technology (e.g. smartphones) have made the recording of meetings and other
conversations with professionals much more easily available to individual service-users.
This may be simply because they wish to have a verbatim record of the conversation/meeting
to refer back to, or because they have difficulties in following or recalling conversations.
They may, however, seek to use the recording for other purposes such as admission into
evidence in family court proceedings, or even for wider broadcast.
154 </p>
155 <p>
155 This may arise in the context of private law or public law proceedings, and may involve
recording of conversations between parents, between parents and social workers, foster
carers, etc, or recording of conversations between parents and children. One parent may be
trying to use it, for example, to justify their assertions regarding contact with the other
parent.
155 </p>
156 <p>
156 The recording may take place overtly or covertly.
156 </p>
157 </div>
158 <div class="section1">
158 </div>
164 <div class="section">
164 <h2 id="consent">
164 2. Consent
164 </h2>
165 <p>
165 There are no specific legal restrictions on the recording of face-to-face conversations,
whether this is overt or covert. Thus, whilst good practice would suggest that advance
consent should be sought for any planned recording, a blanket ban on recording is unlikely
to be lawful.
165 </p>
166 <p>
166 This is not a clear-cut area, and legal advice
166 <span class="bold">
166 must
166 </span>
166 be sought as appropriate. Practitioners should be mindful that covert recording may be
taking place, and should endeavour to ensure that they do not make statements during
'private' conversations which they would not be prepared to hear produced as evidence in
court.
166 </p>
167 <p>
167 Cafcass, in its
167 <a href="files/cafcass_operating_frwork.pdf" target="_blank" rel="noopener">
167 Operating Framework
167 </a>
167 , states:
167 </p>
168 <p class="italic">
168 'We should have nothing to fear from covert recording. Our attitude should be, "I am
doing my job and I have nothing to hide. I can explain why I said what I said or why I did
what I did." This is within the spirit of transparency in the family courts. We should
always be transparent in our work, to meet contemporary expectations, including being able
to defend whatever we say or write in a court under cross-examination, because we are
working to a professional standard on behalf of a child. In this sense, we should expect
that everything we say or write could become public knowledge'.
168 </p>
169 <p>
169 The fact that the social worker has not given their consent to the conversation being
recorded does not, of itself, render the recording unlawful or inadmissible.
169 </p>
170 <p>
170 If the scale or style of recording is excessive, oppressive or disproportionate, then this
may cross a threshold. For example, a parent recording their questioning of the child in a
manner which is oppressive may in fact be evidence of possible emotional abuse of the child
by that parent. Persistent recording of a social worker in such a way as to amount to
intimidation may constitute harassment, and it may be possible for the social worker to seek
legal redress such as a non-molestation order.
170 </p>
171 </div>
172 <div class="section1">
172 </div>
178 <div class="section">
178 <h2 id="recorded">
178 3. Use of Recorded Material
178 </h2>
179 <p>
179 Whilst the recording itself may well be legitimate, there may be restrictions on its use.
179 </p>
180 <p>
180 If a party seeks to admit such material into court proceedings, then it is at the discretion
of the court whether to allow this or not. Such evidence will only be admitted if it is
relevant to the issues in the case and not, for example, in furtherance of a personal
grievance by a parent against a social worker.
180 </p>
181 <p>
181 The Data Protection Act 2018 does not cover processing of personal data by an individual in
the course of a purely personal or household activity. The scope of this in the context of
recording is not clear. However, Jackson J in M v F (Covert Recording of Children) [2016]
EWFC 29 expressed the view that a similar exemption contained in the previous Data
Protection Act was intended to protect normal domestic use, and would not cover the covert
recording of individuals, and particularly children, for the purpose of evidence-gathering
in family proceedings.
181 </p>
182 <p>
182 Wider distribution, for example, making such recordings available via the internet, would be
in contravention of the General Data Protection Regulations and the Data Protection Act
2018. Such recordings are likely to contain information (including possible 'sensitive
personal information') relating to third parties, and the distribution of such information
so as to enable those third parties to be identified would be in breach of data protection
provisions. If the issues in question are the subject of ongoing court proceedings, then
there is also a possible contempt of court.
182 </p>
183 </div>
184 <div class="section1">
184 </div>
190 <div class="section">
190 <h2 id="practice">
190 4. Good Practice
190 </h2>
191 <p>
191 A clear process should be in place for dealing with requests to record
meetings/conversations or for situations where it seems likely that covert recording is
taking place or is likely to take place. It is preferable for this to be addressed with all
service-users at an early stage, rather than waiting until the situation arises at the start
of a meeting. The process should set out how the request should be made, who will consider
the request and how far in advance of the meeting the request should be made. It should also
make clear to the service-user the limitations upon the use of the recorded material, e.g.
that it can only be used in relation to the ongoing family proceedings and cannot be
broadcast more widely. The service-user will preferably be invited to sign to indicate their
agreement to and understanding of these limitations.
191 </p>
192 <p>
192 It is important that each such request is considered on its own merits. If the
decision-maker is minded to refuse the request, then legal advice should be sought.
192 </p>
193 </div>
194 <div class="section1">
194 </div>
200 <div class="section">
200 <h2 id="further_info">
200 5. Further Information
200 </h2>
201 <p>
201 Please see
201 <a
href="http://www.transparencyproject.org.uk/press/wp-content/uploads/2016/05/Whymightparents
wanttorecordmeetingsv2jan16.pdf" target="_blank" rel="noopener">
201 Parents recording social workers - A guidance note for parents and professionals (The
Transparency Project, 2015)
201 </a>
201 .
201 </p>
202 </div>
203 <div class="section1">
203 </div>
206 </div>
209 <div id="footer">
210 <div class="copyright">
211 <p>
211 <a href="http://www.trixonline.co.uk/" target="_blank" rel="noopener">
211 <img src="images/logo/trix-logo.png" width="75" height="75" alt="trix logo">
211 </a>
211 Copyright© signisgroup
211 </p>
212 </div>
213 </div>
214 </div>
215 </div>
217 </div>
219 </div>
220 <div class="container">
222 <div class="modal modal-wide fade" id="myModal" tabindex="-1" role="dialog" aria-labelledby="myModal"
aria-hidden="true">
224 <div class="modal-dialog modal-lg">
224 <div class="modal-content">
224 <div class="modal-header">
224 <strong>
224 Local Resources
224 </strong>
224 </div>
224 <div class="modal-body">
226 
E960 [WCAG21 4.1.2 (A)] Do not use role=presentation|none or aria-hidden=true on a focusable element:
Using either of these on a sequentially focusable element will result in some users focusing on 'nothing'. A sequentially focusable element is an interactive element, or one with a positive 'tabindex'. See Fourth Rule of ARIA Use. <iframe src="https://proceduresonline.com/trixcms1/warringtoncs/doc-library/" title="Document library
popup">
226 </iframe>
228 <script>
228 </script>
228 </div>
228 <div class="modal-footer">
228 E960 [WCAG21 4.1.2 (A)] Do not use role=presentation|none or aria-hidden=true on a focusable element:
Using either of these on a sequentially focusable element will result in some users focusing on 'nothing'. A sequentially focusable element is an interactive element, or one with a positive 'tabindex'. See Fourth Rule of ARIA Use. <a href="#closepopup1" id="closepopup1" class="close" data-dismiss="modal" aria-hidden="true">
228 Close
228 </a>
228 </div>
228 </div>
228 </div>
228 </div>
228 </div>
230 <script src="js/val/test/jquery-1.11.3.min.js" defer>
230 </script>
231 <script type="text/javascript" src="js/highlight.js" defer>
231 </script>
232 <script src="js/iframe/iframeResizer.js">
232 </script>
234 <script src="https://maxcdn.bootstrapcdn.com/bootstrap/3.3.7/js/bootstrap.min.js" defer>
234 </script>
235 <script src="js/jqueryui/jquery-ui-1.9.1.custom.min.js" defer>
235 </script>
236 <script src="js/jquery.tocify.js" defer>
236 </script>
237 <script src="js/dropdowns-enhancement.js" defer>
237 </script>
238 <script src="js/scroll.js" defer>
238 </script>
239 <script src="js/custom.js" defer>
239 </script>
240 <script src="js/dmss.js" defer>
240 </script>
241 <script type="text/javascript"
src="https://cabbiepete.github.io/jQuery-Share-Email/js/jquery.tmpl.min.js" defer>
241 </script>
243 <script type="text/javascript" src="js/jQuery.print.js" defer>
243 </script>
244 <script src="js/jquery.shareemail.js" type="text/javascript" defer>
244 </script>
245 <script src="js/cookie-code/jquery.cookiebar.js" defer>
245 </script>
248 <a id="scrollup">
248 <i class="up">
248 </i>
248 </a>
249 <div id="background">
250 <p id="bg_text">
250 Trix procedures
250 </p>
251 <p id="bg_text_msg">
251 Only valid for 48hrs
251 </p>
252 </div>
257 <script type="text/javascript">
265 </script>
268 </body>
269 </html>