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Blackpool Social Work and Safeguarding ServiceProcedures Manual

Assessments and Support

SCOPE OF THIS CHAPTER

Assessments must be based on good analysis, timeliness and transparency and be proportionate to the needs of the child and their family.

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 Section 17 of the Children Act 1989, and before making decisions about action to be taken to protect individual children under Section 47 of the Children Act 1989.

RELEVANT GUIDANCE AND LEGISLATION

Working Together to Safeguard Children - Assessment

Social work post-qualifying standards: knowledge and skills statements

AMENDMENT

This chapter was amended in July 2021 to add a new Section 16, 16 and 17 year olds who may be Homeless and/or require Accommodation and reflects the issue of Homelessness and the vulnerability of young people identified in Working Together to Safeguard Children.

Contents

  1. "Blackpool Families Rock"- Values
  2. Assessments under the Children Act 1989
  3. The Purpose of Assessment
  4. Process of Assessments
  5. Communication
  6. Focus on the Child
  7. Planning
  8. Developing a Clear Analysis
  9. Contribution of the Child and Family
  10. Contribution of Agencies Involved with the Child and Family
  11. Actions and Outcomes
  12. Timescales
  13. Regular Review
  14. Recording
  15. Principles for a Good Assessment
  16. 16 and 17 year Olds who may be Homeless and/or Require Accommodation
  17. Assessing Family Abroad
  18. Assessment of Risk Outside the Home / Contextual Safeguarding

1. "Blackpool Families Rock" - Values

Our Co-produced "Blackpool Families Rock" Values

In 2019, we worked with Blackpool families to co-produce our practice guidance principles that the group believed social workers should work to. These practice principles/behaviours shared a vision that families have the potential to be active agents of change, with social workers positively supporting them in effecting this change. The group used Social Pedagogy concepts – Head (knowledge), Heart (feelings) and Hand (physical doing) in which to place their co-created practice principles. The Head, Heart and Hand are inseparable, and by using them synergistically within practice, social workers are better able to support the well-being, learning, growth or change for families. Social Pedagogy requires social workers to engage in relationship centred practices with the families they support, which then enhances their well-being, resourcefulness and inclusion in society. The group wanted to build on the belief that "we are all human; we all make mistakes", which is as relevant to a family as it is to the professional social worker, and if we keep this in our hearts, it helps us to better understand and accept the other person. The group believed that by holding these principles within their practice, social workers and families would best work towards change through strength-based ideologies and promoting each individual's potential.

Our Blackpool Families Rock Values

Our values, outlined in the diagram below, are underpinned by HEART: how we behave, HEAD: how we think and HAND: how we work.

Click here to view the HEART: how we behave, HEAD: how we think and HAND: how we work diagram.

Hands: What we do…

  • Relationship Based practice: Creating trusting and honest relationships with families, which provide opportunities for them to change. Support families to understand our concerns for their children. Be respectfully clear with families regarding the impact of concerns on their child's daily life and their outcomes if changes in their life don't happen. Work in partnership with families to develop a Plan for their family, which has their children as a central focus;
  • Restorative practice: To improve and repair relationships within families and communities. The purpose is to build healthy families, communities, increase social capital, reduce crime and anti-social behaviour, repairing harm;
  • Systemic Solution Focused Practice: Work as a 'Systemic solution focused family' at 3 levels:
    1. Support families to develop a wider eco support system, which enables them to make the changes they need to thrive and succeed;
    2. Partnership staff across Blackpool work as a solution focused system, a 'jigsaw of support' which fits together & nurtures family led sustainable change;
    3. Strategic leaders across Blackpool operate as a Strategic Solution Focused Family, create an environment, which enables their workforce to implement 'Blackpool Families Rock' practice guidance principles, which supports families and communities to be resilient and achieve positive sustainable change.
  • Strengths Based Practice: Emphasises strengths within the family and local community network. It is a way of viewing adults and children as resourceful and resilient in the face of their worries. Support family led Plans, which focus on children's aspirations and outcomes, whilst balancing this approach with a good understanding of the worries we share about the children's daily lived experience.

We are also committed to reviewing our practice using our understanding of Appreciative Enquiry and The Social Discipline Window to re-evaluate our practice and our ways of working. We recognise the importance of involving all our Partners and families who use our services to develop our services for the benefit of the children in Blackpool that we work hard to support. The Social Discipline Window describes four basic approaches to working; represented as different combinations of high or low challenge and high or low support. The Restorative domain that we are committed to combines both high challenge and high support. The "Blackpool Families Rock" way of practicing encapsulates working WITH people rather than doing things to or for them as we recognise that co-produced service and care plans are ultimately more successful in achieving the most positive outcomes for our children and families in Blackpool. In doing so we will ensure that we understand the child's lived experience, ensure that the most effective support is available at the earliest opportunity to enable families to develop sustainable solutions, to then empower families to make the changes that then improve outcomes for their children.

2. Assessments under the Children Act 1989

Under the Children Act 1989, local authorities undertake assessments of the needs of individual children to determine what services to provide and what action to take:

  • 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.

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 Section 11.1, Pre-birth 'Good Practice Steps');

  • 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 Section 47 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;
  • There may be a need for immediate protection whilst the assessment is carried out;
  • 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 Section 20 of the Children Act 1989, the local authority has a duty to accommodate such Children in Need in their area. Following an application under section 31A, 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.

3. The Purpose of Assessment

See the child and family assessment template recorded on the child's record system (Mosaic).

A good quality social work assessment is central to the understanding of what is happening to a child and family, and to informing decisions about action to be taken or services to be provided. An assessment is also an intervention in itself, and the process of assessment may create change and lead to help from the extended family and/or the provision of services.

The social work assessment has a particular contribution to make to a holistic understanding of a child's needs, taking account of other professional assessments from health colleagues, psychologists, or educationalists.

A good assessment will include the child's history, current behaviours and view of the world, and indications of what the future holds. Good quality assessments will show evidence that they:

  • Are child centred;
  • Are rooted in child development;
  • Are ecological in their approach (an understanding of the child is located within the context of the family, community and culture);
  • Take account of a child's religious, cultural or racial background;
  • Involve working with children and their families;
  • Take account of individual and family strengths as well as identify difficulties;
  • Identify risk factors and preventative factors;
  • Take account of parent's own childhood experiences and the impact that this may have on their own parenting capacity, experience and knowledge of support services;
  • Are interagency in their approach to assessment and the provision of services;
  • Are a continuing process, not a single event;
  • Separate out facts from opinions;
  • Are carried out in parallel with other actions and provide a service; and
  • Are grounded in evidence-based knowledge.

The Importance of Safety Planning:

For families to meaningfully participate in the creation of a detailed safety plan, they need to have participated in the development of the danger statements and goal statements that provide this direction to the safety planning process.

Safety Planning is a complex, dynamic and collaborative child protection process that focuses on building enough safety for children to remain within the care of their families. The safety planning process involves professionals working collaboratively with parents, children and an informed family network to develop and implement a detailed safety plan that leaves everyone confident that the children will be safe in the parents' care in the future.

See the initial safety plan template recorded on the child's record system (Mosaic).

The safety planning process also involves monitoring and reviewing the safety plan over time so that everyone is satisfied that the safety plan is working and will continue to work to provide ongoing safety for the children.

Because of the complexity and dynamic nature of the safety planning process, there is no specific formula or model that you can follow. Just as every family has their own unique qualities, strengths and challenges, so every safety planning journey may be different.

Whatever legislation the child is assessed under, the purpose of the assessment is always:

  • To gather important information about a child and family;
  • To analyse their needs and/or the nature and level of any risk and harm being suffered by the child;
  • 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
  • To provide support to address those needs to improve the child's outcomes and welfare and, where necessary, to make them safe;
  • 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;
  • 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.

4. Process of Assessments

Once a contact about a child and their family has been progressed through to a referral and decision has been made that statutory intervention and support is required the social worker will make a brief first Child and Family Assessment (CAFA) that should take no more than 10 working days. If they already have an Early Help Assessment this will be used to inform the CAFA to start with. At the 10 day checkpoint the team manager will make a decision about any further assessment needed which may take up to a further 35 working days. A Team Manager could decide that the family needs a full assessment (up to 45 working days) from the outset. If the child or the family require help immediately and can't wait for the assessment to be completed, we will always work to provide support during the assessment process, we should not be waiting until the assessment is completed before we offer help and support.

Once the full Assessment is completed, a plan will be drawn up setting out what help and support will be provided and by whom.

The assessment will always be led by a qualified and experienced social worker regularly supervised by a qualified 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.

The date of the commencement of the assessment will be recorded in the electronic database.

The qualified social worker should carefully plan that the following are carried out:

  • See/interview the child;
  • Interview the parents and any other relevant family members;
  • Consider whether to see the child with their parents;
  • The child should be seen by the lead social worker without their caregivers when appropriate and this should be recorded in the Assessment Record;
  • Determine what the parents should be told of any concerns;
  • Consult with and consider contributions from all relevant agencies, including agencies covering previous addresses in the UK and abroad.

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.

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.

If during the course of the assessment, it is discovered that a school age child is not attending an educational establishment, the social worker should contact the local education service to establish a reason for this.

If there is suspicion that a crime may have been committed including sexual or physical assault or neglect of the child, the Police must be notified immediately.

5. Communication

The way in which we communicate with children and their families within the assessment process is important, a restorative relationship, one which is open and honest and built on mutual respect and trust, allows both high support and high challenge and provides a foundation to ensure that professionals are working in partnership "with" parents, carers and families to appropriately meet their needs, and that this is taking place in a safe way.

It will support a change in language from one which potentially blames the child, young person or family for example "un-cooperative or disguised compliance" to that which is more partnership orientated and places an onus of social work practitioners to work positively "with" families to build effective partnerships.

In order to work effectively with children and their families in achieving positive outcomes all contact must be a meaningful experience for the child and their family and it must be undertaken with thought and sensitivity.

In planning the assessment and in providing the parent and child with feedback, the social worker will need to consider and address any communication issues, for example language or impairment.

Where a child or parent speaks a language other than that spoken by the social worker, 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.

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.

NOTE: Where the parents have learning disabilities, it may be necessary to adapt communications to meet their needs – for further information, see the Blackburn with Darwen, Blackpool and Lancashire Children's Safeguarding Assurance Partnership (CSAP) Procedures Manual, Learning Difficulties and Disabilities of a Parent/Carer Procedure.

6. Focus on the Child

If we are to help vulnerable children and young people, and provide a caring and nurturing environment for them to be able to grow and develop, we need to understand what has happened to make them vulnerable, what sense of the world they have, and what the future holds for them.

'The child should not be lost or unseen by the enmeshed interaction between overwhelmed families and overwhelmed professionals. If using strength based approaches do not preclude weighing up the risks of harm to the child'. (Brandon, 2009).

Children should to be seen and listened to and included throughout the assessment process. Their ways of communicating should be understood in the context of their family and community as well as their behaviour and developmental stage. 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.

Assessments, service provision and decision making should regularly review the impact of the assessment process and the services provided on the child so that the best outcomes for the child can be achieved. Any services provided should be based on a clear analysis of the child's needs, and the changes that are required to improve the outcomes for the child.

Children should be actively involved in all parts of the process based upon their age, developmental stage and identity. Direct work with the child and family should include observations of the interactions between the child and the parents/care givers.

All agencies involved with the child, the parents and the wider family have a duty to collaborate and share information to safeguard and promote the welfare of the child.

7. Planning

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.

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.

Planning should identify the different elements of the assessment including who should be involved. It is good practice to hold a planning meeting to clarify roles and timescales as well as services to be provided during the assessment where there are a number of family members and agencies likely to play a part in the process.

Questions to be considered in planning assessments include:

  • Who will undertake the assessment and what resources will be needed?
  • Who in the family will be included and how will they be involved (including absent or wider family and others significant to the child)?
  • In what grouping will the child and family members be seen and in what order and where?
  • What services are to be provided during the assessment?
  • Are there communication needs? If so, what are the specific needs and how they will be met?
  • 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?
  • What method of collecting information will be used? Are there any tools / questionnaires available?
  • What information is already available?
  • 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?
  • How will the consent of family members be obtained?
  • What will be the timescales?
  • How will the information be recorded?
  • How will it be analysed and who will be involved?
  • When will the outcomes be discussed and service planning take place.

The assessment process can be summarised as follows:

  • Gathering relevant information;
  • Analysing the information and reaching professional judgments;
  • Making decisions and planning interventions;
  • Intervening, service delivery and/or further assessment;
  • Evaluating and reviewing progress.

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.

8. Developing a Clear Analysis

In undertaking a risk analysis practitioners need to establish what the risk and protective factors in the child's situation are and should consider the child's developmental needs, family and environmental factors, and parenting capacity from the Assessment Framework domains. The risk factors, if not balanced by adequate protective factors, are difficult to manage and are likely to lead to harmful and damaging outcomes for the child.

Practitioners must identify the factors most likely to be significant in terms of reducing/increasing the probability of harm to the child, and to estimate the level of risk of future harm. Through the assessment, practitioners must reflect and analyse different hypotheses, and be aware of their and other professionals' unique lens perspective to determine any professional bias. This will help inform their analysis of the child's daily lived experience; what is going well within the family; what are we worried about; what do we want the child's life to be like; and what then needs to happen.

Environmental Factors

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.

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 of harm 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 of harm.

An assessment should establish:
  • The nature of the concern and the impact this has had on the child;
  • An analysis of their needs and/or the nature and level of any risk and harm being suffered by the child;
  • How and why the concerns have arisen;
  • What the child's and the family's needs appear to be and whether the child is a Child in Need;
  • Whether the concern involves abuse or neglect; and what extent the impact and influence of wider family and any other adults living in the household has on this, as well as community and environmental circumstances;
  • Whether there is any need for any urgent action to protect the child, or any other children in the household or wider community and develop an agreed safety plan with the child and family;
  • Whether there are any factors that may indicate that the child is being or has been criminally or sexually exploited or trafficked;
  • Note: if there is a concern with regards to trafficking, a referral into the National Referral Mechanism should be made. See GOV.UK, Digital Referral System: Report Modern Slavery.

The assessment will involve drawing together and analysing available information from a range of sources, including existing records, and involving and obtaining relevant information from professionals in relevant agencies and others in contact with the child and family. Where an Early Help Assessment has already been completed this information should be used to inform the assessment. The child and family's history should be understood.

Where a child is involved in other assessment processes, it is important that these are coordinated so that the child does not become lost between the different agencies involved and their different procedures. All plans for the child developed by the various agencies and individual professionals should be joined up so that the child and family experience a single assessment and planning process, which shares a focus on the outcomes for the child.

The social worker should analyse all the information gathered from the enquiry stage of the assessment to decide the nature and level of the child's needs and the level of risk, if any, they may be facing.

Social workers should have access to high quality supervision from a team manager 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.

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.

9. Contribution of the Child and Family

The Social Discipline Window describes four basic approaches to working; represented as different combinations of high or low challenge and high or low support. The Restorative domain that we are committed to combines both high challenge and high support and is characterised by doing things WITH people, rather than to them or for them.

The "Blackpool Families Rock" way of practice encapsulates working WITH people rather than doing things to or for them as we recognise that co-produced service and care plans are ultimately more successful in achieving the most positive outcomes for our children and families in Blackpool. In doing so we will ensure that we understand the child's lived experience, ensure that the most effective support is available at the earliest opportunity to enable families to develop sustainable solutions, to then empower families to make the changes that then improve outcomes for their children.

Support table

A restorative relationship, one which is open and honest and built on mutual respect and trust, allows both high support and high challenge. It provides a foundation to ensure that professionals are working in partnership "with" parents, carers and families to appropriately meet their needs, and that this is taking place in a safe way.

The principles of restorative practice, doing with, not to or for, allow families to work alongside professionals to honestly identify areas of strength and weakness, areas which may need change, and to develop plans which the family are supportive of, and willing to engage with.

Assessments undertaken with families will allow for families to self-identify where they see there may be need for change or support, as well as areas where they consider their strengths to be. Alongside this practitioners should challenge families if they don't agree with their assessment of their strengths and weaknesses. This will allow for an agreed assessment of the family and any potential risks for children and young people.

Social Workers need to have the skill, courage and personal resources to ask really hard questions. Within the assessment process social workers must adopt 'professional curiosity' and remain sceptical of the explanations, justifications or excuses they may hear in connection with the apparent maltreatment of children.

However, practitioners need also to be aware that their own communication may be misunderstood and may lead to misinterpretation around compliance; behaviour may seem to be non-compliant but the issue may be the way in which workers are communicating.

There will be times when families can present as hostile or hard to engage practitioners must ensure they do not develop low expectations of what can be achieved (Laming, 2009:23). Hostile behaviour is often a distraction technique to create barriers to engagement. Sometimes getting through the door can feel like a major achievement with little energy left to use the time with the child, we must also consider that some reactions from families can also be a direct result of the fear they may be feeling, however we must be mindful that this can be the family creating barriers to engagement.

Families may be more reluctant to work with professionals if they perceive the professional as disrespectful and unreliable or if they believe confidentiality has been breached outside the agreed parameters. Professionals should acknowledge and apologise for any mistakes.

If social workers became fearful during a visit you should discuss this with your manager. It is really important in these circumstances to reflect on how this is making you feel as a practitioner and consider how a child or young person may feel in this situation. 'A seen child is not necessarily a Safe child'. It is completely appropriate to ask yourself: 'if I am feeling like this, how must the child be feeling?'. It is really important that you explore this with them when you do get to see them alone.

The Child

The child should participate and contribute directly to the assessment process based upon their age, understanding and identity.

It is a statutory requirement that a child is seen alone during statutory visits. This does not always have to be specifically planned, but should allow enough time and feel safe enough for the child to engage in communication about their lived experience and share their views, wishes and feelings. It is vitally important that we recognise that children want to speak and expect to be heard. Visits to children need to have purpose and time to see children alone can be approached creatively, especially with children who are only just getting to know their social worker, social workers should consider the use of direct work and other play materials.

Whilst children should be seen alone, if this is not possible or in their best interests, the reason should be discussed with the team manager and clearly recorded by manager within the child's record.

It is important that social workers are respectful to children and young people in undertaking the assessment. Social workers need to recognise that it is disrespectful to the child and their family to be late or not turn up, or cancel a planned visits at the last minute. However, we also need to be aware that being respectful is more than this and will also include how we present ourselves by not using professional language, having full understanding of the war on words, never using raised voices or talking down to children and young people.

It is vitally important to be open and honest with children and young people about confidentiality and information sharing, helping them to understand when you can keep what they say as private and when you cannot, having this discussion with children helps them to understand that what they say is important and their safety is our priority, it will help them to understand why we need to share information in order to keep them safe.

The pace of the assessment needs to acknowledge the pace at which the child can contribute. However, this should not be a reason for delay in taking protective action. It is important to understand the resilience of the individual child in their family and community context when planning appropriate services.

Every assessment should be child centred. Where there is a conflict between the needs of the child and their parents/carers, decisions should be made in the child's best interests. The parents should be involved at the earliest opportunity unless to do so would prejudice the safety of the child.

The Parents

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.

Working with parents and carers who have complex problems can be a difficult issue and practitioners need to adopt 'professional curiosity'. Looking for evidence of behaviour and verifying parents/carers' accounts through multi agency information sharing, and using open questioning within the assessment can help guard against being misled by accepting the parent's version of events at face value.

All parents or care givers should be involved equally (this includes absent parents) 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.

10. Contribution of Agencies Involved with the Child and Family

Working Together to Safeguard Children sets out sound principles and procedures for collaborative working. All agencies and professionals working with a child should understand their responsibilities in order to achieve the positive outcomes that keep children safe, and complement the support that other professionals may be providing.

Statutory guidance and good practice dictate that there must be joint working between police, health and children's services to ensure that the risk of harm to children is well understood, assessed and acted upon as appropriate.

It is vitally important to build strong links with other agencies at both practitioner and manager level to improve relationships and the quality of agency involvement within assessments to inform outcomes for children.

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.

All agencies must work together to ensure that the welfare of the child is maintained with clear lines of communication and joint working where appropriate. Where there is the presence of a contributing factor relating to another agency, joint visiting must be considered.

It is possible that professionals have different experiences of the child and family and understanding these differences will actively contribute to the understanding of the child / family. The different unique perspectives of agencies involved with different members of the family must always be given balanced consideration and be taken into account in the practioner's analysis. Only by doing this, do we gain a clear and true understanding of what is going on within the child's household and wider family eco-system.

The professionals should be involved from the outset and through the agreed, regular process of review.

The social worker's supervisor will have a key role in supporting the practitioner to ensure all relevant agencies are involved.

Agencies providing services to adults, who are parents, carers or who have regular contact with children must consider the impact on the child of the particular needs of the adult in question.

11. Actions and Outcomes

Every assessment should be focused on outcomes, deciding which services and support to provide to deliver improved welfare for the child and reflect the child's best interests. In the course of the assessment, the social worker and their line manager should determine:

  • Is this a Child in Need? (Section 17 Children Act 1989);
  • Is there reasonable cause to suspect that this child is suffering, or is likely to suffer, Significant Harm? (Section 47 Children Act 1989);
  • Is this a child in need of accommodation? (Section 20 or Section 31A Children Act 1989).

The possible outcomes of the assessment should be decided on by the social worker and their line manager, who should agree a plan of action setting out the services to be delivered how and by whom in discussion with the child and family and the professionals involved.

The outcomes may be as follows:

  • No further action;
  • Additional support which can be provided through universal services and single service provision or the early help process;
  • 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;
  • Specialist assessment for a more in-depth understanding of the child's needs and circumstances;
  • Undertaking a Strategy Discussion/Meeting, a Section 47 child protection enquiry;
  • Emergency action to protect a child.

Consideration must be given to undertaking a Families Together Meeting to identify strengths in the wider family network in those situations where a child may need an alternative permanency plan or contingency plans for care to be provided to them by wider family members (see also Families Together Meetings Procedure).

The outcome of the assessment should be:

  • 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 Police investigation;
  • Taking account of confidentiality, provided to professional referrers;
  • 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.

For families in need of longer term support due to complex family support issues, practitioners need to have knowledge of community services so that they can refer and signpost families to alternative support. Referrals to support services may prevent re-referrals and an escalation of concerns in the future. Practitioners must refer to the FYI Directory for up to date information on services available.

12. Timescales

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. There are checkpoints at 10, 30 and 45 days with managers to ensure that cases are progressing in a timely way. Timeliness of assessment will be determined by need.

12.1 Pre-birth 'Good Practice Steps'

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 social services are aware at a relatively early stage of the pregnancy.

In respect of assessment, these good practice steps were:

  • A risk assessment of the parent(s) should 'commence immediately upon the social workers being made aware of the mother's pregnancy';
  • Any assessment should be completed at least 4 weeks before the mother's expected delivery date;
  • 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;
  • 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.

(See Care and Supervision Proceedings and the Public Law Outline Procedure, Pre-Birth Planning and Proceedings.)

13. Regular Review

Child and Family Assessments (CAFA) must be reviewed and updated at least annually.

A new child and family assessment will be required when there is a significant event in a child life, for example, where a recommendation has been made by a core group to cease a child protection plan or issue pre-proceedings / PLO, a child is at risk of coming into our care, is moving onto a Pathway Plan; prior to a return home to their parents / family, prior to discharging a child's Care Order, prior placing a child with their parents under Placement with Parents Regulations (PPR), or any other significant change in the child's circumstances.

The assessment plan must set out timescales for the actions to be met and stages of the assessment to progress, which should include regular points to review the assessment. The work with the child and family should ensure that the agreed points are achieved through regular reviews. Where delays or obstacles occur these must be acted on and the assessment plan must be reviewed if any circumstances change for the child.

The social worker's line manager must review the assessment plan regularly with the social worker and ensure that actions such as those below have been met:
  • There has been direct communication with the child alone and their views and wishes have been recorded and taken into account when providing services;
  • All the children in the household have been seen and their needs considered;
  • The child's home address has been visited and the child's bedroom has been seen;
  • The parents have been seen and their views and wishes have been recorded and taken into account;
  • The analysis and evaluation has been completed;
  • The assessment provides clear evidence for decisions on what types of services are needed to provide good outcomes for the child and family.

'Working Together to Safeguard Children' reminds all professionals of the importance of reviewing progress and that 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. 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.

14. Recording

Recording by all professionals should include information on the child's development so that progress can be monitored to ensure their outcomes are improving. This is particularly significant in circumstances where neglect is an issue.

Records should be kept of the progress of the assessment on the individual child's record and in their Chronology to monitor any patterns of concerns.

Assessment plans and action points arising from plans and meetings should be circulated to the participants including the child, if appropriate, and the parents.

The recording should be such that a child, requesting to access their records, could easily understand the process taking place and the reasons for decisions and actions taken.

Supervision records should reflect the reasoning for decisions and actions taken.

Assessments must be completed using the Common Assessment Framework assessment template on the children's record system (Mosaic).

15. Principles for a Good Assessment

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:

"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."

The assessment must consider the assessment triangle domains:

  • The child's developmental needs;
  • Parenting capacity;
  • Family and environmental factors.

Child and Family assessments are a multi-agency responsibility and other appropriate agencies must contribute.

Working Together to Safeguard Children 2018 sets out sound principles and procedures for collaborative working. All professionals working with a child should understand their responsibilities in order to achieve the positive outcomes that keep children safe, and complement the support that other professionals may be providing.

Statutory guidance and good practice dictate that there must be joint working between police, health and children's services to ensure that the risk of harm to children is well understood, assessed and acted upon as appropriate.

It is good practice to hold a multiagency assessment planning meeting where requests are made to partner agencies for chronologies and reports of any previous/current involvement with the family. This allows the social worker to have a clear understanding of the history of the family and previous interventions, therefore reducing the risk of 'start again syndrome' or uninformed analysis.

Reference should also be made to any appropriate theoretical bases for multi-agency planning.

Key theories include:

  • Blackpool Families Rock Theory Base;
  • Attachment theory;
  • Resilience theory;
  • Permanence planning;
  • Child development;
  • Child abuse and family adversity theories;
  • Risk assessment and risk management theories;
  • Anti-discriminatory practice theories.

Practitioners should look to using other tools in order to inform their analysis and decision-making. Tools are available on Blackpool Children's Social Care Online Library.


Assessment Framework Triangle

Assessment Triangle

16. 16 and 17 year Olds who may be Homeless and/or Require Accommodation

Where a 16 or 17 year old seeks help from local authority children's services, or is referred to children's services by some other person or agency as appearing to be homeless or threatened with homelessness, children's services must carry out an assessment of what duties, if any, are owed to them. This includes 17 year olds who are approaching their 18th birthday, and young people who are pregnant or have children in their care.

If there is an imminent threat of homelessness, or if the young person is actually homeless, a child in need assessment must be carried out and the child accommodated under section 20 Children Act 1989, (although this can be refused by the child) (see Prevention of Homelessness and Provision of Accommodation for 16 and 17 year olds who may be Homeless and/or require Accommodation; and Duty to Refer).

Intentional Homelessness see: Homelessness Guidance for local authorities.

17. Assessing Family Abroad

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. Children and Families Across Borders (CFAB) 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.

See also: Cross-border child protection cases: the 1996 Hague Convention (DfE) and The International Child Abduction and Contact Unit.

18. Assessment of Risk Outside the Home / Contextual Safeguarding

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.

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; teenage relationship abuse (including controlling or coercive behaviour); sexual exploitation and the influences of extremism leading to radicalisation.

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.

Where this is the case, the social worker should:

  • Refer the child's circumstances to relevant Multi-Agency work which addresses the concerns and risks in the neighbourhood or local authority;
  • 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
  • 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.

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.

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 of harm to the child.

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. Effective information sharing and intelligence gathering is crucial in developing effective coordinated multi-agency responses.