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Assessment

A social work assessment is a series of questions based on the child's developmental needs (what a child needs to grow and develop), parenting capacity (what a child needs from the people who look after him or her) and family and environmental factors (what the child needs from their wider world).

Making checks

Prior to making checks with other agencies it is considered to be good practice to obtain permission from someone with parental responsibility, to carry out these checks.  This permission is not necessary if to do so would place the child or another person at risk. The purpose of the checks with other agencies is to explore whether they have relevant information, and to further consider any information obtained in the light of the referral

Checks with other agencies generally take place at the MASH meetings.

Where can the child's needs be met?

The MASH meeting must decide whether the child's needs can be met by the provision of further services, taking into account the definition of 'in need' under Section 23 of The Children (Guernsey and Alderney) Law, 2008.

If the child's needs meet the criteria a children's social care Lead Professional will be identified and a single assessment Child's Plan will be conducted. Timescales for the assessment will be agreed between the social worker and their manager depending on circumstances of the case and the child's presenting needs. 

If, during the assessment, it is suspected that a child is at risk of immediate harm, the social worker must follow the instructions contained in the step immediate action.

If it is discovered during an assessment that a child of school age is not attending school, the school should be contacted.  If a child is not registered at a school, the Education Department should be contacted as soon as possible to establish the reason for this.

If at any stage it becomes clear that compulsory intervention may be necessary to meet the child's needs the social worker/manager will consult with the service manager, responsible for the MASH.  This will be to explore whether it is necessary to make a referral to the Children's Convenor and/or to call a Legal Threshold meeting to explore an application to the Court.

Seeing the child

When children are seen, it is important that they are involved in the assessment. How this is done will depend on the age and ability of each child. Parents are usually willing for their children to be seen.

However, sometimes parents are not happy for their children to be involved, or seen alone. In this case there are four possible scenarios:

The findings of the assessment should be discussed with the child and their parents, and a copy of the completed Child's Plan should be given to them; if this is not done, the reasons must be clearly recorded.

A list of questions has been suggested for consideration when deciding whether a child understands something enough to make a decision about it:

  • can the child understand the question they are being asked?
  • does the child understand the main reasons for what is being proposed?
  • does the child understand what choices they have to decide between?
  • does the child understand what will happen if they choose each of the choices they can decide to take?
  • can the child weigh up these different choices against each other?
  • can the child tell you their personal choice, rather than repeating what someone else thinks they should do?
  • can the child keep to one decision, without constantly changing their mind?

(Children's Rights Officer, England)

Exceptionally, a social worker or police officer may need to speak to a child without the knowledge of the parent. This could be because

The strategy discussion should decide on the most appropriate timing of parental participation.

Lessons from research

Families often find an assessment anxiety-provoking and challenging. We need to remember that involuntary clients are more likely to be reluctant to work with us, or resistant to our suggestions. How well first contacts or enquiries go will influence the course of future work and affect the relationship between families and professionals.

Professionals tend to stress the procedural aspects of empowerment, for instance sharing information, attending meetings or making complaints. Families tend to place greater value on relational aspects around developing trust and being genuine, open, even-handed and sensitive. See Shemmings D and Shemmings Y: Empowering children and family members to participate in the assessment process, in The Child's World Reader, ed. Jan Horwath (2000).

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