This is the tenth instalment in Sophie Baker’s ‘What I wish I had known…’ series, where she reflects on her approach to practice when she started out – and what she would tell her younger self now.
Child and family assessments are at the heart of social work.
I remember sitting at my desk as a newly qualified worker, staring at the blank template on my screen and feeling my stomach turn. The word ‘assessment’ felt heavy and official.
I desperately wanted to get it right for Sammy, a six-year-old referred by his school because he was often absent or late, appeared withdrawn, and was dirty. His teacher had tried to speak to his mum, Joanne, who was struggling with her mental health, but she’d told them to mind their own business and walked off.
Looking back, there are several things I wish I had known about completing assessments that would have made my work with Sammy and Joanne more focused and meaningful.
Be clear on the purpose
As social workers, we complete many types of assessments throughout our careers: from child and family and parenting assessments to risk and Form F fostering assessments, and more. Early on, I didn’t fully appreciate that each type has a distinct purpose.
A clear understanding of why an assessment is being completed is essential.
The 2023 Working Together to Safeguard Children statutory guidance states that the purpose of a child and family assessment is to:
- Gather important information about a child and family.
- Analyse the child’s needs and any risk or harm they may be experiencing, including from outside the home.
- Decide whether the child is in need (section 17) or suffering, or likely to suffer, significant harm (section 47).
- Identify support to address those needs, improve outcomes and keep the child safe where necessary.
Once I understood this, I became more focused on what I needed to find out. Early assessments, including my first with Sammy and Joanne, felt vague and tick-boxy because I lacked clarity on the purpose.
Understand the process
Initially, I thought of the assessment as a static report I had to produce. Over time, I learned that assessments are a process, not a one-off event.
In a helpful webinar, social work educator Siobhan Maclean references Brian Taylor and Toni Devine’s 1993 model, which outlines five stages: prepare (decide what information is needed), collect data, weigh up the data (consider whether there is a problem and if so how serious it is), analyse it and then utilise it by recommending appropriate interventions.
Understanding this process would have allowed me to explain more clearly to Sammy and Joanne what we were doing and why.
Families often don’t know what an assessment entails and the term itself can feel intimidating. Taking the time to discuss it with them honestly may reassure them and help them open up.
However, if we are unclear about the process, it’s unlikely they will understand it either.
Be careful with language
My early assessments were often peppered with jargon, including phrases like "neglectful home conditions".
I know now that plain, factual language, alongside detail, communicates concerns more effectively.
For example, stating that "the kitchen sink was full of dirty dishes covered in mould, which could make Sammy unwell" provides a clear picture for professionals and avoids misinterpretation.
It also helps the family understand your concerns clearly and reduces the confusion and uncertainty that often accompany involvement with social services.
Work in partnership with the family
A wise manager once told me: ‘You don’t do assessment to people, Sophie, you do assessment with people." It’s solid advice!
My first step should have been to ask Joanne and Sammy how best I could work with them and what they hoped to achieve with the assessment.
Curious and purposeful questions can turn an assessment into an intervention itself. These could be: "What do you want to get out of this assessment?", "Do you have any concerns about this process?", or "Who else could I speak with that could help make the assessment more meaningful?"
Once that was discussed, we could get started on bringing support – be it from other professionals, family or friends. A quick win for everyone!
Questions that lead to realistic plans
With experience, I learnt the best assessments ended in collaborative plans that reflected how the family saw the problem.
I could have used some simple goal-setting questions that prompted Joanne to think about what approaches could have helped her.
For example, I could have asked: "Can you think of a time recently when you managed a difficult moment well? Who or what helped you then? What would be a first step that feels realistic to help you manage your mental health and parenting together?"
This approach is more likely to have brought together plans that were realistic and manageable, and that Joanne would have been more likely to commit to.
Keep the focus on the child
It can be easy to focus on adults' needs, especially when parents are struggling, but we must keep the focus on the child.
Joanne was dealing with significant mental health issues, but I also needed to explore how they affected Sammy. How was he experiencing life at home?
Seeing children alone is important. Open questions like "How are things at home with mum?" are useful, but I wish I had known more about tools that created meaningful conversations.
Drawing road maps of his life, using feeling charts and puppets or weaving in his interest in Tottenham Hotspur could have helped him open up and express himself better.
Strength-based questions could have also helped Joanne understand what life was like for Sammy. I wish I had asked: "What small change could make the biggest difference for Sammy right now?’ What do you think Sammy might notice when you’re feeling low or anxious?’ What are some things you feel you do well as a parent, even when it’s difficult?"
These types of questions would have helped us both keep Sammy at the centre of our thoughts.
Celebrate those who've inspired you
Do you have a colleague, mentor, or social work figure you can't help but gush about?
Our My Brilliant Colleague series invites you to celebrate anyone within social work who has inspired you – whether current or former colleagues, managers, students, lecturers, mentors or prominent past or present sector figures whom you have admired from afar.
Nominate your colleague or social work inspiration by filling in our nominations form with a few paragraphs (100-250 words) explaining how and why the person has inspired you.
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If you have any questions, email our community journalist, Anastasia Koutsounia, at anastasia.koutsounia@markallengroup.com
Use the tools available to you
Chronologies, genograms and ecomaps are essential, but they often feel like extra work when under pressure.
Working with Joanne and Sammy helped me realise the value of these tools. Creating a chronology together highlighted patterns between Joanne’s mental health and the care she could provide.
Sitting on the lounge floor, drawing stick-figure genograms and ecomaps with Joanne and Sammy, helped us identify both risks and sources of support. We were able to identify who might lend a hand, such as family members assisting in the mornings to get Sammy ready for school.
All these tools not only informed the assessment but also supported Joanne in accessing practical help.
Stay curious and continue to show up
Joanne initially presented a polished version of herself, always insisting she was okay and not struggling.
Early on, I could have easily overlooked inconsistencies because exploring them felt complex and time-consuming.
Over time, I began to understand why she was hiding her true feelings. There can be a lot of shame and worry in admitting that you feel depressed and unable to get out of bed to care for your child, especially to a social worker.
As our relationship developed, she began to trust my intentions. By being authentic, turning up on time, following through on plans and promises and acknowledging both her successes and difficulties, she begun to open.
Gradually, she shared more about her life and how it was impacting on both herself and Sammy. We could then explore solutions together more confidently.
Assessments are tools to build relationships
Looking back, my work with Joanne and Sammy helped me see that assessments are far more than documents. They are tools to build relationships, investigative and intervene.
Having a clear understanding of the purpose and process, robust family involvement, a focus on the child and plain language all make assessments more meaningful.
