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Parenting Assessment Proposal

This document should be completed prior to the start of the assessment. A meeting should be scheduled with the parent(s), the allocated Social Worker who will be completing the assessment and the Family Support Worker (s) who may be involved in the assessment. The purpose is to produce a written proposal specific to the family, which identifies the outline and nature of the assessment and should consider the following:

Timetable for the child:Outline whether the child is accommodated, how long for. Is the child subject to Child Protection plan and if so the length, key milestones for the child such as school year, developmental stage.

Purpose of assessment: Outline why the assessment is taking place, how the decision came about for it to be commissioned and what the ultimate goal of the assessment is. Example: A decision was made at the RCPC orPublic Law Outline meeting held on xxx that Mr and Mrs X would be subject to a parenting assessment.

The purpose of the assessment is to assess Mr and Mrs X’s ability to meet their children’s needs to a good enough standard. The goal of the assessment is to identify areas of strength and stressors that contribute to the parenting styles; to offer targeted intervention in relation to identified areas of need/support and to assess Mr and Mrs X’s ability to make use of the intervention to affect; and sustain change within the timescale of the child/ren as identified.

Also state that in parallel with the parenting assessment it may be necessary to look at whether there are any alternate carers/significant others the Local Authority should consider as alternative carers.

Timescale for completion:

The assessment will be completed within 8 weeks starting on enter date and the report will be completed on date. The last week will be used to complete the write up of the assessment. The purpose of each meeting will need to be specified i.e. observation of contact; interview; observation of family other than contact such as observation in the home.

Appointment dates:

Name and designation / Date / Purpose / With

Methods of assessment:

Identify here whether if appropriate

1) Contact between the parent(s) and the children will be observed and if so by whom

2) Family Support Workers will be involved, if so, outline their role and the difference in role from the assessing social worker

3) Observation in the community will take place and if so where and how – i.e. observing the family walking back from school; observing them doing the weekly shop; observing them at a play centre or park; observing them in the home at different times such as the morning routine or preparing the evening meal.

4) Foster carer logs may be used as part of the assessment and if foster carers will be spoken to in order to assess, observe and feed back to the assessor in relation to specific aspects of the children’s needs

5) Other agency information may be used and if so identify and agree the agencies as well as who will be responsible for gathering the information.

6) Identify which tools will be used if any. Tools include work sheets; cartoons; Genogram; Timeline; Ecomap; Strengths and Difficulties Questionnaire; home cleanliness checklist. See AFC Intranet for tools and resources

How parent(s) will be supported during the assessment

Outline how and when feedback will be given i.e.

1)Identify how feedback and intervention (support/advice/modelling/guidance) will take place alongside the assessment. Agree the best way of doing so i.e. in written guidelines, modelling, repetition, verbal feedback, visual feedback through pictures etc.

2)For LAC children who reside away from their parents: will the contact supervisors offer feedback, modelling and intervention during the contact sessions and if so how will this be monitored? Who will inform the supervisors of the particular areas of intervention and support required and how will their feedback be received i.e. through contact notes to the social worker or other forms of feedback.

3) Agree who will provide the contact supervisors with specific information about the concerns in the case to ensure that they observe the areas of particular concern such as for instance emotional warmth, boundaries or stimulation.

It is imperative that support and resources are offered as they are identified throughout the assessment process, rather than waiting until the completion of the assessment for it to be offered.

Specialist assessments

1) Identify which specialist assessments have already been agreed upon either through Child Protection Process, Care Proceedings or through PLO meetings

2) If assessments or knowledge, in addition to the parenting assessment, is needed and have not yet been sourced elsewhere, identify whether the assessment can be undertaken by a partner agency, such as, CAMHS (child and adolescent mental health assessment), CMHT (parent mental health assessment) or Adult Social Care (Learning Disability Assessment). If the assessment/information can’t be obtained through partner agency expertise, identify the external expert specialist assessment required with identified reasons and timescales.

Child’s participation:

Consider whether the child/ren, young person(s) should be part of the assessment and if so outline who will meet with the child, how frequently and how the child will be prepared for the participation in the assessment.

How special/cultural/identity needs will be met during the assessment:

Outline how any special needs will be met such as learning needs, language needs and the use of an interpreter, health needs or disability. Identify if the family have cultural or religious needs such as regular faith attendance.

Midway Review

Date and time: Enter date and time of midway review

Venue: Enter venue for review

Who will be present: Enter who will be present at the review

Purpose of the review: To identify areas of strength and difficulties thus far; to review the parents’ ability to cooperate with the assessment; to assess whether the intervention is being implemented and whether any additional changes in intervention are required.

Working contract with parents:

In the event that the parent(s) do not attend scheduled appointments without prior cancellation, and without a compelling, unavoidable and legitimate reason for cancellation, the length of the assessment won’t be extended and the assessment will have to conclude with an analysis of the information available.

If parents do not engage with the appointments and attempts to be contacted for the first three weeks, the assessment will be terminated and the parents, together with any solicitors, if relevant, will be notified of the termination in writing.

In the event that the parents are able to cancel in advance (24hrs notice) and with good reason, alternative dates will be identified within the 8-week period.

Acceptable reasons for cancellation may include illness that can be verified through a medical practitioner or that is obvious if the parent is seen in person; legitimate and unexpected travel difficulties such as a delayed train or a broken down vehicle; travel disruptions due to extreme weather conditions verifiable by external sources such as travel updates and weather forecasts.

The following reasons would be unacceptable and will be treated as a missed appointment: if the parent forgets, if the parent does not have means or money to get to the appointment as this has to be raised with the social worker in advance in order for other arrangements to be made, conflicting appointments given that the assessment appointments were set with the parents’ original agreement.

In agreeing to participate in this assessment the parents give their consent to the Local Authority contacting other agencies that hold information about their child/ren as well as relevant family members. This includes contacting family members in relation to Family Group Conference.

Parents will be provided with a written copy of this proposal including scheduled appointments within 24 hours of the planning meeting. If the parents have legal representatives copies will be provided to their solicitors as well. This will ensure that the parents are clear about the expectations of them; what they can expect from others during the assessment and the parents will be clear about all appointments during the assessment process.

Signed:

Name...... Title...... Date......

Parenting Assessment

In respect of: Name of Parent/s

Child involved: Name of Child

Case-holding Team: Name of Team

Case-holding Social Worker: Name of Social Worker

Prepared by: Name(s) of authors

Completed on: Date of completion of document

Contents page

Page
1. Details of author
2. Genogram
3. Family Information
4. Reason for Parenting Assessment
5. Children’s Services Staff Involved in Assessment
6. Work undertaken
7. Other information included in assessment
8. Understanding of and attitude to the assessment
9. Background Information in relation to the family
10. Assessment of the child/children individually
11. Assessment of contact
12. Assessment of parenting capacity
13. Analysis
14. Recommendations

1) Details of author

Author’s qualifications, experience, current place of employment and role.

2) Genogram

3) Family information:

First name of child / Surname / Date of birth / Legal Status
Address of child:
Name or carer and relationship to child:
Name of parents/Carer / Address / Relationship to child / Date of birth
Names of significant others in child’s life / Address / Relationship to child / Date of birth

4) Reason for parenting assessment

Date of Assessment
From: / To:

5) Children’s Services Staff Involved in Assessment:

6) Work undertaken:
7) Other information included in assessment:
Examples of information that can be included:

AFC Family Support Worker Observations.
Expert reports
Hair Strand Test Results
Foster carer logs and observations
Contact notes from supervised contact
Reports or information from other partner agencies

8) Understanding of and attitude to the assessment:
9) Background Information in relation to the family:
Understanding of parent’s background and its impact on their current parenting. Background reading to include all assessments previously completed to include updated Local Authority Chronology, Initial and Core Assessments, Child Protection Conference Minutes, Initial and Core Assessments, parents’ history if historic files exist, legal files if applicable, contact notes of applicable, information from other professionals. When completing the social worker should identify key themes/patterns in terms of concerns which are arising and also noting what interventions have been offered, whether these have been successful, consider what has prevented interventions from working and consider what progress the family have made in addressing the concerns identified. It is imperative that work that has already been done is not replicated so a clear understanding is needed of previous work completed or areas previously assessed. This includes details of other agencies the parents are linked with and their ability to work with them, or otherwise.
10) Assessment of the child/children individually:
Name of child: Enter name of child
Health: Including whether there are frequent unexplained injuries or marks on the child; whether there are patterns of ill health or missed appointments; whether there is a possibility of fabricated illness.
Education: Including thechild’s attainment, ability to focus, attendance and punctuality – See AFC Intranet for tools and resources
Emotional and Behavioural Development and relationships: (including observations of interactions with parents and siblings, the child’s ability to engage in creative and imaginative play or lack thereof, consider particular issues such as bedwetting, soiling, nightmares, no stranger awareness, excessive attention-seeking behaviour, withdrawn behaviour, fear or frozen watchfulness, sexualised behaviour, taking on adult responsibilities, aggressive or destructive behaviour, self-harming, cruelty to others or animals, difficulty to console, ability to concentrate – See AFC Intranet for tools and resources
Social Presentation: Including the child’s ability to share adult attention, share toys or belongings, play with others rather than just alongside, note excessively controlling or aggressive behaviour when playing with others.
Identity: The child/rens perception of themselves within the family unit and with the wider family/friendship network. Consider issues, such as, absent parents, gender, cultural difference or ability that may influence identity.
Name of the child: Enter name of child
Health:
Education:
Emotional and Behavioural Development and relationships including observations of interactions with parents and siblings
Social Presentation:
Identity:
Name of child: Enter name of child
Health:
Education:
Emotional and Behavioural Development and relationships including observations of interactions with parents and siblings
Social Presentation:
Identity:

11) Assessment of contact (If appropriate)

How long have parents been having contact:
Duration of contact sessions:
Strengths noted during contact:
Concerns/areas of requiring further intervention noted during contact:
Parents’ ability to take advice and support on board to improve contact:

12) Assessment of parenting capacity:

Name of parent: Enter parent’s name
Financial situation and employment: To include historical and current financial management, debt, responsiveness to advice and guidance in managing finances, ability to budget effectively, ability to prioritise the children’s needs when utilising finances.
Accommodation: Not to include the home conditions as this will be in a separate section. This section to include the housing status incorporating factors such as homelessness and history thereof, ability to be proactive in addressing housing issues, any neighbour disputes or complaints, rent arrears, multiple moves and the reasons for them.
Physical Health: Not to include substance misuse as this will be in a separate section. This section just to include matters related to ill health, chronic health difficulties, hereditary difficulties, diagnoses etc.
Mental Health: Historically and currently; medication; responsiveness to treatment in the past; willingness to engage with relevant services; diagnoses; symptoms and importantly, the effect of the mental health on the parents’ day-to-day functioning as well as the effect on the children.
Substance misuse: Historically as well as currently; willingness to engage in treatment; openness and honesty when working with professionals; treatment plans; patterns and triggers of relapse; underlying causes for the drug abuse and the parents’ insight into these as well as willingness and ability to address it; the effect on the children of the parents’ drug abuse, if any.
Criminal record: PND to be completed not just a PNC - PND provides Police intelligence, not just convictions; patterns of criminality; willingness and ability to change; impact on the children of the criminal behaviour.
Support Network: To include the appropriateness of the support network – have parents accepted FGC and provided consent?
Relationship history: Including the current relationship. (See AFC intranet for tools). Consider conflict resolution, communication, support/partnership; support the parents feel they need; what the strengths are of the relationship; how they see their future.
Domestic Abuse: consider patterns of abuse including looking at the parent’s own history; parent’s willingness and ability to change the situation if victim and willingness to seek help if perpetrator; both parents’ ability and willingness to prioritise the children over their relationship; parents’ understanding of the impact on the children of the domestic abuse; parent’s openness and honesty in working with professionals
Ensuring Safety: Capacity to act as a protective carer; anticipate and protect from danger; ensuring practical safety in the home and the community such as appropriate road safety etc.
Stimulation: Including educational attendance/attainment; nature of play with the children; providing opportunities for growth and development; providing social opportunities.
Emotional warmth and attachment: Understanding the parents’ psychological capacity to meet their children’s needs as evidenced by the parents’ ability to be flexible and empathically understand and give priority to their children’s needs; this to include observations of the parents’ interactions with the children, the consistency of their responses; whether they treat the children differently; attunement.
Discipline, routines and boundaries: Sleep and mealtimes, reward charts, view of physical chastisement.
Stability: Frequent house or school moves as well as frequent changes of partner. Assess the parents’ understanding of the impact on the children of the instability.
Family’s social integration:
Parents’ birth family history and functioning: consider generational patterns; parents’ understanding of impact of their own experiences on their parenting; how stress factors are identified and dealt with i.e. support networks, exercise, shouting, self-medicating; willingness and ability to address any difficulties.
Childcare options (if relevant):
Community Resources:
Understanding of their child’s development: Are their expectations of their child age appropriate; do they understand the child’s evolving needs and would they be able to adapt to it in future.
Home environment: .Ability to maintain a good enough home environment in terms of safety, cleanliness, hygiene; appropriate understanding of an appropriate home environment; can they maintain the house to an appropriate standard over time.
Parent(s) understanding of the Local Authority’s concerns: Including historic concerns
Motivation to change: See AFC intranet for tools and resources
Parents’ ability to receive advice and work with professionals: Can they work in an open and honest manner consistently
What do the parents consider they need to parent the child successfully?
Parent(s) ability and willingness to incorporate advice and guidance provided during the assessment process:

13) Analysis:

In doing an effective analysis consider what support the Lead Agency and other Services have offered. Consider the parents’ ability to utilise support, make and sustain changes in line with their children’s needs.
Consider how the information in section 12 impacts on their parenting capacity and what does this mean for the day to day experience of the child.
To include any views of the child’s own experience and assessment of resilience currently and in the future if there were no changes made in the parenting style.

14) Recommendation(s):

Signed:Date: