Assessment case studies

This information has been co-published by Skills for Care and the Department for Education.

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This case study is set in a fostering team and the manager Balbir is the assessor for Jane who is the NQSW. In this example the NQSW is progressing well and the case study provides analysis of how this progression is evidenced throughout the assessment process. The case study demonstrates application and integration of knowledge and examples of evidence to inform the assessor’s professional judgement.

Supporting evidence 

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Simon is an NQSW in an integrated mental health team. He is a very capable social worker, who has done well academically and is being supervised and assessed by his line manager. This case study shows his continuing progression over an extended period during the ASYE and focuses on the centrality of critical reflection and the importance of feedback from people who need care and support. It also shows how an academic piece of work may disguise practice issues as well as the positive impact that the ASYE process can have on wider team culture

Supporting evidence

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Roy is employed in a long term childcare team and is at the start of his ASYE. In this case study Roy is being assessed by a practice educator Sarah rather than his manager. In this scenario the NQSW shows good potential for development over the year. The case study focuses on how a learning agreement can be structured, the benefits of a good induction process and how feedback from other professionals can reinforce the judgement of the assessor.

Supporting evidence

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Anya is a newly qualified social worker employed as a support worker in a voluntary sector domestic abuse service. She is based in a women's refuge and provides wider outreach support. The service is a member of a local partnership with other  private and voluntary sector employers. Anya's line manager in the refuge (Marian) is not a registered social worker. Anya is therefore being assessed by Laura who is a registered social worker.

This case study focuses on:

  • the centrality of feedback from people who need care and support and their carers
  • professional development as a social worker employed in a different role
  • creative use of a range of supervision methods to meet the standards and requirements for supervision.

Supporting evidence

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Isabella is based in a team for  older people and her assessor Paul is a lead practitioner in the team, both are managed by Sarah. Isabella initially struggles to demonstrate overall capability, but progresses well by working towards an action plan. The case study demonstrates holistic assessment across all the domains of the PCF and the centrality of critical reflection. It highlights the importance of supporting critical reflection through reflective supervision, supporting the NQSW to understand the change from assessment of competence to holistic assessment of capability. It also shows how the assessor can use reflective supervision to improve their practice. 

Supporting evidence

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Lisa is a NQSW in an children with disability team, two months into her ASYE. The assessor Frank is a practice educator and has concerns about her progress. In this case study the concerns are identified, and a three-way meeting set up. The case study demonstrates identification of concerns early in the year; how a line manager and assessor can work together to ensure there is a timely, consistent and supportive approach towards the NQSW and the importance of supervising, assessing and managing staff regularly to share impressions of capability during the ASYE.

Supporting evidence

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Joanne works in a learning disabilities team and this case study follows the process when of an NQSW  fails to develop overall capability, tracking her progress from the learning agreement to the final assessment. The assessor is the line manager. Concerns were identified early in the year and extensive support was put in place but Joanne still fails to demonstrate sufficient development of capability to pass. The case study focuses on progressive assessment, the importance of addressing concerns, action planning, and support. It shows how the capability statements can be used as a diagnostic tool and examples how a breadth of evidence can inform and support the judgement of the assessor. There are also links to performance management process. 

Supporting evidence

 

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