This page is co-published by Skills for Care and the Department for Education

Case studies

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A series of case studies is available to illustrate:

• the standard required for successful completion of ASYE
• holistic assessment.

The case studies based in different practice settings illustrate how the generic requirements for ASYE can be applied. However, each case study demonstrates a number of different and complementary aspects of the process of assessment at ASYE. This means that, for example, case studies that are based in children's settings will be useful to assessors, managers and NQSW, in adult settings and visa versa. A brief summary of each case study details which aspects of the process and progress of holistic assessment are illustrated.

Case study: Jane 

Set in a fostering team, the manager Balbir is also the assessor for the NQSW. In this example the NQSW is progressing well. The case study provides analysis of how this progression is evidenced related to a piece of assessment.

The case study demonstrates:

• application and integration of knowledge
• the use by the assessor of a number of pieces of evidence to inform his professional judgement in the assessment.

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Case study: Simon

Simon is an NQSW in an integrated mental health team. He is a very capable social worker, who has done well academically. He is being supervised and assessed by the line manager. This case study shows his continuing progression over an extended period during the year.

The case study focuses on and demonstrates:

• the centrality of critical reflection
• the importance of feedback from people who use services
• how an academic piece of work may disguise practice issues or gaps
• the positive impact that the ASYE process can have on wider team culture.

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Case study: Isabella 

This NQSW is based in an Older People's team. Paul, the assessor, is a lead practitioner in the team, and line management is provided to both of them by Sarah. The case illustrates an NQSW who initially is struggling to demonstrate overall capability, but who progresses well by working towards an action plan, with appropriate support.

The case study demonstrates:

• The interrelated nature of holistic assessment across all the domains of the PCF
• The centrality of critical reflection
• The importance of supporting the development of critical reflection
• The importance of supporting the NQSW in understanding the change from assessment of competence to holistic assessment of capability
• The need for the assessor to have access to reflective supervision themselves in order to improve their own practice

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Case study: Roy

Set in a long term childcare team, Roy is just commencing his ASYE year. In this case study Roy is not being assessed by his line manager but by Sarah, a practice educator.

In this scenario the NQSW shows good potential for development over the year.

The case study demonstrates:

• how a learning agreement can be structured
• the benefits of a good inductionprocess
• how feedback from other professionals can reinforce the judgement of the assessor.

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Case study: Joanne

Set in a Learning Disabilities team, this case study follows the process of an NQSW who fails to develop overall capability. It tracks he progress from the learning agreement to the final assessment. Concerns were identified early in the year and extensive support mechanisms put in place but Joanne still fails to demonstrate sufficient development of capability to pass. The assessor in this case is the line manager.

This case study demonstrates:

• progressive assessment
• the importance of addressing concerns, action planning and support
• how the capability statements can be used as a diagnostic tool
• collection of a breadth of evidence to inform and support the judgement of the assessor
• links to performance management processes.

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Case study: Lisa

Set in an adoption team, Lisa is two months in to her ASYE. The assessor Frank, a practice educator, 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 a timely, consistent and supportive approach towards the NQSW
• the importance of supervising, assessing and managing staff regularly sharing impressions of capability during the ASYE year.

Click here to view the full case study

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