Service insights
A demonstration of the insights a service could draw from learners' practice conversations with Gemma: where learners are strong, where they struggle, and where supervision and training could focus. Learners practise a first home visit to a parent after a school referral.
Four skills from SWIM, each scored 1 (low) to 5 (high) by AI from the learner's own words.
Illustrative cohort: simulated learners in three fictional teams. Each practice conversation was scored by the same AI marker the live experience uses.
Practice conversations
20
with Gemma
Clarity and empathy together
25%
5 of 20 scored 4 or more on both
Clarity about risk and need
3 / 5
Typical score (median)
Empathy
2 / 5
Typical score (median)
Replayed conversations
8
6 of 8 stronger on the second try
Clarity is ahead of empathy (typical score 3 against 2), and only 5 of 20 learners achieved both together. That mirrors what Forrester and colleagues found in child protection practice (2008): practitioners were usually clear about concerns but showed less empathy, and empathy is what kept parents engaged.
Named the concern plainly at the start (14 of 20 learners)
How many learners reached each level on the four SWIM skills
The headline skill pair. Hover a row to see who.
4 or more on both
Clarity 4 or more, empathy below 4
Empathy 4 or more, clarity below 4
Below 4 on both
Patterns in the moments the marker flagged. Counts and quotes come straight from learners' conversations.
Empathy · Care and engagement
10 of 20
learners did this at least once
Learners used blame language or clinical labels like neglect, causing Gemma to feel judged and shut down dialogue.
Focus for supervision: Replace blame and jargon with curious, open questions about Gemma's situation.
Purposefulness · Good authority
9 of 20
learners did this at least once
Learners closed visits abruptly with no agreed purpose or next step, leaving Gemma disengaged and the concern unresolved.
Focus for supervision: Always close by naming what was agreed and what happens next.
Clarity about risk and need · Good authority
7 of 20
learners did this at least once
Learners agreed with Gemma's minimisation of the concern, collapsing the purpose of the visit entirely and signalling the issue was closed.
Focus for supervision: Hold the concern respectfully even when Gemma normalises or dismisses it.
Clarity about risk and need · Good authority
5 of 20
learners did this at least once
Learners minimised the reason for visiting at the outset, immediately triggering Gemma's distrust and direct challenge.
Focus for supervision: State the real reason for the visit plainly and honestly from the start.
Clarity about risk and need · Good authority
4 of 20
learners did this at least once
Learners promised a quick closure or told Gemma not to worry, and she immediately called out these statements as dishonest.
Focus for supervision: Be honest about uncertainty; avoid promises about timescales or outcomes.
Clarity about risk and need · Good authority
14 of 20
learners did this at least once
Learners stated the referral reason clearly and simply, prompting Gemma to engage with the concern directly, even when defensive.
Build on it: Practise a plain, one-sentence opening that names the referrer and concern.
Empathy · Care and engagement
8 of 20
learners did this at least once
Learners accurately named how the situation felt for Gemma, which led her to share key context about her shifts and arrangements.
Build on it: Use one specific empathic reflection before moving to questions or next steps.
Collaboration · Care and engagement
3 of 20
learners did this at least once
Learners asked what would help Gemma most, and she generated her own concrete practical idea about mornings.
Build on it: End visits with an open question inviting Gemma to name her own priorities.
Each team's strongest skill and where it has most room to grow, by typical (median) score. Select a team for the detail.
Learners replayed a flagged moment and tried again. A stronger replay is practice at one moment, not proof of learning.
Select a learner to see their conversation and feedback
| Learner | Team | Clarity | Empathy | Purpose | Collaboration | Both |
|---|---|---|---|---|---|---|
| Learner 01 | North | 2 | 1 | 2 | 1 | |
| Learner 02 | North | 2 | 1 | 2 | 1 | |
| Learner 03 | North | 3 | 1 | 2 | 1 | |
| Learner 04 | North | 4 | 3 | 2 | 3 | |
| Learner 05 | North | 4 | 4 | 4 | 4 | ✓ |
| Learner 06 | North | 3 | 4 | 2 | 3 | |
| Learner 07 | North | 2 | 1 | 2 | 2 | |
| Learner 08 | South | 1 | 1 | 1 | 1 | |
| Learner 09 | South | 3 | 4 | 4 | 4 | |
| Learner 10 | South | 4 | 4 | 4 | 4 | ✓ |
| Learner 11 | South | 2 | 1 | 2 | 2 | |
| Learner 12 | South | 2 | 2 | 1 | 2 | |
| Learner 13 | South | 4 | 4 | 4 | 4 | ✓ |
| Learner 14 | South | 1 | 1 | 1 | 1 | |
| Learner 15 | East | 5 | 5 | 4 | 4 | ✓ |
| Learner 16 | East | 4 | 3 | 3 | 3 | |
| Learner 17 | East | 2 | 1 | 2 | 1 | |
| Learner 18 | East | 3 | 2 | 3 | 3 | |
| Learner 19 | East | 4 | 4 | 3 | 3 | ✓ |
| Learner 20 | East | 3 | 1 | 2 | 1 |
Scored on four skills from SWIM (Forrester, Whittaker and Wilkins, CASCADE, Cardiff University). AI-scored; not a validated assessment.