web viewthe assessed & supported y

The Assessed & Supported Year in

Employment (ASYE)

PolicySeptember 2012

Introduction

This policy sets out the conditions for the Assessed and Supported Year in Employment (ASYE) with Southend Borough Council. It should be read in conjunction with supporting guidance for Assessors and NQSWs (Newly Qualified Social Workers) and templates for the recording of necessary evidence/information.

Whilst this policy and supporting guidance identify procedures for assessing NQSWs on the ASYE, including those conditions in which unsatisfactory progress would, ultimately, lead to dismissal, it should be understood that ASYE has been introduced in Southend to provide an excellent and comprehensive beginning to a newly qualified social worker’s career. Southend Borough Council offers NQSWs considerable support and development through the ASYE in order to help develop the individual’s practise and drive continued improvement across the service. This policy and supporting guidance should be read in this context.

1. National Background

ASYE flows from the 15 Recommendations of the Social Work Task Force and the subsequent work of the Social Work Reform Board (SWRB). It has been designed ‘to help newly qualified social workers develop their skills, knowledge and capability and strengthen their professional confidence.’1 ASYE replaces the NQSW scheme from September 2012. Unlike the NQSW scheme, ASYE is a single scheme across children and adult services. ASYE has been aligned with the Professional Capabilities Framework (PCF) and the HCPC’s Standards of Proficiency (SoPS), which form the basis for assessment of NQSWs. Employers will decide if their NQSWs have completed ASYE successfully, although certification will come from the College of Social Work.

2. Legislative background and conditions of service

Employment Rights Act 1996Employment Act 2002Employment Act 2002 (Dispute Resolution) Regulations 2004Equality Act 2010

3. ASYE and links with other SBC Policies and Procedures

In formulating the ASYE policy for SBC, reference has been made to existing SBC policies, such as probation, capabilities policy and performance management. However, the ASYE policy stands alone and no reference to further policies is necessary in the assessment of NQSWs on the ASYE, except in the case of inappropriate behaviour or conduct where the disciplinary policy needs to be invoked.

1 Social Work Reform Board, Introduction to the Assessed and Supported Year in Employment (May 2012)

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4. Contract of Employment with SBC

As part of the recruitment and retention of social workers to SBC, ASYE should be promoted as an excellent introduction to qualified social work. During the recruitment process, NQSWs should be informed that they will undertake ASYE if they join Southend Borough Council. On appointment, their contract will specify that successful completion of ASYE will be necessary for the continuation of their employment. This policy sets out how SBC will determine what constitutes satisfactory completion, the processes that NQSWs can expect to be followed and the support and development opportunities that will flow from ASYE.

5. Eligibility

To participate in this programme as a NQSW you must:

Have recently qualified as a social worker by successfully completing either the social work BA or MA degree

Be employed in a full-time or part-time post Be registered with the HCPC

The default position is that a NQSW will begin ASYE on their day of employment in a qualified social work post. However, in situations where a social worker within their first two years of their qualified career begins employment with SBC may be eligible for ASYE. This would be dependent upon the individual having not previously started ASYE with another employer and having no previous statutory social work employment. The decision to place individuals on ASYE in this situation will be at the discretion of the team manager in discussion with the social worker.

6. Roles & Responsibilities

The following roles/areas have responsibilities within the ASYE:

NQSW Team Manager ASYE Assessor ASYE Manager Children’s Workforce Team

A full outline of what responsibilities each role/area has can be found in the Guidance that supports this policy.

7. Equality Analysis

Consultation with a number of protected groups occurred in the formulation of this policy. The working group that established the Criteria for Assessment (see Annex 1) reflected a diversity of ages, gender and ethnicity. Representatives from across the social work workforce within SBC contributed to this policy, as did partners of SBC from regional local authorities and local providers of social work qualifying and post-qualifying training.

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Whilst there is no evidence at this stage of this policy having an impact on protected groups as defined by the 2010 Equality Act, this will be reviewed following the first year of ASYE when Equality Analysis will be undertaken.

8. Funding

Skills for Care provide £2,000 per NQSW on ASYE. The funding will be used as follows:

NQSW Up to £1,000 – held centrally by the Children’s Workforce TeamASYE ManagerASYE Assessor

£500 per NQSW£500 per NQSW

9. Timetable for ASYE

Please see Annex 1.

10. Support for NQSWs

ASYE is designed as a highly supportive first year in practise. ASYE entitles a NQSW to:

10% development time across the year – approximately 23 days in total. SBC is entitled to direct the use of some of that 10% development time in order to fulfil the requirements of supervision, observation and Masters Level study. NQSWs may also be directed to undertake particular training or development activity. All remaining time can be used at the discretion of the NQSW in liaison with the employing team manager

A 90% caseload, with a student caseload in the first month (8-10 cases) Additional supervision – fortnightly until the end of 6 months, and monthly until the

end of ASYE. Professional Development Plan (PDP) Learning Agreement Induction – within the first week of employment commencing

It is important that Team Managers and ASYE Assessors protect these entitlements as erosion of this support might be grounds for overturning appeal, should a NQSW be dismissed for unsatisfactory performance.

As part of the ASYE, SBC will support NQSWs to undertake a 30 credit Masters Module through Anglia Ruskin University. This will comprise a 4,000 word reflective written assignment and accreditation of the ASYE profile, which NQSWs will be gathering throughout the year as a matter of course. The academic Module is a compulsory part of the ASYE with SBC although successful completion of it is not a pre-requisite for successfully completing ASYE as a whole. However, the academic element will form part of the holistic assessment in determining overall judgement of a NQSW on ASYE.

11. Support for Assessors

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As part of the transition from the NQSW pilot scheme to ASYE, Skills for Care have provided funding for local partnerships in the preparation for ASYE. SBC is in partnership with Thurrock Council and the University of Essex in the creation of a new Postgraduate Certificate in Supporting & Assessing Professional Practice for experienced social workers (2 years+ post qualifying experience and approval of their team manager) who will be assuming the role of Assessor.

The PG Certificate will be formed of two 30 credit modules (full details are provided within the Guidance document). All ASYE Assessors will be expected to undertake this as part of their own professional development, to ensure consistency of assessment of NQSWs on ASYE, and in order to disseminate the principles of ASYE, the PCF and reflective supervision/practise across the organisation. To assist with this, ASYE Assessors will be entitled to undertake the 13 taught sessions during working hours. Any duties undertaken in discharging the role of ASYE Assessor/ASYE Manager will either be within the normal working week or reclaimed in flexi hours, agreed in advance by the Line Manager.

12. Assessment

Assessment of the NQSW on ASYE should be according to principles of fairness and transparency. Each NQSW is ultimately assessed against the 9 domains within the Professional Capabilities Framework (PCF) that relate to ASYE and the HCPC’s Standards of Proficiency (SoPS). Outcomes and evidence have been developed within SBC to provide clear criteria on which to base judgements (see Annex 1). The process should be based on qualitative principles i.e. the sound judgement of a practising, qualified social worker appointed to undertake the assessment. The assessment should not be led by the completion of paperwork, and all paperwork completed as part of the process should be to the benefit of all parties involved.

It is essential to remember that holistic assessment is based on the qualitative judgement of a competent professional; it is not about the quantity of gathered evidence. In line with guidance from the SWRB, assessment should be holistic, taking into account each of the domains whilst formulating an overall assessment of the NQSW’s progress. At the beginning of each review, and as part of the final assessment undertaken on the NQSW, Assessors should provide an holistic, overall judgement of the NQSW’s progress. Only after this judgement has been formed should Assessors begin to look at each domain in detail. At that point, it is legitimate to use individual domains to set targets, identify strengths and focus on areas for development. ASYE Assessors and the ASYE Manager will be required to undertake training on holistic assessment. This development will be in the form of a Postgraduate Certificate in Supervision and Assessment through the University of Essex (details can be found in the supporting Guidance).

The employing team is ultimately responsible for making the decision on whether or not the NQSW has successfully completed ASYE or not. This responsibility is the Team Manager’s, although this can be delegated to the ASYE Assessor. The ASYE Assessor will undertake reviews at 3 and 6 months, completing the final assessment report at the end of ASYE at 12

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months. However, the Assessor will be expected to consult with the ASYE Manager, who will also be present at the final assessment meeting, and to liaise with colleagues in forming a complete picture of the NQSW during ASYE. A review can be undertaken at 9 months if the ASYE Assessor considers this to be beneficial to the NQSW.

At no stage during the assessment process should there be surprise judgements for the NQSW, especially at review meetings and at the final, summative assessment meeting. The Assessor should be discussing progress during supervision and supporting the NQSW to improve their practise where necessary, as well as identify strengths for future career direction.

If a NQSW feels that they are not receiving the entitlements ASYE affords them, or if they have concerns over the performance of their Assessor, they can refer the issue(s) to the Team Manager (if not the ASYE Assessor), the ASYE Manager or the Learning & Development Manager within Children’s Workforce Development. They also have recourse to senior management within their service area, as any social worker has.

13. Deferral

There is no scope for extension on ASYE. A final decision on progress should be made at the summative assessment at 12 months. In circumstances where a NQSW has had more than 30 days absent due to sickness or accident, maternity or paternity leave or any other legitimate reason, final assessment will be deferred until the NQSW has had the chance to undertake the days missed. However, deferral is not an option in the case of unsatisfactory progress and the process outlined below should be followed in these circumstances.

14. Transferring employment whilst on ASYE

It is hoped that it will be possible for a NQSW to transfer between employers offering ASYE during the ASYE, where necessary. Where we wish to appoint a NQSW from another employer and ASYE has already begun, it will be necessary for the employing team to seek information on the prospective employee’s progress against ASYE before employment is offered. Providing progress has been satisfactory, the NQSW can simply begin ASYE in Southend at the point at which they left their previous employer.

SBC teams are discouraged from appointing a social worker from another employer where progress on ASYE has been deemed unsatisfactory by that employer.

15. Unsatisfactory Progress

Unsatisfactory progress can take many forms. This list is not exhaustive but merely intended to illustrate a few instances:

Persistent failure to meet agreed objectives including meeting deadlines Persistent errors and/or omissions in completing necessary work Failure to meet the requirements of the post as set out in the job description

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Failure to adapt to changed working procedures.

Unsatisfactory progress should be identified and acted upon as early as possible. As soon as an Assessor feels that the NQSW is not making satisfactory progress they should initiate an Interim Review. This will trigger a new PDP and identify specific targets to address the areas of weakness. Revised targets, as with all targets, should be SMART, and the NQSW should be given clear guidance on where, how and by what time progress is expected.

As soon as an Interim Review is called, the Team Manager, when not acting as the ASYE Assessor, is required to assume joint responsibility for assessing the NQSW. An Interim Review should be conducted monthly following the initial Interim Review, along with at least one direct observation of practise a month.

Evidence Gathering

Additional evidence should be gathered from the point an Interim Review is conducted. Notes should be taken and targets set at the meeting, and both should be kept on the NQSW’s file. This is the responsibility of the ASYE Assessor. They must also let the ASYE Manager and Children’s Workforce Team know that an Interim Review has been called.

Until progress is deemed satisfactory, or until the point of failure and dismissal, evidence of unsatisfactory progress should be gathered from all the following areas in which performance is unsatisfactory:

Lack of progress against targets set at the beginning of ASYE Comparison indicators (e.g. other NQSWs) Individual supervision Group supervision Direct observation Feedback from service users and colleagues NQSW’s day to day professional conduct Failure of the Masters Module

Additional support should also be offered to the NQSW following the Interim Review. At this point, the ASYE Manager will work more closely with the ASYE Assessor and Team Manager to determine which particular areas of support will be provided, such as:

Attendance on particular training Additional direct observations Additional supervision

At the Interim Review the ASYE Assessor should:

Explain the nature of the concerns

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Allow the NQSW the opportunity to respond Set out clear standards of performance that the employee must attain Identify activities and support measures to effect the improvement Agree an appropriate method of monitoring progress Keep written records of the meetings and agreed actions, including revised PDP

16. Completion of ASYE

At the final (summative) assessment meeting the NQSW will be formally notified whether they have successfully completed ASYE. At this meeting the following should occur:

Review of the ASYE to identify successes Discussion about career progression and the PDP revised Targets set for year 2 and links with the Performance Management cycle

Following the meeting, the ASYE Assessor should notify the ASYE Manager and Children’s Workforce Team that the final review has taken place so that referral can be made to The College of Social Work for formal certification.

In the case of a NQSW failing ASYE, the outcome of the final assessment meeting should also be made known to the SBC Business Partner in HR so that they can arrange for a letter to be sent to the NQSW to formally notify them of their failure and to explain the process of appeal, should they wish to exercise this right.

17. Certification from the College of Social Work

The decision that Southend Borough Council makes on all NQSWs who undertake ASYE will be forwarded to the College of Social Work so that formal certification may be issued. This will apply whether the NQSW passes or fails ASYE. In the case of failure, the decision will not be forwarded to TCSW until the NQSW has had the opportunity to appeal. If an appeal is heard, nothing will be passed to TSCW until its conclusion.

18. Notification to HCPC

In the event of a NQSW failing the ASYE, a notification will be sent to the HCPC to advise them of this decision. The HCPC may then choose to investigate the candidate’s fitness to practice and continued registration as a social worker.

19. Termination of employment during ASYE

This procedure does not prevent the employment of a NQSW on ASYE being terminated with due notice, in the case of serious unsatisfactory performance or conduct. The notice period for all social workers is one month unless the dismissal is on the grounds of gross misconduct when the dismissal would be without notice.

20. Appeal

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In the interests of natural justice and to comply with employment legislation in relation to dismissal, the employee has a right of appeal against dismissal.

The appeal by the employee should be registered within 7 working days of receipt of the written confirmation of the dismissal. The appeal should be sent to the relevant Designated Officer who authorised the dismissal.

Upon receipt of an appeal, HR Operational Services will arrange for another Designated Officer to hear the appeal. This would be the Director of Children & Learning or the Head of Specialist Services, when involving a children’s social worker, and the Heading of Adult Commissioning when involving a social worker in ACS. Where this is not possible, HR & Communications would arrange for a Designated Officer from another service group to hear the appeal. The employee remains dismissed pending the outcome of any appeal.

An appeal meeting will be arranged where the employee and the line manager (ASYE Assessor or Team Manager) each have the opportunity to state their case. The Designated Officer hearing the case will then inform both parties of their decision, which will be confirmed in writing. No further right of appeal exists.

21. Guidance and templates for ASYE

The Guidance to this policy provides a practical guide for NQSWs, Assessors and ASYE Managers in the implementation of ASYE. It will be revised each year, where necessary, to reflect policy changes or in response to feedback.

The Templates are designed to provide consistency across teams and assist NQSWs, Assessors and the ASYE Manager in the assessment and evidence gathering process. These will be updated each year, where necessary, and in order to reflect policy changes or in response to feedback.

22. Quality Assurance

ASYE at SBC has been designed to ensure all NQSWs experience a very positive, supportive first year in practise. It is important that each NQSW experiences a similar process and are assessed effectively whilst on ASYE. There are a number of processes within the design of ASYE at SBC to ensure assessment is robust, fair and transparent. For example:

1. Whilst it is the Team Manager of the employing team who has ultimate responsibility for the assessment of the NQSW, this can be delegated to a senior social worker. This allows for two senior social workers to consult and form an holistic judgement of the NQSW.

2. The ASYE Assessor, whether Team Manager or delegated, has the support of the ASYE Manager to ensure their assessment is in line with SBC policy and has their support throughout the process.

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3. Equally, each ASYE Assessor is required to undertake comprehensive training in the form of a Postgraduate Certificate in Supervision and Assessment via the University of Essex, to ensure their judgements are based upon clear criteria and established theory.

4. Should difficulties arise between an Assessor and NQSW, the Team Manager (if not the Assessor) can appoint another Assessor, or the ASYE Manager can assume the assessment role for that particular NQSW.

5. During ASYE, NQSWs will have supervision from their Assessor as well as supervision from the ASYE Manager. The ASYE Manager will also undertake at least one direct observation of the NQSW and feed into the assessment process.

6. The ASYE Manager is in place to ensure consistency across teams and will report to the Children’s Workforce Team if any difficulties or inconsistencies arise. The Workforce Team can arrange for additional training, as required.

7. The Workforce Team will provide inductions for each NQSW, Assessor and Team Manager to ensure participants know what is required. The Handbook and Templates that accompany this Policy will also help provide consistency.

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Annex 1 Timetable for ASYE

On appointment

NQSW is informed that they will undertake ASYE with Southend Borough Council and that continuation of employment with SBC is dependent upon successful completion of ASYE.

Prior to NQSW commencing employment

Contract of employment is issued by HR to the NQSW with an additional clause specifying that continuation of employment is dependent upon successful completion of ASYE.

Employing team send Registration Form of ASYE to the Children’s Workforce Development Team at least 2 weeks before NQSW begins employment.

Week 1 Induction for NQSW, Team Manager and Assessor. This will be organised by the Children’s Workforce Team with contributions from the ASYE Manager and partner HEI.

Week 2 1st Supervision – Learning Agreement signed and PDP written

Month 1 Student caseload Fortnightly supervision

Month 2 Fortnightly supervision

Month 3 Fortnightly supervision – including a group supervision session with ASYE manager 1st direct observation 1st Review

Month 4 Fortnightly supervision

Month 5 Fortnightly supervision 2nd direct observation

Month 6 Fortnightly supervision – including a group supervision session with ASYE manager 2nd Review

Months 7 & 8 Monthly supervision 3rd direct observation – by ASYE Manager

Month 9 Monthly supervision – including a group supervision session with ASYE manager 3rd Review (optional unless progress is unsatisfactory)

Month 10 Monthly supervision 4th direct observation

Month 11 Monthly supervision

Month 12 Monthly supervision Final Assessment

Following Final Assessment

Certification from College of Social Work Right of Appeal (in cases of failure)

In addition to the above, there will be 5 workshops with ARU and submission of the academic assignment and profile. The timetable for the academic work will be issued separately.

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Annex 2

Professional Capabilities Framework – ASYE Criteria To be used to inform ongoing assessment of the NQSW and to refer to in Review Meetings

1. Professionalism Links to SoPS Outcomes Where evidenced1.1 Be able to meet the requirements of the professional regulator

2.10 Promote anti-oppressive practice by ensuring service users and carers are aware of the social work role in context

Observation SupervisionReflective accounts in supervisionService User feedback

1.2 Be able to explain the role of the social worker in a range of contexts, and uphold the reputation of the profession

3, 3.1, 3.4, 8.9 Engaging in formal and informal supervision. Attending and engaging in team meetings.

Planned Diarised Supervision DatesEvidence of supervision records2 written accounts from team member’s evidencing seeking of support and advice from colleagues

1.3 Make pro active use of supervision to reflect critically on practice, explore different approaches to your work, support your development across the nine capabilities and understand the boundaries of professional accountability, seeking support and advice appropriately.

2.10, 11.2, 12.1, 15.2

Response to crisis such as section 47 enquiries, procedures, protocols and boundariesPromote positive outcomes for service users (e.g. keeping service users safe) by responding to safeguarding adult concerns and undertake same day response activities using crisis intervention models.

Evidence of case load (Complexity) on Care First and report manager. Evidence of having brought RCPC or Core Group Meeting forward to address imminent issues. Attending to crisis work e.g. Section 47. Observation and joint work between supervisors and NQSWs in a range of social work tasks

1.4 Demonstrate workload management skills and develop the ability to prioritise

1.2 Response to crisis such as section 47 enquiries, procedures, protocols and boundariesCritical reflection in supervision and group supervision

Case recordings, Police Protection and Immediate legal proceedingsSupervision records

1.5 Recognise and balance your own personal/professional boundaries in response to changing and more complex contexts

3.4, 14.8 Promote social work as a professional occupation and ensure that service users and carers have confidence in the service provided.

Feedback from service users, colleagues and other agencies

1.6 Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness

2.9, 9.1, 9.10 Attending training and reading current research and completing PDPEnsuring that knowledge, skills and practice is contemporaneous, relevant and applicable for the social work role.

Supervision records, records of training undertaken. Completing and reviewing of Personal development plan objectives.Supervision Practice meetings with other team membersLearning journal

1.7 Identify your learning needs, including contribution to, completion and updating of ASYE personal development plan, assume responsibility for improving your practice through appropriate professional development

3.3 Ensuring that you are healthy at home and at work. Addressing issues pertaining to stressMaintaining resilience and emotional well being in a context of uncertainty and change

SupervisionTime management strategiesOrganisational skillsObservation

1.8 Develop ways to promote wellbeing at work, identifying strategies to protect and promote your own well being

3.2, 3.5 Understanding underpinning legislation Working with children and families). Clear understanding of SET procedures and policies and implementing these as well as good practiceEnsuring that as a workforce, there is the appropriate skills and knowledge to report, investigate and minimise the risks of abuse, neglect and harm across adult and children services.

Team meeting minutes, Contributions in LAC Reviews, RCPC contributions, Core Group Meetings, Supervision records, Recommended care plans in Social Work reports

Safeguarding vulnerable adult meetingsObservationSupervisionReferrals to other agencies

1.9 Identify and implement strategies for responding appropriately to concerns about practice or procedures, seeking guidance if required.

2, 2.4, 6.2 Promote anti-oppressive practice by ensuring service users and carers are aware of the social work role in context

Observation SupervisionReflective accounts in supervisionService User feedback

2. Values & Ethics Links to SoPS Outcomes Where evidenced2.1 Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching decisions.

2, 2.1, 7.1, 7.2, 13.4

Support effective decision making in context with the relevant legal frameworks to promote independence, safety and manage risks appropriately

ObservationsSupervisionPractice MeetingsColleague feedback

2.2 Recognise, and manage the impact of your own values on professional practice

2.5, 5.3 Promote ‘best practice’ in social work through critical reflective practice

Supervision

2.3 Recognise and manage conflicting values and ethical dilemmas to arrive at principled decisions

1, 2, 2.1, 2.4, 2.5, 2.7, 2.8, 5.3, 7, 8.3, 13.4

Working with conflicting issues (threatening parents/carers, non-engaging parents/carers, difficult teenagers of children)Promoting effective decision making in assessment, care planning and reviews in contexts of conflict with service users and carers

Social Work reports, Case recordingsSupervision recordsMental Capacity Act AssessmentsObservationSafeguarding meetings

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2.4 Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible

2.7, 2.8, 8.3, 9.2, 9.6

Promoting anti-oppressive and anti-discriminatory practice through inclusion and participation

Mental Capacity Act AssessmentsSafeguarding investigationsObservationSupervision

2.5 Recognise and promote individuals rights to autonomy and self-determination

7, 8.3, 9.3, 9.4 Promoting self determination and autonomy

Assessments and ReviewsMental Capacity Act Assessments

2.6 Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing

7, 7.1, 7.2 Ensure that service users and their rights to privacy are at the heart of social work intervention whilst balancing the need for information sharing

AssessmentsSupervisionObservationInformation sharing with other agencies

3. Diversity Links to SoPS Outcomes Where evidenced3.1 Identify and take account of the significance of diversity on the lives of people and show application of this understanding in your practice

5, 5.2, 5.4, 6 Cultural competence, non-discriminatory and anti-oppressive approaches, use of e.g. NYAS, BATIAS to address differences

Case recordings, referrals to other agencies

3.2 Recognise oppression and discrimination by individuals or organisations and implement appropriate strategies to challenge

5.1, 5.4 Use of NYAS, BATIAS to address differences, recommending use of solicitorsPromoting anti racist and anti-discriminatory practice

Case recordings and referrals SupervisionObservationColleague and service user feedback

3.3 Identify the impact of the power invested in your role, recognising the potential effect on the intervention, and adjust your practice accordingly.

2.8, 2.9 Communicating to match service user levels and clarifying to service users the need for identified intervention/s whilst upholding their human rights as necessary.Promoting anti-oppressive practice

Case Recordings, Observations, reportsSupervisionLearning journalObservations

4. Rights, Justice & Economic Wellbeing Links to SoPS Outcomes Where evidenced4.1 Begin to integrate principles of and entitlements to social justice, social inclusion and equality in your analysis and practice, by identifying factors that contribute to inequality and exclusion, and supporting people to pursue options to enhance their well being

5, 6.1, 13.4 Ensuring that service users and carers are entitled to benefits, assessments etc. that are legally required

Assessment outcomes

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4.2 Address oppression and discrimination applying the law to protect and advance people’s rights, recognising how legislation can constrain or advance these rights

2.1, 2.2, 5, 5.1, 6, 8.7, 13.4

Signposting service users to relevant agencies for support or advocating on behalf of the service user (Benefits, Education, health and safety issues).Court intervention workBalancing service users rights with statutory requirements which may infringe on the rights of service users and others

Referrals to relevant agenciesWitness statements and Care Plans (Court)SupervisionObservation

4.3 Apply in practice principles of human, civil rights and equalities legislation, and manage competing rights, differing needs and perspectives

2.1, 2.2, 2.7 Ensure that professional social work practice is upheld at all times in line with the legal context

AssessmentsCare plansSafeguarding care plansMental Capacity Act Assessments

4.4 Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefit

5, 5.1 Promoting service users rights to access the appropriate services to maintain economic and social well being

Referrals to day care, health services, education, advocacy services and welfare benefits

4.5 Empower service users through recognising their rights and enable access where appropriate to independent advocacy

8.7, 9.4, 13.4 Advocating on behalf of service users to promote their well being and independence

Advocacy referralsSupervisionObservation

5. Knowledge Links to SoPS Outcomes Where evidenced5.1 Consolidate and develop the knowledge gained in your initial training, and demonstrate comprehensive understanding and use of knowledge related to your specialist area of practice, including critical awareness of current issues and new evidence based practice research

5.4, 9.8, 9.9, 12, 12.2, 12.3, 13, 13.4, 14.5

Reflective presentation/ discussion with Assessor to evidence personal development from student to practitionerTo ensure that decision making is evidence based and knowledge is relevant and contemporaneous

3rd year professional development plan.Evidence of achieved from the above plans in first year of practice and evidence of identified further development in the first yearSupervision ObservationPractice Meetings e.g. presentation work and group discussion on a specialist area of practice.

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5.2 Demonstrate knowledge and application of appropriate legal and policy frameworks and guidance that inform and mandate social work practice. Apply legal reasoning, using professional legal expertise and advice appropriately, recognising where scope for professional judgement exists.

5.4, 9.10, 12, 12.3, 13

Discussions with assessor Signposting of service users to solicitors. Supervision.Promote professional social work practice, taking into consideration the statutory duties and legal powers in context with professional judgement;

Ensure service users are protected from abuse and harm using the appropriate legal and policy frameworks

Observations in practice, Case recording s and reports DPM referrals, Case Recordings and reports

Court ReportsObservationSupervisionAssessments

5.3 Demonstrate and apply to practice a working knowledge of human growth and development throughout the life course

13.4 Increased awareness and understanding of human growth and development, promoting outcomes for service users at different stages of the life course

SupervisionAssessments and ReviewsPractice Meetings

5.4 Recognise the short and long term impact of psychological, socio-economic, environmental and physiological factors on peoples lives, taking into account age and development, and how this informs practice

13.4 Development of social work ‘best practice’ that recognises the intrinsic and extrinsic factors that affect the lives of service users, carers and families.

Supervision ObservationPractice Meetings e.g. presentation work and group discussion on a specialist area of practice e.g. age and development, environment

5.5 Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice

5.4, 13.4 Improvement of knowledge regarding systemic practice and when and how this can be used in context with people’s lives

SupervisionAssessments and ReviewsPractice Meetings

5.6 Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience

9.10, 13.4 Support and empathise with service users, their carers and families with issues of loss, separation and change.

SupervisionAssessments and ReviewsPractice MeetingsObservation

5.7 Understand forms of harm and their impact on people, and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice

1.5, 9.8, 9.9, 13.4

Reduce the risk of abuse, neglect and harm to vulnerable adults/children and support strengths as well as identifying risk.


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5.8 Demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them

13, 13.4 Positive outcomes for service users and families who experience social workers who can apply models and methods at an appropriate time


5.9 Demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions, and inter-agency working

13.4 Improved awareness for social workers in understanding the policy context to practice; particularly relevant to inter-agency practice


5.10 Recognise the contribution, and begin to make use, of research to inform practice

12, 14.6 Improved decision making and outcomes for service users through the use of relevant and recent research to inform practice


5.11 Demonstrate a critical understanding of research methods

14.5 For social workers to understand which research methods to use, evaluate and when

Supervision

5.12 Value and take account of the expertise of service users, carers and professionals

2.7, 8.10, 9.4, 9.8, 13.4

Empowerment of service users and carers and promoting notions of anti-oppressive practice

SupervisionAssessments and Reviews

6. Critical Reflection & Analysis Links to SoPS Outcomes Where evidenced6.1 Show creativity in tackling and solving problems, by considering a range of options to solve dilemmas

4.2, 11.2 Effective contributions in various foraEffective care planning

To promote positive outcomes for service users, carers and their families through the use of effective problem solving

Analysis and proposed actions in Social Work reports. IRO reports. Options explored in conference/review reports or care planning documents

SupervisionAction Learning SetsGroup SupervisionAssessments & Care PlansReviews

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6.2 Use reflective practice techniques to evaluate and critically analyse information, gained from a variety of sources, to construct and test hypotheses and make explicit evidence-informed decisions

4, 4.1, 4.3, 4.4, 11, 11.1, 11.2, 14, 14.1

Evidence of effective analysis in supervision and assessments

Ensure that a wide variety of information is gathered and analysed effectively to ensure decision making is robust and involves critical reflection ‘on action’ and ‘in action’

Core assessmentsSupervisionCourt statements/reports

SupervisionAction Learning SetsGroup SupervisionAssessments & Care PlansReviews

7. Intervention & Skills Links to SoPS Outcomes Where evidenced7.1 Use a range of methods to engage and communicate effectively with service users, eliciting the needs, wishes and feelings of all those involved, taking account of situations where these are not explicitly expressed

2.8, 6, 8.1, 8.4, 8.5, 8.6, 8.10, 9.1, 9.5

Direct work with children and families, use of play, use of art work, communication via telephone, emails and communicating at the service user’s level. SWOT analysis

Improved assessment outcomes for service users and carers

Drawings, reports (Analysis, Actions, Risk Assessments) and case recordings

Assessments, Care Plans and ReviewsPanel ApplicationsContinuing Healthcare applicationsMDT meetingsObservation

7.2 Demonstrate clear communication of evidence-based professional reasoning, judgements and decisions, to professional and non-professional audiences

4.5, 8.2 Promotion of ‘straightforward’ and jargon free language to improve service user understanding and outcomes.

CP conferencesLAC documents

Assessments, Care Plans and ReviewsPanel ApplicationsContinuing Healthcare applicationsMDT meetingsObservation

7.3 Build and use effective relationships with a wide range of people, networks, communities and professionals to improve outcomes, showing an ability to manage resistance

9, 9.2, 9.5, 9.9 Meeting the needs of the child

Keep service users and families safe from harm, neglect and abuse using appropriate interventions and approaches

Effective multi-agency workDe-escalation of casesDrop in re-referrals or case re-openingsEngaging families under CP Plans

MDT meetingsObservationSupervisionStrategy MeetingsSafeguarding investigations

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7.4 Use appropriate assessment frameworks, applying information gathering skills to make and contribute to assessments, whilst continuing to build relationships and offer support

4.1, 7, 8.4, 9.1, 12.2, 14.2

Right service delivered


Core assessments


7.5 Select, use and review appropriate and timely social work interventions, informed by evidence of their effectiveness, that are best suited to the service user(s), family, carer, setting and self

2.8, 4.1, 4.2, 6, 14, 14.1, 14.7



7.6 Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm

4.1, 4.2, 14.3, 14.4



7.7 Recognise how the development of community resources, groups and networks enhance outcomes for individuals

9.5 Develop social capital in communities and promote the voluntary and other sectors in the community that can enhance outcomes for service users

SupervisionObservation

7.8 Record information in a timely, respectful and accurate manner. Write records and reports, for a variety of purposes with language suited to function, using information management systems. Distinguish fact from opinion, and record conflicting views and perspectives

8.11, 10, 10.1, 10.2

As 6.2Up to date case recording – no gaps in the service user’s story

As 6.2Accurate chronologiesRecords show comprehensive account of service user

7.9 Share information consistently in ways that meet legal, ethical and agency requirements

7, 7.2 Evidence of knowing when, how and what to share

Complying with the Data Protection Act and other legal frameworks to keep service user information confidential, safe and secure.

Information sharing training Data protection complianceCase notes showing consent sought by NQSW where required


7.10 Recognise complexity, multiple factors, changing circumstances and uncertainty in people’s lives, be able to prioritise your intervention

4.1, 4.2 Keep service users and families safe from harm, neglect and abuse using appropriate interventions and approaches in a timely way


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7.11 Use authority appropriately in your role 2.6 Development of leadership skills and taking initiative; promotion of self direction in the workplace when appropriate to do so.


7.12 Demonstrate understanding of and respond to risk factors in your practice. Contribute to the assessment and management of risk, including strategies for reducing risk, distinguishing levels of risk for different situations

1.3, 14.3, 15.3, 1.3, 9.9, 14.3, 15.1

Balancing the difficulty of self determination with risk management to keep service user’s safe whilst enabling their independence


7.13 Demonstrate application of principles and practice for safeguarding adults and children including consideration of potential abuse. Apply strategies that aim to reduce and prevent harm and abuse

1.5, 2.4, 14.3, 14.4, 15



8. Contexts & Organisations Links to SoPS Outcomes Where evidenced8.1 Taking account of legal, operational and policy contexts, proactively engage with your own organisation and contribute to its evaluation and development

2.6, 8.9, 9, 9.1, 12.2, 12.3, 13.2, 13.3

information sharing and appreciation of Working Together

Development of social policy that impacts positively on service users, families and the community

Referrals, Invitations of professionals to various meetings. Evidence of multi-agency contributions in social work reports. Core assessments, other assessments, case records, emails

Multi-agency meetings Policy steering groupsSupervisionAction Learning Sets

8.2 Proactively engage with colleagues, and a range of organisations to identify, assess, plan and support to the needs of service users and communities

2.6, 8.9, 9, 9.1, 12.2, 12.3, 13.2, 13.3

information sharing and appreciation of Working Together

Better outcomes for service users and carers who have a joined up approach to assessment, care planning.

Referrals, Invitations of professionals to various meetings. Evidence of multi-agency contributions in social work reports. Core assessments, other assessments, case records, emailsMDT meetingsObservationsCare Plans and Assessments

8.3 Understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice

13.2, 15.2 Greater awareness of the systems that impact on policies and practice for front line practice

SupervisionObservationsAssessments

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8.4 Be able to work within an organisation’s remit and contribute to its evaluation and development

8.9, 9.6, 12.2, 12.3, 13.2

Greater awareness of the systems that impact on policies and practice for front line practice

SupervisionObservationsAssessments

8.5 Understand and respect the role of others within the organisation and work effectively with them

9, 9.1, 9.6, 13.1 Promoting positive outcomes through collaborative practice and forming positive relationships with other people in the organisation

MDT meetingsObservationsCare Plans and Assessments

8.6 Work effectively as a member of a team, in other meetings and with other professionals, demonstrating the ability to develop and maintain appropriate professional relationships

4, 9, 9.1, 9.6, 9.7, 13.1, 15.2

Understanding of team dynamics, Team theories

Promoting positive outcomes through collaborative practice and forming positive relationships with other people in the organisation

Discussion with assessor, supervision

MDT meetingsObservationsCare Plans and Assessments

9. Professional Leadership Links to SoPS Outcomes Where evidenced9.1 Show the capacity for leading practice through the manner in which you conduct your professional role, your contribution to supervision and to team meetings

4 Development of professional social work practice and vision where social workers can demonstrate their capacity as leaders e.g. through change, restructure etc.

ObservationsSupervision

9.2 Take steps to enable the learning and development of others

9.6 Increased capacity of others in the team to promote awareness, knowledge and skills

ObservationSupervisionTeam MeetingsPractice Meetings

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Documents