Manchester City Council

Children’s Services Supervision Policy for Children’s Social Work

2015

Contents

Supervision Policy Appendices

1. Supervision Contract

2. Supervision Agenda

3. Supervision Record

4. Managers Supervision Record

5. Practice Observation Record

6. Supervision Log

7. ASYE Handbook

8. Supervision Audit Template

1. Introduction

Manchester City Council is committed to delivering the very best social work practice to improve outcomes for the city’s most vulnerable children and their families. In order to do this, we need an engaged, passionate, and motivated workforce who are well trained, highly skilled, and knowledgeable about their role. Manchester City Council recognises that good supervision is integral to high quality, confident, safe and effective social work practice.

2. Definition of Supervision

Quality supervision is one of the most important activities managers and supervisors can provide to social workers in order to ensure we are achieving positive outcomes for children. It also has a crucial role to play in the development, retention and motivation of the workforce. Supervision is embedded in Social Workers Code of Practice, Professional Capabilities Framework (PCF) and the Knowledge and Skills Statement (KSS), standards required of all progressed children’s social workers. Manchester Children’s Service aims to provide appropriate, responsive and flexible services for the most vulnerable people in Manchester. Good quality, reflective supervision is integral to this process and the supervision function should ensure workers:

understand what is expected of them and are managed effectively.

critically appraise and reflect on the focus and effectiveness of their work

understand and develop the skills, knowledge, behaviours, values and attitudes necessary to carry out their role.

are fully supported in their work and are listened to

are challenged to build professional confidence, knowledge and skills

and are engaged with the organisation This policy sets out how staff can expect to be supervised and provides managers with the key elements needed to supervise staff effectively. The policy has been written to ensure it meets the needs of children requiring a social work service, the service, the staff and their supervisors.

3. The Function of Supervision: Based on Evidence, Driven by Policy, Rooted in Practice

It has long been acknowledged that robust, high quality and consistent supervision arrangements are crucial to the delivery of a high quality social work service and effective workload management.

Key messages from Serious Case Reviews, Eileen Munro’s review of child protection1, and the Ofsted2 Inspection Framework all support the need for good safeguarding practice to be subject to critical discussion and reflection. 3.1 Outcomes of Supervision Tony Morrison3 uses the “The Supervision-Outcome Chain” to describe how reflective but authoritative social work/care practice is developed through the adoption of 7 clear ‘links’ or elements within supervision (see fig.1 ). Fig 1

By following this blueprint, supervision enables agencies to develop a workforce that is confident, authoritative, assertive, supporting and challenging; with practitioners who know what is expected of them and who can critically reflect on their experiences and learn from them. This in turn leads to quality social work practice, improved service delivery, and better outcomes for children. In this way, supervision is seen as a key component of the package of support and help offered to children and their families.

1Munro, E (2011) “The Munro Review of Child Protection: Interim Report, The Child’s

Journey” 2 Ofsted Framework and evaluation schedule for the inspection of services for children in

need of help and protection, children looked after and care leavers. Oct, 2013 3 Morrison, T (2005) Staff Supervision in Social Care: Making a Real Difference to Staff and Service

Users,

3.2 Critical Reflection and Support Supervision provides the opportunity to consider what life is like for the child, what the level of risk is, what are the protective factors and are our interventions effective. Supervision should support social workers to reflect critically on the impact of their decisions on the child and their family. Supervision will be used to improve the timeliness and quality of decisions and the provision of help to children and young people

“Supervision that includes a critical appraisal of the assessment and planning for a child and family, therefore, should be seen as central to good practice in reducing error.” 4 Eileen Munro, 2011

3.3 Accountability and management The supervision session is a key place where managers reinforce practice requirements, determine practice approaches and work to improve practice standards. The supervisor/ social worker relationship should be developed from the initial session onwards. It should be a collaborative approach which nurtures development as well as ensuring accountability for delivering the social work role.

“Organisations must make sure that expectations are clear, that supervisors are selected, trained and supported to deliver against those expectations and that quality assurance systems include a focus on remedial action when it is clear that supervision is not being delivered to the required standard.” Tony Morrison and Jane Wonnacott5 (2010)

To this effect, this supervision policy also sits alongside National standards (e.g. HCPC Code of practice, and DfE’s Knowledge and Skills Statement) as well as local policies concerned with standards of social work practice, such as the Continual Improvement Framework and Manchester City Council’s Practice Standards. 3.4 Learning and Development Supervision is vital to promoting a competent learning culture and workplace and is, for example, a crucial tool in information giving and sharing as well as ensuring that strategic planning takes into account practice wisdom generated from the frontline workforce. It should enable us to learn from what goes well in practice and what doesn’t. Crucially, supervision should identify the training and development needs of their employee and ensure this is addressed as part of their Continuous Professional Development (CPD). Supervision should reflect on and identify the learning achieved by the practitioner through formal

4 Munro, E (2011) “The Munro Review of Child Protection: Interim Report, The Child’s

Journey” 5Morrison, T, Wonnacott, J (2010) “Supervision: Now or Never Reclaiming Reflective

Supervision in Social Work”

and informal sources. Training needs that can’t be met by existing training should be identified in order to inform the organisations CPD and Training programme. . 3.5 Organisational development

In order to retain and motivate talented Social Workers and Managers , organisations need to ensure they feel engaged and connected to the organisations they work for. Supervision in Manchester therefore needs to:

ensure workers are appraised about key issues and developments

manage and listen to workers concerns and queries, including complaints

seek workers views on the workplace environment and explore how organisational developments and polices are working for them

ensure areas of internal and external conflict or anxiety are addressed quickly.

In summary supervision should therefore:

Improve the quality of decision making and interventions to lead to significant positive and timely change for the child

Enable effective line management, organisational and personal accountability, offering challenge as well as support

Identify and address issues related to caseloads and workload management with clear actions recorded against realistic and achievable goals

Help to identify and achieve personal learning, career and developmental opportunities

Ensure workers are engaged and kept informed of national and local organisational change and developments.

4. National Standards

These standards sit alongside the professional proficiency standards set by the regulatory body for all registered social workers in England, the HCPC. http://www.hpc-uk.org/assets/documents/10003b08standardsofproficiency-socialworkersinengland.pdf

Manchester City Council Supervision Policy is also developed in keeping with ‘Standard Five’ of the ‘National Standards for Employers of Social Workers’ 6as set out by the Social Work Task Force. This is summarised below.

6 National Standards for Employers of Social Workers’, Social Work Taskforce, LGA,

2014

Standard Five Frequency of supervision All employers should:

ensure that supervision takes place regularly and consistently and last at least an hour and a half of uninterrupted time.

make sure that supervision takes place for students on placement - as agreed with student and HEI

For newly qualified social workers - at least weekly for the first six weeks of employment of a newly qualified social worker, at least fortnightly for the duration of the first six months, and a minimum of monthly supervision thereafter

For social workers who have demonstrated capability at ASYE level and above - in line with identified needs, and at least monthly

monitor actual frequency and quality of supervision against clear statements about what is expected.

Quality of supervision All employers should:

ensure that social work supervision is not treated as an isolated activity by incorporating it into the organisation’s social work accountability framework.(Standard1)

promote continuous learning and knowledge sharing through which social workers are encouraged to draw out learning points by reflecting on their own practice in the light of experiences of peers.

ensure that the Professional Capabilities Framework, at an appropriate level, is used as the basis for evaluating capability and identifying development needs.

ensure that supervision supports students and qualified social workers to meet the HCPC Standards.

encourage social workers to plan, reflect on and record learning activity, using recording tools such as an e portfolio.

provide regular supervision training for social work supervisors.

assign explicit responsibility for the oversight of appropriate supervision and for issues that arise through supervision

provide additional professional supervision by a registered social worker for practitioners whose line manager is not a social worker.”

National Standards for Employers of Social Workers’, Social Work Taskforce, LGA, 2014

5. An Integrated Model of Supervision Morrison’s 4x4x4 model7 integrates the four functions of supervision, with the reflective supervision cycle and focuses on the needs and priorities of the four stakeholders: Service users, Social Workers, Organisations and Partner agencies.

7 Morrison, T (2005) Staff Supervision in Social Care: Making a Real Difference to Staff and Service

Users

The Model provides a framework for supervision, ensuring plans and actions result from the experience, reflection and analysis of workers. This model, along with the Supervision Outcomes Chain (fig.1) should help managers and supervisors to locate the key tasks and functions of supervision with practitioners.

6. Principles and Practice Standards for Supervision within Manchester City Council Children’s Social Work These principles should act as the practice standards against which supervision within Manchester Children’s social work services should be undertaken. It should act as a set of expectations for supervisees and as clear set of practice standards for supervisors. As stated these standards sit alongside the standards for social workers set out by the HCPC http://www.hpc-uk.org/assets/documents/10003b08standardsofproficiency-socialworkersinengland.pdf

It incorporates the following:

Principles of supervision

Objectives of supervision

Responsibilities and expectations of supervisee

Responsibilities and expectations of supervisor

6.1 Principles of supervision

It is a shared responsibility with a clear supervision agreement in place between the supervisor and the practitioner.

Its terms and conditions are encompassed in a written contract

It is mandatory

It is undertaken at a frequency commensurate with the practitioners experience, needs and as outlined in this policy

It is informed by the Professional Capabilities Framework (PCF), linking into professional standards

It forms part of the induction, probation, appraisal and Continuing Professional Development (CPD) cycle within the performance management framework

It is developmental and contributes to social work learning, promoting the skills and knowledge required to provide an effective social work service

To have a child centred approach and ensure that the child’s daily experience is discussed and understood within the context of a whole child and family assessment and plan

It is reflective enabling social workers to critically reflect on the impact of their decisions on the child and family within a culture of multi-agency and collaborative working

Quality assures the effectiveness of social work practice

It is based on a shared understanding of roles and responsibilities of supervisor and supervisee and clear communication between them

6.2 Objectives of Supervision:

Enable Social Workers to meet the capabilities in the PCF appropriate to their individual level of practice

Facilitate, in line with the above, the professional development of the individual to achieve personal learning, career and developmental opportunities

Improve the quality of decision making and interventions to lead to significant positive and timely change for the child

Enable effective line management, organisational and personal accountability, offering challenge as well as support

Identify and address issues related to caseloads and workload management with clear actions recorded against realistic and achievable goals

Mentor, guide and support the individual in undertaking their responsibilities, including providing constructive feedback and time for reflection

Ensure knowledge of departmental policies and procedures both at corporate and service level

Ensure effective assessment, planning, intervention, monitoring and review, ensuring that actions are followed through

Reduce risk and improve outcomes for service users and staff ensuring that work activities are benchmarked against identified standards

Establish clarity with regard to information sharing in line with policies and procedures

6.3 Expectations and Responsibilities of Supervisees

To expect uninterrupted time in a private venue

To expect Supervisor’s attention, ideas and feedback

To receive feedback and be given feedback in a way that enables reflective learning and identifies any difficulties early

To set part of the agenda and ask questions

To expect Supervisor to carry out agreed action or provide an appropriate explanation, within an agreed time frame

To state when over/under worked

To have his/her development/training needs met

To challenge ideas and guidance in a constructive way

To have both agreements and disagreements recorded To be pro-active and prepare for supervision

To have a predominantly problem solving approach

To accept feedback positively

To update Supervisor and provide relevant information

To keep their record of the supervision record in a secure location

To bring issues, concerns and problems

To maintain the agreement

To identify development/training needs and engage in agreed activities

To own their responsibilities as identified in the principles and objectives of the supervision policy

To carry out actions agreed in supervision

6.4 Expectations and Responsibilities of Supervisors

To bring concerns/issues about Supervisee’s work as they arise

To question Supervisee about his/work and performance and make casework decisions

To give Supervisee constructive feedback on his/her work and performance

To negotiate around Supervisee’s work/workload

To observe Supervisee’s practise and to initiate supportive/corrective action as required

Prepare for supervision: Hold regular sessions, be on time, plan a joint agenda and review previous supervision notes before the meeting

Ensure that agency safeguarding policies, procedures and practices are understood and followed. Ensure that there is a current Risk Assessment for the child/young person as well as an assessment of need

Create a supervision file for each Supervisee containing the supervision contract, emergency contact details, registration, qualification and DBS details, records of each supervision session, Personal Development Plan (PDP) detailing learning and development activities attended and identifying future learning needs and how they may be met.

To take responsibility for induction. Build on existing knowledge and skills and ensure supervisee is clear regarding his/her role and responsibilities

Directly observe supervisee’s practice and feedback good practice, areas for development and strategies for taking these forward

Enable staff to critically reflect on their practice and give constructive feedback on what worked, didn’t work, what could be done differently next time. Give praise for work well done and plan ways to improve any identified gaps in knowledge and performance. Ensure that the supervisory record captures the reflective conversation

Challenge constructively so that the practitioner can feel stretched and undertake new areas of work within a supportive environment. Encourage open and honest discussion; Listen, seek clarification and summarise and share your knowledge and ideas

To record the supervision sessions and to store a signed copy in the supervision file

Assess and document evidence of competence and outcomes against agreed standards, recording any disagreements and identifying plans to resolve them

Actively plan ways to address poor performance, including the appropriate use of HR procedures as appropriate

Regularly monitor absence from work including sickness absence and plan ways to deal with this.

To set standards, linked to the PCF and other standards as appropriate and assess the Supervisee against these

To know what the Supervisee is doing and how it is being done

Respond to stressful events and help staff to cope effectively with particularly difficult experiences. This could include responding appropriately to personal problems and seeking appropriate support fo

Encourage staff to solve problems and initiate creative approaches to work, according to changing needs, acknowledging that you haven’t got ‘all the answers’. Acknowledge conflict and tensions openly seeking an early resolution to any issues

To support Supervisee and the agreed personal development plan

To agree and case note actions on individual cases

If a supervisor is absent from work for a long period (over one month) the senior manager should ensure that effective arrangements are in place for the supervision of the staff in that section.

Resolving Dispute

Every effort should be made to resolve any disagreements within supervision

In exceptional circumstances, where this cannot be achieved, the Supervisee has recourse to the Supervisor’s line manager

7. Practical Arrangements for Supervision including recording of supervision 7.1 Supervision Environment

Case supervision should take place in a suitable private room with access to Micare

Case supervision should take place in venue where conversation cannot be overheard. In order to protect confidentiality of service users.

Due time should be afforded to the activity of supervision by both supervisor and supervisee.

7.2 Recording Supervision

The Supervisor and Supervisee agree notes of the session, which should be signed and dated, using the pro-forma provided in the appendix and filed in the Social Worker’s supervision file (paper file and electronic file)

Supervision files, on both electronic and paper formats, should be stored safely and confidentially as they contain sensitive data relating to children and employees.

Case notes should be made on the child’s file where appropriate so that decisions regarding individual cases can be tracked.

Records made within supervision on cases should provide evidence of challenge, critical analysis and logical and well reasoned thinking and decision making.

8. Frequency and Duration of Supervision

Supervision should take place in line with the Standards set for employers by the Social Work Task Force 8

supervision takes place for students on placement - as agreed with student and HEI

For newly qualified social workers - at least weekly for the first six weeks of employment of a newly qualified social worker, at least fortnightly for the duration of the first six months, and a minimum of monthly supervision thereafter

For social workers who have demonstrated capability at ASYE level and above - in line with identified needs, and at least monthly

Frequency of supervision should always be agreed with the supervisor and supervisee at the initial supervision session, and then reviewed accordingly. Frequency will be dependent on the social workers circumstances; and should consider ability, experience, case load, complexity of caseload, personal circumstances, health needs and professional development needs. For example, if a social work is assessed as struggling to meet to the demands of

8 National Standards for Employers of Social Workers’, Social Work Taskforce, LGA,

2014

the role, then it should be included in their support plan that supervision should be offered more frequently.

8.1 Supervision during ASYE year The suggested frequency of supervision during the ASYE will include:

At least weekly for the first six weeks of employment of a newly qualified social worker

At least fortnightly for the duration of the first six months (including one group reflective supervision session facilitated by their allocated Social Work Consultant)

A minimum of monthly supervision thereafter (and at least one group reflective supervision session facilitated by their allocated Social Work Consultant)

This can be varied depending upon individual NQSW need and will include a three month review at week 12 (covered by MCC probationary period review) and six monthly ASYE review at week 24. The ASYE review should also include the allocated SWC. Supervision should always include time for the candidate to reflect on their work, its affect upon them and their development needs in an open and well supported way.

8.2 Supervision for Progressed Social Workers and Managers

Supervision for should take place:

at least every four weeks for all progressed Social Workers and Managers.

If a worker is experiencing difficulties in meeting their roles ad responsibilities then supervision should be more frequent and clearly outlined on their support/action plan. 8.3 Duration of supervision Supervision should be allocated a minimum of one and a half hours per session; however it is possible more time should be allocated dependent on the workers/organisations circumstances. 8.4 Missed Supervision Sessions If supervision sessions are missed the Supervisor takes responsibility to rearrange an alternative date as soon as possible. This should be communicated to the supervisee and a note made on the supervision record of why the session was missed and when it has been rearranged.

9. Methods of supervision

This policy is primarily concerned with one to one supervision that takes place in private at a pre-arranged time with an agreed agenda and preparation on behalf of both parties. All staff within the Service will have access to this method of supervision. All one to one supervision needs to be reflective, analytical, result in actions and plans and be based ion experience and evidence. However there are a range of additional complimentary supervision activities that should be encouraged to develop, respond to and understand social work practice. These should be used by the social work manager as and when necessary, with the expectation of expectations of NQSWs undertaking their Assessed and Supported year in Employment (ASYE). Arrangements to support ASYEs are outlined in the ASYE handbook and are addressed in brief below. Complementary methods of supervision are as follows: 9.1 Practice Observation Practice observations enable managers and supervisors to directly understand ‘how’ a social worker delivers support and interventions to children and families and gets to the heart of a social workers practice. Observations are an invaluable learning opportunity for both practitioner and supervisors and should always result in reflective discussion and constructive feedback and coaching/mentoring to the practitioner being observed. Managers/supervisors should ensure workers have a formal observation of their direct practice with children and families at least x2 per year for NQSWs and once per year for ‘progressed’ social workers. Observations should always ensure service user feedback is obtained. This feedback needs to be cascaded to senior managers through the appropriate method for their attention. 9.2 NQSW Practice Observation (ASYE offer) As stated, as part of the ASYE portfolio, NQSWs and their supervisors need to ensure they have been observed in direct practice with a service user (ideally one with a child) on a minimum of two occasions. It may be appropriate and possible for the social worker to be observed more frequently, and this should also be formally captured. The first direct observation of practice needs to be within 6 months of their appointment as a social worker and should be available for their 6 month review of their ASYE year. It is best practice if the NQSW’s line manager undertakes at least one observation in order for them to have an understanding and oversight of the social workers practice and communication skills with children and families. It is anticipated that ‘Grade 8’ Senior Social Workers and the Social Work Consultant for the

social workers service area, will assist with other observations for NQSW staff. (See ASYE handbook for more detail) 9.3 Group reflective supervision This should not replace individual supervision but can be used to complement it. It will involve a group of staff; all involved in the same task, meeting with a supervisor to discuss issues about their work or the way they work together as a team. This may be done in the context of a regular team meeting or as a separate session to look at specific issues. Team Managers should be encouraged to offer group supervision, using live cases, to encourage critical reflection skills within their team. 9.4 NQSW Reflective Group Supervision (ASYE offer) NQSWs in their first year of practice (ASYE) will receive group reflective supervision undertaken by a Social Work Consultant. Each SWC will offer x 2 group reflective supervision sessions per month. It is expected that an NQSW attend one per month. 9.5 Unplanned or “ad-hoc” supervision The pace of work and change and the frequency of supervision means that staff often have to “check something out” with a supervisor, obtain a decision or gain permission to do something in between formal supervision sessions. In addition, staff who work closely with their supervisor will be communicating daily about work issues, problems arising and changes in policies or procedures. This form of supervision is, of course, a normal and acceptable part of the staff/supervisor relationship. There are two points to be borne in mind when considering unplanned or ad-hoc supervision:

any decisions made with regard to a service user should be clearly recorded on the service user’s electronic record on Micare as appropriate.

where supervisees and supervisors work closely together this does not negate the need for private one to one time together on a regular basis. The focus of these sessions is wholly on the individual, their development, performance and any issues arising from their work that do not arise on a day-to-day basis.

9.6 Reflective Supervision All one to one supervision offered to social workers should be critically reflective. However the nature and outcomes of the reflection activity may differ dependent on who is providing the supervision. 9.7 Reflective Supervision for Team Managers Line managers, usually Team Managers, should always ensure supervision results in action, planning and decisions for the child. In this way the reflective supervision should follow this model

Fig 3

9.8 Reflective supervision with SWC, Off Site Practice Educator, or Mentor Reflective supervision with someone without line management or case responsibility (operational) should allow for reflection by the social worker and the mentor on the case and how the situation made them feel, what they have learnt and would do differently, or allow them to gain an understanding of what worked well enabling them to use this practice again.

Decision around further planning of the case or actions relating to cases completed in reflective sessions with mentors should not undermine and will not over rule management decision on these cases, but it may lead to the worker needing to have a discussion with their manager to review the plan and/or decision making processes. If a SWC or mentor is concerned about a case then this should be discussed with the line management and/or locality/ service lead. It should follow a model such as outlined below: Fig 4 (Gibbs, 1988)

10. Confidentiality and Access

10.1 Confidentiality Supervision is a private but not a confidential process. This means that the records are the property of the organisation, not the individual. From time to time supervisors will need to discuss the content of supervision sessions with others, for example their own line manager. This should always be with the knowledge of the supervisee. 10.2 Access to Records Access to supervision records should be controlled and all records should be electronically stored securely. Supervisees should be aware, however, that in addition to themselves and their supervisor, others will from time to time access the records. These might include:

Senior Managers – for quality assurance and audit purposes

Investigating Officers – e.g. for disciplinary purposes

Inspectors e.g. Ofsted inspectors

Other Supervisors or performance and improvement staff (Social Work Consultants) e.g. for case management clarity, audit and quality assurance purposes.

10.3 Storage The Individual Supervision Agreement and the supervision records will be kept on the supervisee’s electronic and / or paper file held by the supervisor or in a suitably agreed place. 10.4 Transfer of records All supervision notes will be formally transferred with staff members where there is a change of supervisor within Children’s Services. For Children’s Social Work , it is expected that the transfer will included a formal three way meeting with the new supervisor so that there is appropriate continuity maintained in terms of the management of the services to children and their families and in terms of addressing any performance and professional development issues. If a member of staff leaves the department to work elsewhere, then the supervision file should be stored with the personal file held within personnel sections.

11. Individual Supervision Agreement The process of developing an Individual Supervision Agreement is as important as the written document itself. This process should be begun at the first supervision session though it may not be completed in one session. The purpose of the Individual Supervision Agreement is to establish a basis for which the supervisor and supervisee will work together during one to one supervisions. This establishment of “ground rules” should be through negotiation and should clarify the rights and expectations on both sides to create a safe, secure and effective supervisory setting. It is worth noting that when the supervision relationship breaks down, or is less than satisfactory for either party, it is usually because of a lack of clarity or a mismatch of expectations from the outset.

When establishing the supervision agreement the following should be discussed:

the purpose of supervision

the frequency of supervision

the venue for the supervision sessions (note: this should always be in a private room where others cannot easily overhear)

any specific responsibilities of both supervisor and supervisee

the recording of supervision, including where records will be kept to safeguard confidentiality, whether records will be typed or handwritten, how quickly records will be given to the supervisee for signature

the arrangements for any ad-hoc or unplanned supervision

the complaints and review process

the practical arrangements (e.g. the process if supervision has to be cancelled/rearranged, an agreement that supervision will be uninterrupted, the anticipated length of time for each session)

The arrangements for agenda setting (e.g. both parties to submit agendas before the session, at the start of the session etc).

arrangements to be put in place to meet any needs arising from disability (for example in relation to venue and alternative recording formats)

Arrangements to be put in place to meet the cultural needs of staff (e.g. the need to have a break at the appropriate time to open the fast during the month of Ramadan for Muslims).

Each Individual Supervision Agreement will be different and should be regarded as a “living” document that is changed according to the changing needs of the supervisee, an example of this may be where the frequency of supervision has been agreed and this subsequently changes as the member of staff gains confidence in their role. As a minimum it should be reviewed annually. However a template for supervision is included in the appendix to this document

12. Continuous Improvement: Audit of Supervision Files 12.1 Purpose of Audit In order to be effective the supervision process requires monitoring and quality assurance arrangements.

The quality assurance process ensures that:

The standards of supervision as outlined in this policy are being followed

Staff are being supervised professionally and effectively

Supervision sessions are being recorded

Individual Supervision Agreements are being developed, reviewed and used

The supervision process promotes equal opportunities and anti-discriminatory practice

12.2 Methods of Quality Assurance The quality assurance arrangements involve:

The auditing of a random selection of supervision files on a regular basis by locality managers and senior managers and other designated employees.

Discussion during supervision, for example, between service manager and team manager, about the team manager’s practice in supervising their staff. The senior manager may request copies of supervision records as evidence of practice and to use as a tool where there are developmental needs on behalf of the team manager.

Continuous Improvement Framework, thematic audits and other reviews of the service.

12.3 Monitoring of Supervision: The Supervisor will establish a monitoring system to record monthly the supervision sessions that have taken place. This monitoring sheet (example in Forms Section) will be available to line managers on request. 12.4 Process of Auditing of Supervision Files: Heads of Locality, Strategic leads within children’s social work, and service managers will undertake supervision file audits every quarter as outlined in the CIF:

Heads of service/locality will sample three supervision files belonging to social workers (thus allowing for each TM’s supervision performance to be audited twice per year)

Strategic leads will sample two supervision files belonging to Team Managers per quarter

These audits will be returned to the designated Social Work Consultant and analysed within a specific supervision audit report. This report will then be shared at the next relevant Performance Clinic, CIF and other managers meetings. All audits should be completed using the supervision audit template (see appendix) and should be returned via email to the audit co-ordinator as well as the manager being audited and their line manager. 12.5 Staff Surveys Staff ‘health-check’ surveys will be undertaken periodically and all issues referred to the appropriate person within the Senior Management Team for consideration and action as require.

13. Complaints about supervision Supervisors should immediately identify to their line managers if the terms of the supervision agreement are not being met and if this has repercussions for a social workers practice and assessed capabilities. How supervisees make a complaint and who to (named manager) should be included in the Individual Supervision Agreement (see Guidance Note). Supervisees should always discuss any complaints or dissatisfaction in the first instance with their supervisor and endeavour to reach an agreement within the normal supervision process. If the complaint cannot be resolved by discussion with the supervisor

14. Implementation of Policy The implementation of this policy will be achieved through the following methods.

Dissemination of this policy and guidance to all staff.

The Supervision Policy will be included in the induction process for all staff; supervisors and supervisees.

Targeted learning and development programmes including supervision training for managers.

Observation of practice and supervision of all line managers

Mangers development workshops and service based learning events

Implementation of actions from regular audit of supervision files.

15. National Drivers The key national drivers underpinning this policy include:

Working Together to Safeguard Children: A Guide to Inter-agency Working to Safeguard and Promote the Welfare of Children (March 2013)

CWDC, Supervision: Right From the Start: the supervisor’s guide to supervising the newly qualified social worker (February 2009)

National Academy for Parenting Practitioners, Good practice principles in supervision for working with parents (2009)

Building a Safe, Confident Future - The Final Report of the Social Work Task Force (December 2009)

Lord Laming, The Protection of Children in England: A Progress Report (March 2010)

Code of Practice for Social Care Workers and Code of Practice for Employer’s of Social Care Workers (Issued 2004, updated April 2010)

Inspiring practice: A guide to developing an integrated approach to supervision in Children’s Trust (2010)

The Final Report of the Munro Review of Child Protection: A child-centred system (May 2011)

Knowledge and Skills Statement for Children’s Social Workers , DfE, October 2014

Professional Capabilities Framework, TCSW, 2015 http://www.tcsw.org.uk/ProfessionalCapabilitiesFramework/

Ofsted Framework and evaluation schedule for the inspection of services for children in need of help and protection, children looked after and care leavers. Oct, 2013

HCPC Standards of Proficiency, 2010 http://www.hpc-uk.org/assets/documents/10003b08standardsofproficiency-socialworkersinengland.pdf

This policy needs to be applied in conjunction with:

Morrison, T (2006). Staff Supervision in Social Care – Making a Real Difference for Staff and Service Users. 3rd Edition. Brighton: Pavilion.

Morrison, T (2005) Staff Supervision in Social Care: Making a Real Difference to Staff and Service Users

Morrison, T, Wonnacott, J (2010) “Supervision: Now or Never Reclaiming Reflective Supervision in Social Work”

CWDC/Skills for Care, Providing Effective Supervision (2007)

Manchester City Council Children’s services Continuous Improvement Framework

Manchester City Council Social Work Practice Standards

Manchester City Council CPD framework

Greater Manchester Assessed and Supported Year in Employment Handbook 2013

14. Review of Policy This policy will be reviewed annually on the anniversary of implementation, unless service delivery requires a more immediate amendment due to incidents affecting or included in this policy or changes in guidance from any appropriate body. The review will be undertaken by representatives allocated to this duty by the senior management team.

Appendix 1

SUPERVISION CONTRACT This contract was drawn up on (date) : .......................................................................... between Supervisee : .......................................................................... (print names) and Supervisor .......................................................................... A copy of this contract will be held by both the Supervisor and Supervisee. This contract will change as and when necessary and with prior consultation. Frequency / Length Ÿ Supervision sessions will be held every ............ weeks. (minimum 4 weekly) Ÿ A minimum of one and a half hours will be available. If a supervision session is missed the Supervisor takes responsibility to rearrange an alternative date as soon as possible. Confidentiality Ÿ Supervisee accepts that work issues may be discussed, when appropriate, with other managers. Ÿ The Supervisee is entitled to have issues concerning the quality of his/her work to be overt and open to his/her involvement. Ÿ Supervisee and Supervisor are to inform each other of anything that needs to be kept confidential. Ÿ Supervisee accepts that their supervision records will move with them in the event of internal transfer. Ÿ Supervisee accepts that following departure from the Department their supervision record will be lodged in their personnel file. The Supervisee can expect

uninterrupted time in a private venue.

Supervisor’s attention, ideas and guidance

To receive feedback

To set part of the agenda

To ask and have answers to questions

expect Supervisor to carry out agreed action or provide an appropriate explanation, within an agreed time frame.

To state when over/under worked

To have his/her development/ training needs met

To challenge ideas and guidance in a constructive way. Supervisee’s Responsibilities Ÿ To be pro-active Ÿ To have a predominantly problem solving approach Ÿ To accept feedback positively Ÿ To update Supervisor and provide relevant information Ÿ To prepare for supervision, and to keep their copy of the supervision record in a secure location Ÿ To bring issues, concerns and problems Ÿ To maintain the agreement Ÿ To identify development / training needs and engage in agreed activities Ÿ To own their responsibilities as identified in the principles and objectives of the supervision policy. The Supervisor can expect; Ÿ To bring concerns/issues about Supervisee’s work. Ÿ To question Supervisee about his/her work and workload. Ÿ To give Supervisee constructive feedback on his/her work performance. Ÿ To negotiate around Supervisee’s work/workload. Ÿ To observe Supervisee’s practice and to initiate supportive / corrective action as required. Supervisor’s Responsibilities Ÿ To make sure job consultation happens as agreed and to keep a record of the meeting. Ÿ To create a supervision file for each Supervisee containing the documents listed in the Policy. Ÿ To ensure that supervisee is clear about his/her role and responsibilities. Ÿ To ensure Supervisee is clear regarding their employment status e.g. induction, probation, temporary, permanent. Ÿ To make available to the Supervisee a copy of their up to date Job Description and Person Specification Ÿ To record the supervision session and to store their copy in the supervision file. Ÿ To ensure that supervisee is kept up-to-date with departmental/local authority policies and procedures. Ÿ To monitor Supervisee’s performance, including work and attendance. Ÿ To set standards and assess the Supervisee against these.

Ÿ To know what Supervisee is doing and how it is being done. Ÿ To deal with problems as they impact on the Supervisee’s performance. Ÿ To support Supervisee and the agreed personal development plan. Conflict Ÿ Every effort should be made to resolve any conflict, within supervision. Ÿ In exceptional circumstances, where this cannot be achieved, the Supervisee has recourse to the supervisor’s line manager. Recording Mechanisms Ÿ The supervisor and supervisee agree notes of the session, which should be signed and dated, using the proforma provided. Signed by: (Supervisee) Signed by: (Supervisor) ....................................................... ........................................................ Date: ............................................. Date: .............................................

Appendix 2

Supervision Agenda

Name of supervisee

Name of supervisor

Date of Supervision

Time and Venue

1. Work/Life Matters

2. Training and Development Issues

3. Cases to discuss

4. Questions to ask

5. Any other matters

Appendix 3 Supervision Record

Supervisee: Supervisor:

Date:

Agenda Item Discussion Action

How are you? Work and home matters sickness

Matters Arising from Previous Supervision

Training & Professional Development

Work Performance Team

Tracking CPR LAC CAFA

Recording MiCare Case Notes

A/L TOIL Time-keeping

Health & Safety

Case File Audit

Caseload

Cases

Cases listed below discussed and decision making recorded directly on to Micare:

Date of next meeting: Time of next meeting: Venue of next meeting:

Signed by: Supervisee: .............................................................. Date: ............................................ Supervisor: ............................................................... Date: ............................................

Appendix 4 Manager’s Supervision Record

Supervisee: Supervisor:

Date:

Agenda Item Discussion Action

Matters Arising from Previous Supervision

Work Performance Personal Team

Staffing Issues

Budget

Risk

Complaints

Service Plan – progress update

Papers – update on papers for CMT/SMT/Cabinet/Scrutiny

CPD

Other Issues

Date of next meeting: Time of next meeting: Venue of next meeting:

Signed by: Supervisee: .............................................................. Date: ............................................ Supervisor: ............................................................... Date: ............................................

Appendix 5

Direct Practice Observation

NQSW

Name & role of observer

Date & setting of observation

Section 1 – NQSW to complete Complete boxes1 and 2 before the observation

1. Brief background to observed contact between yourself and the service user

2. Planning for observed activity Questions you might want to think about: How did you prepare for this intervention? What is your purpose, role and responsibility. What outcomes or objectives do you want to achieve? (These can be linked to areas for development identified in reviews, supervision or previous observations).

Complete boxes 3 and 4 after the observation

3. Brief description of the observed activity Questions you might want to think about: What happened, what was achieved? Describe your role and the action of others.

4. Reflections on the observed practice Questions you might want to think about: What went well? How did you know it had gone well? Were the outcomes achieved? What action do you need to take next in this intervention? How did you feel generally and about being observed? What key points have you learnt from this experience? Were there any surprises for you in this observation?

Complete boxes 5 and 6 after reading the observer’s report

5. Critical reflection and professional development Questions you might want to think about: Bearing in mind the ASYE capabilities and level descriptor, have you identified or confirmed any specific areas for further development? (cross reference to capability statements if required) How do you intend to address these areas of development? What support do you require?

6. Comments and reflections on the feedback given by the observer

Section 2 - Observer to complete after the direct observation Please provide information to support your assessment of the direct observation; reference can be made to the nine PCF domains. You are not required to make a comment against each domain but can identify strengths and areas for development/concern (including reference to individual capability statements where there are areas of concern).

Holistic assessment of the candidate’s capability demonstrated in the direct observation of practice (up to 300 words)

Domain 1 Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.

Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.

Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.

Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.

Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings. Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this

responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.

Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Action plan following the direct observation (if applicable) Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they any other outstanding issues?

Service user feedback (if applicable)

Signatures

Supervisor/assessor

Date

NQSW

Date

Appendix 6 Supervision Log

Date Type of supervision

Re-scheduled?

Signature Supervisor

Signature Supervisee

Assessed and

Supported

Year in Employment

Programme Handbook

2013-2014

Contents

1. INTRODUCTION AND BACKGROUND ................................................................................ 43

2. BASIC PRINCIPLES OF THE ASYE ...................................................................................... 43

3. SUPPORT FOR NQSWs UNDERTAKING THE ASYE ...................................................... 44

Induction..................................................................................................................................... 44

Learning Agreement (see Appendix Three) ........................................................................ 44

Regular good quality reflective Supervision .................................................................... 44

Academic module .................................................................................................................... 44

Workload management........................................................................................................... 45

4. ASSESMENT PROCESS ......................................................................................................... 45

Assessing holistically ............................................................................................................. 45

5. PORTFOLIO CONTENTS AND RANGE OF EVIDENCE ................................................... 46

Appendix One Portfolio front sheet ............................................................................................. 46

Appendix Two PCF domains for ASYE ...................................................................................... 48

Appendix Three ASYE Learning agreement .............................................................................. 54

Appendix Four Guidance on completing the Direct Observation Report .............................. 56

Appendix Five Direct observation .............................................................................................. 57

Appendix Six Reflective Practice Account ................................................................................. 63

Appendix Seven – Review Form ................................................................................................. 65

Appendix Eight Career Development Reflection ....................................................................... 70

Appendix Nine Assessor final report ............................................................................................ 71

Appendix Ten Service user / carer feedback form .................................................................... 77

1. INTRODUCTION AND BACKGROUND

The Assessed and Supported Year in Employment (ASYE) for newly qualified social workers (NQSW) was one of fifteen recommendations made by the Social Work Task Force in its 2009 Report “Building a safe, confident future”. The Social Work Reform Board has agreed that the ASYE should take the place of former arrangements for newly qualified social workers from September 2012. Many aspects of the ASYE build upon former NQSW programmes established by employers for social workers in the fields of both Children and Families and Adults. Some features of the ASYE will differ across Agencies, just as those of NQSW programmes did. The ASYE is based on the Professional Capabilities Framework (PCF) for social work, of which it forms a part. The ASYE is open to the private and voluntary sectors as well as the statutory sector as long as the candidate is a registered social worker and carrying out duties of a sufficient level and kind to meet the expectations of the nine domains of the PCF at ASYE level. The ASYE is not compulsory but many employers will make it a mandatory requirement of their arrangements as it is strongly recommended for social workers who qualified within a period of two years prior to embarking on an ASYE programme. Neither is the ASYE linked directly to registration and social workers will not be required to complete the ASYE in order to register as a social worker. This should take place in the normal way following completion of a social work degree. The ASYE once started should be completed within one year. Any links to pay, progression or the consequences of un-readiness to pass the ASYE will be a matter for individual employers. Further information about the ASYE can be found on www.skillsforcare.org.uk/asye and on The College of Social Work website – www.tcsw.org.uk

2. BASIC PRINCIPLES OF THE ASYE

The basic principles of the Assessed and Supported Year in Employment are as follows:- To improve outcomes for service users To increase the credibility of the social work profession, guaranteeing

quality and confidence To provide newly qualified social workers with appropriate and

adequate support, thus improving quality assurance and staff retention To ensure that the ASYE is sustainable in that it can be continuously

implemented by the many different types of organisation in which social workers operate.

To ensure that the ASYE is transferable between organisations in that outcomes and assessment standards are consistent

The ASYE will be “owned” by individual employers and based on the

day to day activities of social workers in specific settings

3. SUPPORT FOR NQSWs UNDERTAKING THE ASYE The form the ASYE takes will depend on the supports put in place by individual employers. However, the following features should be found in the programme:-

Induction

The candidate should undergo a thorough induction to the work of the Agency and this should include information about training and other resources available to assist the candidate in their role.

Learning Agreement (see Appendix 3)

A Learning Agreement should be completed at the beginning of the ASYE setting out the dates of the programme and reviews, supervision sessions and how the candidate’s workload will be managed. The Learning Agreement should also set out how the candidate will collect evidence for their Portfolio and the process by which this will be assessed. The Learning Plan should be signed by the candidate and their social work supervisor (senior social worker covering that area).

Regular good quality reflective Supervision

The suggested frequency of supervision during the ASYE is once a fortnight for the first three months and at least monthly thereafter, this can be varied depending upon individual NQSW need and will include a three (covered by probationary period for new starters) and six monthly review at weeks 12 and 24. This should take place with the candidate’s social work supervisor or line manager and should include time for the candidate to reflect on their work, its affect upon them and their development needs in an open and well supported way. This will be inline with the supervision policy.

Developmental module

Manchester City Council (Adults) require that candidates attend the Developing the Professional Practitioner (ASYE) module at Manchester

Metropolitan University (MMU). This is a Masters level course (15 credits). The course will focus on issues of professional practice for social workers at the beginning of their career and is aligned with the PCF and will be delivered over 4 taught days and 4 half day Professional Development Workshops (six days total). This will include access to research literature and library facilities. Manchester City Council (Children’s) are delivering an internal NQSW programme also aligned with PCF and ASYE requirements

Workload management

The candidate’s workload should be managed and balanced. It should be protected in order to enable the candidate to spend time in ASYE developmental activities, including attendance on the taught module, reflection, study, learning, and contact with social work supervisor and training opportunities. The amount of this time should be specified in the Learning Agreement and agreed with the line manager.

4. ASSESMENT PROCESS The ASYE candidate will be assessed holistically throughout the year and across the breadth of the PCF Domains (see Appendix 2). There should be on-going formative assessment throughout the year with formalised review points (at three and six months) as detailed within the Learning Agreement. The candidates will be required to produce a Reflective Practice Account for each review. Candidates will also be required to complete a Career Development Reflection, towards the end of the ASYE programme. There will be a minimum of two Direct Observations of the candidate’s practice in two different settings during the course of the ASYE. There will be a summative assessment (Assessor Report completed by the social work supervisor) at the end of the ASYE programme. To pass the candidate will need to demonstrate their capability against the nine PCF Domains. Candidates will also be required to submit and pass an academic assignment of 2,500 if attending the MMU module. Candidates are required to produce a portfolio of evidence, details of which are contained in this handbook. The candidate’s portfolio will be assessed by a panel within their Directorate. Successful candidates will be issued with a certificate of completion by the College of Social Work.

Assessing holistically

Assessment is intended to be across time as well as across the breadth of the

PCF. The focus at the end of the year should be on whether, in the

professional view of the assessor, the NQSW has reached the required ASYE

level. It isn’t necessary to have an individual piece of evidence that someone

has met each of the capability statements within the domains. The capability

statements should be used diagnostically with the NQSW through the year to

help identify areas of strength and areas for development, and provide

additional monitoring in situations where there are concerns. When thinking

about evidence to underpin assessment , it is suggested that a principle of

‘quality rather than quantity’ is a useful guide, but clearly where the NQSW is

finding the process more challenging, more evidence may need to be

collected to establish whether the NQSW is making progress or has passed.

The first part of the final report is summary information required by the

College of Social Work for ASYE accreditation (see appendix 9). The second

part of the final report starts with an overall assessment of the NQSW’s

capability against the PCF, before focusing on the domains and the evidence.

5. PORTFOLIO CONTENTS AND RANGE OF EVIDENCE Individual agencies may require different demonstrations of competence to be included in Portfolios. However, it is likely that the candidate will need to include the following kinds of evidence:-

Completed front sheet Completed Learning Agreement Reflective Practice Accounts Completed probationary and 3/6 month review forms Two direct observations in different settings Service user / carer feedback form Career development reflection Assessment report written by the candidate’s assessor (social

work supervisor) Academic Assignment(if applicable)

Appendix One Portfolio front sheet

ASYE Portfolio Front Sheet

Candidate Name

Employing Agency

Work base and Address

Assessor

Start date on ASYE

Date submitting for assessment

Appendix Two PCF – nine domains for ASYE

1. Professionalism – ASYE Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. Be able to meet the requirements of the professional regulator Be able to explain the role of the social worker in a range of contexts,

and uphold the reputation of the profession Make proper 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

Demonstrate workload management skills and develop the ability to prioritise

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

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

Demonstrate workload management skills and develop the ability to prioritise

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

Identify your learning needs; assume responsibility for improving your practice through appropriate professional development

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

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

2. Values & Ethics – ASYE Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. Understand and apply the profession’s ethical principles and

legislation, taking account of these in reaching decisions. Recognise, and manage the impact of your own values on professional

practice Recognise and manage conflicting values and ethical dilemmas to

arrive at principled decisions 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

Recognise and promote individuals rights to autonomy and self-determination

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

3. Diversity – ASYE Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. Identify and take account of the significance of diversity and

discrimination on the lives of people, and show application of this understanding in your practice

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

Identify the impact of the power invested in your role on relationships and your intervention, and be able to adapt your practice accordingly

Rights, Justice & Economic Wellbeing - ASYE Social workers recognise the fundamental principles of human rights

and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

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

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

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

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

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

4.Rights, Justice and Economic Wellbeing

Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. 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

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

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

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

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

5. Knowledge – ASYE Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Consolidate, develop and demonstrate comprehensive understanding

and application of the knowledge gained in your initial training, and knowledge related to your specialist area of practice, including critical awareness of current issues and new evidence-based practice research

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.

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

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

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

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

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

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

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

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

Demonstrate a critical understanding of research methods Value and take account of the expertise of service users, carers and

professionals

6. Critical Reflection & Analysis – ASYE Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. Show creativity in tackling and solving problems, by considering a

range of options to solve dilemmas. 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

7. Intervention & Skills – ASYE Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. 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

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

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

Use appropriate assessment frameworks, applying information

gathering skills to make and contribute to assessments, whilst continuing to build relationships and offer support

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

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

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

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

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

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

Use authority appropriately in your role 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

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

8. Contexts & Organisations – ASYE Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. Taking account of legal, operational and policy contexts, proactively

engage with your own organisation and contribute to its evaluation and development

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

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

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

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

Work effectively as a member of a team, demonstrating the ability to develop and maintain appropriate professional and inter-professional

relationships, managing challenge and conflict with support

9. Professional Leadership – ASYE The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual's contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. Show the capacity for leading practice through the manner in which

you conduct your professional role, your contribution to supervision and to team meetings

Take steps to enable the learning and development of others.

Appendix Three ASYE Learning agreement

Assessed and Supported Year in Employment Learning agreement

This form is intended for electronic completion. Answer spaces will expand to accommodate text. It is recommended that you save copies each time the form is updated, observing also your organisation’s data policy.

Newly qualified social

worker

HCPC registration no:

Date of qualification

Employer

Name of line manager

Name of social work

Supervisor

Date ASYE commenced

Date set for 3 month review

Date set for 6 month review

Date for final submission of

evidence

1. Supervision

Supervision will be

provided by:

It is agreed that supervision sessions will be arranged every 2 weeks for first 10

weeks and every 4 weeks thereafter

Supervision must include:

Caseload discussion

Reflection on practice

Preparation for direct observations

Review of PCF for ASYE domains

Supervisors and supervisees can bring additional items into supervision as per their

discussions

NQSW will prepare for supervision by considering:

Cases examples

We confirm the arrangements set out in this agreement:

NQSW

Supervisor/assessor

Progress with direct observations

Concerns

Reflective analysis on cases

Links to PCF domains

Additional reading / learning material

CPD, training and ongoing learning

2.Review

NQSW will prepare for reviews by considering and gathering evidence for the

final report and completing relevant parts of review form before the review

Consider:

Links to PCF domains – start to gather evidence

Complete reflective practice account

Progress with direct observations

Additional development / training needs

It is agreed that two direct observations of the NQSW’s practice will be

undertaken by the supervisor in different settings

Appendix Four Guidance on completing the Direct Observation Report

GUIDANCE on the Direct Observation Report Preparation for the direct observation of practice: The NQSW and observer (social work supervisor) should plan the direct observation and agree objectives and assessment criteria for the observation (what do they want to achieve in the intervention and are there any specific capabilities, identified as areas for development or concern, they would like the observer to focus on and provide feedback). The NQSW should complete and share boxes 1 and 2 of the NQSW form (section 1) with the observer as part of the preparation for the observed session. It is expected that the service user(s) / carer involved should be asked if they are willing to be part of the process. If they agree, it is the responsibility of the observer and the candidate to ensure that the service user/carer is given the opportunity to comment on the NQSW’s capabilities, and/or for the service user to be given feedback about the NQSW. Not all service users will be able to or want to be involved in the process; others will be willing to contribute and be part of the assessment process. The observer and candidate will need to plan how this is managed using their knowledge of or/and relationship with the service user wherever possible to ensure that this is comfortable for all concerned NQSW and observer should agree and clarify the role of the observer during the intervention: how will they be introduced, under what circumstances, if any, will they intervene. NQSW and observer should agree what happens after the observation—how and when will feedback be given, what reports/documents need to be completed by the NQSW and observer and by when. The NQSW should have the opportunity to reflect and comment on the observer’s report (box 6).

Appendix Five Direct observation

Direct observation

NQSW

Name & role of observer

Date & setting of observation

Section 1 – NQSW to complete Complete boxes1 and 2 before the observation

1. Brief background to observed contact between yourself and the service user

2. Planning for observed activity Questions you might want to think about: How did you prepare for this intervention? What is your purpose, role and responsibility. What outcomes or objectives do you want to achieve? (These can be linked to areas for development identified in reviews, supervision or previous observations).

Complete boxes 3 and 4 after the observation

3. Brief description of the observed activity Questions you might want to think about: What happened, what was achieved? Describe your role and the action of others.

4. Reflections on the observed practice Questions you might want to think about: What went well? How did you know it had gone well? Were the outcomes achieved? What action do you need to take next in this intervention? How did you feel generally and about being observed? What key points have you learnt from this experience? Were there any surprises for you in this observation?

Complete boxes 5 and 6 after reading the observer’s report

5. Critical reflection and professional development Questions you might want to think about: Bearing in mind the ASYE capabilities and level descriptor, have you identified or confirmed any specific areas for further development? (cross reference to capability statements if required) How do you intend to address these areas of development? What support do you require?

6. Comments and reflections on the feedback given by the observer

Section 2 - Observer to complete after the direct observation Please provide information to support your assessment of the direct observation; reference can be made to the nine PCF domains. You are not required to make a comment against each domain but can identify strengths and areas for development/concern (including reference to individual capability statements where there are areas of concern).

Holistic assessment of the candidate’s capability demonstrated in the direct observation of practice (up to 300 words)

Domain 1 Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.

Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.

Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice.

They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.

Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.

Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings.

Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.

Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Action plan following the direct observation (if applicable) Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they any other outstanding issues?

Service user feedback (if applicable)

Signatures

Supervisor/assessor

Date

NQSW

Date

Appendix Six Reflective Practice Account Reflective Practice Account – to be completed by the NQSW prior to the

3 and 6 month reviews

Name of NQSW

Name of supervisor

What task have I completed? (Provide a brief outline of the case and why you were involved; what were you required to do and why the case is known to your team / service?)

NQSW (your) reflections: Use the following questions as a guide, or you may wish to use a reflective model, such as the Gibbs Reflective Cycle (1988) What did I do well? Is there anything I would change or do differently? Was there any aspect that challenged me? (If so what and how did I respond?)

How does this work relate to any national and local policies, procedure and guidance? What links does this work have to any specific theories, research or approaches?

Does this work meet any of the PCF domains? If so note the specific domains

Are further actions required (keep concise i.e. use bullet points)

1. Actions regarding the case:

2.Actions regarding your own training and development and your learning

after you have reflected:

Appendix Seven – Review Form

Review of progress against the PCF Review at 3 month / 6 month (delete as appropriate) The candidate completes Parts 1, 2 and 3 (Box A), outlining the work undertaken to date which addresses particular PCF domains. This MUST be completed BEFORE the review, as a basis for discussion between candidate and supervisor. DURING the review, the candidate and the supervisor will discuss the progress of the candidate and will agree further work and opportunities required. The supervisor will note this in Part 3 (Box B ) AT THE END of the review, the supervisor will complete Part 4, the holistic interim summary.

Part 1: Details

NQSW

Social Work supervisor

Line manager

Agency /employer

Date ASYE commenced

Date of this review

Part 2 : Summary of information provided for the review

For six month reviews include the date of 3 month review here

Supervision records – dates

Direct observations – dates

Work products e.g. completed assessments

Reflective Practice Account

Part 3: Interim assessment of each domain Please provide information to support your overall interim assessment against the nine domains, identifying strengths and areas for development/concern. Looking at the individual capability statements may help you with developing plans for further work and opportunities required.

Domain 1 Professionalism: identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Box A (work undertaken)

Box B (further work and opportunities required)

Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.

Box A

Box B

Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.

Box A

Box B

Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

Box A

Box B

Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.

Box A

Box B

Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.

Box A

Box B

Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.

Box A

Box B

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings. Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.

Box A

Box B

Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as

part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Box A

Box B

NQSW: Any comments you wish to make?

Part 4: Interim holistic assessment ASYE level descriptor: “By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice.”

Interim progressive assessment at 3 / 6 months (delete as appropriate) Please provide an overall judgment of professional capability at this interim stage, taking into account capability across all nine domains of the PCF, with reference to the level descriptors for ASYE . Link your comments to examples of the information discussed.

Signatures

Supervisor

Date

NQSW (to confirm you have received this report)

Date

Appendix Eight Career Development Reflection Career development reflection

Name

Brief description of the learning and development you have undertaken in this ASYE Programme and how you have used your new knowledge to improve outcomes for service users.

Looking back over your ASYE and with particular reference to review points, how have you and your practice changed. Please indicate how your understanding of and your involvement or contribution to risk or safeguarding assessments has developed

Identify your future learning and development needs going into further practice

Appendix Nine Assessor final report

Holistic assessment against the PCF ASYE Assessment Report

TCSW will require a copy of Part 1 to be sent for quality assurance purposes and to enable certification of the candidate PART 1 Summary information Box 1: Identities

NQSW

Social Work supervisor

Line manager

Agency /employer

Date ASYE commenced

Box 2: Holistic assessment

Date

Learning agreement

1st review

2nd review

Final assessment

Development needs identified

Date of final report

Box 3: Summary of evidence

Evidence for final assessment (This is not a prescriptive list of evidence requirements and you may wish to add other examples)

Date

Learning agreement

Interim review 1

Interim review 2

Supervision records – dates

Direct observations – dates

Reflective Practice Accounts (minimum of 2)

Career Development Reflection

Box 4: Signatures

Assessor

Line manager

NQSW (to confirm you have received this report)

Date

Part 2 - Holistic assessment report ASYE level descriptor: “By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice.”

Feedback on overall capability Building on interim reviews, direct observations and other work completed by the NQSW please provide an overall judgment of professional capability at ASYE level, taking into account capability across all nine domains of the PCF, with reference to the level descriptor for ASYE and to the requirements for progression between levels. Link your comments to examples of the evidence presented over the course of the year. (Guideline approx. 500 words; box will expand to accommodate text.)

Holistic assessment of each domain Please provide information to support your overall assessment against the nine domains identifying strengths and areas for development/concern. Looking at the individual capability statements may help you with making and articulating your decision. (Please delete ‘Pass’ or ‘Fail’ as required.)

Domain 1 Professionalism: identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Source of evidence used to support judgment

Pass

Refer for development

Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.

Source of evidence used to support judgment

Pass

Refer for development

Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.

Source of evidence used to support judgement

Pass

Refer for development

Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

Source of evidence used to support judgement Pass

Refer for development

Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.

Source of evidence used to support judgement

Pass

Refer for development

Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.

Source of evidence used to support judgement

Pass

Refer for development

Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority

appropriately. They evaluate their own practice and the outcomes for those they work with.

Source of evidence used to support judgement

Pass

Refer for development

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings. Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.

Source of evidence used to support judgement Pass

Refer for development

Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Source of evidence used to support judgement Pass

Refer for development

NQSW: Any comments you wish to make?

Signatures

Assessor

NQSW (to confirm you have received this report)

Date

Appendix Ten Service user / carer feedback form

Service User / Carer Feedback Form Thank you for agreeing to give feedback regarding: Please feel free to fill this questionnaire out yourself if you want to, or alternatively I can go through it with you for verbal feedback. Please be aware that any information offered is completely anonymous and will be used solely for assessing and improving the social worker’s practice. 1. Did they explain who they were and what their role was? How did they do this? 2. Did they explain why they would be working with you? How did they do this? 3. Are you happy with the work they have done with you? Are you able to identify anything in particular? 4. Were there things that you might have wanted them to do that they didn’t? Are you able to identify anything in particular? 5. Was there anything that they might have done better? Are you able to identify anything in particular?

6. Did they do the things that they said they were going to do? Are you able to identify anything in particular? 7. If you could change one thing about their work with you, what would it be and Why? 8. Overall, how did you find working with them? Is there anything else that you would like to add?

Appendix 7

Supervision Audit Template - Children’s Social Work

Please use the audit template to audit the quality and frequency of supervision. Audits

ensure that supervision takes place in line with the policy and contributes to

improving practice and outcomes for children and families, in addition to providing

evidence of workload management, appraisal and support for continuous professional

development. It is assumed that supervision should be conducted in line with the

policy.

Three monthly supervision audit:

1. Locality managers audit 1 SW supervision file per Team Manager

2. Senior managers audit one TM supervision file per locality manager

3. SWCs peer audit 2 NQSW reflective supervision records

4. Findings to be reported to Operational Managers Meeting

Audit of Supervision Files

NQSW □ Returning SW □ (please tick if appropriate)

Name of Worker

Role

Team

Name of Manager

Date of Audit

Name of Auditor

Standard Yes/ No N/A

Comments

There is evidence of a comprehensive induction in line with the induction policy and it is reviewed where appropriate

There is evidence of a signed and working supervision contract

Supervision is undertaken in line with policy e.g. once a month 1.5 hours (fortnightly for newly-qualified social workers) – and explanation given if cancelled

Reviews are carried out in line with probationary and NQSW (ASYE) requirements and a copy placed on the supervision file

There is evidence that supervision dates are planned in advance

Supervision is rearranged in a timely way if it has to be cancelled for any reason

Supervision is recorded on template

Supervision records are kept up to date (records placed on file within one week of supervision having taken place)

The supervisee has the opportunity to contribute to the agenda

There is evidence of group and/or individual reflective supervision within the supervision cycle and written records are placed on the supervision file.

There is evidence that the supervisor has directly observed the supervisee’s practice, leading to critically reflective feedback

Relevant factual information is clearly recorded

Discussions are recorded about workload, planning and prioritising, identifying who is responsible for each task

Clear actions with timescales are agreed and recorded with evidence of review and follow up if required

There is evidence of a clearly articulated rationale for decision-making

There is evidence of management decisions made in supervision on MiCARE (supervision decisions to be recorded within 48 hours on the system)

There is evidence that supervision considers the health and wellbeing of the supervisee and is helping to build confidence and professional resilience

There is evidence of managing performance:

acknowledgement of good practice

managing attendance

actions agreed to resolve complaints and capability issues

review of plans for children to minimise drift and ensure effectiveness of intervention/ planning

Supervision is used to improve the timeliness and quality of decisions and the provision of help to children, young people and their families

Evidence of consideration being given to longer term plans where appropriate, and awareness of the child’s voice being recorded in case notes and other reports

Evidence of Continuing Professional Development (CPD) matched against the Professional Capabilities Framework (PCF) and to the skills, experience and knowledge base of the supervisee

It is evident that NQSWs are supported to take part in ASYE training

Evidence that the supervisee’s progress and learning are regularly explored and that the impact of training is identified in respect of performance

Evidence that the supervisee’s personal needs have been considered

Evidence that supervision has used learning from audits to identify actions, both in specific cases and more generally

Appraisal and review is in line with the policies and procedures of Manchester City Council

A complaint about supervision has been made

Overall Judgement for the supervision file (please tick as appropriate)

Outstanding

Good

Requires Improvement

Inadequate

Please list any improvement actions required