Record of Supervision Template · Web view8.1 It is the supervisor’s responsibility to make sure...

Department of Children’s Services

Supervision Policy, Templates and Guidance 2017

Department of Children’s Services Supervision Policy January 2017 1

Contents

1 Introduction: the recognised importance of Staff Supervison

2 Supervision Policy: statement of purpose

3 Definition of supervision

4 Negotiating an effective supervision agreement

5 Formal, informal and group supervision

6 Minimum frequencies

7 Roles and responsibilities of the employee/supervisee

8 Roles and responsibilities of the line manager/supervisor

9 The key functions of effective supervision

10 Recording - what and where

11 Confidentiality and access to supervision records

12 Quality Assurance

13 Disputes

14 Provision of training and guidance to supervisees and supervisors


Appendices

Appendix 1

Minimum Frequency of Supervision for staff working in Children’s

Services

Appendix 2

Supervision Agreement (suggested template)

Appendix 3

Group supervision template

Appendix 4

Supervision template (with guidance to support SoS framework and

PCF/KSS)


1 Introduction: The recognised importance of staff supervision

1.1 Critically reflective supervision is fundamental to the delivery of effective

social care services with children and their families. The 2013 statutory

guidance ‘Working Together to safeguard Children’ emphasises that:

Effective professional supervision can play a critical role in ensuring a

clear focus on a child's welfare. Supervision should support

professionals to reflect critically on the impact of their decisions on the

child and their family. The (practitioner) and their manager should

review the plan for the child. Together they should ask whether the

help given is leading to a significant positive change for the child and

whether the pace of that change is appropriate for the child. Any

professional working with vulnerable children should always have

access to a manager to talk through their concerns and judgements

affecting the welfare of the child.

1.2 Working with children and families can be demanding and sometimes

distressing and stressful. All those involved should have access to advice,

support, training and guidance from supervisors who are trained in

supervision skills, and who are up to date in the legislation, policy and

research relevant to child and family practice. The quality of the supervision

relationship is critical and needs to be both supportive and outcome focused.

2 Supervision Policy: Statement of Purpose

2.1 This policy is for staff employed by Bradford MD Council in the

Department of Children’s Services, which includes all staff whether on a

temporary (including agency staff), permanent, full time or part time basis.

This policy compliments but does not replace the overarching Bradford

Council wide policy on Supervision ‘Principles of providing effective


supervision’. This policy describes how staff can expect to be supervised and

provides managers with the key elements needed to supervise staff effectively

within the Signs of Safety framework.

3 Definition of supervision

3.1 Supervision is a regular meeting between the designated supervisor (e.g.

line manager) and supervisee in order to meet organisational, professional

and personal objectives. Supervision forms a key part of individual

performance management and critical reflection of practice. The Standards for

Employers of Social Workers in England (LGA, May 2014) continue to

reiterate the central importance of supervision practice for Social Workers.

Supervision provides a safe environment for critical reflection, challenge and

professional support that operates alongside the appraisal process. It includes

time for reflection on practice issues and helps the worker and their managers

do their jobs more effectively.

Supervision underpins the Induction programme (for newly appointed

workers) and is the foundation on which Performance Appraisal is built.

Supervision enables workers to develop their capacity to use their experience

to review practice, receive feedback on their performance, build emotional

resilience and think reflectively about the relationships they have formed with

children, adults and families.

Research has demonstrated that good supervision is associated with job

satisfaction, commitment to the organisation, and retention. ( SCIE, 2015).


4 Negotiating an effective supervision agreement

4.1 At the start of a new supervision relationship the supervisor will encourage

the establishment of clear understanding and agreement about the roles and

purposes of supervision.

There are three areas that need understanding and agreement between the

supervisee and the supervisor

Administrative: eg frequency, location, recording

Professional : eg purpose, focus, principles, accountabilities

Psychological: eg motivation, trust, commitment, ownership,

investment.

Arrangements for supervision with the line manager will be confirmed in a

written ‘Individual Supervision Agreement’ (Appendix 2). This should be

established at first appointment, and reviewed annually. A copy will be kept

with the worker’s supervision records

5 Formal, informal and group supervision

5.1 Formal

Supervision will be recognised by regular, planned, private, one to one

meetings, on an on going basis between every member of staff and their

regular supervisor. These meetings will have an agenda, and decisions will be

recorded. When these discussions involve decisions about a service user, this

must be clearly recorded on the service user’s file.

Even when supervisees and supervisors work closely together, it does not

eliminate the need for private one to one time together on a regular basis. The

focus of these sessions is wholly on the individual, their performance, their


development, and any issues arising from their work that do not arise on a

day-to-day basis.

5.2 Informal or ‘ad hoc’ supervision

Practice inevitably includes informal or ad-hoc discussions and decisions

about daily work issues, problems arising, or updates to policies and

procedures. Again, when these discussions involve decisions about a service

user, this must be clearly recorded on the service user’s file with a copy to the

line manager (see paragraph 10 for further details about recording supervision

notes) Similarly, team meetings are a beneficial source of support for staff

members and teams, enable opportunity for discussion and consistency of

shared information, but should not be used as a substitution for one to one

supervision sessions.

5.3 Group Supervision

There are many benefits to be gained from group supervision and strengthens

the Signs of Safety practice framework. It supports thinking in relation to

problem solving, peer group learning and giving and receiving strong

feedback within a supportive setting. Where a group supervision process is

used, this cannot be used as an alternative to one to one supervision and

should only compliment the one to one time. A Signs of Safety approach

must be followed and the following principles apply:-

The group should clarify and agree the boundaries of confidentiality;

The group should always aim to consist of the same individuals and

identify a facilitator which would normally be the Team Manager;

Each group member's supervision agreement should reflect both

individual and group supervision.


All supervision records should be completed for case discussion and

entered onto LCS.

The location should be suitable for all group members;

The group should give permission for feelings, doubts and opinions to

be expressed;

The group should agree how feedback will be given;

Group supervision should not replace individual supervision

Group supervision can be used to support in a residential setting, with

ASYE’s and across all teams.

6 Minimum frequencies

6.1 The frequency of formal supervision is detailed in Appendix 1 for each

service area, and should be regarded as a minimum. It is expected that

formal supervision will be provided at a greater frequency wherever

necessary, and will also occur informally when needed. The actual frequency

for individuals should be agreed between the supervisor and supervisee when

negotiating the terms of the Individual Supervision Agreement (Appendix 2)

and any permanent deviation from the recommended frequency should be

agreed and recorded in the Individual Supervision Agreement.

Part time staff should receive supervision at the same frequency as full time

staff (not pro-rata).

7 Roles and responsibility of the Employees/Supervisees

7.1 It is the worker’s responsibility is to make sure that they

Attend all supervision sessions as arranged

Use sessions positively and prepare for and contribute to the sessions.

Implement any agreed actions


Take responsibility for their own continuous professional development

(CPD)

For Registered Social Workers, this means keeping a record of their

CPD to meet the HCPC registration requirements

Identify how they have used training and development opportunities

Identify their learning needs and propose ideas about how these will be

met

Collect and present evidence to demonstrate their professional

capability at their level of practice ie if they are aiming to successfully

achieve a qualification for example the Assessed and Supported Year

in Employment or, are wishing to start the route for further progression.

8 Roles and responsibilities of the Line Managers/Supervisors

8.1 It is the supervisor’s responsibility to make sure that formal supervision

takes place for all staff for whom they have managerial responsibility.

Supervisors should ensure that workers have access to regular, high quality

supervision from a person with expertise in the same area of practice.

Supervisors must ensure that the Professional Capabilities Framework at the

appropriate level, is used as the basis for evaluating capacity and identifying

learning needs (Standards for Employers of Social Workers, 2014).

For practicing registered social workers, if their line manager is not a

registered social worker it is expected that alternative professional

arrangements will be put into place.

9 Effective supervision (that has an impact on outcomes for children) has a number of key functions:

The supervisor and supervisee will ensure that reflective discussions and

decisions in supervision are evidenced within the Signs of Safety approach


(See additional guidance and an aide Memoire with the supervision template

Appendix 4). Supervision will also focus on the following areas:

9.1 Promoting quality decision making and interventions

Supervision will provide the opportunity to focus on the challenges faced by

the worker in carrying out their work. It will include reflection on what work has

been done, plans for future interventions and actions, and discussions on

improvements in practice. There will be a focus on safeguarding children and

delivering effective services, with time spent reflecting on the relationships

that have been formed with children, adults and families, and the mental and

physical health of the worker. Barriers to effective working on particular cases,

including levels of stress experienced by the worker, should be identified and

addressed. The supervisor should be an experienced and (if supervising a

social worker) a registered social worker, usually with expertise in the same

area of practice, and should encourage shared professional decision making.

9.2 Demonstrating line management and organisational accountability

This element of supervision will provide mutual organisational accountability

between the employer and the employee on behalf of the public. It is a tool for

monitoring the quantity and the quality of the work being done. It involves the

evaluation of the job and the organisational effectiveness of the employee,

and includes appraisal. All staff will have their performance individually and

formally appraised at least annually. This aspect of supervision is essential for

all staff in the organisation, and is carried out by the line manager.

9.3 Caseload and workload management

Supervision should include an analysis of caseload and workload

management, and address any issues relating to the extent to the time

available to work directly with children, adults and families as well as meeting

other demands. There should be a focus on safeguarding children, delivering

effective services and identifying barriers to effective practice.


9.4 Identification of further personal learning, career and development opportunities

Supervision in this context is about monitoring and promoting continuing

professional development (including maintaining social work registration). This

could include career development advice and time to explore professional

development opportunities such as further qualifications. Social workers

have an agreed 3.5 hours protected time a month (pro rata) for their CPD and

this time must be encouraged. Any time taken, the supervisor should discuss

their learning within the individual supervision sessions. It is the responsibility

of the supervisee to maintain a record of all their CPD activity.

10 Recording

10.1 Supervisors should ensure that a record of each supervision session is

agreed, countersigned by worker and supervisor, and kept in a secure

arrangement and for the length of time specified by Bradford MD Council

information governance guidelines.

The recording of supervision sessions is the responsibility of the supervisor.

The records should be signed and dated by both parties and a copy given to

staff. If there is disagreement as to the content of the record this should be

recorded by the supervisor.

The content is a matter of judgement but in general the record should be

detailed enough so that the issue can be revisited, if necessary, at a later date

and still be understood. A short summary of the discussion and the decisions

or action points arising from it should be sufficient in most cases.

10.2 Specific requirements - the manager must ensure that discussions and

decisions relating to service users are recorded on the service-users file.

Recording within service user case files must include


The date of the supervision

A reflection of the practice as it applies to the case using the Signs of

Safety framework.

Comments on impact of the work and worker on the case

Commentary should be centred on the child; but consider wider carers,

environmental and familial factors.

Reflect practice within Signs of Safety ‘What are we worried about’

‘what is working well’ and ‘what needs to happen’. It is important that

scaling on a 0-10 basis is used to assess the safety of the child/ren (0

being unsafe – 10 being safe). Demonstrate a plan for any actions

required by whom and by when, including stating the next time you

expect to view this file).

It should be possible for any person reading supervision notes to know

when the file should next be presented for supervision. Reasons for

any variance should be recorded.

The subsequent supervision should include all of the above and a

review of all previous actions and scaling.

10.3 In Children’s Residential Care, the registered person should ensure that

a written or electronic record is kept by the home detailing the time and date

and length of each supervision held for each member of staff, including the

registered person. The record is signed by the supervisor and the member of

staff at the end of the supervision (Children’s Homes – National Minimum

Standards 2011, Standard 19)

10.4 In service areas such as Adoption and Fostering, it is acknowledged that

the template for supervision may need adapting slightly for these teams.

However, the overall approach to supervision must be consistent, i.e personal

welfare, workload management, CPD and learning and evidenced within the

managers summary.

11 Storage and retention


11.1 Supervision is a private but not a confidential process. This means that

the records are the property of the organisation, not the individual. A specific

supervision file for each worker should be maintained by the line manager so

that the record can be reviewed at appropriate times (e.g. induction, appraisal,

progression, significant case related issues). Access to supervision records

should be controlled and all records should be locked away.

Records of supervision should be seen as transferable and should follow the

member of staff in the event of transfer within the service.

11.2 From time to time supervisors will need to discuss the content of

supervision sessions with others. These might include:

managers providing cover in the absence of line manager

Senior Managers (for quality assurance purposes)

Investigating officers

(e.g. for capability or disciplinary purposes)

Inspectors

(e.g. Inspections)

This should always be with the knowledge of the supervisee.

12 Quality Assurance and audits

There are a number of ways in which the quality of supervision and appraisal

can be monitored including:

1. Audits will be undertaken of supervision files periodically and this may

include checking your file to ensure that supervision is taking place to

the standard required.

2. In some services observations of practice are undertaken which may

include observation of supervision


13 Disputes

12.1 Disagreements should be initially dealt with by discussion between the

supervisor and employee, or by reference to the supervisor’s line manager if

necessary. Any further dispute not dealt with in this way should be addressed

within the usual Capability or Disciplinary procedures, or through the

Employee Mediation or Complaints processes.

14 Provision of training and guidance to support effective supervision practice

13.1 Bradford MD Council Workforce Development provide training courses

on Supervision and a number of other related topics that support managers,

supervisors and practice educators to develop effective supervision practice.

13.2 An e-learning resource is in development to provide supervisees with

guidance to help them understand the supervision process and learn how to

prepare for and gain the best out of their supervision time.

13.3 Bradford MD Council Human Resources provide a number of

management guides and policies on recruitment, performance appraisal,

sickness management, Health and Wellbeing, Occupational Safety,

Capability, Disciplinary and staff grievance procedures.

Appendices


Appendix 1 - Minimum Frequency of Supervision

Community Resource Workers: 2-4 weekly

Residential Staff (NMS 19 Staff support and supervision 19.4 & CHR

Employment of staff 4( a)).

All staff and others working in the home (including temporary, contracted,

seconded and ancillary staff) should receive at least one and a half hours of

one to one supervision from a senior member of staff each month. New staff

will receive one to one supervision at least fortnightly during the first 6 months

of their employment. Agency staff and those employed infrequently to cover

staff absences must receive one to one supervision no less frequently than

after each 8 shifts worked in the home.

Social Workers (In line with the Standards for Employers of Social Workers

in England, 2014, standard 5)

Newly Qualified Social Worker on the ASYE (Assessed and Supported Year

in Employment): at least weekly for the first 6 weeks of employment, then at

least fortnightly for the duration of the first six months. Then at a minimum of

monthly thereafter. The length of each session should be at least 1½ hours of

uninterrupted time

All other Registered Social Workers (including Team Leaders, Service

Managers and Group Managers) should be supervised monthly as a minimum

for at least 1½ hours of uninterrupted time

Appendix 2


Supervision Agreement (optional pro forma)

This Supervision Agreement was made on

Date

Between (Supervisor)

(Supervisee)

The purpose of this agreement is to confirm the frequency and function of

supervision for the worker named above.

Supervision will be provided in order to

Assist the worker to understand their role, tasks, rights and

responsibilities.

Develop and embed practice within the Signs of Safety Framework

Provide an opportunity to critically reflect on their practice

Provide guidance and advice about the workers’ continuous

professional development.

Provide support in managing the demands of the job.

Provide constructive feedback in a safe and appropriate manner.

Framework for Supervision Recommended/mandatory frequency of Meetings:

Length of Sessions:

Location:

Responsibility for Recording:

Responsibility for typing a) personal b) case file notes

Extent of confidentiality


Responsibility for setting the agenda

Mediation of any difficulties

Any other issues to record

Signed

(Supervisor) (Supervisee)

Date

Appendix 3


Details of child/family LCS ID

Case holder Facilitator Date of discussion

Professionals present

Original Need & Concerns/Reasons for Current Involvement:

How Are Needs Being Met Regarding:

Ethnicity/Culture:

Religion:

Identified Special Needs:

RISKS (DANGER)What Are We Worried About? Details of significant child protection concerns, patterns & history that make you feel that the child(ren) are at risk of present or future abuse &/or neglect). Evidence that the children are suffering as a result of the care being received. What we are worried will be the consequences of the danger and harm for the children? What are the parent’s and other agency views on our worries?

SAFETYWhat‘s Going Well? Consider all aspects that indicate safety & protection that relate to the risks e.g. strengths, resources, willingness & ability to make changes. Progress made / reasons to feel reassured that the danger/harm has got less. How have the children been protected? Exceptions where the children have not been harmed/at risk. Description of the child’s care experience in positive terms. What do the children, parents and other agencies say is going well?


Group Supervision Record

What are the child’s views of their situation? How safe do they feel? How do we know?

Is there any missing information that needs to be pulled together or issues where further clarification/assessment is needed?

Safety Scale: Rate the situation on a scale of 0 – 10 where 0 means things are so bad the family can no longer care for the children or recurrence of similar or worse abuse/neglect is certain and 10 means that everything that needs to happen for the children to be safe in the family is happening

Danger Statement:What are you worried will happen to these children in the future if nothing changes?

Agreed Plan of Action/Next Steps:Who What When


Signatures:


Appendix 4

Supervision template

Record of Supervision Template (V2 January 2017)

Guidance at the end of this template for supervisors:

1. Signs of Safety Supervision Aide memoire 2. Turning Questions into Conversations: EARS Process 3. Knowledge and skills for Child and Family Social Work (KSS) 4. PCF – Professional Capabilities Framework

Manager

Worker

Duration of Meeting

Social Worker Level Length of supervisory relationship

Agenda Items

Managers Summary:

Personal welfare - Are there any personal issues which are impacting on work performance? – How widely are they known, with whom have they been / can they be shared?

Sickness since the last supervision session:

Leave remaining:

TOIL accrued / taken:

Performance/Caseload / Workload management/ Goals – What are their strengths? What is the social worker worried about? What are their goals? Think about joint goals?

Is the social worker practising at the required level of the PCF/KSS? Has there been any feedback from other managers / colleagues / service users. Date and circumstances of the most recent observation of practice. Notes of discussion about time keeping / Diary organisation and deadlines. How well do they organise their time? Record of any decisions about capacity for new work or protection from new work due to other commitments.


Continued Professional Development: – is the social worker ensuring they take the 3.5 ( full time) protected time for CPD? Can this be evidenced? Identify what the worker has learned since the previous supervision session. Learning from case outcomes, learning from colleagues / joint visits; learning from individual research or formal training.

Case discussion within Signs of Safety – (please use the headings below for each case discussed and refer to guidance at the end of this template)

What are we worried about? (Consider all aspects that demonstrate the likelihood of past, present and future abuse and harm)

Information recorded here

What is working well? (Consider all aspects that indicate safety & protection that relate to the risks e.g. exceptions, strengths, resources, goals, willingness and ability to make changes)


What needs to happen? (Action and timescales/plan) by when & by whom?(Views of Child /Family/Worker)


From evidence and assessment on a scale of 0 – 10 where would you place the safety of this child (ren) (O being unsafe – 10 being safe) Safety Scale: (Rate the situation on a scale of 0 – 10 where 0 means things are so bad the family can no longer care for the children or reoccurrence of similar or worse abuse/neglect is certain and 10 means that everything that needs to happen for the children to be safe in the family is happening)

Information and reasons to the scale agreed here

From evidence and assessment on a scale of 0 -10 where would you place any change for the parents / carer to meet the child (ren) needs

(0 being no change – 10 being adequate change) (Rate the situation on a scale of 0 – 10 where 0 means things are so bad the family can no longer care for the children or reoccurrence of similar or worse abuse/neglect is certain and 10 means that everything that needs to happen for the children to be safe in the family is happening)

Information and reasons to the scale agreed here

Repeat for each case under this format on LCS.


The impact of workers actions on outcomes for children (Pick one child from caseload. (Use ICS ID Only) Directly relating a practice intervention or decision to an outcome using the signs of safety. Focus on what the child has said or indicated by their actions. Has anything got better as a result of the workers involvement? Is appropriate partnership working evidenced?

ELICIT

First Question

Tell me about a piece of practice you feel proud of?

Tell me where you have used the Signs of Safety and it's been useful to you?

AMPLIFY

Behavioural detail: What you would see

Who did what where and when? What happened that made this piece of work important? What made this different? How did you make this happen? What else did you do? What else? And What else? Who else was involved? How did they help to build this success?

What would………………. (supervisor, mother, father, child, judge or anyone else who was involved) say you did to contribute to achieving these outcomes? How did you know what you was doing was working? What difference did you see in ………………. (supervisor, mother, father, child, judge or anyone else who was involved) that told you what you was doing was working?

REFLECT

Meaning

When you think about this piece of work what was the most important thing you learnt? What is the thing that you feel proudest of about in this situation? On a scale of 0 – 10 where would you rate this practice? Where 0 is it was my worst effort ever and 10 means it's as good as I can do.

Date of this supervision Date of next supervision

Date of last Appraisal Date of next Appraisal

Supervisee

Supervisor

Date copy given to supervisee


1. Signs of Safety Supervision Aide memoire

What are we worried about?

What's Working Well?

What Needs to Happen?

Referral concerns

Past harm / danger ( Is there a Chronology / are past files read)

Complicating Factors

Worries since last supervision

Voice of the child – what are their worries, what do they understand why a Social Worker is involved.

What is the child saying within the 3 Houses.

What is the parent saying about the referral concerns

Is the child (ren) being seen.

Outstanding actions from last supervision / reason for delay.

Completed plan on ics Yes or No

Strengths

Voice of the child – what is the child (ren) saying has changed in terms of positives.

TAC / CIN meeting / Core Group / Review (LAC or CP)

Date child seen / seen alone yes or no

Progress of the needs on the child's plan.

What needs to happen to change the scale rate?

Do we need to know more about the child's voice?

Date of next TAC / CIN meeting / Review (LAC or CP)

Newly identified future goals to be added to the plan (from referral / last supervision, include who does what by when).

Child's visiting pattern

Does this case need mapping?

Any concerns that require discussion for escalation to ICPC / Support Panel.

From evidence and assessment on a scale of 0 – 10 where would you place the safety of this child (ren) (O being unsafe – 10 being safe) From evidence and assessment on a scale of 0 -10 where would you place any change for the parents / carer to meet the child (ren) needs(0 being no change – 10 being adequate change)

2. Turning Questions into Conversations: EARS Process

WORRIES STRENGTHS GOALS

ELICITFirstQuestions

What we worried about?What harm has happened to any child in the care of these adults?What is the danger to this child if left in care of this mother?What makes this situation more complicated?

What's working well here?What are the best attributes of this mum / dad's parenting?What would the child say are the best times she has with their mum / dad?When has the mum fought off the depression and be able to focus on the child?

What needs to happen?What do you need to see to be satisfied the child is safe enough we can close the case?What would the mum say would show everyone the child can come home?Where would the teenager say he wants his life to be at 18?What do you need to do to create a relationship where we can talk about difficult issues?

AMPLIFY When has that harm When has that good thing Describe the details of the behaviour you


Behavioural detail: what would you see?

happened?How often? How bad?How did that incident affect the child?What language can we use to say that so the mum and child can easily understand?How long has this abuse been happening?Give me the first, worst and most recent examples of the abuse?

happened? How often?How did the mum fight off the depression? How else? How else?How does the neighbour help?How did you get her to open up?How is the parenting programme making things better for the child?What else did the dad do to make those contacts visits really enjoyable for his kids?

would want to see that would tell you this child is safe?How many people do you think should be involved in this safety plan?What is the father's willingness / capacity to do this?Is the plan written up in a way the child would understand?How will the mental health services involvement help make this plan work?

REFLECT

Meaning

Which of the danger statements do you think is the most important (or easiest) to deal with first?Which danger would worry the parents most?Of all the complicating factors which do you think is most important to deal with?

Which of the strengths are most useful in terms of getting this problem dealt with?Which aspects of their parenting / family life would mum and dad be most proud of?

Where do you rate the child's safety with this mother on 0 to 10 scale?Is this a plan that the parents believe in? What confidence on a 0 to 10 scale would they say they have in it keeping the child safe?

STARTOver

Are there any other worries that we have missed?

Are there any other good things happening in this family that we have missed?

Are there any other important things that we have missed in the plan?

Knowledge and skills for child and family social work The child and family social worker will know and be able to do the following:

1. The role of child and family social work Apply a wide range of knowledge and skills to help build family relationships, resource and resilience so that the welfare of the child remains paramount; identify the full range of risks to children and help manage those risks; ensure proportionate intervention, including securing and supporting alternative homes for children, including those in and beyond public care placed with family and friends and for adoption; and to provide care and support to young people as they move towards independence and adulthood.

Explain and critically evaluate the role of social work as part of a system of welfare support to children and their families, including parents as vulnerable adults, and how this relates to the social contract between citizenship and the state and the role of family, kinship and community; explain the impact of poverty, inequality and diversity on social and economic opportunities and how that relates to child welfare, family functioning and the highest context of child protection.

2. Child development


Critically evaluate theory and research findings and demonstrate informed use in practice of: typical age related physical, cognitive, social, emotional and behavioural development, and the influence of cultural and social factors on child development; the impact of different parenting styles on development; and the impact of loss, change and uncertainty in the development of normative resilience.

Understand that normative developmental tasks are different for each child depending on the interaction between environmental and genetic factors e.g. chromosomal disorders, temperament, IQ, attention difficulties, the impact of ill-health and disability, and apply a range of helpful strategies and resources to support children and families where there are difficulties.

3. Adult mental ill-health, substance misuse, domestic violence, physical ill-health and disability Explain the impact that: mental ill-health, substance misuse, domestic violence, physical ill-health and disability can have on family functioning and social circumstances; apply a working knowledge of the presentation of concerning adult behaviours which may indicate increasing risk to children and the likely impact on, and inter-relationship between, parenting and child development; be able to deploy a range of strategies to help families facing these difficulties; be able to recognise and act upon escalating social needs and risks ensuring that vulnerable adults are safeguarded, and a child’s best interests are always prioritised.

Apply a comprehensive working knowledge of the role of other professions in the identification and prevention of adult social need and risk, including mental health and learning disability assessment; able to coordinate emergency and routine services and effectively synthesise multi-disciplinary judgements as part of social work assessment.

4. Abuse and neglect of children Be able to recognise: the risk indicators of different forms of harm to children including sexual, physical and emotional abuse and neglect; the impact of cumulative harm, particularly in relation to early indicators of neglect; take account of harmful practices in specific communities such as female genital mutilation and enforced marriage; and the full range of adult behaviours which pose a risk to children, recognising too the potential for children to be perpetrators of abuse.

Explain the concept of good enough parenting within the historical, cultural, political and social dimensions of parental abuse and neglect, the relationship between poverty and social deprivation, and the impact of stress on family functioning; be able to hold a compassionate position about difficult social circumstances providing help and support; acknowledge any conflict between parental and children’s interests, prioritising the protection of children whenever necessary.

5. Effective direct work with children and families Build purposeful, effective relationships with children and families, which are both authoritative and compassionate; demonstrate a high level of skill in evidence based, effective social work approaches to helping children and families which support change.

Be able to support children and families flexibly in transition, including moving children from home to foster care and return back home, moving into adoptive placements, into independence, and understanding the impact of loss and change.

Be able to communicate clearly, sensitively and effectively using best evidence methods with children of different ages and abilities, their families and the professional system in ways


which are engaging, motivating, respectfully challenging and effective even when people are perceived to be angry, hostile and resistant to change.

6. Child and family assessment Carry out in-depth and ongoing family assessment of social need and risk to children with particular emphasis on parental capacity and capability to change; effectively using child observation skills, genograms, ecomaps, chronologies and evidence based tools; and ensuring active child and family participation in the process and knowing the contributions that other professional disciplines make to social work assessments.

Recognise behaviours which may indicate disguised compliance, resistance to change, ambivalent or selective cooperation with services, and be able to recognise the need for immediate action, and what steps can be taken to protect children.

7. Analysis, decision-making, planning and review Explain the essential use of multiple hypotheses, the role of intuition and logic in decision-making, the difference between opinion and fact, the role of evidence, how to address common bias in situations of uncertainty and the reasoning of any conclusions reached and recommendations made. Critically evaluate: levels of seriousness that different risks present, actual and likelihood of significant harm, balanced with family strengths and potential solutions; set out the most relevant options for resolving the difficulties facing the family and each child, considering seriousness and consequences; be able to set out realistic plans within a review timeline which will reduce identified risks and meet the needs of the child, ensuring sufficient multi-disciplinary input into the process and at all stages.

Demonstrate effective care planning for children, including those in public care, by applying knowledge of a child’s wide ranging needs, including health and education, to the planning cycle ensuring active participation and positive engagement of the child and family.

8. The law and the family justice system Explain how the family justice system works in England and the role of the child & family social worker within that; understand the key legal powers and duties to support families, to protect children and to look after children in the public care system, including the full range of permanence options including adoption; understand other key legislation including mental health assessment and competency, disability, youth crime, education including special needs, data protection and information exchange.

Understand how relevant regulation and statutory guidance relates to the law, and understand the complex relationship between ethical professional practice and the application of the law and the impact of social policy on both.

9. Professional ethics Demonstrate the principles of social work through professional judgement, decision-making and actions within a framework of professional accountability; how to manage competing interests of parents and children effectively, ensuring that children’s interests are always paramount, whilst working collaboratively with parents and extended family whenever possible; how to acknowledge the tensions inherent in having a dual role of care and control on behalf of the state; and the ability to promote autonomy and self-determination within a framework of the child’s best interests as paramount.

Know how to demonstrate professionalism through personal attitude and behaviours; be able to evaluate critically the impact of one’s own belief system on current practice, taking


responsibility for one’s own practice and development; safeguarding the reputation of the profession and be accountable to the professional regulator.

10. The role of supervision and research Recognise own professional limitations and how and when to seek advice from a range of sources, including named supervisors, senior social workers and other clinical practitioners from a range of disciplines such as psychiatry, paediatrics and psychology; demonstrate effective use of opportunities to discuss, debate, reflect upon and test hypotheses about what is happening within families, for children; and how to resolve tensions emerging from, for example, ethical dilemmas or conflicting information or differing professional positions.

Demonstrate a critical understanding of the difference between theory, research, evidence and expertise and the role of professional judgment within that; how to utilise research skills in assessment and analysis; how to identify which methods will be of help for a specific child or family and the limitations of different approaches; and how to make effective use of the best evidence from research to inform the complex judgements and decisions needed to support families and protect children.

11. Organisational context Operate successfully in a wide range of organisational contexts, including settings undertaking statutory activity, understanding that the success or failure of the social worker depends on the operation of organisations and also in spite of it; that checks and balances within local and national systems are a necessity which must be complied with as a condition of employment, and that learning is used to assist in practice development; that quality of relationships and reputation management with peers, managers and leaders both within the profession, throughout multi-agency partnerships and public bodies, including the family courts, is an essential component of successful support to families and protection of children.

Be able to manage the specific set of tasks relating to statutory case responsibility for children in need and children in public care, with the support of an appropriately qualified supervisor; and ensuring that the leadership of the multi-agency support network is properly utilised and effective, taking necessary steps to safeguard children’s welfare, where this is not the case.

Professional capabilities Framework: Understand what the different levels mean.

The prequalifying levels - Students

By the point of entry to SW qualifying programmes, prospective students/candidates should demonstrate awareness of social context for social work practice, awareness of self, ability to develop rapport and potential to develop relevant knowledge, skills and values through professional training. By the point of assessment of readiness for direct practice (prior to first placement), students should demonstrate basic communication skills, ability to engage with users, capacity to work as a member of an organisation, willingness to learn from feedback and supervision, and demonstrate basic social work values, knowledge and skills in order to be able to make effective use of first practice placement. By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting


in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there my not be simple clear-cut solutions. By the end of qualifying programmes

Newly qualified social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. These capabilities will have been demonstrated through the last placement together with the final assessment of other work in the qualifying programme.

The PCF as a qualified Social Worker/Experienced Social Worker

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.

In the Social Work roleThey progress to practice effectively, exercising higher quality judgements, in situations of increasing complexity, risk, uncertainty and challenge. Through growing understanding they expect and anticipate, but do not pre-judge, the issues that may develop. They have greater confidence and independence (whilst accessing support when needed), and use their initiative to broaden their repertoire of responses; they have expertise in one or more areas of practice, be familiar with local resource networks and be recognised by peers as a source of reliable knowledge and advice.

Experienced social workers

Are more autonomous in their role. They demonstrate expert and effective practice in complex situations, assessing and managing higher levels of risk, striking a balance between support and control, liaising with a wide range of professionals, including more senior levels. They manage complex caseloads, and offer expert opinion within the organisation and to others. They chair a range of meetings, offer expert support to case conferences, and produce high quality assessments and reports for a range of functions. They model good practice, setting expectations for others. They start to take responsibility and be accountable for the practice of others, mentoring newly qualified social workers, and supervising the work of junior staff. They undertake capacity-building with individuals, families, communities, user groups and voluntary organisations, and contribute their views on service provision to commissioners.


At the next (advanced) career level, three pathways are available: Advanced Practitioner, Social Work Manager and Professional Educator (Practice Educator). The three pathways, or areas of expertise, whilst distinctive, will not be mutually exclusive, and many social workers will wish to develop capabilities across the three pathways, reflecting their expected career progression. In different ways, all social workers at this level engage in the development of evidence-informed practice, quality assurance, staff development, management and leadership and they contribute to strategic development.

Advanced Practitioners have their practice with a specified user group recognised as exemplary, and provide leadership and professional wisdom to their colleagues and other professionals for work in situations of high complexity. They provide constructive challenge to enhance practice, procedures and policies, promote innovation, and introduce new ways of working from recognised sites of excellence. They contribute to knowledge in their field of practice, and make use of sophisticated, critical reasoning. They both model and facilitate reflective practice.

Professional Educators facilitate the learning of others (students on qualifying programmes, those in ASYE and those undertaking CPD ), enabling them to develop their knowledge, skills, values and practice. They support and develop other practice educators in their work, and identify and resolve difficult situations in respect of learning and practice development. They positively manage the interface with providers of education and training, by contributing to arrangements for selection, curriculum delivery, assessment and evaluation. They will be able to draw on contemporary research practice and best educational practice. They contribute to workforce development strategies in the agency.

Social Work Managers lead, motivate and manage a team (social workers and others), ensuring the service provided is effective, managing performance and quality assurance, resources and budgets appropriately, in collaboration with others in the agency and in other professions. They are knowledgeable about management within the public sector and in social work; contribute to the development of practice, procedures and policy and specifically the professional development of the team they lead. They are accountable for the practice of others and provide effective supervision, mentoring and coaching to enhance the quality of practice, undertake performance appraisals and investigate complaints. They will ensure team experience informs the wider organisation, and other service providers, and vice versa.

Understanding what the different levels mean v2 November 2012 ©The College of Social Work 2012 2-4 Cockspur Street London SW1Y 5BH Company No.0749939 Page 4 of 4


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