Induction Standards Workbook

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1 Induction Standards Workbook Name Job title Organisation Date

2 Induction Standards Workbook Contents 2 Contents Contents 3 Chapter 1: introduction 5 Chapter 2: step-by-step through the standards 6 Chapter 3: completing the workbook: frequently asked questions 10 Chapter 4: what do children and young people expect from you? 12 Chapter 5: what you can expect from your manager/supervisor 13 Chapter 6: assessing your skills and knowledge against the induction standards 16 Chapter 7: Standard 1: understand the principles and values essential for working with children and young people 31 Chapter 8: Standard 2: understand your role in the children and young people s workforce (employed or self-employed) 50 Chapter 9: Standard 3: understand health and safety requirements 66 Chapter 10: Standard 4: know how to communicate effectively 79 Chapter 11: Standard 5: understand the development of children and young people 98 Chapter 12: Standard 6: safeguard children (keep them safe from harm) 115 Chapter 13: Standard 7: develop yourself 128 Chapter 14: what next? 130 Appendices 1: glossary: words used about people and organisations 2: glossary: words used about work and work documents 3: glossary: words used about knowledge and skills 4: mapping the Common Core to the induction standards 5: certificate of successful completion 6: CWDC and the Children s Workforce Network (CWN)

3 Induction Standards Workbook introduction 3 Chapter 1 introduction This is a workbook to support those in children s services working with children, young people and families. It is a revised version written in consultation with the induction standards user group and following feedback from the Children s Workforce Development Council (CWDC) field-testing. Who will benefit from this workbook? Working with children and young people is an important career. You will play a valuable role in shaping the lives of future generations and in making this the best possible place in the world for children to live. You ll need to see yourself as a professional right from the start. You ll need lots of enthusiasm, energy and passion. You will also need knowledge and understanding of what children, young people and their families need to achieve their full potential. Perhaps you are new to a role working in children s services or maybe your work role has changed within children s services whichever it is, you can be sure it will be demanding and challenging, yet thoroughly rewarding. This is your CWDC induction standards workbook to assist you as you plan, gather and record evidence of your learning and to help you further your career. What are the induction standards all about? The induction standards from CWDC set out the knowledge, skills and understanding which are essential to improving outcomes for children, young people and their families. Most services induct new staff and it is recommended that all those working in children s services should do so. Induction is your first step along a journey of developing your professional skills and understanding your role. Workplace induction is a planned programme of activities to prepare and orient new staff to the workplace. The workbook provides an overview of how the induction standards relate to the Common Core of Skills and Knowledge. Please see appendix 4. The Common Core of Skills and Knowledge for the children and young people s workforce sets out the basic skills and knowledge needed by all people (including volunteers) whose work brings them into regular contact with children and young people. For more information, please visit Introductory professional development This workbook is useful as part of introductory professional development. Introductory professional development builds on workplace induction for new starters. It also applies to existing workers, who need to develop essential knowledge and skills in relation to working with children, young people and their families, for example, as the result of a change of role.

4 Induction Standards Workbook introduction 4 How will this workbook help me? The workbook and induction process will set you on the right track as a professional within children s services. The induction process will provide you with: a clearer understanding of your work role greater confidence and clarity an outline of essential knowledge and skills recognition for your developing professionalism The workbook helps you to plan, gather and record your evidence of induction learning. This evidence can then be used if you choose to access further training that may be required for your role, for example, Early Years Professional Status or an apprenticeship in Children s Care, Learning and Development. How to use this workbook It s probably best to sit down quietly and have a quick flick through first, to get a feel of the workbook. We hope you will find it user-friendly and it will put you at ease. We have made every effort to lose the jargon but do bear with us, as every occupation does tend to have its own vocabulary. There is a glossary at the back, which should help. Then, take some time out to chat through everything with your manager/supervisor. That s probably the time to look more closely at what is expected of you as you progress through the workbook. There is further information regarding induction training including downloadable materials available on the CWDC website: Note: We have chosen to refer to the positions of manager and supervisor but these terms are not exclusive. You may, in fact, be working with an assessor. Developing your skills through induction Induction is designed to help you develop essential skills and enable you to progress towards further learning and qualifications; it can help highlight your development needs. If you think you might find some parts of your induction a bit of a struggle to complete then discuss this with your manager/supervisor. Alternatively, you can visit the following website:

5 Induction Standards Workbook step-by-step through the standards 5 Chapter 2 step-by-step through the standards Once you have reached the point where you are ready to work on the standards, it might help to know how this part of the workbook is set out. Each chapter will enable you to get to grips with a particular standard from the perspective of your work role. At the beginning of each chapter, there will be a summary of the standard according to areas of knowledge. Each area has learning outcomes focusing on what you are expected to learn. This will then be unpacked further by sample questions and thinking deeper questions for you to complete. Your manager/supervisor may devise other questions for you to answer so there is space available for them to do this. So, the steps are: 1. Work together with your manager/supervisor to create an induction plan. 2. Gather evidence of your progress. 3. Record your progress in the evidence section. 4. Write down your thoughts and make notes on how you might progress in the section marked your reflections. When everything is completed, there is a signing off space for a signature, date and comment. At the end of the workbook there is also: a glossary thoughts for you to consider your next steps a final certificate of successful completion appendices The certificate of successful completion is to be signed off by the manager/supervisor, to show that induction has been completed.

6 Induction Standards Workbook completing the workbook: frequently asked questions 6 Chapter 3 completing the workbook: frequently asked questions What is the induction plan? This is a tool for your manager/supervisor to help you plan by identifying areas of knowledge that you need to develop. You will need to plan how you are going to collect evidence to prove you are able to meet the standards. Your planning should be full of actions, ie things you are going to do. It s worth keeping in mind that the workbook does not have to be worked through page-by-page, and do remember that it may take a few months to complete the induction plan and to provide the evidence. The induction plan is likely to include action points that you, along with your manager/supervisor should complete. For example: discussions about the relevant standards identifying opportunities to develop knowledge, ie through training, practice or work shadowing answering questions to prove you understand them collecting relevant learning materials What are further learning materials? Examples of further learning materials could include: material from the welcome pack given by your new employer your employer s health and safety statement (especially if you have been asked to sign it) any other policy and procedures documents you have been given in-house induction training materials You should keep these materials and your workbook (which you could choose to turn into a portfolio) and add materials as your experience grows or as you change roles. This is likely to help you in the future with further learning. What is the importance of the summary for each standard? The summary will tell you what you are expected to know about each area of knowledge so that you can respond to situations in the best way. I ve heard people talk about areas of knowledge and learning outcomes what are they? Each standard contains a number of areas of knowledge that describe specific information that will enable you to work safely. Each area is made up of learning outcomes, which are all about what you need to know after you have been through induction. How do I demonstrate my learning? You can demonstrate what you have learnt by doing or explaining something: in other words, by producing evidence. Do remember that you are not expected to know

7 Induction Standards Workbook completing the workbook: frequently asked questions 7 all the learning outcomes straight away as they state what you will know after you have been through induction. Why are there sample questions for each standard? These are examples of the type of questions your manager/supervisor may ask, in order to check your understanding. Please don t think you will need to write exam-type answers to these questions they are there to help you think through the standards and how they apply in your work role. If any of the examples do not fit with your role or workplace, your manager/supervisor will think of questions that do fit and may choose to write them in the space provided. The thinking deeper questions are there to encourage you to think through issues and question your own thoughts, feelings and opinions to gain new perspectives. What is reflective writing? Reflective writing is simply a way to rehearse how you would approach situations that relate to the standards you are thinking about. The your reflections section is there to help you unpack your thoughts and plans ready for a discussion with your manager/supervisor. You and your manager/supervisor may choose to use this section as a plan do review exercise, where you can review your work, reflect on what you have done and look at further development. What is evidence? You will be asked to log any evidence of your learning. Types of evidence include demonstrating skills, knowledge and understanding you already possess, and newly developed evidence as a result of induction. Here are some examples of the sorts of evidence that you could use: certificates from courses attended learning logs supervision and assessment notes accredited courses, eg first aid, health and safety use of needs analyses, eg from learning mentor material case studies write-ups reflective writing witness statements observation reports notes from professional discussion What does signing off mean? Your manager/supervisor will sign, date and make any comments in the space provided about the outcomes as you demonstrate that you have completed that area of learning, either in practice or through some form of assessment.

8 Induction Standards Workbook completing the workbook: frequently asked questions 8 What is the certificate of successful completion used for? The certificate will be completed and signed by your manager/supervisor when you have met all the CWDC induction standards. You should keep this record for future use with any other evidence and learning materials you have collected. The certificate also shows what other learning and skills you need to complete your organisation s full induction. What if I then choose to move jobs? If you change jobs after you have successfully completed a CWDC induction, your new manager/supervisor will want to see your certificate. Although the induction standards are common to all work settings, elements of induction that are workplace specific (eg policies and procedures) may need to be covered each time you change jobs. How does the induction fit with qualifications? You may want to progress from induction to achieve a qualification. The work you will have completed for this induction will be helpful, in particular if the qualification you undertake is a competence-based vocational one. See page 131 for further information. The core children and young people s workforce and the wider children and young people s workforce what does that mean? The entire children and young people s workforce is focused on supporting children and young people and on placing the child at the centre in order to meet their needs. This is a workforce made up of people from a very wide range of occupational and professional groups including, but not limited to, social workers, social care, people who work in early years, play workers, youth workers, teachers and others who work in schools. The workforce includes people who work in the public, private and voluntary sectors and who have different employment arrangements, pay and conditions, levels and types of qualifications. 1 1 Building Brighter Futures: Next Steps for the Children s Workforce (DCSF 2008 P.6) The core children and young people s workforce People who work (including volunteers) with children, young people and their families, or are responsible for their outcomes all the time. The wider children and young people s workforce People who work (including volunteers) with children, young people and/or their families part of the time, or are responsible for their outcomes as part of their jobs.

9 Induction Standards Workbook completing the workbook: frequently asked questions 9 How long will it take to complete? This may take up to 24 weeks. What else do I need to know for my induction? Your manager/supervisor will tell you what other areas of knowledge and skills you will need in order to succeed in your new role, and arrange for you to learn and be assessed in those areas too. How do induction programmes relate to performance management systems? As well as induction, you are likely to take part in performance management to make sure you are clear about what you should be doing, how well you are doing and what you need to improve on. Performance management (sometimes called appraisal) is a system your organisation may choose to use in order to manage and assess your everyday working progress. It s important to know that performance management may also be reviewed against job objectives. The workbook can be used as part of a performance management process. This will give your manager/supervisor the chance to assess how you are using your learning in your job and to identify any extra learning or support that you might need. If you are selfemployed, systems for supervision and appraisal may not be available to you. It is important that you find a way to maintain and improve your skills and knowledge, as working in a self-employed capacity can feel very isolating. You might find that sharing resources with others in a similar situation, through your local authority (if you contract with them), or through a professional organisation, will offer a way forward. What is the Common Core of Skills and Knowledge? The Common Core sets out the basic skills and knowledge needed by people (including volunteers) whose work brings them into regular contact with children, young people and families. It enables multidisciplinary teams to work together more effectively to meet the needs of the child. The standards have been mapped to the Common Core. An overview of how the induction standards relate to the Common Core is provided in appendix 4. The Common Core can be viewed or downloaded at: How does induction relate to probation? Your manager/supervisor may decide to link induction to your probationary period. However the induction itself and these standards have no pass or fail assessment attached to them. Please clarify with your manager/supervisor any link they have made between induction and probation.

10 Induction Standards Workbook what do children and young people expect from you? 10 Chapter 4 what do children and young people expect from you? It s really useful to know right from the outset what children and young people expect from you when you work with them. So, here are some examples of the kinds of things children have said that new workers should develop: Standard 1: understand the principles and values essential for working with children and young people They need to treat children and young people with respect; as their own equal to treat each child and young person as an individual. They should be able to work with diverse cultures. Standard 2: understand your role in the children and young people s workforce (employed or self-employed) A good member of staff is the one that helps young people make sense of their experiences, plan and take action. Standard 1: understand the principles and values essential for working with children and young people They need to treat children and young people with respect; as their own equal to treat each child and young person as an individual. They should be able to work with diverse cultures. Standard 4: know how to communicate effectively They need good communication skills and to learn to be empathetic in their work. They need to be able to imagine being in someone else s shoes.

11 Induction Standards Workbook what do children and young people expect from you? 11 Standard 5: understand the development of children and young people When they are working with different age groups they need to understand family backgrounds better; know about children of that age and how they feel, and understand development. Standard 6: safeguard children (keep them safe from harm) They need to make sure they know the rights of the children they are working with, and also ensure the children and young people know those rights too. Standard 7: develop yourself Experienced staff are good at anticipating the needs of young people; they become better at working with children and young people from a wider range of different backgrounds, ages, cultures, problems and needs. At the same time, they become able to specialise with particular groups or problems.

12 Induction Standards Workbook what you can expect from your manager/supervisor 12 Chapter 5 what you can expect from your manager/supervisor Your manager/supervisor has two responsibilities related to the CWDC induction standards: 1. To arrange for you to learn about the different areas of knowledge within the standards. 2. To make sure that you know enough to meet the outcomes for each area. The welfare of children and young people is paramount. You should complete your induction before you are considered safe to be alone with responsibility for children or young people in your care. This should be within 24 weeks of starting your new role. During your induction period, you will be assessed to make sure you have understood everything you have learnt. Someone within your organisation may carry out this assessment; for example, your manager, supervisor, training manager or a workplace assessor. If part of your induction has included an accredited programme that is externally assessed, then someone outside your organisation may carry out the assessment. Your manager/supervisor will have the responsibility to sign off each of the seven standards and your certificate of successful completion. In order to meet the particular requirements of each workplace and organisation, managers and supervisors must supplement the standards with additional information such as HR policies and procedures or organisational structures. Managers/supervisors working within children s services are responsible for: the safety and well-being of individuals that your organisation works with the safety and well-being of you and your colleagues while at work making sure you understand and can work according to these CWDC induction standards fulfilling their obligations as set out in law and in professional standards Your manager/supervisor can find extra helpful materials to guide you through the induction process:

13 Induction Standards Workbook assessing your skills and knowledge against the induction standards 13 Chapter 6 assessing your skills and knowledge against the induction standards The diagram below illustrates different learning styles Talking about work with a knowledgeable team member Being told information Reading books, a training package or a policy document Watching someone else do a task Attending training sessions Talking about ideas with other people

14 Induction Standards Workbook assessing your skills and knowledge against the induction standards 14 You will need to agree with your manager/supervisor the ways that will help you learn best and discuss how you are going to provide evidence for assessment. Proving you understand the standards and that you can put what you have learnt into practice is of utmost importance. Your manager/supervisor will want to discuss how your induction is progressing and will link it to your probationary period, preparation for approval, or registration, if that is relevant to your job. What are the possible ways of being assessed? You may be assessed by: your manager/supervisor or a senior staff member observing you while you work talking to your manager/supervisor about information, policies and procedures you have been given showing your manager/supervisor examples of work you have done, for example, notes on what children have been doing throughout the day etc (If you are using this kind of evidence, remember to protect the confidentiality of the children, young people and families who use your service.) providing evidence of previous learning, for example, certificates. If necessary, your manager/supervisor will talk to you about how you might be able to prove that you still possess the knowledge and skills that any previous learning provided Is this an exam? No, completing the induction standards is not an exam. The standards set out the essential skills, knowledge and behaviours that are required to work safely with children and young people. Your manager/supervisor should use different forms of assessment that best suit you to measure this, and together you will decide what is needed. Assessment can take place during or at the end of your induction programme, or both. It does not all need to be covered on one day. If you are unable to show that you have fully understood any area of your induction programme, your manager/supervisor will need to consider whether to set up further training or learning opportunities for you.

15 Induction Standards Workbook assessing your skills and knowledge against the induction standards 15 Steps to successful assessment Just before you start the next section of the workbook, here s a quick summary of what you will need to bear in mind. For each standard you will need to: 1. Plan your induction first with the help of your manager/supervisor. 2. Reflect on what you know so far. 3. Prepare answers to the sample questions and/or thinking deeper questions or any other questions your manager/supervisor needs you to answer; note down other learning points. 4. Make a list of evidence to review with your manager/supervisor. 5. Gather evidence, remember this can be case studies, learning logs, observation notes. 6. Finally, your manager/supervisor will date, sign off and perhaps enter a comment. Note: Remember the importance of confidentiality when entering information into the workbook. Ask for your manager/supervisor s advice if you are unsure about what can be written.

16 Induction Standards Workbook Standard 1 16 Chapter 7 Standard 1: understand the principles and values essential for working with children and young people The following principles and values are essential for working with children and young people. They form the basis of the first standard and underpin all the remaining induction standards. They apply to all the work that you will do with children, young people and their families. Principles The welfare of the child and young person is paramount Workers contribute to children s care, learning and development, and safeguarding; this is reflected in every aspect of practice and service provision Workers work with parents and families who are partners in the care, learning, development and safeguarding of their children, recognising they are the child s first and most enduring carers and educators Values The needs, rights and views of the child are at the centre of all practice and provision Individuality, difference and diversity are valued and celebrated Equality of opportunity and antidiscriminatory practice are actively promoted Children s health and well-being are actively promoted Children s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child Self-esteem and resilience are recognised as essential to every child s development Confidentiality and agreements about confidential information are respected as appropriate unless a child s protection and well-being are at stake Professional knowledge, skills and values are shared appropriately in order to enrich the experience of children more widely Best practice requires a continuous search for improvement and selfawareness of how workers are perceived by others.

17 Induction Standards Workbook Standard 1 17 Standard 1: understand the principles and values essential for working with children and young people Summary This standard is all about understanding principles and values that you need to put into practice when working with children and young people. You will need to show that you truly understand how to make those values real in your everyday work in a way that respects diversity. Understanding the importance of confidentiality is vital and you will need to demonstrate that you know what you should keep confidential and what you should not. There s also the issue of sharing information; you will be expected to know how to put into practice your organisation s policies and procedures. CWDC has worked with the Department for Children, Schools and Families (DCSF) to produce tools, advice and guidance to promote good practice in information sharing. These can be found at: Taking a child-centred approach or a young person-centred approach must be at the core of your work. It is one of the ways you will put the principles of your work into practice. You will be expected to show that you understand how to put the individual(s) you are working with at the centre of your work this includes understanding the rights of people you work with to take risks and your role in relation to that risk-taking. By completing this induction standard you will be demonstrating a commitment to the Children s Workforce Network (CWN) vision and principles for induction to the children and young people s workforce and the CWN values for integrated working. See appendix 6 on page 152. Relationship to the other CWDC induction standards This standard is about the principles that underpin all the other standards, so your knowledge and work in other areas will be assessed using the values in this standard.

18 Induction Standards Workbook Standard 1 18 Standard 1: understand the principles and values essential for working with children and young people Area of knowledge 1: principles and values Learning outcomes a. Demonstrate that you care about the principles and values essential for working with children, young people, their families and their carers. b. Identify and know about any codes of practice relevant to your work. A code of practice gives helpful guidance and lays down the standards expected to support good practice. Sample questions a. Think of a particular situation when you were able to treat children, young people, their families and their carers with respect. b. Now think of another situation when you were able to treat children, young people, their families and their carers as equals. c. In both of these situations, how did it make you feel and how do you think the child, young person or family felt? d. Think about the service standards and codes of practice in your work. Can you describe them? Try putting them in your own words so that it makes better sense to you. Thinking deeper Describe one or two principles and values in a way that a child or young person might understand. Space for other questions your manager/supervisor may wish to ask

19 Induction Standards Workbook Standard 1 19 Induction plan Your reflections

20 Induction Standards Workbook Standard 1 20 Evidence Types of evidence include, for example: a) demonstrating skills, knowledge and understanding you already possess b) newly developed evidence as a result of induction. Signed off by: Date: Comments:

21 Induction Standards Workbook Standard 1 21 Standard 1: understand the principles and values essential for working with children and young people Area of knowledge 1: principles and values Learning outcomes a. Recognise the need to act in ways that are consistent with the law, regulation and organisational procedures relating to equality and diversity. b. Acknowledge that people inside and outside the organisation have the right to be treated fairly and have protection in law not to be discriminated against on the grounds of: disability age gender religion or belief sexual orientation race c. Work in ways that: acknowledge the diversity of individuals do not discriminate against any individual or group of people do not condone discrimination by others treat people fairly even if this requires additional effort d. Seek advice when you are having difficulty promoting equality and diversity. e. Support the rights of individuals to: express their diversity, culture and values communicate using their preferred method of communication and language Sample questions a. Why is it important to treat people fairly and not to discriminate? b. Name two laws that protect people from discrimination. c. How would you treat people fairly if they: requested information in large print? complained to you that a co-worker was making homophobic comments? asked you to set aside space for them to pray during the working day?

22 Induction Standards Workbook Standard 1 22 d. What would you do if you observed people from the South Asian communities rarely attending events you were organising? e. In what ways could you support the following groups of people in expressing their diversity, culture and values: an observant Jewish person attending a residential conference? older men (as a group) thinking of joining the children and young people s workforce? a member of staff requesting flexible working hours to care for their civil partner? Thinking deeper Why might someone not want their co-workers to know that they have previously experienced mental ill health? Space for other questions your manager/supervisor may wish to ask

23 Induction Standards Workbook Standard 1 23 Induction plan Your reflections

24 Induction Standards Workbook Standard 1 24 Evidence Signed off by: Date: Comments:

25 Induction Standards Workbook Standard 1 25 Standard 1: understand the principles and values essential for working with children and young people Area of knowledge 3: child-centred approaches Learning outcomes a. Explain how your work relates to any of the five outcomes in Every Child Matters. b. Understand how you take account of the experiences, preferences, wishes and needs of children, young people and their families and carers, when providing your service. c. Know how to listen to children and young people s views about risk and safety, and take these into account in your work. Sample questions a. What are the five outcomes in Every Child Matters? Now have a think about concrete ways to achieve each of the five outcomes for the children and young people you work with? b. Can you remember a time when you chose to change the way you worked to take account of the experiences or needs of the children, young people or families? What difference did it make to you, and them? c. Can you describe a situation when you might involve children and young people in a discussion about what is safe in a particular situation? Thinking deeper What should you do if a child or young person you are working with wants to do something you consider risky or dangerous? What would you say to them? Space for other questions your manager/supervisor may wish to ask

26 Induction Standards Workbook Standard 1 26 Induction plan Your reflections

27 Induction Standards Workbook Standard 1 27 Evidence Signed off by: Date: Comments:

28 Induction Standards Workbook Standard 1 28 Standard 1: understand the principles and values essential for working with children and young people Area of knowledge 4: confidentiality and sharing information Learning outcomes a. Understand the benefits of confidentiality to children, young people, families and carers. b. Understand the limits of confidentiality. c. Know how to apply policies and procedures about sharing information and gaining consent. Sample questions a. Your colleagues are likely to be saying that confidentiality is important but what does the word confidentiality really mean to you? b. Give two examples of when you would choose to provide others with information that you have been given. What might you say to the person who provided the information before you gave it to someone else? c. Having thought about the importance of confidentiality, now turn your thoughts to consider what you see as the possible dangers of not sharing information: if, for example, an educational psychologist or an early years practitioner from another organisation asked for information about a child or young person you work with what would you do? Thinking deeper If a relative, friend or neighbour asked for information about a child or young person in your care what would you do? Space for other questions your manager/supervisor may wish to ask

29 Induction Standards Workbook Standard 1 29 Induction plan Your reflections

30 Induction Standards Workbook Standard 1 30 Evidence Signed off by: Date: Comments:

31 Induction Standards Workbook Standard 2 31 Chapter 8 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Summary This standard sets out what you need to know about your role and conduct as a worker with children and young people in relation to legislation, policies and other workers. You will be expected to know and understand the legislation, values, policies and procedures relevant to your work. You will also be expected to know how to work well with your colleagues and those from other organisations involved with the children and young people you work with. Knowing and understanding how to work with families and carers will need to underpin your role as a worker. By completing this induction standard you will be demonstrating a commitment to the CWN vision and principles for induction to the children and young people s workforce and the CWN values for integrated working with children and young people. See appendix 6 on page 152.

32 Induction Standards Workbook Standard 2 32 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 1: your work role Learning outcomes a. Know your own role and the aims of your work. b. Know the overall aims of the setting you work in. c. Know the purpose of the organisations you come into contact with during your work. d. Understand the importance of the creation of the CWDC One Children s Workforce Framework. Sample questions a. Imagine you have to describe your work to someone you have just met how would you explain what your job is all about (your job description should help you)? b. Now have a go at describing how your role fits into the work of the whole setting. c. List the other organisations and professionals you will be, or are, working with and briefly explain their roles. Thinking deeper There are times in our lives when we are all tempted to think, I can do this work on my own! Why is that NOT true? Space for other questions your manager/supervisor may wish to ask

33 Induction Standards Workbook Standard 2 33 Induction plan Your reflections

34 Induction Standards Workbook Standard 2 34 Evidence Signed off by: Date: Comments:

35 Induction Standards Workbook Standard 2 35 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 2: legislation, policies and procedures Learning outcomes a. Know about important laws relating to children and young people, and where you can get further information. b. Understand why it is important for you to follow policies and procedures. c. Know where to find the policies and procedures relating to the work you do. Sample questions a. What are the important laws relating to children and young people? How will you find out more information about these laws if you need to? b. Explain what is meant by a policy and a procedure. Why do we have them? c. Where are copies of your workplace s policies and procedures kept? Thinking deeper Pick two of your workplace policies and explain how, in your everyday work, you put these policies into action. Space for other questions your manager/supervisor may wish to ask

36 Induction Standards Workbook Standard 2 36 Induction plan Your reflections

37 Induction Standards Workbook Standard 2 37 Evidence Signed off by: Date: Comments:

38 Induction Standards Workbook Standard 2 38 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 3: relationships with carers, parents and others Learning outcomes a. Understand the valuable role families and carers play in supporting their children so they can achieve positive outcomes. b. Understand how you can support children and young people who are carers. Sample questions a. Discuss two ways families or carers might support their child or young person. b. Suggest two ways you can work with children and young people who are carers. Thinking deeper Parenting isn t easy! Think of a child or young person you work with and now think of their parents/carers. They might not be perfect (none of us are) but discuss two things you appreciate about what they do for their child or young person. For more information on parenting: Space for other questions your manager/supervisor may wish to ask

39 Induction Standards Workbook Standard 2 39 Induction plan Your reflections

40 Induction Standards Workbook Standard 2 40 Evidence Signed off by: Date: Comments:

41 Induction Standards Workbook Standard 2 41 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 4: team working Learning outcomes a. Know who else is working with the children, young people and families you work with. b. Know who you are accountable to, and who is accountable to you (if appropriate), in your working environment. c. Know the principles of effective teamwork. d. Know what multi-agency working means for you. CWDC has worked with DCSF to produce tools, advice and guidance to promote the Common Assessment Framework (CAF). The CAF is a standardised approach to conducting an assessment of a child s additional needs and deciding how those needs should be met. All information including toolkits, guidance, factsheets and training packages for integrated working are located on the Every Child Matters website: Sample questions a. Draw up a list of other people working with the children, young people and families in your care. b. Draw a diagram showing who you report to, who supervises you, and (if appropriate) who reports to you and who you supervise. c. List the principles of effective teamwork and give an example of how you put each principle into practice in your work. d. Give a simple explanation of what multi-agency working means. Thinking deeper Football games are often won through great teamwork; what makes a good team member working in children s services? Space for other questions your manager/supervisor may wish to ask

42 Induction Standards Workbook Standard 2 42 Induction plan Your reflections

43 Induction Standards Workbook Standard 2 43 Evidence Signed off by: Date: Comments:

44 Induction Standards Workbook Standard 2 44 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 5: being organised Learning outcomes a. Know how to be well organised, reliable and dependable in your work. b. Know how to provide well-organised and safe activities or environments for the children, young people and families you work with. Sample questions a. Give three examples of things you have done that show you are well organised, reliable and dependable in your work. b. What do you do to make the activities you provide well organised and safe? Thinking deeper Think of one new way you can help yourself become more organised. Write it down. Space for other questions your manager/supervisor may wish to ask

45 Induction Standards Workbook Standard 2 45 Induction plan Your reflections

46 Induction Standards Workbook Standard 2 46 Evidence Signed off by: Date: Comments:

47 Induction Standards Workbook Standard 2 47 Standard 2: understand your role in the children and young people s workforce (employed or self-employed) Area of knowledge 6: complaints and compliments Learning outcomes a. Know about, and be able to follow, the grievance, complaints and compliments procedures relevant to your work. b. Know how children, young people and their families can get access to the complaints procedures for your work. c. Understand what to do if you receive a complaint or compliment from people you work with. d. Understand how you can support people making complaints. Sample questions a. In simple, everyday words, describe the grievance, complaints and compliments procedures in your work. b. How do children, young people and their families in your work setting find out about the complaints procedures for your work? c. What would you do if a family member complimented you or a colleague during a conversation with you? d. How would you explain to someone how to make a complaint? Thinking deeper What would you do if a child or young person wanted to complain about something you or a colleague had done? Space for other questions your manager/supervisor may wish to ask

48 Induction Standards Workbook Standard 2 48 Induction plan Your reflections

49 Induction Standards Workbook Standard 2 49 Evidence Signed off by: Date: Comments:

50 Induction Standards Workbook Standard 3 50 Chapter 9 Standard 3: understand health and safety requirements Summary This standard is about all the things you need to know to do your job safely, to not put yourself, your colleagues or the children and young people you work with, in danger. How your organisation expects you to behave in these areas is governed not only by its policies and procedures but also by laws and regulations. You will be expected to understand these laws and regulations as they apply to your role. You will also be expected to undertake specialist learning or training in some or all of these areas. Current certificates from such training, for example, a first aid certificate, are evidence that you have achieved the learning outcomes in the area it covers. However, your manager/supervisor will want to check that you have understood what you have learnt and can put it into practice. Relationship to the other CWDC induction standards This standard is about the safety of everyone involved in your workplace. You will be assessed on your understanding of how to maintain safety at work in co-operation with your organisation and other people (see Standard 2), while at the same time maintaining the principles of care (see Standard 1).

51 Induction Standards Workbook Standard 3 51 Standard 3: understand health and safety requirements Area of knowledge 1: laws, policies and procedures Learning outcomes a. Know about health and safety laws that apply to your working environment. b. Know your personal responsibility for the health and safety of the children, young people and families you work with. Sample questions a. Which health and safety laws apply to your working environment? Give two examples of things that could happen in your working environment that would break these laws. b. What are your personal responsibilities for health and safety? (If you are employed, they will be listed in your organisation s health and safety policy.) How do those responsibilities apply to: electrical safety? hazardous substances? play equipment? Note: These are examples only you can choose other examples that are more relevant to your workplace. Thinking deeper Imagine a new and exciting play facility for the children or young people you work with. Draw it out. Now write three sentences about the health and safety laws you would need to bear in mind. Space for other questions your manager/supervisor may wish to ask

52 Induction Standards Workbook Standard 3 52 Induction plan Your reflections

53 Induction Standards Workbook Standard 3 53 Evidence Signed off by: Date: Comments:

54 Induction Standards Workbook Standard 3 54 Standard 3: understand health and safety requirements Area of knowledge 2: moving, lifting and handling people and objects Learning outcomes a. Know about the laws that govern moving, lifting and handling people and objects. b. Know how to assess risks relating to moving, lifting and handling people or objects. c. Know the safe moving, lifting and handling techniques relating to people and objects. Sample questions a. What legislation governs moving and handling tasks? b. Describe three risks that you have to assess before beginning a moving, lifting and handling task. how would you record that you have thought about and assessed these risks? how would you minimise these risks? c. Talk about the ways of moving, lifting and handling objects of your choice within your setting. Thinking deeper Think of a situation where a child or young person might need to be moved. Describe and demonstrate, if applicable in your job role, how you would safely move them. Space for other questions your manager/supervisor may wish to ask

55 Induction Standards Workbook Standard 3 55 Induction plan Your reflections

56 Induction Standards Workbook Standard 3 56 Evidence Signed off by: Date: Comments:

57 Induction Standards Workbook Standard 3 57 Standard 3: understand health and safety requirements Area of knowledge 3: premises Learning outcomes a. Know the security measures in place in your work environment. b. Understand how to promote fire safety in your work environment. c. Understand and apply the safe-working practices of your workplace when visiting other premises. Sample questions a. What security measures do you have in your workplace? what is your role in maintaining security? b. Give three examples of fire hazards in your work place. how can you minimise the risks from those hazards? c. Imagine you are planning an outing to the park for the children or young people in your work setting. How would your workplace s safe-working practices apply in this situation? Note: These are examples only you can choose others that are more relevant to your workplace if you want. Thinking deeper Think of one new way you could involve the children and young people you work with in maintaining security? Space for other questions your manager/supervisor may wish to ask

58 Induction Standards Workbook Standard 3 58 Induction plan Your reflections

59 Induction Standards Workbook Standard 3 59 Evidence Signed off by: Date: Comments:

60 Induction Standards Workbook Standard 3 60 Standard 3: understand health and safety requirements Area of knowledge 4: medication and healthcare procedures Learning outcomes a. Know what healthy care means for your work with children and young people. b. Know about any infection control procedures. c. Know about any allergies, medical conditions of the children and young people you work with, and about any medication they are on. d. Know how to respond, or acquire first aid or medical treatment in an emergency. e. Know what you are not allowed to perform, in relation to medication and healthcare procedures, at this stage in your learning. Sample questions a. Give three examples of what providing healthy care means in your work role. b. What basic infection control procedures apply to all the children and young people you work with? c. What would you do if a child or young person you work with: had an accident? showed symptoms of being seriously ill? d. What emergency first aid are you not allowed to perform at this stage in your learning? e. What medication and healthcare-related tasks are you not allowed to perform at this stage in your learning? Thinking deeper How do you think you would cope in an emergency? How might a good knowledge of healthcare procedures help you feel more confident in the event of an emergency? Space for other questions your manager/supervisor may wish to ask

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