Assessed and Supported Year In Employment Programme Handbook

Transcription

1 Assessed and Supported Year In Employment Programme Handbook 1

2 Contents. 1. Introduction and Background 2. Basic Principles of The ASYE 3. Support for the NQSW 4. Assessment Principles and Process 5. Portfolio Contents and Range of Evidence 6. Appendices ASYE Portfolio Front Sheet Learning Agreement Template * Assessor Report and guidance notes * Direct Observation Report Template and guidance notes * Service User Feedback CPD Reflection Template Reflective Practice Template Domains Evidence Tracker Candidate journey * these templates are available from the Skills For Care Website. 2

3 1. INTRODUCTION AND BACKGROUND The Assessed and Supported Year in Employment (ASYE) for newly qualified social workers was one of fifteen recommendations made by the Social Work Task Force in its 2009 Report Building a safe, confident future. The Social Work Reform Board has agreed that the ASYE should take the place of former arrangements for newly qualified social workers from September Many aspects of the ASYE build upon former NQSW programmes established by employers for social workers in the fields of both Children and Families and Adults. Some features of the ASYE will differ across Agencies, just as those of NQSW programmes did. The ASYE is based on the Professional Capabilities Framework (PCF) for social work, of which it forms a part. The ASYE is open to the private and voluntary sectors as well as the statutory sector as long as the candidate is a registered social worker and carrying out duties of a sufficient level and kind to meet the expectations of the nine domains of the PCF at ASYE level. The ASYE is not compulsory but is strongly recommended for social workers who qualified within a period of two years prior to embarking on an ASYE programme. Neither is the ASYE linked directly to registration and social workers will not be required to complete the ASYE in order to register as a social worker. This should take place in the normal way following completion of a social work degree. The ASYE once started should be completed within one year. Any links to pay, progression or the consequences of unreadiness to pass the ASYE will be a matter for individual employers. Further information about the ASYE can be found on Further information about registration can be found on the HCPC website 2. BASIC PRINCIPLES OF THE ASYE The basic principles of the Assessed and Supported Year in Employment are as follows:- To improve outcomes for service users To increase the credibility of the social work profession, guaranteeing quality and confidence To provide newly qualified social workers with appropriate and adequate support, thus improving quality assurance and staff retention. To ensure that the ASYE is sustainable in that it can be continuously implemented by the many different types of organisation in which social workers operate To ensure that the ASYE is transferable between organisations in that outcomes and assessment standards are consistent The ASYE will be owned by individual employers and based on the day to day activities of social workers in specific settings 3

4 3. SUPPORT FOR NQSWs UNDERTAKING THE ASYE The form the ASYE takes will depend on the supports put in place by individual employers and these are likely to be developed from existing NQSW frameworks. However, the following features should be found in the programme:- Induction The candidate should undergo a thorough induction to the work of the Agency and this should include information about training and other resources available to assist the candidate in their role. Learning Agreement (see Appendix 2) A Learning Agreement should be completed at the beginning of the ASYE setting out the dates of the programme and reviews, supervision sessions and how the candidate s workload will be managed. It should also include a Personal Development Plan and the length of time to be devoted to protected development. The Learning Agreement should also set out how the candidate will collect evidence for their Portfolio and the process by which this will be assessed. The Learning Plan should be signed by the candidate, their Line Manager and Senior Manager and their Supervisor/assessor if they are different from or acting in addition to the candidate s Line Manager. Regular good quality reflective Supervision The suggested frequency of supervision during the ASYE is once a week for the first six weeks, once a fortnight for the first six months and at least monthly thereafter. This may take place with the candidate s line manager and/or a mentor and should include time for the candidate to reflect on their work, its affect upon them and their development needs in an open and well supported way. Workload management The candidate s workload should be managed and balanced. It should be protected in order to enable the candidate to spend time in ASYE developmental activities. The amount of this time should be specified in the Learning Agreement. These activities will include:- Reflection, study, learning, contact with mentor(s) Access to research literature and training opportunities Good quality ICT 4

5 4. ASSESMENT PROCESS The ASYE candidate will be assessed holistically throughout the year and across the breadth of the PCF Domains (see Appendix 7). There should be on-going formative assessment throughout the year with formalised review points (at three and six months) as detailed by the Learning Agreement. There will be at least two Direct Observations of the candidate s practice in two different settings and the candidate will be required to produce the minimum of one reflective piece on their learning over the year which will include a reflection on their involvement in a risk or safeguarding assessment. Local or agency arrangements may require the candidate to produce further evidence of reflection on their practice. There will be a summative assessment at the end of the ASYE programme. To pass the candidate will need to demonstrate their capability against the nine PCF Domains. Dependent upon local or agency arrangements, candidates may be required to produce a portfolio of evidence, attend an interview or a panel or participate in a professional discussion. Any candidate wishing to appeal a fail decision will need to use the local or agency procedure. 5. PORTFOLIO CONTENTS AND RANGE OF EVIDENCE Individual agencies may require different demonstrations of competence to be included in Portfolios. However, it is likely that the candidate will need to include the following kinds of evidence:- Completed front sheet Confidentiality statement Completed Learning Agreement and Review Summaries A minimum of two direct observations in different settings Reflective account Of the candidate s Continuing Professional Development during the ASYE programme, including their understanding of and contribution to or involvement with risk or safeguarding issues Attached learning and development plans, training record and final placement report from HEI. Extra evidence (case examples, course certificates, witness statements or feedback, supervision records, assessments, report etc.) Assessment report written by the candidate s assessor 5

6 6. Appendices 6

7 Appendix One ASYE Front Sheet Candidate Name Employing Agency Work base and Address Assessor Start date on ASYE Date submitting for assessment 7

8 Appendix Two. Assessed and Supported Year in Employment Learning agreement This form is intended for electronic completion. Answer spaces will expand to accommodate text. It is recommended that you save copies each time the form is updated, observing also your organisation s data policy. Employer logo can be inserted here Newly qualified social worker HCPC registration no: Date of qualification Employer Name of line manager Name of superviser/assessor (if different from line manager) Date ASYE commenced Date set for 3 month review Date set for 6 month review Date for final submission of evidence An introduction to this agreement, including information about eligibility and roles and responsibilities,is downloadablefromwww.skillsforcare.org.uk/asye (see section ASYE 3: Support and assessment). 8

9 1. Supervision See note 2a. Further information can be found in thestandards for Employers and Supervision Framework accessible at Supervision will be provided by: (See note 2b) Supervision sessions will be scheduled as follows: First six weeks of employment: Week 7 six month review: Following six month review: Supervision will include: (See note 2b) Changes to the agreement: Changes and actions agreed at the three month review Changes and actions agreed at thesix month review 2.Workload management(see note 3) How will workload be agreed and allocated? Specify any workload management tool used by the employer and how it will be used for ASYE.(Search on workload management at for example tools.) Changes to the agreement: Changes and actions agreed at the three month review Changes and actions agreed at thesix month review 9

10 3(a) Professional development plan (PDP)(See note 4a) PDP completed PDP reviewed (3 months) PDP reviewed (6 months) PDP reviewed (end of ASYE) Details Date 3(b) Protected development time(see note 4b) Set out here the specific arrangements in place for undertaking development work, including time allowed by employer and when it can be taken Changes and actions agreed at the three month review Changes and actions agreed at the six month review 10

11 4.Assessment Collection of evidence (See note 5) Record the types of evidence that will be expected, and the dates when it should be provided, to inform the assessment Changes and actions agreed at the three month review Changes and actions agreed at the six month review Review (See note 6) Record how ASYE reviews will be linked to employer s probation and appraisal processes Assessment process (See note 7) Record the arrangments the employer uses (e.g. in partnerships, etc.) to quality assure assessments. Clarify how the employer and NQSW will deal with any disagreements over decisions 11

12 Agreement summary Date of completion of agreement We confirm the arrangements set out in this agreement: NQSW Supervisor/assessor Line manager (where different from supervisor/assessor) Senior manager (where required by employer organisation) Date of 3 month review We confirm the changes and actions agreed at this review as set out in this agreement: NQSW Supervisor/assessor Line manager (where different from supervisor/assessor) Senior manager (where required by employer organisation) Date of 6 month review We confirm the changes and actions agreed at this review as set out in this agreement: 12

13 NQSW Supervisor/assessor Line manager (where different from supervisor/assessor) Senior manager (where required by employer organisation) Date ASYE completed We confirm that [insert name of NQSW] has/has not [delete as required]successfully completed the Assessed and Supported Year in Employment Supervisor/assessor Line manager (where different from supervisor/assessor) Senior manager (where required by employer organisation) I confirm that my employer has notified me of the outcome of my ASYE NQSW 13

14 Appendix Three Holistic assessment against the PCF ASYE Assessment Report Template Part 1: You may wish to use this section for TCSW for quality assurance purposes This form is intended for electronic completion. The answer spaces will expand to accommodate text. (Employer logo can be inserted here) Guidance notes on last page Box 1: Identities NQSW Professional supervisor/assessor Line manager (if different role to above) Agency /employer Date ASYE commenced Box 2: Progressive assessment (see guidance note 1a) Date Strengths and areas for development Action plans Learning agreement 1st review 2nd review Final assessment Pass/Fail Box 3: Minimum basis for robust judgements ( see guidance note 1a ) Does the evidence contain: Confirmation & examples (cross reference to box 4) Evidence of identifying and meeting learning need via: learning agreement professional supervision reviews Observations of a range of examples of practice 14

15 In different settings By different observers Over the period of the programme Final assessment recommendation made by experienced registered social worker Box 4: Summary of evidence (see guidance note 1b ) Evidence for final assessment (This is not a prescriptive list of evidence requirements and you may wish to add other examples) Please give a summary of the pieces of evidence that were used to contribute to the final assessment. Give details (dates, type, etc.) Manager report (where the assessor is not the line manager see attached template ) Learning agreement Interim review 1 Interim review 2 Supervision records dates Direct observations dates Work products (list) Extended piece of critical reflection (date/s) Other Box 5: Signatures Assessor Line manager (if different role to above) NQSW (to confirm you have received this report) Continue to part 2 15

16 Holistic assessment report, part 2 (see guidance note 2a) ASYE level descriptor: By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice. Feedback on overall capability Building on interim reviews including the progressive assessment of the NQSW s capability please provide an overall judgment of professional capability at ASYE level, taking into account capability across all nine domains of the PCF, with reference to the level descriptor for ASYE and to the requirements for progression between levels. Link your comments to examples of the evidence presented over the course of the year. (Guideline approx. 500 words; box will expand to accommodate text.) Continue to holistic assessment of each domain Part 2 cont/d: Holistic assessment of each domain Please provide information to support your overall assessment against the nine domains identifying strengths and areas for development/concern. Looking at the individual capability statements may help you with making and articulating your decision. (Please delete Pass or Fail as required.) Domain 1 Professionalism: identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail 16

17 Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail 17

18 Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings. Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual s contribution will gain influence when undertaken as part of a learning, practicefocused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. Source of evidence used to support judgement (Link to box 4 in part 1, above): Pass Fail NQSW: Any comments you wish to make? Continue to line manager assessment report, if required 18

19 Line manager assessment report (Where the line manager has not been primarily responsible for providing reflective supervision or final professional assessment.) Overall assessment Building on interim reviews including the progressive assessment of the NQSW s capability, please provide an overall judgement of professional capability at ASYE. Where there are concerns make reference to the individual capability statements. Performance management Have performance management concerns been indicated and addressed through the interim review process? Support Provide details of how the NQSW has been supported. Indicate if there have been issues in the provision of the level of support and reflective supervision as expected by the employer standards at ASYE with reference to the learning agreement and interim reviews. 19

20 Information and notes on use of the assessor report template Principles vs Method We have developed principles to help partnerships develop processes that are accurate,valid and robust, when undertaking assessments (see section 3: support and assessment). These have informed the development of the assessment report template (the method by which you could collect evidence and make a final decision), but all partnerships are free to adapt these forms, or to develop their own if they wish. However, if you do so, please make sure that the principles continue to influence your processes. The principles for holistic assessment and how these apply to ASYE can be found at the web link above. These principles, including the recommendation to provide a breadth of evidence to assure quality, underpin this template. 1a Assessment form The first two pages of the assessment form help the assessor to record the evidence they have gathered over the ASYE programme for each NQSW. It is up to each employer working with partner organisations to decide what evidence is needed to meet the principles for holistic assessment. You may also wish to use this front sheet to provide summary information to TCSW for quality assurance purposes, and it is possible that this report could form the core requirement for ensuring consistency of judgements internally and externally in partnership with other employers and HEIs. 1b When thinking about evidence tools, we would suggest a principle of quality rather than quantity would be a useful guide, but clearly where the NQSW is finding the process more challenging, more evidence may need to be collected to establish whether the NQSW is making progress. 2a Assessing holistically Assessment is intended to be across time as well as across the breadth of the PCF. The focus at the end of the year should be on whether, in the professional view of the assessor, the NQSW has reached the required ASYE level. It isn t necessary to have an individual piece of evidence that someone has met each of the capability statements within the domains. The capability statements should be used diagnostically with the NQSW through the year to help identify areas of strength and areas for development, and provide additional monitoring in situations where there are concerns. This is why the second part of the form starts with an overall assessment of the NQSW s capability against the PCF, before you focus on the domains and the evidence, if needed. 20

21 Appendix Four Assessed and supported year in employment Direct observation templates (Guidance notes on last page) This form is intended for electronic completion. The answer spaces will expand to accommodate text. (Employer logo can be inserted here) Template A see guidance notes 1 and 3 NQSW Name & role of observer Date & setting of observation Section 1 NQSW to complete Complete boxes1 and 2 before the observation 1. Brief background to observed contact between yourself and the service user 2. Planning for intervention see guidance note 4 Complete boxes 3 and 4 after the observation 3. Brief description of the intervention see guidance note 5 4. Reflections on the observed practice see guidance note 6 Complete boxes 5 and 6 after reading the observer s report 5. Critical reflection and professional development see guidance note 7 6. Comments and reflections on the feedback given by the observer NQSW s signature: Date:Direct observation template A, section 2 Observer to complete after the direct observation 21

22 Please provide information to support your assessment of the direct observation; reference can be made to the nine domains where relevant. You are not required to make a comment against each domain but can identify strengths and areas for development/concern (including reference to individual capability statements where there are areas of concern). Holistic assessment of the candidate s capability demonstrated in the direct observation of practice (up to 300 words) Domain 1 Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. Domain 3 Diversity: recognise diversity and apply anti-discriminatory and antioppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using 22

23 and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and interprofessional partnerships and settings. Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual 23

24 professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual s contribution will gain influence when undertaken as part of a learning, practicefocused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. Action plan following the direct observation (if applicable) Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they any other outstanding issues? Service user feedback (if applicable) Observer s signature: Date: 24

25 Direct observation template B, section 1 see guidance note 2 Observer to complete after the direct observation NQSW Name & role of observer Date & setting of observation Holistic assessment of the NQSW s capability based on this observation Please comment on the NQSW s capability, taking into account the level descriptor. ASYE level descriptor: By the end of the ASYE social workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular setting and user group, and have demonstrated ability to work effectively on more complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative and evaluate their own practice. Observer s signature: Date: Direct observation template B, section 2 NQSW to complete after the direct observation Complete 1 and 2 after reading the observer s report 1. Critical reflection and professional development see guidance note 7 2. Comments and reflections on the feedback given by the observer NQSW s signature: Date: 25

26 GUIDANCE on the Direct Observation Templates 1 Template A can be used for formal planned observations of the NQSW s practice. In these cases the observer will normally be the primary assessor for the ASYE and therefore a registered social worker and be familiar with the ASYE capabilities. 2 Template B can be used for less formal observations of day-to-day practice. These observations may be undertaken by non social work professionals and practitioners and include a range of settings, for example, multi-professional team meetings, case conferences or joint visits. In these cases, the observer completing the template may not necessarily be a registered social worker. The observer will still need to have a basic understanding of what is required of an NQSW at ASYE level and should be given the ASYE level descriptor before the observation. 3 Guidance for using Template A Preparation for the direct observation of practice: The NQSW and observer should plan the direct observation and agree objectives and assessment criteria for the observation (what do they want to achieve in the intervention and there any specific capabilities, identified as areas for development or concern, they would like the observer to focus on and provide feedback). The NQSW should complete and share boxes 1 and 2 of the NQSW form (section 1) with the observer as part of the preparation for the observed session. Wherever possible the service user(s)/carer involved should be asked if they are willing to be part of the process. If they agree, it is the responsibility of the observer and the candidate to ensure that the service user/carer is given the opportunity to comment on the NQSW s capabilities, and/or for the service user to be given feedback about the NQSW and assessor s own assessment. Not all service users will be able to or want to be involved in the process; others will be willing to contribute and be part of the assessment process. The observer and candidate will need to plan how this is managed using their knowledge of or/and relationship with the service user wherever possible to ensure that this is comfortable for all concerned (Adapted from Assessing practice at qualifying level for social work using the PCF ) NQSW and observer should agree and clarify the role of the observer during the intervention: how will they be introduced, under what circumstances, if any, will they intervene. NQSW and observer should agree what happens after the observation how and when will feedback be given, what reports/documents need to be completed by the NQSW and observer and by when. The NQSW should have the opportunity to reflect and comment on the observer s report (box 6). 26

27 4 Planning for intervention Questions you might want to think about: How did you prepare for this intervention? What is your purpose, role and responsibility. What outcomes or objectives do you want to achieve? (These can be linked to areas for development identified in reviews, supervision or previous observations). 5 Brief description of the intervention Questions you might want to think about: What happened, what was achieved? Describe your role and the action of others. 6 Reflections on the observed practice Questions you might want to think about: What went well? How did you know it had gone well? Were the outcomes achieved? What action do you need to take next in this intervention? How did you feel generally and about being observed? What key points have you learnt from this experience? Were there any surprises for you in this observation? 7 Critical reflection and professional development Questions you might want to think about: Bearing in mind the ASYE capabilities and level descriptor, have you identified or confirmed any specific areas for further development? (cross reference to capability statements if required) How do you intend to address these areas of development? What support do you require? 27

28 Appendix Five Service User Feedback Form Thank you for agreeing to give feedback regarding: Please feel free to fill this questionnaire out yourself if you want to, or alternatively I can go through it with you for verbal feedback. Please be aware that any information offered is completely anonymous and will be used solely for assessing and improving the social worker s practice. 1. Did they explain who they were and what their role was? How did they do this? 2. Did they explain why they would be working with you? How did they do this? 3. Are you happy with the work they have done with you? Are you able to identify anything in particular? 4. Were there things that you might have wanted them to do that they didn t? Are you able to identify anything in particular? 5. Was there anything that they might have done better? Are you able to identify anything in particular? 6. Did they do the things that they said they were going to do? Are you able to identify anything in particular? 7. If you could change one thing about their work with you, what would it be and why? 8. Overall, how did you find working with them? Is there anything else that you would like to add? Skills For Care Evidence 1: Service User Feedback 28

29 Appendix Six Reflection On CPD Name Brief description of the learning and development you have undertaken in your first year and how you have used your new knowledge to improve outcomes for service users. Looking back over your first and with particular reference to review points, how have you and your practice changed. Please indicate how your understanding of and your involvement or contribution to risk or safeguarding assessments has developed. Identify your future learning and development needs going into the second year in practice. Name 3 things that the ASYE should build on and 3 things it could do better? 29

30 Appendix Seven Reflective Practice ASYE Programme; Evidencing reflective practice for Month 3 and Month 6 reviews. Name of NQSW Name of supervisor What task have I completed? (Provide a brief outline of the case and why you were involved; what were you required to do and why the case is known to your team / service?) NQSW (your) reflections: What did you do well? Is there any thing you would change or do differently? Was there any aspect that challenged you? (If so what and how did you respond?) How does this work relate to any national and local policies, procedure and guidance? 30

31 Can you link this work to any specific theories, research or approaches? Does this work meet any of the evidence requirements of the PCF? If so note the specific domains and/or evidence indicators. Are further actions required (keep concise i.e. use bullet points) 1. Actions regarding the case: 2.Actions regarding your own training and development and your learning after you have reflected: Supervisor s comments following the discussion with NQSW: NQSW signature: Supervisor s signature: Date: Date: 31

32 Appendix Eight Domains within the PCF. The Professional Capabilities Framework has nine domains (or areas) within it. For each one, there is a main statement and an elaboration. Then at each level within the PCF, detailed capabilities have been developed explaining how social workers should expect to evidence that area in practice. The nine capabilities should be seen as interdependent, not separate. As they interact in professional practice, so there are overlaps between the capabilities within the domains, and many issues will be relevant to more than one domain. Understanding of what a social worker does will only be complete by taking into account all nine capabilities. Professionals and their practice will be assessed holistically, by which we mean that throughout their careers, social work students and practitioners need to demonstrate integration of all aspects of learning, and provide a sufficiency of evidence across all nine domains. 1. PROFESSIONALISM - Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. 2. VALUES AND ETHICS - Apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. 3. DIVERSITY - Recognise diversity and apply anti-discriminatory and antioppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. 4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing 32

33 Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. 5. KNOWLEDGE - Apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. 6. CRITICAL REFLECTION AND ANALYSIS - Apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. 7. INTERVENTION AND SKILLS - Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. 8. CONTEXTS AND ORGANISATIONS - Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settings Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with 33

34 communities. 9. PROFESSIONAL LEADERSHIP - Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. 34

35 Appendix Nine - Evidence tracker Name of Candidate: ASYE Domains Evidence Located Professionalism Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. Be able to meet the requirements of the professional regulator Be able to explain the role of the social worker in a range of contexts, and uphold the reputation of the profession Make pro active use of supervision to reflect critically on practice, explore different approaches to your work, support your development across the nine capabilities and understand the boundaries of professional accountability Demonstrate workload management skills and develop the ability to prioritise Recognise and balance your own personal/professional boundaries in response to changing and more complex contexts Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness Demonstrate workload management skills and develop the ability to prioritise Recognise and balance your own personal/professional boundaries in response to changing and more complex contexts Identify your learning needs; assume responsibility for improving your practice through appropriate professional development Develop ways to promote wellbeing at work, identifying strategies to protect and promote your own well being and the well being of others Identify and implement strategies for responding appropriately to concerns about practice or procedures, seeking guidance if required. Values and Ethics 35

36 Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. Demonstrate confident application of ethical reasoning to professional practice, rights and entitlements, questioning and challenging others using a legal and human rights framework Recognise, and manage the impact of your own values on professional practice Recognise and manage conflicting values and ethical dilemmas to arrive at principled decisions Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decisionmaking wherever possible Recognise and promote individuals rights to autonomy and self-determination Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing Diversity Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. Identify and take account of the significance of diversity and discrimination on the lives of people, and show application of this understanding in your practice Recognise oppression and discrimination by individuals or organisations and implement appropriate strategies to challenge Identify the impact of the power invested in your role on relationships and your intervention, and be able to adapt your practice accordingly. Rights Justice and Economic Wellbeing Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these 36

37 principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. Begin to integrate principles of and entitlements to social justice, social inclusion and equality in your analysis and practice, by identifying factors that contribute to inequality and exclusion, and supporting people to pursue options to enhance their well being Address oppression and discrimination applying the law to protect and advance people s rights, recognising how legislation can constrain or advance these rights Apply in practice principles of human, civil rights and equalities legislation, and manage competing rights, differing needs and perspectives Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefit Empower service users through recognising their rights and enable access where appropriate to independent advocacy Knowledge Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. Consolidate, develop and demonstrate comprehensive understanding and application of the knowledge gained in your initial training, and knowledge related to your specialist area of practice, including critical awareness of current issues and new evidence-based practice research Demonstrate knowledge and application of appropriate legal and policy frameworks and guidance that inform and mandate social work practice. Apply legal reasoning, using professional legal expertise and advice appropriately, recognising where scope for professional judgement exists. Demonstrate and apply to practice a working knowledge of human growth and development throughout the life course Recognise the short and long term impact of psychological, socio-economic, environmental and physiological factors on people s lives, taking into 37