The Professional Capabilities Framework and the Early Professional Development programme

The Professional Capabilities Framework and the Early Professional Development programme 1. Purpose This document explores how the Early Professional Development (EPD) programme is able to inform the social worker level of the professional capabilities framework (PCF). The EPD programme has been demonstrated against the capabilities in the PCF using two different methods. The first demonstrates how the top level EPD outcome statements and critical areas of practice match the framework descriptors. The second method is a more detailed analysis of how the different elements of the outcome statements match the capability stages in the framework. An EPD outcome statement column (highlighted in yellow) has been inserted into the PCF table which describes entry level through to advanced and practice educator level. The comparison can be made between the ASYE level and the experienced social worker level. 2. Introduction to the EPD Programme The EPD programme has been developed for social workers who are entering year two of employment. It aims to help social workers develop through years two and three into more confident and autonomous professionals. Throughout the EPD programme it is important that the social worker understands that the focus of their activities is safeguarding and promoting the welfare of children and young people. Central to this is the need for social workers to spend time working directly with children and young people as well as their families and carers. They must also work holistically and in partnership with a range of other professionals in order to achieve the best outcomes for children and young people. 2.1. EPD outcome statements The EPD outcome statements are designed to be used by social workers and their supervisors in all settings where children and young people are the focus of the social work task. The six statements have been developed to guide thinking, professional behaviour, skills, knowledge and professional values. They are as follows: Outcome statement 1: Information gathering Outcome statement 2: Analysing information and making recommendations Outcome statement 3: Planning, implementation and review Outcome statement 4: Working directly with the child young person and their families or carers Outcome statement 5: Safeguarding, child protection and promoting the welfare of children and young people Outcome statement 6: Professional development Each of the six outcome statements is underpinned by a number of elements with each element providing details about the types of evidence that could demonstrate the behaviours or skills that are required of an EPD social worker. The elements are accompanied by an indication of what type of evidence could be provided to demonstrate that the skill, behaviour or level of expertise has been achieved. All outcome statements will need to be fully completed by the end of the two year programme (the social workers third year of employment). An example of an outcome 1

statement element and how it could be evidenced is provided below. Where the outcome statement elements are referenced in the table in section 4 of this report it is the Behaviours/Expertise/Skills which match to the capability. Outcome statement 1: Information gathering Element 1.1: Establishing need for information to be gathered. Behaviours/Expertise/Skills Assessing need from the referral document, and matching against agency thresholds for assessment or service. Identifying the level of need. Understanding the timescale for any relevant assessment and the key activity and tasks required. Gaining and working with consent. Planning the engagement of the child, young person and their family or carers in the information gathering process. Planning other agency involvement and ways to seek peer support /supervision. Consulting with others who are more experienced: line manager, supervisor, peers. Evidence How you would know you had achieved the required standard The referral is accepted as per agency/team accountability and remit prior to information gathering commencing. The referral process is accurately recorded on agency systems (electronic and paperbased, eg CAF form) and the referrer is informed of the outcome of the referral. Consent is appropriately sought and recorded. The approach to the assessment is recorded at the outset of the process, including identification of people who will inform the assessment and methods to be used. There is evidence that the social worker has appropriately consulted their supervisor as part of the assessment process. The timelines for the assessment process are clearly understood and achieved. 2.2. EPD Critical areas of practice The outcome statements are underpinned by five critical areas of practice that are an inherent feature of each of the outcome statements. The core requirement of the EPD programme is that the social worker can demonstrate analytical and critical thinking as well as sound judgement in each of the critical areas of practice. The critical areas of practice are: Assessment skills, report writing and recording skills, multi-agency or multi-team practice, peer support and supervision, and anti-discriminatory and culturally sensitive practice. Where a critical area of practice has a direct correlation to a particular capability it is referenced in full in section 3 below. 3. Outcome Statements and critical areas of practice mapped to the PCF capabilities This section of the report provides an overview of which outcome statements and areas of practice relate to each PCF capability. In some cases there is one specific outcome statement or area of practice which relates to a capability, in other areas more than one outcome statement or 2

area of practice is relevant. Only the outcome statements and areas of practice which are the most directly comparable have been referenced under the appropriate capability; however the individual outcome statement elements may be more widely matched to other areas in the table in section 4. 3.1. 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. Social Worker level: EPD programme The social worker needs to be proactive and creative in finding and using opportunities for learning. Critical Area of Practice: Peer support and supervision At this stage supervision should be used not only for support, counsel and direction but also to explore ideas that shape and inform approaches to practice. Critical reflection also has a crucial part in practice development and feedback from peers externally and internally can be beneficial in this stage of development. It is equally important that EPD social workers continue to challenge themselves and their practice by liaising with peers and seeking out new ideas and experiences. This will increase scope of their knowledge and the range of approaches and analysis available Outcome 6: Professional development Demonstrate a commitment to improving social work knowledge and skills, and thereby professional practice, via a variety of formal and informal learning and education opportunities. This includes identifying individual needs but also acknowledging and addressing gaps identified by other practitioners/supervisors. The social worker is able to take responsibility for their professional development. 3.2. 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 decisionmaking, 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. EPD programme Outcome statement 2: Analysing information and making recommendations 3

Develop recommendations based on professional knowledge, skills, and judgement. Critical analysis goes beyond drawing together information gathered from clients and colleagues, and begins to seek the meaning and impact of this information when considered together. Analysis should identify the relevant legal, professional and evidence-based practice justifications for arising recommendations. Outcome Statement 4: Working directly with the child, young person and their families or carers The social worker can work with cases presenting greater levels of complexity or need, including family relationships, child development, community networks, and/or links between services. The social worker can work with the child or young person and family to build a partnership approach and encourage their active involvement in the development of plans. 3.3. 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 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. EPD Programme Critical Area of Practice: Anti-discriminatory and culturally sensitive The social worker needs to ensure that their practice continues to be anti-discriminatory and culturally sensitive. There is an expectation that the social worker has an awareness of self and impact on service users and an understanding and application of anti-discriminatory practice concepts. They should be able to ensure social work practice is culturally sensitive and appropriate and be able to draw in alternative professionals if personal impact on the family is resulting in delay or engagement difficulties. Their direct work should show a cultural sensitivity as well as consideration of the best professional to engage with the family on the basis of antidiscriminatory practice and the impact of power and oppression in the professional relationship. 3.4. RIGHTS, JUSTICE AND ECONOMIC WELLBEING - Advance human rights and promote social justice and economic wellbeing Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. EPD Programme 4

Outcome statement 2: Analysing information and making recommendations The analysis should identify the relevant legal, professional and evidence-based practice justifications for arising recommendations. Outcome Statement 4: Working directly with the child, young person and their families or carers Be an advocate for the best interests of a child or young person and promote positive family functioning and improved outcomes by working in partnership with children, young people and their families and carers. Within a statutory setting, recognise that the statutory responsibility of the social worker is to safeguard and promote the welfare of the child or young person. Outcome statement 5: Safeguarding, child protection and promoting the welfare of children and young people Promote the welfare of children and young people, and where necessary, respond to safeguarding and child protection concerns by identifying and exploring concerns and risk of significant harm (as defined by the Children Act 1989). 3.5. 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. EPD Programme Specialist knowledge Depending on the employment context, there is an expectation that the EPD social worker will develop specialist knowledge in at least one theoretical model, a particular assessment tool or a communication method. At the start of the EPD process, a social worker should identify additional or new areas of specialist knowledge they would like to develop over the course of the programme. It is important that this is agreed with their supervisor, ensuring that the work setting can provide the opportunity to develop and demonstrate the stated specialist knowledge. By the end of the EPD process, a social worker should be able to clearly articulate and demonstrate the specialist knowledge they have gained in each of the outcome statement areas. Outcome statement 2: Analysing information and making recommendations The analysis should identify the relevant legal, professional and evidence-based practice justifications for arising recommendations. 3.6. CRITICAL REFLECTION AND ANALYSIS - Apply critical reflection and analysis to inform and provide a rationale for professional decision-making 5

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. EPD programme Critical areas of practice - Assessment skills Assessment skills underpin all the outcome statements. Assessments should be comprehensive, based on sound judgements, encompass complexity and incorporate new information that emerges over the assessment period. Social workers should apply critical reasoning and demonstrate a theoretical evidence base to their assessment. Social workers need to critically analyse information and challenge assumptions and consider both the manifestation of the presenting problem and the underlying issues. The assessment must consider any emerging issues, including those that may not be presenting as a problem but could escalate without family support or intervention. Assessments often cross the boundaries of teams and agencies. Understanding and acting on the assessment made by someone else is an important challenge. Understanding the interplay between two or more assessment types or processes is a skill for a social worker to develop as they manage more complex cases. This encompasses specialist assessments but also other assessments that may provide information about a child s family, for example, a mental health assessment of an adult carer or an assessment of a disabled sibling. 3.7. 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. EPD Programme Outcome Statement 4: Working directly with the child, young person and their families or carers Work directly with children, young people or families to gather information, identify strengths, difficulties and risk of significant harm, develop and implement plans, and build capacity to achieve goals. Be an advocate for the best interests of a child or young person and promote positive family functioning and improved outcomes by working in partnership with children, young people and their families and 6

carers. Within a statutory setting, recognise that the statutory responsibility of the social worker is to safeguard and promote the welfare of the child or young person. 3.8. 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 communities. EPD Programme Critical areas of practice - Multi-agency or multi-team practice The EPD social worker should at this stage be asserting themselves in the multi-agency context, communicating effectively with other practitioners and professionals by listening and ensuring that they are being listened to. They must also be able to understand the roles of other agencies and local procedures on safeguarding and child protection and variations in use of terminology. They must be able to form relationships with other professionals and work in a team context, forging and sustaining relationships across agencies and respecting the contribution of others working with children, young people and families. The EPD social worker must be proactive and assertive with action and professional opinion, and be prepared to put forward professional judgements. The EPD social worker is expected to be proactive in involving the right professionals in supporting the child or young person and their family. They must recognise their own role and provide timely, appropriate and succinct information to enable other practitioners to deliver their support to the child or young person, parent or carer. 3.9. 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. EPD Programme Outcome statement 6: Professional development 7

Demonstrate a commitment to improving social work knowledge and skills, and thereby professional practice, via a variety of formal and informal learning and education opportunities. This includes identifying individual needs but also acknowledging and addressing gaps identified by other practitioners/supervisors. The social worker is able to take responsibility for their professional development. 4. Outcome Statement elements mapped to the PCF The table below presents the individual elements of the EPD outcome statements mapped to the corresponding PCF standards. Social workers on the EPD programme are in their second and third year and therefore placed within the social worker level of the PCF. The comparison can also be made between ASYE statements and the experienced social worker level to demonstrate the career progression of the social worker. Due to the fact that the areas of practice permeate throughout the statements, more than one outcome statement element will often correspond to the matching capability in the PCF. The outcome statement element has been detailed rather than the behaviour or skill required since the element often contains multiple skills and behaviours required to achieve it. Where there is no direct match the outcome statement which matches capability at the highest level has been referenced. Where an element has been given the reference (S) this refers to the fact that it is a secondary match to the capability descriptor. 1. Professionalism: Identify and behave as a professional social worker, committed to professional development 1.1 Be able to meet the requirements of the professional regulator EPD OUTCOME STATEMENT Be able to meet the requirements of the professional regulator EXPERIENCED SOCIAL WORKER Be able to meet the requirements of the professional regulator ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Be able to meet the requirements of the professional regulator 1.2 Promote the profession in a growing range of contexts 1.3 Take responsibility for obtaining regular, effective supervision from a SW for effective practice, reflection and career development. 6.7: Developing a professional identity Outcome 6: Professional development. Scope: The social worker is able to take responsibility for their professional development. Model the social work role, set expectations for others and contribute to the public face of the organisation. Expect supervision that covers practice, organisational and management aspects of role, applying critical reflection throughout Explain and promote social work and decision making within and outside the organisation. Formally represent the profession on behalf of the organisation at a senior level Ensure high quality supervision, with a range of approaches, throughout the organisation 1.4 Maintain 4.1: Demonstrating Model and help others to Ensure professional social 8

professionalism in the face of more challenging circumstances 1.5 Manage workload independently, seeking support and suggesting solutions for workload difficulties 1.6 Maintain appropriate personal/professional boundaries in more challenging circumstances. 1.7 Make skilled use of self as part of your interventions good communication and interpersonal skills. All behaviours. 6.7: Developing a professional identity 6.2: Being reflective and self critical. 6.3: Planning skills 6.4: Organisational skills 3.6: Demonstrating good organisational and time management skills 6.7: Developing a professional identity 5.6: Demonstrating accountability and ownership demonstrate professionalism Model and help others with effective workload management skills Model and help others to maintain professional/personal boundaries and skilled use of self work standards are maintained throughout the organisation. Promote the positive use of workload tools; inform the organisation s workload management and planning. Model and help others to maintain professional/personal boundaries and skilled use of self 1.8 Maintain awareness of own professional limitations and knowledge gaps. Establish a network of internal and external colleagues from whom to seek advice and expertise. 1.9 Identify and act on learning needs for CPD, including through supervision 1.10 Routinely promote well-being at work 3.1: Planning skills 3.4: Wherever possible, ensuring that plans make the greatest use of universal services 6.2: Being reflective and self critical 5.6: Demonstrating accountability and ownership 6.1: Identifying learning needs Outcome 6: Professional development. The social worker is able to take responsibility for their professional development. Maintain awareness of own professional limitations and knowledge gaps. Establish a network of internal and external colleagues from whom to seek advice and expertise. Contribute to a learning environment for self, team and, colleagues Practice Educator Standards Stage 2 Domain D (see also capability 9) Recognise and seek ways to promote well-being for team and colleagues Maintain awareness of own professional limitations and knowledge gaps. Establish a network of internal and external colleagues from whom to seek advice and expertise. Ensure a learning environment within the work place Ensure work environment promotes health, safety and wellbeing of self and others. 1.11 Raise and address issues of poor practice, internally through the organisation, and then independently if required. 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals) Promote up to date expectations about practice norms, identifying and helping resolve poor practice issues. Identify and help to resolve concerns about practice and procedures. 9

2. Values and Ethics: Apply social work ethical principles and values to guide professional practice. EPD OUTCOME STATEMENT 2.1 2.4: Demonstrating professional insight 3.3: Ensuring plans and intervention are culturally-sensitive EXPERIENCED ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Provide guidance and challenge to others on ethical issues, supported by experience, knowledge and authority Ensure effective service user engagement to inform this. 2.2 Recognise impact of own values upon professional practice 2.3 Work effectively with and respect potentially conflicting professional values, questioning where appropriate the ethical stance of other professionals to ensure best outcomes for users 2.4 3.3: Ensuring plans and intervention are culturally-sensitive 4.1: Demonstrating good communication and interpersonal skills 2.4: Demonstrating professional insight 2.6: Developing recommendations Model and encourage reflection on continuing awareness of values, challenging self and others Contribute to the development of ethical principles (e.g. ethics committee) to underpin organisational development and governance. 2.5 Maintain a focus on the rights of the individuals to determine, wherever possible, their own solutions, promoting problem-solving skills in negotiation with users 2.6 Recognised the need to balance information sharing 3.1: Planning skills 4.4: Being able to problem solve with the child or family 4.4: Being able to problem solve with the child or family Demonstrate skills in the sensitive exploration of issues. Model, identify and promote best practice, policy and procedures about 10

with risk, with appropriate assertiveness when it is appropriate that information should not be shared 5.6: Demonstrating accountability and ownership 2.7 3.4: Wherever possible, ensuring that plans make the greatest use of universal services 4.3: Planning skills 2.9 3.3: Ensuring plans and intervention are culturally-sensitive of privacy and information-sharing in complex situations; offer support to colleagues in managing such these dilemmas confidentiality, informed by current evidence and theory Model and promote effective partnership working within the organisation Ensure ethics and the law underpin practice, 3. Diversity: Recognise diversity and apply anti-discriminatory and antioppressive principles in practice SOCIAL WORKER EPD OUTCOME STATEMENT 3.1 3.3: Ensuring plans and intervention are culturally-sensitive 4.1: Demonstrating good communication and interpersonal skills 4.4: Being able to problem solve with the child or family 1.2: Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person (S) 3.4: Wherever possible, ensuring that plans make the greatest use of universal services (S) EXPERIENCED SOCIAL WORKER ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR 11

4. Rights, Justice and Economic Well-Being: Advance human rights, and promote social justice and economic well-being EPD OUTCOME STATEMENT 4.1 4.4: Being able to problem solve with the child or family 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals) 5.2: Undertaking a core assessment in compliance with the Children Act 1989 (Section 47). 5.7: Being able to make decisions 1.2: Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person. (S) 2.4: Demonstrating professional insight (S) EXPERIENCED SOCIAL WORKER ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR 12

5. Knowledge : Apply knowledge of human growth and development, psychological, social sciences, law and social work practice theory 5.1 Demonstrate a comprehensive understanding and use of knowledge related to your area of practice, including critical awareness of current issues and new evidence based practice research EPD OUTCOME STATEMENT 1.2: Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person. 1.4: Applying theoretical frameworks or models of assessment 2.7: Applying theoretical frameworks or models of critical thinking or area of specialist knowledge 4.1: Demonstrating good communication and interpersonal skills (S) 4.2: Applying theoretical frameworks or models of practice 4.4: Being able to problem solve with the child or family 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals) 5.5: Applying theoretical frameworks or models of assessment 5.6: Demonstrating accountability and ownership 6.1: Identifying learning needs 6.5: Applying theoretical knowledge (S) EXPERIENCED Develop knowledge in one or more specialist areas of your practice. Expand your knowledge to inform the connections between this and other settings or areas of practice. ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and new insights, including those at the forefront of social work thinking in your field Show originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline 13

6. Critical reflection and decision making - Apply critical reflection and analysis to inform and provide a rationale for professional decisionmaking Routinely and efficiently apply critical reflection and analysis to increasingly complex cases EPD OUTCOME STATEMENT 6.1 6.2 1.2: Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person 4.2: Applying theoretical frameworks or models of assessment 6.3 2.2: Identifying and Draw on a wide range of evidence sources to inform 6.4 2.5: Demonstrating decision making challenging assumptions 2.5: Demonstrating evidence-based analysis evidence-based analysis 2.6: Developing recommendations 2.7: Applying theoretical frameworks or models of critical thinking or area of specialist knowledge 4.3: Planning skills 6.5 Ensure hypotheses and options are reviewed to inform judgement and decision making 2.5: Demonstrating evidence-based analysis 3.5: Demonstrating the relationship between assessment and the plan for the child or young person and their family or carers 4.3: Planning skills 6.6 Start to provide professional opinion 2.3: Constructing a clear, defensible argument 2.5: Demonstrating evidence-based analysis 2.6: Developing recommendations 3.5: Demonstrating the relationship between assessment and the plan for the child or young person and their family or EXPERIENCED SOCIAL WORKER Model critical reflection and evidencebased decisionmaking, and support others in developing these Provide professional opinion, giving the rationale and knowledgebase ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Provide opportunities for and expectations of creative practice (TM + AP) Model and promote a reflective practice culture. Support and advise others about available knowledge and evidence. Routinely provide professional opinion 14

carers 4.3: Planning skills 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 7.1 Communicate with compassion and authority in challenging situations and with resistant individuals 7.2 Routinely explain professional reasoning, judgements and decisions EPD OUTCOME STATEMENT LEVEL 1.3: Demonstrating good interpersonal and communication skills 2.6: Developing recommendations 3.1: Planning skills 4.1: Demonstrating good communication and interpersonal skills 2.3: Constructing a clear, defensible argument 2.6: Developing recommendations 4.1: Demonstrating good communication and interpersonal skills EXPERIENCED Communicate skilfully and confidently in complex or high risk situations. Model and help others to develop communication skills.. ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Provide an appropriate organisational response to identified communications needs (SWM) Ensure practice in all settings is supported by strong communication skills Communicate to wide range of audiences for different purposes and at different levels, including public speaking 7.3 Engage effectively with people in complex situations, both shortterm and building relationships over time 1.3: Demonstrating good interpersonal and communication skills 3.7: Demonstrating good interpersonal and communication skills 4.1: Demonstrating good communication and interpersonal skills 5.1: Identifying and clearly articulating concerns, and taking appropriate action Sustain and model engagement with people in fluctuating circumstances and capacities, including where there is hostility and risk. Communicate effectively in highly charged, complex or challenging circumstance in ways which support professional decision making. Ensure practice, policy and procedures demonstrate the importance of effective, compassionate relationships with people who use services. 15

(including making referrals) 7.4 Gather information so as to inform judgement for interventions in more complex situations and in response to challenge. Use assessment procedures discerningly so as to inform judgement 7.5 Develop a range of interventions; use them effectively and evaluate them in practice. 7.6 Expand intervention methods and demonstrate expertise in one or more specific methods relevant to your setting. Make timely decisions when positive change is not happening 7.7 Actively support and initiate community groups and networks, including professional 4.4: Being able to problem solve with the child or family (S) 1.2: Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person 1.4: Applying theoretical frameworks or models of assessment 2.6: Developing recommendations 2.7: Applying theoretical frameworks or models of critical thinking or area of specialist knowledge 3.1: Planning skills 3.5: Demonstrating the relationship between assessment and the plan for the child or young person and their family or carers 4.2: Applying theoretical frameworks or models of practice 3.1: Planning skills 3.2: Planning and intervention should be based on early intervention wherever possible to prevent drift in the case 4.3: Planning skills 4.4: Being able to problem solve with the child or family 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals) 5.3: Developing a plan to manage the risk of significant harm and other concerns that have been identified Be able to gather information quickly and effectively so as to inform judgement for interventions including in crises, and in response to challenge, or in the absence of complete information.. Use assessment procedures discerningly so as to inform judgement. Maintain and expand a range of frameworks for assessment and intervention; Demonstrate skilled use of a range of frameworks for assessment and intervention Actively support and initiate community groups and networks, including professional Undertake complex assessments and make sound judgements for in acute situations or in the absence of complete information. (AP) Manage risk, support professional decision making and take final decisions. (SWM) Provide expertise in specialist field, acting as resource to team and agency to develop practice; engage in research and evaluation of practice.(ap+swm) Support knowledge and skills development for effective practice (PE) ------------------------------ -------------- Demonstrate expert use of a range of frameworks for assessment and intervention; advise and support in a positive and informed critical manner, providing fresh eyes independent views on complex situations. Influence and negotiate community and service development with the 16

ones. ones. wider organisation and commissioners (SWM+AP) 7.8 Clearly report and record analysis and judgements, 2.1: Ensuring that analysis is presented in a clear and comprehensible style 2.6: Developing recommendations 5.4: Demonstrating good critical analysis skills 5.7: Being able to make decisions Contribute to the development of the organisation s information strategy and systems Provide organisational engagement with service user groups.(swm+ap) Ensure information systems and records support good practice and maintain a focus on positive outcomes for service users (SWM+PE) Contribute to the development of the organisation s information strategy and systems (AP) 7.9 Demonstrate and promote appropriate information sharing. 5.6: Demonstrating accountability and ownership 5.7: Being able to make decisions Model and help others with appropriate information sharing Advise on and contribute to organisation s information governance and ensure implementation is congruent with SW practice and legal requirements (SWM+PE) Model and help others with appropriate information sharing (AP) 7.10 Use contingency planning to anticipate complexity and changing circumstances. 7.11 Recognise and appropriately manage the authority inherent in your position 3.1: Planning skills 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals) 5.3: Developing a plan to manage the risk of significant harm and other concerns that have been identified 5.6: Demonstrating accountability and ownership 2.4: Demonstrating professional insight 5.7: Being able to make decisions 6.7: Developing a professional identity Model and help others to manage changing circumstances Recognise and appropriately manage the authority inherent in your position. Promote use of evidence and theory to support practice in complex and changing circumstance. (AP +PE) Ensure team is aware of changing trends that impact on service users (SWM) Provide practice consultation, and promote respect for social work authority in a diversity of settings. (AP) 17

7.12 Demonstrate confident and effective judgement about risk and accountability in your decisions 7.13 Regularly undertake assessment and planning for safeguarding 5.7: Being able to make decisions 5.1: Identifying and clearly articulating concerns, and taking appropriate action (including making referrals). 5.2: Undertaking a core assessment in compliance with the Children Act 1989 (Section 47). Anticipate, assess and manage risk, including in more complex cases, and support others to develop risk management skills. Undertake assessment and planning for safeguarding in more complex cases, and help others with safeguarding skills Ensure practice reflects appropriate use of authority Contribute social work expertise to the setting and review of thresholds, priorities and protocols for risk management and safeguarding, based on local information and expertise. (SWM+AP) 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 8.1 Keep abreast of changing context at local and national level, and take account of these in practice. EPD OUTCOME STATEMENT LEVEL 2.4: Demonstrating professional insight 5.6: Demonstrating accountability and ownership EXPERIENCED SOCIAL WORKER Contribute positively to the dialogue about opportunities and constraints for social work practice arising from changing local and national contexts and model proactive responses. ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Anticipate and positively manage change in the social work environment drawing on practice information and data. 8.2 Demonstrate the ability to work within your own organisation, and identify and begin 2.4: Demonstrating professional insight 5.6: Demonstrating accountability and ownership 5.7: Being able to make decisions Model and demonstrate the ability to work within your own organisation, and regularly work with relationship between the organisation, practice and Provides leadership beyond own profession to other agencies and non-social work professionals 18

to work with the relationship between the organisation, practice and wider changing contexts. wider changing contexts 8.3 Work to and explain the relevant legal structures in the organisation, including basic case law; know when and how to access support and appropriate legal advice and consultation 8.4 Explore, and identify how organisational practice can support good social work practice. 8.5 Keep abreast of changing roles in the organisation; recognise, value and engage with other specialist perspectives 8.6 Be confident about your role in the team, working positively with others; draw on and contribute to team working and collaborative support wherever possible 8.7 Take an active role in inter-professional and inter-agency work, building own network and 5.2: Undertaking a core assessment in compliance with the Children Act 1989 (Section 47) (S) 5.7: Being able to make decisions 2.7: Applying theoretical frameworks or models of critical thinking or area of specialist knowledge 6.6: Demonstrating problem solving skills to identify cost/time effective means to develop professionally 6.7: Developing a professional identity 3.4: Wherever possible, ensuring that plans make the greatest use of universal services Outcome 6: Professional development. 2.4: Demonstrating professional insight 6.2: Being reflective and self critical 6.7: Developing a professional identity 1.1: Establishing need for information to be gathered 3.4: Wherever possible, ensuring that plans make the greatest use of Demonstrate sound working knowledge of all relevant legal requirements, and their implications for practice; support and advise others to interpret and use the law Engage positively with and contribute to organisational development Identify the need for the development of specialist roles and their contribution to team learning. Model and encourage positive working relationships in the team, promoting strategies for collaboration and a supportive team culture Maintain and develop liaison across agencies at a more senior level Ensure legal advice is taken when required. Contribute to organisational development Ensure capacity for trained assessors, educators and mentors for professional development pathways at all levels (PE) Oversee performance management issues arising through training. (PE+SWM) Ensure positive working relationships in the team, promoting strategies for collaboration and a supportive team culture (SWM) Contribute to liaison across agencies at a senior level, and ensure team culture of collaborative working 19

collaborative working. universal services 6.2: Being reflective and self critical (AP+SWM) Take responsibility for inhouse and external partnerships for qualifying education and CPD (PE) 9. Professional Leadership: Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management 9.1 Contribute to and promote the development of practice, taking the initiative to test new approaches EPD OUTCOME STATEMENT LEVEL 5.6: Demonstrating accountability and ownership 6.2: Being reflective and self critical 6.7: Developing a professional identity EXPERIENCED Contribute to organisational developments. Play leading role in practice development in the team and help sustain a learning culture. ADVANCED SOCIAL WORK PRACITIONER MANAGER PROFESSIONAL EDUCATOR Assure quality, effectiveness and appropriateness of supervision for the work team and ensure supervisors are supervised (SWM) Contribute to the identification of staff development needs and their resolution (SWM) Take responsibility for a strategic overview of professional development within the workplace (PE) Ensure individual and organisational practice is informed by current research and knowledge Promote, articulate and support a positive social work identity. 20

9.2 Contribute to the learning of others Practice Educator Standards Stage 1: Domain A,B,C 6.7: Developing a professional identity 6.6: Demonstrating problem solving skills to identify cost/time effective means to develop professionally Provide supervision to colleagues as organisation determines. Support others to manage and prioritise work Assess and manage the work of social work students and ASYE. Help to develop leadership skills in others (SWM) Initiate, plan and deliver the organisation s response to emergent professional issues (PE) Develop materials to support learning in practice (PE) Practice Educator Standards Stage 2: Domain B & C (see also capability 1) Lead the sharing and dissemination of good practice across partnerships (PE) Lead arrangements for practice learning and ASYE (creating and supporting, managing supply and demand and QA) (PE) Manage complaints and appeals arising from qualifying education and CPD (PE) Promote a culture of professional curiosity. Table of Outcome Statements and Elements Reference Outcome statement 1 Element 1.1 Element 1.2: Element 1.3: Element 1.4: Title Information gathering Establishing need for information to be gathered. Identifying and gathering information about the family/social network to inform an assessment of the child s developmental need and/or risk of significant harm to the child or young person. Demonstrating good interpersonal and communication skills. Applying theoretical frameworks or models of assessment. 21

Outcome statement 2: Analysing information and making recommendations Element 2.1: Element 2.2: Element 2.3: Element 2.4: Element 2.5: Element 2.6: Element 2.7: Outcome statement 3: Element 3.1: Element 3.2: Element 3.3: Element 3.4: Element 3.5: Element 3.6: Element 3.7: Outcome Statement 4: Element 4.1: Ensuring that analysis is presented in a clear and comprehensible style. Identifying and challenging assumptions. Constructing a clear, defensible argument. Demonstrating professional insight. Demonstrating evidence-based analysis. Developing recommendations. Applying theoretical frameworks or models of critical thinking or area of specialist knowledge. Planning, implementation and review Planning skills. Planning and intervention should be based on early intervention wherever possible to prevent drift in the case. Ensuring plans and intervention are culturallysensitive. Wherever possible, ensuring that plans make the greatest use of universal services. Demonstrating the relationship between assessment and the plan for the child or young person and their family or carers. Demonstrating good organisational and time management skills. Demonstrating good interpersonal and communication skills. Working directly with the child, young person and their families or carers Demonstrating good communication and 22

interpersonal skills. Element 4.2: Element 4.3: Element 4.4: Outcome statement 5: Element 5.1: Element 5.2: Element 5.3: Element 5.4: Element 5.5: Element 5.6: Element 5.7: Outcome statement 6: Element 6.1: Element 6.2: Element 6.3: Element 6.4: Element 6.5: Element 6.6: Element 6.7: Applying theoretical frameworks or models of practice. Planning skills. Being able to problem solve with the child or family. Safeguarding, child protection and promoting the welfare of children and young people Identifying and clearly articulating concerns, and taking appropriate action (including making referrals). Undertaking a core assessment in compliance with the Children Act 1989 (Section 47). Developing a plan to manage the risk of significant harm and other concerns that have been identified. Demonstrating good critical analysis skills Applying theoretical frameworks or models of assessment. Demonstrating accountability and ownership. Being able to make decisions. Professional development Identifying learning needs. Being reflective and self critical. Planning skills. Organisational skills. Applying theoretical knowledge. Demonstrating problem solving skills to identify cost/time effective means to develop professionally. Developing a professional identity. 23