1 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

Student Induction Handbook 2019 – 2020

Information for Student Social Workers undertaking Practice Placements with Plymouth City Council’s Children, Young People and Families Service (CYPFS)

2 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

DOCUMENT CONTROL Author Social Work Academy Plymouth Department: Children’s Young People and Families Service Distribution: Internal - and external partners connected with the practice

education of student social workers on placement with Plymouth City Council Services for Children, Young People & Families.

Review date: August 2020 File name / location S:\Social Services\Children and Families\Practice Teachers\ Contact for further information email: Academy of Social Work Plymouth DOCUMENT HISTORY / CHANGES New Edition August 2019 Team Manager (Practice Education) All the information in this Handbook is correct at the time of issue. If you require any part of this

publication in an alternative format, please contact.

Where possible, this handbook should be used electronically. When accessed directly from a

computer, the embedded hyperlinks should take you directly to the relevant web site.

3 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

Preface

The aim of the Academy of Social Work Plymouth (ASWP) is to put social work education and

Continuous Professional Development (CPD) at the heart of achieving positive change for

children and families. The ASWP strives to be a centre of excellence for social work education,

practice and CPD both locally and nationally, raising standards in social work by delivering high

quality training for social work students and qualified practitioners.

In offering student placements, the ASWP is committed to providing high quality practice

learning opportunities for those training to become social workers. We recognise and value the

contribution that students make and believe that you will be able to offer your placement team

different perspectives, contemporary knowledge and fresh ideas.

Social Work practitioners need to be highly skilled and knowledgeable. Practice learning within

the Children Young People and Families Service (CYPFS) will therefore aim to provide you with

the opportunity to learn about statutory social work with Children and Families and to develop

the level of capability required by the professional regulator (Health and Care Professions

Council – HCPC). Additionally, we believe that our investment in you will enable us to contribute

to the wider development and sustainability of the social work profession.

Note: We welcome and encourage applications from students who are coming to the end of

their professional studies for our outstanding Assessed and Supported Year in Employment

(ASYE).

This Handbook is written with the aim of providing you with useful information associated with

the placement context, as well as procedures associated with the practice-learning element of

your specific social work programme.

Social Work Education in CYPFS is provided in accordance with a range of guidance and

policy, detailed below. Note: Social Work England assumes regulatory responsibility from the

HCPC on 2 December 2019 and therefore information provided here is subject to change.

CONTENTS

The HCPC Standards of Education and Training Guidance.

The HCPC Guidance on Conduct and Ethics for Students.

Social Work England Professional Standards and Professional Standards Guidance

The HCPC Standards of Proficiency for Social Workers in England.

Social Work England Qualifying Education and Training Standards 2019 & 2020

The Professional Capability Framework and associated guidance.

Social Work England Practice Placement Guidance

Practice Educator Professional Standards for Social Work.

Academic Standards (benchmark statement) for Social Work developed by the Higher

Education Quality Assurance Agency (QAAHE, 2000).

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Preface 3

SECTION 1: INTRODUCTION TO PRACTICE LEARNING 5

SECTION 2: PREPARING FOR PRACTICE LEARNING 6

Matching Students to Practice Based Learning 6

Conflict of Interest 6

Disclosure and Barring Service (DBS) 6

Occupational Health 6

Students with Disabilities and Specific Learning Needs 7

Pregnancy 7

Travel and Car Insurance 7

Pre – Placement (Informal) Visits 8

SECTION 3: PROCEDURES DURING PRACTICE LEARNING 9

Who will support you during Practice Learning 9

Practice Learning Working Agreement (PLWA) 11

Attendance 11

Conduct 12

Confidentiality 12

Health and Safety 12

Safeguarding Practice with Adults, Children and Young People at Risk 13

Supervision 13

Direct Observation of Practice 14

Service User and Carer Feedback 15

Feedback from Professionals 15

Interim Review Meeting 16

What if Difficulties or Concerns Arise? 16

Interrupting Studies / Withdrawing from the Programme 17

APPENDICES 18

Appendix 1: Student Induction Checklist 20

Appendix 2: CYPFS Service Areas 22

Appendix 3: Guidance for Students, PLSs & Team Managers on types of work that student Social Workers can complete on Placement.

23

Appendix 4: Guidelines for Safeguarding Practice with Children and Young People

26

Appendix 5: What should you do if a child or vulnerable adult discloses to you, or if you have concerns about a child’s safety

30

Appendix 6: Plymouth Safeguarding Children Board & South West Child Protection Procedures

31

Appendix 7: Student Supervision Policy 32

Appendix 8 Student Supervision Contract 34

Appendix 9: Record of Student Supervision Template (PE) 38

Appendix 10: FAQ 41

Appendix 11: Social Work Academy Staff Profiles 43

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SECTION 1: INTRODUCTION TO PRACTICE LEARNING

The Social Work Academy Plymouth provides practice-learning opportunities to a number of

qualifying social work programmes. You should therefore fully familiarise yourself with your

specific programme requirements and procedures and proactively work with the staff supporting

you (Practice Educator / Placement Supervisor) to ensure that these are adhered to.

You must undertake the minimum number of assessed practice learning days required by your

programme and your respective placement stage (first placement; last placement), within which

you will work to achieve the outcomes detailed in the ‘Professional Capabilities Framework’

(PCF) and the Health & Care Professions Council (HCPC) ‘Standards of Proficiency for Social

Workers’. You should proactively work with academy staff to ensure that you complete your

days within the calendar period specified by your programme and to ensure any timesheets are

fully completed and verified.

Programme First Placement Last Placement University Module

Plymouth University BA 70 Days 100 Days SCW556 / SCW656

Plymouth University MA 70 Days 100 Days SCW 706 / SCW707

UWE Step Up to Social

Work

70 Days 100 Days

Open University PGDip 80 Days 90 Days K832 / K833

The HCPC have comprehensively mapped the PCF and Standards of Proficiency (SOPS) and

whilst there are some differences in the way these are expressed, the overall expectations are

the same. All Social Work qualifying programmes in the South West utilise the PCF as the

common basis for you and academy staff to assess your practice. The framework is used

holistically to assess your progress towards, and achievement of the professional capabilities

required by the end of your respective placement stage.

You should therefore fully familiarise yourself with the PCF and consistently refer to it to

help you self-evaluate your progress and to help you plan practice learning opportunities

which will help you to develop.

Some programmes, such as Step Up to Social Work also require integration of the Knowledge

and Skills Statements (KSS) for Child and Family Practitioners. This process is administered by

the University of the West of England. Students on other programmes, who are moving towards

the completion of placement, may also wish to familiarise themselves with the KSS as this is an

integral aspect of the Assessed and Supported Year in Employment (ASYE).

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SECTION 2: PREPARING FOR PRACTICE LEARNING

Matching Students to Placements

Social Work Academy staff match students to CYPFS service areas based on the principle that

each student must have a different learning experience in their first and last placement;

including different settings, service user groups, ages or methods of practice. Placement

matching is final and non-negotiable unless there is a specific conflict of interest (see next

section).

Conflict of Interest

On receiving details of your practice placement, you must ensure that you immediately report

any potential conflict of interest between your assigned service area and your personal life

and/or professional role. This may include any prior or current links with the agency as either a

service user, an employee or volunteer. You should also inform us if any family member is, or

has been a service user or employee of the agency. Academy staff will discuss any such

information with you and a decision will then be made on whether the placement can proceed or

whether and alternative provision should be found.

Note: If a conflict of interest comes to light following commencement of placement, which you

were previously aware of, but did not disclose, your practice placement could be withdrawn.

Doing so at this late stage may mean we are unable to provide you with an alternative provision,

in which case academy staff will refer you to your programme provider’s policies and

procedures.

Disclosure and Barring Service (DBS)

The Social Work Academy requires all learners to complete an enhanced DBS disclosure prior

to commencement of their placement with CYPFS. You must keep the original certificate of your

enhanced DBS disclosure, which should be valid for the entire period of practice learning.

Note: If you are cautioned for, or convicted of any offence whilst on placement you are required

to inform academy staff and your university programme. This is a requirement of the HCPC and

is stipulated in the Guidance on Conduct and Ethics for Students.

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Occupational Health

You should inform your university programme of any existing health conditions that may put you

or service users at risk prior to the commencement of your placement. Your university may seek

your permission to refer you for an Occupational Health Assessment in light of any information

you provide and therefore timely notification is necessary if delays to placement commencement

are to be avoided. This is a requirement of the HCPC and is stipulated in their Guidance on

Conduct and Ethics for Students.

The primary purpose of an Occupational Health Assessment is to ensure that you are fit to

participate in practice learning and can perform the tasks involved effectively and without risk to

you or to others. Depending upon the nature and severity of any health issues identified, your

programme may instigate their internal fitness to practice procedures.

Following commencement of placement, should you experience changes to your health which

may put you or service users at risk, or should your university programme or academy staff

develop concerns about your health, for example through your non-attendance at university and

/ or at placement you may also be asked to attend an Occupational Health Assessment. In this

instance, academy staff will make a decision on whether your placement should be suspended

pending the outcome of the health assessment, thereby ensuring duty of care to you is

maintained.

Students with Disabilities or Specific Learning Needs

The Social Work Academy is committed to supporting students with disabilities and/or specific

learning needs, including dyslexia. If you have received a disability assessment from your

university, you are strongly advised to share a summary of the recommended reasonable

adjustments with academy staff. Any necessary adjustments that are relevant to your assessed

practice learning should be included in the practice learning agreement and should be reviewed

at the ‘midpoint review meeting’ to ensure your needs are being appropriately met. The Social

Work Academy, Plymouth provides service in accordance with Plymouth City Council’s Equality

and Diversity.

Pregnancy

The Social Work Academy wishes to support students who are pregnant in their studies and to

ensure that any risks to mother and child are appropriately addressed. We can only do so

however if students disclose their circumstances. Accordingly, the Social Work Academy

cannot accept responsibility for the consequences of non-disclosure if a student opts not to

disclose. You are strongly encouraged to inform your university and academy staff as soon as

possible if you become pregnant. Please refer to any university policies that may be relevant.

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Travel and Car Insurance

Students on placement with CYPFS are not required to use a car for practice learning. You can

however be provided with a monthly bus pass (City Bus) which should be purchased from the

City Bus shop on Royal Parade. Students who wish to purchase a bus pass should complete a

petty cash voucher in advance of the purchase. This can be obtained from the finance team on

floor 2, Midland House and must be signed by a service manager.

Should you choose to use a car to travel to and from the agency, and/or within your work for the

agency, it is your responsibility to ensure that you hold a valid driving licence; that the car is

taxed, has a current MOT (where required) and is roadworthy. Appropriate comprehensive

insurance MUST be in place, which should include business use. You should not transport

service users unless your insurer has confirmed that you are fully covered to do so.

A certificate of insurance for business use at the relevant level of cover must be shown to

academy staff prior to using a car for placement. Failure to adhere to these procedures could

lead to your practice based learning being withdrawn, inability to complete any associated

module and instigation of your universities internal ‘Fitness to Practice’ procedure.

Note: There is no provision for student’s to claim mileage or car parking should they choose to

use a car for placement activity.

Pre-placement (Informal) Visit

We know that starting placement can be a daunting experience and in order to mitigate this, we

provide an opportunity for students to meet with their Practice Educator and Practice Learning

Supervisor prior to the first day of placement. The meeting takes place in the agency and has

several functions:

It is an opportunity for you to ask any questions about the placement setting and the learning

opportunities available.

It is an opportunity for the Practice Educator and Practice Learning Supervisor to find out what

particular interests, aspirations, learning needs and concerns you may have.

It is an opportunity for all parties to undertake some preparation to inform the Practice

Learning Agreement Meeting.

Following receipt of your confirmation of placement, you will then receive details of your

allocated Practice Educator and Practice Learning Supervisor. At this point, you should

establish contact to introduce yourself and to arrange the pre-placement meeting.

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SECTION 3: PRACTICE BASED LEARNING

PROCEDURES

Who will support you during your Practice Learning?

Social Work Academy Staff

The Social Work Academy Plymouth is staffed by a team of dedicated Practice Educators (PE).

Headed by Plymouth’s Principle Social Worker, the team has a Practice Education Team

Manager and three qualified Lecturer / Practice Educators who are tasked with supporting

student learning. The Social Work Academy also commissions PEs from front line teams. Each

student commencing a placement with CYPFS will be allocated a dedicated Practice Educator

from this team, as well as a Practice Learning Supervisor (PLS), who will be a Social Worker

within the team in which they are placed. Roles and responsibilities are detailed below.

The Student

Student’s placed with CYPFS are expected to be proactive and self-directed in their approach to

learning. We expect you to prepare for, attend and contribute to all placement meetings, i.e.

practice learning agreement meeting, interim review meeting, final review meeting (where

applicable) and any supplementary meetings which may be deemed necessary by your

university or practice educator.

You should attend placement punctually and in accordance with your universities published

schedule. Procedures to notify of lateness or absence should be followed. In order to make the

most of your placement experience you should be proactive and engage with the range of

practice learning opportunities provided.

To promote your safety and that of service users at all times you should adhere to the policies

and procedures governing the placement setting and conduct yourself in a professional manner

and in accordance with the HCPC Guidance on Conduct and Ethics for Students. You should

attend supervision with the Practice Educator (PE) and Practice Learning Supervisor (PLS)

(where applicable) on a regular basis and prepare for, and contribute to supervision, e.g.

engaging in reflective discussion on your learning and professional development.

During the course of the placement, you will receive formative developmental feedback from a

range of sources and you should respond to this constructively in aiding your progression. You

are responsible for completing all tasks required by your practice portfolio / workbook and you

should proactively liaise with your PLS and PE to ensure they complete their assigned tasks in

connection with this. Finally, you should raise any concerns about the placement in a timely and

professional way in accordance with your university and CYPFS procedures.

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Practice Educator (PE)

The Social Work Academy Plymouth will assign you a Practice Educator (PE). Their role is to

support your practice learning and they are responsible for the assessment of your practice

throughout the placement duration.

Your PE will seek to ensure that you have a comprehensive induction and appropriate learning

opportunities for the duration of the placement. They will provide you with one-to-one or group

supervision in accordance with your universities published supervision requirements, enabling

you to critically apply theory to practice. They will seek to ensure that you have practice

learning opportunities that enable you to meet the criteria for assessment and will contribute to

the assessment of your capability at key stages of the placement. Your university procedures

will specify the schedule for formative and summative assessment points and your PE will

adhere to these.

Your PE will also undertake a number of direct observations of your practice, as specified by

your university programme. This will provide you with an opportunity to receive feedback on

your capability and progression, as well as providing you with evidence for your portfolio /

workbook submission. Should ongoing formative assessment indicate issues about your

conduct or progression, your PE will inform you in a timely manner, liaising with your PLS

(where applicable) and tutor to ensure that you are given the opportunity to improve. Such

action will be carried out with reference to your university’s published procedures.

During your practice learning, you will compile and submit a Portfolio or Workbook for

assessment. Your PE will use this evidence and all aspects of their contact with you throughout

the year (e.g. Supervision) to assess whether you have achieved the required capabilities for

your practice based learning stage. They will then prepare the Placement Assessment Report,

including their summative assessment judgement / recommendation of either PASS or FAIL.

Practice Learning Supervisor (PLS)

The Practice Learning Supervisor (PLS) will manage your induction to the agency, will support

you with your work and will ensure that you have sufficient and appropriate learning

opportunities to enable you to develop professional capability. They will allocate you work and

will provide you with supervision in accordance with your universities requirements. The PLS will

contribute to an interim review of your progress and will produce written reports on your

capability at the key assessment points stipulated by your university programme.

Under certain circumstances, the PLS may undertake observations of practice, i.e. if they are a

qualified PE, or they are enrolled on a PE qualifying programme.

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Mentor

Students on the Step Up to Social Work programme will be allocated a mentor by the Social

Work Academy. The mentor will facilitate peer learning and group support independent of the

assessment relationship, which is located with the PE and PLS.

Team Manager

While the day-to-day supervision of your placement will be undertaken by a qualified social

worker, the Team Manager retains overall responsibility. The Team Manager must be invited to

both the practice learning working agreement meeting and the midway review. Although these

can, and often will take place in their absence, such an absence must be the result of a decision

made by the team manager that their attendance is not required.

Formal Supervision is provided by the supervising social worker but this does not mean you will

receive no supervision from the Team Manager. It is an aspiration that the Team Manager will

join supervision with the supervising social worker periodically across the placement duration, or

supervise the student directly, or a mix of both.

The Team Manager’s view must be sought in relation to strengths and areas for development at

interim and final assessment stages. This feedback will be sought by the PLS and incorporated

in their assessment and feedback contribution.

Practice Learning Working Agreement (PLWA)

Prior to, or in the early stages of Practice Learning you will need to complete a Practice

Learning Working Agreement (PLWA). This will be completed in accordance with your

universities procedures and deadlines, and in consultation with your PLS and PE. The PLWA

is an important first step in negotiating and contracting the terms of your Practice Learning and

therefore needs to be seen and agreed by your PE and completed in a timely manner. The

PLWA is often an integral aspect of your Practice Portfolio / Workbook submission and you

should submit this in accordance with your universities published procedures.

Attendance

On placement days, you should attend for the duration of a normal agency working day, which

is expected to be a minimum of 7.5 hours. The nature of social work with children, young

people and families sometimes requires intervention outside of the standard hours of 0900 –

1700 and you should therefore be prepared to respond flexibility to service user’s needs where

exceptional circumstances may require this. Plymouth City Council’s sanctioned ‘hours of

operation’ within the standard working week are between 0600 and 2000hrs Monday to

Saturday in order to accommodate this need should it arise.

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University programmes do not usually allow Toil to be accrued in lieu of days on placement and

you should familiarise yourself with their policies in this area, ensuring your PLS and PE are

briefed, and involved in any associated negotiation regarding any proposed departure from the

7 hour stipulation. Should additional hours be accrued adjustments to the preceding working

days maybe possible as an alternative.

If you are unable to attend a placement day due to ill health or other extenuating circumstances

then where possible you should email your PLS and your PE to notify them of this prior to

commencement of the working day on each day of absence. You may also have university

guidelines to adhere to in this respect.

Note: You are responsible for ensuring that you complete the required number of practice

learning days associated with your placement (First Placement / Last Placement) and that you

adhere to your universities procedures governing verification of attendance.

Conduct

Learners are expected to conduct themselves in a professional manner at all times in line with

their universities and Plymouth City Councils code of conduct and behaviours. The HCPC

Guidance on Conduct and Ethics for Students should also be adhered to and it should be noted

that this relates to your behaviour both in and outside of programme activity, which includes

your online presence and use of social media. Any event of misconduct or poor performance

may result in your practice placement being withdrawn and / or a referral to your University’s

‘Fitness to Practice’ procedures.

Confidentiality

Personal information relating to service users and carers, CYPFS staff, other professionals, and

information of a commercially sensitive nature, must not be divulged or passed on to any person

not authorised to receive that information. You must familiarise yourself with your

responsibilities under data protection legislation, HCPC requirements and university and CYPFS

policies relating to confidentiality. Breach of confidentiality is a serious matter and may result in

your practice placement being withdrawn and / or a referral to your University’s ‘Fitness to

Practise’ procedure.

Health and Safety

It is your legal obligation to take responsible care of your own health and safety and that of

others who may be affected by your acts or omissions during your work for CYPFS. In doing

so, you should familiarise yourself and comply with the full range of Health and Safety policies

of CYPFS. You must notify your PLS, PE and where required, your university programme of

any untoward incident or accident which occurs whilst undertaking your assessed practice

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learning, completing any reporting requirements within agency and programme procedures.

You should consult with the module lead your Study Group Tutor and PE to assist you with this.

Safeguarding Practice with Children and Young People

Practice learning will involve tasks designed to prepare you for statutory social work. This may

involve working with individuals and groups who have complex needs and in areas of risk. It is

important therefore that you work within the limits of your knowledge and skills and that the level

of your work is congruent with your student status.

Safeguarding is everybody’s business and you should ensure you are familiar with the agency,

local and national procedures for the service context in which you are placed. In example,

Working Together to Safeguard Children 2018, The South West Child Protection Procedures

and CYPFS Procedures provide detailed guidance in this area.

Supervision

The Social Work Academy is committed to providing you with high quality, developmental and

emotionally intelligent supervision. This seeks to ensure that you have access to support that

meets your developmental and emotional needs and that you practice safely, with due

accountability to the agency and within your professional limitations. Supervision is provided as

follows:

Programme PLS Supervision PE Supervision

Plymouth University BA 1.5 Hrs. every 10 practice

learning days.

Group Supervision every 3

calendar weeks

Plymouth University MA 1.5 Hrs. Fortnightly 1.5 Hrs. Fortnightly

UWE Step Up to Social Work 1.5 Hrs. Fortnightly 1.5 Hrs. Fortnightly

Open University PGDip 1.5 Hrs. Fortnightly 1.5 Hrs. Fortnightly

Where students have PLS and PE supervision fortnightly, this will be provided on an alternating

arrangement – i.e. PLS supervision one week, followed by PE supervision the next week.

During the first supervision session the PE will draw up a contract of supervision with you. This

will include negotiating a standing agenda for supervision and who will have responsibility for

recording the supervision record. PLS supervision will be provided in accordance with Plymouth

City Councils Supervision policy and will be recorded on the standard case holding supervision

template. The record will usually be compiled by the PLS, although there may be occasions

where you are asked to undertake this task. The student supervision policy can be found at

Appendix 7.

The PLS and PE both have a pivotal role in assessing your progress, capability development

and areas for further learning. The PLS and PE will discuss this as required throughout the

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placement duration and specifically at key assessment points, e.g. at the interim progress

meeting. It is inevitable therefore, that aspects of your discussions in supervision, which are

integral to this assessment, will be shared. Please note, discussions in supervision that are of a

personal nature will not be shared, unless these have relevance to your safety to practice, raise

concerns about your capability, or indicate a need for intervention to safeguard you, or others.

On these occasions, Plymouth City Council may also be required to consult with your university

programme staff, adhering to their published procedures and enabling them to exercise any

duty of care they may have to you as an enrolled student.

Supervision records are not shared with your university programme. University assessments

that are associated with your placement (portfolio / workbook etc) do not usually require the

routine submission of supervision records. Where a Practice Educator is making a fail

recommendation however, there may be a requirement to provide evidence from supervision to

substantiate this. On such occasion, the Practice Educator will only submit relevant extracts

from the supervision record where university processes require this.

Direct Observations of Practice

Observations are not ‘hoops to be jumped through’ but are a chance for you to be provided with

feedback to support your learning, i.e. they provide you with an opportunity to gain feedback on

your strengths and learning needs in relation to the PCF. Observations in themselves are

primarily for the purpose of promoting learning and University Programmes do not generally

require them to be marked as a ‘pass’ or ‘fail’. They are however, representative of your practice

and substantial evidence of your capability will come from these events. You should therefore

seek to demonstrate and develop a diverse range of capabilities through each one. The work

selected for observations must be purposeful and substantial, thereby providing you with

opportunities to develop and to demonstrate your progress in line with the PCF.

All Observation paperwork will be submitted in your Portfolio / Workbook in accordance with

your programmes published procedures and deadlines and this will be used by your Practice

Educator, alongside other elements, to holistically assess your capability under each of the 9

domains of the PCF and to make a Pass / Fail recommendation / judgement.

It is important that you approach observations of practice proactively. During the Practice

Learning Agreement meeting you will have been told who will be undertaking each of your direct

observations (PLS or PE) and following this meeting you should begin discussions with the

relevant person about what activity you feel you would like to have observed and the likely date

that this will occur. This proactive approach should be applied to each of the subsequent

observations undertaken whilst you are on placement.

University programmes have different rules about what activities can be observed and you

should familiarise yourself with your programme procedures. It is a CYPFS expectation that

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each observation will generally be undertaken with a different service user / family, as learning

opportunities should be diverse enough for this to occur. In some circumstances observations of

practice with the same family may be permitted, providing the activity being observed is

sufficiently contrasting. In example, being observed whist undertaking an assessment with a

family, and then being observed in a core group meeting associated with the same family.

Although PLSs and PEs do their best to be flexible, they may have other commitments and may

not be available on your preferred date. Efficient and timely communication with your allocated

observer should therefore be maintained as arrangements for the observation become clearer.

This will increase the likelihood of you obtaining your preferred date. Should your observer not

be available, you must first be prepared to consider alternative dates. In exceptional

circumstances, it may not be possible to make alternative arrangements with your observer

within an appropriate timescale. If this occurs, you should seek to revise your plans for which

practice activity will be observed. Observations should be based on your day-to-day work for the

agency and therefore revising observation plans should not present as problematic. If you do

encounter difficulty however, for example through not having sufficient learning opportunities,

you should raise this with your PE as soon as possible.

Completing all of your observations in a timely manner is important in order to provide you with

sufficient time to undertake additional observations (programme permitting) prior to the

placement ending, should this be required Please note that Extensions of placement are

generally not permitted by University programmes. Failure to complete the required number of

observations within the allocated placement period could therefore lead you to fail the

associated university module.

Service User and Carer Feedback

Service User / Carer feedback should be core to your professional development and seeking

ways to gain meaningful feedback should be a routine aspect of your practice. Most university

programmes require students to collect examples of service user or carer feedback. These

examples must be different to the feedback gained by the Practice Observer from service users

/ carers involved in your Practice Observations. Due to the potential diversity in the individual

needs of service users and carers, most university programmes do not have a set template for

this and you should seek to develop your own approach. If your University programme has a

service user feedback template, then you should follow their published procedures.

You should provide your PE with copies of all written feedback received from service users and

carers, as this constitutes and important evidence source of your capability.

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Feedback from Professionals

Your university programme may require you to collect feedback from professionals who have

been in a position to observe your direct work within the agency. This may be sourced from

colleagues within the agency, or from other workers who you have come into contact with as a

part of your Practice Learning.

Professional feedback must not be obtained from your PLS, as this will be set out in any direct

feedback they provide within your assessment. Most university programmes do not have a set

template for this and you should seek to develop your own approach. If your University

programme has a professional feedback template, then you should follow their published

procedures.

You should provide your PE with copies of all written feedback received from service users and

carers, as this constitutes and important evidence source of your capability.

Interim Review Meeting

An Interim Review of your progress will take place around the mid-point of your Practice

Learning. The purpose of the interim review is to check that practice learning arrangements are

appropriate and your learning needs are being met. You will also receive formative feedback on

your developing capabilities and progress in relation to the outcomes detailed in ‘Professional

Capabilities Framework’.

Each University programme has its own procedures associated with this review and you should

ensure that you are familiar with these and take all relevant actions to facilitate a productive

meeting.

Should the Interim Review Meeting identify insufficient progress, or concerns an Action Plan will

usually be negotiated. Further meetings may then be necessary to review the action plan and,

or make decisions around your progression / placement continuation.

What if Difficulties or Significant Concerns Arise?

Occasionally difficulties may arise during practice learning for a number of reasons, for example

the long term sickness of a PLS, a learner‘s concern about the availability of appropriate

learning opportunities, or if a member of the programme raises significant concerns about a

learner’s conduct or performance.

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It is anticipated that in the majority of situations difficulties can be resolved informally by

discussing them as soon as they arise. In the first instance you should therefore liaise with

your PLS and / or PE. In some circumstances however, difficulties might not be able to be

resolved in an informal way. When this occurs you and your PE will consult and follow your

universities procedures.

If practice based learning is withdrawn because of significant concerns relating to your conduct

or practice this may require you to move placements, or constitute an automatic fail of practice.

Your university programme will make this decision, as well as whether to invoke their Fitness to

Practise procedures.

Interrupting Studies / Withdrawing from a Programme

For various reasons students may wish to interrupt their studies or withdraw from their social

work programme altogether. Should you encounter significant and unexpected extenuating

circumstances that cause you to consider this, you should liaise and co-operate with your

university programme and complete all university processes in a timely manner.

Note: You should not end your practice placement unless you have submitted a formal request

to interrupt / withdraw, to your university. Where possible, ending of a placement should be

planned and managed sensitively, ensuring the needs of vulnerable children and their families

are considered in the process and that all work is handed over appropriately. You should liaise

with your PLS and PE to facilitate this.

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APPENDICES

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APPENDIX 1

Student Induction Checklist

Completion to be facilitated by the Placement Supervisor

Induction Item Date completed

Student Initial

FIRST DAY OR BEFORE

Student to be shown location of desk and introduced to team members; location of kitchen, access to tea/coffee, location of toilets, fire exits, muster Points etc.

Student to be given workplace tour – own section and full tour of Midland House based on ‘virtual case’ progression through service areas followed by ancillary service areas.

Check that Student has received Plymouth City Council Student Induction Handbook from the Academy of Social Work.

Student to be provided with information on working hours, time off in lieu, and flexible working arrangements and leave (see Student Handbook).

Student to be provided with basic stationery and signposted to stationary storage.

Student should be shown how to set up secure printing.

Student to be advised on Fire Drill policy and building evacuation.

Student to be advised of relevant health and safety procedures including location of approved first aiders and first aid box, accident reporting and violent incident reporting, including location of paperwork.

If the student intends to use their own car for work purposes, the student must provide the Academy of Social Work with evidence of MOT and car insurance; which must include business insurance cover. Please note that travel expenses are not reimbursable.

Advise Student of process for claiming a bus pass.

Arrange for a council identity swipe card – Advise student that this must be returned at the end of the placement.

Provide list of useful telephone numbers.

Identify and book supervision dates for the placement duration.

WITHIN THE FIRST WEEK

Show the student the location of the A-Z Staffroom in the L Tab Learning Zone:

The student must create a learning account using their PCC email address and must complete the mandatory new starter courses;

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Computing at the Council Equality in the Workplace Fraud Awareness at the Council Information Security at the Council Introduction to Health, Safety & Wellbeing at the Council It is also recommended that the Student undertake the Introduction to Microsoft Lync as this is used for making phone calls, voice mails and instant messaging within the council. The student must show their certificate to their Supervisor and Practice Educator.

Show the student the location of: Children, Young People and Families Service policies and procedures CYPFS Procedures Online Plymouth Best Practice Standards, student must save these links on their desktop South West Child Protection Procedures

Ensure the Student has been booked onto training and that details have been confirmed. First Placement (Step-Up & OU) and Final Placement (BA & MA) Care First 6 Training, case recording training and Understanding Child Protection (PSCB) Final Placement (Step Up & OU) Understanding Domestic Abuse and Child Protection (PSCB) Understanding Child Online Safety (PSCB)

Ensure the student understands their boundaries in relation to child protection and how and when to alert others of their concerns; (refer to Student Induction Handbook).

Outline RED FILE policy and provide telephone number for workers in difficulty on visits.

Using the online A-Z Staffroom. The student should use D,E,H and I tabs respectively to read and review policies in relation to Data Protection, Equalities, Health and Safety and ICT.

WITHIN THE FIRST TWO WEEKS

Provide the student with the dates of team meetings.

Arrange for student to shadow team members on appropriate activities.

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Arrange for student to visit Service Areas and other partner agencies.

OTHER

To include ensuring that any reasonable adjustments negotiated as part of the placement are made.

Signed (Student) Date

Signed (Placement Supervisor) Date

On completion, please e-mail this form to the Academy of Social Work Plymouth

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APPENDIX 2

CYPFS Service Areas Details on the full range of Service Areas within Plymouth City Council’s Children, Young People and Families Service can be found on the Academy of Social Work, Plymouth Website.

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APPENDIX 3

Guidance for students, practice learning supervisors and

team managers on types of work that student social workers

can complete whilst on placement Student social workers should be enabled to progressively develop their practice knowledge,

skills and professional capability in a supportive and nurturing learning environment. This should

promote their feelings of confidence when entering the profession and their capacity to make

the transition to Newly Qualified Social Worker status and the demands of the Assessed and

Supported Year in Employment (ASYE).

A key principle of this process is to ensure that any allocated work activities are maintained

within the student’s professional limitations and do not entail them taking sole, or inappropriate

responsibility for the statutory duties of Plymouth City Councils Children, Young People and

Families Service (CYPFS). Accordingly, overarching roles of the Practice Learning Supervisor

(PLS) include assuring the quality of the student’s practice and maintaining responsibility for

CYPFS’s core statutory functions. Note: Students are not allocated cases in their own right; all

work undertaken by students must be on cases which are allocated to their PLS or wider team

members.

The decision about what work to allocate will be located in the need to provide students with a

sufficiently authentic and developmental learning experience that does not compromise the

safety of service users or the student themselves. Since every case on any one day is different;

and every student will develop capability at different rates, these decisions need to be

continually reviewed and monitored. Supervision should provide the prime mechanism for this

process to occur, however PLS’s should also consult team managers where appropriate.

Additionally the following guidelines must be followed:

Casework

Decisions relating to the volume and complexity of work allocated to students will be informed

by the PLS’s ongoing evaluation of the student’s level of experience, capability and learning

needs. Team managers should be consulted where appropriate. Work may be allocated from

Child Protection (CP), Child in Need (CIN) and Looked After Children (LAC) cases and should

include a mixture of discrete pieces of work, e.g. direct work, life story work, keep-safe work,

chronologies etc.

In general, it is anticipated that at the start of a placement students will initially be learning

through shadowing and observing the practice of their PLS and wider team members. When

assessed as ready to do so, the student will then move to a position of undertaking case work

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and direct work more independently. Although there can be no set time frames for this process

to occur it is expected that students will have achieved sufficient capability to undertake

autonomous pieces of work prior to the Interim review point of their placement. As students

then demonstrate further progression in their knowledge, skills and overall capability they should

move towards having a workload which increasingly requires them to develop skills in

prioritising, re-prioritising and managing competing demands.

Statutory Child Protection and LAC Visits (in accordance with CYPFS and Working Together to Safeguard Children procedures)

Any visit mandated by statute/guidance (e.g. Working Together to Safeguard Children 2018) or

by CYPFS policy must be completed by a qualified social worker. This will usually be the

allocated case holder. Students can jointly attend and participate in such visits; and assist in

writing up associated case records, but the allocated social worker will maintain responsibility

for the recorded account i.e. the content and quality of what is written.

Additional lone visits outside of the statutory visiting schedule can be completed by the student.

These are not classified as ‘statutory child protection or looked after child visits’ and should not

be recorded as such.

Child In Need Visits

Where an initial CIN planning meeting takes place this will be undertaken in accordance with

CYPFS policy. Students may attend these as a learning activity alongside the allocated social

worker. The first CIN visit following this meeting, or initial visit following referral must also be

completed by the allocated social worker. Students can jointly attend and participate in such

visits and assist in writing up associated case records, but the qualified social worker will

maintain responsibility for the recorded account i.e. the content and quality of what is written.

The subsequent visiting schedule for CIN cases will have been agreed between the allocated

Social Worker and the Team Manager and set out in the CIN plan. Scheduled CIN visits will

have been set at a minimum of every 4-6 weeks and these must be completed by the allocated

social worker. Students can jointly attend and participate in such visits; and assist in writing up

associated case records, but the allocated social worker will maintain responsibility for the

recorded account i.e. the content and quality of what is written.

Additional lone visits outside of the CIN visiting schedule can be completed by the student.

These will be recorded on the CIN record form on Care first however they will not be recorded

as ‘observations’. When students complete a CIN visit record on their own and in their own

name, the allocated social worker must write a comment in the ‘Finish and Save’ box under

‘Details’ at the end of the CIN report. The comment must confirm that a student has undertaken

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the visit and that the allocated social worker has quality assured the content and quality of their

record and is satisfied.

Child in Need and Core Group Meetings

Where students are deemed capable they may chair Core Group and Child in Need Review

meetings. Note: The allocated social worker must be present in order for them to support the

student, or step in where this becomes necessary.

Child Protection Concerns

Students undertaking lone visits should always report any concerns immediately to a qualified

social worker in accordance with South West Safeguarding and Child Protection Procedures.

This will usually be their PLS, their team manager or the allocated social worker on whose case

they are engaged. Note: Students should not however wait for their specific PLS or team

manager to become available and should seek consultation with the first available qualified

social worker. After office hours students should contact the ‘Out of Hours’ service to pass on

any concerns. It is particularly important that students do not assume the responsibility for

deciding whether observed or reported events constitute a risk or not, no matter how confident

or capable a student may feel or be.

Duty

Students can participate in a duty system under the guidance of a qualified social worker. The

student must not however act as the ‘worker responsible’ whilst undertaking learning activity in

the duty team.

Court Work

Students may participate in the preparation of written work for court and statutory meetings. Any

written material produced by students must be proof read and signed by a qualified social

worker, who is ultimately responsible for the content and quality assurance of finished

documents. Should a student be called to Court to give evidence, following their receipt of a

disclosure for example, they must be supported by their PLS and/or Team Manager.

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APPENDIX 4

Guidelines for Social Work Student Involvement in

Safeguarding Practice with Children and Young People

About the Guidelines

These guidelines are intended as a generic statement to guide safeguarding practice with and

by students in practice learning opportunities in the far south-west peninsula. They are not a

substitute for any individual arrangements or requirements individual agencies may wish to

implement.

Disclosure and Vetting of students prior to placement start

In order to safeguard and promote the welfare of children and young people, all students

undertaking statutory placements will need to meet the minimum standards for safe practice.

Students must check the individual requirements for vetting with the agency in which they are to

be placed. Some agencies may require full participation in the Disclosure and Barring [DBS]

scheme and will not permit placement confirmation until all checks are completed. This may

take some weeks and it is important therefore to ascertain the agency requirements and act on

them at the earliest opportunity.

Students who have lived and worked abroad should be aware that additional criminal records

information (or certificates of good conduct) may be sought from the countries where they have

worked or lived.

If students are aware of any convictions, cautions, reprimands or final warnings that are not

“protected” – (as defined by the Rehabilitation of Offenders Act 1974 (Exceptions) Order 1975

(as amended in 2013)) they must declare them prior to going on placement.

If students are aware of any potential conflicts of interest, personal connections past or present,

pending criminal or civil legal processes, which may impact upon their ability to discharge the

requirements of a placement safely, they must disclose these to the agency in which they are to

be placed. Failure to do so could result in the placement being terminated by the agency and

concerns being referred to the relevant agencies. Students should ensure they comply with the

Health & Care Professions Council – HCPC - Guidance on Conduct and Ethics for Students . In

the event of this regulatory body being replaced with a new regulatory body, post publication of

this guidance, students must comply with any regulatory or advisory requirement from the new

body.

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If students are aware of any health and wellbeing matters that could or will impact upon their

ability at any time within the placement to discharge their duties, this should declare this. The

focus for agencies will be to assess whether the organisation can effectively discharge their duty

of care to both the student and service users, with reasonable adjustments if appropriate.

Practice learning which students may expect to undertake that relates to safeguarding

and protecting the welfare of children

In a first or final practice learning opportunity or ‘placement’, students who are working with

children and families will have concern for safeguarding welfare and child protection at the heart

of what they do. Statutory Guidance Working Together to Safeguard Children (2018) will be a

central point of reference in responding to this challenge, whether the student is placed in a

statutory setting or an independent/voluntary setting. The guidance makes it clear that

safeguarding children - the action we take to promote the welfare of children and protect them

from harm - is everyone’s responsibility.

Safeguarding and promoting the welfare of children is defined for the purposes of this guidance

as:

protecting children from maltreatment;

preventing impairment of children's health or development;

ensuring that children grow up in circumstances consistent with the provision of safe and

effective care; and

taking action to enable all children to have the best outcomes. (Working Together to

Safeguard Children 2018)

To support these activities, the following will be required:

Child centred practice and the application of child development knowledge

High quality assessments of risk and need

Avoiding delay in intervention,

Accurate, relevant and timely case recording

Outcome-focused planning to meet needs

Multi-agency working

Attendance at professional meetings and verbal/written presentations of professional

views

Focused direct work with children, families and carers

High standards of ethical practice will be required to support these activities. Students should

expect to undertake work in all of these areas. Students should expect to be experiencing

practice learning in some or all of the above, depending upon the nature of their placement,

whether it is a first or final placement and subject to supervision by qualified and experienced

28 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

workers. Learning should be seen as a continuum from the start of placement one to the end of

final placement. For example: At one end of the continuum might sit shadowing a worker in

interviewing a child for an assessment. In the middle might sit undertaking an interview with a

child to inform an assessment with a qualified worker present. At the end of the continuum might

sit undertaking an interview autonomously with a child to inform an assessment, writing up that

assessment and sharing this in supervision with a qualified worker.

Students will not hold case responsibility for formal assessment processes that include

risk/safeguarding/child protection in first or final placements. They may undertake work arising

from cases where these issues are present, as directed by the qualified social worker, but they

will not hold case responsibility.

Final Placement

The final student placement requires the setting to prepare students for the statutory aspects of

a social worker’s role by offering them opportunities to demonstrate engagement with:

Formal assessment processes (observation, gathering of information, analysis, reporting,

use of evidence base, development of clear recommendations) to include:

Formal processes considering risk and/or safeguarding for child protection, for practice in

mental health or with vulnerable adults (PCF 7, 8)

Opportunities to reflect on, discuss and analyse appropriate use of authority (PCF 7, 6)

Application and understanding of legal frameworks relevant for social work practice (PCF

5, 8)

Organisational policies and decisions and their impact on service delivery to service

users (PCF 8)

The demands of a high pressured environment, where time and competing interests have

to be managed effectively (PCF 1)

Multiagency working, including planning interventions with other agencies, and analysing

and managing tensions (PCF 7, 8)

Presentation of outcomes of formal assessment processes, including analysis of

risk/recommendations in line with organisational policy /procedure at, e.g.

panels/meetings/courts. (PCF 6, 7, 8)

Use of formal agency recording for assessment/risk. (PCF 1)

The last placement should incorporate a blend of activity to reflect the fact that the students are

still learning. It is important to note that all of the above are integral to safeguarding the welfare

of children and young people and safeguarding should not be seen as a separate activity.

Students will be able to participate in the opportunities outlined above through co-working with

the practice educator or on-site social worker / supervisor / other qualified colleagues.

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Personal Responsibility

Students cannot fail to act on a safeguarding concern on the grounds that they are

inexperienced. Students are not expected to execute child protection investigations or be

responsible for independently assessing child abuse and maltreatment. But whilst diligence may

be exercised in selecting work suitable for autonomous practice, uncertainty is a key element of

social work practice. Students therefore have the following responsibility:

To become familiar in the placement with the agency child protection procedures. For

example, The South West Safeguarding and Child Protection Group – Child Protection

Procedures.

To attend all relevant and supported child protection training

The student should not wait for their day to day supervisor to become available they

should report any concerns about abuse or maltreatment immediately to a qualified

worker or person in authority within the agency. Concerns need to be reported

immediately and should never be left over-night, over a weekend or holiday break.

If the student feels any concern about the action taken by others to whom the concerns

were reported, they should discuss their concerns promptly with their practice educator,

placement co-ordinator, agency learning manager or practice learning manager. Or with

their supervisor’s team manager, if relevant to the placement.

Students are encouraged to err on the side of caution in raising concerns about the

safeguarding of children and not be deterred by inexperience in identifying the signs and

symptoms of abuse.

Agency Responsibility

The agency where the student is placed will seek to support the student in giving effect to the

requirements of Working Together to Safeguard Children (2018) and the requirements of Local

Safeguarding Boards and the South West Child Protection Procedures.

Revised August

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APPENDIX 5

What should you do if a child or vulnerable adult discloses to

you, or if you have concerns about a child’s safety? Plymouth City Council will work hard to ensure that students are not allocated high risk child protection work. However not all risk is identifiable in advance and if a student should hear some information, encounter a situation, or witness an incident that gives them concern about the safety or welfare of a child or adult, the following guidelines may assist. Students with child concerns should raise them at the earliest opportunity with their Practice Supervisor and line manager. If neither is available they should raise the concern with another team manager and any other qualified member of the team. Concerns about child or vulnerable adult safety should not be left to wait until a supervision session. In the case of a disclosure of an act of possible abuse, the student will:

Listen carefully to the child or young person.

Not question the young person about the abuse or ask leading questions.

Remain positive about the young person’s decision to take their safety seriously.

Do not promise to keep the information confidential to the individual and yourself. It is important to be sensitive about the timing of when a student leaves the child in order to speak to their supervisor, a team manager or a qualified worker. The student should write up notes of the facts / reported facts of what has occurred, at the earliest opportunity. The same applies to witnessing abuse, which the student must report. Students should make careful note of exactly the words used by the person disclosing and not attempt to put things into their own words. Any opinion should clearly be identified as an opinion. Both the original handwritten notes and subsequent typed notes should be saved. Students must familiarise themselves with and follow the appropriate policies and procedures in relation to lone working and safeguarding.

Students are required to attend the mandatory child protection training, which must be arranged as part of the induction (see induction checklist). It is the student’s responsibility to ensure that they raise child protection training with their manager if not offered a date during the first two weeks of induction.

31 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

APPENDIX 6

Plymouth Safeguarding Children Board & South West Child

Protection Procedures

Information on the Plymouth Safeguarding Children Board can be found on their dedicated website. The LSCB procedures manual can be found on the Plymouth’s Child Protection Procedures (Online) website.

32 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

APPENDIX 7

Student Supervision Policy

Supervision is an accountable process, which supports and develops knowledge, values and

skills. Plymouth City Council's Supervision Policy will form the basis of the agreement between

practice learning supervisor and student social worker. All students and their Practice Learning

Supervisors should follow the policy set out below.

1. Supervision will occur between the Practice Learning Supervisor and the student, and

between the Practice Educator and the student on a regular basis. The frequency of this

is dependent on the social work programme.

2. Practice Learning Supervisors and Practice Educators are required to keep a record of

supervision, which will be shared with the student. Plymouth City Council’s Children

Young People and Families Service retains Student Supervision Records for a period of

6 years following completion of a student’s placement, after which point they are

destroyed. [Plymouth City Council Retention and Disposition Schedule V 8.3 (2013)].

3. Most Universities do not require student’s to submit supervision notes as evidence in

workbook / portfolio assessments. If this is a requirement however, it is the student’s

responsibility to ensure that any supervision notes, or extracts are non-attributable and

anonymous. Care needs to be specifically taken when notes relate to a service user who

has exceptional circumstances, which would identify him/her irrespective of names being

obscured. If Tipp-ex or black marker is used to obscure names, the document MUST be

photocopied and the original shredded, as names can still be visible otherwise.

4. The supervision provided by the Practice Learning Supervisor will be around case

management, work planning, mentoring and day-to-day case matters. Practice Educator

supervision will predominantly focus on monitoring the quality of learning opportunities,

formative assessment of the student’s capability development, including regular feedback

on strengths, areas for development and overall progress, theory to practice discussion,

and pastoral support.

The Process:

1. The Placement Supervisor will undertake formal supervision using the standard

supervision template.

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2. The supervision notes will be checked and signed by the student and PLS / PE. (If any

amendments are required, these should also be agreed and signed by the student and

PLS / PE)

3. Case management decisions made through formal or informal supervision with the

PLS, need to be recorded in accordance with CYPFS Supervision policy.

Informal Supervision

Informal case discussion and ad hoc decisions will naturally occur with the PLS during day-today

practice. However, there is still responsibility and accountability at these times. If any decisions

are made outside of the formal supervision meeting they must still be recorded by the student and

PLS in an observation on Care First, and preferably reviewed in formal supervision.

Note: Informal case discussion is not supervision and should not be deemed as a substitute for

regular, protected supervision time.

Practice Education Supervision

Practice Education Supervision will provided by the Practice Educator in accordance with the

procedure in this handbook and is will utilise the Student Supervision Contract Template

(Appendix 8) and Student Supervision Record Template (Appendix 9).

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APPENDIX 8

Student Supervision Contract Practice Educator Supervision Only

Student

Practice Educator

Programme Choose an item. Placement Choose an item.

Team Date Negotiated

Frequency

The Practice Educator (PE) will provide supervision fortnightly for a minimum of 1.5 hours duration. This is in addition to supervision provided by the Practice Learning Supervisor (PLS), which they will provide on alternate weeks for the same duration.

If a scheduled supervision session does not occur, the student and PE should seek to re-schedule this for the earliest opportunity. If the PE becomes unable to provide supervision on the agreed basis, due to sickness absence for example, the student should liaise with Professional Development (Team Manager / Service Manager) to secure alternative arrangements.

Purpose

Supervision can be seen as a process that has five functions:

1. Review of learning opportunities / learning outcomes / workload

2. Critical reflection and theory to practice discussion

3. Review of values and ethics

4. Assessment of the student’s progress (conduct / capability [PCF])

5. Support (Practice / Pastoral)

Over the duration of the placement, supervision will cover all five functions. Individual supervision sessions however may need to prioritise some functions above others and this means that specific sessions may not necessarily cover every function.

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Recording

Who will usually record Supervision? Choose an item.

All supervision sessions will be recorded, and the student and PE will each have signed copies of the completed supervision record. The responsibility for recording should be negotiated (see below), however if discussions relate to concerns around the students conduct, capability or progress the PE will record the supervision session.

Schedule of Expectations

General:

The student and PE will negotiate an agenda in advance of each supervision. This may be negotiated at the beginning of the session itself, however if the student wishes to discuss a complex matter, a theory in depth, or receive assistance from the PE on a specific issue, they will advise the PE in advance so that time can be given for preparation. Reciprocally, if the PE wishes to discuss a significant matter in depth, they will notify the student in advance.

Indicative Agenda Items:

Joint review of learning opportunities / learning outcomes / workload

Social work values and ethics

Critical reflection and theory to practice discussion

Service User / Carer / Professional Feedback

Joint Evaluation of progress against the PCF (Formative Feedback)

Support needs

Any other business

Student Expectations of the Practice Educator: (Add additional expectations if required)

Where possible, the PE will notify the student of any significant matters or areas of concern for discussion a minimum of 1 working week prior to supervision.

If the PE needs to reschedule supervision, they should notify the student at the earliest opportunity. This should only occur in response to extenuating circumstances.

If the PE records supervision notes, these should be typed and signatures obtained prior to the next supervision session taking place.

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The PE will proactively contribute to setting the supervision agenda and will undertake relevant and / or any agreed preparation to inform the session.

The PE will complete any agreed action points in accordance with deadlines negotiated in supervision.

Practice Educator Expectations of the Student: (Add additional expectations below)

Where possible, the student will notify the PE of any significant issues / or areas for discussion a minimum of 1 working week prior to supervision.

If the student needs to reschedule supervision, they should notify the PE at the earliest opportunity. This should only occur in response to extenuating circumstances.

If the student records supervision notes, these should be typed and signatures obtained prior to the next supervision session taking place.

The student will proactively contribute to setting the supervision agenda and will undertake relevant and / or any agreed preparation to inform the session.

The student will complete any agreed action points in accordance with deadlines negotiated in supervision.

Student’s preferred learning style

Specific Reasonable Adjustments required for Supervision

Confidentiality

A signed copy of student supervision records will be held by the student and will be saved to the student’s file. This file is only accessible by the professional development, practice education team. The content of supervision and associated records will not routinely be divulged to any third party, including the student’s practice learning supervisor or to university staff. The content of supervision and associated records may however be shared with relevant parties when it is necessary for CYPFS to so in the discharge of its safeguarding duties, it’s duty of care to the student, and its duties associated with the universities policies and procedures. Where this is the case, students will be informed in advance of the intention to share, the information to be shared and the purpose of this, and of the party’s that information will be exchanged with.

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Supervision Records Retention Policy

Plymouth City Council’s Children Young People and Families Service retains Student Supervision Records for a period of 6 years following completion of a student’s placement, after which point they are destroyed. (Plymouth City Council Retention and Disposition Schedule V 8.3 (2013)).

Signed (Student) Date

Signed (Practice Educator) Date

On completion, please e-mail this form to the Academy of Social Work Plymouth

38 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

APPENDIX 9

Record of Student Supervision Practice Educator Supervision Only

Student

Practice Educator

Programme Choose an item. Placement Choose an item.

Team Date of Supervision

Health and Wellbeing

Review of Learning Opportunities

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Discussion (Critical Reflection on Practice / Theory to Practice / Values & Ethics)

Formative Feedback on Progress / Conduct / Capability

(Please make reference to the PCF and Service User / Carer and Professional Feedback)

Any Other Business

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Supervision Records Retention Policy

Plymouth City Council’s Children Young People and Families Service retains Student Supervision Records for a period of 6 years following completion of a student’s placement, after which point they are destroyed. (Plymouth City Council Retention and Disposition Schedule V 8.3 (2013)).

Signed (Student) Date

Signed (Practice Educator) Date

On completion, please e-mail this form to the Academy of Social Work Plymouth

41 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020

APPENDIX 10

Frequently Asked Questions

1. I lived or worked abroad and have been told that I need to have a certificate of

good conduct from that country to cover my time there. This has not arrived and

I am due to start my placement. Can I start?

A You cannot start placement until your Certificate of Good Conduct has been issued and

seen, and the decision made by Plymouth City Council that it is satisfactory.

2. Some significant events have happened / are happening in my life; do I need to

disclose these to Plymouth City Council before starting my placement?

A Plymouth City Council promotes the responsibility of individual students to inform the

agency of any personal circumstances, which might affect their learning opportunities,

pose a potential conflict of interest, or compromise their personal safety, or ability to

work safely with service users. When making decisions students should be mindful of

their obligations detailed in this guidance, their university procedures and in the

HCPC’s Guidance on Conduct and Ethics for Students.

3. I would like to negotiate leaving work early as I have commitments at home. Is

this possible?

A Students are expected to work a full 7.5hr day. The reason for this is that students need

to experience the work place as it is. Furthermore, to work less than a full day could

impact on the quality of learning opportunities and experiences, and on the service

experienced by service users. In example, we are mindful that many of our service-users

are only available after school hours, and that on occasions an event may occur during

a visit which might necessitate the student having to extend the visit until it satisfactorily

resolved and safe to leave.

4. Do I need business insurance to use my car for work purposes?

A Yes – this will need to be seen by the Practice Educator and recorded as such.

5. Will I be provided with a work mobile phone?

A Yes. You will be provided with a mobile phone for the duration of your placement.

6. Can I claim parking fees and other travel expenses?

A No. students are not required to use their car while on placement. Plymouth City Council

will reimburse the purchase of a bus travel pass.

7. While I am on placement, will I be able to work from home?

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A It may be appropriate in some circumstances for students to complete work away from the

practice learning opportunity, for example where there is no quiet space available.

However, this must be formally agreed with the Practice Learning Supervisor who must

verify that the work relates to practice learning.

Working on an essay on a practice learning day would not be acceptable as you are

required to complete a minimum number of days in practice to qualify. Students must

arrange to use a Plymouth City Council laptop and not their private computers if it is

agreed that they can work from home.

8. I am an MA student on placement – can I use placement time for working on my

dissertation research or thesis for my Masters?

A This is not permissible because placement days are for experiencing practice see Q8

above.

9. What do I do if I have specific learning needs, e.g. Dyslexia?

A Students are encouraged to share their Disability Assist Assessment, if they have one. If

they don’t they will be supported and encouraged to have one undertaken if necessary so

that the correct reasonable adjustments can be made.

10. Are there any guidelines on what I should wear whilst on placement?

A Students meeting with the public and other agencies are requested to dress

appropriately. You will be representing the Council and will be expected to dress

professionally and sensitively in accordance with the employee dress code. This

includes wearing appropriate footwear and clothing for warmer days that isn’t too

revealing or inappropriate.

Prominent facial piercings may also be considered to be inappropriate and students with

tattoos may be requested to cover them. It is not acceptable to wear blue jeans.

When attending court, you are expected to dress smartly. You should wear a dark suit or

dark skirt/trousers, possibly with a jacket, and a plain and appropriate blouse, shirt, or top.

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APPENDIX 11

Social Work Academy – Staff Profiles

Team Profile – Social Work Academy

The Social Work Academy Team works in partnership with a number of higher education

institutions. The team carries out a variety of roles for the different social work programmes and

as such, our roles can vary. We predominantly act as Practice Educators for qualifying students,

delivering all aspects of programme provision, e.g. observations, supervision, tutorials and

assessment. In addition, members of the team act as practice educators, mentors and assessors

across a range of post-qualifying specialist programmes for social workers employed by Plymouth

City Council. We also work with operational team managers to support delivery of the Assessed

and Supported Year in Employment (ASYE), and work as lecturers to locally deliver Master level

CPD qualifications on behalf of universities.

We aim to support students in being self-directed learners and reflective practitioners, providing

a robust and high quality standard of practice education and assessment.

We adopt the following IFSW definition of social work:

“Social work is a practice-based profession and an academic discipline that promotes social

change and development, social cohesion, and the empowerment and liberation of people.

Principles of social justice, human rights, collective responsibility and respect for diversities are

central to social work. Underpinned by theories of social work, social sciences, humanities and

indigenous knowledge, social work engages people and structures to address life challenges and

enhance wellbeing. The above definition may be amplified at national and/or regional levels.”

We can be contacted as follows:

Naomi Knott (Service Manager Professional Development) – Monday to Friday

Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ

Email: naomi.knott@plymouth.gcsx.gov.uk

Tel: 01752 306753

Dave Neal (Team Manager of Professional Development and Practice Educator) – Monday to Friday

Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ email: david.neal@plymouth.gov.uk Tel: 01752 304134

Tom Taylor (Practice Educator) – Monday to Friday Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ

Email: tom.taylor@plymouth.gcsx.gov.uk Tel: 01752 398348

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Lucinda Cook (Practice Educator) – Monday to Friday

Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ email: Lucinda.cook@plymouth.gcsx.gov.uk Tel: 01752 398088

Patrick Duke (Practice Educator) – Monday to Thursday

Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ email: patrick.duke@plymouth.gov.uk Tel: 01752 307668

Individual Profiles Naomi Knott

Professional background and experience.

I am a registered qualified social worker and the Principal Social Worker for Plymouth Children’s

Services. My background and experience includes the following:

Service Development, Quality Assurance and Professional Standards at local and national level

Recruitment and Retention within Children’s Social Care

Practice Education, Mentoring and Assessment within undergraduate, post graduate and

continuing professional development context

Experience teaching and assessing in practice, community education, workplace and college

environments

Children and Families front line statutory social work

Development and delivery of youth work including the participation of children and young

people, in decisions and structures that affect their lives

Criminal Justice statutory social work, including developing and running therapeutic groups

with parents who offend against their children, perpetrators of domestic violence, people with

addictions, anxiety management, anger control and social responsibility.

Adults with learning disability, as a manager, in day settings and within independent living

Development and management of Homeless Night Shelter and Homeless Day Centre

Development and management of Community Safety and Urban Regeneration Project

Housing Strategy and Policy Development at local and national level

Community Care Policy development

Identity

Identity for me is a socially constructed set of labels, allied to those aspects of thought and

behaviour which underpin my self-respect and self image. An observer might therefore say that I

am a mother, a woman, a Christian, white, a home-owner and so on. I have been described as

‘an agent of the moral imperative.’ Certainly doing the ‘right thing’ is central to my self-respect,

so I am all of those things but I am also more. I believe in a common nature of humanity but also

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the fundamental difference an individual brings to that common nature. In this respect, I am

myself.

Specialist Interests

I am passionate about high standards of public service, social justice and empowering others to

develop personal responsibility to effect positive change. I am interested in the development of

emotional intelligence as a means to function effectively together, build resilience and develop

successful strategies for self leadership. I believe that social work is one of the most

challenging, most rewarding and most important roles which can be undertaken within society

and I am committed to supporting education and professional development which delivers a

high level of competence within an appropriate value base.

I look forward to sharing this part of your learning journey and to supporting you to achieve.

Tom Taylor

Professional background and experience

I am a registered qualified social worker. I have been a frontline practitioner since 2008. My

experience includes:

Working in the Advice and Assessment service.

Early intervention locality social work.

Long term work with families on child protection plans.

Court work.

I have been the Practice Supervisor and Practice Teacher for three social work students

who are now qualified social workers.

Identity

I am a white British working class male. As a dad myself I am aware that were in not for my

employment and family support I would not be able to provide the standard of care for my

daughter that I do. Linked to this, I am a socialist who remains optimistic and believes that

despite the significant challenges, positive change can be achieved.

Specialist Interests.

I have interest in the importance of early years care as outlined by child psychologist Sue

Gerhardt in her book ‘Why Love Matters: How Affection Shapes a Baby’s Brain (2004)’ as well

as the books of psychologist Oliver James.

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I do not believe that social work should ever discount the structural issues which can impact

adversely upon the children and families we support. It is my view that the importance and value

of empathy, relationship building and being emotionally intelligent should not be forgotten.

I am a strong advocate of reflective and critically constructive challenge to promote best

practice. I think that it is important that learning cultures are created and I concur with much of

the areas highlighted by the Munro Report (2011).

Lucinda Cook

Professional Background and Experience

Front line children's Social Work in specialist disability and non-disability.

Children in Care, Court Work, s17 Child in Need, Transition Work with children from age

15, Adoption and Special Guardianship.

Wide skills in complex assessment specialising in disability and additional need, with

Sensory Integration and Functional Analysis.

Specialist communication, PECS, Social Stories and BSL level 2 trained.

Enabling vulnerable people to live independently in the community.

Practice Education, supporting & developing adult learning in Social Work.

Identity

What is identity? Am I defined by being white? British? Female? I'm not sure. I see my identity

as essentially fluid, continually evolving with my experiences, values and beliefs. I believe that

education is incredibly powerful: all should have access to a system that empowers and

provides opportunities to shape identity beyond genes and culture. Social Work has never been

about drawing a line in the sand about who should and shouldn’t be helped. As attitudes

change, society shifts and expands its sphere of rights and protections. In 1789, Jeremy

Bentham said “The question is not, Can they reason? nor, Can they talk? but, Can they suffer?

Why should the law refuse its protection to any sensitive being?” Laws are written from the top

down, but are forced into existence from the bottom up. To quote Margaret Mead, "Never doubt

that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only

thing that ever has." A person's capacity to feel (and therefore suffer) supersedes all differences

of identity. Whilst I may identify as white, British, female and vege/vegan, the most important

identifying feature is the common factor we share with all other human and non-human animals:

the capacity to feel.

Specialist Interests

I have an interest in specialist communication skills and I strongly believe there is always a way

to support everyone to express their views and feelings. Everyone has the right to be seen,

heard, and respected: barriers are only there if we create them. This area feeds into my interest

into Behaviorism and Functional Analysis, and how important it is to understand the causes and

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consequences of behavior. I have a keen interest in the historical evolution of our laws and how

changing attitudes in our society start with just a few small voices. Influential characters from the

arts like Hogarth and Handel were supporters of Captain Coram who founded the first Foundling

Hospital in 1739. This interest in social history led me to meeting the first person who was

adopted directly from the Coram Foundation in the UK. Milestones in social policy like that

represent the small but significant accumulated effects that Social Work can have. A dedicated

and skilled Social Worker can not only change the life of an individual, but can help shape the

lives of future generations through these bottom up interventions.

Dave Neal

Professional Background and Experience.

I am a registered Social Worker and Practice Educator. My background and experience

incorporates the following:

Therapeutic social work service within a generic, military practice context.

Child and Adult Safeguarding

Drug and Alcohol intervention and education

Domestic Violence (Safety Planning with survivors and group work with perpetrators)

Therapeutic intervention using specific methodology, Solution Focused Brief Therapy / CBT

Marital Counselling

Bereavement Counselling

Mental Health Support (Self – harm / Suicide prevention)

Parenting and Family support intervention

Resettlement support for military service leavers and veterans

Assessing, teaching, training and enabling the learning of social work practitioners at

undergraduate and post graduate / qualification levels.

Strategic development of practice learning opportunities in partnership with local authority, NHS

and private, voluntary and charitable sector agencies.

Curriculum and assessment strategy design to support teaching and assessment within social

work practice education.

Pedagogic research on the nature, context and outcomes of practice education.

Identity

My father was a Social Worker in West Yorkshire and on the West Coast of Scotland and my

formative experiences therefore exposed me to an environment characterised by multiculturalism

and diversity. This fostered a personal value base which I feel is highly congruent with that of

professional social work. Although I might define myself as a white British male for convenience, I

respect the depth, complexity and fluidity of a person’s identity formation and recognise this as

multi-faceted and beyond simple definition. I have also come to recognise how aspects of identity

can be a source of discrimination, oppression and marginalisation for many people, dependent upon

the social construction of labels which dominant society may ascribe to an individual. My own social

work training has incorporated a strong anti-racist and anti-discriminatory element and I consistently

strive to incorporate a social justice perspective within my work.

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Specialist Interests

I have a particular interest in models and methods of intervention and their efficacy in promoting

change at individual and structural levels. My therapeutic practice background has routinely

incorporated application of person-centered principles and I am interested in how social workers

can better balance the authority and statutory duties of their role with this ethos. I strongly

believe in the value of community and I am interested in the application of systems and

ecological theory to foster sustainable and resilient support to families in need. I continue to be

interested in practice areas such as substance misuse intervention, domestic violence and

relationships and how social work can address these issues to better the lives of children and

their wider families.

Patrick Duke

Professional Background and Experience. I am a registered Social Worker and Practice Educator specialising in the National Assessment and

Accreditation System for Child and Family Practitioners and Supervisors.

My background and experience incorporates the following:

Signs of Safety and strength based social work

Achieving effective permanency for children who are looked after

The role of the Independent Reviewing Officer

Statutory Child Protection work

Using Signs of Safety in Child Protection Conferences

The impact of trauma on the developing brain

Therapeutic social work

Parent and Child Fostering Arrangements

Fostering and Adoption

Using Attachment Theory in social work

Children with sensory impairment

The role of the Local Authority Designated Officer

National Assessment and Accreditation System for Child and Family Practitioners

Knowledge and Skills Statements for social workers and practice supervisors

Serious Case Reviews

Social Pedagogy

Identity I am self-defined as an Irish, working class man who is a father of three children. I have been practicing

social work professionally since 2000 and prior to that I worked in an education setting for over 10

years with young deaf people recovering from biographical trauma.

Being brought up in the North West of England in an Irish family with Republican sympathies I was

exposed to sectarianism and associated prejudice and discrimination. I was also fortunate to live in a

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multicultural environment and therefore understand the value of community and diversity. I am a strong

advocate of ‘the group is always stronger than the individual’ in social terms.

Special Interests I am a good communicator, being clear, honest and concise. I regularly produce audit reports and

written documents for a variety of audiences and can explain sometimes complex and difficult issues in

an honest, open way so that that they can be understood. For example, in 2017 I jointly led a Serious

Case Review and co-authored the report.

At times I have to challenge practice, whether this is staff, colleagues, students or partner agencies.

There have been many times when I have had to deal with very sensitive information and support staff in

managing complex and challenging pieces of work including CSE, county lines and complex investigations

into child deaths. Establishing good working relationships through building rapport has often been

essential to this.

I have developed a thorough knowledge and understanding of legislation, statutory guidance, policy and

best practice regarding the safeguarding of children. I continue to learn and build on my experience

through job roles, ensuring I keep up to date with relevant legislation and best practice through

independent reading in order to contribute to my continued professional development.

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Academy of Social Work Plymouth Plymouth City Council Children Young People and Families Service Room 3.10 Midland House Notte Street PLYMOUTH PL1 2EJ T: 01752 304505 E: ASWP

The Academy of Social Work Plymouth Aspirations

1. To put social work education and personal development at the heart of achieving

positive change for children and families.

2. To be a centre of excellence for social work education, practice and continuing professional development, both locally and nationally.

3. To match our aspirations with accessible offers and resources for staff and students.

4. To develop and foster existing partnerships with a range of Universities, where high

standards, innovation and better outcomes for children are paramount.

5. To engage in and enable research for the good of the Profession.

6. To participate in nationally significant initiatives to improve understanding of and standards of social work practice.

7. To provide students and staff members with access to highly qualified, dedicated and

passionate Practice Educators.

8. To facilitate an exceptional training and career development offer for those who choose to work with us and who wish to embrace our aspirations.

9. To provide a focused website where professionals and trainees can access what they

need to know and stay up to date with what is happening. In all of our aspirations, we aim to create opportunities for the participation of young people, to help shape and evaluate our practice and systems.