An HE role: partnership with the public sector to develop the

foster care workforce.

Pritpal Sodhi – Kent County Council

Claire Thurgate – Canterbury Christ Church University

• Historical Context – why are we here?

• Developing the foster care workforce for Kent

• The way forward – benefits and challenges

Historical Context in Kent

• Approximately 680 foster carers caring for more than 900 looked after children.

• Move from support to supervision – a changing culture.

• Recognition of the need to have a skilled workforce supporting looked after children – The Children Act 1989, 2004, Care matters a time for change 2007, ECM 2004.

• Payment for skills introduced – 2006.

• CWDC – Training, support and development standards for foster care - 2007

Developing the Foster Carer Workforce in Kent

• Matching children’s needs with foster carers skills.

• Recognition of skills and knowledge of the foster carers role – changing expectations.

• Reward for continuous “professional” development – Foundation Degree Children and Families

FD Structure - WBT

Level 1 - CompulsorySkills for learning, Communication with children, Children’s cognitive developmentContextualising children and families, Physical and emotional development of children, Keeping children safe.

Level 2 - CompulsoryIntegrated working in the assessment of children, Child protection in the multi-agency context, Critiquing research methods.

Level 2 – Work-place modulesChild Care Management

Foster Care/Social Care

Generic

Foster Care / Social Care

• Social Care Practice

• Values in Social Care

• The Organisational Context of Social Care

Work-based tasks enables the student to demonstrate skills and knowledge appropriate to their workplace.

The Way Forward – Benefits

• Tiered workforce structure – induction – HE accredit courses.

• Changing status of the foster carer – confidence and self-esteem. Role modelling – lifelong learning.

• More skilled carers – promoting placement stability.

• Multi-professional structured learning – understanding roles within the children’s workforce.

• Flexible Career development.

• Bespoke programme driven by employer needs, delivered in the workplace and University environment.

The Way Forward – Challenges

• Tiered workforce – resistance to changing culture.

• Changing status of the foster carer – application and acceptance in the workplace.

• Multi-professional structural learning – recognition of individual roles, ownership of learning.

• Flexible career development – work/study balance.

Partnership working - Challenges• Understanding employer/HE culture.

• Workplace support – who provides? Academic/financial

• Decision Making/Communication/Funding – internal/external.

• Driving development/responding to national directives.

• Engaging employers and universities.

• Validation process – responsiveness to need.

Context

• KCC have adopted a tiered workforce structure for foster carers. In September 2006 this incorporated the FD. Benefits include continuous professional development and the increasing recognition of foster carers within the social care workforce. This has resulted from open communication within the design and delivery of the FD to meet our individual workforce needs.