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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).
4 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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
5 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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).
6 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
7 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
8 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
9 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
10 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
11 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
12 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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
13 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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
14 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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
15 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
16 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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.
17 OFFICIAL: Student Induction Handbook 2018 – 2019 / Revise Aug 2020
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
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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.
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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.
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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
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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
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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: [email protected]
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: [email protected] Tel: 01752 304134
Tom Taylor (Practice Educator) – Monday to Friday Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ
Email: [email protected] 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: [email protected] Tel: 01752 398088
Patrick Duke (Practice Educator) – Monday to Thursday
Plymouth City Council, Floor Three, Midland House, Notte Street, Plymouth, PL1 2EJ email: [email protected] 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.