Children and Families Training Directory April 2017 – March 2018

Children and Families

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Introduction Welcome to the 2017/18 Children and Families training programme for all staff supporting vulnerable children and their families in Children and Families Services. This programme aims to provide cost effective and creative learning activities. We want to ensure that everyone who works with children and young people, whatever their role, has the skills, knowledge and motivation to do the best job they possibly can. In Milton Keynes, our focus is to ensure children, young people and families are at the centre of holistic, co-ordinated and seamless service delivery. The way in which we will all achieve our strategic vision is through sharing and delivering our key priorities both as a Council and through our Partners. This will strengthen the services we provide to children, young people and their families in Milton Keynes in the year to come. The programme details all the training and other learning opportunities available, including induction, e-learning, professional qualifications, advice and support to access learning materials, mentoring etc. All the training dates for the events in this Programme, including how to apply can be found on the Learning and Development Web pages: click here. Further training resources, case studies, research and evidence - informed practice is available on the Community Care Inform. Staff can plan their training for the year ahead in order to ensure that their professional development needs are met, as identified in supervision and appraisals. There are also further training opportunities, which will be advertised during the year, or make enquiries if you have a specific learning need which is not mentioned in the programme.

Our workforce is made up of managers, social workers, support workers, social work assistants, workers in the Social Care Teams, Integrated Family Support, the Youth Offending Team, commissioners, Educational Psychologists, Education Officers and many more. It is important that workers in different parts of Children and Families Services are able to work well together across professional boundaries, to support children and young people achieve the best outcomes. It is important that learning activities meet the needs of the different roles and levels in our workforce and therefore are a vital element in helping us plan for our future workforce needs. In the following pages, you will find details of the courses, in order to assist you find the most appropriate courses to meet your CPD needs. If you have any queries please do not hesitate to contact the Workforce Team. Please remember that the training programme is only as good as the feedback we receive. We would encourage you all to fill in the course feedback forms and tell us what you think of the training you have attended. We would also like to encourage you to tell us what training would help you in your work with children and families. Our training programme has always been highly regarded and to keep it this way we need you to tell us what you need. There are obviously limits on what the budget can deliver but we would rather spend the money on what you regard as quality training. Cancellation Policy - To ensure the most beneficial the budget, decisions on course viability are made usually four weeks before courses are due to take place. Once the decision has been made to run a course, Milton Keynes Council is then liable for all charges relating to venue and delivery costs for that session. For this reason, it is necessary to have policies in place to recover any costs incurred due to cancellation or non-attendance.

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Therefore a team charge of £50 (£25 per person for half day course) will be made for un-notified cancellations. Nicky Rayner

Assistant Director Children and Families – Integrated Support and Social Care (Social Care) Melinda May Head of Children's Social Work and Children & Family Practices

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Contents Introduction ................................................................................... 2 Contents ....................................................................................... 4 Frequently Asked Questions and Answers about Training Events and Bookings ................................................................................ 6 Induction Training ......................................................................... 7

Corporate Training ............................................................... 7 Social Care Staff .................................................................. 7 Induction - Children’s Social Care Managers ....................... 8 Children and Family Practices and Children’s Centres ........ 9 HCPC Social Work Registration Standards ........................ 10

Induction ..................................................................................... 11 Adolescent Mental Health Awareness ................................ 11 Child Sexual Exploitation .................................................... 12 Cultural Diversity in Milton Keynes ..................................... 12 Domestic Violence: An Introduction ................................... 13 Deprivation of Liberty (DoLS) Awareness .......................... 14 Drugs and Substance Abuse Awareness ........................... 14 Family Group Conference Service Induction ...................... 15 Mental Capacity Act Awareness ......................................... 15 Signs of Safety - Induction Briefing .................................... 16 Safeguarding Vulnerable Adults Awareness (SOVA) ......... 16

Mandatory ................................................................................... 17 Safeguarding - Introduction Single Agency Training .......... 17 PREVENT Training ............................................................ 18 Signs of Safety: Introduction and Tools .............................. 18 Signs of Safety ................................................................... 19

Specialist .................................................................................... 20 Adult Attachment Interview (AAI) Briefing .......................... 20 Assessing the Needs of Children of Substance and/or Alcohol Misusing Parents ................................................... 21 CARE Index Overview........................................................ 21

Child Attachment Briefing ................................................... 22 Court Skills - How to Survive the Witness Box including the PLO .................................................................................... 23 Critical Thinking, Decision Making and Effective Plans ...... 23 Emergency First Aid (Paediatric) ........................................ 24 Food Safety (CIEH Level 2 Award) ..................................... 24 Housing, Homelessness and the Law Briefing .................... 25 Managing Challenging Behaviour ....................................... 26 Meaning of the Child Refresher .......................................... 27 Mental Health – Depression, Anxiety and Personality Disorder .............................................................................. 28 Mental Health - Parenting Capacity and Child Protection ... 28 Mental Health - Self Harm ................................................... 29 Motivational Interviewing..................................................... 29 Parent Assessment ............................................................. 30 Autism Spectrum Disorder Awareness ............................... 31 Personal Safety .................................................................. 31 Protective Behaviours - Foundation Course ....................... 32 Recording and Report Writing ............................................. 33 Sand Stories ....................................................................... 33 SEND – Inclusion and Intervention Briefing ........................ 34 Signs of Safety Practice Leads Half Day Workshops ......... 35 Solution Focused ................................................................ 35 Story Stems Briefing ........................................................... 36 Supervision: Core Skills for Supervisors ............................. 37 The Importance of Play ....................................................... 38 Working with difficult, Dangerous and Evasive Families ..... 39

Mentoring Scheme ...................................................................... 40 MKSCB training ........................................................................... 41

Community Care Inform (CCI) Good Practice Guides and Evidence Informed Practice ................................................ 43

E-Learning ................................................................................... 44 Corporate E-learning .......................................................... 45 Children and Families E-learning ........................................ 45

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Qualifications and Professional Continuing Professional Development .............................................................................. 48

Practice Education - Enabling Practice Learning and Assessment – University of Bedfordshire Teaching Partnership ......................................................................... 48 Practice Education in Social Work - Stage 2 ...................... 49 Post Qualifying Awards – Qualified Social Workers ........... 49 MA Applied Social Work; Children and Families, Practice Education and Leadership and Management ..................... 49 CFP and Children Centres ................................................. 50 Social Work Degree (BA) Work Based Route .................... 50

APPENDIX 1 Children and Families Induction – Completion Form51

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Frequently Asked Questions and Answers about Training Events and Bookings Q How do I book a place on a course in the training directory?

A After discussion with your supervisor to determine the most suitable course, please apply for your chosen course on the

Children and Families Training Website.

Q How do I know if I have been allocated a place on the course I have applied for?

A Four weeks prior to the date of the course you will be sent an e-mail confirming your place and giving details of the venue and anything else you need to be aware of before the course.

Q Will I be informed if a place is not available for me?

A Yes, you will be sent an e-mail to let you know, and if possible your name will be put forward to the next available date, or held until another date has been arranged.

Q What should I do if I do not receive a response to my application?

A If you have not had a response by two weeks before the course, or you hear that others have received their joining instructions for the course contact Training Support on 01908 253854 or Training@milton-keynes.gov.uk

Q How do I cancel my place if I am unable to attend? A E-mail Training@milton-keynes.gov.uk as soon as possible

to let them know so that your place can be allocated to someone else. If you are unable to e-mail telephone 01908 253854. If you do not give prior notification of cancellation, a cancellation fee will be issued.

Q What should I do if a course is advertised but no dates are published for it to take place?

A Send an email to the Workforce Development Team with your chosen course. Some course dates are arranged when there is sufficient demand.

Q What if I cannot find a course to meet my training need?

A Contact the Workforce Development Officer with as much detail as possible about what you need.

Q Are any refreshments provided at training events?

A Generally there is a vending machine available on the site of training. We are unable to ensure that jugs of water are available in the training room.

Q What should I do if I need particular arrangements because of a disability or a learning need?

A Please make us aware of your need on your application form and we will do all we can to make suitable arrangements for you.

Q Are handouts supplied on courses?

A This depends on the nature of the course and the trainer’s style of teaching. Increasingly trainers are providing course learning materials through electronic links which may be available either before or after the course.

Q Will I be given a certificate after the training? A Generally trainers will give certificates of attendance to those

who are present for the whole duration of the course. On some courses certificates are only awarded after an assessment. Please ensure you sign the attendance register so that you receive your certificate and the Workforce Team have a record of your attendance.

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Induction Training

Induction in to a new job role is essential to help ensure workers have the necessary information to ensure they can work safely. Children and Families Services have a range of key information and training for new employees that needs to be completed. These can be in the form of formal training, good practice guides and policies and procedures. Managers should clarify with staff how the training should be completed. Milton Keynes Council Corporate Induction courses will need to be completed to by all new MKC employees and details can be found on the Staff Internet: HR Training – Induction. The Children and Families Induction Completion From is attached at Appendix 1.

Corporate Training

Staff should also see the Corporate Training section on the Staff Portal for courses on Appraisal, HR topics, management and e-learning. In addition, a range of corporate courses is available on different leadership and management and HR topics such as HR processes and employment law: click here. If you are in a job role where you do not have access to the intranet please ask your manager for this information. Induction must be signed off by managers at 3 and 6 months as relevant using the Induction Sign Off Form in Appendix 1

Social Care Staff

Our Induction handbook is available to support new starters and newly appointed managers, to gain the skills and knowledge needed to understand fully and undertake their role, in supporting the child’s journey. The Handbook is located on the MKC Intranet click here We have aligned our training to Knowledge and Skills Professional Capabilities Framework (PCF) and the 9 competency-based domains with level descriptors within each domain:

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1. Professionalism 2. Values and ethics 3. Diversity 4. Rights Justice and Economic Wellbeing 5. Knowledge 6. Critical Reflection and analysis 7. Intervention and Skills 8. Contexts and Organisation 9. Professional Leadership

The PCF level descriptors can be used to help with identifying and assessing learning needs Reference to the PCF will enable social workers to ensure they have a well-balanced personal development plan. The new Knowledge and Skills Statements (KSS) are aimed specifically at ASYE level, covering what children’s social workers should be able to do at the end of their first year. There is overlap between the KSS and PCF and our training efficiently incorporates both frameworks.

Induction - Children’s Social Care Managers

New Managers will have many of the same learning needs as new staff and some more specialised to their management role. All new managers should complete the Corporate IMPACT for Managers training - for details visit the HR training pages on the intranet.

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Induction training

Milton Keynes Council Corporate Induction Training and Checklist (to be found on the MKC Intranet

Safeguarding – Introduction (Single Agency)

Safeguarding Adults

Mental Capacity Act

Signs of Safety – Induction

Cultural Diversity in Milton Keynes

ICS (ME Learning) + Other as advised

Attachment (face to face training or e-learning)

Neglect

Domestic Violence –Introduction

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Child Sexual Exploitation – Introduction

MKC Corporate Managers Induction requirements

Children and Family Practices and Children’s Centres

CFP Workers

Children Centres

Induction training

Milton Keynes Council Corporate Induction Training and Checklist (on the found on the MKC Intranet)

Attachment Skills – Introduction

Assessment Skills – Introduction

Safeguarding Adults

Mental Capacity Act

Cultural Diversity in Milton Keynes

Family Group Conferencing Service: An introduction

Off Site Visits Group Leader training

Personal Safety (may be a discussion with line-manager)

Prevent Training

Recording Effectively

Safeguarding –Introduction Single Agency

Signs of Safety Induction

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HCPC Social Work Registration Standards

Standard 1 - A registrant must maintain a continuous, up-to-date and accurate record of their CPD activities. Standard 2 - A registrant must demonstrate that their CPD activities are a mixture of learning activities relevant to current or future practice. Standard 3 - A registrant must seek to ensure that their CPD has contributed to the quality of their practice and service delivery. Standard 4 - A registrant must seek to ensure that their CPD benefits the service user. Standard 5 - A registrant must, upon request, present a written profile (which must be their own work and supported by evidence) explaining how they have met the standards for CPD.

CPD activities should include the following: Work-based learning - (for example, reflecting on experiences, considering feedback from service users, being a member of a committee and so on) Professional activity - (for example, being a member of a specialist interest group, mentoring or teaching others, being an expert witness, giving presentations at conferences and so on) Formal education - (for example, going on courses, doing research, distance learning, planning or running a course and so on) Self-directed learning - (for example, reading articles, reviewing books and articles, updating your knowledge through the internet etc Other relevant activities Sampling Registrants

Each year the HCPC will audit a sample of registrants’ CPD. It is important therefore that social workers take responsibility for meeting the standards of CPD. If you are chosen for audit, the HCPC send you a CPD profile to fill in and return by your renewal deadline date. If your CPD profile in not received, your registration will not be renewed.

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Induction

Adolescent Mental Health Awareness

Professionals working with children and adolescents need to be able to identify disorders and psychological problems that may influence the professional’s assessment and communication with the young person and family. Trainer CAMHS Who should attend? This is a useful session for all who work with young people Course Content

Define emotional health and wellbeing and recognise mental ill health and discuss the incidence of mental illness Be aware of child development and its impact on mental health and recognise the impact parenting has on child development

Understand the impact of adolescence on development of good mental health

Outline the types, causes, signs & symptoms of mental illness in children and young people.

Ascertain the legal aspects of working with children and adolescents with a mental illness and associated professional responsibilities.

Explore the importance of positive behaviour support for the child and adolescents with a mental illness.

Discuss current thinking in risk strategies

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Child Sexual Exploitation

It is vital for front line staff working with children and families to feel confident that they can recognise the signs of child sexual exploitation and act on them appropriately. This specialised course provides a comprehensive overview of the subject and gives participants the tools they need to use in practice in identifying and working with this extremely serious issue. We use best practice and research examples throughout and encourage participants to develop a reflective and safe approach to their practice. Trainer Reconstruct Course Content

Recognise and identify risk factors associated with Child Sexual

Exploitation (CSE).

Be able to outline the different models of CSE, the types of perpetrator and their modus operandi.

Understand the grooming process.

Recognise and understand ways to effectively identify and engage with children and young people who are at risk of CSE.

Understand relevant government guidance, the legislative framework and local protocols.

We encourage participants to consider not only their individual role and responsibilities in relation to the subject, but also to look at the subject from a multi-agency perspective.

Cultural Diversity in Milton Keynes

This course is about responding to the Cultural Needs of minority groups in Milton Keynes and considering the implications for those seeking to deliver services to them Trainer Irem Syed - EMA Network Who should attend?

Professionals working with diverse children, young people and families from communities in Milton Keynes. Course Content

An in depth knowledge of the diverse Black and minority ethnic (BME) communities in Milton Keynes

How to provide for the cultural and diverse needs of children and young people in a range of contexts

Being more confident and know how to engage more effectively with BME communities

Legal responsibilities towards ethnic and religious groups under the Equality Act 2010

An overview of the growing diversity of Milton Keynes Aspects of culture, cultural differences, perspectives and

implications of cultural diversity including Islam and African culture

Good practice and helpful strategies for working with people of different cultures to one’s own

Implications of the Equality Act 2010 An introduced to sources of support and information,

including EMA Network resources Learn about aspects of culture, cultural differences,

perspectives and implications of cultural diversity e.g.Islam and African culture and the history and heritage

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Course Duration 3 hours Domestic Violence: An Introduction

This is a brief induction to domestic violence in Milton Keynes and the services provided by MK Act. It may be useful as a preparation for further training. Trainer MK ACT Who should attend?

Practitioners supporting children, young people and families from communities in Milton Keynes. Course Content

What is Domestic Violence? Context - reported Domestic Violence in MK Client safety and the MK ACT Holistic Service What MK ACT offers Referral criteria Resources available to help in Milton Keynes

Course Duration 3 hours

Who should attend? This short course is useful for anyone who needs a brief introduction to the subject, or who might go on to attend the 2 day MKSCB training - The Milton Keynes Approach to Domestic Violence.

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Deprivation of Liberty (DoLS) Awareness

To enable participants to understand and consider the importance of DoLS in the protection of vulnerable adults from abuse. Trainer Adults Services Training Programme Course Content

Look at the history of the deprivation of liberty safeguards and the issues they have been introduced to address Describe how the deprivation of liberty safeguards relate to the MCA Explore what would constitute a deprivation of liberty. Outline the Deprivation of Liberty Safeguard application process and who to contact for advice Look at the requirements in recording, monitoring and reviewing the safeguards and applications for renewal

Course Duration 3 hours

Drugs and Substance Abuse Awareness

A course to provide basic information and raise awareness about drug use. Trainer Lisa-Marie Stephens Who should attend? All who work with young people or parents who may be using drugs or substances and need a basic introduction to this topic or to update their knowledge. Course Content

Common drugs used locally and their effects Appearance of drugs and drug using equipment How to recognise indications that drugs or other substances

are being used Local sources of advice and support Some ways to encourage adults or young people to seek

specialist support when needed Course Duration 3 hours

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Family Group Conference Service Induction

An opportunity for new staff, students and established staff to gain an introduction to Family Group Conferences (FGC) in Milton Keynes. Trainer Family Group Conference Team Who should attend? For all new staff in Children’s Social Work teams and Children & Families Practices. Course Content

An introduction to the Family Group Conference process

which safeguards and promotes the welfare of children in Milton Keynes

Understanding of referral process and roles and responsibilities of family/friends, agencies and FGC Co-ordinator

Mental Capacity Act Awareness

To provide participants with an overview of the Mental Capacity Act and examples of how it may be applied in different clinical and care contexts. Trainer Adults Services Training Programme Who should attend? All staff who would like to have a better understanding of Mental Capacity Act. Course Content

An understanding of the circumstances in which the Act will apply

Awareness of the principles of the Mental Capacity Act An understanding of how capacity is assessed under the Act Awareness of the importance of advocacy, advance

decisions, restraint, attorneys and deputies An awareness of responsibilities under the Mental Capacity

Act Knowledge concerning when and how to access the IMCA

service

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Signs of Safety - Induction Briefing

Signs of Safety is a solution and safety oriented approach to child protection practice and provides a collaborative approach to working with families and in partnership with other professionals. It equips participants to use the Signs of Safety risk assessment protocol collaboratively with families and other professionals and build rigorous, sustainable safety plans with the family that address the child protection concerns. This briefing session is designed to inform your knowledge and practice around Signs of Safety at an introductory level. Further training will also be available where necessary. Trainer Sophie Marshall - Signs of Safety Practice Leader Who should attend? All new staff in Children’s Social Work and Children and Family Practices and all staff who need an introductory knowledge of Signs of Safety. Course Content

Signs of Safety as a model of practice How mapping works in practice The role of the Signs of Safety Practice Leader

This briefing does not replace the three day Signs of Safety -Introduction and Tools training. Those working in Children’s Social Work and Children and Family Practices must attend Signs of Safety -Introduction and Tools.

Safeguarding Vulnerable Adults Awareness (SOVA)

To provide participants with knowledge and information to understand their roles and responsibilities in recognising and dealing with abuse and safeguarding adults at risk in line with Milton Keynes Multi Agency Safeguarding Adults Policy. Please note: this course has been amended to incorporate PREVENT training. Trainer Adults Training Programme Who should attend? Staff who have little or no knowledge of safeguarding issues and/or of the Multi Agency Safeguarding Adults policy. Course Contents

An understanding of the definitions related to safeguarding adults at risk

Able to recognise the signs & symptoms associated with different types of abuse

An understanding of how an individual’s mental capacity may affect their vulnerability

Ability to respond to a disclosure An understanding of individual reporting responsibility and

requirements in line with Milton Keynes Multi Agency Safeguarding Adults policy

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Mandatory

Safeguarding - Introduction Single Agency Training

Discover the ways you can safeguard the welfare of children whilst employed in Children and Families Integrated Support and Social Care Trainer Safeguarding Trainers approved by MKSCB Who should attend? All new staff in Children's Social Care and Children and Families Practices will find this course essential Course Content

How their actions to safeguard children fit within the wider context of support in Children and Families Integrated Support and Social Care

The four categories of abuse Indicators of abuse How to deal with disclosures When to be concerned, record and report

Safeguarding Refresher every 3 years – staff should undertake the MKSCB Everybody’s Business training

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PREVENT Training

Workshop to raise awareness about Prevent (WRAP) The Council has a statutory duty to have regard to prevent people being drawn into terrorism under the Government’s PREVENT strategy. It was introduced as part of the 2015 Counter-Terrorism and Security Act. The duty applies to a number of public and other specified bodies, including local authorities. How radicalisation is tackled can vary from place to place and from organisation to organisation. The aim of the Prevent duty and accompanying guidance provide a clear framework that all organisations should follow in order to minimise the risk. Completion of the WRAP training will give delegates a clear understanding of the current situation and how to refer if concerns are identified. Trainer Linda Bartlett / Lawrence Jordan Course Content The PREVENT training will:

Raise awareness of Prevent and of the duty now placed on the organisation

Raise awareness of the identification of risks and possible action

Raise awareness of all the ways in which your organisation may be vulnerable to the risk of radicalisation

Provide the opportunity to ask questions about implementation of the duty

Signs of Safety: Introduction and Tools

This course is mandatory training for all staff responsible for the assessment of vulnerable children. It will introduce the main ideas and methods of using the Signs of Safety approach to safeguarding work with families. The third day of the training introduces the tools for direct work with children. The course will be repeated so that new staff receive a training in this model of social work. Trainer Jo Ratcliffe Who should attend? All staff who need knowledge and skills in using Signs of Safety in their safeguarding work with families.

Course Content

An overview of Signs of Safety thinking Methodology for analysing cases – mapping Risk assessment and managing using Signs of Safety Tools for direct work with children such as three houses Implications for case management and supervision and inter-

professional working

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Signs of Safety

Useful Documents SOS Work Book (PDF, 13.4MB) - This sets out the Signs of Safety tools for the Assessment and Planning framework EARS Process (DOC, 28KB) - to obtain a depth of information in each domain and element of the assessment and plan. Information is documented in a ‘map’ i.e. the assessment and planning form to capture all the details and orientate us so we know what we are doing and why (as does everyone else involved). Mapping Process (PDF, 1.5MB) - Mapping or assessing child protection cases together with family members almost always involves some level of coercion, which needs to be exercised skilfully. Professionals need to develop skilful use of authority necessary in using Signs of Safety. These tools have also been developed to use with children to enable them to tell their story effectively when using the ‘signs of safety’ approach. The Three Houses (DOC, 27KB) - takes the three key assessment questions of the Assessment and Planning Framework:

What are we worried about What’s working well What needs to happen

and locates them in three houses to make the issues more accessible for children. Steps for using the Three Houses Tool include: 1. Wherever possible, inform the parents or carers of the need to interview the children, explain the three houses process to them and obtain permission to interview the children. 2. Make a decision whether to work with the child with/without parents or carers present. 3. Explain the three houses to the child using one sheet of paper per house.

4. Use words and drawings as appropriate and anything else useful to engage child in the process. 5. Often start with ‘house of good things’ particularly where child is anxious or uncertain. 6. Once finished, obtain permission of the child to show to others - parents, extended family, professionals. Address safety issues for child in presenting to others. 7. Present the finished three houses assessment to the parents/caregivers, usually beginning with ‘house of good things’. Three Houses App The new My Three Houses app can now be downloaded onto your iPad or Android device. For guildelines, please visit the Signs of Safety website. Three Houses app (DOCX, 14KB) (guidance) Houses/Wizards and Fairies (PDF, 5.7MB) - Safety House guidance booklet The Safety House (DOC, 34KB) Danger Statements and Safety Goals (PDF, 572KB) Safety Planning (PDF, 951KB) Words and Pictures (PDF, 3.7MB)

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Specialist

Adult Attachment Interview (AAI) Briefing

The Adult Attachment Interview has been an important contribution to modern attachment study. The Adult Attachment Interview is a procedure for assessing adults' strategies for identifying, preventing, and protecting adults from perceived dangers, particularly dangers tied to intimate relationships. Trainer Steve Farnfield Who should attend?

Practitioners who work with children, young people and families

Course Content

Understanding the scoring score and coding

the Adult Attachment An introduction into

Bowlby¹s attachment theory,

a description of the Infant Attachment categories of Mary

Ainsworth

the links to adult attachment theory and the Adult Attachment

Interview

Introduction to AAI transcripts

Exploration of research and clinical questions that arise during the

training is scheduled and conducted as needed.

Course Duration 2 hours

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Assessing the Needs of Children of Substance and/or Alcohol Misusing Parents

The impact of drug and alcohol misuse on parenting capacity has been a feature of many serious case reviews. However, it can be an area where maintaining a “risk sensible” approach can be a challenge for practitioners, particularly where substance misuse is known to be present but the impact on children is not immediately obvious. The course will draw on current research and ensure that issues relating to drug and alcohol misuse are given equal weight during the programme.

Trainer In-Trac

Course Content

Differentiate between experimental, recreational and dependent substance misuse.

Consider how attitudes and values may affect our responses where parents are misusing drugs and/or alcohol.

Identify how drug and alcohol misuse can affect parenting capacity.

Analyse how a balanced assessment of risk can be used to consider the impact of parental substance misuse on children

How to plan appropriate child focused responses.

Describe research findings which identify the impact of serious parental substance misuse on children, and to use this research to inform an assessment of need.

Describe and work with motivational techniques to assess parental motivation to change.

Consider how to promote effective multi-agency networking to inform the assessment process.

CARE Index Overview

The CARE-Index assesses mother-infant interaction from birth to about

two years of age based on a short, videotaped play interaction of 3-5

minutes. Once the coder is trained, coding of an interaction takes about 15-

20 minutes. The measure assesses mothers on three scales: sensitivity,

control and unresponsiveness. There are also four scales for infants:

cooperativeness, compulsivity, difficultness, and passivity. These scales

tend to be related to the maternal scales in the order listed. The scales:

are highly correlated with the infant Strange Situation assessment

patterns of attachment

differentiate abusing from neglecting, abusing-and-neglecting,

marginally maltreating, and adequate dyads

can be used during intervention

can be used to assess the effectiveness of intervention.

The CARE-Index is easily and sharpens both one's observation and one's ability to tell others exactly what the dyad did and why it should be interpreted in a particular manner. Trainer Steve Farnfield Who should attend?

Practitioners who work with children, young people and families Course Content

An introduction in to non-verbal behaviour, interpersonal

strategies, and developmental processes (Adult patterns consist of

sensitivity, controlling, and unresponsivity; the infant patterns are

cooperative, difficult, compulsive compliant, caregiving or

attention, and passive.)

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Course Duration 2 hours

Child Attachment Briefing

The Child Attachment Interview (CAI) focuses upon current memories and assesses children’s perceptions of their attachment figures’ current availability and sensitive responsiveness through eliciting internal representations of attachment figures. The CAI contains 19 questions asking children to recall and describe their attachment experiences with, and perception of their attachment figures, in particular, at times of hurt, emotional upset, illness, separation and loss. The interview relies upon non-verbal as well as verbal communication in the analysis of narratives. The coding is conducted from videotaped interviews and the coding and classification system yields attachment strategies analogous to those identified in infancy and adulthood. Trainer Steve Farnfield Who should attend?

Practitioners who work with children, young people and families Course Content

To understand the rationale and technique of using the CAI as a

tool for the assessment of child-parent attachment relationships

in middle childhood (8-15 year olds) through a videotaped

interview.

An introduction to the coding and reviewing interviews

Course Duration 2 hours

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Court Skills - How to Survive the Witness Box including the PLO

This training will help to build confidence and perform your role as a witness in court and to understand court etiquette, what is expected of you and court protocols, on behalf of the Local Authority effectively and robustly. Trainer Kingsley Knight Who should attend? The training is for social workers and other qualified practitioners working within children and adult social care departments. Attendance will assist the participants to enhance their skills, knowledge and confidence in presenting at court, understanding court’s expectations, etiquette and protocols. Course Content

Ability to describe legal terminology that relates to proceedings involving social care departments and Children Act proceedings

Demonstrate an understanding of rules of evidence, preparation of reports and pre-trial preparation.

Ability to summarise the nature and purpose of different types of court hearings and the orders which can result in Children Act proceedings

Have a working knowledge of the Public Law Outline and pre-proceedings process and the impact of the Children and Families Act.

Critical Thinking, Decision Making and Effective Plans

This one day course will focus on promoting and developing professional judgement as part of the assessment process. The training will support practitioners to design SMART workable plans for CIN, CP, LAC, and cases supported by Early Intervention and explore at exit strategies. Trainer Reconstruct Course Content Participants will have:

developed skills in how to use reflection and analysis to inform

decision-making on risk and develop plans which are outcome

focused in relation to change for the child.

developed an analytical mindset to information which enables the

supervisor and practitioner to understand the ‘lived experience’

for the child and to capture this in the assessment.

developed critical thinking skills and tools for analysis of

information which model “curiosity” in supervision with the aim of

developing ‘curiosity’ in practitioners.

alert to faith and culture in analysis and decision making and

looking analytically at the impact of these.

developed an analytical approach to risk assessment and being

‘risk sensible’. (Munro 2011).

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Emergency First Aid (Paediatric)

This course will enable participants to manage health emergencies with babies and children under 12 years of age but will predominantly focus on under 5 year olds. The course is unit one of the Level 2 Award in Paediatric First Aid and is a nationally recognised qualification. Participants will complete a test at the end of the training day. Please note participants will need to wear suitable clothing to lie on the floor to practice CPR and the recovery position. Trainer Guardian First Aid Course Content

• The role of the paediatric first aider • Assessing an emergency situation and taking action • Administering first aid to a casualty who is unconscious

(including seizure) • Administering cardiopulmonary resuscitation • Administering first aid to a casualty who is wounded and

bleeding • Administering first aid to a casualty who is suffering from

shock and anaphylactic shock • Administering first aid to a casualty who is choking • Administering first aid to a casualty who is poisoned • Managing head injuries, asthma and diabetes • Basic information on life threatening illnesses

Course Duration 2 day

Food Safety (CIEH Level 2 Award)

This course offers the opportunity to develop your knowledge of food safety so that you can prepare food safely. Staff will be offered a multiple choice test at the end of the day to gain the qualification. Some staff may prefer to attend the training without completing the test which is an option. Trainer Paul Warren, Food and Hygiene Course Content • Introduction to food safety • Legislation • Food safety hazards • Taking temperatures • Refrigeration, chilling and cold holding of foods • Cooking, hot holding and re-heating foods • Food handling • Principles of safe food storage • Cleaning • Premises and equipment Who should attend? Practitioners who prepare food with, or for children, young people and families.

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Housing, Homelessness and the Law Briefing

Briefing sessions will be available throughout the year on the following housing issues: Domestic Abuse and Housing

Understand how a victim of domestic abuse can make a homeless application to the local authority and the duties of local authorities to such victims

Know the rights of a victim of domestic abuse to housing where she or he has no recourse to public funds

Gain an understanding of eligibility, priority need, intentional homelessness and local connection in relation to cases of domestic abuse

Have a sound grasp of the relevant principles of the Homelessness Code of Guidance for Local Authorities in relation to victims of domestic violence

Homelessness Law

An understanding of the council's duty to start a homelessness investigation, eligibility for assistance and priority need

An undertstanding of the duties of a local authority towards a homeless person

An understanding of arrears management and the impact of Universal Credit and Welfare Benefit Reform

Course Duration 2 hours

Making Every Contact Count This training raises awareness of the Making Every Contact Approach (MECC) and how to use it when working with families. The training will provide you with information on the approach and how you and your staff teams can work with families directly, as well as put them in touch with useful services to improve their health. Trainer Jennifer Archer Public Health Milton Keynes Council Course Content

What the Making Every Contact Count Approach is

Key lifestyle messages that the approach covers

How the MECC approach could be used within your service

How MECC can support your day to day work with families

How to have conversations with families about their health

MECC is about encouraging and helping people to make healthier

choices to achieve positive long term behaviour change. MECC is

an approach that focuses on short, one to one opportunities with

colleagues and service users to advise and signpost to healthy

lifestyle information on:

o Smoking

o Weight Management

o Physical Activity

o Alcohol

o Mental Health and Wellbeing

Who should attend?

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The training is aimed at staff working in Children Centres but other staff working with children and families may wish to attend. Managing Challenging Behaviour

This course will help carers to feel more confident while working with young people whose behaviour can be challenging. It will give them some practical understanding of the interpersonal processes involved and some useful strategies to defuse conflict.

Trainer Denise Woods, Good Sense Training Course Content

By the end of this workshop, you will be able to: Define what we mean by challenging behaviour and identify

key triggers that can cause conflict Learn how to diffuse volatile situations and how to de-

escalate aggressive people Explain the different warning and danger signs and describe

the use of distance when dealing with conflict Recognise our perceptions and cultural difference and the

significance of some behaviour Explain the use of ‘reasonable force’ as it applies to conflict

management and to handle sensitive situations with skill and diplomacy

Explain the personal and environmental factors that influence challenging behaviour and action plan how to reduce them

How to cope with emotions - yours and other peoples Become more confident about dealing with violence and

aggression by identifying types of behaviour and triggers to violent aggressive behaviour

Know the health and safety issues regarding violence and aggression in the work place, recognising the importance of personal safety, self-awareness & professional boundaries

Recognise and understand how their own body language and methods of communication can affect others

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Identify a range of positive behaviour management techniques to both reduce the number of challenging behaviour incidents and de-escalate challenging behaviour when it does occur

Work as a team to decide how to objectively observe and record behaviour so individual interventions can be created and consistently applied to best suit patients/students

Meaning of the Child Refresher

In this session will look at taking the Meaning of the Child Forward in Milton Keynes for those who’ve completed the MotC training. Trainer Attachment Services Course Content

Issues arising out of Practice: group discussion and then teaching on the issues that arise

Developments in the MotC - updated coding sheet and manual Understanding the MotC; further teaching.

Detailed coding and discussion of one problematic practice interview

Case study of one MK interview (coding of interview, and discussion on intervention and overall case formulation)

Reliability and Practice: discussion of where people are, where they wish to go, what support is needed.

Talking the MotC forward: planning as a group Who should attend? Those practitioners who have completed the training and who need a refresher in integrating the coding in their practice and reporting

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Mental Health – Depression, Anxiety and Personality Disorder

This course will be helpful to all who work with families and who seek to improve their knowledge of mental health issues. It is a course for those who have some introductory knowledge of mental health in their everyday work Trainer Martin Davies, Independent Trainer Course Content

• Understanding the main types of Anxiety • How stress and anxiety link with Depression • Understanding Depression (recognition/assessment) • Why depression is missed and issues around risk • Understanding ‘Personality development', and its

association with disorder Types of personality disorders and common features

• Issues around managing severe mental illness (eg chronic psychotic disorders)

• Introduction to medications and treatments Who should attend? Individuals who seek to improve their knowledge of mental health issues.

Mental Health - Parenting Capacity and Child Protection

This course builds on participants understanding of mental ill health and enables them to relate their knowledge to their safeguarding work with families and develop appropriate strategies. Trainer Angela Stanton, Reconstruct Course Content

Integration of equal treatment for people with mental health

problems

Creative inter-service working to aid families and children

Methods of improving inter-service inter-agency working

Participants' own beliefs and attitudes as well as societal views

Models of assessment that remain child focused and aid

recognition and practical intervention

Strategies for intervention

Participants’ skills in working with families, extended family and

social networks to improve support and care

Who should attend? This is an essential course for all who may be called upon to assess and support families where a parent is affected by mental ill health. All participants must already have a good general knowledge of mental ill health and have attended Mental Health - Signs and Symptoms or an equivalent course.

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Mental Health - Self Harm

Many professionals, parents and carers can feel helpless when faced with young people who are self-harming. They struggle to know what to do for the best. CAMHS in Milton Keynes has developed a useful resource booklet which will be made available to participants Trainer CAMHS Course Content

• What is Self-Harm? • Initial Responses to Self-Harm • What professionals, parents/Carers can do to help • The role of CAMHS

Who should attend? This is a useful session for all who work with young people

Motivational Interviewing

Learn about using motivational interviewing to help people change their behaviour and attitude. This training will give you opportunities to practice the approach. It will also help you to begin to use the approach in your practice. The training also aims to create curiosity to learn more and develop practice. Trainer Talking Life Who should attend? The target audience is anyone working with children, young people and families to help them make changes to their behaviour attitude. Course Content

Participants will have the opportunity to: learn and experience the fundamental spirit of motivational

interviewing witness examples of adherent motivational interviewing

through live, audio and video demonstrations learn and strengthen empathic counselling skills essential to

practicing motivational interviewing understand the guiding aspects of motivational interviewing experience the motivational interviewing approach in a

protective environment gain an awareness of the extensive literature supporting

motivational interviewing as an evidence base in working with complexity and facilitating change

Course Duration This is a two day course, and both days must be attended.

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This course will be run on demand please contact the Workforce Team to express your interest

Parent Assessment

An Introductory 2 Day Training Workshop covering the Models, Theories and Skills required to complete a Manual 4.0 Assessment This workshop will provide participants with an understanding of the methodology underpinning the PAMS assessment and all of the PAMS tools, and their multiple applications. The workshop will also cover how to generate PAMS Reports from the software and how to apply PAMS to the measurement of interventions. Course Content

To identify the major differences between the PAMS evidence based approach to the assessment of vulnerable families and other assessment approaches.

To learn about the theories and working model underpinning the PAMS 4.0 software and how these interface with the Assessing Children in Need Framework and Common Assessment Framework.

To be able to use the PAMS 4.0 software in everyday practice and within the context of the To practice and gain confidence in using the PAMS 4.0 software.

To apply the PAMS 4.0 software to the measurement of interventions. To explore how PAMS can assess complex and diverse family situations. This course will be booked on demand

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Autism Spectrum Disorder Awareness

This briefing will provide an understanding of and strategies that can support within the home. Trainer SEND – Inclusion and Intervention Team Course Content

• An understanding of and strategies that can support within the

home.

• Understand more about Autism

• Be more aware of how Autistic differences may impact

differently on individual

• Be able to identify what aspects of life may be challenging as a

result

• Simple strategies that could be used in the home to support

Course Duration 2 hours

Personal Safety

An interactive training day exploring issues of personal safety whilst working with children, young people and families

Trainer Dale Cooper Who should attend?

Practitioners and managers who work directly with children, young people and families. Course Content

Definitions of personal safety and violence and aggression at work

Types of violence and aggression we face at work Preparing to keep ourselves safe Reporting options Recognising early warning signs of aggression Communication skills when managing conflict Strategies to help to avoid, reduce or manage violence and

aggression Active listening Summary and action plans

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Protective Behaviours - Foundation Course

The Protective Behaviours (PBs) process starts by recognising when someone feels safe and enables them to understand when they might not be feeling safe. It provides the skills and strategies to help an individual take action and get help when they need it to feel safe again. Protective Behaviours recognises that life is also about taking risks and trying new things and that this is an important part of personal development and an important life skill for learning how to respond to challenges. The Protective Behaviours Process has been used and adapted for many settings. Protective Behaviours is based on two themes which are used to teach and reinforce the basic concepts on which the process is based. This course introduces staff to a practical, down-to-earth approach to working with children and young people on personal safety to encourage self-empowerment and to avoid being victimised. Trainer Lyn Jeffrey - Protective Behaviours UK accredited trainer Who should attend? All staff who are in a position to use 'Protective Behaviours' in their workplace Course Content

Day one will explore the ideas upon which Protective Behaviours is based.

Day two will provide an opportunity for staff to work in groups based around the needs of children and young people with whom they work.

"Unwritten Rules of Society" and the powerful influence on our choices of behaviour

Interaction between our feelings, thoughts and behaviour

Seven strategies to effectively implement core ideas Practical application of core ideas

Course Duration 2 non-consecutive days

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Recording and Report Writing

To improve participants confidence and competence in maintaining accurate and relevant records for children and families. Trainer Reconstruct Who should attend this training? All staff working with children and young people. Course Content

Participants will be able to: Explore the legal and policy frameworks underpinning

record keeping in children’s services. Explore the differences between fact, opinion and

professional judgement. Examine the challenges and pitfalls for good recording

practice. Examine the type of changes and events that should be

included in a chronology and/or family and social history. Consider different types of records and reports, and

explore the skills associated with gathering accurate and meaningful information.

Consider ways of engaging with children, young people and their families to accurately represent their wishes and feelings in records.

Consider the importance of evidence based recording.

Sand Stories

Sandstories bring insight and wisdom to Story telling can help us to bypass some of our intellectual barriers and defences, allowing us to explore a more deep rooted response to life experiences. The theme of child-centred practice will be introduced by the first Sandstory visual presentation, which illustrates both the characteristics of a family which is ‘resistant’ to professional intervention and also explores the dynamic between those trying to ‘help’ the family. The second Sandstory explores the impact of fear and stress on infant resilience and survival, drawing on attachment theory and the neurological development of infants. It also addresses the effects of domestic violence on children and adolescentsThis session provides essential, up-to-date messages from practice, research and Serious Case Reviews. Trainer Sue Woolmore Who should attend? All new staff in Children’s Social Work and Children and Family Practices and all staff who are in involved in the assessment of children’s needs Course Content

Participants will be able to recognise the characteristics and behaviours of families and professionals who are engaged in a ‘resistant’ relationship

Participants will explore strategies for maintaining a child-centred and ‘authoritative’ approach with resistant families, without losing empathy and compassion

Participants will be better equipped to recognise ‘disguised compliance’ in families, particularly where child neglect is a concern

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Participants will understand better the impact of fear and stress (including domestic violence) on children and young people

Key messages from serious case reviews and research will underpin all of the learning.

SEND – Inclusion and Intervention Briefing

This briefing will provide an overview of the roles and responsibilities of the SEND team, we will look at how they support schools and settings and explain our statutory duties. Trainer SEND - Inclusion and Intervention Team Course Content

An overview of the roles and responsibilities of the SEND team,

How the Team supports schools and settings and explain our statutory duties.

Course Duration 2 hours

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Signs of Safety Practice Leads Half Day Workshops

The Munro review of Child Protection outlined key recommendations for Local Authorities to review and redesign the ways in which child and family social work is delivered. The review proposes supporting practice that can implement evidence based ways of working with children and families and places social work expertise at the centre of proposals. Lead facilitators across Children’s Social Care are working with staff and service users to inform the development of Signs of Safety tools for Milton Keynes and provide quantative and qualitative feedback as part of the evaluation process that will inform the second phase of the implementation to embed the approach into practice. Signs of Safety fits with a wider programme governance that will ensure connectivity across children’s services, in particular early help and troubled families. Training Jo Ratcliffe Signs of Safety Course Content

To investigate Appreciative Inquiry and the Deepening an Underdeveloped Mapping

Exploring a PL Mapping, working in Groups on Mappings Create a climate/culture where we welcome asking

questions that drill down and grow depth in mapping and practice

Solution Focused

Evidence shows that people are more likely to change if solutions come from within themselves. Our course introduces you to the practical techniques to achieve this. Trainer Talking Life Who should attend? This course is designed to enhance skills in working directly with children and young people and their families. Course Content

understand how to integrate solution focused approaches,

skills and principles into their practice

understand where to gain ongoing support to develop a

solution focused approach within their work

develop their capacity to construct effective partnerships and

agreements with children, young people and their families

develop their ability to listen, communicate and help children,

young people and families identify and access their own

resources, strengths and skills; to make effective choices and

enable lasting change and increased safety

consider how to engage and work with children, young people

and their families whilst building their resilience

learn how to use solution focused techniques (creative and

linguistic) in a range of environments including, child,

adolescent and family work, team meetings and inter agency

meetings

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learn how to use solution focused techniques to improve

inter agency and inter professional, collaborative working

whilst maintaining safety as the primary focus.

This course will be run on demand please contact the Workforce Team to express your interest

Story Stems Briefing

The Story Stem Assessment Profile asks the children to respond to a set of narrative story stems where they are given the beginning of a ‘story’ highlighting everyday scenarios with an inherent dilemma. Children are then asked to ‘show and tell me what happens next?’ This allows some assessment of the child’s expectations and perceptions of family roles, attachments and relationships, without asking the child’s direct questions about their family which might cause them conflict or anxiety. The SSAP is a clinical and research assessment tool which is a technique specifically for use with clinical and maltreatment populations. It has proved a valuable and non-intrusive tool for examining young children’s mental representations of attachment and relationships, both in research and in clinical practice. Normally, it is best used with children aged between about 4 and 9 years. Previous research has shown that children’s response to these story stems reflect both current and past features of their family life and attachment histories. The technique allows the child’s attachment representations to be evidenced in a displaced way which is usually enjoyed by the child and not experienced as unduly threatening. Trainer Steve Farnfield Who should attend?

Practitioners who work with children, young people and families Course Content

To introduce the administration, coding and clinical applicability of

the Story Stem Assessment Profile (SSAP) and its practical

administration

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Understand the reliability of the tool.

Course Duration 2 hours Supervision: Core Skills for Supervisors

This course is an introduction to Supervision skills. An introduction is not able to focus in detail on all the complex situations that supervisors will meet in their work, including working with issues of underperformance. It is strongly recommended that supervisors develop their supervision practice further through practice and further learning opportunities. Trainer: CBC Training Course Content

Understand what constitutes effective supervision and its relationship to safe practice and positive outcomes for service users

Consider the model of supervision and how it can assist in understanding the functions of supervision and its impact of supervision on others within the system

Consider how past experience of supervision can impact on the supervisory relationship

Understand the importance of developing and reviewing the supervisory relationship and the role of the agreement in promoting anti oppressive practice within supervision

Consider the role of supervision throughout the stages of professional development from newly qualified to experienced practitioner

Understand the importance of recording supervision Understand the importance of the authoritative supervisory

style in promoting good outcomes through supervision Use the supervision cycle, and understand how it can be

used as a model to facilitate effective supervision Consider the impact of anxiety and how emotions may

impact on staff, critical thinking and decision making.

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Please contact the Workforce Team to be booked on to this course The Importance of Play

Developmental play provides children with critical developmental experiences essential to both physical growth and secure attachment. Sensory play interactions between the child and the parent/carers are critical for brain growth, healthy physical development and emotional intelligence (Siegel, 2003, Goleman, 1994). This training provides the opportunity to understand the importance of play for children of all ages, especially those who have experienced trauma. Trainer Alex Machon Course Content

• To consider what is Play Therapy • Tools and ideas for play including investigating therapeutic

stories and understand the benefits of different types of play • Why play makes a difference • Communication in Play Therapy - help children to learn to

communicate with others, express feelings, modify behaviour and develop problem-solving skills

• To be able to overcome any barriers to playing with children. • Participants have a greater understanding of the importance

of play for children and feel able to use some new techniques and how it supports child development

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Working with difficult, Dangerous and Evasive Families

A training course for professionals who may have to deal with frightening, anxiety-provoking situations. There will be opportunities to reflect on professional and personal fears, experiences of resistance (passive/aggressive/disguised) with a view to developing appropriate/alternative strategies. Trainer Talking Life Target Audience: Front line safeguarding / child protection practitioners Course Content

• Definitions of difficult, dangerous and evasive service users • Concepts of disguised compliance and evasive behaviour • An overview of research and current serious case reviews • A model of communication • Strategies for working with evasive families • The child's voice • Reflective practice • Stress and burnout

This training uses examples of practice and is relevant for both newly-qualified and experienced staff.

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Mentoring Scheme

Mentoring Scheme The mentoring scheme provides opportunities to address the personal/emotional impact of children’s social work on staff members. Our practitioners experience a great deal of pressure in using their professional skills, decision making and dealing with their own emotional reactions to sometimes very distressing events. Our mentoring scheme provides professional counselling and advice for individuals. A mentoring relationship may be for an unspecified or for a limited duration. Face-to-face mentoring is available through the Workforce Team.

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MKSCB training

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All MKSCB courses must be booked via the Children’s Workforce Team – failure to do this may result in your team budget being charged for the training. You can find further information about all MKSCB courses and book via direct via the event booking system - https://booking.mkscb.org/ Please note that the MKSCB enforces a charging policy for non-attendance at training events. Failure to attend a booked event will result in your agency or organisation being charged £50-00. More information can be found in the terms and conditions on our event booking system. The types of courses that are available are as follows: MKSCB - Internet Safety – Keeping Children Safe Online Making a Referral MKSCB Everybody’s Business – Safeguarding Children in Milton Keynes Internet Safety - Keeping Young People Safe Online Self-Harm Awareness Not so ‘Legal Highs’ – Novel Psychoactive Substances

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Community Care Inform (CCI) Good Practice Guides and Evidence Informed Practice

There is a wealth of CPD material available to all practitioners on Children and Families Services to support the development of your knowledge and skills. Please contact the Workforce Team for a licence. Child Development and Milestones Normal child development: quick guide Child development practice support tool Child development Knowledge & Skills Statement Child development: the impact of parental substance misuse The impact of physical abuse on child development The impact of emotional and psychological abuse on child development. Guide one: the foetal stage and the first year The impact of emotional and psychological abuse on child development. Guide two: from the second to the fourth year The impact of emotional and psychological abuse on child development. Guide three: from the fifth to the 11th year The impact of emotional and psychological abuse on child development. Guide four: adolescence from the twelfth to the fifteenth year

The impact of emotional and psychological abuse on child development. Guide five: 16- to 19-year-olds

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CCI Knowledge and practice Hubs and Toolkits Attachment: knowledge and practice hub Tool: Guided parenting tasks Case study: Assessment involving the guided parenting task and presenting this to court Guide to assessing attachment in children and young people Good practice: Caring about attachment in young people in residential care Quick guide: Attachment and social work interventions Quick guide: Assessing attachment in parents and carers Are you up to date with key case law affecting your practice? A child’s eye view of neglect Analysis and decision-making Child sexual exploitation: learning from Jenny Molloy’s story Problems with professional judgement in a case of domestic violence Keeping up to date with research for busy practitioners Responding to peer-on-peer sexual exploitation Contact with birth families – a trauma model approach Learning from the murder of Ellie Butler Using research in court Professional practice in a complex child trafficking case Working with a family where FGM has been practiced Evidencing neglect in court Improving balance-sheet evidence Learning from a serious case review – child MK Child sexual exploitation: knowledge and practice hub - to help social workers to better understand this fast-changing and challenging field of practice. Attachment: knowledge and practice hub - includes quick guides with key points for practice, in-depth guides and research, tools and videos. FGM – knowledge and practice hub

E-Learning

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Corporate E-learning

The Corporate E-Learning zone provides you with a range of courses which you can access from any computer, either at work or at home. It can provide the course creators with reports on who took the course, when, how long and scores. To create a new account the Dynamic Learning Environment (DLE), click on this link: http://miltonkeynes.learningpool.com/ Take a tour of courses available, within the content you may also be presented with videos, quizzes, questionnaires and forums. Courses Available

MKC - Data Protection Freedom Of Information Act - E-Learning Equality & Diversity Microsoft Office 2010 2010 Excel 2010 Outlook 2010 PowerPoint 2010 Word Islamic Awareness Agile Working for All Employees Coaching Skills Effective Writing Meeting Skills Presentation Skills Team Leading Time Management IT Basic Skills

Children and Families E-learning

The following courses are available on the Virtual College website. Access requires a log-on and password available through the Children’s Workforce Team

Anaphylaxis Awareness Manual Handling

Awareness of Child Abuse and Neglect – Core

Parental Mental Health

Awareness of Child Abuse and Neglect – Foundation

Problem Solving

Basic Awareness of Domestic Abuse including the impact on children

Risk Taking Behaviour

Basic Awareness of the Sexual Exploitation of Children and Adults

Runaways

Child Accident Prevention Safe Sleeping for Babies – Reducing the risk of SIDS

Children’s and Young People’s Development in Health and Social Care Settings

Safeguarding and Leadership

Communication in Health and Social Care or Children’s and Young People’s Settings

Safeguarding Children and Young People from Abuse by Sexual Exploitation

Collaborative Working: A Whole Family Approach

Safeguarding Children Refresher Training

Cultural Awareness in Safeguarding

Safeguarding in Education

Early Child Development – Foundation

Safeguarding Everyone – Protecting Children, Young People and Adults at Risk

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Equality and Diversity in the Workplace

Safer Recruitment

Equality and inclusion in Health, Social Care or Children’s and Young People’s Settings

Safer Working Practices

E-Safety – Guidance for Practitioners

Self-Harm and Suicidal Thoughts in Children and Young People

Fire Safety and Evacuation

Short Breaks for Disabled Children

Hate Crime Strategic Managers in Integrated Working

Health and Safety in Health and Social Care Settings

Teenage Pregnancy

Hidden Harm – The effect of Parental Drug and Alcohol Misuse on Children

Trafficking, Exploitation and Modern Slavery

Information Sharing Level 2

Understanding Pathways to Extremism and the Prevent Programme

Integrated Working: Information sharing for the lead professional

Wellbeing in Sexual Health

Child Poverty Working with Children with Disabilities

Self-Neglect

SCIE E Learning: Please contact the Workforce Team for details on the following e-learning courses

Parental mental health and families

Introducing the family model - An introduction to the family model and the

Think child, think parent and think family - Explores the impact of parental mental illness on all

impacts of some common risks, stressors and protective factors

family members. Also looks at child development stages and some common diagnoses, interventions and treatments for mental illness.

Working together with professionals - Explores the challenges facing workers in maintaining a multi-agency approach and how the Family Model can be used to strengthen professional working relationships

Care planning and review - Looks at what makes an effective plan as well as considering how reviewing processes can be used to ensure changing needs are assessed and plans modified as a result.

Interventions - Explores screening, active signposting and early intervention, and their importance in addressing the needs of all parts of the family system.

Managing complexity and Leading Practice Provides a range of audit tools for front line managers to gauge the readiness of their staff to implement the ‘Think Family’ guidance. It also identifies the key drivers needed by strategic managers to target action at a local level, identify the barriers to change and potential solutions.

Communicating with families - Explores the communication strategies that can be used to talk to parents, children and families about parental mental health issues.

Working together with parents - Explores the key principles of working in partnership with parents

Parental substance misuse

Understanding substance misuse - An introduction to

Implications for children’s social work practice - Explores how

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the different types of substances commonly misused and the effects that these may have on the people taking them. Supporting people who experience abuse - Explores the implications that parental substance misuse has for social work practice and to recognise when an assessment is needed.

parenting capacity may be compromised and how children may be affected by parental substance misuse.

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Qualifications and Professional Continuing Professional Development

Practice Education - Enabling Practice Learning and Assessment – University of Bedfordshire Teaching Partnership

It is vitally important that Milton Keynes Children and Families Services maintain a succession of student placements in order to support the recruitment of social workers in Milton Keynes. A key element of supporting this is the sponsorship of qualified social workers to undertake Practice Education in Social Work. The course is designed specifically to provide qualified social workers with the knowledge and skills to support both undergraduate and postgraduate social work students undertaking their initial placement in their first year of study. The Stage 1 training enables you to meet the requirement of holding a formal practice teaching qualification for supervising initial placements. It is also a necessary step before moving on to Stage 2 of the training. Next start date: July 2017 The content of the course covers:

preparing and planning to take a student, supervision, assessment, direct observations, facilitating reflection, understanding and working with anti-oppression and anti-

discrimination, managing students who might be failing.

Completing the course successfully will entitle you to 30 credits at Masters Level, which you can choose to contribute towards university credit transfer schemes, where available.

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Practice Education in Social Work - Stage 2

Continuation training for social work practitioners who wish to supervise students on their final placement. Next start date: September 2017 Overview Building upon your completion of Practice Education in Social Work - Stage 1, Stage 2 extends your knowledge and approaches to manage and support BA and MA students on their final placement. The course is taught through day workshops and is assessed with a portfolio. Successful completion of Stage 2 will entitle you to 30 Masters level credits. Please contact the Workforce team for more details

Post Qualifying Awards – Qualified Social Workers

MA Applied Social Work; Children and Families, Practice Education and Leadership and Management

Applications are invited in the early Spring of each year for qualified social workers (must be 2 years post qualified) to undertake modules with our Teaching Partner, the University of Bedfordshire. Applicants are required to complete a VQT for the Council as well as the application pack from the University. Applicants are required to provide information as follows:

1. Reference from line manager 2. Copy of qualifications 3. Copy of passport

In line with our succession planning initiatives, we will continue to support social workers to obtain the Practice Educator award. The University academic timetable for these units begins in the following September, after registration.

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CFP and Children Centres

A range of qualifications is under review for this sector of the workforce. Please contact the Workforce team to discuss any identified need

Social Work Degree (BA) Work Based Route

Milton Keynes Council Children and Families Services are committed to supporting the development of their staff and should continue to offer a sponsored work-based route for qualifying in the BA (Hons) degree in social work, working with our University teaching partners. In the future, this may be on the basis of a self-funded route and will be subject to Council resources at the time and the prioritisation of training needs across the workforce. Successful graduates are eligible to apply to register with the regulatory body for social work in England, the Health and Care Professions Council. If accepted onto the register you’ll be able to practice as a qualified social worker. Sponsorship by Milton Keynes Council Children’s Social Care is subject to a selection process. Course Duration

This course is part time study, subject to the requirements of Milton Keynes Council Who should apply?

Required entry qualifications are two A-levels or equivalent, plus English and Maths to GCSE grade C or equivalent. Application Process

Please contact the Children’s Workforce Team for more details .

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APPENDIX 1 Children and Families Induction – Completion Form

Employee’s Name Start Date Team Manager/Supervisor

Induction Themes Induction Activities Employee Comments Manager Comments Task Completed at 3/ 6 Months Yes/No

MKC Induction Check list

Corporate Induction Training

Safeguarding Training

Health and Safety

Team Role, Policy and Procedures

Supervision

Essential Training to perform role at induction level

We agree the above tasks have been completed

Employee Name Signed Date

Manager Signed Date

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Head of Service Signed Date

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Milton Keynes Council Saxon Court 502 Avebury Boulevard Central Milton Keynes, MK9 3HS Further Information Nicola Healy, Training and Development Officer T 01908 253528 E Nicola.Healy@milton-keynes.gov.uk Course Administration and General Enquiries Training Support T 01908 253854

E Training@milton-keynes.gov.uk

Available in audio, large print, braille and other languages. 01908 253854