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Faculty of Health and Social Care2013 – 2014

Practice Learning Guide

MA & MSc Social Work (Full-time & EBR courses) BA (Hons) Social Work

Practice Learning

“Learning for better practice”

TABLE OF CONTENTS

L1 Practice learning guide....................................................................................................1PAN London Declaration…………………………………………………………………………..4Essential Pre-Placement Information...................................................................................5Section 1: Introduction..........................................................................................................7

Section 1.1: Philosophy and Principles of Practice Learning...........................................7Section 1.2: Assuring Quality of Practice Learning..........................................................7Section 1.3: Practice Learning at London South Bank University....................................8Section 1.4: Placement Requirements (The College of Social Work)……………………..9Section 1.5: Course Team Members.............................................................................11

Section 2: How to Complete A Practice Placement............................................................14Section 2.1: Practice Learning Overview.......................................................................14Section 2.2: Outline of a Placement for All Students......................................................15Section 2.3: Practice Learning Dates and Submission Deadlines.................................17Section 2.4: Placement Attendance…………………………………………………………18Section 2.5: Placement Details Confirmation Form........................................................19

Section 3: Practice Learning for Practice Educators..........................................................21Section 3.1: Practice Placement One and Two for Practice Educators………………....21Section 3.2: Assessment on Placement…………………………………………………….22Section 3.3: Level Descriptors………………………………………………………………..23Section 3.4: Mapping of the HCPC standards of proficiency for Social Workers in England against the TCSW Professional Capabilities Framework………………………33Section 3.5: Tasks and Responsibilities of the Practice Educator.................................34Section 3.6: Tasks and Responsibilities of an Off-Site (distance) Practice Educator.....35Section 3.7: Roles and Tasks of the Work-Based Supervisor........................................36Section 3.8: Practice Educator Workshops....................................................................37Section 3.9: Practice Supervisor Workshops.................................................................38

Section 4: Timetables.........................................................................................................39Section 4.1: MSc Full Time Year 1 Timetables..............................................................39Section 4.2: MSc Full Time Year 2 Timetables..............................................................41Section 4.3: BA(Hons) Social Work Full Time Year 1 Timetables..................................43Section 4.4: BA(Hons) Social Work Full Time Year 2 Timetables..................................44Section 4.5: BA(Hons) Social Work Full Time Year 3 Timetables..................................45

Section 5: Assessment Proformas.....................................................................................46Section 5.1: How to Complete the Portfolio...................................................................46Section 5.2: Handy Hints for Completing the Portfolio...................................................49Section 5.3: Portfolio of Evidence Requirements...........................................................50Section 5.4: Contents of the Portfolio of Evidence.........................................................51PROFORMA 1: Front Sheet and Declarations...............................................................53PROFORMA 2: Practice Placement Register................................................................57GUIDE SHEET 1: The Learning Agreement..................................................................63PROFORMA 3: Pan-London Practice Learning Agreement………………………………64 PROFORMA 4: Student Index of Evidence...................................................................78GUIDE SHEET 2: Midway Report..................................................................................76PROFORMA 5: The Midway Report Meeting.................................................................79GUIDE SHEET 3: Service User Feedback....................................................................81GUIDE SHEET 4: Direct Observation Reports...............................................................88PROFORMA 6: Direct Observation Report……………………………….........................90

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PROFORMA 7: Less Formal Direct Observation Reports.............................................95GUIDE SHEET 5: Inter-Professional Feedback.............................................................99GUIDE SHEET 6: Personal Development Plan…………………………………………..104PROFORMA 7 Personal Development Plan (PDP) First Placements .........................105PROFORMA 8 Personal Development Plan (PDP) Final Placements…...…………...110GUIDE SHEET 7: Student Report................................................................................116PROFORMA 9: Student Report...................................................................................117PROFORMA 10: Practice Educator's Final Report......................................................121GUIDE SHEET 9: Student and Agency Placement Evaluations..................................130Section 6.1: Quality Assurance....................................................................................131Section 6.2: Behaviour on Placement..........................................................................132Section 6.3: Flow Charts for Suitability………………………………………………….…133Section 6.4: Professional Suitability and Unsuitability..................................................135Section 6.5: Practice Learning – Concerns in Placement Raised by Student..............136Section 6.6: Termination of Training Procedures.........................................................138Section 6.7: SOCIAL WORK Practice Moderation Panel.............................................140Section 6.8: Disabilities................................................................................................142Section 6.9: Pregnancy................................................................................................143Section 6.10: Confidentiality Policy..............................................................................144Section 6.11: Plagiarism..............................................................................................146Section 6.12: Whistle Blowing Procedure....................................................................147

Section 7: Appendices......................................................................................................149APPENDIX 1: HCPC and TCSW Placement Mapping of SOPS and PCF……………….151

APPENDIX 2: Professional Capabilities Framework....................................................184APPENDIX 3:Glossary of Terms .................................................................................185APPENDIX 4: Recommended Reading.......................................................................187APPENDIX 5: Useful Sources of Information...............................................................189APPENDIX 6: Journals................................................................................................191APPENDIX 7: Web Sites..............................................................................................192

APPENDIX 8: Organisations………………………………………………………………..193

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Practice Educator

PAN London Declaration

LONDON SOUTH BANK UNIVERSITY is a member of the London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013/14

Shared documents with other universities include:

Student placement application

Practice Learning Agreement

Practice Learning Mid-Way Report

Practice Educator Final Report

Index of evidence for student assessment

Direct observation template

Less formal Direct Observation

Portfolio front sheet

Professional Development Plan end of first placement

Professional Development Plan end of final placement

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Essential Pre-Placement InformationYou cannot commence your practice placement until you have achieved the following:

PLACEMENT 1

1.Have a current DBS certificate (previously CRB) organised by the university. This must be the original copy. It is essential that you retain it throughout your time at university; placements do not accept photo copies

2.Successfully completed your Readiness for Direct Practice;

3.Be confirmed as ready for practice placement by the Readiness for Direct Practice Panel.

PLACEMENT 21.Have a current DBS certificate (previously CRB) organised by the

university. This must be the original copy. Please retain it throughout your time at university;

2.Have passed Placement 1;

3.Have copy of placement 1 portfolio, practice educators report and professional development plan for placement meeting. (ESSENTIAL)

NB Any student who interrupts their studies for more than 6 months or is outside of the course completion period must complete a new DBS Declaration to obtain a new certificate.

NB

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Practice Educatorstudents are only allowed a maximum of 3 placements throughout their course. This means only one repeat placement is allowed if you fail a placement.

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Practice EducatorSection 1: Introduction

Section 1.1: Philosophy and Principles of Practice LearningThis handbook is designed to be used as a resource by students, practice supervisors, on-site practice educators, off-site practice educators, line managers, mentors and tutors. It has been designed in sections in an attempt to make this user-friendly.

Learning in Practice is crucial to the development of competent and confident social workers who are ‘fit for purpose’. At London South Bank University, our underlying philosophy of practice learning is that it should develop practice skills throughout the programme, and build on the learning of previous experience and placements.

Students will have undergone a period of formal readiness for direct practice, a module completed before the start of their first placement. This requires them to be ‘signed off’ as fit and safe to undertake Practice Learning in accordance with the HCPC regulations and College of Social Work requirements. (Current students – Successfully completed Preparation for Practice module)

Students will be expected to share their Practice Learning Portfolio and their Personal and Professional Development Plan from Practice placements with their Practice Educators in order to ensure that they are competent to practice by the point of qualification at the end of their final Practice placement.

Section 1.2: Assuring Quality of Practice LearningThe University is responsible for monitoring and assuring the quality of Practice Learning and is required to audit placements in line with the HCPC and the Quality Assurance Agency in Higher Education. Placements are evaluated using the QAPL HEI student and agency evaluation forms.

All new placements are visited by the Director for Practice Learning and an HEI QAPL form is completed. The information from the visit is stored on the QAPL data base held on the Practice Learning Shared Drive. During the visit the Director for Practice Learning will discuss the following:

learning opportunities that will provide the student with the appropriate learning to meet the capabilities of the professional capabilities framework, and to gain the learning as outlined by the College of Social Work at the different placement levels

arrangements regarding the practice educator including registration and the qualifications of the practice educator

supervision requirements practical arrangements such as accessing a computer, telephone etc support for the student support for the practice educator staffing – professions

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Practice EducatorIf placements do not meet the requirements for student learning in line with the HCPC SETS and TCSW placement criteria then agreement will not be reached for placing a student in the placement.

We also recognise the importance of giving all contributors to the Practice Learning process constructive feedback and an opportunity to reflect on the experience so that there is continuous improvement. This will take place after placements have been completed and evaluations from students and practice educators have been collated as well as feedback from tutors and the Practice Moderation Panel. The Director for Practice Learning will also undertake evaluation visits to new placements and those where difficulties have been identified.

Section 1.3: Practice Learning at London South Bank University

REGULATORY BODY

The BA Hons and MA in Social Work programmes are regulated by the HCPC and endorsed by the College of Social Work. Students will be assessed against the Professional Capabilities Framework and must act in accordance with the HCPC’s Guidance on conduct and ethics for students. (Subject to approval from the University and Faculty Academic Standards Committee for existing students)

HCPC Guidance on conduct and ethics for students

E:mail: [email protected]

Or

HCPC web sitewww.hcpc-uk.org

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http://www.hcpc-uk.org/

mailto:[email protected]

Practice Educator

Section 1.4 PLACEMENT REQUIREMENTS (The College of Social Work)

Practice Learning at London South Bank University meets the requirements of MA and BA degrees in Social Work. Students on the programmes should read this guide in conjunction with the relevant course guide.

In line with the HCPC’s standards of proficiency based on the principle that social workers train and qualify with a broad experience and understanding of the profession the placements will be in a variety of settings and with different service user groups. The Social Work Reform Board (SWRB) and College of Social Work have also endorsed the view that students should develop generic practice skills at qualifying level that can later be developed through specialist experience and training. The placements will contribute to students developing a ‘think family’ perspective and form the foundation for developing specialist skills once qualified.

Placement criteria demands

1 Students have a different experience in first and final placements. This can be different settings, service user groups, ages or methods.

2 Students experience statutory interventions in the last placement. The SWRB and College of Social Work agree that preparation for statutory social work should be defined by the tasks undertaken on placement and NOT by the setting (e.g. local authority) or type of placement (e.g. statutory). All settings across both statutory and non-statutory sectors where formal assessment of risk and safeguarding takes place can be included.

During Practice Placement 1 students will be expected to practise as trainee professionals taking on cases under close supervision, undertaking social work interventions in less complex situations and operating as a member of the inter-professional team. They will demonstrate knowledge, skills and commitment to core values of social work as well as capacity to work with people and situations where decisions are not always clear-cut. They will be encouraged to develop oral and written communication skills, negotiating skills, IT skills and presentation skills. Students are actively encouraged to use this opportunity to test out their new knowledge base and to try different social work methods and approaches.

The final Practice Placement will prepare students for the statutory aspects of social work by offering them opportunities to demonstrate engagement with:

Formal assessment processes (observation, gathering information, analysis, reporting, use of evidence base, development of clear recommendations) to include:

o Formal processes considering risk and/or safeguarding for child protection, for mental health or with vulnerable adults (PCF 7,8)

o 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)

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Practice Educator 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) Multi-agency working, including planning interventions with other agencies and

analysing and managing tensions (PCF 7,8) Presentations 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)

Students will be working towards becoming autonomous professionals. They will be expected to extend their knowledge of social work practice, take on

more responsibility and engage with social work initiatives. Using supervision and support appropriately, they will be expected to demonstrate

the knowledge skills and values to work with a range of service user groups as well as their ability to undertake a range of tasks at a foundation level and the capacity to work with more complex situations.

Although working more autonomously they should recognise that the final decision rests with the supervisor.

At the point of qualification students will be eligible to apply for entry onto the HCPC register and undertake the assessed and supported year in employment once in their first post.

Students on these programmes will have a minimum of 2 Practice Placements and maximum of 3.

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Section 1.5: Course Team Members

Social Work Courses

Dr Annabel Goodyer - Principal Lecturer MSc Social Work / BA (Hons) Social WorkK2 – V705 +44 (0)20 7815 [email protected]

Practice Learning Team

Jill Yates – Director Practice LearningK2 – V703 +44 (0)20 7815 [email protected]

Laverne Morris – Practice Learning AdministratorK2 – VG01 +44 (0)20 7815 [email protected]

Wendy Ramsay – Practice Learning AdministratorK2 – VG01 +44 (0)02 7815 [email protected]

BA (Hons) Social Work Team

Iain Campbell-King – Senior Lecturer / Course DirectorK2 – V703 +44 (0)20 7815 [email protected]

Tirion Havard – Senior Lecturer / Deputy Course DirectorK2 – V703 +44 (0)20 7815 [email protected]

Claire Felix – Senior LecturerK2 – V703 +44 (0)20 7815 [email protected]

Andrew Whittaker – Senior LecturerK2 – V703 +44 (0)20 7815 [email protected]

John Patrick MacDonough – Senior Lecturer (part time)K2 – V703 +44 (0)20 7815 [email protected]

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Practice EducatorAndrea Colquhoun – Senior LecturerK2 – V703 +44 (0)20 7815 [email protected]

Rohan Burke – Senior Lecturer (part time)K2 – V703 +44 (0)20 7815 [email protected]

Michelle Evans- Senior LecturerK2 – V703 +44 (0) 20 7815 [email protected]

Soumaya Touzani – Course AdministratorK2 – VG01 +44(0)20 7815 [email protected]

MA Social Work Team

Martyn Higgins – Course Director / Senior LecturerK2 – V703 +44 (0)20 7815 [email protected]

Tom Wilks – Senior LecturerK2 – V703 +44 (0)20 7815 [email protected]

Joanna Rawles – Senior Lecturer K2 – V703 +44 (0)20 715 [email protected]

Soumaya Touzani – Course AdministratorK2 – VG01 +44(0)20 7815 [email protected]

Practice Education

Kate Leonard - Course Director MA Practice Education – Health & Social WorkK2 – V702 +44 (0)20 7815 [email protected]

Jill Yates – Module Lead Practice Education Modules Stages 1 and 2K2 – V703 +44 (0)20 7815 [email protected]

Joseph Okitikpi – Course AdministratorK2 – VG01 +44 (0)20 7815 [email protected]

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Practice Educator

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Section 2: How to Complete a Practice Placement

Section 2.1: Practice Learning Overview

Students undergo two periods of Practice Learning during their training. Placement 1 - 100 days (BA 2) 70 days (MA 1) Final placement - 100 days.

Aim: to enable the student to develop their understanding of the views and experiences of service users and to demonstrate readiness to practice as a social worker at the point of professional qualification within a multi-professional context.

Learning outcomes: The Professional Capabilities Framework are outcome statements that set out what a student social worker must know, understand and be able to do in order to progress and complete the level. At final placement level, they are also what employers require of newly qualified social workers on entering employment and commencing the Assessed and Supported Year in Employment (ASYE). The Professional Capabilities Framework forms the basis of the assessment in both practice placements. (Subject to approval by the Faculty Academic Standards Committee for existing students)

Evidence must demonstrate: during Practice Placement 1 students will be expected to practise as trainee

professionals taking on cases under close supervision, undertaking social work interventions in less complex situations and operating as a member of the inter-professional team.

In their final placement students will be working towards becoming autonomous professionals. They will be expected to extend their knowledge of social work practice, take on more responsibility and engage with social work initiatives.

Students will develop a post-qualifying professional development plan to be used in conjunction with the assessed year in employment programme.

At the point of qualification students will be eligible to apply for entry onto the HCPC register and undertake the assessed and supported year in employment once in their first post.

Practice Placements should be available to meet all HCPC professional standards at the required qualifying level. The Portfolio of Evidence must show evidence of feedback from at least two service users and evidence from at least two other professionals.All on-site and off-site practice educators will be required to be HCPC registered as well as having appropriate qualifications. These will include holders of the Practice Teacher’s Award, the Higher Specialist Award in Practice Education and achieved or working towards stage 2 of the Practice Educator Professional Standard PEPS. Practice Educators having completed stage 1 or working towards stage 1 will assess only first placement students.

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Practice Educator

Section 2.2: Outline of a Placement for All StudentsBefore the Placement Starts

Full Time Students EBR StudentsStep 1Student Profile

Full time students complete the ‘Student Profile’ form and return it by email to the [email protected] in box.

Tutors check the profile and email to the practice learning team if acceptable.

If the profile is not acceptable, the tutor will return it to the student.

Completed profiles received by the practice learning team are sent to agencies.

EBR students do not complete a student profile.

Placements are arranged by the agency Learning and Development Officer.

Step 2Pre-Meeting

Students attend an interview with an agency.

This is arranged by the practice learning team.

The pre-meeting / interview is arranged by the agency Learning and Development Officer.

Step 3Placement Confirmation Form

Students complete a ‘Placement Confirmation Form’ once the placement details are agreed at the pre-meeting. The completed form must be returned by email to the practice learning team immediately at [email protected].

Students complete a ‘Placement Confirmation Form’ once the placement details are agreed at the pre-meeting. The completed form must be returned by email to the practice learning team immediately at [email protected].

End Result The student has a confirmed placement and has agreed start and end dates.

The agency has a confirmed student and has agreed start and end dates.

The practice learning team is informed of the arrangement between the student and the agency and has logged start and end dates.

The student has a confirmed placement and has agreed start and end dates.

The agency has a confirmed student and has agreed start and end dates.

The practice learning team is informed of the arrangement between the student and the agency and has logged start and end dates.

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Practice EducatorWhilst on Placement

The agreement meeting takes place at the agency between the student, the practice supervisor and or practice educator and the tutor approximately 4 weeks after the placement starting within the agency. The Learning Agreement is negotiated and agreed upon at that meeting.

The midway meeting takes place at the university at the midway point of the placement. The student will have prepared their Portfolio to date for review, containing one service user feedback, at least one direct observation and reflective accounts of their work.

The purpose of the midway meeting is to review progress, considering the student’s performance against the Professional Capabilities Framework highlighting outstanding requirements to be met and action plan, if required, and makes a recommendation about the student’s progress to date. The student must be working within the framework of the HCPC Standards of conduct, performance and ethics.

1. The student must prepare reflective analysis against the Professional Capabilities Framework. At least one Direct Observation of the student’s practice should be included at mid-way point. The student should aim to have 1 piece of service user feedback and 1 professional feedback for the mid-way point.

2. The Practice Educator prepares a midway report on the student’s work to date from due evidence provided by the student in placement. This is then circulated to all parties.

3. The Practice Educator prepares a final report assessing the student holistically against the Professional Capabilities Framework which has been mapped against the HCPC Standards of Proficiency, with consideration as to how the student has worked within the HCPC Standards of conduct, performance and ethics. The Practice Educator will also form a view of how the student has included the core values of social work within their practice in placement :valuing diversity, challenging own prejudices, maintaining probity and integrity, preventing and challenging discrimination, reflecting on one’s practice and working inclusively.

4. This report will be given to the student as hard copy for their portfolio and an electronic copy sent to the practice learning team at [email protected]

At the End of the Placement

The student should hand in one copy of their Portfolio to their Tutor, and keep one copy for themselves. This includes an evaluation form for the placement that allows the practice learning team to review the agency for future students.

Students should retain a separate copy of the practice learning report and personal and professional development plan written by the Practice Educator as they will be required to show this to the Practice Educator on the next practice placement. For students who are not able to meet this request by placement providers it can result in delay and may forfeit the placement.

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Practice Educator

Section 2.3: Practice Learning Dates and Submission DeadlinesPlacement Start Dates

We have found that being very prescriptive has not been conducive to receiving offers of placements. It is hoped that this more flexible approach will increase the number of practice placements made available to LSBU students.

For academic year 2013/2014 there will not be an official start date for placement. However, most students will start any time after the first week in October.

BA 2 – from beginning October 3 days weekly Wednesday Thursday Friday (100 days )BA 3 – from beginning October 4 days weekly Tuesday to Friday (100 days)MA 1 – from 14th January 4 days weekly Tuesday to Friday (70 days)MSc 2 – from beginning October 4 days weekly Tuesday to Friday (100 days)

Apart from exceptional circumstances students should be in placement by the end of January.

EBR students’ placement dates will be negotiated with their employer.

Submission Deadlines

Portfolio Submission to the Practice Educator should be at least four weeks before the end of placement (or as agreed with the Practice Educator). A sign off sheet is included to be forwarded to the Tutor confirming the student has completed 70 or 100 days in placement.

BA 2 16th June 2014 MA 1 2nd June 2014

FINAL YEAR STUDENTS

Portfolio Submission to the University IS DUE 2 weeks before end of placement.

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Practice Educator

2.4: Placement Attendance

Leave Entitlement

BA 2

2 WEEKS at Christmas - 23rd to 6th January 2014

2 WEEKS at Easter 14th to 28th April 2014

MA 1

2 WEEKS at Easter 14th to 28th April 2014

FINAL YEAR STUDENTS

4 placement weeks leave = 16 days

NB If you take 2 weeks at Christmas and 2 weeks at Easter this will include all of your leave entitlement.

No more than 2 weeks can be taken in one go. All leave must be agreed in advance with the Practice Educator, Practice Supervisor(if applicable) and Placement Tutor.

Sick Leave

‘When a student is sick and on placement, they must immediately inform their Practice

Educator and Practice Supervisor and follow the sickness procedures of their placement

organisation. Students must also inform the HSC sickness monitoring officer on 020 815

8141 or [email protected] on all occasions when they are sick on a university or

placement day. In the event of sickness or absence of more than three days from practice,

a student shall submit a sickness certificate or written explanation.

Students will have to make up time lost from practice placement in order to complete a full

70-day practice placement in the 1st year MA Social Work, and a full 100-day practice

placement for existing students on BA 2 and 3 and MSc 2 . The sooner any arrangements

for catching up on absence can be made, the better equipped you will be to complete your

placement successfully.

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Practice EducatorSection 2.5: Placement Details Confirmation Form

Please complete this form once the placement has been agreed. The student should email it to the practice learning administrators at [email protected] straight away to confirm the details of the placement.

N.B. An online copy of this form is available for download from Blackboard.

Please fill out each field on this form.

These details will form the basis for contact whilst you are on placement. If you have any questions please contact Laverne Morris on 020 7815 8059 or [email protected].

STUDENT DETAILSStudent name:Course and year:

PLACEMENT DETAILSAgency Name or Team and Full Postal Address (including postal code)

Practice supervisor or (on-site) practice educator detailsName** Contact telephone** Contact email**

Off Site -Practice Educator (if applicable)Name* Contact telephone* Contact email*

Start date** End date** Number of days to be completed**

*Essential information**A provisional end date

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Practice Educator

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Practice EducatorSection 3: Practice Learning for Practice Educators

Section 3.1: Practice Placement One and Two for Practice Educators

Practice Educators:This person takes overall responsibility for the student’s learning and assessment, utilising information from his/her own assessment and other sources. The practice educator is the person who makes the recommendation to the course examination board about the student’s competence in relation to the Professional Capabilities Framework.

Off-Site Practice Educators:

A person employed through the agency or university social work degree course to undertake the role of practice educator who is not located in the same work site as the student. The off-site practice educator normally partners a designated individual who is the on-site practice supervisor. He/she will be a qualified registered Social Worker and Practice Educator. The Off-Site Practice Educator will be a qualified registered social worker who holds the Practice Teaching Award, The Higher Specialist Award in Practice Education or hold or are working towards Stage 2 of the Practice Educator Professional Standards (PEPS). They will work in collaboration with the Practice Supervisor sharing supervision responsibility and regularly sharing information regarding assessment of the student through meetings, telephone conversations and email dialogue. The Off-Site Practice Educator will have responsibility for the writing of the reports and for fortnightly supervision.

All on-site and off-site practice educators will be required to be HCPC registered as well as having appropriate qualifications. These will include holders of the Practice Teacher’s Award, the Higher Specialist Award in Practice Education and achieved or working towards stage 2 of the PEPS.

Practice Educators having completed stage 1 or working towards stage 1 will assess only first placement students.

Prior to placement the students will have gained knowledge and understanding of the Professional Capabilities Framework and the expectations of achievement at each level of placement and will have considered how these can be met in different practice situations.

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3.2: Assessment on Placement.

All practice placements will currently be assessed against the Professional Capabilities Framework. The HCPC Standards of Proficiency have been mapped with the PCF for placement (please see appendix 1) (subject to Faculty approval)

The student should meet the requirements of each domain of the Professional Capabilities Framework in both Practice Placement 1 and 2 but the expected level of capability will be different in Practice Placement 1 to 2 as explained in the level descriptors.

The Practice Educator: Has clear direction from the PCF in assessing the level of capability at the end of each placement by following the level descriptors. The PE can consider whether the student is achieving the expected level of capability for each domain and identify areas for development at the midway meeting.

The capabilities should be read in conjunction with the level descriptors – the details of the capability statement at each level are intended to be used diagnostically to help identify strengths and areas for development. (TCSW)

The nine domains of the PCF are interactive – they work together to describe the knowledge, skills and values that social workers need to practice effectively. (TCSW)

CORE SOCIAL WORK VALUES

NB Social work students will be expected to incorporate the core social work values into their practice whilst in placements 1 and 2.

Core social work values

Valuing diversity Challenging own prejudices Maintaining probity and integrity Preventing and challenging discrimination Reflecting on one’s practice Working inclusively

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Practice Educator

The PCF in relation to placement

3.3: The Level Descriptors

1. ProfessionalismSocial workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.

Readiness for direct practice

End of first placement End of final placement

Describe the role of the social worker• Describe the mutual roles and responsibilities in supervision• Describe the importance of professional behaviour• Describe the importance of personal and professional boundaries• Demonstrate ability to learn, using a range of approaches• Describe the importance of emotional resilience in social work

Recognise the role of the professional social worker in a range of contextsRecognise the important role of supervision and make an active contributionDemonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulnessWith guidance take responsibility for managing your own time and work load effectivelyBe able to show awareness of personal and professional boundariesWith guidance recognise your limitations and how to seek adviceRecognise and act on own learning needs in response to practice experienceShow awareness of own safety, health, wellbeing and emotional resilience and seek advice as necessaryIdentify concerns about practice and procedures and how they can be questioned

Be able to meet the requirements of the professional regulatorBe able to explain the role of the social worker in a range of contexts and uphold the reputation of the professionDemonstrate an effective and active use of supervision for accountability, professional reflection and developmentDemonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulnessTake responsibility for managing your time and workload effectively and begin to prioritise your activity including supervision timeRecognise the impact of self in interaction with others making appropriate use of personal experienceBe able to recognise and maintain personal and professional boundariesRecognise your professional limitations and how to seek adviceDemonstrate a commitment to your

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Practice Educatorcontinuing learning and developmentWith support, take steps to manage and promote own safety, health, wellbeing and emotional resilienceIdentify concerns about practice and procedures and with support, begin to find appropriate means of challenge

2. Values and Ethics: Apply social work ethical principles and values to guide professional practice

Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.



Understand the profession’s ethical principles and their relevance to practice

• Demonstrate awareness of own personal values and how these can impact on practice.

Understand and with support apply the profession’s ethical principlesRecognise and with support manage the impact of own values on professional practiceIdentify and with guidance manage potentially conflicting values and ethical dilemmasElicit and respect the needs and views of service users and carers and with support promote their participation in decision making wherever possibleRecognise and with support promote individuals’ rights to autonomy and self determinationPromote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing

Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching decisionsRecognise and with support, manage the impact of own values on professional practiceMange potentially conflicting or competing values and with guidance, recognise, reflect on, and work with ethical dilemmasDemonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views and promoting their participation in decision making wherever possibleRecognise and promote individuals’ rights to autonomy and self determinationPromote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of

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Practice Educatorprofessional accountability and information sharing

3. Diversity: Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice

Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.



Recognise the importance of diversity in human identity and experience, and the application of anti-discriminatory and anti-oppressive principles in social work practice.

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics and take account of these to understand their experiencesWith reference to current legislative requirements, recognise personal and organisational discrimination and oppression and identify ways in which they might be challengedRecognise and with support, manage the impact on people of the power invested in your role

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences, and characteristics and take account of these to understand their experiences, questioning assumptions where necessaryWith reference to current legislative requirements, recognise personal and organisational discrimination and oppression and with guidance make use of a range of approaches to challenge themRecognise and manage the impact on people of the power invested in your role

4. Rights, Justice and Economic Wellbeing:Advance human rights and promote social justice and economic well-being

Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.

25

Practice EducatorReadiness for direct practice


Understand the principles of rights, justice and economic wellbeing, and their significance for social work practice.

Understand and with support, apply in practice the principles of social justice, inclusion and equalityUnderstand how legislation and guidance can advance or constrain peoples’ rightsWork within the principles of human and civil rights and equalities legislationRecognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefits

Understand and with support, apply in practice the principles of social justice, inclusion and equalityUnderstand how legislation and guidance can advance or constrain peoples’ rights and recognise how the law may be used to protect or advance their rights and entitlementsWork within the principles of human and civil rights and equalities legislation differentiating and beginning to work with absolute, qualified and competing rights and differing needs and perspectivesRecognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefitsRecognise the value of and aid access to independent advocacy

5.Knowledge: Apply knowledge of social sciences, law and social work practice theorySocial workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.



Demonstrate an initial understanding of the application of research, theory and knowledge from sociology, social

With guidance apply research, theory and knowledge from sociology, social policy, psychology, health and human growth

Demonstrate a critical understanding of the application of social work of research, theory and knowledge from sociology,

26

Practice Educatorpolicy, psychology, health and human growth and development to social work• Demonstrate an initial understanding of the legal and policy frameworks and guidance that inform and mandate social work practice• Demonstrate an initial understanding of the range of theories and models for social work intervention

and development to social work practiceUnderstand the legal and policy frameworks and guidance that inform and mandate social work practice, relevant to placement settingUnderstand forms of harm, their impact on people and the implications for practiceApply knowledge from a range of theories and models for social work intervention with individuals, families, groups and communities and the methods derived from them Value and take account of the expertise of service users, carers and professionals

social policy, psychology and healthDemonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice recognising the scope for professional judgementDemonstrate and apply to practice a working knowledge of human growth and development throughout the life courseRecognise the short and long term impact of psychological, socio- economic, environmental and physiological factors on people’s lives, taking into account age and development and how this informs practiceRecognise how systemic approaches can be used to understand the person-in-the-environment and inform your practiceAcknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilienceUnderstand forms of harm and their impact on people and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance and apply to practiceDemonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities and the methods derived from themDemonstrate a critical

27

Practice Educatorunderstanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions and inter-agency workingDemonstrate the contribution and begin to make use of research to inform practiceDemonstrate a critical understanding of research methodsValue and take account of the expertise of service users, carers and professionals

6. Critical reflection and Analysis - Apply critical reflection and analysis to inform and provide a rationale for professional decision-makingSocial workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.



Understand the role of reflective practice and demonstrate basic skills of reflection• Understand the need to construct hypotheses in social work practice• Recognise and describe why evidence is important in social work practice

Recognise the importance of applying imagination, creativity and curiosity to practiceInform decision making through the identification and gathering of information from more than one source and with support, question its reliability and validityWith guidance use reflection and analysis in practiceWith guidance how to evaluate and review hypotheses in response to information available at the time and apply in practice with supportWith guidance use evidence to inform

Apply imagination, creativity and curiosity to practiceInform decision-making through the identification and gathering of information from multiple sources, actively seeking new sourcesWith support, rigorously question and evaluate the reliability of information form different sourcesDemonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and techniques of reflective practiceKnow how to formulate, test and review hypotheses in response to

28

Practice Educatordecisions information available at

the time and apply in practiceBegin to formulate and make explicit, evidence-informed judgements and justifiable decisions

7. Intervention and Skills: Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuseSocial workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.



Demonstrate core communication skills and the capacity to develop them• Demonstrate the ability to engage with people in order to build compassionate and effective relationships• Demonstrate awareness of a range of frameworks to assess and plan intervention• Demonstrate basic ability to produce written documents relevant for practice• Demonstrate initial awareness of risk and safeguarding

With guidance use a range of verbal and non-verbal and written methods of communication relevant to placementWith guidance communicate information, advice, instruction and opinion to advocate, influence and persuadeDemonstrate the ability to build and conclude compassionate and effective relationships appropriate to placement settingIdentify and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate outcomesWith guidance use a planned and structured approach, informed by at least two social work methods and modelsRecognise the importance of community resources, groups and networks for

Identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in line with peoples’ age, comprehension and cultureBe able to communicate information, advice, instruction and professional opinion so as to advocate, influence and persuadeDemonstrate the ability to engage with people and build, manage, sustain and conclude compassionate and effective relationshipsDemonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risksSelect and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes in

29

Practice EducatorindividualsDemonstrate skills in recording and report writing appropriate to the settingWith guidance demonstrate skills in sharing information appropriately and respectfullyDemonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty in peoples’ livesWith guidance understand the authority of the social work roleWith guidance identify the factors that may create or exacerbate risk to individuals, their families or carers, to the public or to professionals, including yourselfWith guidance identify appropriate responses to safeguard vulnerable people

partnership with service usersUse a planned and structured approach informed by social work methods, models and tools to promote positive change and independence and to prevent harmRecognise how the development of community resources, groups and networks enhance outcomes for individualsMaintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable legislation, protocols and guidelines to support professional judgement and organisational responsibilitiesDemonstrate skills in sharing information appropriately and respectfullyRecognise complexity, multiple factors, changing circumstances and uncertainty in peoples’ lives, to be able to prioritise your interventionUnderstand the authority of the social work role and begin to use this appropriately as an accountable professionalRecognise the factors that create or exacerbate risk to individuals, their families or carers, to the public or to professionals, including yourself and contribute to the assessment and management of riskWith support identify appropriate responses to safeguard vulnerable

30

Practice Educatorpeople and promote their well being

8. Contexts and organisations: Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settingsSocial workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.



Demonstrate awareness of the impact of organisational context on social work practice

With guidance, recognise that social work operates within, and responds to changing economic, social. Political and organisational contextsWith guidance understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practiceWith guidance work within the organisational context of your placement setting and understand the lines of accountabilityUnderstand and respect the role of others within the organisation and work effectively with themtake responsibility for your role and impact within teams and with guidance contribute positively to team workingUnderstand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and with guidance, demonstrate partnership working

Recognise that social work operates within and responds to changing economic, social, political and organisational contextsUnderstand the roles and responsibilities of social workers in a range of organisations, lines of accountability and the boundaries of professional autonomy and discretionUnderstand the legal obligations, structures and behaviours with organisations and how these might impact on policy, procedure and practiceBe able to work within an organisation’s remit and contribute to its evaluation and developmentUnderstand and respect the role of others within the organisation and work effectively with themTake responsibility for your role and impact within teams and be able to contribute positively to effective team workingUnderstand the inter-agency, multi-disciplinary

31

Practice Educatorand inter0 professional dimensions to practice and demonstrate effective partnership working

9. Professional Leadership: Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and managementThe social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.

Readiness for practice End of first placement End of final placement• Demonstrate awareness of the importance of professional leadership in social work

Identify how professional leadership in social work can enhance practiceRecognise the value of sharing and supporting the learning and development of others

Recognise the importance of and begin to demonstrate professional leadership as a social workerRecognise the value of and contribute to the learning and development of others

32

Practice Educator

3.4: MAPPING of the HCPC’s Standards of Proficiency for social workers in England against the TCSW Professional Capabilities Framework

Both the HCPC and the College of Social Work have mapped the Standards of Proficiency with the Professional Capabilities Framework for final placement.

This mapping has been the foundation for mapping the SOPS with the PCF for the first placement.

The Mapping document can be found in appendix 1.

Students and Practice Educators should refer to this document to find details of the capability statement as matched with the professional standards at each placement level.

The College of Social Work advises that these should be used diagnostically to identify strengths and areas for development.

The nine domains of the PCF are interactive and work together to describe the knowledge, skills and values that social workers need to practice effectively.

An interactive model of the Professional Capabilities Framework can be found on the College of Social Work Web site

33

Practice Educator

Section 3.5: Tasks and Responsibilities of the Practice Educator

Plan and manage the student’s placement and provide appropriate learning opportunities.

Have responsibility for the student and their work.

Define the roles of Practice Educator and Line Manager.

Plan student’s induction in relation to the agency/team/service users.

Plan learning in placement, which may be internal or external to the agency, which enables the student to demonstrate capability against the Professional Capability Framework.

Ensure the integration of anti-discriminatory practice and anti-oppressive practice and that the student is working within the framework for the HCPC Standards of conduct, performance and ethics.

Formulate and write the Placement Agreement within the first few weeks of the start of the placement.

Attend the review meetings.

Ensure the student can provide written evidence for the midway assessment and the completion of a midway pro-forma evaluation for the Tutor.

Ensure weekly, formal supervision of at least 1.5 hours is provided and recorded.

Undertake at least two out of a required three direct observations and ensure all three have taken place.

Assist the student in making links between their university learning and practice. For example, applying social work theory, legislation to practice.

Write a final report stating PASS or FAIL of placement with evidence of achieving the appropriate level of capability against the Professional Capability Framework and a view of the student’s professionalism as a student social worker.

Ensure the practice portfolio is signed by all parties.

STUDENTS MUST RECEIVE WEEKLY SUPERVISION.

WHERE THERE IS MORE THAN ONE STUDENT, PAIRS OR GROUP SUPERVISION IS ACCEPTABLE AS THIS PROVIDES A POSITIVE SHARED LEARNING EXPERIENCE FOR STUDENTS BUT MUST ALTERNATE WITH INDIVIDUAL SUPERVISION.

34

Practice Educator

Section 3.6: Tasks and Responsibilities of an Off-Site Practice Educator

Plan and support the student’s placement and ensure the provision of appropriate learning placement in conjunction with the Practice Supervisor.

Plan and set out with the Practice Supervisor the roles and responsibilities of both.

Plan learning opportunities, in conjunction with the Practice Supervisor which may be internal or external to the agency that enables the student to demonstrate capability against the Professional Capability Framework.

Ensure the integration of anti-discriminatory practice and anti-oppressive practice and that the student is working within the framework for the HCPC Standards of conduct, performance and ethics.

Contribute to the Placement Agreement within the first few weeks of the start of the placement in conjunction with the Work-Based Supervisor.

Has responsibility for writing up the agreement.

Maintain regular contact with the Practice Supervisor through meetings, telephone or email.

Attend placement meetings.

Ensure that written evidence of work has been seen in order to discuss at the midway assessment.

Complete a midway report for the Tutor.

Ensure fortnightly, formal supervision of at least 1.5 hours is provided and recorded. Where there is opportunity for shared or group supervision this must alternate with individual supervision.

Undertake two out of three direct observations and ensure all three have taken place.

Verify the student’s work in placement.

Assist the student to make links between their university learning and practice.

Write the final report stating PASS or FAIL with evidence of achieving the appropriate level of capability against the Professional Capability Framework and a view of the student’s professionalism as a student social worker.

Ensure the Practice Supervisor has opportunity to contribute written proforma attached to Practice Educator’s report.

Ensure the practice portfolio is signed by all parties.

35

Practice Educator

Section 3.7: Roles and Tasks of the Practice Supervisor

To support the student in placement and plan with the Practice Educator appropriate work that will enable the student to meet the requirements of the course.

To contribute to the agreement in conjunction with the student and Off-Site Practice Educator.

Attend the placement meetings.

To provide fortnightly supervision.

To assist the student in making links between their university learning and the work of the practice setting.

Ensure integration of anti-discriminatory and anti-oppressive practice.

Undertake one of the three required observations.

To liaise regularly with the Off-Site Practice Educator to discuss progress of the student’s daily work in placement via telephone, email or meetings.

To work together with the Off-Site Practice Educator to prevent discord between all parties.

To provide a supportive role to both the student and Off-Site Practice Educator.

To contribute to the final report through regular feedback of the student’s progress to the Off-Site Practice Educator. Contribute to the report through proforma attached to Practice Educator report.

36

Practice Educator

Section 3.8: Practice Educator Workshops

Topic: Formulating the Learning AgreementProviding appropriate learning opportunities that will meet the requirements of the Professional Capabilities frameworkSupervising students in placementOutstanding Issues and open forum

Dates: Either – Thursday 24th October 2013 11:00-1:00

Or – Wednesday 20th November 201311:00-1:00

Topic: Writing Midway Report Gathering student evidence

Assessment methods including direct observationBorderline and failing students

Outstanding Issues and open forum

Dates: Either – Thursday 20th February 201311:00-1:00

Or – Thursday 6th March 201311:00–1:00

Topic: Writing Final Evidenced Based Report.Student PortfolioEndingsOutstanding Issues and open forum.

Dates: Either – Thursday 1st May 201311:00-1:00

Or – Thursday 22nd May 201311:00-1:00

Should you wish to register for these workshops please contact:

Laverne Morris – 020 7815 8059 or [email protected]

Your contact details will be taken and your booking confirmed. Details of the venue and directions will be sent at least one week prior to the workshop.

37

Practice Educator

Section 3.9: Practice Supervisor WorkshopsAll workshops have the opportunity for open discussion forum but also will be themed as identified.

Topic: The role of the Practice SupervisorContributing to the Learning AgreementProviding appropriate learning opportunities that will meet the requirements of the Professional Capabilities FrameworkStudent supervisionOutstanding issues

Dates: Thursday 21st November 2012 3:00-5:00

Topic: Contributing to Reports.Gathering evidenceAssessment methods and direct observationBorderline and failing studentsOutstanding issues

Dates: Thursday 6th March 20133:00-5:00

Contributing to Final reportsEndingsOutstanding issues

Dates: Thursday 1st May 20133:00-5:00

Should you wish to register for these workshops please contact:

Laverne Morris – 020 7815 8059 or [email protected]

Your contact details will be taken and your booking confirmed. Details of the venue and directions will be sent at least one week prior to the workshop.

38

Student and Practice EducatorSection 4: Timetables

Section 4.1: MSc Full Time Year 1 Timetables

MA Social Work Timetable Skills Days

Year 1 - Semester 1

DayMonday 11.00-13.00

Methods, Theories and Skills for Practice

15.00-17.00

Critical Perspectives inHuman Growth & Development

Tuesday10.00-17.00

Readiness for Direct Practice Weeks 1-12

Wednesday10.00-17.00

Readiness for Direct Practice Weeks1-2 only

Thursday

Friday

“Learning for better practice”39

Student and Practice Educator

Year 1 semester 2

Day

Monday11.00-17.00

Social Work Law

Tuesday Practice 1 Practice 1

Wednesday Practice 1 Practice 1

Thursday Practice 1 Practice 1

Friday Practice 1 Practice 1


Student and Practice EducatorSection 4.2: MSc Full Time Year 2 TimetablesYear 2 Semester 1

NB Dissertation is across 2 semesters

Day 11:00-13:00 15:00-17:00

MondaySociety, Ethics and Working with Others:Dilemmas in Practice

Weeks 1-12

Dissertation Workshopsweeks 1-6

Assess, Plan, Intervene and ReviewWeeks 7-12

TuesdayPractice 2 Practice 2






Year 2 Semester 2

Day 11:00-13:00 15:00-17:00

MondayCommunication for Professional Practice

Weeks 1-12

Assess, Plan, Intervene and Review

Weeks 1-6

TuesdayPractice 2 Practice 2





Student and Practice EducatorSection 4.3: BA(Hons) Social Work Full Time Year 1 Timetables Semester Am/Pm Monday Tuesday Wednesday Thursday Friday

1Am Skills days Skills

daysCommunication Skills for Social Work

Tirion Harvard

Values and Ethics

Rohan Burke

Pm Skills days Skills days

Sociology for Social Work

Andrea Colquhoun

Readiness for Direct Practice

Rohan Burke

2Am Skills days Skills

daysSocial Work Theory

Claire Felix

Human Growth and Development

Andrew Whittaker

Pm Skills days Skills days

Social Problems and Social Policy

Iain Campbell-King

Readiness for Direct Practice

Rohan Burke


Student and Practice EducatorSection 4.4: BA (Hons) Social Work Full Time Year 2 TimetablesSemester Am/PM Monday Tuesday Wednesday Thursday Friday

1Am Skills days Social

Work Methods

Claire Felix

Placement Placement Placement

Pm Skills days Welfare Policy and Law

John MacDonough


2Am Skills days Advocacy

and Partnership

John MacDonough


Pm Skills days Welfare Policy and Law

John MacDonough



Student and Practice EducatorSection 4.5: BA(Hons) Social Work Full Time Year 3 TimetablesSemester

Am/PM Monday Tuesday Wednesday Thursday Friday

1Am

Contemporary Issues in Social Work

Tirion Havard

Placement

PlacementPlacement Placement

PmSocial Work Research Proposal

Andrew Whittaker

Placement


2

Am

Professional Practice

Andrea Colquhoun

Placement

Placement

Placement Placement

PmProfessional Practice(including skills sessions)

Andrea Colquhoun

Placement



Student and Practice EducatorSection 5: Assessment Proformas

Section 5.1: How to Complete the Portfolio Students MUST retain a copy of the Practice Educator’s final report and personal

and professional development plan to take to the next practice setting or for employment.

At the outset of the learning experience the student, Practice Educator and Practice Supervisor (if applicable) will agree the work to be undertaken that will provide evidence for achieving the appropriate level of the Professional Capabilities Framework and that the student is working within the framework for the HCPC Standards of conduct, performance and ethics. (Subject to approval from the University and Faculty academic standards committee)

A Learning Agreement will be completed with all students by the point of the first placement meeting and this will form the basis of the work undertaken. This should be included in the portfolio. It is a working document that can be added to throughout the placement.

The Practice Educator and Practice Supervisor will verify evidence of the student’s work in practice that they have witnessed or read.

Please ensure that any reference to the evidence adheres to the confidentiality policy to protect service users and agencies by changing or removing names from documentation provided.

It is important that the evidence is recorded as it happens and the student and Practice Supervisor can evaluate this as part of a process during the learning experience.

If there is insufficient evidence of work, in any area, it is important that this is reflected in evidence provided by the Practice Supervisor or Practice Educator. The student needs to be notified if it is felt that further evidence is required in any area of the work.

If there are serious concerns regarding the learning in placement, practice ability or evidence collection, it is important that the Tutor is notified in order that any additional meeting can be arranged to discuss concerns.

The student will have a midway review meeting at the university with all parties and this will evaluate the progress made and evidence collected towards achieving the appropriate level of the Professional Capabilities Framework.

The Practice Educator will write a report stating PASS or FAIL with evidence of achieving the appropriate level of the Professional Capabilities Framework and that the student is working within the framework for the HCPC Standards of Conduct, performance and ethics.

The Portfolio must be complete and verified before it is finally submitted.

One copy of the Portfolio should be submitted to the Tutor, and the student should retain a separate copy in your personal development file for future reference.

“Learning for better practice” 47


Section 5.2: Handy Hints for Completing the Portfolio

1. Use a lightweight flexible plastic folder (as these have to be posted to external examiners).

2. Do not place work in plastic wallets / sleeves (it is time consuming for examiners having to remove these to read).

3. Use dividers to separate each section of the portfolio.

4. Ensure all required items of the portfolio are included.

5. Ensure all items requiring signatures are signed off.

6. Make sure any reference to service users or identifiable services have been anonymised.

7. Complete placement evaluation form electronically and include a hard copy in portfolio.

8. ONLY SUBMIT YOUR PORTFOLIO WHEN IT IS COMPLETE.

9. SUBMIT YOUR PORTFOLIO ON THE AGREED DATE.

10.RETAIN A SECOND COPY

As students are no longer required to include work samples in their portfolios as evidence it is essential that the Practice Educator regularly reads and checks the work undertaken by the student in their practice setting.

The student should provide documentation at the midway meeting as evidence for the Tutor for example, reflections on their case work. The Practice Educator must be able to verify the student’s work completed to date and the midway report should reflect this.

For students placed in a paperless office it is helpful to maintain a portfolio of completed work as an aid to writing case summaries and reflective reports.



Section 5.3: Portfolio of Evidence Requirements

The student is responsible for compiling and submitting all the elements of the Portfolio. The Portfolio is a means of collating all the required proformas as set out in this guide, including the student’s reflective report.

The Portfolio requirements are summarised in the next pages, noting sections in this guide that describe in more depth the required content and any Proformas that need to be completed.

Please refer to the Guide Sheets for advice – but DO NOT include the guide sheets with your portfolio.

A REMINDER FOR BA STUDENTS ONLY that they also have to complete a Practice Study which is an academic piece of work issued by a BA Tutor.

This should be submitted on the following dates:

BA 2 29th April 2014

BA 3 19th May 2014



Section 5.4: Contents of the Portfolio of EvidenceChecklist for Portfolio of Evidence Requirements

Proformas should be completed as is, whilst guidance is available for some sections that are completed separately.

Portfolio Section Related Proforma / Guidance Notes Page1 Pan London Front

sheet declarationsProforma 1 61

2 Placement register Proforma 2 65

3 Contents list A contents list of the portfolio.

4 Agency / Team profile

An agency/team profile and description of the placement setting outlining the roles, tasks and responsibilities, service user group, models of working and any statutory mandates.(to include in agreement proforma page 72)

5 The Pan London Placement Agreement

Guide Sheet 1Proforma 3A signed and dated copy of the Learning Agreement.

7071

6 The Pan London midway review report

Guide Sheet 2Proforma 4A copy of the midway review meeting and recommendations/plan. This should include documentation of any additional three-way meetings that have taken place.

8587

7 Service users or carers feedback(2 pieces) + 500 word reflection on each

Guide Sheet 3To include 500 word reflection

94

8 Direct observation reports (3).

Guide Sheet 4Proforma 5Three direct observations – at least two done by the Practice Educator, one by another agency employee.

96101

9 Less Formal Observation

Proforma 6 105

10

Interprofessional feedback(2)

Guide Sheet 5Two pieces of documented inter-professional feedback from other professionals in a multi-agency context.

109

11

Pan London Personal and professional

Guide Sheet 6Proforma 7 (First Placement)Proforma 8 (Final Placement)

110111116


Student and Practice Educatordevelopment plan To be completed throughout the placement – set

objectives

12

Student Report Guide Sheet 7Proforma 7

122123

13

Reference list Include reference list

14

Pan London Practice Educator’s final report

Guide Sheet 8 127

Practice learning evaluation formsStudent and practice educator

Guide Sheet 9Proformas in the appendices

136

You must include with your portfolio:

All the items listed in the portfolio section checklist as specified above; All completed proformas as specified above. Placement register



PROFORMA 1: Front Sheet and Declarations

PORTFOLIO FRONT SHEET

Student

Practice Educator

Name of Placement / Agency

Practice supervisor (if applicable)University Placement Tutor

Placement Level First PlacementFinal Placement

(delete as appropriate)Start Date of Placement

End Date of Placement

Number of Days of Placement

Date of Portfolio Submission

Recommendationof Practice Educator

PASSFAIL

(delete as appropriate)


Student and Practice EducatorProfessional Capabilities Framework

The purpose of the portfolio is to allow the student to demonstrate that, by the end of the placement, they are able to practise capably and have achieved the standards set out in the Professional Capabilities Framework (PCF) for Social Work at the required level for the placement undertaken (PCF End of First Placement/ PCF End of Final Placement levels). (Subject to approval by the University and Faculty Academic Standards Committee for current students.) The relevant level must be demonstrated to achieve a Pass for the placement.

The Professional Capabilities Framework are outcome statements that set out what a student social worker must know, understand and be able to do in order to progress and complete the level. At final placement level, they are also what employers require of newly qualified social workers on entering employment and commencing the Assessed and Supported Year in Employment (ASYE). The Professional Capabilities Framework forms the basis of the assessment in both practice placements.

All portfolio items completed by the student must be typed. Items completed by the practice educator, practice supervisor or the university tutor may be hand written, with the exception of the Direct Observations and the Final Placement Report. Each portfolio item provides students with the opportunity to demonstrate capability in specific areas of work.

The portfolio is designed to be a working document used regularly throughout the placement by the student and the practice educator to set out and review learning outcomes for the placement, to record assessments and to review progress and achievement in line with the principles of progressive assessment. At the end of the placement, the portfolio will be submitted for assessment.

Students are required to keep a copy of all portfolio contents. It is advised that students do this incrementally as each placement progresses. It is the student’s responsibility to ensure that the portfolio is completed and she/he is expected to be pro-active in presenting evidence for assessment.

Evidence for assessment will include:

Critical Reflection of Learning on Placement Three capable direct observations of practice Two pieces of service user or carer feedback Two pieces of inter-professional feedback Mid-way review report Practice educator’s report Student’s response to practice educator’s report

This document should be read in conjunction with the University Practice Learning Guide and the Professional Capabilities Framework (The College of Social Work) and the HCPC Guidance on Conduct and Ethics for Students and Standards of Proficiency for Social Workers in England.



Confidentiality

In the course of each placement the student will gather potentially sensitive information, and it is essential therefore that all identifying features of service users, including names, addresses and dates of birth, are fully anonymised in the portfolio. Guidance on confidentiality will be given in the preparation for placement sessions provided in the University. Students are strongly advised to check all work in the portfolio carefully as any breaches of confidentiality will incur very serious penalties. Students are referred to the HCPC ‘Guidance on Conduct and Ethics for Students’, particularly Point 2 (p.9). Students must exercise great care in deleting or obscuring details that may identify service users or carers. Students must ensure that it is not possible for anyone to read these details. This confidentiality statement must be signed and included in the portfolio in relation to both practice placements. Portfolios must be stored carefully and securely at all times.

Confidentiality Statement

To protect the privacy and interests of those concerned, care has been taken to erase all names of service users (and their families and carers). Other forms of identification, including parts or all of addresses, particular establishments, and full dates of birth have also been erased. Individual cases can still be distinguished by the use of letters or numbers (e.g. Case A or Case 1) instead of names.

Name of Student: ………………………………………………………………………….

Signed: ………………………………………………………………………….

Date: ………………………………………………………………………….



Disclosure and Barring Service Disclosure Statement

This is to certify that the University has undertaken a full DBS (previously CRB) check at enhanced level on the student named below.

In the case of this particular student, the check was clear, or there were no disclosures sufficient to warrant dismissal from the programme.

The results of the check are, therefore, satisfactory and the individual was judged suitable for professional social work training.

The Data Protection Act (1998) prevents the university from keeping copies of the DBS check for more than a limited period of time, but the student named below has been advised to keep their own copy and make this available to the placement agency, if required.

The student named below confirms that there have been no further cautions or convictions subsequent to the receipt of the DBS disclosure.

Name of Student: ………………………………………………………………………….

Signed: ………………………………………………………………………….

Date: ………………………………………………………………………….



PROFORMA 2: Practice Placement RegisterThis register is to be completed by the student and must be signed by the Practice Educator or Practice Supervisor to confirm completion of the stated days of work. The student should completePractice Placement 1 - 70 practice placement days. (Subject to FASC current BA 2)

Final Placement - 100 days

PRACTICE PLACEMENT 1 – 70 days

Day no. Date Student initials PE/PS signed123456789101112131415161718


Student and Practice EducatorDay no. Date Student initials PE/PS signed1920212223242526272829303132333435363738394041424344454647484950515253545556575859



PRACTICE PLACEMENT 2 – 100 DAYS

Day no. Date Student initials PE/PS signed123456789101112131415161718192021222324



GUIDE SHEET 1: The Learning Agreement

The Learning Agreement is an essential tool to help you plan the placement, clarify roles and responsibilities and identify and confirm the learning opportunities to enable the student to meet the assessment requirements.

The learning and assessment process begins with the negotiation of the learning agreement and should be completed within the first few weeks of the placement.

The student’s Tutor will visit the placement to discuss and confirm the Learning Agreement which will be signed by all parties and included in the student’s Portfolio.

Each Learning Agreement will be unique to the individual in placement; therefore this section forms guidance as to what should be included within.

EBR students should ensure that liaising with their substantive line manager should be built into their Learning Agreement.

Each party should complete their section in advance of the meeting.

The agreement proforma forms part of the Pan London Documents for London HEIs to which LSBU is a member.


Student and Practice EducatorLondon and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4PROFORMA 3: Pan-London Placement Learning Agreement

Placement Learning AgreementTotal number of placement days: XX days

This learning agreement is intended to record relevant agreements and arrangements. It should be completed within the first few weeks of placement commencing so that it may form the focus of a Learning Agreement Meeting. The document may be revised and updated throughout the placement to reflect any changing priorities or emerging issues.

CONTACT DETAILS

STUDENT: Name:

Contact number(s) :

Email :

Student social worker registration number:

DBS (previously CRB) number and date of issue:AGENCY NAME

AGENCY ADDRESS

PRACTICE EDUCATOR

Name:

Contact number(s):

E-mail:

Onsite [ ] or Offsite: [ ]

Days of work:

Social work registration number (if applicable):

PRACTICESUPERVISOR(on-site)

Name:

Contact number(s):

Email:

Days of work:

UNIVERSITY PLACEMENT TUTOR

Name:

Contact number(s):


Student and Practice EducatorEmail :

ALTERNATIVE PRACTICE EDUCATOR or PRACTICE SUPERVISOR (in case of prolonged absence)

Name:

Contact number(s):

Email:

Where the student is an existing employee, please clarify change in role and responsibilities

Please state if there are any prior relationships or conflicts of interest between any parties involved in this placement.If YES, please state details.

YES [ ] NO [ ]

BRIEF DESCRIPTION / PROFILE OF AGENCY (To be completed by student)

Key services provided, target service user profile(s), community profile, main funding sources, staffing profile. Include any statutory/legal interventions, multi-agency and inter-professional opportunities.


Student and Practice EducatorLondon and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4

INDUCTION CHECKLIST AND PRACTICAL ARRANGEMENTS

Practice Educator/Practice Supervisor should ensure that the following checklists are completed before the learning agreement meeting takes place.

ITEM Detail of agreements made

1. Please state the title to be used by students (Student Social Worker, or Social Work Student or Social Worker in Training)

2. Seating arrangements for student (hot-desking /own space etc)

3. Dress code requirements

4. Access to administrative support, office equipment:

5. Arrangements for student to attend staff meetings:

6. Procedure for notifying of absences:

7. Arrangements for incorporating exam / revision leave (if applicable):

8. Human Resources procedures e.g. agency ID card / email account /car usage /travel reimbursement

9. Please list any other organisational induction requirements:

Induction Tasks Date Completed and Details if needed1. The student has received an induction

timetable.

2. The student has been introduced to all staff with whom s/he will be working with during the placement.

3. The role of the agency has been adequately explained to the student, and the student has been shown where/how to access the relevant agency policies and procedures and has been given time to read these.

4. The role and position of the student within the agency has been sufficiently explained to the staff group.

5. The student understands the roles of the practice educator and practice supervisor


Student and Practice EducatorITEM Detail of agreements made

6. The student has had opportunity to meet with a service user(s) to learn about the experience of the service.

7. The learning needs of the student have been explored and agreed.

8. Support and supervision arrangements have been identified with all parties.

9. Visits to partner agencies/networks or other relevant organisations have been undertaken or arranged.

10. Opportunities for undertaking shadowing/ direct observations of relevant personnel and attending relevant meetings have been organised.

11. The on-site and off-site practice educator have seen a copy of the students previous End of First Placement Report (Where applicable)

12. Agency Requirements, Policies and Procedures Please list all key policies and procedures to be followed (e.g. Health & Safety, Violence to Staff, Equal Opportunities, Confidentiality, Data security, Client access to records)

IT (please tick as necessary where completed)Availability of computersIT system explainedExpectations of computer use explained?Date of computer training

Familiarisation within agency:Location of toilet facilitiesLocation of break-out areas, canteen, staff-room (if applicable)Tea/ coffee and lunch arrangementsHow to answer telephone, make external calls, transfer calls etcMail/post arrangementsCar-parking



PROCEDURES FOR DEALING WITH GENERAL CONCERNS/ DISAGREEMENTS/COMPLAINTS/ AREAS OF CONFLICT

Please indicate that the student and practice educator/ practice supervisor have read and understand the relevant University procedures as outlined in the Module/Placement Handbook.

Read and discussed? [ ]

PROCEDURES FOR DEALING WITH CONCERNS ABOUT STUDENT’S PROGRESS

Please indicate that the student and practice educator/ practice supervisor have read and understand the relevant University procedures as outlined in the Module/Placement Handbook.


AGENCY AND UNIVERSITY POLICIES ON WHISTLE-BLOWING, COMPLAINTS, HARASSMENT AND DISCIPLINARY PROCEDURES.

Please indicate that the student and practice educator/ practice supervisor have identified, discussed, and understood the relevant organisational and University policies and procedures.

Identified and discussed? [ ]

ROLES AND RESPONSIBILITIES OF STUDENT, PRACTICE EDUCATOR, PRACTICE SUPERVISOR (WHERE APPROPRIATE), UNIVERSITY PLACEMENT

TUTOR

Please indicate that the student and supervisor have read and understand the relevant University role statements as outlined in the Module/Placement Handbook.


SAFETY

The Practice Educator/agency will ensure that the student’s safety is considered at all times. The student’s concerns about any issue of safety in their work will always be taken seriously and appropriately addressed.

Has the agency ensured that the student is fully aware of the agency’s policy and practice in relation to conducting work safety (e.g. position of panic buttons, logging in and out on visits, circumstances in which joint visits should be undertaken etc).

Yes [ ] No [ ]



INSURANCE & PLACEMENT RELATED TRAVEL

The student will be insured by the agency whilst on the agency premises and for work undertaken on behalf of the agency. Students pay for their travel to and from the placement however, it is expected that the practice learning organisation will pay for students to travel on all agency business. If a student is using their personal vehicle on placement, it is the student’s responsibility to ensure that their car is fully insured for such purposes, i.e. both social and business use. Where students are required to use a car whilst working for the agency, a business use certificate of insurance at the relevant level of cover must be shown to the HR/ practice educator and/or to an appropriate manager.

Is the student required to use a car whilst on placement?

Yes [ ] No [ ]

Will the student be required to transportservice users or carers?

Yes [ ] No [ ]

Have the student’s car insurance details been seen by the Practice Educator and/or Practice Supervisor?

Yes [ ] No [ ]

How will the student be reimbursed for mileage/car parking? (if appropriate – provide details below)

ADDITIONAL SUPPORT AVAILABLE FOR STUDENTS

Please record any additional support that the student may access e.g. access to training, student groups etc.

STUDENT DOCUMENTATION

Has the Practice Educator been provided with a copy of the Student’s Practice Learning Profile and most recent Personal and Professional Development Plan (PPDP)?

Yes [ ] No [ ]

Has the Practice Educator been provided with a copy of the Student’s First Placement Portfolio (if applicable)?

Yes [ ] No [ ] N/A [ ]


Student and Practice EducatorCONFIDENTIALITY STATEMENT:

As a student you must always be aware of the confidentiality of information gained during the course of your duties which, in many cases, includes access to personal information relating to clients. It is expected that you understand the importance of treating information in a discreet and confidential manner and your attention is drawn to the following:

a) Written records and correspondence must be kept securely at all times when not in use.

b) Agency documentation must not be submitted as appendices to the Final Assessment Report.

c) Information regarding clients (including any service-user feedback/evaluation) must not be disclosed either orally or in writing to unauthorised persons. It is particularly important that the authenticity of telephone enquirers should be checked.

d) Conversation relating to confidential matters affecting clients should not take place in situations where they may be heard by passers-by, i.e. in corridors, reception areas, lifts, etc.

e) The same confidentiality must also be preserved in dealing with matters relating to departmental personnel.

f) There may be occasions where the issues of risk override the need to maintain client confidentiality e.g. child protection. However any action taken will need to be within the framework described above and agency confidentiality policy must be followed.

During the placement students will gather sensitive information, and it is essential that all identifying features of service users, including names, addresses and dates of birth, are anonymised in the portfolio. Portfolios that are not fully anonymised will be returned as a fail or, depending on circumstances, for amending prior to being reviewed by the Practice Moderation Panel.



PLACEMENT HOURS

Please record normal working hours student is expected to attend: [N.B Students are expected to work a normal agency working day (i.e. 7.5 – 8 hr day including 1 hour lunch break) and are not expected to work at home unless authorised by the manager, Practice Educator and HEI)

Normal agency working hours start-time

Normal agency working hours end-time

Specify days of week on placement

Please also detail any additional arrangements for lunch breaks, flexibility arrangements, time off in lieu, reporting of sick leave or any other absences.

Reflective LearningIt is recommended that students on placements are allowed a minimum of the equivalent of 0.5 hours per placement day or up to half a day per 5 days on placement. This protected reflection time is for self- directed learning and reflection related to placement learning. The use of this time should be subject to negotiation and agreement in practice tutorials/ supervision and should take place on-site as part of the placement. Please detail how ‘reflective learning time’ is to be organised, recorded and evidenced below.

SUPERVISION ARRANGEMENTS

It is expected that students will be provided with one and a half hours supervision each week. Where there are a number of students in a placement and group supervision is offered it is important that students are also provided with individual sessions as per the HEI’s requirements.

The Practice Educator (On-site and/or Off-Site) will keep a written record of the supervision sessions indicating the issues that arose, decisions reached, action to be taken and by whom. These documents must be signed at the end of each supervision session by student and Practice Educator. Should any dispute arise tutors may require copies of these documents for clarity and assessment purposes.

RECORDING ARRANGEMENTS

Please note that students may not record any meeting or conversation with either service users or placement personnel (on-site or off-site) without the express permission of everyone involved. Under no circumstances may any electronic equipment be used for visual or audio recording without the consent of all parties.


Student and Practice EducatorPlease outline below what agreements have been reached regarding supervision and recording:

EQUALITY ARRANGEMENTS(Special Educational Needs and Disability Act (2001) & Equality Act (2010))

Please outline equality arrangements below:

Does the student consider that he or she has any disability or specific learning needs that need to be taken into consideration during this placement? Yes [ ] No [ ] If yes, these should be outlined below.

ASSESSMENT METHODS

Practice educators are required to use a range of assessment methods and sources of evidence on which to base their assessment of the student’s developing capability, these may include:

Direct formal observation of the student’s practice (on at least three occasions) Evidence of reflective learning Practice documents (case recording, letters, referrals, emails etc.) Feedback from people who use services and/or carers (on at least three occasions) Feedback from colleagues and other professionals with whom the student has had

contact, including the practice supervisor where applicable Practice learning sessions/ supervision notes



STUDENT’S SELF-IDENTIFIED LEARNING NEEDS IN RELATION TO THE ‘PROFESSIONAL CAPABLITIES FRAMEWORK’ (TCSW) AND ‘ GUIDANCE ON

CONDUCT AND ETHICS FOR STUDENTS’ (HCPC )

[This section is to be completed by the student for discussion with the Practice Educator]

PCF DOMAINSthat this learning need may relate to

Self-identified learning needsOn this placement the student would like the opportunity to

develop:

1. Professionalism

2. Values & Ethics

3. Diversity

4. Rights, Justice & Economic Wellbeing

5. Knowledge

6. Critical Reflection & Analysis

7. Intervention & Skills

8. Contexts & Organisations

9. Professional Leadership

10.The HCPC ‘Guidance On Conduct And Ethics For Students’


Student and Practice EducatorPLEASE IDENTIFY WHAT OPPORTUNITIES WILL BE PROVIDED BY THE

ORGANISATION FOR THE STUDENT TO MEET THE PROFESSIONAL CAPABLITIIES FRAMEWORK DOMAINS AT THE RELEVANT LEVEL

Practice educator to outline the full range of learning opportunities available in the placement setting negotiated with the student to take into account his or her identified learning needs.

Placement Learning OpportunitiesOn this placement the student will have the opportunity to:

PCF DOMAINSWhile it is expected placement learning opportunities will address holistically all PCF domains, Practice Educators should identify and Domains which may be particularly addressed by this learning opportunity

Note. Final placement students should have had opportunity to work in two different settings with two user groups before they qualify. They should also have had experience of statutory requirements and legal interventions and inter professional work. University Placement Tutors should check that these requirements can be fulfilled for final year students before proceeding with the placement.

London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4



SIGNIFICANT DATES :

Placement Dates

Start Date Proposed End Date

Key Dates

Practice Learning Agreement Meeting

Mid Way Review Meeting

Any final / additional assessment meeting

Planned University Recall Days

Planned Leave Dates

Submission DatesPractice Learning Agreement to be forwarded to University Placement Tutor

Student to submit midway evidence to all relevant parties.Student to submit Portfolio to Practice Educator

Practice Educator’s Final Report to be provided to Student

Student to submit Portfolio to University


Student and Practice EducatorSIGN–OFF OF LEARNING AGREEMENT

I confirm that there have been no changes to my DBS status (i.e. I have no criminal convictions, charges or disciplinary issues pending) since starting this training programme. I have not been subject to any adult-abuse or child-protection investigations / enquiries.

Student Signature: …………………………………………………………………………….

Date: ………………………………………………………………………………......................

Practice Educator’s Signature ……………………………………………………………….

Date: ………………………………………………………………………………………………

Practice Supervisor Signature (if applicable): ………………………………………………

Date: ………………………………………………………………………………………………

University Placement Tutor: ……………………………………………………………..

Date: ……………………………………………………………………………………………….

The following Universities have agreed to use this standardised Learning Agreement form:

All Universities using this form agree to not changing any of the substantive content. Changes to the format and content of this form may only be done with agreement of all parties via the agreed Change Control Process.




Proforma 4: Index of Evidence Used for Student Assessment

The student in collaboration with the Practice Educator will keep an index of evidence used for assessment of the student’s practice. This index should be kept up-to-date throughout the placement. Reference numbers will be used in the mid-way and final report to refer to specific pieces of evidence.

ReferenceNumber

Description of Evidence Date of evidence

e.g. 1 Direct Observation 1 10/10/13e.g.2 Service User Feedback 1 10/10/13e.g 3 Supervision note 1 showing critical reflection 14/10/13



GUIDE SHEET 2: The Midway Report Meeting

1. OverviewApproximately halfway through the placement those involved in drawing up the Learning Agreement should meet again to review the student’s progress on the placement. This will normally be the student, the Practice Educator, the Student’s Tutor and, if applicable, the Practice Supervisor.

The Practice Educator will be responsible for completing the Midway Report using evidence and other forms of progressive assessment in order to make an holistic assessment of the student’s progress to date on the placement

2. Process prior to the midway review

The Practice Educator and the Student will prepare for the Review in supervision sessions prior to the meeting.

The Student will present their evidence to the Practice Educator when requested to assist in the preparation of the report.

The Practice Educator will prepare a draft report and provide this to the student at least one week before the mid-way review date.

The student will then complete Section 2: Student’s comments on assessment by 3 days before the review is scheduled to take place and return this to the Practice Educator

The Practice Educator will email the final draft version to all parties at least 2 days prior to the review.

3. Review MeetingAt the placement review meeting the student should be able to talk through their case work and reflections to date and to discuss at least one case in depth.

It is suggested that all parties discuss the report and agree any changes. Particular attention needs to be given to the Action Plan for the second part of the placement. This should be recorded in draft form at the meeting and the report should be signed by all parties.

3. After the Review Meeting

The practice educator will type the action plan and any changes to the report agreed at the meeting within 7 days. The student and the practice educator should sign the final version (plus the practice supervisor, if applicable). This final version should then be sent to the tutor for signing and returning within 2 weeks of the meeting, all parties retaining a copy for future reference. The student should record the Report in their Record of Evidence.



Should any party to the agreement have concerns about the placement or the student’s performance following this meeting, they should request a further meeting at the earliest opportunity to share those concerns and seek a resolution.



PROFORMA 5: The Pan London Midway Re port

MIDWAY REPORT

SECTION 1: Summary of progress to date1.1 Placement details

Student

Programme Masters/ BA/BSc

Practice Educator

Placement First Placement/ Final Placement(delete as appropriate)

Practice supervisor (if applicable)

Team name/Agency

Start date of placement

Days completed on placement at the point of the review

End date of placement

University Placement Tutor 1.2 SUMMARY RECOMMENDATION: progressive holistic assessment at this point

in the placement

Progressive holistic assessment against the PCF at this point in the placement

Good Progress Adequate Progress

Progress raising concerns See Section 1.5 for further information


Student and Practice Educator1.3 Summary of any issues or circumstances taken into account in this

recommendation (please give brief summary and attach additional information in a report if relevant e.g investigation of a complaint, dyslexia assessment)

Issue Brief description (max 150 words each)1 Additional information?

Placement e.g. workload, PE and/or organisational factors etc.

YES/NO

Student e.g. health, personal circumstances, disability etc.

YES/NO

Other (e.g. HEI)

YES/NO

1.4 Implementation of the Practice Learning Agreement: Learning Opportunities

1. Has the Practice Learning Agreement been completed/ signed

Yes/ NoDate signed:

2. Have weekly supervision/ practice tutorials taken place?

Provide dates of supervision meetings:

Provide explanation if frequency of meetings not as expected.

3. Have the learning opportunities outlined in the PLA materialised?

Yes/ NoPlease comment below if the answer is no

Comments: E.g. Are there any issues or problems arising from what was recorded in the Practice Learning Agreement? If so, how will they be resolved?

1 Additional summary information can be appended if required



1.5 Implementation of the Practice Learning Agreement: Assessment Summary of evidence linked to the PCF used to support the recommendation at 1.2

Type of evidence Evidence Ref. No

List title(s) of documents used in each category with dates

Direct ObservationsService User and Carer feedbackCritical reflection of practiceExtracts from supervision notesStudent work productsOther e.g. presentations



SECTION 2: Mid-Way Assessment Report (Subject to approval from University and Faculty Academic standards Committee for current students)

HOLISTIC ASSESSMENT

PCF level descriptors

By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions.

By the end of qualifying programmes, demonstrated in the context of the last placement newly qualified social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision.

Please provide an overall judgement of the student’s professional capability at this point in the placement with reference to the level descriptor for this placement, taking into account:1. Capability across all nine domains of the PCF2. Progressive assessment of the candidate’s capability during the placement3. Any factors that may have affected the student’s progress during the placement

Link your comments to examples of evidence presented over the course of the placement and, if appropriate, information provided in Section 3 to support the overall assessment.(Guideline: 300 words )

Feedback on overall capability Cross referenceEvidencenumber



Assessment of student’s future learning needs/priorities on this placement (Guideline: 200 words)

Student’s comments on assessment(Guideline: 300 words)

University Placement Tutor’s comments on the assessment(Guideline: 200 words)



SECTION 3: Summary progressive assessment of demonstration of capability of each PCF domain (please indicate sufficiency of evidence of capability so far by ticking relevant column)

PCF DOMAINNo evidence of capability

Some evidenceof capability

SufficientEvidenceof capability

Good and varied evidenceof capability

1. Professionalism

2. Values and Ethics

3. Diversity


5. Knowledge

6. Critical Reflection & Analysis

7. Intervention and Skills

8. Contexts and Organisations


Please provide additional information to support your assessment. This will be essential if the student has not demonstrated capability in one or more of the domains, or you have other, specific concerns.

You may also wish to comment on other relevant evidence from the placement to highlight a student’s strengths, progress or areas for development in a particular domain.

Please refer specifically to any domains where there is an indication that the student is not demonstrating capability.Additional Information


Student and Practice EducatorAgreed Action Plan Following The Midway AssessmentHave areas of development/learning needs been identified? What action needs to be taken to address these? Are they any other outstanding issues? Detail specifically actions to be takenThe action plan should be developed, discussed and agreed at the mid way review.Action to be taken By

whom?By when?

Review date

By whom?

1.

2.

3.

4.

Add rows as needed

Signatures of all parties:

Student:

Practice Educator:

Practice supervisor:(if applicable)University Placement Tutor:

Date:



GUIDE SHEET 3: Service User Feedback

It is a requirement of the programme that service users contribute to the assessment of the student in practice and we offer the following guidance to assist you in achieving this.

Students are required to provide 2 pieces of service user feedback and write a 500 word reflective account.

Principles for gathering and using feedback from people who use services and those who care for them

A primary purpose of social work is for professionals to work alongside individuals, families and carers in order to establish the best outcomes for them. Feedback from users of services is vital to learn what works but also what we can do better.

Use ‘natural opportunities’ where possible, for example existing structures to evaluate service user’s views, satisfaction surveys, consultation meetings, service user forums, representation procedures.

Take care to prepare service users before asking for feedback or their comments either verbally or in writing. Agree the process, ensure they have an understanding of what is being asked and why.

The student should be involved in the process of soliciting feedback; you can devise your own method of collecting information direct from the service user in a more proactive way as part of their practice.

Seek informal and formal feedback at different placement stages.

Make sure that service users are aware that the student is in training and who to contact if they wish to speak to someone other than, or about, the student.

Ask people directly for feedback but give space for answers

Check their preferred method for feeding back for example young people may prefer texting or e:mail ( if available) or in writing

Focus on process not decision

Timing – be conscious that although it might not be the right time for the service user or carer to provide your feedback

Make sure all service user feedback is confidential. Your practice educator can sign the document as verification that the feedback is genuine.

Make sure that you consider your service user group when creating a method for obtaining feedback, for example children, users with learning and or physical disabilities – avoid jargon



You may wish to use one of the following ideas as a framework for feedback.Suggested methods for collecting Service User Feedback Questionnaire Interview Using pictures

NB Feedback from service users or carers during difficult circumstance may be difficult to hear. It is therefore important that students have opportunity to reflect on this feedback with their practice educator during supervision.

Reflection on service user feedback

Students must write a 500 word evaluation addressing the following: Why you chose this method of feedback? What you have learnt from the feedback? What implications for the future does it have?



GUIDE SHEET 4: Direct Observation Reports

Guidelines for Direct Observation of the Student’s Practice

Direct Observation is an important teaching and assessment tool and is one of the best ways of gaining clear and immediate access to a student’s work. The observation may focus on specific tasks, skills or to gain evidence for specific indicators within the professional capabilities framework.

The following situations may be suitable for Direct Observation:Two of the observations must include face to face contact with service users

Interviews with service users and their networks. Group work. Case conference or meeting participation. Verbal presentations.

1. LSBU students on placement will have 3 observations of their practice during each placement. These should be spaced out during the placement. The recommended minimum number of direct observations for placements is at least two observations for the first placement (70 days) and three observations for the final placement (100 days) (The College of Social Work (2012) Assessing Practice using the Professional Capabilities Framework Guidance.)

2. At least one observation should be completed by the Mid-Way Review.

3. Direct observations will normally be undertaken by the designated Practice Educator in order to ensure holistic and progressive assessment of capability against the PCF. In certain circumstances, one direct observation may be undertaken by a practice supervisor who is working towards the stage 1 learning outcomes (excluding A5 and C11) and who is supported by their line manager and practice educator (PEPS, p.3). On the final placement, practice supervisors undertaking direct observations must also be registered social workers. An observation template is provided for additional placement direct observations by other professionals following this guidance. These observations should be considered as additional to the recommended minimum number of formal observations noted above.

The student should then complete Section One of the Direct Observation form and discuss this with the PE/supervisor before the planned observation


Student and Practice Educator4. Preparation for the direct observation of practice

4.1The Student and the Practice Educator should plan the direct observation and agree objectives and assessment criteria for the observation (what do they want to achieve in the intervention and there any specific capabilities, identified as areas for development or concern, they would like the Practice Educator to focus on and provide feedback). (See discussion questions in section 4.6 below)

4.2Wherever possible the service user(s)/carer involved should be asked if they are willing to be part of the process. The student should discuss the Direct Observation with the service user or carer, explain the role of the practice educator and assessment procedure, and discuss confidentiality. The student should obtain permission for the practice educator’s presence, in an atmosphere that will allow the user or carer to decline if desired. If they agree, it is the responsibility of the Practice Educator and the Student to ensure that the service user/carer is given the opportunity to comment on the student’s capabilities, and/or for the service user to be given feedback about the Student and Practice Educator’s own assessment. Not all service users will be able to or want to be involved in the process; others will be willing to contribute and be part of the assessment process. The Practice Educator and Student will need to plan how this is managed using their knowledge of or/and relationship with the service user wherever possible to ensure that this is comfortable for all concerned (Adapted from ‘Assessing practice at qualifying level for social work using the PCF’). The student should then arrange time / date / venue with the service user and the Practice Educator.

4.3The Student and the Practice Educator should agree and clarify the role of the Practice Educator during the intervention: how will they be introduced, under what circumstances, if any, will they intervene.

4.4The Student and Practice Educator should agree what happens after the observation—how and when will feedback be given, what reports/documents need to be completed by the Student and the Practice Educator and by when.

4.5The Student should complete and share boxes 1 and 2 of the Student form (section 1) with the practice educator as part of the preparation for the observed session and prior to the planned Direct Observation.


Student and Practice Educator4.6Questions which may be useful for the student and practice educator to discuss prior to

the observation are:

What is the nature of the session to be observed? (e.g. home visit, office visit, group

work session, meeting at day centre, etc.) What is the purpose of the session? What is the student’s role and responsibility? How has the student prepared for this intervention? What does the student hope to achieve in this session? What are the goals? What social work theories, models and methods of working with individuals,

families, carers, groups and communities does the student expect to inform his/her practice?

How does the student plan to apply social work ethical principles and values and anti-discriminatory and anti-oppressive principles in practice? What values issues are likely to be involved in this observation?

Are there any issues of disability or impairment which need to be taken into account in planning the observation?

What outcomes or objectives do you want to achieve? (These can be linked to areas for development identified in reviews, supervision or previous observations).

Considering Professional Capabilities Framework holistically, are there any domains the student would particularly like feedback on from the practice educator?

Has the service user (or others involved) given permission for the Direct Observation?

5. After the Direct Observation

5.1 Immediately following the session the Practice Educator should give the student the opportunity to reflect briefly on the session and his/her performance and give immediate short constructive feedback

5.2The student should then complete boxes 3 and 4 in preparation for the next supervision session.

Box 3: Brief description of the intervention: Questions the student might want to think about include: What happened, what was achieved? Describe your role and the action of others.

Box 4: Reflections on the observed practice Questions the student might want to think about include: What went well? How did I know it went well? Were the outcomes achieved? What action do you need to take next in this intervention? How did you feel generally and about being observed? What key points have you learnt from this experience? Were there any surprises for you in this observation?


Student and Practice Educator5.3The Practice Educator should start to prepare their holistic assessment of the

observation in preparation for the next supervision session/ practice tutorial which should be convened within five working days.

5.4Supervision session/ Practice tutorial to review direct observation. The Practice Educator and Student discuss their evaluation of the direct observation session and identify areas for future development by the student. To assist the process of reflection, it can be helpful for the Practice Educator to ask the student to identify any Surprises, Learning, Satisfaction or Dissatisfactions, which they may have with any part of the process, planning, observation session or feedback session2 The Practice Educator must tell the student if this was deemed to be a direct observation demonstrating capable performance. The Action plan following the direct observation should be agreed.

5.5The Practice Educator must provide the final written feedback of the observation using the format provided within 3 working days following the supervision session and give this to the student.

5.6The Student must complete boxes 5 and 6 after reading the Practice Educator’s report within 2 working days and give this to the Practice Educator

Box 5. Critical reflection and professional development: Questions the student might want to think about include: Bearing in mind the PCF domains and level descriptor, have you identified or confirmed any specific areas for further development? (cross reference to capability statements if required). How do you intend to address these areas of development? What support do you require?

Box 6. Comments and reflections on the feedback given by the Practice Educator The Student should reflect and comment on the Practice Educator’s Direct Observation report

5.7The student must file the copy of the Direct Observation feedback in the portfolio. The Practice Educator and student both retain a copy of the feedback for their own records

2 Koprowska, J Facts, Feelings and Feedback: A collaborative model for direct observation. http://www.york.ac.uk/spsw/research/themes/communication-skills/interviewing-skills/order-video/ accessed 17/3/13


http://www.york.ac.uk/spsw/research/themes/communication-skills/interviewing-skills/order-video/


PROFORMA 6: Direct Observation Reports

Degree in Social Work Direct Observation Template(With approval from the University and Faculty Academic Standards Committee for

current students)This form is intended for electronic completion. The answer spaces will expand to accommodate text.

Name of Student

First Placement/ Final Placement

Name of Practice Educator or name and role of person undertaking the observationDate & setting of observation

Section 1 – STUDENT to complete

Complete boxes1 and 2 before the observation

1. Brief background to observed contact between yourself and the service user (200 words approx)

2. Planning for intervention See guidance note 4 (200 words approx)

Complete boxes 3 and 4 after the observation

3. Brief description of the intervention See guidance note 5.2 (200 words approx)

4. Reflections on the observed practice See guidance note 5.6 (300 words approx)

Complete boxes 5 and 6 after reading the Practice Educator’s report

5. Critical reflection and professional development See guidance note 7 (300 words approx)


Student and Practice Educator6. Comments and reflections on the feedback given by the Practice Educator (200 words approx)

STUDENT’s signature:Date:Section 2: PRACTICE EDUCATOR to complete after the direct observation

Please provide information to support your assessment of the direct observation; reference can be made to the nine domains where relevant. You are not required to make a comment against each domain but can identify strengths and areas for development/concern (including reference to individual capability statements where there are areas of concern).

Holistic assessment of the Student’s capability demonstrated in the direct observation of practice (up to 300 words)

Domain 1 Professionalism

Domain 2 Values and ethics: apply social work ethical principles and values to guide professional practice

Domain 3 Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice

Domain 4 Rights, justice and economic wellbeing: advance human rights and promote social justice and economic well-being



Domain 5 Knowledge: apply knowledge of social sciences, law and social work practice theory

Domain 6 Critical reflection and analysis: apply critical reflection and analysis to inform and provide a rationale for professional decision-making

Domain 7 Intervention and skills: use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse

Domain 8 Contexts and organisations: engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional partnerships and settings.

Domain 9 Professional leadership: take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management

Action plan following the direct observation (if applicable)Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they any other outstanding issues?



Comments on Service user feedback (if applicable)

Practice Educator’s signature: Date:



PROFORMA 7: Less Formal Direct Observation Reports

Less Formal Direct Observations of Day to Day Practice on Placement: Additional Evidence

This template can be used for less formal observations of day-to-day practice. These observations may be undertaken by non-social work professionals and practitioners and include a range of settings, for example, multi-professional team meetings, case conferences or joint visits. In these cases, the observer completing the template may not necessarily be a registered social worker. The observer will still need to have a basic understanding of what is required of a student social worker at the expected level of practice and should be given the PCF level descriptor before the observation

Section 1 Observer to complete after the direct observation

Name of Student

Name & role of observer

Date & setting of observation

Holistic assessment of the student’s capability based on this observationPlease comment on the student’s capability, taking into account the level descriptorBy the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in Social Work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions.By the end of last placement student social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision.Comments

Observer’s signature:



Date:London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4

Section 2

Student Social Worker to complete after the direct observation

Complete 1 and 2 after reading the observer’s report

1. Critical reflection and professional development see guidance note 7

2. Comments and reflections on the feedback given by the observer

Student should give form to Practice Educator and discuss in next supervision session/ practice tutorial

Section 3

4. Practice Educator’s Comments on the feedback given and student’s reflection

5. Any further comments by student and action plan resulting from this informal observation



Student’s signature & Practice Educator’s signatureDate:



GUIDE SHEET 5: Inter-Professional Feedback

It is a Department of Health requirement that students have the opportunity to learn within inter-professional environments and that they are assessed on their ability to work collaboratively and in effective partnership with others.

Specific feedback from at least two practitioners from different professions or agencies should be sought adapting the areas of evaluation below. You could devise a questionnaire or ask the person for a signed statement against these areas using headed paper. These should not be from social worker colleagues

Please use the observation template for non-social work professionals

The identity of the practitioner, name of the agency and their profession or occupation.

Description of the work of the student and how this brought them into contact with the professional/colleague giving evidence.

Feedback on how well the student was able to develop and maintain an effective relationship with them, what were the student’s strengths and weaknesses.

Quality of the student’s written OR verbal communication.

Evidence of the student’s contribution and understanding towards identifying shared goals and tasks.

Feedback on how well the student dealt with any potential or actual disagreements and conflicts within the professional network.

The service user must NOT be identifiable.



GUIDE SHEET 6: Personal Development Plan

A PDP is a structured and supported process undertaken by individuals to reflect upon their own learning, performance and achievement and to plan for their personal, educational and career development. Personal development planning helps students to:

integrate their personal and academic development and improve their capacity to plan their own academic programmes

be more effective in monitoring and reviewing their own progress be more aware of how they are learning and what different teaching and learning

strategies they are trying to achieve recognise and discuss their own strengths and weaknesses identify opportunities for learning and personal development outside the curriculum be better prepared to seek employment or self-employment and be more able to

relate what they have learned to the requirements of employers be better prepared for the demands of continuing professional or vocational

development when they enter employment.

(Quality Assurance Agency 2001)

Prospective employers will want to view this plan for employment and post qualification as a newly qualified social worker.

The Assessed and Supported Year in Employment (ASYE) beginning 2012 will provide the first step in continuous professional development and your individual personal and professional development plan will provide the employer with a starting point for development and supporting and assessing this first year in practice.

It is therefore important to retain a copy of your professional development plan.

Your PDP should be developed during each of your placements with your practice educator. It needs to go into the practice portfolio once you and your practice educator have agreed it. The final PDP in your last placement will be used to plan your NQSW year. See PDP pro-formas end of placement 1 and end of final placement.

(Subject to approval from the University and Faculty Academic Standards Committee for current students in terms of the PCF)



PROFORMA 8: Personal Professional Development Plan First Placement

Personal/ Professional Development PlanName: University:

Date: Date of follow up reviews at mid point and end of First Placement level:

Overall Goals: What I want to achieve by the end of First Placement level. (Relate these to the PCF and the HCPC Guidance on Conduct and Ethics for Students)

PCF level descriptor for end of first placement level By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in Social Work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple

The PCF domains should link to your programme of study, including your placement at this level.


Student and Practice EducatorSpecific Objectives When I will do

thisDate Completed

PCF Domains Development activity or action to meet domain

1. Professionalism


3. Diversity


5. Knowledge

6. Critical Reflection and Analysis





PPDP Initial Review – mid-point of End of First Placement level (Review your achievements over the last xxx months)

Brief Overview of achievements to date

Identify achievement of skills & knowledge

Identify any new development needs When will I achieve this?

Signed by Student, Tutor and Practice Educator

Date

Date of end of level review



PPDP Final review – End of First Placement level Review your achievements over the last xxx months

Brief Overview of Achievements to date

Identify achievement of skills & knowledge

Identify any new development needs When will I achieve this?

Signed by Student, Tutor and Practice Educator and Date

Date of by which initial PPDP for End of Last Placement level will be completed


Student and Practice EducatorPROFORMA 9: Personal Professional Development Plan Final Placement

Personal/ Professional Development Plan: to End of Final Placement LevelName: University:

Date: Date of follow up reviews at mid point and end of Final Placement level:

Overall Goals: What I want to achieve by the end of the Final Placement level. (Relate these to the PCF and the HCPC Guidance on Conduct and Ethics for Students)

PCF level descriptor for end of Final placement level By the end of the Final placement student social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision



The PCF domains should link to your programme of study, including your placement at this level.

Specific Objectives When I will do this

Date Completed

PCF Domains Development activity or action to meet domain

1. Professionalism


3. Diversity


5. Knowledge, social sciences, law &social work practice theory

6. Critical Reflection and Analysis




PPDP Initial Review – mid-point of End of Final Placement level (Review your achievements over the last xxx months)

Brief Overview of achievements to date

Identify achievement of skills & knowledge Identify any new development needs When will I achieve this?


Date

Date of end of level review



PPDP Final review – End of Final Placement level Review your achievements over the last xxx months

Brief Overview of Achievements to date

Identify achievement of skills & knowledge Identify any new development needs When will I achieve this?


Date

Date of by which initial PPDP for ASYE level will be completed


Student and Practice EducatorGUIDE SHEET 7: Student’s Report

(Subject to approval from the University and Faculty Academic Standards Committee for current students)

For each domain of the Professional Capabilities Framework, please identify two cases and write short case summaries including:

social history Context of referral Intervention Outcome

Then using a reflective framework which you should identify, you should provide a critical evaluation of the work you have undertaken whilst on placement, and a reflection of learning against each of the domains

Ensure that you address each domain of the PCF

Reference to other work contained in the Portfolio.

Reflection on the evidence base for your assessment and interventions, for example what legislation, theories and research did you use and how did it inform your practice, validate or increase your understanding of it.

Reflection on the values underpinning social work practice such as anti-discriminatory and anti-oppressive practice should be integral to your reflective report.

Your use of supervision, how you and your Practice Educator/Work-Based Supervisor worked together to meet your learning needs.

An evaluation of what you have learnt from the placement, including any aspects that have been challenging or difficult.

Any further reading you have done including agency policies and procedures, and their relevance.

Include links to case summaries, reflect on evidence base for interventions and assessment, for example legislation, theories and research, critical evaluation of interventions, what you might have done differently. Include references.



PROFORMA 9: Student Reflective Report

SECTION 3: Student Holistic report of each domainThe PCF has been mapped with the SOPS by both the HCPC and TCSWPlease look at appendix 1 the mapping document for placement.

Please use your case work to demonstrate how you have achieved each domain whilst in placement. Describe 2 case summaries including brief social history, context of referral, intervention and outcome. Reflect on your use of theory, legislation and research and comment on your learning.(Guideline: 250 words maximum per domain)Domain 1 ProfessionalismIdentify and behave as a professional social worker, committed to professional developmentSocial workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.Case summaries and reflection

Domain 2 Values and EthicsApply social work ethical principles and values to guide professional practiceSocial workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.Case summaries and reflection

Domain 3 DiversityRecognise diversity and apply anti-discriminatory and anti-oppressive principles in practiceSocial workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, “Learning for better practice”

115

Student and Practice Educatorsexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.Case summaries and reflection

Domain 4 Rights, Justice and Economic WellbeingAdvance human rights and promote social justice and economic well-beingSocial workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.Case summaries and reflection

Domain 5 KnowledgeApply knowledge of social sciences, law and social work practice theorySocial workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.Case summaries and reflection

Domain 6 Critical reflection and AnalysisApply critical reflection and analysis to inform and provide a rationale for professional decision-makingSocial workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.Case summaries and reflection



Domain 7 Intervention and SkillsUse judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuseSocial workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks . They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.Case summaries and reflection

Domain 8 Contexts and organisationsEngage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settingsSocial workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.Case summaries and reflection

Domain 9 Professional LeadershipTake responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and managementThe social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.Case summaries and reflection



Personal and Professional Development Plan

1. Reviewed at end of placement? Yes/No

2. Attached? Yes/No



Student and Practice Educator (Subject to approval from the university and Faculty Academics Standards Committee for current students)

PROFORMA 10: Practice Educator Final Report

Holistic Assessment using the Professional Capabilities FrameworkEnd of Placement Report

SECTION 1: Summary of assessment and supporting evidence

1.1 Placement details

Student

Programme Masters/ BA/ BSc

Practice Educator

Practice supervisor (if applicable)

Placement details(delete as applicable)

First placement Last placement

Adults Children

Field Day Residential

Team name/Agency

Dates of placement Start Date:End Date:Length of Placement:

University Placement Tutor 1.3 FINAL ASSESSMENT FOR THIS PLACEMENT- See Section 2 for holistic

assessment reportRecommendation Pass Fail

Practice educator’s signature

Student’s signature

University Placement Tutor’s signature

Date

Other comments


Student and Practice Educator1.4 Summary of any issues or circumstances taken into account in this

recommendation (please give brief summary and attach additional information in a report if relevant e.g investigation of a complaint, dyslexia assessment)

Issue Brief description (max 150 words each)3 Additional information?

Placement e.g. workload, PE and/or organisational factors etc.

YES/NO

Student e.g. health, personal circumstances, disability etc.

YES/NO

Other (e.g.HEI)

YES/NO

1.5 Summary of documentation and assessments taken into account in this recommendation

Assessment DatePrevious practice assessment report4

Learning agreementMid Way Report/ Interim reviewsPractice supervisor’s report5

1.6 Summary of evidence linked to the PCF used to support this recommendation

Type of evidence Evidence No

List title(s) of documents used in each category with dates

Direct ObservationsService User and Carer feedbackCritical reflection of practiceExtracts from supervision notesStudent work productsOther e.g. presentations

London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-43 Additional summary information can be appended if required4 Assessment of readiness for direct practice (First placement) or First placement assessment report (Last placement)5 If applicable“Learning for better practice”

121


SECTION 2: Assessment Report

HOLISTIC ASSESSMENT

PCF level descriptors

By the end of the first placement students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions.

By the end of qualifying programmes, demonstrated in the context of the last placement newly qualified social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision.

Please provide an overall judgement of the student’s professional capability with reference to the level descriptor for this placement, taking into account:1. Capability across all nine domains of the PCF2. Progressive assessment of the candidate’s capability during the placement3. Any factors that may have affected the student’s progress during the placement

Link your comments to examples of evidence presented over the course of the placement and, if appropriate, information provided in Section 3 to support the overall assessment.(Guideline: 500 words )

Feedback on overall capability Cross referenceEvidencenumber



Assessment of student’s future learning need/priorities(Guideline: 200 words)

Student’s comments on assessment(Guideline: 300 words)

University Placement Tutor’s comments on the assessment(Guideline: 200 words)



SECTION 3: Holistic assessment of each domain

Please provide additional information to support your overall assessment in Section 2.This will be essential if the student has not demonstrated capability in one or more of the domains, or you have other, specific concerns. You may also wish to comment on other relevant evidence from the placement you have not discussed in Section 2, for example, highlighting a student’s strengths, progress or areas for development in a particular domain.

(Guideline: 250 words maximum per domain)Domain 1 ProfessionalismIdentify and behave as a professional social worker, committed to professional developmentSocial workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator.Assessment

Evidence used to support judgement

Capability at level for this placement

Demonstrated/ Not demonstrated (Delete as appropriate)

Domain 2 Values and EthicsApply social work ethical principles and values to guide professional practiceSocial workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.Assessment






Domain 3 DiversityRecognise diversity and apply anti-discriminatory and anti-oppressive principles in practiceSocial workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately.Assessment




Domain 4 Rights, Justice and Economic WellbeingAdvance human rights and promote social justice and economic well-beingSocial workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.Assessment




Domain 5 KnowledgeApply knowledge of social sciences, law and social work practice theorySocial workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice.Assessment



Student and Practice EducatorCapability at level for this placement


Domain 6 Critical reflection and AnalysisApply critical reflection and analysis to inform and provide a rationale for professional decision-makingSocial workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.Assessment




Domain 7 Intervention and SkillsUse judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuseSocial workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks . They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with.Assessment




Domain 8 Contexts and organisationsEngage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and inter-professional settingsSocial workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional


Student and Practice Educatorvalues and ethics, both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.Assessment




Domain 9 Professional LeadershipTake responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and managementThe social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals.Assessment





Student and Practice EducatorGUIDE SHEET 8: Student and Agency Placement Evaluations (Proformas in the Appendices)

It is a requirement that students and Practice Educators complete a QAPL evaluation form.

This MUST be completed online, emailed to the practice learning team, with a hard copy placed in the portfolio.

PLEASE READ THE FOLLOWING INSTRUCTIONS:Students are required to complete the student evaluation form. This can be found in the Practice Learning section on Moodle. Practice Supervisors/Practice Educators are required to complete the agency evaluation form. This can also be found in the Practice Learning section on Moodle.

1. Log on to Black Board and access the evaluation forms in the Practice Learning section;

2. The student emails the agency evaluation form to their Practice Supervisor/Practice Educator for them to complete;

3. The Practice Supervisor/Practice Educator completes the form and emails it back to the student;

4. The student completes the student evaluation form;

5. The student prints a copy of the student evaluation form and the agency evaluation form to include in their portfolio;

6. The student emails the student evaluation form and the agency evaluation together to [email protected].

NB Should this model change students and Practice Educators will be notified well in advance of the completion of placement.

Feedback will be provided for the Practice Educator after the Practice Moderation Panel has met and the Practice Learning Team has collated all information.

Students debriefing of placement will take place with the Practice Educator at the end of placement and also with placement tutors and the course team through tutor groups and also recall days.



Section 6.1: Quality Assurance

Disclosure and barring service (DBS) Protocol for Practice Placements

Students cannot begin their placement without a DBS obtained since joining the university.

It is the responsibility of the student to keep this document safe as students are asked to present the original copy at all placement interviews.

Placements will only accept the original copy. Photocopies are not acceptable. Should students lose their DBS they must organise obtaining another CRB. Copies of students DBS are only held within the university for a short period and are

then destroyed. Some placements will request a new DBS but this will be the responsibility of the

agency to organise. If a student interrupts studies for more than 6 months a new DBS clearance

certificate must be obtained.

NB

Students must promptly advise LSBU of any changes that will affect his / her DBS clearance.



Section 6.2: Behaviour on Placement

Whilst on placement the student is both a representative of the placement agency and the university. As a student social worker the student should conduct themselves in a professional manner at all times and within the requirements of the HCPC code of conduct and ethics. The student should maintain professional boundaries with all service users whilst retaining a supportive approach.

Poor behaviour towards a student by a service user

Should an incident arise whereby the student experiences physical assault, the student should immediately inform their Practice Educator, Work-Based Supervisor and Tutor. A discussion between all parties will take place and conclude with a decision regarding further action.



6.3 Flow Charts for Suitability FLOW CHART TO IDENTIFY ACTIONS IF CONCERNS ABOUT STUDENT OR APPLICANT HEALTH OR PROFESSIONAL SUITABILITY FOR

SOCIAL WORK


CONCERN AS TO PROFESSIONAL SUITABILITY MADE OR DISCLOSED ABOUT A SOCIAL WORK STUDENT OR APPLICANT

FOR APPLICANTS

REFERED TO THE SUITABILITY PANEL AND RECOMMENDATION MADE OR

CONCERNS ARISE DURING THE PRACTICE PLACEMENT

CONCERNS ARISE DURING THE PROGRAMME

ADDITIONAL INFORMATION/CLARIFICATION SOUGHT OR REFERRAL TO OCCUPATIONAL HEALTH

AND THEN RECOMMENDATION MADE

Stage 1: PROGRAMME TEAM INVESTIGATE

Either agreement reached or FURTHER INFO SOUGHT OR REFERRAL TO OCCUPATIONAL HEALTH

Stage 2: CONSIDERED BY Practice Moderation Panel : Either Agreement Reached or, if misconduct, Disciplinary Policy is applied

Stage 3: REFERRAL TO SUITABILITY OR CONDUCT PANEL:

Agreement Reached AND/OR

Stage 1: PROGRAMME TEAM INVESTIGATE: FURTHER INFO SOUGHT OR REFERRAL TO OCCUPATIONAL HEALTH

Stage 2: CONSIDERED BY Head of Department: Agreement Reached AND/OR or, if misconduct Disciplinary Policy is applied

RECOMMENDATION TO EXAMINATION BOARD

For APPLICANTS

PANEL CHAIR CONVEYS OUTCOME



Student and Practice EducatorFLOW CHART TO IDENTIFY ACTIONS IF CONCERNS ABOUT STUDENT HEALTH OR PROFESSIONAL SUITABILITY FOR SOCIAL WORK


CONCERN ABOUT SUITABILITY MADE OR DISCLOSED ABOUT A SOCIAL WORK STUDENT

CONCERNS ARISE DURING THE PRACTICE PLACEMENT

CONCERNS ARISE DURING THE PROGRAMME

Stage 1: PROGRAMME TEAM INVESTIGATE

Either agreement reached or FURTHER INFO SOUGHT OR REFERRAL TO OCCUPATIONAL HEALTH

Stage 2: CONSIDERED BY Practice Moderation Panel : Either Agreement Reached or, if misconduct, Disciplinary Policy is applied



Stage 1: PROGRAMME TEAM INVESTIGATE: FURTHER INFO SOUGHT OR REFERRAL TO OCCUPATIONAL HEALTH

Stage 2: CONSIDERED BY Head of Department: Agreement Reached AND/OR or, if misconduct Disciplinary Policy is applied

RECOMMENDATION TO EXAMINATION BOARD




Section 6.4: Professional Suitability and UnsuitabilityAs individuals responsible for the safety and wellbeing of Service Users and others in the health and social care environment, it is incumbent upon students following programmes of professional study to subscribe to and acquire the ethos and standards of professional practice in the chosen discipline. This means that students must be able to demonstrate not only, achievement of the learning outcomes associated with participation, but also the qualities inherent in professional suitability.

Any action that is in breach of the purpose and intent of the above code is considered unethical and may indicate unsuitability of the individual for the profession of Social Work.

Students are expected to respect the Code of Discipline of London South Bank University and the HCPC Standards of conduct, performance and ethics. Breaches of the Code of Discipline will be dealt with in accordance with University procedures and breaches of the professional code of conduct will be referred to the conduct panel. (University procedures can be found on the LSBU web site)

The outcome of the above might be that a student may be required to leave the course solely on grounds of professional unsuitability. All matters regarding the above codes will be taken to the Examination Board as part of its remit for considering professional suitability.

EBR students should note that Practice Learning contacts and employing agencies will be contacted in regard to issues arising with professional suitability of students.



Section 6.5: Practice Learning – Concerns in Placement Raised by StudentAny concerns that a student has regarding their placement should be reported to their Practice Educator in the first instance or the Tutor if this is not possible. If the concerns implicate the Practice Placement as unsatisfactory in relation to the Practice Setting or the Practice Educator the Director for Practice Learning should be informed.

Procedure for a student to raise problems about a Practice Learning experience:

It is essential that the student raise the difficulty as early as possible in the placement.

1. The student should report the problem to the Practice Educator, Practice Supervisor (if applicable) and the Tutor verbally.

2. The Tutor will meet with the student to get a fuller explanation of the problem and to clarify the issues to be raised in the emergency meeting. The Practice Educator and or Practice Supervisor inform her/his line manager that a problem has been raised formally.

3. The Tutor will arrange for a meeting involving the Practice Educator, Practice Supervisor (if applicable) and the student to explore these issues. This meeting must take place within ten working days of the notification of the problem. The Practice Educator’s Learning and Development Officer or agency representative may be present with the agreement of the Tutor.

4. The final action points arising from the meeting will be recorded by the Tutor and signed by all present. At this point, it may be that action is taken or identified to remedy the situation. There should be an early review of progress made. Should difficulties continue, the Practice Educator, Practice Supervisor and the student will be invited to provide independent reports to the Social Work Practice Moderation Panel. These reports will be sent to the Practice Moderation Panel for a discussion and decision.

5. The decision of the Panel will then be conveyed to the student and the Practice Educator in writing.

6. The Practice Moderation Panel will have the authority to recommend to the examination board if a further placement should be offered.


Student and Practice EducatorNote

It is important that placements are not terminated or withdrawn without full participation of those parties named, or without following the correct procedures. In our experience, resolving and dealing with situations can in itself, be a powerful tool for learning. As long as the student’s practice is not dangerous or unsafe, then all the parties should endeavour to learn and develop strategies to support placements at risk of breakdown. The Tutors on the programme are available for consultation from the earliest stages, and welcome early involvement in any problems that arise.



Section 6.6: Termination of Training ProceduresCriteria and Procedures for the Early Termination of Practice Learning or Programme of Study due to Concerns About a Student’s Professional Practice or Behaviour

When things go wrong

The following procedure covers the termination of practice placement and programme of study due to concerns about a student’s professional practice or behaviour.

The Social Work Degrees are delivered in partnership with agencies drawn from the statutory, voluntary and independent sectors. It is therefore hoped that informal negotiations can be used between Student, Tutor, Practice Educator and Practice Supervisor (as appropriate) to resolve any difficulties raised.

It is important that the Practice Educator or Practice Supervisor raise any difficulty as early as possible. If the difficulty cannot be resolved informally then the formal procedures should be invoked.

No practice learning should be terminated without prior warning and without a properly agreed strategy for termination involving the student.

A student’s practice placement may be terminated on “confirmation that the practice of the student is damaging and dangerous to service users and/or colleagues, or that it creates an unacceptable risk for themselves or others”.

The procedure is designed for dealing with situations where a student’s professional practice is deemed to be “damaging or dangerous”.

Where a student’s practice gives grave cause for concern the student should be informed immediately of this by the Practice Educator and may be suspended from the placement whilst the following procedures are followed:



Cause for grave concern (e.g. practice likely to endanger others)

A meeting will be set up, by the Tutor, involving the student, the Practice Educator, Practice Supervisor (if assigned) and the Tutor at which the reasons for the allegations and suspension of a placement will be identified. The meeting will explore the rationale for the suspension and the background to this decision. All decisions emerging from this meeting are to be noted in writing.

The Practice Educator, Practice Supervisor (if assigned) and the student will be required to produce reports on the concerns raised following this meeting.

If the placement is terminated at the request of the placement agency due to grave concern about the student’s professional behaviour, the above notes of the meeting and the above reports will be sent to the Social Work Practice Moderation Panel for consideration as to whether or not the student could be offered a further placement should they remain on the Programme. The Chair of the PMP will let the Tutor and the course director know their decision.

Advice will be given, by the Practice Moderation Panel, as to whether or not a recommendation will be made that further Practice Learning will be offered to the student or if to recommend a termination of her/his programme of study. The advice will require the ratification of a ‘termination of training meeting’ and the Examination Board.

Practice Placement Reassessment

A student who fails or withdraws from a practice learning placement will be considered at the Practice Moderation Panel, or when there are suitability concerns additionally via the suitability processes. A recommendation is then made to the next Exam Board. If another placement is agreed by the Exam Board, the student will proceed to a repeat placement as soon as one can be identified for them. If there is not sufficient time for them to complete this placement before the next academic year, they will have to complete this placement before progressing to the final year of studies, or to award for final year students.



Section 6.7: SOCIAL WORK Practice Moderation Panel

PURPOSE

To act as a moderating panel for all practice placement portfolios for students completing practice placements whilst undertaking the BA (Hons) Social Work or PGDip/MA Social Work.

To consider whether or not students may retrieve failed placements To receive the outcome of those investigations from the Social Work Conduct Board

and the Suitability Panel that has implications for practice learning.

The Panel’s responsibility is to be part of the overall quality assurance mechanisms for the HCPC accredited social work programmes, ensuring that fair, valid, transparent and consistent decisions about achievement of HCPC and National Occupational Standards for Social Work have been met. The Practice Moderation Panel will make recommendations to the Social Work Examination Board on suggested actions for students who have failed or been unsuccessful in placements. The outcomes of the PMP will also be reviewed by the External Examiners to the Social Work programmes.

Terms of Reference:

To meet prior to each examination board normally three times each year preceding Examination Boards in February, June and September. Under exceptional circumstances an emergency panel can be convened and an ad hoc Panel can also be convened to avoid delay in student progression.

To be provided with a list of all students who have completed a practice placement and to moderate a 10% sample of these and all those who have failed a placement. The moderation sample will include students from years 2 and 3 of the undergraduate programme and years 1 and 2 of the postgraduate programme. All placement documentation will be available to panel members for the sample to be moderated, unless there are confidentiality concerns.

Panel members will be provided with a checklist of the requirement of each practice portfolio and complete this for each portfolio reviewed.

The Panel members will verbally report on each of the portfolios they have moderated and confirm that the requirements have been met and they support the pass or fail decision of the practice educator.

Where a student has passed a placement but the Panel member feels that the documentation provided does not meet the required standards they may require the documentation to be resubmitted to the Panel to ensure it meets the standards required.

Where a student has failed a placement the Panel members will review the evidence provided in the practice portfolio from the practice educator and work based supervisor (if applicable), student and tutor and make a recommendation to the examination board about whether or not the student should be offered an opportunity to receive another practice learning placement.


Student and Practice Educator Where a student has had allegations of professional misconduct or breaches of the

LSBU student code of conduct that could affect the student’s continuation on the course or may have resulted in them failing placement the incident may be brought to the Social Work Conduct Panel, or in some circumstances to the Suitability Panel. The outcome of the Conduct Panel will be sent to the Practice Moderation Panel if the issue relates to practice. The Social Work Conduct Panel will investigate the allegation and identify if it has been upheld and refer back to the PMP to decide any penalty. This could include failure of placement without opportunity to retrieve.

Membership:

Chair – Principal Lecturer, Social Work Director of Placement Learning Representatives from the LSBU academic social work team who have students

being presented. Representatives of Qualified Practice Educators Stakeholders (social work provider organisations) who are in partnership with

LSBU Service users who are contracted to work with LSBU. Head of Primary and Social Care Department and/or Professor of Social Work

(both ex officio)

To be quorate there must be one representative from each group identified above, except for service users. Decisions taken will be recorded by the placement learning administrator.



Section 6.8: DisabilitiesDisabled students with an assessment of their support needs will have opportunity to bring this to the attention of the Director of Practice Learning prior to placement allocation. This is particularly relevant for example where a placement does not have a lift and the student has a mobility disability. Any adjustments will be discussed and agreed and incorporated into the learning agreement to ensure that the student is given the appropriate level of support and assistance in relation to their learning needs.

The University has an on-site Resource Centre, which students can access.

In relation to Practice Educators and Practice Supervisors, please let us know if you have any particular access requirements to ensure we are able to support your Practice Learning relationship as best possible. This may mean considering access to our workshops, information, learning materials etc. Please contact the Director for Practice Learning or the Practice Learning Administrators to discuss any of your access needs. (contact details can be found at the front of this guide)

NB Practice Learning Guides can be supplied in larger print or on different coloured paper dependent on the needs of the student, Practice Supervisor or Practice Educator.

Please contact a member of the Practice Learning Team if such a guide is required.

Laverne Morris [email protected] +44 (0)20 7815 8059

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Section 6.9: Pregnancy

Students’ individual circumstances in relation to pregnancy will be considered regarding placement in accordance with the requirements and policies of the placement providers as well as London South Bank University policy.

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Section 6.10: Confidentiality PolicyPersonal Circumstances

It is recognised that during the course, students may feel that they need to divulge information to members of the Course Team around issues of a personal or professional nature. Changes or events occur in student’s lives around which they may seek the support of University staff, especially when they feel that these issues may affect their progress on the course.

In these situations or circumstances staff will endeavour to give that support and develop relationships of trust with students. It is important, however, that those students are aware that whilst staff will treat information about them in a discreet and confidential manner, confidentiality is not the same as secrecy. This may also apply to Practice Educators or Practice Supervisors in whom students may also confide.

Confidentiality means that the circumstances in which information is shared and with the people with whom it is shared are understood by all parties and both the staff team and the Practice Educators will aim to adhere to the principles of confidentiality and seek to maintain discretion and sensitivity about information they have received and with whom it is shared. This should be done in the context of ‘a need to know’ basis and the impact it has in the Practice Learning context.

Therefore it is important to note that with both students and Practice Educators that information shared may be disclosed to other members of the course team and between Practice Educator and Tutor if believed to be in the student’s or service user’s best interest and be at the discretion of the staff members concerned after thoughtful and careful consideration. The student will always be informed of any decisions made in this context.

Please note that according to University academic rules, students are not obliged to share their academic assessment results with Practice Educators. Their Tutors do not have the discretion to notify the Practice Educators of the outcomes of academic assessments.

EBR students should note that academic marks and attendance will be shared with their employers.

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Service User Confidentiality statement

As a student you must always be aware of the confidentiality of information gained during the course of your duties which, in many cases, include access to personal information relating to service users. It is expected that you understand the importance of treating information in a discreet and confidential manner. Written records and correspondence must be kept securely at all times. Information regarding service users must not be disclosed either orally or in

writing to unauthorised persons. Conversations relating to confidential matters affecting service users

should not take place in situations where they may be heard by passers-by i.e. in corridors, reception areas, lifts, public transport.

Agency Confidentiality

It is important that the student ensures that he/she is made fully aware of the confidentiality policy of the agency regarding service users.

The student must adhere to this policy in its entirety and not disclose any information regarding service users inappropriately outside of the agency.

Failure to adhere to the confidentiality policy may lead to early termination of the placement due to concerns of professional practice.

In addition to the above confidentiality policy, EBR students are subject to the policies of their employing agency. Breach of these policies could have significant impact on their continuing status as an employee.

Portfolio Confidentiality

In order to protect the anonymity of the service user, all references to service users, agencies and colleagues must be anonymised; e.g. ‘a hospital in South London’.

The practice learning agreement will identify the name of the student, Practice Educator and name of organisation (not address).

Inter-professional feedback provided by a professional from an alternative agency will identify their name and agency, as well as the name of the student. Do not identify the service user.

DO NOT fictionalise names and locations. USE ONLY ONE RANDOM INITIAL at all times to identify service users or other

professionals.

Failure to comply will result in portfolios being returned for anonymisation and in serious circumstances may result in a FAIL.

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Section 6.11: PlagiarismWhilst in the practice setting, students should take care that they do not commit acts of plagiarism.

All written documentation including assessment reports must be the work of the individual student.

Students must not seek assistance from course peers in their written work as this may be deemed as plagiarism and also could breach confidentiality.

Practice Educators must notify the student’s Tutor if they are of the view that written documentation is not the work of a student.

Following a discussion with the student and Practice Educator, Tutors will then decide whether university procedures regarding plagiarism should be implemented.

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Section 6.12: Whistle Blowing ProcedureThe University Public Interest Disclosure Procedure covers all areas of concern by staff and students about malpractice by employees of the University. Although concerns about malpractice on placement raise specific issues, the core principle is the same as that governing the general University policy and procedure. There is a need, in certain circumstances, for individuals to disclose information in the public interest, and to be protected, in so doing, from victimisation. For further information see the ‘Student Gateway’ available on the LSBU website. http://www.lsbu.ac.uk/current.student/

1. If a student observes or has direct evidence of malpractice in a practice learning setting, he/she should first of all endeavour to bring this to the attention of the relevant responsible individuals within the placement organisation. The student should always put concerns in writing and inform the relevant personal Tutor. If they are satisfied with the response that has been made by the placement organisation, no further action should be taken by the student, unless a criminal offence has been committed and the student is required to provide a witness statement.

2. If the student believes that their report has not been acted upon by the placement organisation in a proper manner, he/she should discuss the matter with their Tutors and take their concerns to a higher level in the placement organisation. Any concern about malpractice, which a student feels has not been acted upon in a responsible manner in the public interest, will automatically be treated as a complaint against the placement organisation. The placement breakdown/complaints procedure will apply and the placement may be terminated at this stage.

3. Notwithstanding any action under the placement breakdown/complaints procedure, a student who has shared their concern with a Tutor and who has not received an acceptable response from anyone in the placement organisation will be supported in making public their concern. Depending on the nature of the concern a wide range of public bodies could be notified. These might include the HCPC, the National Care Standards Commission and the Community Relations Executive (CRE).

4. In line with the general University procedure on public interest disclosure, any student who makes an uninformed, misdirected or vexatious allegation against individuals or groups of individuals in the placement organisation will not be supported.

EBR students should ensure that they are fully aware of, and adhere to, the whistle-blowing procedures within their employing agency

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Section 7: Appendices

APPENDIX 1: HCPC’s standards of proficiency and the Professional Capabilities

Framework mapping document for Placements one and two - Social workers in

England

APPENDIX 2: Professional Capabilities Framework (rainbow)

APPENDIX 3: Glossary of Terms

APPENDIX 4: Recommended Reading

APPENDIX 5: Useful Sources

APPENDIX 6: Journals

APPENDIX 7: Websites

APPENDIX 8: Organisations

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APPENDIX 1: HCPC’s standards of proficiency and the Professional Capabilities Framework mapping document – Social workers in England

Standards of Proficiency (SOPs) Professional Capabilities FrameworkFirst placement

Professional Capabilities FrameworkFinal placement

Registrant social workers must:

1 be able to practise safely and effectively within their scope of practice

With guidance recognise your limitations and how to seek advice – Professionalism 1.8

Recognise your personal limitations and how to seek advice – Professionalism 1.8

Understand and with support, apply the profession’s ethical principles – Values and ethics 2.1

Understand and apply the profession’s ethical principles and legislation, taking account of these in reaching decisions – Values and Ethics 2.1

1.1 know the limits of their practice and when to seek advice or refer to another professional

With guidance recognise your limitations and how to seek advice – Professionalism 1.8

Recognise your personal limitations and how to seek advice – Professionalism 1.8

Value and take account of expertise of service users and carers and professionals – Knowledge 5.12

Value and take account of the expertise of service users, carers and professionals – Knowledge 5.12

1.2 recognise the need to manage their own workload and resources and be able to practise accordingly

With guidance take responsibility for managing your time and workload effectivelyKnowledge 1.5

Take responsibility for managing your time and workload effectively, and begin to prioritise your activity including supervision time – Professionalism 1.5

1.3 be able to undertake assessments of risk, need and capacity and respond appropriately

With guidance demonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risks – Intervention and skills 7.4

Demonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risks – Intervention and Skills 7.4

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1.4 be able to recognise and respond appropriately to unexpected situations and manage uncertainty

Demonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty of people’s lives – Intervention and Skills 7.10

Recognise complexity, multiple factors, changing circumstances and uncertainty in people’s lives, to be able to prioritise your intervention – Intervention and Skills 7.10

With guidance understand how to evaluate and review hypotheses in response to information available at the time and apply in practice with support – Critical Reflection and Analysis 6.5

Know how to formulate, test, evaluate and review hypotheses in response to information available at the time and apply in practice – Critical Reflection and Analysis 6.5

1.5 be able to recognise signs of harm, abuse and neglect and know how to respond appropriately

Understand forms of harm, their impact on people and the implications for practice- Knowledge 5.7

Understand forms of harm and their impact on people, and the implications for practice, drawing on concepts of strength, resilience, vulnerability, risk and resistance, and apply to practice – Knowledge 5.7

With guidance identify appropriate responses to safeguard vulnerable people – Intervention and Skills 7.13

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeingIntervention and Skills: 7.13

2 be able to practise within the legal and ethical boundaries of their profession

Understand and with support apply the profession’s ethical principles – Values and Ethics 2.1


Identify concerns about practice and procedures and how they can be questioned – Professionalism 1.11

Identify concerns about practice and procedures and, with support, begin to find appropriate means of challenge –Professionalism 1.11

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2.1 understand current legislation applicable to the work of their profession

Understand and with support apply the profession’s ethical principles – values and Ethics 2.1


Understand how legislation and guidance can advance and or constrain people’s rights – Rights, Justice and Economic Wellbeing 4.2

Understand how legislation and guidance can advance or constrain people’s rights and recognise how the law may be used to protect or advance their rights and entitlements – Rights, Justice and Economic Wellbeing 4.2

Work with the principles of human and civil rights and equalities legislation - Rights, Justice and Economic Wellbeing 4.3

Work within the principles of human and civil rights and equalities legislation, differentiating and beginning to work with absolute, qualified and competing rights and different needs and perspectives – Rights, Justice and Economic Wellbeing 4.3

2.2 understand the need to promote the best interests of service users and carers at all times

Understand how legislation and guidance can advance and or constrain people’s rights – Rights, Justice and Economic Wellbeing 4.2


Work with the principles of human and civil rights and equalities legislation - Rights, Justice and Economic Wellbeing 4.3


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2.3 understand the need to protect, safeguard and promote the wellbeing of children, young people and vulnerable adults

Identify concerns about practice and how they can be questioned - Professionalism 1.11

Identify concerns about practice and procedures and, with support, begin to find appropriate means of challenge –Professionalism 1.11

With guidance identify appropriate responses to safeguard vulnerable adults – Intervention and Skills 7.13

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing – Intervention and Skills 7.13

2.4 understand the need to address practices which present a risk to or from service users and carers, or others

Identify concerns about practice and how they can be questioned - Professionalism 1.11

Identify concerns about practice and procedures and with support begin to find appropriate means of challenge – Professionalism 1.11

Identify and with guidance manage potentially conflicting values and ethical dilemmas – Valued and Ethics 2.3

Manage potentially conflicting or competing values, and with guidance, recognise, reflect on, and work with ethical dilemmas – Values and Ethics 2.3

With guidance identify appropriate responses to safeguard vulnerable adults – Intervention and Skills 7.13

With support, identify appropriate responses to safeguard vulnerable people and promote their wellbeing – Intervention and Skills 7.13

2.5 be able to manage competing or conflicting interests

Identify and with guidance manage potentially conflicting values and ethical dilemmas – Valued and Ethics 2.3


Recognise and with support mange the impact of own values on professional practice – Values and Ethics 2.2

Recognise and, with support, manage the impact of own values on professional practice – Values and Ethics 2.2

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2.6 be able to exercise authority as a social worker within the appropriate legal and ethical frameworks

With guidance understand the authority of the social work role – Intervention and Skills 7.11

Understand the authority of the social work role and begin to use this appropriately and confidently as an accountable professional – Intervention and Skills 7.11

With guidance recognise that social work operates within and responds to changing economic, social, political and organisational contexts – Contexts and Organisations 8.2

Understand the roles and responsibilities of social workers in a range of organisations, lines of accountability and the boundaries of professional autonomy and discretion – Contexts and Organisations 8.2

2.7 understand the need to respect and uphold the rights, dignity, values and autonomy of every service user and carer

Elicit and respect the needs and views of service users and carers and with support promote their participation in decision making wherever possible – Values and Ethics – 2.4

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

Identify and with guidance, manage potentially conflicting values and ethical dilemmas – Values and Ethics 2.3

Manage potentially conflicting or competing values, and, with guidance, recognise, reflect on and work with ethical dilemmas – Values and Ethics 2.3

Recognise and with support promote individuals’ rights to autonomy and self determination – Values and Ethics 2.5

Recognise and promote individuals’ rights to autonomy and self-determination – Values and Ethics 2.5

Value and take account of the expertise of service users and carers and professionals – Knowledge 5.12


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Work with the principles of human and civil rights and equalities legislation – Rights, Justice and Economic Wellbeing 4.3


2.8 recognise that relationships with service users and carers should be based on respect and honesty

Elicit and respect the needs and views of service users and carers and with support promote their participation in decision making wherever possible – Values and Ethics – 2.4

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

Recognise and with support manage the impact on people of the power invested in your role – Diversity 3.3

Recognise and manage the impact on people of the power invested in your role – Diversity 3.3

Demonstrate the ability to build and conclude compassionate and effective relationships appropriate to the placement setting – Intervention and Skills 7.3

Demonstrate the ability to engage with people and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

2.9 recognise the power dynamics in relationships with service users and carers and be able to manage those dynamics appropriately

Recognise and with support manage the impact on people of the power invested in your role – Diversity 3.3

Recognise and manage the impact on people of the power invested in your role – Diversity 3.3Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6

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2.10 understand what is required of them by the Health and Care Professions Council

Be able to meet the requirements of the professional regulator – Professionalism 1.1

3 be able to maintain fitness to practise

Show awareness of own safety, health and well being and emotional resilience and seek advise as necessary – Professionalism 1.10

With support, take steps to manage and promote own safety, health, wellbeing and emotional resilience – Professionalism 1.10

Recognise the role of the professional social worker in a range of contexts – Professionalism 1.2

Be able to explain the role of the social worker in a range of contexts, and uphold the reputation of the profession – Professionalism 1.2

3.1 understand the need to maintain high standards of personal and professional conduct

Recognise the role of the professional social worker in a range of contexts – Professionalism 1.2


Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness – Professionalism 1.4

Demonstrate professionalism in terms of presentation, demeanour, reliability, honesty and respectfulness – Professionalism 1.4

3.2 understand the importance of maintaining their own health and wellbeing



3.3 understand both the need to keep skills and knowledge up-to-date and the importance of career-long learning

Recognise and act on own learning needs in response to practice experience – Professionalism 1.9

Demonstrate a commitment to your continuous learning and development – Professionalism 1.9

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3.4 be able to establish and maintain personal and professional boundaries



Be able to show awareness of personal and professional boundaries – Professionalism 1.7

Be able to recognise and maintain personal and professional boundaries – Professionalism 1.7

3.5 be able to manage the physical and emotional impact of their practice



4 be able to practise as an autonomous professional, exercising their own professional judgement

With guidance recognise that social work operates within and responds to changing economic, social, political and organisational contexts – Contexts and Organisations 8.2


Recognise the importance of applying imagination, creativity and curiosity to practice – Critical Reflection and Analysis 6.1

Apply imagination, creativity and curiosity to practice – Critical Reflection and Analysis 6.1

Identify how professional leadership in social work can enhance practice – Professional Leadership 9.1

Recognise the importance of, and begin to demonstrate, professional leadership as a social workers – Professional Leadership 9.1

4.1 be able to assess a situation, determine its nature and severity and call upon the required knowledge and experience to

Demonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty in people’s lives – Intervention and Skills 7.10


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deal with it With guidance demonstrate an holistic approach to the identification of needs, circumstances, rights, strengths and risk – Intervention and Skills 7.4


Identify and use appropriate frameworks to assess, give meaning to plan, implement and review effective interventions and evaluate the outcomes – Interventions and Skills 7.5

Select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes, in partnership with service users – Intervention and Skills 7.5

With guidance, use a planned and structured approach, informed by at least two social work methods and models – Intervention and Skills 7.6

Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm – Intervention and Skills 7.6

With guidance use evidence to inform decisions – Critical Reflection and Analysis 6.6

Begin to formulate and make explicit, evidence-informed judgements – Critical Reflection and Analysis 6.6

4.2 be able to initiate resolution of issues and be able to exercise personal initiative

With guidance, use a planned and structured approach, informed by at least two social work methods and models – Intervention and Skills 7.6

Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence and to prevent harm – Intervention and Skills 7.6



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Demonstrate awareness of the impact of multiple factors, changing circumstances and uncertainty in peoples’ lives – Intervention and Skills 7.10


Inform decision making through the identification and gathering of information from more than one source and with support, question its reliability and validity – Critical Reflection and Analysis 6.2

Inform decision-making through the identification and gathering of information from multiple sources, actively seeking new sources – Critical Reflection and Analysis 6.2

4.3 recognise that they are personally responsible for, and must be able to justify, their decisions and recommendations

With guidance use evidence to inform decisions – Critical Reflection and Analysis 6.6

Begin to formulate and make explicit, evidence-informed judgements – Critical Reflection and Analysis 6.6

4.4 be able to make informed judgements on complex issues using the information available



4.5 be able to make and receive referrals appropriately

Identify and use appropriate frameworks to assess, give meaning to plan, implement and review effective interventions and evaluate the outcomes – Interventions and Skills 7.5


With guidance, communicate information, advice, instruction and opinion so as to advocate, influence and persuade – Intervention and Skills 7.2

Be able to communicate information, advice, instruction and professional opinion so as to advocate, influence and persuade – Intervention and Skills 7.2

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5 be aware of the impact of culture, equality and diversity on practice

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics and take account of these to understand their experiences – Diversity 3.1

Understand how an individual’s identity is informed by factors such as culture, economic status, family composition, life experiences and characteristics, and take account of these to understand their experiences, questioning assumptions where necessary – Diversity 3.1

Understand and with support apply in practice the principles of social justice, inclusion and equality - Rights, Justice and Economic Wellbeing 4.1

Understand, identify and apply in practice the principles of social justice, inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services ad welfare benefits - Rights, Justice and Economic Wellbeing 4.4

Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services and welfare benefits – Rights, Justice and Economic Wellbeing 4.4

5.1 be able to reflect on and take account of the impact of inequality, disadvantage and discrimination on those who use social work services and their communities



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Recognise the impact of poverty and social exclusion and promote enhanced economic status through access to education, work, housing, health services ad welfare benefits - Rights, Justice and Economic Wellbeing 4.4

Recognise the impact of poverty and social exclusion and promote enhance economic status through access to education, work, housing, health services and welfare benefits – Rights, Justice and Economic Wellbeing 4.4

5.2 understand the need to adapt practice to respond appropriately to different groups and individuals



5.3 be aware of the impact of their own values on practice with different groups of service users and carers

Identify and with guidance manage potentially conflicting values and ethical dilemmas - Values and Ethics 2.3


Recognise and with support manage the impact of own values on professional practice - Values and Ethics 2.2

Recognise and, with support, manage the impact of own values on professional practice – Values and Ethics 2.2

5.4 understand the impact of different cultures and communities and how this affects the role of the social worker in supporting service users and carers



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Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice – Knowledge 5.5

With reference to current legislative requirements, recognise personal and organisational discrimination and oppression and identify ways in which they might be challenged – Diversity 3.2

With reference to current legislative requirements, recognise personal and organisational discrimination and oppression and with guidance make use of a range of approaches to challenge them – Diversity 3.2

6 be able to practise in a non-discriminatory manner



6.1 be able to work with others to promote social justice, equality and inclusion

Understand and with support apply in practice the principles of social justice, inclusion and equality - Rights, Justice and Economic Wellbeing 4.1

Understand, identify and apply in practice the principles of social justice, social inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

6.2 be able to use practice to challenge and address the impact of discrimination, disadvantage and oppression



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7 be able to maintain confidentiality

Promote and protect the privacy of individuals within and outside their families and networks, recognising the requirements of professional accountability and information sharing – Values and Ethics 2.6


Recognise and with support, promote individuals’ rights to autonomy and self-determination – Values and Ethics 2.5


With guidance demonstrate skills in sharing information appropriately and respectfully – Intervention an Skills 7.9

Demonstrate skills in sharing information appropriately and respectfully – Intervention and Skills 7.9

7.1 be able to understand and explain the limits of confidentiality





7.2 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard



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service users and carers or others



8 be able to communicate effectively

With guidance use a range of verbal. Non-verbal and written methods of communication relevant to placement – Intervention and Skills 7.1

Identify and apply a range of verbal, non-verbal and written methods of communication and adapt them in line with peoples’ ages, comprehension and culture – Intervention and Skills 7.1

With guidance communicate information, advice, instruction and opinion so as to advocate, influence and persuade – Intervention and Skills 7.2


8.1 be able to use interpersonal skills and appropriate forms of verbal and non-verbal communication with service users, carers and others



8.2 be able to demonstrate effective and appropriate skills in communicating advice, instruction, information and professional opinion to colleagues, service users and carers



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8.3 understand the need to provide service users and carers with the information necessary to enable them to make informed decisions or to understand the decisions made

Elicit and respect the needs and views of service users and carers and with support, promote their participation in decision making wherever possible – Values and Ethics 2.4

Demonstrate respectful partnership work with service users and carers, eliciting and respecting their needs and views, and promoting their participation in decision-making wherever possible – Values and Ethics 2.4

Recognise and with support, promote individuals’ rights to autonomy and self determination Values and Ethics 2.5


8.4 understand how communication skills affect the assessment of and engagement with service users and carers



Demonstrate the ability to build and conclude compassionate and effective relationships appropriate to the placement setting – Intervention and Skills 7.3

Demonstrate the ability to engage with people, and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3

8.5 understand how the means of communication should be modified to address and take account of a range of factors including age, capacity, learning ability and physical ability




Be able to communicate information, advice, instruction and professional opinion so as to advocate, influence and persuade – Intervention Skills 7.2

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Demonstrate the ability to build and conclude compassionate ad effective relationships appropriate to the placement setting – Intervention and Skills 7.3


8.6 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by a range of factors including age, culture, disability, ethnicity, gender, religious beliefs and socio-economic status





8.7 understand the need to draw upon available resources and services to support service users’ and carers’ communication, wherever possible

Recognise the value of independent advocacy – Rights, Justice and Economic Wellbeing 4.5

Recognise the value of, and aid access to independent advocacy – Rights, Justice and Economic Wellbeing 4.5

8.8 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5

Be able to meet the requirements of the professional regulator – Professionalism 1.1

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8.9 be able to engage in inter-professional and inter-agency communication

Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and with guidance, demonstrate partnership working – Contexts and Organisations 8.7

Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and demonstrate effective partnership working – Contexts and Organisations 8.7

With guidance work within the organisational context of your placement setting and understand the lines of accountability – Contexts and Organisations 8.4

Be able to work within an organisation’s remit and contribute to its evaluation and development – Contexts and Organisations 8.4

8.10 be able to listen actively to service users and carers and others





8.11 be able to prepare and present formal reports in line with applicable protocols and guidelines

Demonstrate skills in recording and report writing appropriate to the setting – Intervention and Skills 7.8

Maintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable legislation, protocols and guidelines, to support professional judgment and organisational responsibilities – Intervention and Skills 7.8

9 be able to work appropriately with others



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Understand and respect the role of others within the organisation – Contexts and Organisations 8.5

Understand and respect the role of others within the organisation and work effectively with them – Contexts and Organisations 8.5



9.1 understand the need to build and sustain professional relationships with service users, carers and colleagues as both an autonomous practitioner and collaboratively with others


Demonstrate the ability to engage with people, and build, manage, sustain and conclude compassionate and effective relationships – Intervention and Skills 7.3Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6





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9.2 be able to work with service users and carers to enable them to assess and make informed decisions about their needs, circumstances, risks, preferred options and resources



9.3 be able to work with service users and carers to promote individual growth, development and independence and to assist them to understand and exercise their rights



Identify and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes – Intervention and Skills 7.5

Select and use appropriate frameworks to assess, give meaning to, plan, implement and review effective interventions and evaluate the outcomes, in partnership with service users –Intervention and Skills 7.5

9.4 be able to support service users’ and carers’ rights to control their lives and make informed choices about the services they receive



Recognise the value of independent advocacy – Rights, Justice and Economic Wellbeing 4.5

Recognise the value of, and aid access to, independent advocacy – Rights, Justice and Economic Wellbeing 4.5

Value and take account of the expertise of service users and cares and professionals – Knowledge 5.12


9.5 be able to support the development of networks, groups and communities to meet needs and outcomes

Recognise the importance of community resources, groups and networks for individuals – Intervention and Skills 7.7

Recognise how the development of community resources, groups and networks enhance outcomes for individuals – Intervention and Skills 7.7

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9.6 be able to work in partnership with others, including those working in other agencies and roles





With guidance work within the organisational context of your placement setting and understand the lines of accountability – Contexts and Organisations 8.4




Recognise the value of sharing and supporting the learning and development of others – Professional Leadership 9.2

Recognise the value of, and contribute to, supporting the learning and development of others – Professional Leadership 9.2

9.7 be able to contribute effectively to work undertaken as part of a multi-disciplinary team

Take responsibility for your role and impact within teams and with guidance, contribute positively to team working – Contexts and Organisations 8.6

Take responsibility for your role and impact within teams and be able to contribute positively to effective team working – Contexts and Organisations 8.6

9.8 recognise the contribution that service users’ and carers’ own resources and strengths can



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bring to social work Understand forms of harm, their impact on people and the implications for practice – Knowledge 5.7


9.9 be able to work with resistance and conflict



With guidance, identify the factors that may create or exacerbate risk to individuals, their families or carers, to the public or to professionals including yourself – Intervention and Skills 7.12

Recognise the factors that create or exacerbate risk to individuals, their families or carers, to the public or to professionals, including yourself and contribute to the assessment and management of risk – Intervention and Skills 7.12

Understand forms of harm, their impact on people and the implications for practice – Knowledge 5.7


9.10 be able to understand the emotional dynamics of interactions with service users and carers

Recognise the impact of self in interaction with others, making appropriate use of personal experience – Professionalism 1.6Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience – Knowledge 5.6

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10 be able to maintain records appropriately


Maintain accurate, comprehensible, succinct and timely records and reports in accordance with applicable legislation, protocols and guidelines, to support professional judgement and organisational responsibilities – Intervention and Skills 7.8

10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines



10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines



11 be able to reflect on and review practice

With guidance use reflection and analysis in practice – Critical Reflection and Analysis 6.4

Demonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and techniques of reflective practice – Critical Reflection and Analysis 6.4



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11.1 understand the value of critical reflection on practice and the need to record the outcome of such reflection appropriately

With guidance use reflection and analysis in practice – Critical Reflection and Analysis 6.4

Demonstrate a capacity for logical, systematic, critical and reflective reasoning and apply the theories and techniques of reflective practice – Critical Reflection and Analysis 6.4

11.2 recognise the value of supervision, case reviews and other methods of reflection and review

Recognise the important role of supervision and make an active contribution – Professionalism 1.3

Demonstrate an effective and active use of supervision for accountability, professional reflection and development – Professionalism 1.3

With guidance understand how to evaluate and review hypotheses in response to information available at the time and apply in practice with support – Critical Reflection and Analysis 6.5

Know how to formulate, test, evaluate, and review hypotheses in response to information available at the time and apply in practice – Critical Reflection and Analysis 6.5

12 be able to assure the quality of their practice

With guidance apply research, theory and knowledge from sociology, social policy, psychology, health and human growth and development to social work practice -Knowledge 5.1

Demonstrate a critical understanding of the application to social work of research, theory and knowledge from sociology, social policy, psychology and health – Knowledge 5.1

Understand the legal and policy frameworks and guidance that inform and mandate social work practice, relevant to placement setting Knowledge 5.2

Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement – Knowledge 5.2Recognise the contribution, and begin to make use, of research to inform practice – Knowledge 5.10

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12.1 be able to use supervision to support and enhance the quality of their social work practice

Recognise the important role of supervision and make an active contribution – Professionalism 1.3

Demonstrate an effective and active use of supervision for accountability, professional reflection and development – Professionalism 1.3

12.2 be able to contribute to processes designed to evaluate service and individual outcomes




Demonstrate a critical understanding of the application to social work of research, theory and knowledge from sociology, social policy, psychology and health – Knowledge 5.1Be able to work within an organisation’s remit and contribute to its evaluation and development – Contexts and Organisations 8.4

12.3 be able to engage in evidence-informed practice, evaluate practice systematically and participate in audit procedures




Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement – Knowledge 5.2

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13 understand the key concepts of the knowledge base relevant to their profession


Demonstrate a critical understanding of the application to social work of research, theory and knowledge from sociology, social policy, psychology and health – Knowledge 5.1Demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them – Knowledge 5.8


Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement – Knowledge 5.2

13.1 recognise the roles of other professions, practitioners and organisations




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13.2 be aware of the different social and organisational contexts and settings within which social work operates

Understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice – Contexts and Organisations 8.3Understand the inter-agency, multi-disciplinary and inter-professional dimensions to practice and demonstrate effective partnership working – Contexts and Organisations 8.7Be able to work within an organisation’s remit and contribute to its evaluation and development – Contexts and Organisations 8.4Understand the roles and responsibilities of social workers in a range of organisations, lines of accountability and the boundaries of professional autonomy and discretion – Contexts and Organisations 8.2Recognise that social work operates within, and responds to, changing economic, social, political and organisational contexts – Contexts and Organisations 8.1

13.3 be aware of changes in demography and culture and their impact on social work

Recognise that social work operates within, and responds to, changing economic, social, political and organisational contexts – Contexts and Organisations 8.1

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13.4 understand in relation to social work practice:– social work theory;– social work models and

interventions;– the development and

application of relevant law and social policy;

– the development and application of social work and social work values;

– human growth and development across the lifespan and the impact of key developmental stages and transitions;

– the impact of injustice, social inequalities, policies and other issues which affect the demand for social work services;

– the relevance of psychological, environmental, sociological and physiological perspectives to understanding personal and social development and functioning;

– concepts of participation,


Demonstrate a critical understanding of the application to social work of research, theory and knowledge from sociology, social policy, psychology and health – Knowledge 5.1Demonstrate a critical knowledge of the range of theories and models for social work intervention with individuals, families, groups and communities, and the methods derived from them – Knowledge 5.8


Demonstrate a critical understanding of the legal and policy frameworks and guidance that inform and mandate social work practice, recognising the scope for professional judgement – Knowledge 5.2Demonstrate a critical understanding of social welfare policy, its evolution, implementation and impact on people, social work, other professions, and inter-agency working – Knowledge 5.9Demonstrate and apply a working knowledge of human growth and development throughout the life course – Knowledge 5.3Recognise how systemic approaches can be used to understand the person-in-the-environment and inform your practice – Knowledge 5.5

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advocacy and empowerment; and

– the relevance of sociological perspectives to understanding societal and structural influences on human behaviour

Understand and with support apply the profession’s ethical principles – Values and Ethics 2.1


Recognise the value of independent advocacy - Rights, Justice and Economic Wellbeing 4.5

Recognise the value of, and aid access to, independent advocacy – Rights, Justice and Economic Wellbeing 4.5Acknowledge the centrality of relationships for people and the key concepts of attachment, separation, loss, change and resilience – Knowledge 5.6

Understand the forms of harm, their impact on people, and the implications on practice – Knowledge 5.7


Understand and with support, apply in practice the principles of social justice, inclusion and equality – Rights, Justice and Economic Wellbeing 4.1

Understand, identify and apply in practice the principles of social justice, inclusion and equality – Rights, Justice and Economic Wellbeing 4.1Recognise the short and long term impact of psychological, socio-economic, environmental and physiological factors on people’s lives, taking into account age and development, and how this informs practice – Knowledge 5.4

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Understand how legislation and guidance can advance or constrain people’s rights - Rights, Justice and Economic Wellbeing 4.2




14 be able to draw on appropriate knowledge and skills to inform practice





With guidance use a planned and structured approach, informed by at least two social work methods and models – Intervention and Skills 7.6

Use a planned and structured approach, informed by social work methods, models and tools, to promote positive change and independence to prevent harm – Intervention and Skills 7.6

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14.1 be able to gather, analyse, critically evaluate and use information and knowledge to make recommendations or modify their practice

Inform decision making through the identification and gathering of information from more than one source and with support, question its reliability and validity – Critical Reflection and Analysis 6.2 & 6.3


Inform decision making through the identification and gathering of information from more than one source and with support, question its reliability and validity – Critical Reflection and Analysis 6.2 & 6.3

With support, rigorously question and evaluate the reliability and validity of information from different sources – Critical Reflection and Analysis 6.3

14.2 be able to select and use appropriate assessment tools



14.3 be able to prepare, implement, review, evaluate, revise and conclude plans to meet needs and circumstances in conjunction with service users and carers



14.4 be able to use social work methods, theories and models to achieve change and development and improve life opportunities



14.5 be aware of a range of research methodologies

Demonstrate a critical understanding of research methods – Knowledge 5.11

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14.6 recognise the value of research and analysis and be able to evaluate such evidence to inform their own practice

Recognise the contribution, and begin to make use, of research to inform practice – Knowledge 5.10



14.7 be able to demonstrate a level of skill in the use of information technology appropriate to their practice

With guidance, communicate information, advice, instruction and opinion so as to advocate, influence and persuade – Intervention and Skills 7.2


14.8 be able to change their practice as needed to take account of new developments or changing contexts

With guidance recognise that social work operates within and responds to changing economic, social, political and organisational contexts – Contexts and Organisations 8.1 & 8.2

Recognise that social work operates within, and responds to, changing economic, social, political and organisational contexts – Contexts and Organisations 8.1

15 be able to establish and maintain a safe practice environment



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15.1 understand the need to maintain the safety of service users, carers and colleagues



15.2 be aware of applicable health and safety legislation and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these

With guidance recognise that social work operates within and responds to changing economic, social, political and organisational contexts – Contexts and Organisations 8.1 & 8.2


With guidance understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice – Contexts and Organisations 8.3

Understand legal obligations, structures and behaviours within organisations and how these impact on policy, procedure and practice – Contexts and Organisations 8.3

Identify concerns about practice and procedures and how they can be questioned – Professionalism 1.11

Identify concerns about practice and procedures and with support begin to find appropriate means of challenge – Professionalism 1.11

15.3 be able to work safely in challenging environments, including being able to take appropriate actions to manage environmental risk



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APPENDIX 2: Professional Capabilities Framework

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APPENDIX 3: Glossary of TermsPractice Supervisors:

A person based in the same work- site as the student who is designated to manage the day to day activity of the student and who contributes to the student’s learning and assessment. They offer regular on-site support to the student, by providing access to learning opportunities, identifying and allocating suitable work, providing advice, consultation and workload management at an operational level in the organisation and regular supervision. Practice Supervisors are responsible for setting up the induction process. They are expected to attend all the relevant meetings in line with the assessment processes. Practice Supervisors are expected to contribute to the assessment through commenting and validating the students’ evidence may be required to undertake a Direct Observation, facilitating service users and other colleagues in the collection of evidence. They will work closely with the Practice Educator who assesses the student’s practice overall and writes the report. Practice Supervisors should be completing stage 1 of the Practice Educator Professional Standards (PEPS) as development for their role

Practice Educators:This person takes overall responsibility for the student’s learning and assessment, utilising information from his/her own assessment and other sources. The practice educator is the person who makes the recommendation to the course examination board about the student’s competence in relation to the Professional Capabilities Framework.

Off-Site Practice Educators:

A person employed through the agency or university social work degree course to undertake the role of practice educator who is not located in the same work site as the student. The off-site practice educator normally partners a designated individual who is the on-site practice supervisor. He/she will be a qualified registered Social Worker and Practice Educator. The Off-Site Practice Educator will be a qualified registered social worker who holds the Practice Teaching Award, The Higher Specialist Award in Practice Education or hold or are working towards Stage 2 of the Practice Educator Professional Standards (PEPS). They will work in collaboration with the Practice Supervisor sharing supervision responsibility and regularly sharing information regarding assessment of the student through meetings, telephone conversations and email dialogue. The Off-Site Practice Educator will have responsibility for the writing of the reports and for fortnightly supervision.

Placement Tutor: Each student will have a University-based personal Tutor, who will attend the placement meetings and provide support for the student and Practice Educator developing a working relationship between all parties. The tutor will also advise on the placement process, content, and practice learning opportunities.

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Practice Education 1 & 2 Modules: The University recognises the need to deliver effective collaborative and inter-professional working in education through its Continuing Professional Development Framework. Stage 1 is offered at both Level 6 and Masters Level whereas stage 2 is offered at masters level. Practice Educators on this course are expected to take a student from one of the London South Bank University programmes and will be invited to attend any relevant workshops.

Module: LSBU term for what is known as module/unit in other universities

Statutory intervention: Duties that involve what is considered statutory type work but may take place in voluntary and private settings, for example: Form F completed in private fostering agencies. Legal interventions.

PP: Practice Placement.

PMP – Social Work Practice Moderation Panel: A Quality Assurance mechanism for ensuring standardised assessment of students’ practice, the Practice Placement and the Practice Educator’s role.

EBR - Employment Based Route:A part-time student sponsored by their local agency.

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Further Information

APPENDIX 4: Recommended ReadingBanks, S. (2006). Ethics and Values in Social Work. 3rd ed. Basingstoke: Palgrave Macmillan.

Coulshed, V., Orme, J. (2006). Social Work Practice: An introduction 4th ed. Basingstoke: Palgrave Macmilian.

Davey, J, Bigmore, J. (2009). Introducing Child Care Social Work Exeter: Learning Matters Ltd.

Hafford-Letchfield, P. (2006). Management & Organisation in Social Work. Exeter: Learning Matters Ltd.

Horner, L. (2006) What is Social Work? – Context and Perspectives. Exeter: Learning Matters Ltd.

Howarth, J. (2010) The Child’s World 2nd ed. London: Jessica Kingsley Publishers.

Koprowska, J. (2010). Communication and Interpersonal Skills in Social Work (3rd

ed), Exeter Learning Matters Ltd.

Lishman, J. (2007). Handbook for Practice Learning Social Work and Social Care Knowledge and Theory 2nd ed. London: Jessica Kingsley Publishers

Parker, J. (2004). Effective Practice Learning in Social Work. Exeter: Learning Matters Ltd.

Parker, J., Bradley, G. (2003). Social Work Practice: Assessment, Planning, Intervention and Review. Exeter: Learning Matters Ltd.

Parmar, A., Spatcher, P. (2006). Getting to Know Children & Their Families, A framework of Assessment. Lyme Regis: Russell House Publishers.

Parrott, L. (2006). Values & Ethics in Social Work. Exeter: Learning Matters Ltd.

Quinney, A. (2006). Collaborative Social Work Practice. Exeter: Learning Matters Ltd.

Thompson, N (2009). Understanding Social Work 3rd edition Basingstoke: Palgrave MacMillan

Thompson, N. (2006). Anti-Discriminatory Practice 4th ed. Basingstoke: Palgrave Macmillan.

Thompson, N. (2003). Promoting Equality, Challenging Discrimination and Oppression 2nd ed. Basingstoke: Palgrave Macmillan.

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Trevithick, P. (2000). Social Work Skills. Buckingham: Open University Press.

Walker, J. Crawford, K & Parker, J. (2008). Practice Education in Social Work: A Handbook for Practice Teachers, Assessor and Educators. Exeter: Learning Matters.

Watson, F., Burrows, H., Player, C. (2002). Integrating Theory and Practice in Social Work Education. Jessica Kingsley Publishers.

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APPENDIX 5: Useful Sources of Information

Adams, R. Dominelli, L and Payne, M (1998) Social Work, Themes, Issues and Critical Debates, Palgrave Macmillan.

Brown, R, and Rutter, L, (2006), Critical Thinking for Social Work, Learning Matters Ltd.

Brown S, Glasner A (1999). Assessment Matters in Higher Education. The Society for Research into Higher Education & The Open University Press, Milton Keynes.

Coulshed, V & Mullender A, (2006), Management in Social Work, Palgrave Macmillan, (3rd. Ed).

Crawford, K, and Walker, J (2003), Social Work and Human Development, Learning Matters Ltd.

Crawford, K, and Walker, J (2004), Social Work with Older People, Learning Matters Ltd.

Crawford, K, (2006). Reflective Reader: Social Work and Human Development, Learning Matters, Ltd.

Doel, M (1996). Teaching Social Work Practice, Arena.

Doyle, C, (2006). Working with Abused Children, Palgrave Macmillan, (3rd. Ed).

Golightley, M, (2006). Social Work and Mental Health, Learning Matters Ltd., (2nd. Ed).

Horner, N, and Krawczyk (2006), Social Work in Education and Children’s Services, Learning Matters Ltd.

Johns, R, (2005). Using the Law in Social Work, Learning Matters Ltd, (2nd. Ed).

Jowitt, M, O’Loughlin, S, (2005). Social Work with Children and Families, Learning Matters Ltd.

Lawson, H (Ed), (1998). Practice Teaching – Changing Social Work, London: Jessica Kingsley Publishers.

Lishman, J, (1992). The Handbook of Theory for Practice Teachers, London Jessica Kingsley Publishers.

Oliver, M, and Sapey B, (2006). Social Work with Disabled People, Basingstoke: Palgrave Macmillan (3rd. Ed).

Shardlow, S, and Doel, M, (1996). Practice Learning & Teaching, Basingstoke: Palgrave Macmillan.

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Trew W et al (1990). Anti-Racist Strategies and Student Placements: A College Perspective, London South Bank University.

Walker,J, Crawford,K & Parker J, (2008). Practice Education in Social Work: A Handbook for Practice Teachers, Assessors and Educators. Exeter: Learning Matters Ltd.,

White, R, Brown, K, and Broadbent, G, (2006). Law and the Social Work Practitioner, Exeter Learning Matters Ltd.

Williams, P, (2006). Social Work with People with Learning Disabilities, Exeter: Learning Matters Ltd.

Williams, S & Rutter, L (2010). The Practice Educator’s Handbook. Exeter. Learning Matters Ltd.,

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APPENDIX 6: Journals

CAIPE Newsletter (Inter-professional)

Journal of Inter-professional Care

Health Service Journal

Social Trends: Office of Census and Population Studies

Journal of Practice Teaching in Social Work and Health

British Journal of Social Work

Journal of Social Work EducationIssues in Social Work Education

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APPENDIX 7: Useful Websites

Social Work on the Webhttp://www.uclan.ac.uk/facs/health/socwork/swonweb/index.htm

British Association of Social Workershttp://www.basw.demon.co.uk

Department of Health (DoH)http://www.doh.gov.uk

Electronic Library for Social Carehttp://www.elsc.org.uk

Social Care Institute for Excellence (SCIE)http://www.scie.org.uk

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APPENDIX 8: Organisations

Association of Black Social Workers and Allied Professions (ABSWAP)Unit 47, Eurolink UnitEffra RoadLondonSW9 8EJTel: 020 7730 5603

British Association of Social Workers (BASW)16 Kent StreetBirminghamB5 6RDTel: 0121 622 3911

Freedom to CarePO Box 125West MolesySurreyKT8 1YEwww.freedomtocare.orgTel. 020 8224 1022

National Bureau for Students with Disabilitiesc/o Skills 336 Brixton RoadLondon SW9 7AATel: 020 7274 0565

National Organisation of Practice Teacher (NOPT)Janet Sewart, Administrator227 Bramhall Moor LaneStockport SK7 5JL

London Branch of NOPT Contact Person: Julie BallangerTel: 020 8767 3085

Public Concern at WorkLincolns Inn House42 KingswayLondon WC2B 6ENwww.pcaw.co.uk020 7404 6609

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