London Borough of Bexley

Transcription

1 London Borough of Bexley Children s Social Care Learning & Development Opportunities Children s Social Care Training Programme

2 Bexley Children s Social Care Development Programme Table of Contents INTRODUCTION.. 5 PLANNING YOUR LEARNING and DEVELOPMENT..6 BOOKING TRAINING..7 HCPC REQUIREMENTS.8 BEXLEY COACHING & MENTORING ACADEMY THE LEARNING ENVIRONMENT E-LEARNING....9 MAKING RESEARCH COUNT (MRC) RESEARCH IN PRACTICE (RiP).. 9 PROFESSIONAL CAPABILITIES FRAMEWORK (PCF)..10 Courses linked to PCF KNOWLEDGE AND SKILLS STATEMENT (KSS)...13 Courses linked to KSS Induction Assessed and Support Year in Employment (ASYE) 19 Staff Conferences.. 20 Signs of Safety The Gathering.. 20 Introduction and Planning..21 Using Words and Pictures to Help Children Understand their Story..22 Day to Day Safety for Children (Safety Planning) Looked After Children Total Respect...24 Best Practice with Looked after Children...25 Special Guardianship Orders 26 2 Children s Social Care Training Programme

3 Table of Contents (cont.) Proportionate Response to Referral and Intervention...27 Quality Assessments that Inform Planning for Children and Young People...27 Engaging Absent Fathers.28 Chairing Difficult Meetings Purposeful Visits The Toxic Trio (Domestic Violence, Substance Misuse, Poor Mental Health) Advanced Safeguarding (s47) Child Sexual Exploitation (CSE)..31 Risk and Vulnerability Children with Disabilities.31 Female Genital Mutilation (FGM)...32 Learning from Serious Case Reviews...32 Understanding Childhood Trauma..33 Making Research Count Age Assessments and Asylum Seeking Young People Child on Parent Violence Adolescent Vulnerability Child Protection and Domestic Violence 34 Effective Use of Chronologies Preparing for Child Protection Conferences..35 Motivational Interviewing Secondary/Vicarious Trauma Achieving Best Evidence (ABE) ABE Awareness ABE Advanced...39 Legal Training Court Room Skills Report Writing for Court and Panels...40 Practice Education and Staff Development Practice Educator Professional Standards (PEPS)..41 Certificate in Education and Training Children s Social Care Training Programme

4 Table of Contents (cont.) Bexley Leadership Academy Aspiring Leaders Managers Workshops Diploma in Systemic Supervision Career Progression Panel...46 Advanced Academic Awards...47 Meet the Professional Standards and Quality Assurance Team Children s Social Care Training Programme

5 INTRODUCTION I m absolutely delighted to introduce Bexley Children s Social Care new Learning and Development offer for At Bexley we recognise that the provision of high quality social work services relies upon on a well - trained, supported, and motivated workforce. We believe that everyone in Bexley Children s Social Care should have the opportunity to grow, develop, and progress at whatever stage of their career they are at. We are passionate about outstanding social work practice and are committed to investing in the development of all our staff to achieve this. We have ambitious plans for developing a learning culture in Bexley that continually drives up improvements and standards to deliver outstanding social work to children, young people, and families. The new learning and development programme for offers a comprehensive range of training opportunities and professional development through appraisal, coaching and mentoring, and our talent management programme. We are committed to a whole system approach through drawing on the expertise of colleagues within the organisation as well as commissioning bespoke learning opportunities from experts in the field and accredited Continuous Professional Development post graduate programmes with leading Universities. The learning and development offer contained within this brochure demonstrates our strong commitment to investing in our workforce. If child and family social workers are to develop their capabilities throughout their careers, it is essential that they engage productively in continuing professional development. (Munro 2011) Nicki Shaw Head of Professional Standards Principal Child & Family Social Worker 5 Children s Social Care Training Programme

6 PLANNING YOUR LEARNING and DEVELOPMENT We have endeavoured to provide you with details of training courses and dates for the entire year so that you are able to meet with your supervisor, discuss your learning needs, and plan your development for the next year; ideally this will be done as part of the performance conversation. Development is not just attending training but includes reading, coaching, supporting others, being a panel member, learning about a new area of social work (for example, working on an issue that is new to you), and supervision. Your opportunities for development are endless. The following courses are required of all practitioners: Induction Signs of Safety Introduction and Planning Advanced Safeguarding (s47) Best Practice with Looked After Children Total Respect (facilitated by our children in care and care leavers) Female Genital Mutilation Staff conferences and The SoS Gathering We have worked hard to ensure our training programme is clearly mapped against other Continuing Professional Development activities and have linked all our courses to the Professional Capabilities Framework and the Knowledge and Skills Statement and aligned to our workforce development strategy. 6 Children s Social Care Training Programme

7 BOOKING TRAINING: In supervision reflect on your training and development needs and what courses/activities may help you meet those needs Obtain your manager s support for identified development the Professional Standards and Quality Assurance team to request a place Please note in your request any additional requirements for the training (i.e. large print, accessibility, etc.) Your booking will be confirmed via a calendar invite. Please accept the invite if you plan to attend (and decline if you will not be attending) If you find yourself unable to attend at a later date, please contact Professional Standards and Quality Assurance with your apologies (a number of courses have waiting lists and if you take up a space that you don t use, you prevent a colleague from attending). Plan to attend the training on time and in its entirety (please do not schedule visits or meetings during the training hours this is your dedicated time for your learning and development) Training for agency staff: Agency staff must attend the same mandatory training as permanent staff. Many local authorities do not allow their agency staff to attend in house training, however, in Bexley, our agency staff are welcome and encouraged to attend the in-house training offered. 7 Children s Social Care Training Programme

8 HCPC REQUIREMENTS HCPC registration rules specify the post-registration training and learning requirements that all registered social workers must meet. There is not a requirement for specific number of hours or days of continuous professional development (CPD) nor a specific type of learning. You can find further details about CPD and registration on the HCPC website. BEXLEY COACHING & MENTORING ACADEMY (BC&MA) In this day and age it is the norm for all top sports and business people to have a coach; many consider it a must have to maximise their inner potential and perform at their highest level. Coaching and Mentoring is proven as an effective stand alone development intervention to support career development, progression and high performance. It is also a perfect follow-up tool to help embed on-the-job learning, formal and informal training programmes, e-learning and other self-directed learning activities. BC&MA is a network of internal and external Coaches & Mentors. This highly skilled network of people provide a FREE and confidential resource to support personal development, career progression and improved performance for all Bexley staff and managers. If you would like to achieve your highest potential, make changes or enhance your working relationships, find out more about this powerful, free resource. Find out more or contact bexleycoachingacademy@bexley.gov.uk THE LEARNING ENVIRONMENT You will notice a number of TVs located throughout the building. Children s Services provides the content for three of these TVs in what we call our Learning Environment. Each month the Learning Environment will have a different theme and provide you with quick, bite-sized chunks of information; this may be the launch of new protocols such as CSE or neglect strategies, social media, or leadership. It may also tell you of upcoming events such as our Children s Social Care Awards or staff conferences. 8 Children s Social Care Training Programme

9 E-LEARNING: The Bexley ilearn offers a number of mandatory e-learning courses that are required of all employees; these include: induction, health and safety, data security, and performance management. MAKING RESEARCH COUNT (MRC): MRC is a national research dissemination network based regionally in the social work departments of ten English Universities. All ten universities have a proven track record in social work and social care research as well as providing social work education at qualifying and post-qualifying levels. Bexley has a subscription to this resource and MRC will offer 5 training sessions in Bexley. In addition, Bexley staff are able to attend MRC training offerings and conferences (a maximum of 5 places per session). RESEARCH IN PRACTICE: As part of its commitment to provide practitioners with easy access to evidence based research on social work practice, LB Bexley subscribes to Research in Practice. This resource is available to all practitioners (permanent and agency) RiP aims to enable safer decision-making, more effective resource allocation and robust childcentred practice. It provides professionals with a range of resources and learning opportunities to support their efforts to improve the lives of children and families. RiP s work brings together academic research, practice expertise and the evidence of children and families' experiences engaging with services in order for professionals at all levels to have the right knowledge and skills to work effectively. Resources available are: High quality and accessible online and hard-copy resources Easy to use, practical tools and guides Online and face-to-face learning events Networking and exchange forums This resource is available to all staff; you can create your own account, using your Bexley address, by going to the RiP website. 9 Children s Social Care Training Programme

10 PROFESSIONAL CAPABILITIES FRAMEWORK (PCF) Currently social workers are expected to meet the standards outlined in the Professional Capabilities Framework (PCF). All learning and development opportunities have been mapped to the PCF and Knowledge and Skills Statement (KSS). As social workers progress through their careers, they are expected to meet the PCF at increasingly complex levels. Professionalism (Domain 1) Chronologies Report writing for court and panels Court skills Preparing for case conferences Chairing difficult meetings Bexley Coaching and Mentoring Academy ASYE Induction Motivational Interviewing Learning from Serious Case Reviews Career progression panel 10 Children s Social Care Training Programme

11 PROFESSIONAL CAPABILITIES FRAMEWORK (PCF) Values and Ethics (Domain 2) Signs of Safety Proportionate response to referral and intervention Child sexual exploitation Motivational interviewing Consideration of values and ethics are threaded through all learning opportunities Diversity (Domain 3) Female genital mutilation Age assessments and unaccompanied asylum seeking young people Engaging absent fathers Risk and vulnerability Children with disabilities Rights, Justice, and Economic Well-being (Domain 4) Court Skills Special Guardianship Orders Age Assessments and Unaccompanied Asylum Seeking Young People Achieving Best Evidence Engaging absent fathers Risk and vulnerability Children with disabilities Knowledge (Domain 5) Secondary/Vicarious Trauma Understanding Childhood Trauma Special Guardianship Orders Female Genital Mutilation The Toxic Trio (domestic violence, substance misuse, and poor mental health) Making Research Count Research in Practice Achieving Best Evidence Court skills Report writing for court and panels Advanced safeguarding (s47) Learning from Serious Case Reviews Advanced Child Protection MA Critical Analysis and Reflection (Domain 6) Diploma in systemic supervision Learning from Serious Case Reviews Report writing for court and panels Proportionate response to referral and intervention Advanced Safeguarding (s47) Quality assessments that inform planning for children Practice Educator s Professional Standards Preparing to Teach in the Lifelong Learning Sector Advanced Child Protection MA Special Guardianship Assessments 11 Children s Social Care Training Programme

12 PROFESSIONAL CAPABILITIES FRAMEWORK (PCF) Intervention and Skills (Domain 7) Signs of Safety Purposeful visits Engaging absent fathers Achieving Best Evidence Motivational interviewing The Toxic Trio (domestic violence, substance misuse, and poor mental health) Chairing difficult meetings Child sexual exploitation Advanced safeguarding (s47) Female genital mutilation Special Guardianship Assessments Risk and vulnerability Children with disabilities Contexts and Organisations (Domain 8) Induction Advanced Safeguarding (s47) Learning from Serious Case Reviews Aspiring Leaders Managers workshops Post-graduate certificate in Leadership, Management, and Supervision Post-graduate certificate in Effective Practice Professional Leadership (Domain 9) Aspiring Leaders Managers Workshops Practice Educator s Professional Standards Diploma in Systemic Supervision Preparing to Teach in the Lifelong Learning Sector Post-graduate certificate in Leadership, Management, and Supervision Post-graduate certificate in Effective Practice 12 Children s Social Care Training Programme

13 KNOWLEDGE AND SKILLS STATEMENT (KSS) The Government is committed to reforming social care and social work practice to deliver better support and better outcomes for children. Central to success will be improving the capability and professional confidence of social workers. The Government s vision is that the reforms will ensure better qualified and trained social workers, operating with consistently high levels of knowledge and skills, able to sustain and develop their careers through clear pathways without losing focus on the front line. The Government announced the Children and Social Work Bill in the 2016 Queen s Speech. Two of the stated purposes of the Bill are to enable better learning about effective approaches to child protection and children s social care, and to enable the establishment of a new social work regulatory regime. The KSS forms part of the social work reform agenda and was written by the Chief Social Worker Isabelle Trowler to reflect the essential capabilities of Child Family Social Workers, Practice Leaders and Practice Supervisors. For now, the overarching framework remains the Professional Capabilities Framework but the Knowledge and Skills Statements provide more detail on what a child and family social worker should know and be able to do. The KSS has already been implemented on the Assessed and Supported Year in Employment (ASYE) programme. The Government s desire is that all Social Workers working in statutory child and family social work should be accredited. The assessments will test social workers against the relevant knowledge and skills statement for their level. As a part of social work development nationally, the profession is working towards all children and family social workers becoming accredited to the standards outlined by the Department for Education. The child and family social worker will have knowledge and skills in the following areas: 1. The role of child and family social work 2. Child development 3. Adult mental ill-health, substance misuse, domestic violence, physical ill-health and disability 4. Abuse and neglect of children 5. Effective direct work with children and families 6. Child and family assessment 7. Analysis, decision-making, planning and review 8. The law and the family justice system 9. Professional ethics 10. The role of supervision and research Further details of the knowledge and skills expected can be found on the Department for Education website ( 13 Children s Social Care Training Programme

14 KNOWLEDGE AND SKILLS STATEMENT (KSS) The role of child and family social work (1) Assessed and Supported Year in Employment (ASYE) Signs of Safety Purposeful visits Chairing difficult meetings Preparing for case conferences Career progression panel Child development (2) Assessed and Supported Year in Employment (ASYE) Engaging absent fathers Adult mental ill-health, substance misuse, domestic violence, physical ill-health and disability (3) Assessed and Supported Year in Employment (ASYE) Signs of Safety Motivational interviewing The Toxic Trio (domestic violence, substance misuse, and poor mental health) Abuse and neglect of children (4) Assessed and Supported Year in Employment (ASYE) The Toxic Trio (domestic violence, substance misuse, and poor mental health) Female genital mutilation Learning from serious case reviews Effective direct work with children and families (5) Assessed and Supported Year in Employment (ASYE) Motivational interviewing Purposeful visits Child sexual exploitation Advanced safeguarding (s47) Female genital mutilation Age assessment and unaccompanied asylum seeking children Preparing for case conferences Child and family assessment (6) Assessed and Supported Year in Employment (ASYE) Signs of Safety Quality assessments that inform planning for children Engaging absent fathers Age assessment and unaccompanied asylum seeking children Learning from serious case reviews MA in advanced child protection 14 Children s Social Care Training Programme

15 KNOWLEDGE AND SKILLS STATEMENT (KSS) Analysis, decision-making, planning and review (7) Assessed and Supported Year in Employment (ASYE) Signs of Safety Proportionate response to referral and intervention Making Research Count Research in Practice Advanced safeguarding (s47) Female genital mutilation Chronologies Preparing for case conferences MA in advanced child protection The law and the family justice system (8) Assessed and Supported Year in Employment (ASYE) Achieving Best Evidence Court skills Report writing for court and panels Advanced safeguarding (s47) Age assessment and unaccompanied asylum seeking children Professional ethics (9) Assessed and Supported Year in Employment (ASYE) The role of supervision and research (10) Assessed and Supported Year in Employment (ASYE) Practice Educator Professional Standards MA in advanced child protection 15 Children s Social Care Training Programme

16 KNOWLEDGE AND SKILLS STATEMENT for PRACTICE LEADER and SUPERVISORS (KSS) This statement of knowledge and skills provides the basis for accrediting Practice Supervisors in child and family social work. Practice Supervisors are qualified social workers whose primary function is to supervise the practice and decision-making of Approved Child and Family Practitioners, and to develop the skills of individuals and teams within child and family social work services. This requires experience of working with a high level of social complexity and risk of harm, and is likely to require substantial experience of working within the statutory system. The Practice Supervisor will be skilled an knowledgeable in the following areas: Promoting and governing excellent practice Developing excellent practitioners Shaping and influencing the practice system Effective use of power and authority Confident analysis and decision-making Purposeful and effective social work Emotionally intelligent practice supervision Performance management and improvement This statement of knowledge and skills provides the basis for accrediting Practice Leaders in child and family social work. Practice Leaders are qualified social workers with the day to day operational responsibility across the whole local system for child and family social work practice, and for Approved Child and Family Practitioners and Practice Supervisors. Most usually this is referred to as the Assistant Director of Children s Social Care or Director of Family Services. It may be that a few, mainly larger employers, would regard themselves as having more than one Practice Leader. The Practice Leader will be skilled and knowledgeable in the following areas: Leading and governing excellent practice Creating a context for excellent practice Designing a system to support effective practice Developing excellent practitioners Supporting effective decision-making Quality assurance and improvement 16 Children s Social Care Training Programme

17 KNOWLEDGE AND SKILLS STATEMENT for PRACTICE LEADER and SUPERVISORS (KSS) The Practice Supervisor standards Promoting and governing excellent practice (1) Supervision Post-graduate certificate in effective practice Diploma in Systemic Supervision Managers workshops Developing excellent practitioners (2) Aspiring leaders Managers workshops Post-graduate certificate in effective practice Managers workshops Shaping and influencing the practice system (3) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Diploma in Systemic Supervision Managers workshops Effective use of power and authority (4) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Diploma in Systemic Supervision Confident analysis and decision-making (5) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Managers workshops Purposeful and effective social work (6) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Emotionally intelligent practice supervision (7) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Diploma in Systemic Supervision Performance management and improvement (8) Post-graduate certificate in leadership, management, and supervision Post-graduate certificate in effective practice Managers workshops 17 Children s Social Care Training Programme

18 The London Borough of Bexley is committed to developing and retaining our staff and making a difference in the lives of the children, young people, families and carers with whom we work. We are working hard to make relationships the centre of our work with families. We believe that only through trusted and respectful relationships, between social workers and families, can change happen. So you will see and be part of hard and enduring conversations about how we can improve the way we work with families so that it is collaborative, honest, yet focused utterly on the best interests of children. We are using the Signs of Safety model as our framework and basis for practice in Bexley. This is providing energy, challenge and clarity, but it also brings personal challenge, because we ask everyone to think much harder about their work, their actions and the purpose of their plans. We ask that everything is clearly and respectfully communicated to children, young people and their families. We are seeing the benefits of working in this way and I hope that you will too. We have a way to go yet here, until we can be securely confident that our practice is consistently outstanding. As we continue along the journey, it is important to me that practitioners at the frontline are well supported in the complex but rewarding work that they do every day. With that in mind, all our managers here are interested in your feedback and in what we can do to improve your working experiences in Bexley. Please do take this commitment seriously. Take part in all that is on offer, read what is sent to you, collaborate with colleagues to find solutions and be part of feeding back your thoughts and suggestions for change. We are all colleagues together and it matters that we learn every day from the feedback that we receive. As an organisation we look forward to supporting you to learn and grow, so that you can provide the best possible support and opportunities to the children, young people, and families we are privileged to work with. I look forward to meeting you on one of the induction days below. Jacky Tiotto Director Children s Services INDUCTION The induction workshop aims to: Welcome you to Bexley! Introduce you to senior managers within Bexley, including the Director Take you on a child s journey through Bexley from MASH to specialist services Dates: These sessions are offered quarterly and invitations will be sent to new employees. 18 Children s Social Care Training Programme

19 ASSESSED AND SUPPORTED YEAR IN EMPLOYMENT (ASYE) Bexley is dedicated to developing newly qualified social workers (NQSWs). Rather unique to many local authorities, Bexley has actively sought out NQSWs in order to develop and retain them via our NQSW academy. New social workers are allocated a practice educator to provide additional support, reflective supervision, and learning opportunities. Academy aims: Provide NQSWs with protected time and a supportive environment in which to undertake development activities to facilitate completion of their ASYE Summarise the ASYE programme and support NQSW s in understanding the social work role and being able to practice effectively Use strategies to enable NQSW s to utilise reflective supervision and action learning models To be able to recognise how to gather evidence to support the PCF capabilities and KSS To present information regarding different aspects of the service which raise awareness and understanding of the functions of the service. To create a space where participants can learn and benefit from peer support Practice Educators: Imogen Calder-Sibley, Consultant Social Worker Alex Mthobi, Consultant Social Worker Tracey O Mahoney-James, Consultant Social Worker 19 Children s Social Care Training Programme

20 STAFF CONFERENCES We are very pleased to offer service wide staff conferences three times a year (in addition to The Gathering listed below). This conferences have been very successful and have included well know speakers in the world of social worker, service users and young people, and have also provided practitioners a forum to showcase their practice. Dates: 14 September 7 December 15 March 9:30am-1:00pm 9:30am-1:00pm 9:30am-1:00pm Venue: Council Chamber Staff group: All Children s Social Care staff SIGNS OF SAFETY GATHERING Bexley began implementing Signs of Safety as our practice model in July In June 2016 we held our first annual SoS Gathering. This is an opportunity for practitioners to share their strengths based, partnership working with families to a forum of peers and managers; it is our opportunity to learn from what works well. Date: 15 June 2017 Venue: Council Chamber Staff Group: All Children s Social Care staff 20 9:30am-4:30pm Children s Social Care Training Programme

21 Introduction and Safety Planning (2 days) Signs of Safety is a strengths-based approach to working children and families. The emphasis is on helping families rather than intervening. The focus is shifted from a way of working where professionals are considered to be the experts to a constructive, relationship-based model of helping parents to change. Whilst there is an emphasis on the strengths in the child s network, the child s safety is always the focus of any help provided. This course will: Introduce you to the Signs of Safety approach of managing risk and working in better partnership working with families Introduce you to tools within the model to help you work with children and assess risk from a strengths perspective Provide opportunities to practice using tools and developing safety plans that are about day to day safety for children and young people Delivery is via teaching, group discussions, case studies, videos, and action learning Dates: 18 and 19 April 9:30am-4:30pm G04/05 (18th) G07 (19th) 27 and 28 June 9:30am-4:30pm TBC 30 and 31 August 9:30am-4:30pm TBC 2 and 3 November 9:30am-4:30pm TBC 20 and 21 February 9:30am-4:30pm TBC Trainer: Lori Goossen, Consultant Social Worker Signs of Safety This course is mandatory for all practitioners and managers. 21 Children s Social Care Training Programme

22 Signs of Safety Using Words and Pictures to Help Children Understand their Stories Words and pictures within SoS is a method of helping deepen a family s understanding of their situation and helping them explain the story to their children in a way the children will understand. When the family and the worker have an agreed, simple, and honest story the family will be able to share with their children what people have been worried about, who is helping, and what will be better. This course aims to: Introduce workers to the principles of words and pictures Provide examples of difficult scenarios that are presented in simple language that children can understand Provide an opportunity to start a words and pictures story for one of the families they are currently working with Delivery is via teaching, videos, action learning, and peer feedback Date: 13 April 9:30am-11:30am G07 12 June 9:30am-11:30am G07 17 August 9:30am-11:30am October 9:30am-11:30am TBC 11 December 9:30am-11:30am TBC 15 February 9:30am-11:30am TBC Trainer: Lori Goossen, Consultant Social Worker 22 Children s Social Care Training Programme

23 Signs of Safety Day to Day Safety for Children Safety Planning Often, when developing safety plans, we focus on referrals to services and changes that may not occur within the child s timescale. This workshop will help practitioners focus on who needs to do what in the child s day to day life to help them be safer. This helps us shift our focus from professionals as expert helpers to what the family and their network can do to help keep their children safe. This course aims to: Help practitioners shift their focus to immediate safety needs of children Provide opportunity for practitioners to discuss values and assumptions around family/ network support and professional support for children and their families Provide an opportunity to develop a safety plan through group work on a case study Delivery is via teaching, videos, and action learning Date: 12 April 9:30am-11:30am June 9:30am-11:30am August 9:30am-11:30am October 9:30am-11:30am TBC 19 January 9:30am-11:30am TBC Trainer: Lori Goossen 23 Children s Social Care Training Programme

24 TOTAL RESPECT Total Respect is a national award winning training resource delivered by care experienced trainers. It supports the full implementation of the United Nations Convention on the Rights of the Child. By the end of this course you should have: a thorough understanding of children s rights, including the right to participation, and relevance to the delivery of child centred services; explored assumptions about children and young people, listening to young people, and the experience of being a child in care; learnt about involving young people within care planning, young people's involvement in policy development and effective advocacy. The course is designed to energise and motivate you, with plenty of activities to get you thinking about how children and young people experience being looked after. As this course is delivered by our looked after young people and care leavers, it is only offered during school holidays. Dates: 6 April 10:00am-3:30pm Public Gallery East 7 April 10:00am-3:30pm Public Gallery East 1 June 10:00am-3:30pm TBC 2 June 10:00am-3:30pm TBC 10 August 10:00am-3:30pm TBC 11 August 10:00am-3:30pm TBC Trainers: Bexley looked after young people and care leavers This training is mandatory for all staff 24 Children s Social Care Training Programme

25 BEST PRACTICE TOTAL WITH LOOKED AFTER CHILDREN RESPECT The Total Respect training will help focus the practitioner on the lived experience of children and young people in care. The Best Practice with Looked After Children will have the voice of children and young people threaded throughout but will also focus on other aspects for consideration in working with looked after children. Workshop aims: Build on existing good practice in work with Looked After children Share examples of best practice Identify and further develop skills needed to work effectively with looked after children and young people Learn about Bexley specific processes for work with Looked After Children including completion of forms on LiquidLogic Dates: Trainer: 8 June 17 October 23 January 9:30am-4:30pm 9:30am-4:30pm 9:30am-4:30pm GO6 TBC TBC Tracy O Mahoney-James, Consultant Social Worker This training is mandatory for all practitioners 25 Children s Social Care Training Programme

26 SPECIAL GUARDIANSHIP TOTAL RESPECT ASSESSMENTS Special Guardianship Orders were introduced in 2005 with the intention of offering children in long term foster care, or older children in family care, the opportunity of more security and permanence and, in the case of looked after children, removal from the care system. The foster carer or family member makes a private law application to effect this and an assessment from the local authority and a Court decision follows. Workshop aims: Develop workers understanding of the possibilities and potential for special guardianship orders and how this might be the most secure and positive form of permanence for a child or young person Understand the differences between SGOs, long term fostering, and adoption and what is right for the child Consider case studies where child have been harmed; consider professional values and assumptions in risk assessment as it relates to SGOs Consider best practice in SGOs Dates: 25 October 9:30am-4:30pm Venue: Trainer: TBC Pam Hunt, Team Manager Adoption Teresa Shepherd, Assistant Team Manager Adoption 26 Children s Social Care Training Programme

27 PROPORTIONATE RESPONSES TO REFERRAL AND INTERVENTION Workshop aims: Discuss the main reasons children are referred Provide clarity on how referrals are managed within Bexley Consider what is meant by proportionate response? Consider how Signs of Safety helps us manage risks and responses Reflect on key steps for the continuing development of our practice. Dates: 17 July 9:30am-12:30pm 16 November 9:30am-12:30pm 22 February 9:30am-12:30pm Venue: Trainer: TBC Imogen Calder-Sibley, Consultant Social Worker QUALITY ASSESSMENTS THAT INFORM PLANNING FOR CHILDREN AND YOUNG PEOPLE Workshop aims: Review the key aspects of a good quality assessment that informs effective planning Consider the expectations in the KSS / PCF Reflect on the challenges in developing good quality plans and how to address them Share best practice in including children and young people in planning for their own lives Reflect on how Signs of Safety help us progress this area of our practice and how we effective build on what is working Dates: 11 May 9:30am-12:30pm 6 September 9:30am-12:30pm 10 January 9:30am-12:30pm Venue: TBC Trainer: Alex Mthobi, Consultant Social Worker 27 Children s Social Care Training Programme

28 ENGAGING ABSENT FATHERS This workshop will help practitioners explore the reasons why social workers struggle to work with fathers and men in families, key messages from research along with societal ideas of masculinity and ways to work with fathers and men more effectively in practice to help keep children safe. Workshop aims: To improve our practice to be more inclusive of men. To identify the barriers of working with difficult fathers or male carers; To build confidence and resilience to address issues in order to improve practice when working with fathers or male carers who may pose a risk. Dates: 25 May 9:30am-12:30pm 19 October 9:30am-12:30pm 15 February 9:30am-12:30pm Venue: Trainer: TBC Imogen Calder-Sibley, Consultant Social Worker Even the most experienced social workers can struggle with broaching sensitive topics, whether with service users or colleagues. This can be particularly difficult in the forum of meetings with a range of people, who may all have different views. This workshop aims to: Consider how practitioners can prepare for difficult meetings in order reduce as many difficulties as possible before the meeting starts Consider how to use a Signs of Safety, strengths based approach to keep meetings positive and on track To learn strategies to manage difficulties that arise in meetings and feel confident to address them Dates: 10 May 9:30am-11:30am 22 August 9:30am-11:30am 29 November 9:30am-11:30am Venue: Trainer: TBC CHAIRING DIFFICULT MEETINGS Alex Mthobi, Consultant Social Worker 28 Children s Social Care Training Programme

29 PURPOSEFUL VISITS Workshop aims: To consider what makes a purposeful and effective visit To practice planning for visits and starting with the end in mind (how do we get to safety / wellbeing) Review the visit template and best recording practices on LiquidLogic Dates: 12 May 9:30am-11:00am 13 July 9:30am-11:00am 9 November 9:30am-11:00am Venue: Trainer: TBC Lori Goossen, Consultant Social Worker Workshop aims: THE TOXIC TRIO Domestic Violence, Substance Misuse, Poor Mental Health To support practitioners understand the impact of parental problems such as domestic violence, mental ill health, and substance misuse on children s health and development at different stages during their childhood Dates: 5 July 9:30am-12:30pm 27 September 9:30am-12:30pm 22 November 9:30am-12:30pm Venue: Trainer: TBC Tracy O Mahoney-James, Consultant Social Worker 29 Children s Social Care Training Programme

30 ADVANCED SAFEGUARDING (s47) This one day training course is to help practitioners with understanding s47 enquiries in practice. Including exploring the legal definitions of CIN and significant harm, alongside helping practitioners to develop understanding of thresholds and increase their understanding of consent. Following this course, practitioners will have an increased awareness of the stages of s47 enquiries (referral, strategy discussion, investigation/assessment and timescales), whilst understanding the role of the Child Abuse Investigation Team (CAIT) from their perspective to support working relationships between the police and children s social care. This training will help to improve safety planning for children in-between the s47 and ICPC once risk has been identified. It will also include information on the LiquidLogic elements that need to be completed in the case of s47 (recording a strategy discussion, section 47 investigations, and preparing your C&F assessment for child protection conference). Dates: 3 May 9:30am-4:30pm Public Gallery East 3 August 9:30am-4:30pm TBC 8 November 9:30am-4:30pm TBC Trainer: Imogen Sibley-Calder, Consultant Social Worker **This course is mandatory for all practitioners** 30 Children s Social Care Training Programme

31 CHILD SEXUAL EXPLOITATION (CSE) AWARENESS This short workshop is aimed at supporting practitioners working with young people who are at risk of CSE. We will explore what is meant by sexual exploitation, the indicators of sexual exploitation and the factors that make children vulnerable and what to do when they have concerns that a child or young person may be at risk of sexual exploitation. Practitioners will be introduced to Bexley s new Child Sexual Exploitation Joint Operating Procedures & Practice Guidance, including risk assessment toolkits to use in practice. In addition the training will also include how to create and complete a CSE risk assessment in Liquid Logic. Dates: 26 April 9:30am-11:30am 19 September 9:30am-11:30am 18 January 9:30am-11:30am Venue: TBC Trainer: Target group: Imogen Sibley-Calder, Consultant Social Worker All practitioners and managers Research on the protection of disabled children indicates that they are more at risk of being abused than non-disabled children. Research suggests that children with a disability are 3 times more likely to experience abuse and more likely to experience multiple abuse. However, they are less likely than other children in need to become the subject of child protection plans. Workshop aims: RISK & VULNERABILITY CHILDREN WITH DISABILITIES To explore the key themes from protecting disabled children Ofsted thematic inspection 2012 To understand why disabled children are more vulnerable to abuse. To develop an understanding of indicators of possible abuse or neglect To explore personal and professional values in working with disabled children as well as empathy for parents of disabled children and the impact on assessment and safety Dates: 11 July 9:30am-12:30pm Venue: Trainer: TBC Tracy O Mahoney-James, Consultant Social Worker 31 Children s Social Care Training Programme

32 FEMALE GENITAL MUTILATION (FGM) Female genital mutilation is also known as "female circumcision" or "cutting", and by other terms such as sunna, gudniin, halalays, tahur, megrez and khitan, among others. FGM is usually carried out on young girls between infancy and the age of 15, most commonly before puberty starts. It is illegal in the UK and is child abuse. It's very painful and can seriously harm the health of women and girls. It can also cause long-term problems with sex, childbirth and mental health. (NHS Choices). We have commissioned training from FORWARD to develop our knowledge of and ability to respond to FGM in our work. This accredited course is geared towards equipping frontline staff with the knowledge and skills to respond to FGM. The training aims to equip professionals to confidently respond to FGM and enables them to develop action plans on FGM that are geared towards their specific setting. Dates: 21 April 9:30-12:30 Public Gallery East 21 April 1:30-4:30 Public Gallery East 28 April 9:30-12:30 G04/05 28 April 1:30-4:30 G04/05 This training is mandatory for all practitioners and managers. When a child dies from abuse or neglect, a case review is conducted to identify ways that local professionals and organisations can improve the way they work together to safeguard children. Each workshop will focus on a different local or national serious case review, providing opportunity for reflection and discussion. As the session is only 2 hours, practitioners will be expected to read a summary of the SCR in preparation for the workshop so the time is spent on learning. Dates: 10 May 9:30am-11:30am 15 August 9:30am-11:30am 28 November 9:30am-11:30am 14 March 9:30am-11:30am Venue: LEARNING FROM SERIOUS CASE REVIEWS (SCRs) TBC Trainers: Consultant Social Workers Professional Standards and Quality Assurance 32 Children s Social Care Training Programme

33 Many of the children we work with have experienced trauma in their lives, whether from ongoing abuse and neglect or from a one time event. Children s experiences of trauma impact every part of their lives and can make it difficult for them to shift from survival mode. Workshop aims: UNDERSTANDING CHILDHOOD TRUMA Develop understanding of human biology and brain development and impact on children Consider Adverse Childhood Experiences (ACEs) and the possible impact into adulthood Refocus planning on the immediate needs of the child for safety and care to enable them to take part in other life opportunities (school, relationships, activities) Dates: 25 July 9:30am-1:00pm 23 November 9:30am-1:00pm Venue: Trainer: TBC Lori Goossen, Consultant Social Worker 33 Children s Social Care Training Programme

34 MAKING RESEARCH COUNT (MRC) Making Research Count is a national research dissemination network based regionally in the social work departments of ten English Universities. They provide short workshops in-house on a number of topics, identifying and sharing relevant research and supporting practitioners to put research in to practice. Please note: these sessions are predominately research focused in their content. Age Assessments and Asylum Seeking Young People This course will look at the current political and social context for asylum seeking young people, the difficulties in age assessments, and key areas for consideration in supporting them. Date: 22 June 9:30am-12:30pm Child to Parent Violence Child to parent violence is becoming more common (or perhaps better known) in recent years. This workshop will explore recent statistics and emerging research on the issue and also enable practitioner to reflect on personal and professional values and assumptions and the impact of those on supporting parents who are being harmed by their children. Date: 19 September 9:30am-12:30pm Adolescent Vulnerability Learning from serious case reviews suggests that, after under 2 s, adolescents are the 2nd most at risk group of children. This workshop will explore statistics and research around adolescent vulnerability and provide opportunities to discuss values and assumptions around adolescents, particularly those who are hard to engage or challenging. Date: 5 October 9:30am-12:30pm Domestic Violence and Child Protection Domestic abuse is both one of the most widespread but also complex issues that practitioners have to face in their practice. It is often under recognised and hidden in many families and communities. Practitioners have to understand the profound impact that domestic abuse can have on children and young people. Responses need to be robust in building safety for these children but also (usually) their mothers and care needs to be taken not to respond in punitive ways which inadvertently can place greater responsibility on the victim of the abuse than the perpetrator. This session he will give in overview of domestic abuse and safeguarding but with a particular focus on: The impact on children and young people Interventions that promote safety for the whole family Working with perpetrators Date: 11 January 9:30am-12:30pm Venues: TBC Trainer: James Blewett, Making Research Count 34 Children s Social Care Training Programme

35 EFFECTIVE USE OF CHRONOLOGIES Chronologies are often considered a burdensome, administrative task, but they are vital to effective risk assessment and planning with children and families. In this short workshop we will consider: Chronologies as a vital tool in the development of effective practice How chronologies enable us to view how a child or family has functioned over time, how they have managed their circumstances, and how we as professionals have managed the case over time and the implications of that on risk assessment and planning How positive events can be used in chronologies to help us assess Review the chronology format on LiquidLogic and learn how to create different chronologies suited for a particular report or piece of work Dates: 2 August 9:30am-11:00am 14 November 9:30am-11:00am 6 February 9:30am-11:00am Venue: Trainer: TBC Lori Goossen, Consultant Social Worker PREPARING FOR CHILD PROTECTION CONFERENCES Child protection conferences in Bexley are chaired in a Signs of Safety approach. With this, there is now a great focus on forwarding planning for safety. Often time is spent, in conference, in addressing issues that may be best discussed outside the conference. In order to make the most effective use of the short time available for conferences, Bexley s child protection chairs are offering these short workshops on effective planning for conferences. Direct work, safety planning, and the child s voice Dates: 10 May 11:00am-12:00pm TBC 17 May 11:00am-12:00pm G06 Danger statements and safety goals Dates: 24 May 11:00am-12:00pm G05 31 May 11:00am-12:00pm G07 Trainers: Child Protection Conference Chairs 35 Children s Social Care Training Programme

36 MOTIVATIONAL INTERVIEWING Motivational Interviewing is a person centred counselling style for addressing the common problem of ambivalence to make change (Miller and Rollnick 2013). Motivational Interviewing (MI) has its roots in substance problems, for which it has a large evidence base supporting its effectiveness. However, it also has been successfully used internationally across a number of other areas in which behavioural and attitudinal change is the desired outcome. This includes offending (adults and young people), compliance with medical treatments (e.g. diabetes), recovery from stroke, health behaviour change (e.g. weight loss), mental health, family work and child care settings. This two day course is facilitated by Jackie Webb and Kim Jolliffe. Jackie has a background in social work and the probation service, while Kim is a clinical psychologist. Both are trained trainers in Motivational Interviewing and members of the international body, Motivational Interviewing Network of Trainers (MINT). Jackie and Kim have extensive experience in teaching MI and its practical application across a wide range of settings. This training has been designed to teach the basic style and principles of MI and will equip learners with the skills to begin using and developing this invaluable clinical skill. Participants will be encouraged to consider its application to their own settings throughout the training. Dates: 12 and 13 June 9:30am-4:30pm 12 and 13 September 9:30am-4:30pm 7 and 8 February 9:30am-4:30pm Venue: Trainers: All sessions will be held at the Marriott Hotel Jackie Webb and Kim Jolliffe 36 Children s Social Care Training Programme

37 SECONDARY/VICARIOUS TRAUMA Day in, day out, social workers struggle to function in work with children and families that constantly presents heart wrenching, emotional challenges. Secondary trauma is the emotional impact of dealing with trauma on those in helping professions. Secondary trauma differs from stress or burnout as it involves the emotional fallout of bearing witness to the pain of others. It is an occupational hazard of helping. Workshop aims: To provide social workers and managers with the knowledge they need to identify and mitigate their risk from secondary trauma as a result of their work Consider how secondary trauma can impact our ability to work with children and families and affect our ability to assess risk Explore compassion satisfaction- the reasons we continue to do this work despite the impact and how teams and organisations can support their staff to do this work effectively Consider personal, team, and organisational care and what we can personally due to reduce our risk Dates: 20 July 9:30am-4:30pm 17 January 9:30am-4:30pm Venue: Trainer: TBC Lori Goossen, Consultant Social Worker This course will also offered jointly to Adult Social Care colleagues 37 Children s Social Care Training Programme

38 ACHIEVING BEST EVIDENCE AWARENESS This 2 day course in intended to be an awareness raising training on the basics of the achieving best evidence interview. Achieving Best Evidence (ABE) is the national protocol for interviewing children and vulnerable adults as part of a criminal investigation. This training course equips practitioners with the necessary skills to develop strategies for planning and executing interviews in a format suited towards the criminal justice system. This training will not equip practitioners to lead on or participate in ABE interviews The programme is as follows: Day 1 Day 2 AM PM Welcome / Introductions H&S ABE: Its history and the current context Special Measures and ABE Principles The four phased interview The Art of Communication Different questioning types Practical Application The pre interview assessment/visit Introductions and ground rules Truth and Lies- Example and practice Practical 1 The pre interview visit The Recorded Interview Free Narrative Episode and topics Points to prove Understanding the balance of proof in criminal proceedings Dates: 3 and 4 April 9:30am-4:30pm G05 24 and 25 May 9:30am-4:30pm G06 Trainer: Sam Tarling 38 Children s Social Care Training Programme

39 ACHIEVING BEST EVIDENCE ADVANCED Achieving Best Evidence (ABE) is the national protocol for interviewing children and vulnerable adults as part of a criminal investigation. This training course equips practitioners with the necessary skills to develop strategies for planning and executing interviews in a format suited towards the criminal justice system. This 10 day training, held jointly with police colleagues, prepares the practitioner to interview witnesses with particular needs. This includes interviewing child witnesses, traumatised witnesses, and witnesses with a mental disorder, learning disability or physical disability impacting on communication. Dates: Venue: Trainer: Various throughout the year College of Policing, Hendon Sam Tarling Opportunities to attend this course are very limited and based on service need 39 Children s Social Care Training Programme

40 This course aims to: Dates: Trainers: Equip social workers with the necessary knowledge and skills to ensure they can conduct their professional role throughout the whole process of fact-finding, analysis, assessment, planning and decision-making. Distinguish between the different types of available evidence, including information and facts, and maintain best practice in recording and note-taking to enhance the reliability and credibility of the evidence. Develop knowledge of law, evidence and procedure to understand the way that the court and lawyers consider evidence and assess risk to children in accordance with the relevant legislation. Enhance the management of information and analysis so as to determine what has to be proved, how to prove it and explain decision-making competently and confidently. Develop and enhance skills in written evidence (including the evidence template and other required documents TBC Bexley Legal Services COURT ROOM SKILLS **This course will be offered twice annually-dates to follow** This course aims to: Develop and enhance skills in written evidence (including the evidence template and other required documents (including chronologies and care plans) Understand impact of poor recording on decision-making Develop understanding of what constitutes evidence, what should be recorded (and not), how to be concise and avoid jargon Increase confidence in case recording and report writing Understand the difference between fact and opinion and information from analysis and recommendations This course will be relevant for any practitioner who needs to provide written evidence for court of panels. Dates: Trainers: REPORT WRITING FOR COURT and PANELS TBC Bexley Legal Services **This course will be offered twice annually-dates to follow** 40 Children s Social Care Training Programme

41 PRACTICE EDUCATOR PROFESSIONAL STANDARDS The Practice Educator Professional Standards (PEPS) is the framework for practice educators; it has previously been known as the Practice Teaching Award and Enabling Others. PEPS is divided into 2 stages. With PEPS1, a practice educator is able to support a 70 day social work placement. However, only practice educators who have completed their stage 2 are able to sign off a 100 day placement student. It is possible to be a practice supervisor (responsible for the day to day work of the student as well as fortnightly supervision); a practice educator (responsible for the day to day work of the student as well as supervision and assessment); or to be an off-site practice educator (responsible for supervision and assessment, but not the day to day work of the student. Opportunities to be a practice supervisor or educator are limited and dependant on the number of students Bexley is supporting in-house with programmes such as Step-Up as well as requests from partner universities. In addition to the responsibilities above, practice educators will needs to take the PEPS1 and PEPS2 modules at the university from which the student is studying. This will typically for 4-5 half day sessions over the course of 6 months; your assessment will include a portfolio as well as an observation of you in supervision with your student. Support for you as a practice educator is provided by the university as well as via a consultant social worker in the Professional Standards and Quality Assurance team. Students are generally placed in October and January. In order to be considered as a practice supervisor or educator, social workers must have a minimum of 2 years post qualifying experience and the support of their manager. If you wish to be considered for this development opportunity, please contact Lori Goossen. CERTIFICATE IN EDUCATION AND TRAINING In addition to the above training, we would also like to equip practitioners who have an interest in training to develop their skills in this area, either to remain in frontline practice but to share their knowledge and skills in a training forum or with an eye to moving into a practice educator or practice development role. This course provides you with the theory behind teaching, classroom management, teaching strategies and gaining essential practical experience in delivering teaching sessions and assessing students. Future dates for this course will be announced later in the year. 41 Children s Social Care Training Programme

42 LEADERSHIP AND MANAGEMENT ASPIRING LEADERS In Bexley we want to develop our staff into leaders and future managers. The aspiring leaders programme is aimed at senior practitioners and assistant team managers who aspiring to move up to their first or next management post. Intake for this programme is once a year via an application and panel decision. Dates: 4 May 9:30am-12pm GO4 9 June 9:30am-12pm GO4 6 July 9:30am-12pm TBC 8 August 9:30am-12pm TBC 7 September 9:30am-12pm TBC 13 October 9:30am-12pm TBC Venue: Topics: Trainers: Civic Offices Myers-Briggs and leadership styles Using SoS in supervision/case mapping Coaching conversations (appreciative inquiry) Having Difficult Conversations Defensible Decision Making Managing Poor Performance and Capabilities Consultant Social Workers, Professional Standards and Quality Assurance Christopher Walker, Organisational Development Consultant 42 Children s Social Care Training Programme

43 MANAGERS WORKSHOPS LEADERSHIP AND MANAGEMENT In addition to commissioned training such as systemic supervision and the opportunity to participate in leadership programmes such as Firstline, we offer regular workshops for managers to develop their leadership and management skills. In addition to the taught input, managers will have a forum to learn from and support each other. Dates: 8 June 9:30am-12pm 14 July 9:30am-12pm 16 August 9:30am-12pm 21 September 9:30am-12pm 20 October 9:30am-12pm 17 November 9:30am-12pm Venue: Topics: Trainers: TBC Auditing: What good look like and using audits as a learning tool Coaching Conversations and having Difficult Conversations Managing Poor Performance and Capabilities Caseload Management Motivation and Team Leadership Promoting Confident, Analytical and Conceptualised Social Work Practice Consultant Social Workers, Professional Standards and Quality Assurance Christopher Walker, Organisational Development Consultant These workshops are mandatory for all team managers 43 Children s Social Care Training Programme

44 DIPLOMA in SYSTEMIC SUPERVISION The Institute of Family Therapy The Institute of Family Therapy, established in 1977, is a registered charity whose objectives are to promote the highest possible standards in practice and training in the field of systemic therapy with families, couples and individuals. It has a membership of over 170 and a multidisciplinary teaching faculty that covers a wide range of experience and interests. This course is intended for professionals who have supervisory responsibilities either for direct practice or as development of practice through a focused developmental programme. It is delivered over 15 days and can be managed flexibly as the practice course. The purpose of the course is to enable first line managers and supervisors to understand and utilize key systemic concepts in their supervisory and management roles. The course includes key systemic topics, educational theory, supervision theory and a range of communication approaches. There are several common threads that run through the practice and supervision courses in order to create the conditions for shared language between different levels of practice which encourages robust and consistent decision making, assessment, interventions and reflection. Course outline of the 15 days: Theoretical Understanding of Families and Systemic Therapy Systemic Theory / Systemic Supervision Introducing Educational Learning Theory and Models of Supervision Case Management, Risk Assessment, Forward Planning and Ethics Self Reflexive Processes Positioning Theory and introduction to communication models The Coordinated Management of Meaning as a framework for Management/Supervision The Development of Supervisory style and the Construction of Supervisory Questions Narrative Approaches to Supervision Difference and Diversity: Anti Oppressive Practices Isomorphism as a Supervisory Intervention Supervising practitioners in training Supervision of Supervision Dialogical Networks Appreciative Inquiry as a Supervisory Practice The course has 2 assessed essays, a portfolio of learning and a requirement to show evidence of 80 hours of supervisory practice and a narrative of learning. This programme is open to all managers with supervisory responsibilities in Children s Social Care. 44 Children s Social Care Training Programme

45 DIPLOMA in SYSTEMIC SUPERVISION (cont.) Cohort 1 Dates: 25th April 9:30am-4:30pm GO8 9 May 9:30am-4:30pm Public Gallery East 23 May 9:30am-4:30pm GO6 6 June 9:30am-4:30pm GO5 20 June 9:30am-4:30pm GO4 4 July 9:30am-4:30pm TBC 18 July 9:30am-4:30pm TBC 12 September 9:30am-4:30pm TBC 26 September 9:30am-4:30pm TBC 10 October 9:30am-4:30pm TBC 24 October 9:30am-4:30pm TBC 7 November 9:30am-4:30pm TBC 21 November 9:30am-4:30pm TBC 5 December 9:30am-4:30pm TBC 12 December 9:30am-4:30pm TBC Venue: Civic Offices Cohort 2 Cohort 2 will commence in October with dates to be announced as they become available. 45 Children s Social Care Training Programme

46 CAREER PROGRESSION PANEL Upon completion of the Assessed and Supported Year in Employment (ASYE), social workers will be considered level 2 social workers; social workers who are recruited from abroad may also fall into this category. Following an additional year of practice (one year post ASYE) or a year of practice in the UK, level 2 social workers will be invited to present a portfolio at the career progression panel. A successful portfolio and approval by the panel will enable social workers to make a career progression to level 3; this will enable social workers to move into senior practitioner posts at a later stage. The minimum requirements for the portfolio are: Evidence of practice development in line with appraisal and learning goals (Performance Conversation) Two reflective summaries linked to the Professional Capabilities Framework and incorporating the Knowledge and Skills statement for Children & Family social workers A practice observation from Team Manager A single page manager s report which confirms that the requirements are met and authorised by the relevant Service Manager and Head of Service 2x examples of children/young people feedback The career progression panel will be held annually. Guidance and support around completion of the requirements for the portfolio is available through the Professional Standards and Quality Assurance team. 46 Children s Social Care Training Programme

47 ADVANCED ACADEMIC AWARDS Also included in the programme is a range of Continuous Professional Development options that enable the children s workforce to build on existing knowledge to further enhance knowledge, skills and practice and gain postgraduate awards. These programmes replace all previous qualifications such as PQ1, Consolidation, and Specialist Award. This approach allows social workers to undertake post qualifying training at a pace which is more manageable alongside practice. Staff have the opportunity to gain postgraduate qualifications in leadership and management as well as effective practice. For example: Postgraduate Certificate or Diploma in Leadership, Management and Supervision and Postgraduate Certificate or Diploma in Effective Practice. This will also include the distance learning MA Advanced Child Protection, which offers a flexible, blended distance learning approach. Postgraduate Certificate or Diploma in Leadership, Management & Supervision The postgraduate programme is offered by Sussex University, which is ranked 19th in the UK overall. Core modules include Risk and Decision-Making: Challenges for Children s Services Management and Practice, Professional Learning Review and Critical Reflection on Professional Learning, Leading and Managing Development and Change and Supervising and Managing Professionals. Optional modules include Practitioner Research. The programme has been designed specifically for social work managers. Postgraduate Certificate and Diploma in Effective Practice Core modules include Observing, Communicating and Engaging with Children and Young People, Communicating and Engaging with Children and Young People, Professional Learning Review and Critical Reflection on Professional Learning. This programme has been designed for practitioners wanting to remain in practice but wanting to practice at an advanced level. MA in Advanced Child Protection The programme is offered by University Kent Centre for Child Protection, which is ranked 16th in the UK overall and ranked in the top 10 for research. The programme offers a flexible blended distance learning approach. It is suitable for practitioners who want to remain in practice but want to develop advanced knowledge and skills. Modules include; Understanding social research, Definitions, prevalence, causes and consequences of child abuse and neglect and contemporary child protection practice and policies. The programme offers inter-professional teaching and learning. Access to the advanced academic awards will be through an application, assessment, and interview process. 47 Children s Social Care Training Programme

48 MEET THE PROFESSIONAL STANDARDS AND QUALITY ASSURANCE TEAM Nicki Shaw Head of Professional Standards and Principal Child & Family Social Worker Nicki has worked in social work for the past 18 years, qualifying as a social worker in 1999 and gaining the Post Qualifying Award in Child Care in 2001 and Practice Teacher Award in Nicki has a BA honours Degree in Social Work and achieved an MA in Advanced Child Protection under the tutelage of Professor David Shemmings in Nicki worked for Kent County Council for 28 years before joining The London Borough of Bexley in May Since qualifying, Nicki has worked primarily with children and families in number statutory settings as a social worker, senior practitioner and team manager and she was the CSE Specialist for Kent before moving to Bexley. Nicki is passionate about workforce development and as a training and development manager (Kent) she developed a number of grow your own social work initiatives and CPD offer. In this role Nicki gained a post graduate certificate in Advanced Learning and Development and ILM Certificate in Performance Coaching for Leadership. Nicki currently manages Bexley s social work Academy, Workforce Development Team and oversees the work of the Independent Reviewing and Conference Team. Joseph Davenport Interim Service Manager As a former care leaver, Joseph began his social work career in 1996 in Toronto, Canada supporting other care leavers through advocacy and regular networking events. Later he worked in supportive housing projects supporting adults who were homeless, had mental ill health, or struggled with addiction. He qualified in 2004 with a social work degree from Ryerson University and began working in child protection services in Toronto. Two years later Joseph relocated to the UK and continued working in child protection for various local authorities and the NSPCC in roles such as frontline practitioner, manager, LADO, child protection conference chair and IRO. Joseph's passion is using solution focused approaches working with clients, such as Signs of Safety and Strengthening Families. He also enjoys providing coaching and mentoring support and delivering training on a variety of child protection related issues to multi-agency professionals. Lori Goossen Consultant Social Worker Learning and Development Lori is a Consultant Social Worker with a lead for learning and development. She qualified as a social worker in 1994; completed a PGDip in Child Studies, and has a coaching qualification in Performance Leadership. Lori has been in Bexley since 2004 in a number of roles including long term, early intervention, and referral and assessment before moving into learning and development. She has practiced social work in Canada, the US, and the UK. Her areas of professional interest are: strengths based social work and Signs of Safety, secondary trauma, and coaching/ mentoring. In her spare time Lori enjoys everyone s favourite hobbies, public speaking and long distance running. 48 Children s Social Care Training Programme

49 MEET THE PROFESSIONAL STANDARDS AND QUALITY ASSURANCE TEAM Imogen Sibley-Calder Consultant Social Worker ASYE Academy Practice Educator Imogen qualified as a social worker in 2012 from the University of Leeds and has completed further qualification in New Perspectives in Child Protection Assessment and Observation at the University of Kent by Professor David Shemmings in Imogen has worked in frontline child protection services since qualifying as a social worker at Leeds City Council and Essex County Council. During her time, Imogen completed further training to become a team champion within the areas of no recourse to public funds, forced marriage and female genital mutilation. Imogen also completed further training in the area of domestic violence and held responsibility for representing Essex Children s Services at regular Multi-Agency Risk Assessment Conferences (MARAC). Prior to joining Bexley, Imogen worked at Kent Specialist Children s Services as a Senior Practitioner from During her time in Kent, Imogen developed further skills in supervising less experienced social workers and accepting additional roles to support her line-manager and team. Since working at the London Borough of Bexley, Imogen has taken the lead on advanced child protection training and works within the Academy as a Practice Educator for the social workers completing their ASYE. Alex Mthobi Consultant Social Worker ASYE Academy Practice Educator Alex has worked in various capacities within social care and social work, human rights law and youth work. He has worked for various agencies including the United Nations, Birmingham City Council, East Sussex, Essex, London Borough of Merton, Kent, London Borough of Sutton, and Isle of Wight. He has worked as a CAFCASS Family Court Advisor. Alex first qualified as a Social Worker in 1993 with a BSC in Child Protection and Children in Care. He holds a Masters in Business Management and post Graduate Diploma in Forced Migration Studies and Human Rights Law as well as Post Grad Qualification in Law. He is currently training for the Bar where he specialises in Family Law and Employment Law. Alex is a member of the Middle Temple Inn of Court. Alex is interested in training and developing ambitious upcoming Professionals. Tracey O Mahoney-James Consultant Social Worker ASYE Academy Practice Educator Tracey will be joining the team in late March She has extensive experience in adoption and will be delivering training as well as supporting NQSWs as a Practice Educator in the ASYE Academy. 49 Children s Social Care Training Programme

50 MEET THE PROFESSIONAL STANDARDS AND QUALITY ASSURANCE TEAM Ailie Robinson Business Support Administrator Ailie is 22 and joined Bexley when she was 18 to do her NVQ Level 2 in Business Administration with the Youth Offending Team. After this, Ailie stayed to complete her Level 3 and moved to a permanent position within the Workforce Development Team. Ailie manages many of the day to day aspects of the team, ensuring that everything runs smoothly. Ailie is always there and happy to help, and on special occasions will bring in beautiful homemade cupcakes to share with the team. Melody Duhaney-Walters Business Support Administrator Melody worked as a temporary administrator for about 7 years in many Local Authorities and Schools including Bexley Council 3 years ago in the Safeguarding Children's team. Melody recently rejoined Bexley council as an agency worker in January and has now been offered a permanent position with in the Professional Standards and Quality Assurance team. In Melody's spare time, she enjoys working out, singing, and crochet. 50 Children s Social Care Training Programme