Faculty of Health and Social Care
2013 – 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 ................................................................................................... 1
PAN London Declaration…………………………………………………………………………..4
Essential Pre-Placement Information ................................................................................... 5
Section 1: Introduction ......................................................................................................... 7
Section 1.1: Philosophy and Principles of Practice Learning ........................................... 7
Section 1.2: Assuring Quality of Practice Learning .......................................................... 7
Section 1.3: Practice Learning at London South Bank University .................................... 8
Section 1.4: Placement Requirements (The College of Social Work)……………………..9
Section 1.5: Course Team Members ............................................................................. 11
Section 2: How to Complete A Practice Placement ........................................................... 14
Section 2.1: Practice Learning Overview ....................................................................... 14
Section 2.2: Outline of a Placement for All Students ..................................................... 15
Section 2.3: Practice Learning Dates and Submission Deadlines ................................. 17
Section 2.4: Placement Attendance…………………………………………………………18
Section 2.5: Placement Details Confirmation Form ....................................................... 19
Section 3: Practice Learning for Practice Educators .......................................................... 21
Section 3.1: Practice Placement One and Two for Practice Educators………………....21
Section 3.2: Assessment on Placement…………………………………………………….22
Section 3.3: Level Descriptors………………………………………………………………..23
Section 3.4: Mapping of the HCPC standards of proficiency for Social Workers in
England against the TCSW Professional Capabilities Framework………………………33
Section 3.5: Tasks and Responsibilities of the Practice Educator ................................. 33
Section 3.6: Tasks and Responsibilities of an Off-Site (distance) Practice Educator .... 35
Section 3.7: Roles and Tasks of the Work-Based Supervisor ....................................... 36
Section 3.8: Practice Educator Workshops.................................................................... 37
Section 3.9: Practice Supervisor Workshops ................................................................. 38
Section 4: Timetables ........................................................................................................ 39
Section 4.1: MSc Full Time Year 1 Timetables .............................................................. 39
Section 4.2: MSc Full Time Year 2 Timetables .............................................................. 41
Section 4.3: BA(Hons) Social Work Full Time Year 1 Timetables ................................. 43
Section 4.4: BA(Hons) Social Work Full Time Year 2 Timetables ................................. 44
Section 4.5: BA(Hons) Social Work Full Time Year 3 Timetables ................................. 45
Section 5: Assessment Proformas ..................................................................................... 46
Section 5.1: How to Complete the Portfolio ................................................................... 46
Section 5.2: Handy Hints for Completing the Portfolio ................................................... 49
Section 5.3: Portfolio of Evidence Requirements........................................................... 50
Section 5.4: Contents of the Portfolio of Evidence ......................................................... 51
PROFORMA 1: Front Sheet and Declarations .............................................................. 53
PROFORMA 2: Practice Placement Register ................................................................ 57
GUIDE SHEET 1: The Learning Agreement .................................................................. 63
PROFORMA 3: Pan-London Practice Learning Agreement………………………………64
PROFORMA 4: Student Index of Evidence ................................................................... 78
GUIDE SHEET 2: Midway Report ................................................................................. 77
PROFORMA 5: The Midway Report Meeting ................................................................ 79
GUIDE SHEET 3: Service User Feedback .................................................................... 88
GUIDE SHEET 4: Direct Observation Reports .............................................................. 88
2
Practice Educator
PROFORMA 6: Direct Observation Report……………………………….........................90
PROFORMA 7: Less Formal Direct Observation Reports ............................................. 95
GUIDE SHEET 5: Inter-Professional Feedback............................................................. 99
GUIDE SHEET 6: Personal Development Plan…………………………………………..104
PROFORMA 7 Personal Development Plan (PDP) First Placements ......................... 105
PROFORMA 8 Personal Development Plan (PDP) Final Placements…...…………...110
GUIDE SHEET 7: Student Report ............................................................................... 116
PROFORMA 9: Student Report ................................................................................... 117
PROFORMA 10: Practice Educator's Final Report ...................................................... 121
GUIDE SHEET 9: Student and Agency Placement Evaluations .................................. 130
Section 6.1: Quality Assurance.................................................................................... 131
Section 6.2: Behaviour on Placement .......................................................................... 132
Section 6.3: Flow Charts for Suitability………………………………………………….…133
Section 6.4: Professional Suitability and Unsuitability ................................................. 135
Section 6.5: Practice Learning – Concerns in Placement Raised by Student .............. 136
Section 6.6: Termination of Training Procedures ......................................................... 138
Section 6.7: SOCIAL WORK Practice Moderation Panel............................................. 140
Section 6.8: Disabilities................................................................................................ 142
Section 6.9: Pregnancy................................................................................................ 143
Section 6.10: Confidentiality Policy .............................................................................. 144
Section 6.11: Plagiarism .............................................................................................. 146
Section 6.12: Whistle Blowing Procedure .................................................................... 147
Section 7: Appendices ..................................................................................................... 149
APPENDIX 1: HCPC and TCSW Placement Mapping of SOPS and PCF……………….151
APPENDIX 2: Professional Capabilities Framework ................................................... 184
APPENDIX 3:Glossary of Terms ................................................................................ 185
APPENDIX 4: Recommended Reading ....................................................................... 189
APPENDIX 5: Useful Sources of Information .............................................................. 191
APPENDIX 6: Journals ................................................................................................ 192
APPENDIX 7: Web Sites ............................................................................................. 193
APPENDIX 8: Organisations………………………………………………………………..193
3
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
4
Practice Educator
Essential Pre-Placement Information
You 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 2
1. 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
students are only allowed a maximum of 3 placements
throughout their course. This means only one repeat
placement is allowed if you fail a placement.
5
Practice Educator
6
Practice Educator
Section 1: Introduction
Section 1.1: Philosophy and Principles of Practice Learning
This handbook is designed to be used as a resource by students, practice supervisors, onsite 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 Learning
The 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
7
Practice Educator
If 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: publications@hcpc-uk.org
Or
HCPC web site
www.hcpc-uk.org
8
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 interprofessional 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)
9
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.
10
Practice Educator
Section 1.5: Course Team Members
Social Work Courses
Dr Annabel Goodyer - Principal Lecturer MSc Social Work / BA (Hons) Social Work
K2 – V705 +44 (0)20 7815 8103
goodyeam@lsbu.ac.uk
Practice Learning Team
Jill Yates – Director Practice Learning
K2 – V703 +44 (0)20 7815 8397
yatesjb@lsbu.ac.uk
Laverne Morris – Practice Learning Administrator
K2 – VG01 +44 (0)20 7815 8059
morrisl6@lsbu.ac.uk
Wendy Ramsay – Practice Learning Administrator
K2 – VG01 +44 (0)02 7815 8494
ramsayw@lsbu.ac.uk
BA (Hons) Social Work Team
Iain Campbell-King – Senior Lecturer / Course Director
K2 – V703 +44 (0)20 7815 8029
campbei2@lsbu.ac.uk
Tirion Havard – Senior Lecturer / Deputy Course Director
K2 – V703 +44 (0)20 7815 8365
havardt@lsbu.ac.uk
Claire Felix – Senior Lecturer
K2 – V703 +44 (0)20 7815 8341
felixc@lsbu.ac.uk
Andrew Whittaker – Senior Lecturer
K2 – V703 +44 (0)20 7815 8438
whittaka@lsbu.ac.uk
John Patrick MacDonough – Senior Lecturer (part time)
K2 – V703 +44 (0)20 7815 8085
macdonoj@lsbu.ac.uk
11
Practice Educator
Andrea Colquhoun – Senior Lecturer
K2 – V703 +44 (0)20 7815 8432
colquhoa@lsbu.ac.uk
Rohan Burke – Senior Lecturer (part time)
K2 – V703 +44 (0)20 7815 8079
Burker2@lsbu.ac.uk
Michelle Evans- Senior Lecturer
K2 – V703 +44 (0) 20 7815 8347
Evansm9@lsbu.ac.uk
Soumaya Touzani – Course Administrator
K2 – VG01 +44(0)20 7815 8069
touzans@lsbu.ac.uk
MA Social Work Team
Martyn Higgins – Course Director / Senior Lecturer
K2 – V703 +44 (0)20 7815 6737
higginm2@lsbu.ac.uk
Tom Wilks – Senior Lecturer
K2 – V703 +44 (0)20 7815 6731
wilkstm@lsbu.ac.uk
Joanna Rawles – Senior Lecturer
K2 – V703 +44 (0)20 715 8492
rawlesj@lsbu.ac.uk
Soumaya Touzani – Course Administrator
K2 – VG01 +44(0)20 7815 8069
touzans@lsbu.ac.uk
Practice Education
Kate Leonard - Course Director MA Practice Education – Health & Social Work
K2 – V702 +44 (0)20 7815 8481
leonarkb@lsbu.ac.uk
Jill Yates – Module Lead Practice Education Modules Stages 1 and 2
K2 – V703 +44 (0)20 7815 8397
yatesjb@lsbu.ac.uk
Joseph Okitikpi – Course Administrator
K2 – VG01 +44 (0)20 7815 7998
okitikjo@lsbu.ac.uk
12
Practice Educator
13
Practice Educator
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.
14
Practice Educator
Section 2.2: Outline of a Placement for All Students
Before the Placement Starts
Step 1
Student Profile




Full Time Students
Full time students complete
the ‘Student Profile’ form and
return it by email to the
hscswpl@lsbu.ac.uk 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
 EBR students do not
complete a student profile.
 Placements are arranged by
the agency Learning and
Development Officer.
Step 2
Pre-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 3
Placement
Confirmation
Form
 Students complete a
‘Placement Confirmation
Form’ once the placement
details are agreed at the premeeting. The completed form
must be returned by email to
the practice learning team
immediately at
hscswpl@lsbu.ac.uk.
 Students complete a
‘Placement Confirmation
Form’ once the placement
details are agreed at the premeeting. The completed form
must be returned by email to
the practice learning team
immediately at
hscswpl@lsbu.ac.uk.
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.
15
Practice Educator
Whilst 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 hscswpl@lsbu.ac.uk
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.
16
Practice Educator
Section 2.3: Practice Learning Dates and Submission Deadlines
Placement 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
days )
BA 3 – from beginning October
MA 1 – from 14th January
MSc 2 – from beginning October
3 days weekly Wednesday Thursday Friday (100
4 days weekly Tuesday to Friday (100 days)
4 days weekly Tuesday to Friday (70 days)
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
MA 1
16th June 2014
2nd June 2014
FINAL YEAR STUDENTS
Portfolio Submission to the University IS DUE 2 weeks
before end of placement.
17
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 absence@lsbu.ac.uk 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.
18
Practice Educator
Section 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 hscswpl@lsbu.ac.uk 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 morrisl6@lsbu.ac.uk.
STUDENT DETAILS
Student name:
Course and year:
PLACEMENT DETAILS
Agency Name or Team and Full Postal Address (including postal code)
Practice supervisor or (on-site) practice educator details
Name**
Contact telephone**
Contact email**
Name*
Off Site -Practice Educator (if applicable)
Contact telephone*
Contact email*
Start date**
End date**
Number of days to be
completed**
*Essential information
**A provisional end date
19
Practice Educator
20
Practice Educator
Section 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.
21
Practice Educator
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
22
Practice Educator
The PCF in relation to placement
3.3: The Level Descriptors
1. Professionalism
Social 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
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
End of first placement
End of final placement
Recognise the role of the
professional social worker
in a range of contexts
Recognise the important
role of supervision and
make an active
contribution
Demonstrate
professionalism in terms of
presentation, demeanour,
reliability, honesty and
respectfulness
With guidance take
responsibility for managing
your own time and work
load effectively
Be able to show
awareness of personal
and professional
boundaries
With guidance recognise
your limitations and how to
seek advice
Recognise and act on own
learning needs in
response to practice
experience
Show awareness of own
safety, health, wellbeing
and emotional resilience
and seek advice as
necessary
Identify concerns about
practice and procedures
and how they can be
questioned
Be able to meet the
requirements of the
professional regulator
Be able to explain the role
of the social worker in a
range of contexts and
uphold the reputation of
the profession
Demonstrate an effective
and active use of
supervision for
accountability,
professional reflection and
development
Demonstrate
professionalism in terms of
presentation, demeanour,
reliability, honesty and
respectfulness
Take responsibility for
managing your time and
workload effectively and
begin to prioritise your
activity including
supervision time
Recognise the impact of
self in interaction with
others making appropriate
use of personal
experience
Be able to recognise and
maintain personal and
professional boundaries
Recognise your
professional limitations
and how to seek advice
Demonstrate a
commitment to your
23
Practice Educator
continuing learning and
development
With support, take steps to
manage and promote own
safety, health, wellbeing
and emotional resilience
Identify 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.
Readiness for direct
practice
Understand the
profession’s ethical
principles and their
relevance to practice
• Demonstrate awareness
of own personal values
and how these can impact
on practice.
End of first placement
End of final placement
Understand and with
support apply the
profession’s ethical
principles
Recognise and with
support manage the
impact of own values on
professional practice
Identify and with guidance
manage potentially
conflicting values and
ethical dilemmas
Elicit and respect the
needs and views of
service users and carers
and with support promote
their participation in
decision making wherever
possible
Recognise and with
support promote
individuals’ rights to
autonomy and self
determination
Promote 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 decisions
Recognise and with
support, manage the
impact of own values on
professional practice
Mange potentially
conflicting or competing
values and with guidance,
recognise, reflect on, and
work with ethical dilemmas
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
Recognise and promote
individuals’ rights to
autonomy and self
determination
Promote and protect the
privacy of individuals
within and outside their
families and networks,
recognising the
requirements of
24
Practice Educator
professional accountability
and information sharing
3. Diversity: Recognise diversity and apply anti-discriminatory and antioppressive 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.
Readiness for direct
practice
Recognise the importance
of diversity in human
identity and experience,
and the application of antidiscriminatory and antioppressive principles in
social work practice.
End of first placement
End of final placement
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
With reference to current
legislative requirements,
recognise personal and
organisational
discrimination and
oppression and identify
ways in which they might
be challenged
Recognise 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
necessary
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
Recognise 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 Educator
Readiness for direct
practice
Understand the principles
of rights, justice and
economic wellbeing, and
their significance for social
work practice.
End of first placement
End of final placement
Understand and with
support, apply in practice
the principles of social
justice, inclusion and
equality
Understand how
legislation and guidance
can advance or constrain
peoples’ rights
Work within the principles
of human and civil rights
and equalities legislation
Recognise 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
equality
Understand 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
entitlements
Work 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
perspectives
Recognise the impact of
poverty and social
exclusion and promote
enhanced economic status
through access to
education, work, housing,
health services and
welfare benefits
Recognise the value of
and aid access to
independent advocacy
5.Knowledge: Apply knowledge of social sciences, law and social work
practice theory
Social 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.
Readiness for direct
practice
Demonstrate an initial
understanding of the
application of research,
theory and knowledge
from sociology, social
End of first placement
End of final placement
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 Educator
policy, 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 practice
Understand the legal and
policy frameworks and
guidance that inform and
mandate social work
practice, relevant to
placement setting
Understand forms of harm,
their impact on people and
the implications for
practice
Apply 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 health
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
Demonstrate and apply to
practice a working
knowledge of human
growth and development
throughout the life course
Recognise the short and
long term impact of
psychological, socioeconomic, environmental
and physiological factors
on people’s lives, taking
into account age and
development and how this
informs practice
Recognise how systemic
approaches can be used
to understand the personin-the-environment and
inform your practice
Acknowledge the centrality
of relationships for people
and the key concepts of
attachment, separation,
loss, change and
resilience
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
Demonstrate 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
Demonstrate a critical
27
Practice Educator
understanding of social
welfare policy, its
evolution, implementation
and impact on people,
social work, other
professions and interagency working
Demonstrate the
contribution and begin to
make use of research to
inform practice
Demonstrate a critical
understanding of research
methods
Value 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-making
Social 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 researchbased, organisational, policy and legal knowledge. They use critical thinking
augmented by creativity and curiosity.
Readiness for direct
practice
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
End of first placement
End of final placement
Recognise the importance
of applying imagination,
creativity and curiosity to
practice
Inform decision making
through the identification
and gathering of
information from more
than one source and with
support, question its
reliability and validity
With guidance use
reflection and analysis in
practice
With guidance how to
evaluate and review
hypotheses in response to
information available at
the time and apply in
practice with support
With guidance use
evidence to inform
Apply imagination,
creativity and curiosity to
practice
Inform decision-making
through the identification
and gathering of
information from multiple
sources, actively seeking
new sources
With support, rigorously
question and evaluate the
reliability of information
form different sources
Demonstrate a capacity
for logical, systematic,
critical and reflective
reasoning and apply the
theories and techniques of
reflective practice
Know how to formulate,
test and review
hypotheses in response to
28
Practice Educator
decisions
information available at
the time and apply in
practice
Begin to formulate and
make explicit, evidenceinformed 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 abuse
Social 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.
Readiness for direct
practice
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
End of first placement
End of final placement
With guidance use a range
of verbal and non-verbal
and written methods of
communication relevant to
placement
With guidance
communicate information,
advice, instruction and
opinion to advocate,
influence and persuade
Demonstrate the ability to
build and conclude
compassionate and
effective relationships
appropriate to placement
setting
Identify and use
appropriate frameworks to
assess, give meaning to,
plan, implement and
review effective
interventions and evaluate
outcomes
With guidance use a
planned and structured
approach, informed by at
least two social work
methods and models
Recognise 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
culture
Be able to communicate
information, advice,
instruction and
professional opinion so as
to advocate, influence and
persuade
Demonstrate the ability to
engage with people and
build, manage, sustain
and conclude
compassionate and
effective relationships
Demonstrate an holistic
approach to the
identification of needs,
circumstances, rights,
strengths and risks
Select and use
appropriate frameworks to
assess, give meaning to,
plan, implement and
review effective
interventions and evaluate
the outcomes in
29
Practice Educator
individuals
Demonstrate skills in
recording and report
writing appropriate to the
setting
With guidance
demonstrate skills in
sharing information
appropriately and
respectfully
Demonstrate awareness
of the impact of multiple
factors, changing
circumstances and
uncertainty in peoples’
lives
With guidance understand
the authority of the social
work role
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
With guidance identify
appropriate responses to
safeguard vulnerable
people
partnership with service
users
Use a planned and
structured approach
informed by social work
methods, models and
tools to promote positive
change and independence
and to prevent harm
Recognise how the
development of
community resources,
groups and networks
enhance outcomes for
individuals
Maintain accurate,
comprehensible, succinct
and timely records and
reports in accordance with
applicable legislation,
protocols and guidelines to
support professional
judgement and
organisational
responsibilities
Demonstrate skills in
sharing information
appropriately and
respectfully
Recognise complexity,
multiple factors, changing
circumstances and
uncertainty in peoples’
lives, to be able to
prioritise your intervention
Understand the authority
of the social work role and
begin to use this
appropriately as an
accountable professional
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
With support identify
appropriate responses to
safeguard vulnerable
30
Practice Educator
people 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 settings
Social 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, interprofessionally and with communities.
Readiness for direct
practice
Demonstrate awareness
of the impact of
organisational context on
social work practice
End of first placement
End of final placement
With guidance, recognise
that social work operates
within, and responds to
changing economic,
social. Political and
organisational contexts
With guidance understand
legal obligations,
structures and behaviours
within organisations and
how these impact on
policy, procedure and
practice
With guidance work within
the organisational context
of your placement setting
and understand the lines
of accountability
Understand and respect
the role of others within
the organisation and work
effectively with them
take responsibility for your
role and impact within
teams and with guidance
contribute positively to
team working
Understand the interagency, 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
contexts
Understand the roles and
responsibilities of social
workers in a range of
organisations, lines of
accountability and the
boundaries of professional
autonomy and discretion
Understand the legal
obligations, structures and
behaviours with
organisations and how
these might impact on
policy, procedure and
practice
Be able to work within an
organisation’s remit and
contribute to its evaluation
and development
Understand and respect
the role of others within
the organisation and work
effectively with them
Take responsibility for
your role and impact within
teams and be able to
contribute positively to
effective team working
Understand the interagency, multi-disciplinary
31
Practice Educator
and 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 management
The 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
• Demonstrate awareness
of the importance of
professional leadership in
social work
End of first placement
Identify how professional
leadership in social work
can enhance practice
Recognise the value of
sharing and supporting the
learning and development
of others
End of final placement
Recognise the importance
of and begin to
demonstrate professional
leadership as a social
worker
Recognise 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 OffSite 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 Agreement
Providing appropriate learning opportunities that will meet the requirements
of the Professional Capabilities framework
Supervising students in placement
Outstanding Issues and open forum
Dates: Either – Thursday 24th October 2013
11:00-1:00
Or – Wednesday 20th November 2013
11:00-1:00
Topic: Writing Midway Report
Gathering student evidence
Assessment methods including direct observation
Borderline and failing students
Outstanding Issues and open forum
Dates: Either – Thursday 20th February 2013
11:00-1:00
Or – Thursday 6th March 2013
11:00–1:00
Topic: Writing Final Evidenced Based Report.
Student Portfolio
Endings
Outstanding Issues and open forum.
Dates: Either – Thursday 1st May 2013
11:00-1:00
Or – Thursday 22nd May 2013
11:00-1:00
Should you wish to register for these workshops please contact:
Laverne Morris – 020 7815 8059 or morrisl6@lsbu.ac.uk
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 Workshops
All workshops have the opportunity for open discussion forum but also will be themed as
identified.
Topic: The role of the Practice Supervisor
Contributing to the Learning Agreement
Providing appropriate learning opportunities that will meet the requirements
of the Professional Capabilities Framework
Student supervision
Outstanding issues
Dates: Thursday 21st November 2012
3:00-5:00
Topic: Contributing to Reports.
Gathering evidence
Assessment methods and direct observation
Borderline and failing students
Outstanding issues
Dates: Thursday 6th March 2013
3:00-5:00
Contributing to Final reports
Endings
Outstanding issues
Dates: Thursday 1st May 2013
3:00-5:00
Should you wish to register for these workshops please contact:
Laverne Morris – 020 7815 8059 or morrisl6@lsbu.ac.uk
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 Educator
Section 4: Timetables
Section 4.1: MSc Full Time Year 1 Timetables
MA Social Work Timetable Skills Days
Year 1 - Semester 1
Day
Monday
11.00-13.00
15.00-17.00
Methods, Theories and Skills for Practice
Critical Perspectives in
Human Growth & Development
10.00-17.00
Tuesday
Readiness for Direct Practice
Weeks 1-12
10.00-17.00
Wednesday
Readiness for Direct Practice
Thursday
Friday
“Learning for better practice”
39
Weeks1-2 only
Student and Practice Educator
Year 1 semester 2
Day
11.00-17.00
Monday
Social Work Law
Tuesday
Practice 1
Practice 1
Wednesday
Practice 1
Practice 1
Thursday
Practice 1
Practice 1
Friday
Practice 1
Practice 1
“Learning for better practice”
40
Student and Practice Educator
Section 4.2: MSc Full Time Year 2 Timetables
Year 2 Semester 1
NB Dissertation is across 2 semesters
Day
11:00-13:00
Society, Ethics and Working with Others:
Dilemmas in Practice
15:00-17:00
Dissertation Workshops
weeks 1-6
Weeks 1-12
Assess, Plan, Intervene and Review
Weeks 7-12
Practice 2
Practice 2
Wednesday
Practice 2
Practice 2
Thursday
Practice 2
Practice 2
Friday
Practice 2
Practice 2
Monday
Tuesday
“Learning for better practice”
41
Student and Practice Educator
Year 2 Semester 2
Day
11:00-13:00
Communication for Professional Practice
15:00-17:00
Assess, Plan, Intervene and Review
Weeks 1-12
Practice 2
Weeks 1-6
Practice 2
Wednesday
Practice 2
Practice 2
Thursday
Practice 2
Practice 2
Friday
Practice 2
Practice 2
Monday
Tuesday
“Learning for better practice”
42
Student and Practice Educator
Section 4.3: BA(Hons) Social Work Full Time Year 1 Timetables
Semester
Am/Pm
Am
Monday
Skills days
1
Pm
Skills days
Tuesday
Skills
days
Skills
days
Wednesday Thursday
Communica Values and Ethics
tion Skills
for Social
Rohan Burke
Work
Tirion
Harvard
Sociology
for Social
Work
Readiness for
Direct Practice
Rohan Burke
Am
Skills days
2
Skills
days
Andrea
Colquhoun
Social Work
Theory
Human Growth
and Development
Andrew Whittaker
Pm
Skills days
Skills
days
Claire Felix
Social
Problems
and Social
Policy
Iain
CampbellKing
“Learning for better practice”
43
Readiness for
Direct Practice
Rohan Burke
Friday
Student and Practice Educator
Section 4.4: BA (Hons) Social Work Full Time Year 2 Timetables
Semester
Am/PM
Am
Monday
Skills days
1
Pm
Am
Skills days
Skills days
2
Pm
Skills days
Tuesday
Social
Work
Methods
Claire
Felix
Welfare
Policy
and Law
Wednesday Thursday
Friday
Placement
Placement
Placement
Placement
Placement
Placement
Placement
Placement
Placement
Placement
John
MacDono
ugh
Advocacy
and
Placement
Partnersh
ip
John
MacDono
ugh
Welfare
Policy
and Law
John
MacDono
ugh
“Learning for better practice”
44
Placement
Student and Practice Educator
Section 4.5: BA(Hons) Social Work Full Time Year 3 Timetables
Semester Am/PM
Am
1
Pm
Monday
Tuesday
Contempor
ary Issues Placeme
in Social
nt
Work
Tirion
Havard
Social
Work
Research
Proposal
Placeme
nt
Wednesday Thursday
Placement
Placement
Friday
Placement
Placement
Placement
Placement
Placement
Placement
Placement
Placement
Andrew
Whittaker
Profession
al Practice
Am
2
Pm
Andrea
Colquhoun
Profession
al Practice
(including
skills
sessions)
Placeme
nt
Placeme
nt
Andrea
Colquhoun
“Learning for better practice”
45
Placement
Placement
Student and Practice Educator
Section 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
Student and Practice Educator
“Learning for better practice”
48
Student and Practice Educator
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.
“Learning for better practice”
49
Student and Practice Educator
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
“Learning for better practice”
50
Student and Practice Educator
Section 5.4: Contents of the Portfolio of Evidence
Checklist for Portfolio of Evidence Requirements
Proformas should be completed as is, whilst guidance is available for some sections
that are completed separately.
1
Portfolio Section
Pan London Front
sheet declarations
Related Proforma / Guidance Notes
Proforma 1
Page
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 1
Proforma 3
6
70
71
A signed and dated copy of the Learning Agreement.
The Pan London
Guide Sheet 2
midway review report Proforma 4
85
87
A copy of the midway review meeting and
recommendations/plan. This should include
documentation of any additional three-way meetings
that have taken place.
7
Service users or
carers feedback
(2 pieces) + 500
word reflection on
each
Guide Sheet 3
To include 500 word reflection
94
8
Direct observation
reports (3).
Guide Sheet 4
Proforma 5
96
101
Three direct observations – at least two done by the
Practice Educator, one by another agency employee.
9
Less Formal
Observation
10 Interprofessional
feedback
(2)
Proforma 6
105
Guide Sheet 5
109
11 Pan London
Personal and
professional
Guide Sheet 6
Proforma 7 (First Placement)
Proforma 8 (Final Placement)
“Learning for better practice”
Two pieces of documented inter-professional
feedback from other professionals in a multi-agency
context.
110
111
116
51
Student and Practice Educator
development plan
12 Student Report
To be completed throughout the placement – set
objectives
Guide Sheet 7
Proforma 7
122
123
13 Reference list
Include reference list
14 Pan London Practice
Educator’s final
report
Guide Sheet 8
127
Guide Sheet 9
Proformas in the appendices
136
Practice learning
evaluation forms
Student and practice
educator
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
“Learning for better practice”
52
Student and Practice Educator
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 Placement
Final Placement
(delete as appropriate)
Start Date of Placement
End Date of Placement
Number of Days of Placement
Date of Portfolio Submission
Recommendation
of Practice Educator
PASS
FAIL
(delete as appropriate)
“Learning for better practice”
53
Student and Practice Educator
Professional 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.
“Learning for better practice”
54
Student and Practice Educator
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:
………………………………………………………………………….
“Learning for better practice”
55
Student and Practice Educator
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:
………………………………………………………………………….
“Learning for better practice”
56
Student and Practice Educator
PROFORMA 2: Practice Placement Register
This 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 complete
Practice 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 signed
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
“Learning for better practice”
57
Student and Practice Educator
Day no.
Date
Student initials
PE/PS signed
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
“Learning for better practice”
58
Student and Practice Educator
Day no.
Date
Student initials
PE/PS signed
58
59
60
61
62
63
64
65
66
67
68
69
70
PRACTICE PLACEMENT 2 – 100 DAYS
Day no.
Date
Student initials
PE/PS signed
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
“Learning for better practice”
59
Student and Practice Educator
Day no.
Date
Student initials
PE/PS signed
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
“Learning for better practice”
60
Student and Practice Educator
Day no.
Date
Student initials
PE/PS signed
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
“Learning for better practice”
61
Student and Practice Educator
“Learning for better practice”
62
Student and Practice Educator
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.
“Learning for better practice”
63
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
PROFORMA 3: Pan-London Placement Learning Agreement
Placement Learning Agreement
Total 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
Name:
PRACTICE
EDUCATOR
Contact number(s):
E-mail:
Onsite [ ] or Offsite: [ ]
Days of work:
Social work registration number (if applicable):
Name:
PRACTICE
SUPERVISOR
(on-site)
Contact number(s):
Email:
Days of work:
Name:
UNIVERSITY
PLACEMENT TUTOR
Contact number(s):
“Learning for better practice”
64
Student and Practice Educator
Email :
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.
“Learning for better practice”
65
Student and Practice Educator
“Learning for better practice”
66
Student and Practice Educator
London 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 (hotdesking /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 needed
1. 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
adequately
the student
access the
procedures
read these.
of the agency has been
explained to the student, and
has been shown where/how to
relevant agency policies and
and has been given time to
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
“Learning for better practice”
67
Student and Practice Educator
ITEM
Detail of agreements made
practice educator and practice supervisor
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 computers
IT system explained
Expectations of computer use explained?
Date of computer training
Familiarisation within agency:
Location of toilet facilities
Location of break-out areas, canteen, staff-room (if
applicable)
Tea/ coffee and lunch arrangements
How to answer telephone, make external calls,
transfer calls etc
Mail/post arrangements
Car-parking
“Learning for better practice”
68
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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.
Read and discussed? [ ]
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.
Read and discussed? [ ]
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 [
“Learning for better practice”
]
No [
]
69
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-14
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 Yes [ ] No [ ]
placement?
Will the student be required to transport
Yes [ ] No [ ]
service users or carers?
Have the student’s car insurance details
Yes [ ] No [ ]
been seen by the Practice Educator and/or
Practice Supervisor?
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 [ ]
“Learning for better practice”
70
Student and Practice Educator
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, 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.
“Learning for better practice”
71
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-14
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 Learning
It 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.
“Learning for better practice”
72
Student and Practice Educator
Please 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
“Learning for better practice”
73
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 DOMAINS
that this learning need may
relate to
Self-identified learning needs
On 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’
“Learning for better practice”
74
Student and Practice Educator
PLEASE 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.
PCF DOMAINS
Placement Learning Opportunities
On this placement the student will have the opportunity to:
While 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.
“Learning for better practice”
75
Student and Practice Educator
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 Dates
Practice 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
“Learning for better practice”
76
Student and Practice Educator
SIGN–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 childprotection 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.
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
“Learning for better practice”
77
Student and Practice Educator
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.
Reference
Number
e.g. 1
e.g.2
e.g 3
Description of Evidence
Direct Observation 1
Service User Feedback 1
Supervision note 1 showing critical reflection
“Learning for better practice”
Date
of
evidence
10/10/13
10/10/13
14/10/13
78
Student and Practice Educator
GUIDE SHEET 2: The Midway Report Meeting
Overview
Approximately 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.
1.
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.
3.
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.
Review Meeting
At 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.
“Learning for better practice”
79
Student and Practice Educator
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.
“Learning for better practice”
80
Student and Practice Educator
PROFORMA 5: The Pan London Midway Report
MIDWAY REPORT
SECTION 1: Summary of progress to date
1.1 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
“Learning for better practice”
81
Student and Practice Educator
1.3
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
Placement e.g.
workload, PE
and/or
organisational
factors etc.
Student e.g.
health, personal
circumstances,
disability etc.
Additional
information?
YES/NO
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
2. Have weekly supervision/
practice tutorials taken place?
Yes/ No
Date signed:
Provide dates of supervision meetings:
Provide explanation if frequency of meetings not as
expected.
3. Have the learning opportunities
Yes/ No
outlined in the PLA materialised?
Please 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
“Learning for better practice”
82
Student and Practice Educator
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
Observations
Service User and
Carer feedback
Critical reflection of
practice
Extracts from
supervision notes
Student work
products
Other e.g.
presentations
“Learning for better practice”
83
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 PCF
2. Progressive assessment of the candidate’s capability during the placement
3. 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
“Learning for better practice”
Cross
reference
Evidence
number
84
Student and Practice Educator
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)
“Learning for better practice”
85
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 DOMAIN
No evidence
of capability
Some
evidence
of capability
Sufficient
Evidence
of capability
Good and varied
evidence
of capability
1. Professionalism
2. Values and Ethics
3. Diversity
4. Rights, Justice & Economic
Wellbeing
5. Knowledge
6. Critical Reflection & Analysis
7. Intervention and Skills
8. Contexts and Organisations
9. Professional Leadership
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
“Learning for better practice”
86
Student and Practice Educator
Agreed Action Plan Following The Midway Assessment
Have 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 taken
The action plan should be developed, discussed and agreed at the mid way review.
Action to be taken
By
By
Review
whom? when? 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:
“Learning for better practice”
87
Student and Practice Educator
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
“Learning for better practice”
88
Student and Practice Educator
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?
“Learning for better practice”
89
Student and Practice Educator
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
“Learning for better practice”
90
Student and Practice Educator
4.
Preparation for the direct observation of practice
4.1 The 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)
4.2 Wherever 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.
4.3 The 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.
4.4 The 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.
4.5 The 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.
“Learning for better practice”
91
Student and Practice Educator
4.6 Questions which may be useful for the student and practice educator to discuss prior to
the observation are:











5.
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?
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
5.2 The 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?
“Learning for better practice”
92
Student and Practice Educator
5.3 The 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.
5.4 Supervision 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 session 2 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.
5.5 The 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.
5.6 The 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
5.7 The 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
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
2
“Learning for better practice”
93
Student and Practice Educator
“Learning for better practice”
94
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 observation
Date & 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
4. Reflections on the observed practice
See guidance note 5.2 (200 words approx)
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)
“Learning for better practice”
95
Student and Practice Educator
6. 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
“Learning for better practice”
96
Student and Practice Educator
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?
“Learning for better practice”
97
Student and Practice Educator
Comments on Service user feedback (if applicable)
Practice Educator’s signature: Date:
“Learning for better practice”
98
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 observation
Please comment on the student’s capability, taking into account the level descriptor
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 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:
“Learning for better practice”
99
Student and Practice Educator
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
“Learning for better practice”
100
Student and Practice Educator
Student’s signature & Practice Educator’s signature
Date:
“Learning for better practice”
101
Student and Practice Educator
“Learning for better practice”
102
Student and Practice Educator
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.
“Learning for better practice”
103
Student and Practice Educator
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)
“Learning for better practice”
104
Student and Practice Educator
PROFORMA 8: Personal Professional Development Plan First Placement
Personal/ Professional Development Plan
Name:
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
“Learning for better practice”
105
Student and Practice Educator
The PCF domains should link to your programme of study, including your placement at this level.
PCF Domains
Specific Objectives
Development activity or action to meet domain
1. Professionalism
2. Values and Ethics
3. Diversity
4. Rights, Justice & Economic
Wellbeing
5. Knowledge
6. Critical Reflection and
Analysis
7. Intervention and Skills
“Learning for better practice”
106
When I will do
this
Date Completed
Student and Practice Educator
8. Contexts and Organisations
9. Professional Leadership
“Learning for better practice”
107
Student and Practice Educator
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 of end of level review
Date
“Learning for better practice”
108
Student and Practice Educator
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
“Learning for better practice”
Date of by which initial PPDP for End
of Last Placement level will be
completed
109
Student and Practice Educator
PROFORMA 9: Personal Professional Development Plan Final Placement
Personal/ Professional Development Plan: to End of Final Placement Level
Name:
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
“Learning for better practice”
110
Student and Practice Educator
The PCF domains should link to your programme of study, including your placement at this level.
PCF Domains
Specific Objectives
Development activity or action to meet domain
1. Professionalism
2. Values and Ethics
3. Diversity
4. Rights, Justice & Economic
Wellbeing
5. Knowledge, social sciences,
law &
social work practice theory
6. Critical Reflection and
Analysis
7. Intervention and Skills
“Learning for better practice”
111
When I will do
this
Date Completed
Student and Practice Educator
8. Contexts and Organisations
9. Professional Leadership
“Learning for better practice”
112
Student and Practice Educator
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?
Signed by Student, Tutor and Practice
Educator
Date of end of level review
Date
“Learning for better practice”
113
Student and Practice Educator
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?
Signed by Student, Tutor and Practice
Educator
Date of by which initial PPDP for
ASYE level will be completed
Date
“Learning for better practice”
114
Student and Practice Educator
“Learning for better practice”
115
Student and Practice Educator
GUIDE 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.
“Learning for better practice”
116
Student and Practice Educator
PROFORMA 9: Student Reflective Report
SECTION 3: Student Holistic report of each domain
The PCF has been mapped with the SOPS by both the HCPC and TCSW
Please 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 Professionalism
Identify and behave as a professional social worker, committed to professional
development
Social 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 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.
Case summaries and reflection
Domain 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
“Learning for better practice”
117
Student and Practice Educator
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.
Case summaries and reflection
Domain 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.
Case summaries and reflection
Domain 5 Knowledge
Apply knowledge of social sciences, law and social work practice theory
Social 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 Analysis
Apply critical reflection and analysis to inform and provide a rationale for
professional decision-making
Social 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
“Learning for better practice”
118
Student and Practice Educator
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
Social 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 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 interprofessional settings
Social 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 Leadership
Take responsibility for the professional learning and development of others through
supervision, mentoring, assessing, research, teaching, leadership and management
The 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
“Learning for better practice”
119
Student and Practice Educator
Personal and Professional Development Plan
1. Reviewed at end of placement?
Yes/No
2. Attached?
Yes/No
“Learning for better practice”
120
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
(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 Framework
End 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 report
Recommendation
Pass 
Fail 
Practice educator’s signature
Student’s signature
University Placement Tutor’s signature
“Learning for better practice”
121



Student and Practice Educator
Date
Other comments
“Learning for better practice”
122
Student and Practice Educator
1.4 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
Placement
e.g. workload,
PE and/or
organisational
factors etc.
Student e.g.
health,
personal
circumstances,
disability etc.
Other
(e.g.HEI)
Additional
information?
YES/NO
YES/NO
YES/NO
1.5 Summary of documentation and assessments taken into account in this
recommendation
Assessment
Date
Previous practice assessment report4
Learning agreement
Mid Way Report/ Interim reviews
Practice supervisor’s report5
1.6 Summary of evidence linked to the PCF used to support this recommendation
Type of evidence
Evidence List title(s) of documents used in each
No
category with dates
Direct Observations
Service User and Carer
feedback
Critical reflection of practice
Extracts from supervision notes
Student work products
Other e.g. presentations
3
Additional summary information can be appended if required
4
Assessment of readiness for direct practice (First placement) or First placement assessment report (Last placement)
5 If applicable
“Learning for better practice”
123
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 PCF
2. Progressive assessment of the candidate’s capability during the placement
3. 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
reference
Evidence
number
“Learning for better practice”
124
Student and Practice Educator
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)
“Learning for better practice”
125
Student and Practice Educator
London and South East England HEI Agreed Common Practice Learning Documents for Social Work: 2013-4
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 Professionalism
Identify and behave as a professional social worker, committed to professional
development
Social 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 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.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
“Learning for better practice”
126
Student and Practice Educator
Domain 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 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
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
Domain 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.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
Domain 5 Knowledge
Apply knowledge of social sciences, law and social work practice theory
Social 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
Evidence used to support judgement
“Learning for better practice”
127
Student and Practice Educator
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
Domain 6 Critical reflection and Analysis
Apply critical reflection and analysis to inform and provide a rationale for
professional decision-making
Social 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
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
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
Social 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
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
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“Learning for better practice”
128
Student and Practice Educator
professional settings
Social 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.
Assessment
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
Domain 9 Professional Leadership
Take responsibility for the professional learning and development of others through
supervision, mentoring, assessing, research, teaching, leadership and management
The 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
Evidence used to support judgement
Capability at level for this
placement
Demonstrated/ Not demonstrated
(Delete as appropriate)
“Learning for better practice”
129
Student and Practice Educator
GUIDE 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
hscswpl@lsbu.ac.uk.
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.
“Learning for better practice”
130
Student and Practice Educator
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.
“Learning for better practice”
131
Student and Practice Educator
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.
“Learning for better practice”
132
Student and Practice Educator
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
CONCERNS ARISE DURING THE PRACTICE
PLACEMENT
REFERED TO THE SUITABILITY PANEL AND
RECOMMENDATION MADE OR
Stage 1: PROGRAMME TEAM INVESTIGATE
ADDITIONAL INFORMATION/CLARIFICATION
SOUGHT OR REFERRAL TO OCCUPATIONAL
HEALTH
AND THEN RECOMMENDATION MADE
For APPLICANTS
PANEL CHAIR CONVEYS OUTCOME
“Learning for better practice”
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
CONCERNS ARISE DURING THE
PROGRAMME
Stage 1: PROGRAMME TEAM INVESTIGATE:
FURTHER INFO SOUGHT OR REFERRAL TO
OCCUPATIONAL HEALTH
Stageagreement
2: CONSIDERED
BYor
Head of
Either
reached
Department: Agreement Reached
AND/OR or, if misconduct Disciplinary
Policy is applied
Stage 3: REFERRAL TO SUITABILITY OR
CONDUCT PANEL:
Stage 3: REFERRAL TO SUITABILITY OR
CONDUCT PANEL:
Agreement Reached AND/OR
Agreement Reached AND/OR
RECOMMENDATION TO
133
EXAMINATION
BOARD
Student and Practice Educator
FLOW 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
PROGRAMME
CONCERNS ARISE DURING THE PRACTICE
PLACEMENT
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
Either agreement reached or
Stage 2: CONSIDERED BY Head of Department:
Agreement Reached AND/OR or, if misconduct
Disciplinary Policy is applied
Stage 3: REFERRAL TO SUITABILITY OR CONDUCT PANEL:
Stage 3: REFERRAL TO SUITABILITY OR CONDUCT PANEL:
Agreement Reached AND/OR
Agreement Reached AND/OR
RECOMMENDATION TO EXAMINATION BOARD
“Learning for better practice”
134
Student and Practice Educator
Section 6.4: Professional Suitability and Unsuitability
As 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.
“Learning for better practice”
135
Student and Practice Educator
Section 6.5: Practice Learning – Concerns in Placement Raised by Student
Any 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.
“Learning for better practice”
136
Student and Practice Educator
Note
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.
“Learning for better practice”
137
Student and Practice Educator
Section 6.6: Termination of Training Procedures
Criteria 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:
“Learning for better practice”
138
Student and Practice Educator
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.
“Learning for better practice”
139
Student and Practice Educator
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.
“Learning for better practice”
140
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.
“Learning for better practice”
141
Student and Practice Educator
Section 6.8: Disabilities
Disabled 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 morrisl6@lsbu.ac.uk +44 (0)20 7815 8059
142
Student and Practice Educator
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.
143
Student and Practice Educator
Section 6.10: Confidentiality Policy
Personal 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.
144
Student and Practice Educator
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.
145
Student and Practice Educator
Section 6.11: Plagiarism
Whilst 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.
146
Student and Practice Educator
Section 6.12: Whistle Blowing Procedure
The 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 whistleblowing procedures within their employing agency
147
Student and Practice Educator
148
Student and Practice Educator
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
149
Student and Practice Educator
150
Student and Practice Educator
APPENDIX 1: HCPC’s standards of proficiency and the Professional Capabilities Framework mapping document –
Social workers in England
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Recognise your personal limitations and
how to seek advice – Professionalism 1.8
Understand and apply the profession’s
ethical principles and legislation, taking
account of these in reaching decisions –
Values and Ethics 2.1
Recognise your personal limitations and
how to seek advice – Professionalism 1.8
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
Understand and with support, apply the
profession’s ethical principles – 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
1.2
1.3
recognise the need to manage
their own workload and
resources and be able to
practise accordingly
be able to undertake
assessments of risk, need and
capacity and respond
appropriately
Value and take account of expertise of
service users and carers and professionals –
Knowledge 5.12
With guidance take responsibility for
managing your time and workload effectively
Knowledge 1.5
With guidance demonstrate an holistic
approach to the identification of needs,
circumstances, rights, strengths and risks –
Intervention and skills 7.4
Value and take account of the expertise of
service users, carers and professionals –
Knowledge 5.12
Take responsibility for managing your time
and workload effectively, and begin to
prioritise your activity including supervision
time – Professionalism 1.5
Demonstrate an holistic approach to the
identification of needs, circumstances,
rights, strengths and risks – Intervention
and Skills 7.4
151
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
1.4
be able to recognise and
respond appropriately to
unexpected situations and
manage uncertainty
1.5
be able to recognise signs of
harm, abuse and neglect and
know how to respond
appropriately
Demonstrate awareness of the impact of
multiple factors, changing circumstances and
uncertainty of people’s lives – 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
Understand forms of harm, their impact on
people and the implications for practiceKnowledge 5.7
Recognise complexity, multiple factors,
changing circumstances and uncertainty in
people’s lives, to be able to prioritise your
intervention – Intervention and Skills 7.10
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
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 support, identify appropriate
responses to safeguard vulnerable people
and promote their wellbeing
Intervention and Skills: 7.13
With guidance identify appropriate responses
to safeguard vulnerable people – Intervention
and Skills 7.13
2
be able to practise within the
Understand and with support apply the
legal and ethical boundaries of profession’s ethical principles – Values and
their profession
Ethics 2.1
Identify concerns about practice and
procedures and how they can be questioned
– Professionalism 1.11
Understand and apply the profession’s
ethical principles and legislation, taking
account of these in reaching decisions –
Values and Ethics 2.1
Identify concerns about practice and
procedures and, with support, begin to find
appropriate means of challenge –
Professionalism 1.11
152
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
2.1
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
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 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
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 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
understand current legislation
applicable to the work of their
profession
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
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
153
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
2.3
understand the need to protect,
safeguard and promote the
wellbeing of children, young
people and vulnerable adults
2.4
understand the need to address
practices which present a risk to
or from service users and carers,
or others
2.5
be able to manage competing or
conflicting interests
Identify concerns about practice and how they Identify concerns about practice and
can be questioned - Professionalism 1.11
procedures and, with support, begin to find
appropriate means of challenge –
Professionalism 1.11
With guidance identify appropriate responses With support, identify appropriate
to safeguard vulnerable adults – Intervention
responses to safeguard vulnerable people
and Skills 7.13
and promote their wellbeing – Intervention
and Skills 7.13
Identify concerns about practice and how they Identify concerns about practice and
can be questioned - Professionalism 1.11
procedures and with support begin to find
appropriate means of challenge –
Professionalism 1.11
Identify and with guidance manage potentially Manage potentially conflicting or competing
conflicting values and ethical dilemmas –
values, and with guidance, recognise,
Valued and Ethics 2.3
reflect on, and work with ethical dilemmas –
Values and Ethics 2.3
With guidance identify appropriate responses With support, identify appropriate
to safeguard vulnerable adults – Intervention
responses to safeguard vulnerable people
and Skills 7.13
and promote their wellbeing – Intervention
and Skills 7.13
Identify and with guidance manage potentially Manage potentially conflicting or competing
conflicting values and ethical dilemmas –
values, and with guidance, recognise,
Valued and Ethics 2.3
reflect on, and work with ethical dilemmas –
Values and Ethics 2.3
Recognise and with support mange the
Recognise and, with support, manage the
impact of own values on professional practice impact of own values on professional
– Values and Ethics 2.2
practice – Values and Ethics 2.2
154
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
2.6
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
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
Demonstrate respectful partnership work
with service users and carers, eliciting and
respecting their needs and views, and
promoting their participation in decisionmaking wherever possible – Values and
Ethics 2.4
Manage potentially conflicting or competing
values, and, with guidance, recognise,
reflect on and work with ethical dilemmas –
Values and Ethics 2.3
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, carers and professionals –
Knowledge 5.12
be able to exercise authority as a
social worker within the
appropriate legal and ethical
frameworks
With guidance recognise that social work
operates within and responds to changing
economic, social, political and organisational
contexts – 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
Identify and with guidance, manage
potentially conflicting values and ethical
dilemmas – Values and Ethics 2.3
Recognise and with support 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
155
Student and Practice Educator
Standards of Proficiency (SOPs)
2.8
2.9
recognise that relationships with
service users and carers should
be based on respect and
honesty
recognise the power dynamics in
relationships with service users
and carers and be able to
manage those dynamics
appropriately
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
Demonstrate respectful partnership work
with service users and carers, eliciting and
respecting their needs and views and
promoting their participation in decisionmaking wherever possible – Values and
Ethics 2.4
Recognise and manage the impact on
people of the power invested in your role –
Diversity 3.3
Demonstrate the ability to engage with
people and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
Recognise and manage the impact on
people of the power invested in your role –
Diversity 3.3
Recognise the impact of self in interaction
with others, making appropriate use of
personal experience – Professionalism 1.6
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
Recognise and with support 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
Recognise and with support manage the
impact on people of the power invested in
your role – Diversity 3.3
156
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
2.10
understand what is required of
them by the Health and Care
Professions Council
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
Recognise the role of the professional social
worker in a range of contexts –
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
Be able to meet the requirements of the
professional regulator – Professionalism 1.1
Demonstrate professionalism in terms of
presentation, demeanour, reliability, honesty
and respectfulness – Professionalism 1.4
3.2
3.3
understand the importance of
maintaining their own health and
wellbeing
understand both the need to
keep skills and knowledge up-todate and the importance of
career-long learning
Professional Capabilities Framework
Final placement
Show awareness of own safety, health and
well being and emotional resilience and seek
advise as necessary – Professionalism 1.10
Recognise and act on own learning needs in
response to practice experience –
Professionalism 1.9
With support, take steps to manage and
promote own safety, health, wellbeing and
emotional resilience – Professionalism 1.10
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
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
Demonstrate professionalism in terms of
presentation, demeanour, reliability,
honesty and respectfulness –
Professionalism 1.4
With support, take steps to manage and
promote own safety, health, wellbeing and
emotional resilience – Professionalism 1.10
Demonstrate a commitment to your
continuous learning and development –
Professionalism 1.9
157
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
3.4
be able to establish and maintain
personal and professional
boundaries
Show awareness of own safety, health and
well being and emotional resilience and seek
advise as necessary – Professionalism 1.10
3.5
be able to manage the physical
and emotional impact of their
practice
Be able to show awareness of personal and
professional boundaries – Professionalism
1.7
Show awareness of own safety, health and
well being and emotional resilience and seek
advise as necessary – Professionalism 1.10
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
Be able to recognise and maintain personal
and professional boundaries –
Professionalism 1.7
With support, take steps to manage and
promote own safety, health, wellbeing and
emotional resilience – Professionalism 1.10
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
Identify how professional leadership in social
work can enhance practice – 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
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
Apply imagination, creativity and curiosity to
practice – Critical Reflection and Analysis
6.1
Recognise the importance of, and begin to
demonstrate, professional leadership as a
social workers – Professional Leadership
9.1
Recognise complexity, multiple factors,
changing circumstances and uncertainty in
people’s lives, to be able to prioritise your
intervention – Intervention and Skills 7.10
158
Student and Practice Educator
Standards of Proficiency (SOPs)
deal with it
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
Demonstrate an holistic approach to the
identification of needs, circumstances,
rights, strengths and risks – Intervention
and Skills 7.4
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
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
Begin to formulate and make explicit,
evidence-informed judgements – Critical
Reflection and Analysis 6.6
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
Apply imagination, creativity and curiosity to
practice – Critical Reflection and Analysis
6.1
With guidance, use a planned and structured
approach, informed by at least two social
work methods and models – Intervention and
Skills 7.6
4.2
be able to initiate resolution of
issues and be able to exercise
personal initiative
With guidance use evidence to inform
decisions – Critical Reflection and Analysis
6.6
With guidance, use a planned and structured
approach, informed by at least two social
work methods and models – Intervention and
Skills 7.6
Recognise the importance of applying
imagination, creativity and curiosity to
practice – Critical Reflection and Analysis 6.1
159
Student and Practice Educator
Standards of Proficiency (SOPs)
4.3
4.4
4.5
recognise that they are
personally responsible for, and
must be able to justify, their
decisions and recommendations
be able to make informed
judgements on complex issues
using the information available
be able to make and receive
referrals appropriately
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
With guidance use evidence to inform
decisions – Critical Reflection and Analysis
6.6
Recognise complexity, multiple factors,
changing circumstances and uncertainty in
people’s lives, to be able to prioritise your
intervention – Intervention and Skills 7.10
Inform decision-making through the
identification and gathering of information
from multiple sources, actively seeking new
sources – Critical Reflection and Analysis
6.2
Begin to formulate and make explicit,
evidence-informed judgements – Critical
Reflection and Analysis 6.6
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
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
Inform decision-making through the
identification and gathering of information
from multiple sources, actively seeking new
sources – Critical Reflection and Analysis
6.2
Demonstrate an holistic approach to the
identification of needs, circumstances,
rights, strengths and risks – Intervention
and Skills 7.4
Be able to communicate information,
advice, instruction and professional opinion
so as to advocate, influence and persuade
– Intervention and Skills 7.2
160
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
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
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
Professional Capabilities Framework
Final placement
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 Understand, identify and apply in practice
the principles of social justice, inclusion and
the principles of social justice, inclusion and
equality - Rights, Justice and Economic
equality – Rights, Justice and Economic
Wellbeing 4.1
Wellbeing 4.1
Recognise the impact of poverty and social
Recognise the impact of poverty and social
exclusion and promote enhanced economic
exclusion and promote enhanced economic
status through access to education, work,
status through access to education, work,
housing, health services ad welfare benefits - housing, health services and welfare
Rights, Justice and Economic Wellbeing 4.4
benefits – Rights, Justice and Economic
Wellbeing 4.4
Understand how an individual’s identity is
Understand how an individual’s identity is
informed by factors such as culture, economic informed by factors such as culture,
status, family composition, life experiences
economic status, family composition, life
and characteristics and take account of these experiences and characteristics, and take
to understand their experiences – Diversity
account of these to understand their
3.1
experiences, questioning assumptions
where necessary – Diversity 3.1
161
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
5.2
5.3
5.4
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
understand the need to adapt
Understand how an individual’s identity is
Understand how an individual’s identity is
practice to respond appropriately informed by factors such as culture, economic informed by factors such as culture,
to different groups and
status, family composition, life experiences
economic status, family composition, life
individuals
and characteristics and take account of these experiences and characteristics, and take
to understand their experiences – Diversity
account of these to understand their
3.1
experiences, questioning assumptions
where necessary – Diversity 3.1
be aware of the impact of their
Identify and with guidance manage potentially Manage potentially conflicting or competing
own values on practice with
conflicting values and ethical dilemmas values, and with guidance, recognise,
different groups of service users Values and Ethics 2.3
reflect on, and work with ethical dilemmas –
and carers
Values and Ethics 2.3
Recognise and with support manage the
Recognise and, with support, manage the
impact of own values on professional practice impact of own values on professional
- Values and Ethics 2.2
practice – Values and Ethics 2.2
understand the impact of
Understand how an individual’s identity is
Understand how an individual’s identity is
different cultures and
informed by factors such as culture, economic informed by factors such as culture,
communities and how this affects status, family composition, life experiences
economic status, family composition, life
the role of the social worker in
and characteristics and take account of these experiences and characteristics, and take
supporting service users and
to understand their experiences – Diversity
account of these to understand their
carers
3.1
experiences, questioning assumptions
where necessary – Diversity 3.1
162
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
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
6
be able to practise in a nondiscriminatory manner
6.1
be able to work with others to
promote social justice, equality
and inclusion
6.2
be able to use practice to
challenge and address the
impact of discrimination,
disadvantage and oppression
Professional Capabilities Framework
Final placement
Recognise how systemic approaches can
be used to understand the person-in-theenvironment and inform your practice –
Knowledge 5.5
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
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
Understand and with support apply in practice Understand, identify and apply in practice
the principles of social justice, inclusion and
the principles of social justice, social
equality - Rights, Justice and Economic
inclusion and equality – Rights, Justice and
Wellbeing 4.1
Economic Wellbeing 4.1
With reference to current legislative
With reference to current legislative
requirements, recognise personal and
requirements, recognise personal and
organisational discrimination and oppression
organisational discrimination and
and identify ways in which they might be
oppression and with guidance make use of
challenged – Diversity 3.2
a range of approaches to challenge them –
Diversity 3.2
163
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
7
be able to maintain
confidentiality
7.1
be able to understand and
explain the limits of
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 selfdetermination – Values and Ethics 2.5
With guidance demonstrate skills in sharing
information appropriately and respectfully –
Intervention an Skills 7.9
Understand and with support apply the
profession’s ethical principles – values and
Ethics 2.1
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 promote individuals’ rights
to autonomy and self-determination –
Values and Ethics 2.5
Demonstrate skills in sharing information
appropriately and respectfully – Intervention
and Skills 7.9
Understand and apply the profession’s
ethical principles and legislation, taking
account of these in reaching decisions –
Values and Ethics 2.1
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
Understand and apply the profession’s
ethical principles and legislation, taking
account of these in reaching decisions –
Values and Ethics 2.1
7.2
be able to recognise and
respond appropriately to
situations where it is necessary
to share information to safeguard
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
Understand and with support apply the
profession’s ethical principles – values and
Ethics 2.1
164
Student and Practice Educator
Standards of Proficiency (SOPs)
8
8.1
8.2
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
service users and carers or
others
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
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
be able to communicate
effectively
With guidance use a range of verbal. Nonverbal and written methods of communication
relevant to placement – Intervention and
Skills 7.1
Identify and apply a range of verbal, nonverbal and written methods of
communication and adapt them in line with
peoples’ ages, comprehension and culture
– Intervention and Skills 7.1
Be able to communicate information,
advice, instruction and professional opinion
so as to advocate, influence and persuade
– Intervention and Skills 7.2
Identify and apply a range of verbal, nonverbal and written methods of
communication and adapt them in line with
peoples’ ages, comprehension and culture
– Intervention and Skills 7.1
Be able to communicate information,
advice, instruction and professional opinion
so as to advocate, influence and persuade
– Intervention and Skills 7.2
be able to use interpersonal
skills and appropriate forms of
verbal and non-verbal
communication with service
users, carers and others
be able to demonstrate effective
and appropriate skills in
communicating advice,
instruction, information and
professional opinion to
colleagues, service users and
carers
With guidance communicate information,
advice, instruction and opinion so as to
advocate, influence and persuade –
Intervention and Skills 7.2
With guidance use a range of verbal. Nonverbal and written methods of communication
relevant to placement – 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
165
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
8.3
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 decisionmaking wherever possible – Values and
Ethics 2.4
Recognise and promote individuals’ rights
to autonomy and self-determination –
Values and Ethics 2.5
Identify and apply a range of verbal, nonverbal and written methods of
communication and adapt them in line with
peoples’ ages, comprehension and culture
– Intervention and Skills 7.1
Demonstrate the ability to engage with
people, and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
8.4
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
understand how communication
skills affect the assessment of
and engagement with service
users and carers
Recognise and with support, promote
individuals’ rights to autonomy and self
determination Values and Ethics 2.5
With guidance use a range of verbal. Nonverbal and written methods of communication
relevant to placement – Intervention and
Skills 7.1
Demonstrate the ability to build and conclude
compassionate and effective relationships
appropriate to the placement setting –
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
With guidance use a range of verbal. Nonverbal and written methods of communication
relevant to placement – 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
Identify and apply a range of verbal, nonverbal and written methods of
communication and adapt them in line with
peoples’ ages, comprehension and culture
– Intervention and Skills 7.1
Be able to communicate information,
advice, instruction and professional opinion
so as to advocate, influence and persuade
– Intervention Skills 7.2
166
Student and Practice Educator
Standards of Proficiency (SOPs)
8.6
8.7
8.8
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
understand the need to draw
upon available resources and
services to support service
users’ and carers’
communication, wherever
possible
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
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Demonstrate the ability to build and conclude
compassionate ad 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
With guidance use a range of verbal. Nonverbal and written methods of communication
relevant to placement – Intervention and
Skills 7.1
Identify and apply a range of verbal, nonverbal and written methods of
communication and adapt them in line with
peoples’ ages, comprehension and culture
– Intervention and Skills 7.1
Demonstrate the ability to engage with
people, and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
Recognise the value of, and aid access to
independent advocacy – Rights, Justice
and Economic Wellbeing 4.5
Demonstrate the ability to build and conclude
compassionate ad effective relationships
appropriate to the placement setting –
Intervention and Skills 7.3
Recognise the value of independent
advocacy – Rights, Justice and Economic
Wellbeing 4.5
Be able to meet the requirements of the
professional regulator – Professionalism 1.1
167
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
8.9
be able to engage in interprofessional and inter-agency
communication
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
Understand the inter-agency, multidisciplinary and inter-professional dimensions
to practice and with guidance, demonstrate
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
Demonstrate the ability to build and conclude
compassionate ad effective relationships
appropriate to the placement setting –
Intervention and Skills 7.3
Value and take account of the expertise of
service users and carers and professionals –
Knowledge 5.12
Demonstrate skills in recording and report
writing appropriate to the setting –
Intervention and Skills 7.8
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
Be able to work within an organisation’s
remit and contribute to its evaluation and
development – Contexts and Organisations
8.4
Demonstrate the ability to engage with
people and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
Value and take account of the expertise of
service users, carers and professionals –
Knowledge 5.12
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
Demonstrate the ability to build and conclude
compassionate ad 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
168
Student and Practice Educator
Standards of Proficiency (SOPs)
9.1
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Understand and respect the role of others
within the organisation – Contexts and
Organisations 8.5
Understand the inter-agency, multidisciplinary and inter-professional dimensions
to practice and with guidance, demonstrate
partnership working – Contexts and
Organisations 8.7
understand the need to build and Demonstrate the ability to build and conclude
sustain professional relationships compassionate ad effective relationships
with service users, carers and
appropriate to the placement setting –
colleagues as both an
Intervention and Skills 7.3
autonomous practitioner and
collaboratively with others
Understand and respect the role of others
within the organisation and work effectively
with them – Contexts and Organisations 8.5
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
Demonstrate the ability to engage with
people, and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
Recognise the impact of self in interaction
with others, making appropriate use of
personal experience – Professionalism 1.6
Understand and respect the role of others
within the organisation – Contexts and
Organisations 8.5
Understand the inter-agency, multidisciplinary and inter-professional dimensions
to practice and with guidance, demonstrate
partnership working – Contexts and
Organisations 8.7
Understand and respect the role of others
within the organisation and work effectively
with them – Contexts and Organisations 8.5
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
169
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
9.2
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
9.3
9.4
9.5
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
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
Professional Capabilities Framework
Final placement
Demonstrate respectful partnership work
with service users and carers, eliciting and
respecting their needs and views and
promoting their participation in decisionmaking wherever possible – Values and
Ethics 2.4
Recognise and with support, promote
Recognise and promote individuals’ rights
individuals’ rights to autonomy and self
to autonomy and self-determination –
determination Values and Ethics 2.5
Values and Ethics 2.5
Select and use appropriate frameworks to
Identify and use appropriate frameworks to
assess, give meaning to, plan, implement and assess, give meaning to, plan, implement
and review effective interventions and
review effective interventions and evaluate
evaluate the outcomes, in partnership with
the outcomes – Intervention and Skills 7.5
service users –
Intervention and Skills 7.5
be able to support service users’ Recognise and with support, promote
Recognise and promote individuals’ rights
and carers’ rights to control their individuals’ rights to autonomy and self
to autonomy and self-determination –
lives and make informed choices determination Values and Ethics 2.5
Values and Ethics 2.5
about the services they receive
Recognise the value of independent
Recognise the value of, and aid access to,
advocacy – Rights, Justice and Economic
independent advocacy – Rights, Justice
Wellbeing 4.5
and Economic Wellbeing 4.5
Value and take account of the expertise of
Value and take account of the expertise of
service users and cares and professionals –
service users, carers and professionals –
Knowledge 5.12
Knowledge 5.12
be able to support the
Recognise the importance of community
Recognise how the development of
development of networks, groups resources, groups and networks for
community resources, groups and networks
and communities to meet needs individuals – Intervention and Skills 7.7
enhance outcomes for individuals –
and outcomes
Intervention and Skills 7.7
170
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
9.6
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 decisionmaking wherever possible – Values and
Ethics 2.4
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
Be able to work within an organisation’s
remit and contribute to its evaluation and
development – Contexts and Organisations
8.4
Understand and respect the role of others
within the organisation and work effectively
with them – Contexts and Organisations 8.5
Recognise the value of, and contribute to,
supporting the learning and development of
others – Professional Leadership 9.2
Take responsibility for your role and impact
within teams and be able to contribute
positively to effective team working –
Contexts and Organisations 8.6
Value and take account of the expertise of
service users, carers and professionals –
Knowledge 5.12
be able to work in partnership
with others, including those
working in other agencies and
roles
9.7
be able to contribute effectively
to work undertaken as part of a
multi-disciplinary team
9.8
recognise the contribution that
service users’ and carers’ own
resources and strengths can
Understand the inter-agency, multidisciplinary and inter-professional dimensions
to practice and with guidance, demonstrate
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
Understand and respect the role of others
within the organisation and work effectively
with them – Contexts and Organisations 8.5
Recognise the value of sharing and
supporting the learning and development of
others – Professional Leadership 9.2
Take responsibility for your role and impact
within teams and with guidance, contribute
positively to team working – Contexts and
Organisations 8.6
Value and take account of the expertise of
service users and carers and professionals –
Knowledge 5.12
171
Student and Practice Educator
Standards of Proficiency (SOPs)
9.9
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
bring to social work
Understand forms of harm, their impact on
people and the implications for practice –
Knowledge 5.7
be able to work with resistance
and conflict
Demonstrate the ability to build and conclude
compassionate ad effective relationships
appropriate to the placement setting –
Intervention and Skills 7.3
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
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
Demonstrate the ability to engage with
people, and build, manage, sustain and
conclude compassionate and effective
relationships – Intervention and Skills 7.3
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 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
Recognise the impact of self in interaction
with others, making appropriate use of
personal experience – Professionalism 1.6
Acknowledge the centrality of relationships
for people and the key concepts of
attachment, separation, loss, change and
resilience – Knowledge 5.6
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
172
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
10
be able to maintain records
appropriately
Demonstrate skills in recording and report
writing appropriate to the setting –
Intervention and Skills 7.8
10.1
be able to keep accurate,
comprehensive and
comprehensible records in
accordance with applicable
legislation, protocols and
guidelines
recognise the need to manage
records and all other information
in accordance with applicable
legislation, 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 judgement and organisational
responsibilities – 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 judgement and organisational
responsibilities – 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 judgement and organisational
responsibilities – Intervention and Skills 7.8
be able to reflect on and
review practice
With guidance use reflection and analysis in
practice – Critical Reflection and Analysis 6.4
10.2
11
Demonstrate skills in recording and report
writing appropriate to the setting –
Intervention and Skills 7.8
Recognise the importance of applying
imagination, creativity and curiosity to
practice – Critical Reflection and Analysis 6.1
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
Apply imagination, creativity and curiosity to
practice – Critical Reflection and Analysis
6.1
173
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
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 a capacity for logical,
systematic, critical and reflective reasoning
and apply the theories and techniques of
reflective practice – Critical Reflection and
Analysis 6.4
Demonstrate an effective and active use of
supervision for accountability, professional
reflection and development –
Professionalism 1.3
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
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
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
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
application to social work of research,
theory and knowledge from sociology,
social policy, psychology and health –
Knowledge 5.1
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
Recognise the contribution, and begin to
make use, of research to inform practice –
Knowledge 5.10
174
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
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
12.2
be able to contribute to
processes designed to evaluate
service and individual outcomes
12.3
be able to engage in evidenceinformed practice, evaluate
practice systematically and
participate in audit procedures
Professional Capabilities Framework
Final placement
Demonstrate an effective and active use of
supervision for accountability, professional
reflection and development –
Professionalism 1.3
Identify and use appropriate frameworks to
Select and use appropriate frameworks to
assess, give meaning to, plan, implement and assess, give meaning to, plan, implement
review effective interventions and evaluate
and review effective interventions and
the outcomes – Intervention and Skills 7.5
evaluate the outcomes, in partnership with
service users – Intervention and Skills 7.5
With guidance apply research, theory and
Demonstrate a critical understanding of the
knowledge from sociology, social policy,
application to social work of research,
psychology, health and human growth and
theory and knowledge from sociology,
development to social work practice social policy, psychology and health –
Knowledge 5.1
Knowledge 5.1
Be able to work within an organisation’s
remit and contribute to its evaluation and
development – Contexts and Organisations
8.4
With guidance apply research, theory and
Demonstrate a critical understanding of the
knowledge from sociology, social policy,
application to social work of research,
psychology, health and human growth and
theory and knowledge from sociology,
development to social work practice social policy, psychology and health –
Knowledge 5.1
Knowledge 5.1
Understand the legal and policy frameworks
Demonstrate a critical understanding of the
and guidance that inform and mandate social legal and policy frameworks and guidance
work practice, relevant to placement setting
that inform and mandate social work
Knowledge 5.2
practice, recognising the scope for
professional judgement – Knowledge 5.2
175
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Be able to work within an organisation’s
remit and contribute to its evaluation and
development – Contexts and Organisations
8.4
13
understand the key concepts
of the knowledge base
relevant to their profession
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
Understand the legal and policy frameworks
and guidance that inform and mandate social
work practice, relevant to placement setting
Knowledge 5.2
13.1
recognise the roles of other
professions, practitioners and
organisations
Understand and respect the role of others
within the organisation – Contexts and
Organisations 8.5
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
Demonstrate 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
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
Understand and respect the role of others
within the organisation and work effectively
with them – Contexts and Organisations 8.5
176
Student and Practice Educator
Standards of Proficiency (SOPs)
13.2
be aware of the different social
and organisational contexts and
settings within which social work
operates
13.3
be aware of changes in
demography and culture and
their impact on social work
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Understand legal obligations, structures and
behaviours within organisations and how
these impact on policy, procedure and
practice – Contexts and Organisations 8.3
Understand the inter-agency, multidisciplinary and inter-professional
dimensions to practice and demonstrate
effective partnership working – Contexts
and Organisations 8.7
Be able to work within an organisation’s
remit and contribute to its evaluation and
development – Contexts and Organisations
8.4
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
Recognise that social work operates within,
and responds to, changing economic,
social, political and organisational contexts
– Contexts and Organisations 8.1
Recognise that social work operates within,
and responds to, changing economic,
social, political and organisational contexts
– Contexts and Organisations 8.1
177
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
13.4
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
Demonstrate 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
Demonstrate a critical understanding of
social welfare policy, its evolution,
implementation and impact on people,
social work, other professions, and interagency working – Knowledge 5.9
Demonstrate and apply a working
knowledge of human growth and
development throughout the life course –
Knowledge 5.3
Recognise how systemic approaches can
be used to understand the person-in-theenvironment and inform your practice –
Knowledge 5.5
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,
Understand the legal and policy frameworks
and guidance that inform and mandate social
work practice, relevant to placement setting
Knowledge 5.2
178
Student and Practice Educator
Standards of Proficiency (SOPs)
advocacy and empowerment;
and
– the relevance of sociological
perspectives to understanding
societal and structural
influences on human behaviour
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
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
Recognise the value of, and aid access to,
independent advocacy – Rights, Justice
and Economic Wellbeing 4.5
Acknowledge the centrality of relationships
for people and the key concepts of
attachment, separation, loss, change and
resilience – Knowledge 5.6
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
Understand, identify and apply in practice
the principles of social justice, inclusion and
equality – Rights, Justice and Economic
Wellbeing 4.1
Recognise 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
Recognise the value of independent
advocacy - Rights, Justice and Economic
Wellbeing 4.5
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
179
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
Understand how legislation and guidance can
advance 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
Value and take account of the expertise of
service users, carers and professionals –
Knowledge 5.12
Value and take account of the expertise of
service users and carers and professionals –
Knowledge 5.12
14
be able to draw on appropriate
knowledge and skills to inform
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
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
With guidance use a planned and structured
approach, informed by at least two social
work methods and models – Intervention and
Skills 7.6
Inform decision-making through the
identification and gathering of information
from multiple sources, actively seeking new
sources – Critical Reflection and Analysis
6.2
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
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
180
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
Professional Capabilities Framework
Final placement
14.1
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 multiple sources, actively seeking new
sources – Critical Reflection and Analysis
6.2
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
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
With support, rigorously question and
evaluate the reliability and validity of
information from different sources – Critical
Reflection and Analysis 6.3
be able to gather, analyse,
critically evaluate and use
information and knowledge to
make recommendations or
modify their practice
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
be able to use social work
methods, theories and models to
achieve change and
development and improve life
opportunities
be aware of a range of research
methodologies
14.4
14.5
With guidance use a planned and structured
approach, informed by at least two social
work methods and models – Intervention and
Skills 7.6
With guidance use a planned and structured
approach, informed by at least two social
work methods and models – Intervention and
Skills 7.6
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
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
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
Demonstrate a critical understanding of
research methods – Knowledge 5.11
181
Student and Practice Educator
Standards of Proficiency (SOPs)
14.6
14.7
14.8
15
recognise the value of research
and analysis and be able to
evaluate such evidence to inform
their own practice
be able to demonstrate a level of
skill in the use of information
technology appropriate to their
practice
be able to change their practice
as needed to take account of
new developments or changing
contexts
be able to establish and
maintain a safe practice
environment
Professional Capabilities Framework
First placement
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
With guidance, communicate information,
advice, instruction and opinion so as to
advocate, influence and persuade –
Intervention and Skills 7.2
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, 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
Professional Capabilities Framework
Final placement
Recognise the contribution, and begin to
make use, of research to inform practice –
Knowledge 5.10
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
Be able to communicate information,
advice, instruction and professional opinion
so as to advocate, influence and persuade
– Intervention and Skills 7.2
Recognise that social work operates within,
and responds to, changing economic,
social, political and organisational contexts
– Contexts and Organisations 8.1
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
182
Student and Practice Educator
Standards of Proficiency (SOPs)
Professional Capabilities Framework
First placement
15.1
understand the need to maintain
the safety of service users,
carers and colleagues
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
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
15.3
be able to work safely in
challenging environments,
including being able to take
appropriate actions to manage
environmental risk
Professional Capabilities Framework
Final placement
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
With guidance recognise that social work
Understand the roles and responsibilities of
operates within and responds to changing
social workers in a range of organisations,
economic, social, political and organisational
lines of accountability and the boundaries of
contexts – Contexts and Organisations 8.1 & professional autonomy and discretion –
8.2
Contexts and Organisations 8.2
With guidance understand legal obligations,
Understand legal obligations, structures and
structures and behaviours within
behaviours within organisations and how
organisations and how these impact on
these impact on policy, procedure and
policy, procedure and practice – Contexts and practice – Contexts and Organisations 8.3
Organisations 8.3
Identify concerns about practice and
Identify concerns about practice and
procedures and how they can be questioned
procedures and with support begin to find
– Professionalism 1.11
appropriate means of challenge –
Professionalism 1.11
With guidance, identify the factors that may
Recognise the factors that create or
create or exacerbate risk to individuals, their
exacerbate risk to individuals, their families
families or carers, to the public or to
or carers, to the public or to professionals,
professionals including yourself – Intervention including yourself and contribute to the
and Skills 7.12
assessment and management of risk –
Intervention and Skills 7.12
183
Student and Practice Educator
APPENDIX 2: Professional Capabilities Framework
184
Student and Practice Educator
APPENDIX 3: Glossary of Terms
Practice 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.
185
Student and Practice Educator
Practice Education 1 & 2 Modules:
The University recognises the need to deliver effective collaborative and interprofessional 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.
186
Student and Practice Educator
Further Information
APPENDIX 4: Recommended Reading
Banks, 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.
187
Student and Practice Educator
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.
188
Student and Practice Educator
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., (2 nd.
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.
189
Student and Practice Educator
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.,
190
Student and Practice Educator
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 Education
Issues in Social Work Education
191
Student and Practice Educator
APPENDIX 7: Useful Websites
Social Work on the Web
http://www.uclan.ac.uk/facs/health/socwork/swonweb/index.htm
British Association of Social Workers
http://www.basw.demon.co.uk
Department of Health (DoH)
http://www.doh.gov.uk
Electronic Library for Social Care
http://www.elsc.org.uk
Social Care Institute for Excellence (SCIE)
http://www.scie.org.uk
192
Student and Practice Educator
APPENDIX 8: Organisations
Association of Black Social Workers and Allied Professions (ABSWAP)
Unit 47, Eurolink Unit
Effra Road
London
SW9 8EJ
Tel: 020 7730 5603
British Association of Social Workers (BASW)
16 Kent Street
Birmingham
B5 6RD
Tel: 0121 622 3911
Freedom to Care
PO Box 125
West Molesy
Surrey
KT8 1YE
www.freedomtocare.org
Tel. 020 8224 1022
National Bureau for Students with Disabilities
c/o Skills
336 Brixton Road
London
SW9 7AA
Tel: 020 7274 0565
National Organisation of Practice Teacher (NOPT)
Janet Sewart, Administrator
227 Bramhall Moor Lane
Stockport
SK7 5JL
London Branch of NOPT Contact Person: Julie Ballanger
Tel: 020 8767 3085
Public Concern at Work
Lincolns Inn House
42 Kingsway
London
WC2B 6EN
www.pcaw.co.uk
020 7404 6609
193
Student and Practice Educator
194