BSc (Hons) Social Work
Practice Learning
Assessment Guidelines
(Book 1)
Level 2 Placements 2013-14
Level 3 Placements 2014-15
CONTENTS
Introduction
1
Section 1: Roles and Responsibilities
Who’s Who
5
Roles and Responsibilities
7
UWE Code of Student Responsibilities in Practice
15
Effective Practice Learning and Managing
Difficulties in Practice
17
Whistle Blowing
23
Section 2: National Occupational Standards and Values
National Occupational Standards
27
Evidencing Practice Units and Values
37
Service User and Carer Feedback
41
Key Roles and Practice Units Requirements
42
Section 3: The Portfolio
Putting Together the Portfolio
45
Contents of Portfolio
46
Section 4: From Induction to Assessment
Practice Learning Calendar
50
Induction
51
Practice Learning Agreement
52
Expectations of Supervision
57
Section 4 (continued):
Guidance for Interim Review
60
Guidance for Final Assessment
62
Guidance for Observations of Practice
64
Evidence Summary Chart
67
Level 2 and 3 Practice Indicators
68
Section 5: Forms for the Portfolio
Front Page
73
Practice Learning Agreement
74
Anti-oppressive Practice Action Plan
78
Evidence for Anti-oppressive Practice
79
Interim Review Forms
80
Final Assessment Forms
85
Evidence Summary Charts
91
Confidentiality and Consent Statements
102
Planned Observations of Practice
104
Formative Assessment Record
112
Evidence Front Sheet
113
ICT and numerical skills evidence
114
INTRODUCTION
Supporting students to learn in practice
This handbook provides guidelines for the assessment of the practice of students on the
BSc (Hons) Social Work programme at the University of the West of England. In each
placement, practice learning teams work together to develop students’ learning about
practice and to assess it. Normally a team will consist of the student, a practice educator
and a practice tutor. In some teams there will also be a practice supervisor. Members of
the practice learning team have a shared responsibility for ensuring that at the point of exit
from the programme students are fit for practice.
In each placement the practice learning team will decide whether the student has passed
or failed. The aim of this guidance is to provide students and practice educators with the
information that they need to do this. The guidelines were developed by a working group
that included students, service users and carers, social work practitioners, practice
educators and academic staff. They have been revised in response to feedback from
students and practice educators.
Section 1 of these Guidelines sets out the roles and responsibilities of members of the
practice learning team. It also includes information about a range of other issues relating
to the organisation of practice learning and assessment.
Producing evidence to support learning
Each student is asked to produce a portfolio of evidence which is intended to support their
learning in practice and to confirm that the required units of the National Occupational
Standards have been met.
Section 2 of these Guidelines sets out the National Occupational Standards and the range
of evidence required in the portfolio. Section 3 sets out thow this should be presented in
the portfolio.
1
Section 4 sets out advice about the processes by which the student is supported to
develop and evidence their practice. Students are expected to produce evidence to show
to their practice educator at regular intervals throughout the placement to show their
achievement of the practice units. When the practice educator is satisfied that the student
has provided sufficient evidence of competence in a unit at the appropriate level they will
confirm this by signing the evidence summary chart (see Section 5). The practice learning
team will meet halfway through the placement for an interim meeting which will identify the
progress of the student and areas for development in the remainder of the placement. A
final meeting will decide whether the student has passed the placement.
Students are expected to provide a variety of evidence. There are some types of evidence
which are required for every placement. Forms relating to these are set out in Section 5 of
this handbook.
The Practice Learning Resources Handbook which follows these guidelines, sets out
further advice about practice learning and assessment, and a toolkit of forms which
students may use to develop the portfolio in ways which best suit their approaches to
learning. However, there is no requirement to use any of these.
All these documents can be found in electronic format on the Faculty Practice Support Net
at http://hsc.uwe.ac.uk/net/mentor/ and following the links to Social Work and Social Work
Practice 2 or 3 as relevant.
Involving service users and carers
As far as possible, students and practice educators are expected to involve service users
in the assessment process. This is not easy and practice learning teams are encouraged
to find creative ways of managing this. Specific advice on this is given in Section 2 and in
the Resources Handook
Contacts
Contact details for university based staff are set out in the module handbook which
precedes these guidelines.
2
SECTION 1
ROLES AND
RESPONSIBILITIES
3
WHO’S WHO?
This is a brief introduction of the different the people involved in practice learning
followed by a more detailed outline of roles and responsibilities of specific members
of the Practice Learning Team.
Practice Learning Co-ordinator / Practice Learning Facilitator
In each local authority area there are people who are employed to manage Practice
Learning. The university works in partnership with statutory and voluntary agencies in
Bristol, Somerset, North Somerset, Bath and North East Somerset, South Gloucestershire
and Gloucestershire to organise practice placements. The names of the people managing
practice placements vary between the geographical areas but essentially their role is the
same. They manage and support the Practice Learning Opportunities for students and are
the primary source of support for the practice educator.
Practice Educator
The practice educator will have completed a 5 day course on Managing Practice Learning
as a minimum. All students will work with a practice educator at level 2 and level 3. The
practice educator is responsible with the student for drawing up the Practice Learning
Agreement, and for facilitating learning. The practice educator verifies the evidence
presented with the student and is a member of the Practice Learning Team.
Practice Supervisor
Not all Practice Learning Opportunities have someone who is qualified to act as a practice
educator. In this case the daily management of the Practice Learning will be through a
practice supervisor (who may not be a qualified social worker but may have completed a 2
day Managing Practice Learning course). In this situation the student will have an off-site
practice educator who will meet regularly with the student to verify evidence and facilitate
the student’s learning. The practice supervisor will also be a member of the Practice
Learning Team.
5
Academic and Practice Tutors
All students have a university based academic tutor who has a role to support the student
throughout their time on the degree programme. Sometimes the academic tutor will also
support the student while on placement and to be part of the Practice Learning Team.
However there are occasions when students will also have a practice tutor specifically to
support them while on placement.
Practice Quality Panel
This is a team of people who represent service users and carers, practitioners and the
university. They have overall responsibility for monitoring the quality of practice learning
opportunities and the assessment of students’ practice. Some members of the Practice
Quality Panel are also involved in reading a sample of portfolios from each cohort for
moderation purposes.
6
ROLES AND RESPONSIBILITIES
ROLE AND RESPONSIBILITIES OF THE PRACTICE LEARNING TEAM
The Practice Learning Team consists of the student, the practice supervisor, the practice
educator and the practice tutor. The team will meet halfway through the placement for an
interim meeting which will identify the progress of the student and areas for development in
the remainder of the placement. A final meeting will decide whether the student has
passed the placement. At the end of each placement the team have a responsibility to
identify areas for development either in the next placement or in practice as a newly qualified
social worker.
In the event of a disagreement each member of the team will record their comments and
these documents will be considered by the Practice Quality Panel as part of the moderation
process. If necessary the panel will offer advice following the interim meeing on action it
thinks may be necessary to support the student to achieve a pass, beyond that already
identified by the practice learning team.
ROLE AND RESPONSIBILITIES OF THE STUDENT
Students on placement have the primary responsibility to provide evidence of their
practice competence through learning opportunities provided by the Practice educator and
the placement. The following notes set out the elements of this in more detail
The student should:
-
plan with the Practice Learning Team (and agency based supervisor if relevant) the
specific tasks and activities that will enable evidence to be provided to meet the key
roles.
-
ensure that the portfolio is available as a working document throughout the placement.
-
ensure that they develop an appreciation of service user and carer perspectives.
-
actively participate in regular supervision with the practice educator / supervisor and
request verbal and written feedback on their progress and the evidence produced in
order to meet the key roles.
7
-
identify learning needs through self assessment and responding to feedback from
service users, practice educator, practice tutor and other colleagues.
-
develop anti-oppressive practices in all aspects of the placement as evidence towards
the requirements. It is recommended that use is made of the model of understanding
and action and the supervision sheets provided in the Resources Handbook.
-
carry out tasks and duties in the practice placement(s) in accordance with agency
policies and procedures.
-
inform the practice educator or, in their absence, the appropriate staff, immediately
when absent from placement (giving the reason and anticipated date of return).
-
attend work based learning days in University.
-
make arrangements with their practice tutor for tutorial support as appropriate.
-
complete the practice learning calendar to include in the portfolio and send a copy to
the UWE placements administrator at the end of the placement.
-
contribute to quality assurance systems for practice learning.
ROLE AND RESPONSIBILITIES OF THE PRACTICE EDUCATOR
The practice educator has an overall responsibility for the student learning experience
within which the student can develop their practice and provide evidence of their practice
competence. The role of practice educator is crucial to the student's overall placement
experience. The placement will work best if attention is paid to:
-
planning and induction at the beginning of the placement;
-
regular supervision with feedback as a priority;
-
methods of collecting evidence throughout the placement;
-
monitoring and development of learning opportunities within the placement.
It is widely acknowledged that practice education requires time, energy and commitment. If
you are unsure about any aspect of your practice educator responsibilities, please contact the
agency Practice Learning/Teaching Co-ordinator or equivalent (if there is one) or the
student's practice tutor.
Your agency may offer practice educator support and development groups or these may be
available elsewhere. You may find it helpful to attend practice educator workshops that UWE
offers at the start and at the mid-point of the placement.
8
Within supervision it should be clear that an assessment is being made and that it is the
student's responsibility to demonstrate the evidence of their competence in practice. The
student is a member of the practice learning team and therefore will be expected to contribute
to the assessment process. This includeds providing evidence of practice for verification,
discussion during supervision and in the Practice Learning Team meetings about work
undertaken and skills gainedm and self-assessment . The work based learning days in the
university will also provide an opportunity for the student to discuss practice issues with their
practice tutor and with other students.
Overall responsibilities
*
To ensure the student is provided with an appropriate quantity and quality of learning
opportunities.
*
To facilitate the student to develop skills in conceptualization, critical analysis, and
reflective practice; and to help them transfer knowledge and skills developed in
previous experience, employment and study at universtiy.
*
To enable the student to understand how to integrate social work values into their
practice.
*
To facilitate the student's learning through a critical evaluation of the knowledge, skills
and values they apply in the practice of the placement agency.
*
To confirm that the student’s claims to have demonstrated units of the National
Occupational Standards are accurate.
*
To assess whether the student has passed or failed the placement.
In the early stages of a placement, especially, it is often helpful if students can directly
observe the practice of competent workers. Modelling is a powerful way of helping to develop
a professional identity in others. Working together through co-work or joint work in the later
stages of the placement is another important source of teaching and learning for you and the
student - as well as being another source of direct evidence.
9
Specific responsibilities
*
To prepare a Placement Plan setting out the key dates, eg:
- supervision sessions
- placement meetings
- Practice educator groups/workshops
- student work based learning days and study days
- interim and final portfolio submission dates, etc.
- planned observations
*
To prepare a placement induction programme for the student that will provide a
sufficient introduction to the working of the agency.
*
To work with the student to prepare a Practice Learning Agreement detailing the tasks
and activities that will offer learning opportunities within which evidence can be
provided towards the practice requirements.
*
To co-ordinate the roles and tasks and opportunities for learning. This is especially
important in ‘off-site', ‘split', or ‘networked' placements
*
To offer regular, weekly supervision of one and a half hours within which you should
provide feedback to the student, and verify evidence of their practice.
*
To carry out at least two of three planned observations of practice and provide
detailed feedback on each occasion
*
To ensure that the student is able to collect evidence of performance throughout the
period of assessed practice in their different tasks and activities for the agency,
including feedback from colleagues and service users, carers and colleagues.
*
To confirm that the student’s claims to have demonstrated units of the National
Occupational Standards are accurate.
*
To ensure the student completes the evidence summary chart and sign to confirm
where units of the National Occupational standards have been met to a sufficient
standard.
*
To ensure that the student has opportunities within the overall placement to develop
and integrate anti-oppressive practices.
*
In consultation with the student, to bring to the attention of the Practice Learning Team
any significant changes during the period of assessed practice which may adversely
10
affect the placement agreement or the student's opportunities to provide sufficient
evidence of practical competence.
*
To assist the student to prepare a portfolio of evidence for the interim review meeting.
*
To assist the student in developing and then completing the portfolio for the final
evaluation meeting.
*
To assess whether the student has passed or failed the placement.
*
To be available to meet with members of the Practice Quality Panel if required.
ROLE AND RESPONSIBILITIES OF THE OFF-SITE PRACTICE EDUCATOR (OSPE)
The off-site practice educator should carry out the responsibilities noted above under Role
and Responsibilities of Practice Educator or agree and record the tasks and roles that are
to be shared with the agency based supervisor. This should be part of the initial meeting for
the Practice Learning Agreement.
For off-site practice educators the task or process is slightly different from the usual model of
practice teaching in that the off-site practice educators works with an agency based
supervisor who will supervise day to day work or be directly accountable for the student's
work. They must, therefore establish a systematic method to assess evidence provided by
the student and meet regularly with the agency based supervisor.
It is expected that the Off-Site will:
*
*
*
*
*
provide regular, structured supervision for the student
meet regularly with the agency based supervisor
carry out at least two of the three planned observations of practice
verify the evidence presented by the student
attend the Practice Learning Team meetings
If there is an off-site practice educator and agency based supervisor then we suggest that as
a minimum the off-site practice educator gives 2 hours supervision per fortnight and the on
site supervisor gives weekly supervision for 1 hour. The off-site practice educator and on-site
supervisor will then normally meet with the student together every 3 to 4 weeks. The extra
supervision time allocated is seen to be necessary for co-ordination and to enable the student
to produce effective evidence to the off-site practice educator.
11
ROLE AND RESPONSIBILITIES OF THE AGENCY-BASED PRACTICE SUPERVISOR
The agency-based supervisor will be expected to provide day to day supervision to the
student and act as a point of contact for the student.
The roles and responsibilities cover:
*
planning and supervising the induction programme
*
enabling the student to fit in and understand the agency, its policy and practice
*
work load management
*
the setting of tasks
*
*
regular weekly supervision of one hour per week focusing on the workload
attending the practice learning meetings
*
creating learning opportunities to enable the student to demonstrate evidence required
for the portfolio
*
allocating a workload which will provide opportunities for the student to develop
competence in the Key Roles
*
meeting regularly with the student and OSPE as agreed in the practice learning
agreement
*
agreeing with the practice educator to carry out any responsibilities normally belonging
to the, eg one of the required planned observations
*
keeping a record of supervision and to provide this and any other agreed evidence to
the OSPE for submission in the final portfolio
*
attending any practice educator days if wished.
12
ROLE AND RESPONSIBILITIES OF THE PRACTICE TUTOR
The practice tutor should:
*
check that a practice learning agreement has been drawn up within the first three
weeks of the placement, comment on it as appropriate, and sign it off when
satisfactorily completed.
*
offer the student supportive guidance and facilitate the process of learning, particularly
in relation to the application and integration of University-based and practice-based
learning
*
arrange in liaison with the student and dates for:
-
the INTERIM Practice Learning Team meeting
-
the FINAL Practice Learning Team meeting
-
additional meetings if required
*
be responsible for co-ordinating the meetings
*
ensure, in consultation with the student, that the Practice educator is informed of any
circumstances which might adversely affect the student's performance and potential
for success in the placement
*
be available for consultation throughout the placement and maintain contact with the
practice educator and student if the student's practice is agreed to be
marginal/borderline or not of sufficient standard to pass.
*
ensure that the practice educator and student receive feedback from the practice
assessment panel.
*
be jointly responsible with the rest of the practice learning team for the assessment of
the student
13
ROLE AND RESPONSIBILITIES OF THE PRACTICE QUALITY PANEL
This is a team of people who represent service users and carers, practitioners and the
university. They have overall responsibility for monitoring the quality of practice learning
opportunities and the assessment of students’ practice. Some members of the Practice
Quality Panel are also involved in reading a sample of portfolios from each cohort for
moderation purposes. They will provide collective feedback to practice learning teams on
the evidence they have seen in portfolios identifying good practice and areas for practice
development.
A moderation meeting will be held following the interim reviews to consider situations
where problems with the placement have been identified, any plans made in the light of
that, and it will make appropriate recommendations. It will also consider the progress of
students who are thought to be at risk of failing the placement. If necessary the panel will
offer advice on further action which it thinks may be necessary to support the student to
achieve a pass, beyond that already identified by the practice learning team.
Following the final reviews the moderation panel will look at a sample of portfolios, not only
for students who have judged to have failed, or only just to have passed, but also for
students who have done much better. The first puropse of moderation is to ensure that
practice learning teams are making their decisions to broadly the same standard.
In situations where students have been judged to fail or only just to have passed, the panel
will either confirm the decision reached by the practice learning team in the light of
evidence in the portfolio, or if it is not sure that the correct decision has been made, it may
ask to review the situation with the team. In these situations, or where teams have not
been able to reach agreement, the panel will be the place for final decision on the outcome
of a placement.
Beyond this the panel will also consider the situation of students who have failed and will
agree a recommendation about whether another assessment opportunity should be
offered.
14
UWE CODE OF STUDENT RESPONSIBILITIES IN PRACTICE
Student Responsibilities
Before Practice Learning starts
 When you have obtained details of your practice learning setting, contact the
placement manager/equivalent. This should be at least two weeks before the starting
date.
 When you make the initial contact introduce yourself, confirm starting date and time
and clarify any issues of concern relating to your practice learning.
 Ensure you understand the specific expectations of your allocated practice
placement/practice learning setting by accessing and reading appropriate
documents.
 Clarify the dress code of your practice placement/practice learning setting and where
applicable conform to the UWE uniform policy.
During Practice Learning
 Act at all times in accordance with the relevant codes of professional practice.
 Act at all times in accordance with Health and Safety regulations.
 Maintain confidentiality with regard to patients/clients/service users and
documentation.
 Be punctual, reliable, courteous and honest.
 Take reasonable steps to keep self and others safe.
 Develop skills in working effectively as a member of the interprofessional team to
support safe patient/client service user care.
As a Student
 Identify your learning needs using the approved documents (eg learning contracts,
portfolios, learning logs, diaries).
 With the guidance of your Educator/Supervisor/Practice Tutor, seek out experiences
for your level of practice and competence to support you in achieving your learning
outcomes.
15
 Should the practice teaching and/or supervision arrangements become ineffective,
contact your Educator/Supervisor/Practice Tutor to make them aware as soon as
possible, and to discuss how the situation can be resolved.
 If the issue(s) remain unresolved, refer to and follow the appropriate guidance
available in the student faculty or module handbook.
 Ensure that skills required at each stage in the programme are attempted under the
supervision of a skilled practitioner.
 Where appropriate negotiate with Educator/Supervisor/Practice Tutor, relevant
learning opportunities external to the practice placement/practice learning setting.
 Adopt a questioning and reflective approach to your learning to increase selfawareness, confidence and competence. Where appropriate give and receive
constructive feedback.
 Prepare yourself for classroom/work based learning day discussions and/or agreed
meetings with UWE academic staff.
 Ensure that practice assessment documentation (where applicable) is accurately
completed and submitted on time.
 Seek help from the student advisors, if issues such as finance, accommodation or
personal issues are impinging on your practice learning.
 Comply with the UWE sickness and absence policy, and the Trust/Organisation’s
reporting arrangements.
 Constructively evaluate the placement itself, using the UWE approved evaluation
tool.
16
EFFECTIVE PRACTICE LEARNING AND MANAGING DIFFICULTIES IN
PRACTICE
Introduction
This paper identifies difficulties that can occur when social work students are in practice
settings and outlines the procedures for addressing these difficulties. In order to do this it is
important to start by considering aspects of effective practice learning.
Practice learning is a key part of the programme. The primary objective is for students to
learn and to offer the people they are working with a good service.
The university works in partnership with agencies to provide students with relevant practice
learning settings that provide:

opportunities to develop a range of knowledge and skills for practice

supervision, support and assessment.
Student social workers must adhere to the HCPC Guidance on Conduct and Ethics for
Students, and to agency policies, including those relating to equalities and Health and
Safety. The HCPC Standards of Conduct, Performance and Ethics apply to social workers
and other staff working in Health and Social Care agencies where students are placed.
Practice learning is influenced by the interests, experiences and views of each student and
can be emotionally demanding. One student offered the following advice to students on
placement:
“Research situations to prepare yourself as best you can for what you might
experience and your reasons for being there. Try to identify what might be
emotionally difficult – e.g. links to personal issues, past situations. Allow time after
a visit to think and look after yourself, talk to peers and use supervision.”
While on placement students are expected to demonstrate how they have reflected on
their practice learning experience in assignments by explaining and critically discussing
their practice. This requires them to read and develop their understanding of the use of
17
different theories and methods in practice. Practice educators help in this process but the
ultimate responsibility to demonstrate knowledge and understanding rests with the student.
To help students make links between learning from all parts of the programme students,
supervisors, practice educators and tutors work together in practice learning teams.
Difficulties Relating to Practice Learning
What sort difficulties might arise?
These could relate to one or more of the following areas;
a) student’s personal circumstances that impact on professional education
b) standards of practice in agencies adversely affecting the well being of service users or
carers
c) aspects of the practice learning opportunity including the quality of supervision and
support or the availability of suitable work
d) lack of student progress in meeting assessment requirements
e) suitability of the student for professional training.
Who can raise concerns?
Concerns may be identified by the student, supervisor, practice educator, tutor, or anyone
else involved in the student’s practice learning.
How will the concern be taken forward?
Issues are best discussed openly and as soon as possible with the student, practice
educator and/or supervisor. An exploration meeting should be held to explore the issues
and review the practice learning agreement. Difficulties may not always be easy to
distinguish and may impact on each other so placements should not be ended without this
meeting. It may also be appropriate to involve the tutor or other relevant person at this
stage. The meeting may be chaired by a member of the practice learning team, the
practice module leader or team leader or relevant other.
18
Following the meeting the tutor is responsible for informing the practice module leader and
the supervisor responsible for informing the team manager and practice learning coordinator, unless other arrangements for communication are negotiated.
Written records of communication, discussion and decisions will be kept. Records of
meetings will be signed by all participants. Information will be shared in accordance with
university policy, legal frameworks and HCPC requirements.
This meeting may produce a resolution of the issues but should there be outstanding areas
of concern other policies, outlined in the following section, may be relevant. Placements
should not be ended without a meeting and where appropriate one or more of the
policies noted should inform subsequent action.
a) Personal Circumstances - Withdrawal/ Intermittence
Students may experience changes in their personal circumstances or unexpected events
that make it impossible for them to continue the placement or they may find that previous
experiences impact on their practice learning. Wherever possible an action plan should be
developed to support their practice learning. However, if this is not feasible or the best
course of action then the placement may be discontinued. The student may also need to
discuss intermittence or withdrawal from the programme. The decision to intermit or
withdraw will be considered with the tutor and programme leader and the faculty
administrative process is followed. Anticipated dates and arrangements for the student’s
return will be clarified.
Intermitting or withdrawing can be a hard decision given the commitment already made
and uncomfortable emotions may be raised by the issues involved. However agencies and
the programme team acknowledge that there are times when this is as an appropriate
decision and indicates that students understand their professional responsibility to
services, service users and carers.
Assessment Implications: Any modules that the student is taking at this point are treated
according to the university regulations in terms of assessment opportunities and fees.
19
Students are advised to consult a student adviser in order to make an informed decision
and consider the implications of their decision.
b) Concerns Regarding Practice in the Agency with Service Users - Whistle Blowing Policy
If the issue relates to agency practice that causes serious concern regarding service users’
well-being, the programme Whistle Blowing Policy applies. This states that the agency
policy for such a concern should be followed and the student be supported by the
university during this period.
Assessment Implications: The training team, in consultation with the module leader, will
decide whether the student continues in the placement. If the decision is made that the
student should not continue, an alternative should be provided within the same
assessment opportunity.
c) Aspects of the Practice Learning Opportunity
If it is clear that the practice learning opportunity is not viable for reasons other than
student’s standard of practice, and it is not possible to resolve the problem at that stage,
the module leader and training team should decide whether the student continues in the
placement.
Assessment Implications: If the placement is halted an alternative should be provided
within the same assessment opportunity.
d) Standard of the student’s progress in practice module requirements
If there are any concerns regarding the standard of the student’s practice in the provision
of services the options outlined in the module handbook will be considered by the training
team with the involvement of the Quality Panel.
Assessment Implications: If the student does not meet the required standard or does not
complete the placement this is considered as an assessment opportunity completed. The
practice quality panel will consider and make recommendations to the programme leader
20
for additional assessment opportunities that will be considered by the Faculty Award
Board.
e) Suitability of Student in Professional Training
If there is a concern relating to the suitability of the student the Faculty or University
Suitability for Training policy should be used. This is a formal process that provides
support to the student and gathers the fullest information for consideration. Suitability also
covers issues of student conduct and concerns relating to the HCPC Guidance on Conduct
and Ethics.
Assessment Implications: The process may include the continuation of the practice
learning period or a temporary period of absence. The outcome may include

a resumption of the same practice learning period

an alternative opportunity in the same assessment opportunity

a requirement to leave the programme.
Support for students regarding concerns
The student may involve a student union representative or independent advocate at any
stage of the process. The student may make a complaint at any stage or an appeal and
other policies may apply (e.g. Racial Harassment and Disability Discrimination) as detailed
in the University Student Handbook.
Other relevant university, professional and agency policies and procedures will be used
where appropriate.
Seconded students
Agencies that second students or sponsor trainees will inform the programme leader of
any procedures they institute which might affect the student’s continued participation on
the course.
21
Summary
These policies seek to resolve issues in the earliest and most effective way between the
people concerned. Placements should not be ended without a meeting and where
appropriate one or more of the policies noted should inform subsequent action.
1. An alternative placement will be sought within the same assessment opportunity if:
a) the placement is not viable due to agency situation
b) the student has initiated Whistle Blowing Policy and the module leader, in
consultation with relevant others, considers it necessary to arrange an alternative
placement.
2. An alternative placement will not be sought within the same assessment opportunity if:
a) the issue concerns the standard of the student’s progress
b) the student is found to be unsuitable for training under the Suitability Policy
c) not allowed under UWE assessment regulations.
This paper should be read in conjunction with:

The Faculty Student Handbook

The BSc (Hons) Social Work Programme Handbook

The relevant Social Work Practice Module Handbook.
The paper arose from the need to ensure consistency of practice regarding the
management of difficulties in practice learning identified in terms of the different
universities in the area. There are specific policies but it is not always clear what the issue
is and there may be more than one and each university has specific institutional
regulations to abide by. This paper sets out a process that seeks to recognise the
complexity and to offer a supportive and clear procedure for UWE. This paper is regarded
as the basis for discussion with Bristol University though no doubt some aspects will need
to be distinct, it is hoped that principles and overall process can be a shared approach.
22
UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL
WHISTLE BLOWING POLICY FOR BSC (HONS) SOCIAL WORK
Introduction
HCPC Guidance on Conduct and Ethics for Students is that they should raise concerns
about situations which might put service users at risk with their placement provider or the
university . The relative power positions and potential vulnerability of students who may
well be undergoing a process of assessment is also recognised. The University has a duty
of care for students and it is important that students are enabled to voice their concerns
and that their interests are safeguarded as far as possible. Students are bound by this
responsibility when they are undertaking practice learning in any social care setting.
 The responsibility of students, to raise serious concerns arising during placements or
other practice learning, will form an important part of their university based teaching
and learning programme. This will include discussion of the difficulties involved in
raising concerns with specific reference to local agency policies and procedures.
Students will be informed of other policies, such as those relating to complaints, equal
opportunities, harassment etc and consider the difference between these and whistle
blowing policies.
 When a serious concern does arise, students must discuss this with their personal
tutor. The tutor will help the student consider the seriousness of the concern. Each
agency will identify a named person in the student’s learning agreement, who is outside
of the practice assessment process, who the tutor and the student will consult with in
order to decide the appropriate next step and the relevant agency process to deal with
the concern. Normally students should also discuss concerns with their practice
teacher or supervisor. Students should raise any concerns as soon as possible and
not wait until the placement has ended.
 Where agencies do have whistle blowing policies students will be supported by the
tutor to follow these. This expectation will be included in the student's learning
agreement for all practice modules.
 Agencies must ensure that students are given copies of the agency's whistle blowing
as part of the induction process.
23
 All agencies used for practice learning should have a whistle blowing policy. Where an
agency does not have such a policy they will be encouraged by the programme to
develop one.
 Where agencies do not have any whistle blowing policies, the learning agreement must
make clear how serious concerns will be dealt with and who in the agency may formally
receive the concern. This would normally be a senior manager.
 The tutor will ensure that the module leader, programme leader and named agency
training representative are aware of any action being taken by the student.
 The tutor will regularly review the practice learning arrangements in consultation with
the module leader, practice teacher and agency, including any implications for the
student’s learning and assessment and take action as appropriate.
 The agency should inform the tutor and the student of the outcome of any investigation.
 The tutor will review the overall process with the student and consider any further
implications relating to the suitability and future use of the placement.
 If the programme is not satisfied with the way the concern has been managed or the
outcome is inconsistent with known facts the university reserves the right to refer the
matter directly to an appropriate higher authority, including the HCPCI or Care Quality
Commission.
24
SECTION 2
NATIONAL OCCUPATIONAL STANDARDS
FOR SOCIAL WORK
A full statement of the NOS is given at
http://www.skillsforcare.org.uk/developing_skills/National_Occupatio
nal_Standards/social_work_NOS.aspx
25
26
The starting point for the development of these standards is the identification of the
Key Purpose of Social Work, for which the international definition of social work has
been adopted:
"A profession which promotes social change, problem solving in human
relationships and the empowerment and liberation of people to enhance wellbeing. Utilising theories of human behaviour and social systems, social work
intervenes at the points where people interact with their environments.
Principles of human rights and social justice are fundamental to social work"
International Association of Schools of Social Work and the International Federation
of Social Workers (2001)
Key Role 1:
Prepare for, and work with individuals, families, carers,
groups and communities to assess their needs and
circumstances
Key Role 2:
Plan, carry out, review and evaluate social work practice,
with individuals, families, carers, groups, communities and
other professionals
Key Role 3:
Support individuals to represent their needs, views and
circumstances
Key Role 4:
Manage
risk
to
individuals,
families,
carers,
groups,
communities, self and colleagues
Key Role 5:
Manage and be accountable, with supervision and support,
for your own social work practice within your organisation
Key Role 6:
Demonstrate
professional
competence
in
social
work
practice
The figure below illustrates the links between the Key Roles and represents the
holistic nature of social work practice. Values and ethics are core to competent
social work practice. Key Roles 1 - 4 cover the practice of social work. Key
27
Roles 5 and 6 refer to the social worker as an accountable and professionally
competent practitioner, and underpin all other activity.
Key Role 5
Key Role 1
Key
Role 3
Values
and
Ethics
Key
Role 4
Key Role 2
Key Role 6
In demonstrating competence against these National Occupational Standards
account must be taken of:
the code of practice for social care workers the statement of expectations from
individuals, families, carers, groups and communities who _use services and
those who care for them the unit guidance, knowledge and performance of the
standards themselves,
Who are the Standards for?
The standards focus on the competence of a beginner social worker.
Key and Core Skills
Core to all social work practice is the ability to know, understand, critically
analyse, evaluate and apply the knowledge for each unit. The key and core
skills of communications (verbal and written), application of number and
Information Technology are also essential to competent social work practice
and, accordingly, they have been embedded in the units.
28
The unit and element titles are grouped by Key Role. You can access the
unit and element titles for each Key Role by clicking on the Key Role title
you wish to look at.
Key Role 1: Prepare for, and work with individuals, families, carers,
groups and communities to assess their needs and
circumstances
Key Role 2: Plan, carry out, review and evaluate social work practice,
with individuals, families, carers, groups, communities and
other professionals
Key Role 3: Support individuals to represent their needs, views and
circumstances
Key Role 4: Manage risk to individuals, families, carers, groups,
communities, self and colleagues
Key Role 5: Manage and be accountable, with supervision and support,
for your own social work practice within your organisation
Key Role 6: Demonstrate professional competence in social work
practice
29
Key Role 1:
Prepare for, and work with individuals, families, carers,
groups and communities to assess their needs and
circumstances
Unit 1
Prepare for social work contact and involvement
1.1
Review case notes and other relevant material
1.2
Liaise with others to access additional information that can
inform initial contact and involvement
1.3
Evaluate all information to identify the best form of initial
involvement
Unit 2
Work with individuals, families, carers, groups and
communities to help them make informed decisions
2.1
Inform individuals, families, carers, groups and communities
about your own, and the organisation's duties and
responsibilities
2.2
Work with individuals, families, carers, groups and communities
to identify, gather, analyse and understand information
2.3
Work with individuals, families, carers, groups and communities
to enable them to analyse, identify, clarify and express their
strengths, expectations and limitations
2.4
Work with individuals, families, carers, groups and communities
to enable them to assess and make informed decisions about
their needs, circumstances, risks, preferred options and
resources
Unit 3
Assess needs and options to recommend a course of
action
3.1
Assess and review the preferred options of individuals, families,
carers, groups and communities
3.2
Assess needs, risks and options taking into account legal and
other requirements
3.3
Assess and recommend an appropriate course of action for
individuals, families, carers, groups and communities
30
Key Role 2:
Plan, carry out, review and evaluate social work practice,
with individuals, families, carers, groups, communities and
other professionals
Unit 4
Respond to crisis situations
4.1
Assess the urgency of requests for action
4.2
Identify the need for legal and procedural intervention
4.3
Plan and implement action to meet the immediate needs and
circumstances
4.4
Review the outcomes with individuals, families, carers, groups,
communities, organisations, professionals and others
Unit 5
Interact with individuals, families, carers, groups and
communities to achieve change and development and to
improve life opportunities
5.1
Develop and maintain relationships with individuals, families,
carers, groups, communities and others
5.2
Work with individuals, families, carers, groups, communities and
others to avoid crisis situations and address problems and
conflict
5.3
Apply and justify social work methods and models used to
achieve change and development, and improve life
opportunities
5.4
Regularly monitor, review and evaluate changes in needs and
circumstances
5.5
Reduce contact and withdraw from relationships appropriately
Unit 6
Prepare, produce, implement and evaluate plans with
individuals, families, carers, groups, communities and
professional colleagues
6.1
Negotiate the provision to be included in the plans
6.2
Identify content and actions and draft plans
6.3
Carry out your own responsibilities and monitor, co-ordinate and
support the actions of others involved in implementing the plans
6.4
Review the effectiveness of the plans with the people involved
6.5
Renegotiate and revise plans to meet changing needs and
circumstances
31
Unit 7
Support the development of networks to meet assessed needs and
planned outcomes
7.1
Examine with individuals, families, carers, groups, communities and
others support networks which can be accessed and developed
7.2
Work with individuals, families, carers, groups, communities and others
to initiate and sustain support networks
7.3
Contribute to the development and evaluation of support networks
Unit 8
Work with groups to promote individual growth, development and
independence
8.1
Identify opportunities to form and support groups
8.2
Use group programmes, processes and dynamics to promote individual
growth, development and independence, and to foster interpersonal
skills
8.3
Help groups to achieve planned outcomes for their members and to
evaluate the appropriateness of their work
8.4
Disengage from groups appropriately
Unit 9
Address behaviour which presents a risk to individuals, families,
carers, groups and communities
9.1
Take immediate action to deal with the behaviour that presents a risk
9.2
Work with individuals, families, carers, groups, communities and others
to identify and evaluate situations and circumstances that may trigger the
behaviour
9.3
Work with individuals, families, carers, groups and communities on
strategies and support that could positively change the behaviour
32
Key Role 3:
Support individuals to represent their needs, views and
circumstances
Unit 10
Advocate with, and on behalf of, individuals, families,
carers, groups and communities
10.1
Assess whether you should act as the advocate for the
individual, family, carer, group or community
10.2
Assist individuals, families, carers, groups and communities to
access independent advocacy
10.3
Advocate for, and with, individuals, families, carers, groups and
communities
Unit 11
Prepare for, and participate in decision making forums
11.1
Prepare reports and documents for decision making forums
11.2
Work with individuals, families, carers, groups and communities
to select the best form of representation for decision making
forums
11.3
Present evidence to, and help individuals, families, carers,
groups and communities to understand the procedures of and
the outcomes from, decision making forums
11.4
Enable individuals, families, carers, groups and communities to
be involved in decision making forums
33
Key Role 4:
Manage risk to individuals, families, carers, groups,
communities, self and colleagues
Unit 12
Assess and manage risks to individuals, families, carers,
groups and communities
12.1
Identify and assess the nature of the risk
12.2
Balance the rights and responsibilities of individuals, families,
carers, groups and communities with associated risk
12.3
Regularly monitor, re-assess, and manage risk to individuals,
families, carers, groups and communities
Unit 13
Assess, minimise and manage risk to self and colleagues
13.1
Assess potential risk to self and colleagues
13.2
Work within the risk assessment and management procedures
of your own and other relevant organisations and professions
13.3
Plan, monitor and review outcomes and actions to minimise
stress and risk
34
Key Role 5:
Manage and be accountable, with supervision and support,
for your own social work practice within your organisation
Unit 14
Manage and be accountable for your own work
14.1
Manage and prioritise your workload within organisational
policies and priorities
14.2
Carry out duties using accountable professional judgment and
knowledge based social work practice
14.3
Monitor and evaluate the effectiveness of your programme of
work in meeting the organisational requirements and the needs
of individuals, families, carers, groups and communities
14.4
Use professional and managerial supervision and support to
improve your practice
Unit 15
Contribute to the management of resources and services
15.1
Contribute to the procedures involved in purchasing and
commissioning services
15.2
Contribute to monitoring the effectiveness of services in meeting
need
15.3
Contribute to monitoring the quality of the services provided
15.4
Contribute to managing information
Unit 16
Manage, present and share records and reports
16.1
Maintain accurate, complete, accessible, and up-to-date records
and reports
16.2
Provide evidence for judgments and decisions
16.3
Implement legal and policy frameworks for access to records
and reports
16.4
Share records with individuals, families, carers, groups and
communities
Unit 17
Work within multi-disciplinary and multi-organisational
teams, networks and systems
Develop and maintain effective working relationships
Contribute to the identifying and agreeing the goals, objectives
and lifespan of the team, network or system
17.1
17.2
17.3
17.4
Contribute to evaluating the effectiveness of the team, network
or system
Deal constructively with disagreements and conflict within
relationships
35
Key Role 6:
Demonstrate professional competence in social work
practice
Unit 18
Research, analyse, evaluate, and use current knowledge of
best social work practice
18.1
Review and update your own knowledge of legal, policy and
procedural frameworks
18.2
Use professional and organisational supervision and support to
research, critically analyse, and review knowledge based
practice
18.3
Implement knowledge based social work models and methods
to develop and improve your own practice
Unit 19
Work within agreed standards of social work practice and
ensure own professional development
19.1
Exercise and justify professional judgements
19.2
Use professional assertiveness to justify decisions and uphold
professional social work practice, values and ethics
19.3
Work within the principles and values underpinning social work
practice
19.4
Critically reflect upon your own practice and performance using
supervision and support systems
19.5
Use supervision and support to take action to meet continuing
professional development needs
Unit 20
Manage complex ethical issues, dilemmas and conflicts
20.1
Identify and assess issues, dilemmas and conflicts that might
affect your practice
20.2
Devise strategies to deal with ethical issues, dilemmas and
conflicts
20.3
Reflect on outcomes
Unit 21
Contribute to the promotion of best social work practice
21.1
Contribute to policy review and development
21.2
Use supervision and organisational and professional systems to
inform a course of action where practice falls below required
standards
21.3
Work with colleagues to contribute to team development
36
EVIDENCING PRACTICE UNITS AND VALUES
Evidencing Key Roles and Practice Units
The portfolio should provide evidence that students have met the required units of
the National Occupational Standards. The tables at the end of this Section show the
practice units to be evidenced at each Level of the programme. (See also
‘Exceptions’ below). It is not necessary to evidence each element listed under the
unit title. These can be considered the kind of activities that would stand as
evidence for that unit.
Each item of evidence in the portfolio (such as a Planned Practice Observation or
Critical Reflection) can demonstrate several units of the National Occupational
Standards and a range of values. The practice educator should confirm that the
student’s claims to have demonstrated units are accurate.
By the end of the placement students should demonstrate their competence by
providing a miminum of two pieces of evidence for each unit of the National
Occupational Standards. Each should be given a short label (eg PPO1, CR3) that
can be entered on the evidence summary chart against the units which the practice
educator confirms have been demonstrated in that evidence. The chart then shows
where in the portfolio each piece of evidence for a unit can be found. The chart
should be completed by the student and the practice educator as part of a
continuous assessment during the placement. When the practice educator is
satisfied that the student has produced evidence to show they have met the unit to
the required standard they will sign in the final column of the chart.
Agency documents should not be included in the portfolio. An Evidence Front
Sheet, completed by the student, should be included in the portfolio for agency
documents or records that are being used as evidence any for the units. However,
they need to be verified by the practice educator and be available for scrutiny if
necessary.
Exceptions
There are three units which students need to be able to demonstrate they have
achieved by the end of the final placement. These are:

Unit 8: Work with groups to promote individual growth, development and
independence
37

Unit 15: Contribute to the management of resources and services

Unit 21: Contribute to the promotion of best social work practice
This is because not every placement will be able to provide the learning
opportunities to enable students to provide evidence of competence for each of the
practice units. For example for unit 8 students are expected to demonstrate an
ability to work with groups. Some placements do not work with groups to the level
expected for this unit. In some situations students may be able to take the initiative
and set up and run a group during the course of a placement. However, this is not
always either possible or desirable. Specific guidance on evidencing unit 8 is given
in the Resources Handbook.
Evidencing Values
The National Occupational Standards (NOS) begin with a statement of the purpose
of social work. It includes a clear statement of the value base of social work:
‘Principles of human rights and social justice are fundamental to social work’
Element 19.3 of the NOS sets out the requirement that students ‘work within the
principles and values underpinning social work practice’. However, an explicit
statement of social work values is not given in that element, but as part of the
knowledge which students are expected to be able to draw on in fulfilling each of the
21 units. Practice Educators should therefore work with students to help them
develop practice which achieves these standards and, when assessing students’
practice, be satisfied that these values are demonstrated in relation to each unit,
including unit 19. The statement of values to be demonstrated is as follows:
a.
Awareness of your own values, prejudices, ethical dilemmas and conflicts of
interest and their implications on your practice
b.
Respect for, and the promotion of:
· each person as an individual
· independence and quality of life for individuals, whilst protecting them from
harm
· dignity and privacy of individuals, families, carers, groups and communities
c.
Recognise and facilitate each person's use of the language and form of
communication of their choice.
d.
Value, recognise and respect the diversity, expertise and experience of
individuals, families, carers, groups and communities
38
e.
Maintain the trust and confidence of individuals, families, carers, groups and
communities by communicating in an open, accurate and understandable way
f.
Understand, and make use of, strategies to challenge discrimination,
disadvantage and other forms of inequality and injustice
Students are expected to demonstrate these throughout the portfolio and that values
are integral to evidence for the practice units. A table is provided at the end of the
evidence summary chart where evidence for values can be indexed in relation to
each of the six key roles . A minimum of two pieces of evidence relating to values is
required for each one of the six key roles. All six of the NOS values (i.e a-f above)
must be evidenced at least once in the Evidence Summary Chart. However,
remember that in a complex piece of work the same evidence can be used to evidence
more than one of the values.
There are several other statements of values which are relevant to assessment of
practice and these are outlined below.
HCPC Guidance on Conduct and Ethics for Students
Qualified social workers are expected to work to the Health and Care Professions
Council’s Standards of Conduct, Performance and Ethics, as a condition of their
registration. Students are not registered with the HCPC, but are provided with
Guidance on Conduct and Ethics based on the HCPC Standards. These documents
provide a set of criteria to guide practice, which we think it is best to regard as setting
minimum standards for practice. They should form part of discussions with
supervisor and practice educator. Failure to observe these could give grounds for
failing a placement.
Anti-oppressive practice
Beyond this, and more positively, evidence of anti-oppressive practice should be
evident in documents in the portfolio. This does not need to be recorded separately
on the Evidence Summary Chart but as values are integral to social work practice
they can be used where ever relevant in relation to any of the units.
Guidance published by the Social Care Institute for Excellence notes ‘The terms antidiscriminatory and anti-oppressive practice are not specifically used in any of the
assessment frameworks but all the frameworks embody the objective of overcoming
39
discrimination. As values, they have been translated into practices that form an
integral part of the education and work of social workers.
The National Occupational Standards for social work expect anti-discriminatory and
inclusive practice in the assessment phase of work as well as at other stages
(TOPSS UK Partnership, 2004, Key role 1). The academic benchmarks also spell
out expectations in this area. Social work degree students should understand the
nature of social work in a diverse society with particular reference to prejudice, types
of discrimination, empowerment and the constructive challenge of individual,
institutional and structural discrimination (QAA, 2000, paras 2.4 and 3.1) ‘
(Whittington 2007).
Students are therefore expected to evidence anti-oppressive practice throughout the
portfolio. To assist this process students are expected to devise an anti-oppressive
practice plan. Advice on drawing up the plan can be found in the Resources
Handbook. The plan should be regularly evaluated by the student and practice
educator in order to critically reflect on how it is put into practice during the course of
the placement.
To assist the practice learning team to identify evidence of anti-oppressive practice a
summary sheet is provided to enable students to indicate where this might be found
(see Section 5).
Reference: Whittington C (2007) SCIE Guide 18: Assessment in social work: a guide
for learning and teaching available at www.scie.org.uk accessed 7th July 2009.
40
SERVICE USER AND CARER FEEDBACK
It is important that the evidence in the portfolio includes feedback on the student’s
practice from service users and carers. There are a number of ways that Practice
Educators and students may encourage service users and carers to give feedback:

By looking at progress over the course of the placement e.g. when we first
met….. now 3 months later………what strengths, what difficulties?
 By looking at the goals set for work with the service user and looking
specifically at each in turn and asking to what extent they’ve been met
according to the service user.

By linking with the service user’s views of what makes a good social worker –
and comparing those expectations with the student’s practice.

By using a set of questions prepared in advance .

Students suggest the service user speaks separately with the practice
teacher, as well as with the student, to discuss the student’s practice.
(Taken from Ferguson, I & Ager, W. (2005) Integrated Assessment:
Involvement of service users and carers. Scottish Institute of Excellence in
Social Work Education Dundee, IRISS).
Further guidance is given in the Resources Handbook.
41
KEY ROLES AND PRACTICE UNITS - REQUIREMENTS LEVELS 1-3
Key Roles
Key Role 1
Prepare for, and work with, individuals,
families,
carers,
groups
and
communities to assess their needs and
circumstances
Key Role 2
Plan, carry out, review and evaluate
social work practice with individuals,
families, carers, groups, communities
and other individuals.
Practice Units
1
2
3
4
5
6
7
8
9
42
Key Role 3
Support individuals to represent their
needs, views and circumstances.
Key Role 4
Manage risk to individuals, families,
carers, groups, communities, self and
colleagues.
Key Role 5
Manage and be accountable, with
supervision and support, for your own
social work practice within your
organisation.
Key Role 6
Demonstrate professional competence
in social work practice.
Prepare for social work contact and involvement
Work with individuals, families, groups and communities to help them make informed
decisions
Assess needs and options to recommend a course of action.
Respond to crisis situations
Interact with individuals, families, carers, groups and communities to achieve change
and development and to improve life opportunities
Prepare, produce and implement and evaluate plans with individuals, families, carers,
groups, communities and professional colleagues.
Support the development of networks to meet assessed needs and planned outcomes.
Work with groups to promote individual growth, development and independence
Address behaviour which presents a risk to individuals, families, carers, groups and
families
10
11
Advocate with and on behalf of individuals, families, carers, groups and communities
Prepare for and participate in decision-making forums.
12
13
Assess and manage risks to individuals, families, carers, groups and communities
Assess, minimise and manage risk to self and colleagues
14
15
16
17
Manage and be accountable for your own work
Contribute to the management of resources and services
Manage, present and share records and reports
Work within multi-disciplinary and multi-organisational teams, networks and systems
18
19
Research, analyse, evaluate and use current knowledge of best social work practice
Work within agreed standards of social work practice and ensure own professional
development
Manage complex ethical issues, dilemmas and conflicts.
Contribute to the promotion of best social work practice.
20
21
KEY TO SYMBOLS
LEVEL 1
=

LEVEL 2
=

LEVEL 3
=

To be achieved by end of Level 3
=
♦
L1
L2















♦

♦


♦










♦



♦









♦

♦

♦

♦
L3
SECTION 3:
THE PORTFOLIO
PUTTING TOGETHER THE PORTFOLIO
What is a portfolio?

A collection of evidence that demonstrates what you say you know and are able to
do, and your values and attitudes to your work.

A record of what you have learnt from your study and practice experience

A way of finding out what you have learned and can do and what you yet need to
learn and develop in your practice

Corroboration for your Practice Educator’s judgement as to whether you have met
practice units from the key roles
What kind of thing do you include?
The aim of the portfolio is for you to present evidence that you are able to meet the
requirements of the National Occupational Standards. The forms in Section 5 of this
handbook must be used.
Forms from the toolkit in the Resources Handbook (Book 2) may be used as evidence.
Evidence will be presented around three planned observations of practice. These are
potentially the most important sources of evidence, and students should prepare for them
and write up the evidence of them in as much depth as possible. Other evidence will
supplement these, and ensure that all required units are demonstrated.
45
CONTENTS OF PORTFOLIO
The completed portfolio needs to be set out as indicated below. Students and Practice
Educators are also directed to the forms in this handbook that must be used and other
guidance as appropriate.
Contents
Location of
Additional
Form
Guidance
PART 1
INFORMATION
1.1
Front Page
73
1.2
Contents Page
1.3
Practice Learning Calendar
1.4
Brief Information about the
Practice Base and Practice
Educator
Given to
student
50
It is helpful if possible if this is prepared by the
Practice Educator in advance of the period of
assessed practice to provide information for the
student.
1.5
Brief information about the student
1.6
The Practice Learning Agreement
74
52
1.7
Anti-oppressive practice action
plan
78
*RH p14
PART 2:
ASSESSMENT
41 +*RH p. 6
2.1
Induction programme
*RH p21
5 + *RH p21
2.2
Interim review form and tutor’s
comments on the portfolio
80 - 84
60
2.3
Final assessment meeting form
and Tutors comments on the
portfolio
85 - 89
62
2.4
Personal Statements from
members of the Practice Learning
Team - These only need to be
included if team members disagree
46
90
Contents
PART 3:
Location of
form
Additional
Guidance
EVIDENCE
3.1
Statement of authenticity and
confidentiality
102
3.2
Evidence Summary Charts
91
67
3.3
Planned observations of practice
 Section A Planning
 Section B Feedback
 Section C Critical
reflection
 Supervision notes relating
to the direct observation
104-11+*RH
p29
65 & RH p29
*RH p36
112
57
58
39 & *RH p 13
3.4
Supervision notes and
Formative Assessments
3.5
Evidence of anti-oppressive
practice
79
3.6
Consent for use of information
103
3.7
Service user and carer feedback
3.8
Unplanned observations
*RH 29 & 33
*RH p. 6
3.9
Other evidence
*RH PP24-8 &
113
37
3.10
ICT and numerical skills evidence
114
41 & *RH p34
*Please note that the initials RH refer to the Resources Handbook (Book 2)
47
SECTION 4:
FROM INDUCTION
TO ASSESSMENT
Book 1 Section 4
THE PRACTICE LEARNING CALENDAR
Students have to provide evidence that they have completed a total of 200 days in practice
learning by the time they have completed the programme. A triplicated form is provided to
record in the portfolio the number of practice learning days completed in the placement . This
should be updated daily by the student to show which days have been placement days and
each page should be signed by the student and supervisor/practice educator.
Please note that there is also a form at the end of this document where students are
asked to complete details of the type of setting, user group etc. It is very important that
the calendar is returned promptly to Sarah Davies (Placements Coordinator - Social
Work) or to other staff as directed at the end of the placement. We are currently
considering making it a requirement that this is returned before a student’s marks for
the module can be recorded
50
INDUCTION
Preparation is a key element of any social care activity and this is recognised in Key Role
One. Planning and preparing is therefore an important part of practice and practice
learning. The way students use induction and the learning that occurs from this to inform
practice throughout the placement can contribute to the assessment.
A framework for induction is available in the Practice Learning resources Handbook (Book
2). The framework is offered as a tool to plan induction but will need to be tailored to the
needs of each agency and individual student.
Students can use induction to answer questions such as:
What they have learned about the user group;
The profile of the community or communities that the agency works with;
What key theories and methods they are most likely to use on this placement.
In reviewing student portfolios the Practice Quality Panel has commented that students
could use their experiences in induction to much greater effect as a source of learning and
of evidence of the NOS Key Roles. Practice Learning Teams are encouraged to explore
ways of doing this.
As part of the induction process the student and Practice Educator should decide how the
student will seek consent from service users about the use of information in their portfolio,
and if there are any circumstances in which it is not appropriate or possible to seek this.
How this is done will depend on the practice learning setting. Students should indicate that
consent has been received. However signed consent forms must be anonymised and
verified by the Practice Educator. Agency practice documents should not be included in
the portfolio.
51
THE PRACTICE LEARNING AGREEMENT
In order to facilitate this learning experience the practice educator will need to discuss the
following with the student at the beginning of the placement:

Their learning needs

The opportunities for learning in the placement

How the student can develop the key skills identified in the National Occupational
Standards, and evidence for the 21 units they specify.
This discussion can then form part of the learning agreement between the student and the
practice learning team. It is important that the student identifies their own learning needs,
which will form part of the agreement.
The practice learning agreement helps the practice learning team focus on the practice and
clarifies issues and arrangements. It provides the contract for the work to be undertaken by
all those involved in the period of assessed practice.
The practice learning agreement needs to be agreed during the first 2 weeks in the agency
and should be sent to the practice tutor who will identify any areas that need development or
review. The student is responsible for sending an agreed copy to all members of the practice
learning team by the end of week 3.
NOTES ON COMPLETING THE PRACTICE LEARNING AGREEMENT
These notes refer to the numbered sections of the form.
2.2
Times that the student is expected to be at the agency should be noted here.
Normally, students are expected to work hours which are typical in that agency, and
in any case not less than 35 and not more than 37 hours a week (pro rata where the
placement is less than 5 days a week). Compensation arrangements for work
outside the usual pattern, or beyond 37 hours (or a pro rata equivalent), should be
noted here. Any expectation of work at evenings or weekends should have been
agreed before the placement starts.
The student’s workload and working week should be planned to take account of the
fact that they are students, and that their learning about practice will be enhanced by
having time to prepare for and reflect on their work, as well as undertaking practice.
They should therefore have reasonable time within their workload to research issues
relevant to the practice they undertake and to prepare evidence for the portfolio. It
may be appropriate in some circumstances for students to complete this work away
52
from the placement, for example where there is no quiet space available. However,
this should be clearly agreed with the Practice Educator in advance and noted in
supervision. This DOES NOT mean that students are entitled to half a day a week
or a day a fortnight away from the work place as study leave.
Students are expected to be contactable if they are working at home or away from
the office, and should be able talk about or provide evidence in supervision of the
work undertaken.
2.3
Please clarify arrangements for Parking Permits, Swipe cards Identity cards and
other as appropriate to placement
2.4
Normally the agency will pay travel expenses for travel carried out in the course of the
placement on the agency’s behalf. Arrangements for claiming these should be noted
here.
2.5
Students are expected to take out appropriate car insurance if they intend to use their
own car whilst undertaking practice learning. This means ensuring cover for
‘business use’. Practice Educators are asked to be clear about the nature and extent
of insurance cover for the student. If necessary, please make clear the policy on
driving agency vehicles, such as a mini-bus.
2.6
This point refers to resources that may have been identified for disabled students as
part of their access plan, therefore, it will not apply to all students.
3.1
Please say clearly how the student will be known and what official ID will be provided.
Expectations of the student as a team member should also be clarified.
53
3.2
In the event of values and ideological differences please specify the arrangements for
discussing these and for third party mediation if required. The agreement may include
person/people to whom the practice educator can refer to and consultation and
meetings the practice educator will attend. The importance of creating space for the
practice educator cannot be over-emphasised. The arrangements for practice
learning should be agreed and supported by the practice educator's/site supervisor's
managers/management committees.
3.3
All members of the practice learning team should be informed of the absence of any
member at the earliest opportunity. Please name here the person the student
should contact if they are unable to attend the placement. Absences should be
recorded on the Practice Learning Calendar (see below). Please also name the
person the student may seek advice from in the absence of the practice supervisor or
educator. Any arrangements for informal support and supervision may also be noted.
If the student or the practice educator is absent for more than 3 days then the practice
tutor should be informed. Students should provide a medical certificate if they are
unwell for more than 7 days. In the case of student illness or other agreed absences
the end date of the placement will need to be adjusted to allow the student to
complete the planned number of practice leaning days. In these cases the module
leader would need to be informed.
If the practice educator is absent for more than 3 days then the tutor will inform the
module leader who will consult with the team manager and / or practice learning
coordinator to ensure that adequate support to the student is available.
4.
Students will need to review their previous experience and may find it helpful to use
self assessment exercises from the tool kit to help identify skills.
5.
Students will normally have drawn up a list of learning objectives in discussion with
when completing their placement informaiton forms. Students should begin to
develop these for this placement before it starts.
6.
It may not be possible to provide for all the student’s identified learning objectives
within this placement. This section should set out broad learning opportunities in
54
the placement as suggestions of what might be available but cannot be guaranteed.
Note that students are required to provide evidence of ICT and numerical skills while
undertaking the degree. Work undertaken in practice learning can be used as part of
the evidence of this. A form for practice educators to confirm evidence of this is
provided in Section 5 of this handbook.
8.1
Examples may include: Projects, work with groups, individuals, responsibilities such
as duty work, types of user groups, methods of work.
Please provide indications of
the way the work will be structured to evidence anti-oppressive practice.
8.2
This should indicate how the amount and level of work be reviewed, who will be
involved in the reviews and how often the work will be reviewed. The appropriate
amount of, and opportunities for, work are the responsibility of the agency and
practice educator. The amount of work will depend upon the complexity and intensity
of tasks undertaken. It is therefore helpful to provide some guidelines or boundaries
about the work, without being too rigid.
9.1
What are the arrangements for the student's introduction to agency staff, service
users, relevant professionals from other agencies, etc.? What are the arrangements
for the student's introduction to the legal framework of the setting, agency policies,
procedures and practice guidelines as identified by the practice educator and, if
applicable, the Supervisor?
9.2
The Agreement must include a reference to the agency policy and expectations if the
student encounters racism or other forms of discrimination from users or staff. Issues
of discrimination should be dealt with using the complaints procedure or other
relevant agency policies.
Please confirm that as part of the induction the student will:

be given access to the agency’s written health and safety policy including the
policy on lone working. The supervisor / educator should discuss with the
student how these apply in the immediate work setting.

be advised of relevant legislation and policy and have the opportunity to discuss
these

be advised of significant personnel responsible for these issues

be advised about infection control and personal vaccination
55
The process for managing placements in difficulties and concerns relating to
practice learning is outlined in Section 1 of this handbook.
9.3
Whistle blowing: A named agency person for the student to contact outside of the
practice assessment process must be identified.
9.4
A minimum of 1.5 hours formal supervision per week is required. The agenda should
be negotiated by the student and Practice Educator. Arrangements for record keeping
need to be agreed and normally this will be shared between the student and Practice
Educator.
9.5
Arrangements for a minimum of three direct observations by Practice Educator need
to be made, although more can be arranged if wished. At least one direct
observation should be carried out during the first half of the placement. Two direct
observations must be completed by the Practice Educator, one may be carried out by
a Practice Supervisor or other nominated person (if appropriate).
56
EXPECTATIONS OF SUPERVISION
Right of student to regular supervision
Students will understand that they have a right to regular, effective supervision throughout
their period of assessed practice. If there is any difficulty with arranging regular
supervision, the student or the practice educator should inform other members of the
Practice Learning Team. The minimum expectation for time given to supervision is 1.5
hours per week or equivalent.
Placement agreement
The initial meeting should clearly establish the frequency and focus of supervision. This
may be particularly important in a placement setting where there is an off-site practice
educator and an agency-based supervisor.
Planning Supervision
It is expected that the supervision time will be booked in advance and that there will be
privacy provided. Usually, there would not be interruptions during the supervision. Some
students and Practice Educators book all supervision sessions for the placement in their
diaries in advance of a set weekly time; others plan it week by week.
Agenda
It is suggested that a regular agenda is used for supervision. Both parties should be
involved in setting the agenda which could include:
-
Work load
Review of action taken and action planning
Understanding agency policy and procedure
Reflective discussion of practice experience and learning from practice
Reading theory / feedback on any projects set
Social work values and anti-oppressive practice
Progress on the portfolio
Relevant personal issues
Plans for next week’s work and supervision
Any other business
57
Notes of Supervision
A clear supervision record should be kept of all sessions with both practice educators and
supervisors of which both practice educator/supervisor and student keep a copy. Who
takes the notes can be agreed between the parties involved but there should be clarity
about who has written them. Supervision records used in the portfolio should ideally be
written by the student. It is not expected that all supervision notes are included in the
portfolio – ideally no more than 10 supervision records will be included although others
must be available for scrutiny if required.
Many practice educators have a form for supervision which can be used to record the
sessions. There is also a form in the Resources Handbook. Supervision notes may be
used to evidence Key Role 5 especially, but can be used as indicators of other units where
this is not provided in any other way.
Formative assessment
As well as evaluation at the interim and final reviews, the practice educator is expected to
provide regular advice to the student on their view of how they are progressing in the
placement. This may form part of every supervision session. However, to ensure that this
is provided regularly and systematically, the practice educator is asked to complete the
Formative Assessment form provided in Section 5 every four to six weeks. As a minimum
this means once before the interim meeting and once after.
58
SUPERVISION
KEY POINTS AND REQUIREMENTS IN THE PROCESS
Supervision: Minimum
1 ½ hours per week
Discussion of
practice
learning
agreement
Formative
Assessments
1 every 4 – 6
weeks
Planned
Observations
of Practice
Minimum of
three during
course of
placement
Prepare for
interim
review
Prepare for
final
assessment
59
Sent to Practice
Tutor within first
three weeks
Interim Review
Expected contents of
the portfolio are set
out under ‘Guidance
for Interim Review’
which follows
Final review
Expected contents of
the portfolio are set
out under ‘Guidance
for Final Assessment
of Practice Learning’
which follows
GUIDANCE FOR INTERIM REVIEW
At the interim stage, the workload should be reviewed to assess whether it is meeting the
student's learning needs and offering opportunities for the National Occupational Standards
to be met.
The Portfolio
The student and practice educator should ensure that by this stage the portfolio contains:
 The front page
 The partially completed Practice Learning Calendar including significant dates
 Information about the practice base, the practice educator and student
 Practice Learning Agreement and Anti-Oppressive Practice Action Plan
 An outline of the induction programme and any reflective commentary on this
 The interim review form completed by the student and Practice Educator.
 A statement of authenticity and confidentiality
 The partially completed Evidence Summary Chart
 One planned direct observation of practice: parts A, B and C.
 Supervision notes relating to the planned observation
 At least one formative assessment record
 Evidence of anti-oppressive practice
 Evidence of service user consent for use of information
This is the minimum amount of evidence that needs to be made available. The portoflio
should provide at least one piece of evidence that demonstrates student’s progress towards
each of the six key roles, and evidence of values underpinning practice. However we
suggest at least 10-12 units are covered with some evidence by the interim stage. (Failure to
reach the minimum requirement at this stage will require discussion at the practice quality
panel moderation meeting). If any of the documents noted above are not included then these
must be sent on to the tutor by a date agreed at the interim meeting.
The Interim Review Form
The Interim Review Form should be fully discussed and filled in jointly by student and
Practice Educator before the interim review meeting with the Tutor. The form is designed
to focus discussion on progress to date both generally and in terms of meeting the National
Occupational Standards. It should also identify any issues of concern. Although it is difficult
at this mid-way stage the Practice Educator is also asked to give an interim evaluation of
whether the student is on course to pass or fail the placement or is borderline.
Submitting the Portfolio
The portfolio needs to be available for the Tutor before the interim meeting by agreement
with the team. The Tutor will prepare written feedback on the portfolio using the form in
section 5 to bring to the interim meeting.
The Interim Meeting
The interim review form and the portfolio is the basis for assessing students’ progress. Any
issues or concerns which have emerged should be discussed at this meeting. It is the tutor's
responsibility to co-ordinate and record the meeting and to complete the final section of the
interim review form. The Practice Learning Team should come to a joint view of whether the
student is on course to pass, borderline or likely to fail. An action plan for the remainder rof
the placement should be drawn up in all cases. The PQP moderation meeting will review the
plans for any student judged borderline or likely to fail and, if necessary, additional guidance
or advice will be provided. Practice tutors will identify a sample of other portfolios for
submission for the moderation process.
60
INTERIM REVIEW PROCESS
Contents of the
portfolio
Expected contents
of the portfolio are
set out under
‘Guidance for
Interim Review’ on
the preceding page.
Student and
Practice
Educator
discuss the
interim review
form and
complete jointly
before the
interim review
meeting
Portfolio to Tutor
prior to meeting
INTERIM
REVIEW
MEETING
Tutor
completes
feedback
form
Sample of
portfolios and any
borderline
portfolios to
practice
moderation
meeting.
Specific feedback to
students identified as
borderline and
general feedback to
all practice learning
teams
61
GUIDANCE FOR FINAL ASSESSMENT OF PRACTICE LEARNING
The final evaluation will take place at a meeting of the practice learning team at the end of
the placement.
The Portfolio
The student and Practice Educator should ensure that the portfolio contains the full range
of documents and evidence, both required and optional, that is set out under ‘Evidencing
Practice and Values’ in Section 2 of these Guidelines, and ‘Contents of the Portfolio’ in
Section 3.
Final Practice Learning Assessment
The form to record the final assessment is in two sections (see Section 4).
The student should complete sections 1 – 6 of the form before the meeting. The Practice
Educator will add comments as necessary. It should be included in the portfolio when it is
submitted to the Tutor. The aim of this is to help the student to prepare for the final
meeting.
Submitting the portfolio
Tutors will need to have sight of the portfolio at least two days before the meeting. The
module handbook will set out information about arrangements for this. The Tutor will
prepare written feedback on the contents of the Portfolio to bring to the interim meeting.
Final Assessment meeting
The Tutor is responsible for co-ordinating the meeting and students are asked to start the
meeting with their view of the placement based on the contents of the portfolio. This will
then form the basis of discussion about their learning on placement, strengths and areas
for development. All members of the team will give their view about the practice learning
and final outcome. The Tutor may ask exploratory questions during the course of the
meeting. This is a team effort and the aim is to come to a jointly agreed decision. It is our
expectation that as the student’s work is continually assessed during the period of practice
learning, the student’s achievement to date will be well understood and that there will be
no surprises.
The recommendations of each member of the team are recorded on the form. A PASS or
FAIL is agreed and recommendations are made for the next period of practice learning or
for further professional development (if this is the final period of practice learning).
All members of the team sign the final evaluation form.
PQP moderation meeting
A moderation meeting will be held to consider a sample of portfolios. The panel will also
look at any fail decisions and agree a recommendation about offering another assessment
opportunity. The moderation process will also be the point of final decision where teams
cannot reach agreement. To help with this the panel may ask to meet the team to seek
further evidence. In the light of moderation practice learning teams may be asked to
review their decision. (See ‘Roles and Responsibilities’ for more detail on the work of the
moderation panel).
Quality Assurance Panel
The QA panel meet, normally after all the placements have ended to look at the overall
quality of the portfolios and assessment processes.
62
FINAL ASSESSMENT PROCESS
Student and Practice
Educator ensure that
portfolio contains the
range of evidence
required
Student completes
first part of the final
assessment form.
Practice Educator
adds own
comments
Portfolio to tutor to
read before
meeting.
Student prepares for
meeting with their view
of the placement based
on contents of the
portfolio
FINAL
MEETING
Tutor
completes
feedback
form
Portfolios to
practice
moderation
meeting and
quality
assurance
panel
General feedback
to all practice
learning teams
63
GUIDANCE FOR OBSERVATIONS OF STUDENT PRACTICE
The aim of the placement is to assess students’ practice, so observations of that practice,
both planned and unplanned, are a key element of the assessment process. Two of the
three planned observation must include interactions with a service user. If you have a
query about this please contact the practice tutor.
Observations of the student’s practice will occur naturally through the placement, for
example, through joint working, undertaking shifts or duty with other members of staff.
However students are expected to have their practice observed in a planned way at least
three times during the placement. At least two of these should be conducted by the
Practice Educator. Planned observations are amongst the most important evidence of
students’ practice. So where the practice educator does not conduct the observation, they
should work with the person who does so to ensure that they are clear about what is
required.
Other unplanned observations will occur in the daily course of daily practice and students
may use their reflection and feedback from other practitioners as evidence of competence.
Piecs of work observed in this way could include a phone call, contribution to a meeting or
training session etc.
Planned Observations of Practice
When an observation of practice is planned it is expected, if at all possible, that the service
user involved is asked if they are willing to be part of this process. If they agree then it is
the responsibility of the Practice Educator and the student to ensure that the service user
is given the opportunity to comment on the competence/development of the student and is
given feedback about the student and Practice Educator’s own assessment.
Principles

Service users should be informed at the beginning of your work with them (or as
soon as possible) that you are a student.

If it is possible ask them if they would be willing to comment on your work and for
their comments to be seen by teaching staff and future Practice Educators.
64

You will agree this with them well in advance of getting their comments. Evidence
that service users have given their consent must be provided (see sample request
for consent form in Section 5 of this handbook)

Make it clear that your work with them will not be affected in any way by the
decision they make.

If possible, give them the choice of making their comments either directly to you or
to a third party – e.g. your practice educator.

Think carefully about what would be the most appropriate way for their comments to
be recorded – in writing, orally on tape or by someone who records their comments.

When you include feedback from service users in your portfolio it should be
anonymised and accompanied by evidence of the service user’s written or recorded
consent for their comments to be included. You may also consider adding your own
comment and reflection.

The student is responsible for obtaining the permission of service users for the
Practice Educator, or other professional to be present as an observer.
Not all service users will be able or want to be involved in the whole process. However
many will also be very happy to contribute and to be part of the assessment process. The
Practice Educator and the student will have to plan how this is managed, using their
knowledge of and relationship with the service user to ensure that this is comfortable for all
the parties involved.
Documenting planned observations for the portfolio
The Practice Educator and the student will share prompt verbal feedback following each
session and both will then write and their reflections about the observation independently,
sharing their thoughts in the next supervision session following the observation. The
supervision notes relating to the planned observation should be part of the portfolio.
As Planned Practice Observation is a learning and assessment tool, National Occupational
Standards will be identified as part of the plan for each piece of work and in the
subsequent feedback. Overall the Planned Practice Observation should show evidence of
65
the student’s development. The direct observation from in Section 5 of this handbook must
be used for assessing the three planned observations of practice:
Section A provides questions to help the student to plan for the piece of work
Section B provides questions for the observer to assess the piece of work, including
feedback from service users and carers.
Section C provides questions to enable the student to critically reflect on their learning.
If the service user and/or carer has been involved in/contributed to the assessment then
their contribution should be clearly identified.
The interview assessment schedule which can be found in the Resources Handbook
(Book 2) is a useful tool to help assess students’ skills when they are interviewing a
service user. This form could be used in addition to Section B noted above (observers
feedback). This form could also be completed by a professional commenting on an
unplanned observation of practice.
66
EVIDENCE SUMMARY CHART
The evidence summary chart provides a record that the student has provided satisfactory
evidence of competence for practice units in each key role. It must be signed by the
practice educator to confirm this.
Key roles and Practice Units
By the end of the placement students should demonstrate their competence by providing a
miminum of two pieces of evidence for each unit of the National Occupational Standards.
Each should be given a short label (eg PPO1, CR3) that can be entered on the evidence
summary chart against the units which the practice educator confirms have been
demonstrated in that evidence. The chart then shows where in the portfolio each piece of
evidence for a unit can be found. The chart should be completed by the student and the
practice educator as part of a continuous assessment during the placement. When the
practice educator is satisfied that the student has produced evidence to show they have
met a unit to the required standard they will sign in the final column of the chart.
Values
The requirement to work within principles and values underpinning social work practice is
related to each key role to reflect the importance of ensuring that students are able to
integrate them into their practice, particularly in relation to anti-oppressive practice.
Students are required to evidence the social work values which inform their practice with
reference to the National Occupational Standards, a-f statements. A minimum of two
pieces of evidence is required for each key role. While a piece of evidence may
demonstrate more than one of the values, all the NOS values a-f must be evidenced at
least once in the evidence summary charts. These and other aspects of ethical practice
should also be demonstrated in relation to units 19 and 20.
Standards at each Level
The tables on the next two pages give an indication of the standards which students
should achieve at each Level, in order to pass. The principal differences between the
Levels are evident in the last three categories. In future years this guidance will be
amended to reflect advice from the Social Work Reform Board on students attainment of
Professional Capabilities at each Level.
67
LEVEL 2 – PRACTICE INDICATORS - GUIDANCE ONLY
DESCRIPTOR
NOT
ACCEPTABLE
/POOR
KNOWLEDGE AND Is not able to
UNDERSTANDING demonstrate a
comprehensive
knowledge base of
the area of work
and is not able to
demonstrate
awareness of other
supportive
information relevant
to the user group
ETHICAL ISSUES
Is not able to
demonstrate a clear
understanding of
the ethical
requirements and
professional codes
of conduct pertinent
to self and user
group
ANALYSIS,
SYNTHESIS &
EVALUATION
Is not able to
identify the
principles of more
complex care needs
or discuss the
information
appropriately
APPLICATION/
PROBLEM
SOLVING
Is not able to apply
problem solving
skills to the more
complex situations
PRACTICAL
APPLICATION OF
SKILLS
Does not have the
ability to follow
directions
carefully/accurately
in situations of
varying complexity
without direct or
very close
supervision
PASS STANDARD
GOOD - ACHIEVING
WELL
Is able to
demonstrate
relevant and at
times detailed
knowledge and
understanding of
area of work.
Some supportive
information evident
Can demonstrate
comprehensive/detailed
knowledge of area of
work and offer a wide
range of supportive
information relevant to
the user group
Demonstrates
reasonable
understanding of
the ethical
dimensions and
professional code
of conduct but
requires some
prompting and
needs to develop
greater awareness
Can identify and
discuss some of the
principles of
complex situations
but needs
prompting and
some guidance to
examine all
information in detail
Has some ability to
apply problems
solving skills to
more complex
situations that have
become familiar but
occasionally
requires direction
and support
Able to follow
directions carefully/
accurately in more
complex situations
with guidance and
supervision
Demonstrates personal
responsibility and an
understanding of
professional
accountability in ethical
service delivery
68
Is able to offer a range of
information reflecting the
principles of complex
service delivery and can
discuss detail
Has the ability to apply
problem solving skills to
the more complex
situations with minimal or
no guidance
Able to follow directions
competently and
confidently in more
complex situations
independently with
minimal supervision /
guidance
LEVEL 3 – PRACTICE INDICATORS - GUIDANCE ONLY
DESCRIPTOR
NOT
ACCEPTABLE
/ POOR
KNOWLEDGE AND Is not able to
UNDERSTANDING demonstrate a
comprehensive
knowledge base of
the area of work
and is not able to
demonstrate
awareness of other
supportive
information relevant
to the user group
ETHICAL ISSUES
Is not able to
demonstrate a clear
understanding of
the ethical
requirements and
professional codes
of conduct pertinent
to self and user
group
ANALYSIS,
SYNTHESIS &
EVALUATION
Is not able to offer
an informed and
current evidence
base for simple or
complex situations
APPLICATION/
PROBLEM
SOLVING
Is not able to apply
problem solving
skills to the more
complex situations
PRACTICAL
APPLICATION OF
SKILLS
Does not have the
ability to follow
directions
carefully/accurately
in situations of
varying complexity
without direct or
very close
supervision
PASS STANDARD
GOOD - ACHIEVING
WELL
Is able to
demonstrate
relevant and at
times detailed
knowledge and
understanding of
area of work but
there may be some
areas for
development
Can demonstrate
comprehensive/detailed
knowledge of area of
work and offer a wide
range of supportive
information relevant to
the user group
Demonstrates
reasonable
understanding of
the ethical
dimensions and
professional code of
conduct but requires
some prompting
and needs to
develop greater
awareness
Is able to reach
adequate
understanding of
simple and complex
situations and form
realistic solutions
Has some ability to
apply problem
solving skills to
more complex
situations that have
become familiar but
still requires some
directions and
support
Is able to follow
directions
carefully/accurately
in more complex
situations with
guidance and
supervision
Demonstrates personal
responsibility and is fully
aware of professional
accountability in ethical
service delivery
69
Is able to offer a clear
understanding of
complexities and
contraindications for
particular situations and
offer realistic solutions
Is confident and flexible
in identifying and
defining problems and
their possible solutions
with minimal/no support
Is confident and flexible
in identifying and
defining complex
problems and can apply
appropriate knowledge
and skills to their
solutions with minimal
supervision/ guidance
70
SECTION 5:
FORMS FOR THE
PORTFOLIO
These forms are available in electronic format from the Practice Support Net website on
http://hsc.uwe.ac.uk/practicesupport.
71
72
BSC (HONS) SOCIAL WORK: SOCIAL WORK PRACTICE MODULE
Name of Student:
Level Two / Level Three
Student No:
Dates of Period of Assessed Practice:
Full/Part time:
UWE arranged / Employment based
Name of Practice Educator:
Address of Practice Educator:
Post code
Tel No of Practice Educator:
Fax:
E-mail:
Practice Agency:
Address of Student’s Practice Base: (if different from above)
Post code
Tel No of base:
Fax:
E-mail:
Name of agency based Supervisor (if applicable):
Name of UWE Practice tutor:
Tel No of Practice tutor
E-mail:
73
PRACTICE LEARNING AGREEMENT
Please refer to notes in Section 4 when completing each part of this agreement
1.
BASIC DETAILS
1.1
Student:
1.2
Agency Name (e.g. Childrens and Young People’s Service, Adult and Community
Care Services; Stonham Housing Association):
Address of Practice setting :
Post code:
Tel No:
Fax No:
E-Mail:
1.3
Practice Educator: Name
Address:
Post code:
Tel No:
Fax No:
E-Mail:
1.4
University-based Practice tutor: Name
Address:
Post code:
Tel No:
Fax No:
E-Mail:
1.5
Details of any other relevant people (e.g. practice Supervisor, Practice Educator,
practice learning organiser)
Name:
Role:
Address:
Tel No:
Fax No:
E- Mail:
74
2.
PLACEMENT MANAGEMENT
2.1
Dates of period of assessed practice:
2.2
Hours of work:
Proposed dates of leave:
(Please see module handbook for advice on leave arrangements)
2.3
Accommodation, access to desk, telephone, admin support including word
processing facilities:
2.4
Arrangements for payment of travelling expenses:
2.5
Insurance cover; use of car; driving agency vehicles:
2.6
Provision of Access Resources:
A separate access plan should be attached to this agreement
3.
PRACTICE LEARNING: GENERAL ARRANGEMENTS
3.1
Student status within the agency:
3.2
Support for students and Practice Educator:
3.3
Notifications of illness or other absence
Student to notify:
Person student may consult in case of Practice Supervisor absence:
Person student may consult in case of Practice Educator absence:
3.4
Accountability for student’s work:
[PS / PE name] is accountable to [line manager name] for the student’s work
4.
STUDENT’S EXISTING SKILLS, KNOWLEDGE AND EXPERIENCE:
5.
STUDENT’S LEARNING OBJECTIVES FOR THIS PLACEMENT (including areas
for development and learning objectives identified in previous placements):
75
6.
LEARNING OPPORTUNITIES
7.
ANTI-OPPRESSIVE PRACTICE
It is a requirement that the student produces evidence of anti-oppressive
practice throughout their work. To assist with this an anti-oppressive
practice action plan needs to be drawn up by the student, agreed and
discussed at the interim review and evaluated at the end.
Dates of supervision meetings to discuss and review the anti-oppressive
action plan:
8.
WORK TO BE UNDERTAKEN
8.1
Specific work to be undertaken during the practice learning opportunity and
particular areas on which to focus:
8.2
How the amount and level of work will be reviewed:
9.
PRACTICE LEARNING PLANNING
9.1
Induction Plan:
9.2
How student will learn about agency policies including health and safety,
equal opportunities:
9.3
Name of person to contact in case of whistle blowing:
9.4
Supervision (including dates, arrangements for reviewing evidence and
agreement):
9.5
Dates for Planned Practice Observations:
9.6
Date, time and venue of interim review meeting:
9.7
Date, time and venue of final assessment practice learning team meeting:
76
10.
CONCERNS RELATING TO PRACTICE LEARNING
If there are problems or difficulties, the university will attempt to resolve them at a
meeting with the practice educator, student and other relevant members of the
practice learning team. If the difficulty persisted then a discussion with the Practice
Learning Co-ordinator, training manager or practice educator’s line manager may
be necessary. Advice about processes for this is given in Section 1 of this
handbook.
11.
CONFIDENTIALITY AND SECURITY




All agency documents will be stored at the agency. All computer-based records
will be stored until the decision of the assessment panel is reached. Agency
documents should not be taken away from the agency unless specifically
agreed.
All evidence will be fully anonymised before inclusion in the portfolio. Service
users, carers and professionals other than the supervisor and practice educator
should not be named, and any other means of identification such as location
should be avoided where possible. Students will be responsible for this area of
their professional practice.
Students will need to discuss their work and placement with practice tutors.
Service users and carers, and professionals other than the supervisor and
practice educator should not be named.
All team discussions, supervision sessions, and staff meetings are confidential
to the agency.
12.
END OF PLACEMENT PROCEDURES
Key fobs, parking permits and other agency property must be returned to the
Practice Educator.
13.
SIGNATURES AND DATES
Signed:…………………………………………….
Student
Date: …………………………
Signed: …………………………………………….
Practice Educator
Date: …………………………
Signed: ……………………………………………..
Practice tutor
Date: …………………………..
Signed: ………………………………………………
Date: …………………………..
Any other member(s) of the training team as appropriate
77
ANTI-OPPRESSIVE PRACTICE ACTION PLAN
To be included with practice learning agreement
See Resources Handbook for advice on drawing up this plan
PERSONAL
SERVICE USER
PROFESSIONAL
AGENCY
STRUCTURAL
This plan will be reviewed at the interim meeting and reflection or activities carried out or
action taken during the placement can be summarised in each section with reference to
other pieces of evidence in the portfolio.
78
EVIDENCE OF ANTI OPPRESSIVE PRACTICE ACTION PLAN
Use this form to show evidence of your anti-oppressive practice
79
Book 1 – Section 5
Personal
Incident
What I did
What I learnt
Evidence
Date
Service User
Incident
What I did
What I learnt
Evidence
Date
Professional
Incident
What I did
What I learnt
Evidence
Date
Agency
Incident
What I did
What I learnt
Evidence
Date
Structural
Incident
What I did
What I learnt
Evidence
Date
79
INTERIM REVIEW FORM
It is intended that sections 1-9 of this form are completed prior to the Practice
Learning Team meeting. It should be discussed and written up jointly by the student
and Practice Educator other than under (10) where the Practice Educator should give a
concluding assessment.
Name of Student:
Name of Practice Educator:
Name of Practice tutor:
Names of other members of the practice learning team:
Record of Supervision and any Practice Learning team meetings up to the
interim meeting
People involved
Date
(Please extend table if necessary)
1.
Comment on the overall progress of the student in achieving the learning
objectives for this period of assessed practice.
2.
Comment on the student's progress in meeting the National Occupational
Standards.
80
3.
Comment on the student’s progress in working within the principles and values
underpinning social work practice
4.
Comment of the student’s progress in appreciating service user and carer
perspectives
5.
Comment on the evidence the student has gathered relating to practice.
6.
Comment on the IT skills that the student has used.
7.
Are any adjustments in workload required to enable the student to meet the
module requirements?
8.
Are there any other areas of concern which may affect whether the student is able
to meet the module requirements?
9.
Are there any other issues in relation to the placement agreement?
10.
Practice learning educator’s interim assessment including likely recommendation
based on student's performance so far
PASS
BORDERLINE
FAIL
81
11
Summary of the Practice Learning Team discussion (to be filled in at the interim
meeting) in relation to:

Evidence of the student’s progress

Student's strengths

Student's areas for development

Issues that need to be addressed
12
Practice learning team’s interim assessment of likely outcome of placement based
on student's performance so far
PASS
BORDERLINE
FAIL
82
13
Action plan for second part of placement to address issues identified
(Please record below and continue on a separate sheet if necessary)
Student's signature:
Date:
Practice Educator’s signature:
Date:
Practice Supervisor's signature:
Date:
(where applicable)
Practice tutor's signature
Date:
A typed copy of this form must be included in the final portfolio
83
SOCIAL WORK PRACTICE 2/3
PRACTICE TUTOR’S NOTES ON PORTFOLIO FOR INTERIM REVIEW
Student:
Practice Educator:
Practice tutor:
Practice Supervisor:
(Please ensure a copy of this form is included in the final portfolio)
INFORMATION
Comments
Front page
Contents page
Prac Learning Calendar
Info re: practice base
Info re: prac educator
Info re: student
Prac Learning Agmt
AOP Action Plan
ICT form
ASSESSMENT
Induction Programme
Interim review form &
notes
Personal statements
(only if disagreement)
EVIDENCE
Authenticity and
confidentiality
Evidence
Summary Chart
1 Planned Observation
Supervision notes
Formative assessment
Evidence of AOP
Evidence of service user
and carer consent
Service user & carer
feedback
Unplanned observation
Other evidence
Evidence provided for
each key role?
Evidence provided for
values?
Further Comments on quality and level of material in portfolio:
84
FINAL ASSESSMENT OF PRACTICE LEARNING
Record of Supervision and any training team meetings from the interim meeting to the end
of the placement
People involved
Date
(Please extend table if necessary)
Section 1-5 to be completed by student with additional comments by Practice Educator
Sections 6-8 to be completed by the Practice Learning Team.
1.
Any issues affecting the period of practice learning.
Student’s comments
Practice educator’s comments
85
2.
Learning opportunities
Student’s comments
Practice educator’s comments
3.
Self Evaluation – how well does the student feel they have met the National
Occupational Standards
Student’s comments
Practice educator’s comments
4.
Personal reflection on learning.
Student’s comments
Practice educator’s comments
5.
Students views on whether they have passed or failed
6.
Practice Educator’s final recommendations
86
7.
Practice tutor’s final recommendations
8.
Final Assessment Decision
PASS
FAIL
Please show how any initial differences were resolved on a separate sheet
9.
Recommendations for next period of practice learning or to take into practice
(final meeting)
10.
Please confirm arrangement for return of placement quality assurance forms to
practice tutor.
Student's signature:
Date:
Practice Educator’s signature:
Date:
Placement Supervisor's signature:
Date:
(where applicable)
Practice tutor's signature
Date:
A typed copy of this form must be included in the final portfolio
87
Social Work Practice 2/3
Practice tutor’s notes on portfolio for final review meeting
(Please ensure a copy of this form is included in the final portfolio)
Student:
Practice tutor:
Practice Educator:
Practice supervisor:
INFORMATION
Comments
Front page
Contents page
Prac Learning Calendar
Info re: practice base
Info re: prac educator
Info re: student
Prac Learning Agmt
AOP Action Plan
ASSESSMENT
Induction
Interim review form
Tutor notes on p’folio
Final review form
Specific feedback from interim
Panel (if relevant)
Personal statements
(only if disagreement)
EVIDENCE
Authentiticy and
confidentiality
Evidence
Summary Chart
Planned Observations
Supervision notes
Formative assessments
Evidence of AOP
Evidence of service user
and carer consent
Service user and carer
feedback
88
EVIDENCE (cont’d)
Unplanned observations
Other evidence
Evidence of ICT and
numerical skills
NATIONAL OCCUPATIONAL STANDARDS
All
All
Comments
units?
values?
Key role 1:
Key role 2:
Key role 3:
Key role 4:
Key role 5:
Key role 6:
OTHER COMMENTS (PLEASE CONTINUE ON A SEPARATE SHEET IF
NECESSARY).
89
PRACTICE LEARNING TEAM PERSONAL STATEMENT
If a Practice Learning Team cannot agree a recommendation, each member of the team
should provide a personal statement for the Practice Assessment Panel.
Student:
…………………………………………………………………………
Practice Educator: ………………………………………………………………
Practice Supervisor (if applicable): ……………………………………………
Tutor: …………………………………
Signed: ………………………………….
Date: ……………………………………..
90
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents
NATIONAL
OCCUPATIONAL
STANDARDS
Supervision
notes
Service
user/carer
feedback
Critical reflection
etc
Book 1 – Section 5
2. Work with
individuals, families,
carers, groups and
communities to help
them make informed
decisions
3. Assess needs and
options to
recommend a course
of action
Unplanned
Observation
93
91
1. Prepare for social
work contact
involvement
Planned
observation
Key role 1
Prepare for and work
with individuals,
families, carers,
groups and
communities to
assess their needs
and circumstances
(To be held in agency – not
to be included in portfolio)
Name of
Document
Signed Date
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
NATIONAL
OCCUPATIONAL
STANDARDS
Book 1 – Section 5
5. Interact with
individuals, families,
carers, groups and
communities to
achieve change and
development and to
improve life
opportunities
92
Supervision notes
Service
user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
92
Key Role 2
Plan, carry out and
review and evaluate
social work practice,
with individuals,
families, carers,
groups and
communities and
other professionals
4. Respond to crisis
situations
agency – not to be included in
portfolio)
Name of
Document
Signed
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Date Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
NATIONAL
OCCUPATIONAL
STANDARDS
Book 1 – Section 5
93
Supervision notes
Service
user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
93
Key Role 2
Plan, carry out and
review and evaluate
social work practice,
with individuals,
families, carers,
groups and
communities and
other professionals
6. Prepare, produce,
implement and
evaluate plans with
individuals, families,
carers, groups,
communities and
professional
colleagues.
7. Support the
development of
networks to meet
assessed needs and
planned outcomes
agency – not to be included in
portfolio)
Name of
Document
Signed
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Date Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
NATIONAL
OCCUPATIONAL
STANDARDS
9. Address behaviour
which presents a risk
to individuals,
families, carers
groups, communities
Book 1 – Section 5
94
Supervision notes
Service
user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
94
Key Role 2
Plan, carry out and
review and evaluate
social work practice,
with individuals,
families, carers,
groups and
communities and
other professionals
8. Work with groups
to promote individual
growth, development
and independence
agency – not to be included in
portfolio)
Name of
Document
Signed
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Date Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
NATIONAL
OCCUPATIONAL
STANDARDS
95
10. Advocate with
and on behalf of,
individuals, families,
carers, groups and
communities
11. Prepare for, and
participate in,
decision making
forums
Book 1 – Section 5
95
Supervision
notes
Service
user/carer
feedback
Critical
reflection etc
Unplanned
Observation
Planned
observation
Key Role 3
Support individuals
to represent their
needs, views and
circumstances
agency – not to be included
in portfolio)
Name of
Document
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Signed Date Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
agency – not to be included
in portfolio)
NATIONAL
OCCUPATIONAL
STANDARDS
96
12. Assess and
manage risks to
individuals, families,
carers, groups and
communities
13. Assess, minimise
and manage risk to
self and colleagues
Book 1 – Section 5
96
Supervision
notes
Service
user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
Key Role 4
Manage risk to
individuals, families,
carers groups,
communities, self
and colleagues
Document
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard
to meet the unit
has been
provided).
Signed Date Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice
documents (To be held in
97
14. Manage and be
accountable for your
own work
15. Contribute to the
management of
resources and
services
Book 1 – Section 5
97
Supervision notes
Service
user/carer
feedback
Name of
Document
Critical reflection
etc
Key Role 5
Manage and be
accountable, with
supervision and
support, for your own
social work practice
within your
organisation
Unplanned
Observation
agency – not to be included
in portfolio)
Planned
observation
NATIONAL
OCCUPATIONAL
STANDARDS
Signed Date
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard
to meet the unit
has been
provided).
Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice Signed (Practice
documents (To be held in Educator to sign
Signed
98
16. Manage, present
and share records and
reports
17. Work within multidisciplinary and multiorganisational teams,
networks and systems
Book 1 – Section 5
98
Supervision notes
Name of Signed Date
Documen
t
Service user/carer
feedback
Key Role 5
Manage and be
accountable, with
supervision and
support, for your own
social work practice
within your
organisation
Critical reflection etc
when satisfied
that evidence of
the required
standard to meet
the unit has been
provided).
Unplanned
Observation
agency – not to be included
in portfolio)
Planned
observation
NATIONAL
OCCUPATIONAL
STANDARDS
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice Signed (Practice
documents (To be held in Educator to sign
NATIONAL
OCCUPATIONAL
STANDARDS
Book 1 – Section 5
19. Work within
agreed standards of
social work practice
and ensure own
professional
development
99
Supervision notes
99
18. Research, analyse,
evaluate and use
current knowledge of
best social work
practice
Service user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
Key Role 6:
Demonstrate
professional
competence in social
work practice
agency – not to be included
in portfolio)
when satisfied
that evidence of
the required
standard to meet
the unit has been
provided).
Name of Signed Date
Documen
t
Signed
Date
EVIDENCE SUMMARY CHART
Sources of Evidence
Verification of practice Signed (Practice
documents (To be held in Educator to sign
NATIONAL
OCCUPATIONAL
STANDARDS
21. Contribute to the
promotion of best
social work practice
Book 1 – Section 5
100
Supervision notes
100
20. Manage complex
ethical issues,
dilemmas and
conflicts
Service user/carer
feedback
Critical reflection
etc
Unplanned
Observation
Planned
observation
Key Role 6:
Demonstrate
professional
competence in social
work practice
agency – not to be included
in portfolio)
when satisfied
that evidence of
the required
standard to meet
the unit has been
provided).
Name of Signed Date
Documen
t
Signed
Date
EVIDENCE FOR VALUES MAPPED AGAINST KEY ROLES
Sources of Evidence
Verification of practice
documents (To be held in
NATIONAL
OCCUPATIONAL
STANDARDS
101
Key Role 1
Key Role 2
Key Role 3
Key Role 4
Book 1 – Section 5
Key Role 5
Key Role 6
101
Supervision notes
Service
user/carer
feedback
Critical reflection
etc
Unplanned
Observation
(National
Occupational
Standards a-f)
Planned
observation
Work within
principles and values
underpinning social
work practice
agency – not to be included in
portfolio)
Name of
Document
Signed
Signed (Practice
Educator to sign
when satisfied that
evidence of the
required standard to
meet the unit has
been provided).
Date Signed
Date
SAMPLE STATEMENT OF AUTHENTICITY AND CONFIDENTIALITY*
I confirm that I am responsible for all work submitted in this portfolio as verified by my
Practice Educator.
The names of all relevant individuals mentioned within the portfolio evidence have
been changed to protect their anonymity and confidentiality. All other identifying
details (e.g. addresses, school names) have been amended for the same purpose.
The contents of the portfolio are confidential and solely to be used for the
requirement of the social work degree.
Signature:
* A STATEMENT LIKE THIS SHOULD BE INCLUDED AT THE FRONT OF
THE
PORTFOLIO EVIDENCE.
102
SAMPLE REQUEST FOR CONSENT FOR USE OF INFORMATION*
As a social work student I am required to produce a portfolio on the work I have
undertaken while on placement. I would like to use information relating to the work that
we have done together to provide evidence that I have met the professional
requirements for my practice. I am therefore asking for your agreement to do this.
Names and any other identifying information will be changed so that there will be no
way of identifying you or your carer from it. The people involved in assessing my
practice in placement or at the university will be the only people who will see this
information.
If you do not want to give your consent then I will not use any information relating to
you.
Thank you.
A written statement like this should be read or given to each service user and carer so
that they can decide whether or not they want to consent to information about them
being used in the portfolio. A copy of this format must be included in the portfolio.
You should also indicate that consent has been received for the work that you present.
This may either be a statement verified by your Practice Educator or noted in a
statement by yourself indicating when and how you obtained permission. In the rare
situations where consent has not been obtained you should indicate why with signed
verification from your Practice Educator.
103
PLANNED OBSERVATION: SECTION A
(to be completed by the student prior to the observation)
SEE RESOURCES HANDBOOK FOR GUIDANCE
Planned Observation 1, 2, 3 (Please circle)
CONTEXT

What is the context of this piece of work?
AIMS

What is the purpose and social work task for this interview/ meeting?
How could this contribute to the well-being of the service user or carer?

What are my personal learning objectives and areas I wish to develop?
KNOWLEDGE

How will I prepare for the session? What knowledge will I need?

By what legislative authority or agency requirement am I carrying out
this work? How will I find out?

What theories will underpin my practice and why? What social work
method(s) might be useful and why?
104
SKILLS

What skills will I use and why may they be relevant in this situation?
What skills do I need to develop? (See interview assessment schedule
in Resources Handbook)
VALUES

What ethical issues might arise in this piece of work? How will you
prepare to address them?

What issues of oppression or discrimination might be present and
why? How will I address them?

How might I seek service user or carer feedback? (See guidance in
Section 2 and Resources Handbook )
REFERENCES
EVIDENCE
Please relate your planning to the National Occupational Standards indicating in
the margin using unit numbers, which parts of the Key Roles you think you may
demonstrate. [Please note however, that planning to meet a unit does not in
most cases – apart from units 1 and 18 - provide evidence that you have done so.
Sections B and C of this form will provide evidence of how it is met in your actual
practice.]
Please give your Practice Educator a copy of this form to discuss in supervision
or prior to the Planned Practice Observation. This will help you and the Practice
Educator to identify your learning and professional development from the three
Planned Practice Observations.
105
PLANNED PRACTICE OBSERVATION: SECTION B
(to be completed by the observer/ Practice Educator)
SEE SECTION 4 FOR GUIDANCE
Planned Observation 1, 2, 3 (please circle)
Student:
Date of observation:
Observer:
Location:
AIMS

How did the student undertake the social work task or adjust plans as
appropriate? How did this contribute to the well-being of the service
user or carer?

How did the student demonstrate the achievement of their personal
learning objectives?

How effective was the preparation?
KNOWLEDGE

What knowledge and social work methods did the student demonstrate?

What does s/he need to develop?
106
SKILLS

What skills did the student demonstrate? (Ref. Toolkit Skills Lists)

What does s/he need to develop?
VALUES

What ethical issues arose in this piece of work? How did the student address
them?

How did the student work with issues of oppression or discrimination?

What does s/he need to develop?

What, if any, was the feedback from service users and carers and how might
the student use this? Attach SU/Carer form or written comments if used.
107
EVIDENCE

What evidence has been identified for the units of the NOS?
Key Role 1
Key Role 2
Key Role 3
Key Role 4
Key Role 5
Key Role 6
National Occupational Standards Values
Please identify and confirm by signature which parts of key roles you feel the
student has demonstrated good practice in during the observed session .
108
PLANNED PRACTICE OBSERVATION: SECTION C
(to be completed by the student after the observation has been undertaken)
SEE RESOURCES HANDBOOK FOR GUIDANCE
Planned Observation 1, 2 , 3 (Please circle)
Date of observation:
AIMS

What did I do to achieve the social work task or why and how did my
plans need to change? (You might give a brief account of your
interaction with service users and others involved in the situation) How
did this ccontribute to the well-being of the service user or carer?

How did I meet my personal learning objectives? What did I do well and
what do I need to develop?

How effective was the preparation? What might I need to bear in mind
for the future?
KNOWLEDGE

What knowledge including law, policy and procedures did you find
useful in this situation and why? What do you need to develop?

What theories and method(s) did you find useful in this situation? Why
was it useful? What do you need to develop?
109
SKILLS

What skills did you develop in this situation? Why were they useful or
appropriate? What skills do you need to develop further?
VALUES

What ethical issues arose in this piece of work? How did you address
them?

What issues of oppression or discrimination were present? How did
you address them?

What was the service user or carer feedback and how can I use this?

How has my understanding of service user and carer perspectives
developed?
EVIDENCE
What units of the National Occupational Standards did I demonstrate?
See notes in section A and list NOS units and values that you feel you have met.
You can compare these in supervision with the Practice Educator who will give
feedback in Section C and agree which evidence can be entered in the Evidence
Summary Charts.
110
REFLECTION
Student reflections on feedback from practice educator including summary of agreed
areas for student’s progress and areas for development (To be completed after
discussion in supervision)
REFERENCES
Student Signature ; …………………………………………………………………….
Practice Educator Signature: ………………………………………………………..
111
FORMATIVE ASSESSMENT
Please use this form during the course of the placement to comment every four to six
weeks on student’s achievement and areas for development. Please address your
comments to the student. Note that that practice educators also need to contribute to the
interim and final assessment forms provided earlier.
Date of assessment: Please ensure that each one is dated……………………………….
Development of Practice Skills
Understanding and application of social work knowledge and theory (including law
and policy)
Understanding ethical issues and application of values (including anti-oppressive
practice)
Understanding of service user and carer perspectives
Skills in reflection and critical analysis of practice
Portfolio evidence (Please make specific comment on evidence presented to date and
make suggestions for the future)
Areas for development and exploration (continue over if necessary)
Signed:……………………………………….
Practice Educator
Date:……………………….
Signed:……………………………………….
Student
Date:……………………….
112
EVIDENCE FRONT SHEET
NO…………….
Brief Description of evidence
Description of context, aims and outcomes (inc. policy/procedure/legislative framework)
What Theories, models and values/ codes of practice informed your work and how?
What did you learn from this piece of work?
Service users’ perspective/feedback
NOS units and values evident in the whole piece of work
Feedback from PA/Supervisor
Student Sign
Educator Sign
date
date
Original Verified by Educator
YES/NO
Where can the original be found?.....................................................
(i.e. service user file/agency’s policies – the original document should not be included in
the portfolio)
113
EVIDENCE OF ICT AND NUMERICAL SKILLS IN PRACTICE
The Higher Education Quality Assurance Agency (QAA) sets out benchmark statements
which set out expectations about what students attaining qualifications in a range of
subjects, inlcuding social work, should have demonstrated. The statement for social work
includes a range of ICT and numerical skills
The GSCC has advised universities to ensure ‘that robust arrangements are in place to
meet the revised QAA…ICT requirements...’ The programme at UWE considers that
students will achieve many of these skills through successful completion of academic
modules. But some of them must be evidenced in the course of practice placements.
The table below sets out the specific ICT and numerical skills that must be evidenced in
practice, and gives examples of appropriate evidence. Practice supervisors / educators at
each Level of practice learning are asked to indicate in final column whether they have
seen evidence of the kind indicated and confirm this by signing at the bottom of the page.
At least one of the forms of evidence shown under each of the three requirements should
have been seen by the end of the placement.
This form should be made available at the final placement meeting, but should not be
included in the portfolio. The student should keep it and include it in their GDP progress
portfolio, and present the form for each placement to their tutor to submit with their final
transcript at the end of the programme.
Advice about the full range of requirements and how they are met within the programme
will be provided separately.
Use ICT effectively for professional communication, data storage
and retrieval and information searching
Use of a word processor to produce letters and / or reports
Evidence seen
Use of agency e-mail
Yes / No
Use of agency database
Yes / No
Use of agency computerised record systems / document filing systems
Yes / No
Search electronic resources for information to inform practice
Yes / No
Use ICT tools to produce posters or presentations
Yes / No
Use ICT in working with people who use services
Produce information in an appropriate / accessible format
Yes / No
Use of a word processor to produce letters and / or reports
Yes / No
Use ICT tools to produce posters or presentations
Yes / No
Yes / No
Apply numerical skills to financial and budgetary responsibilities
E.g. Travel claims, supporting people calculations, spreadsheets
Yes / No
(Paper evidence is sufficient evidence of numerical skills)
Name of Student.
Practice placement Level 1 / 2 / 3
I confirm that the student has provided evidence of ICT and numerical skills as shown
Name
Role
Signature
Date
114