The Assessed &
Supported Year in
Employment (ASYE)
Guidance
September 2012
This Guidance accompanies the Southend Borough Council Policy on ASYE and
should be read in conjunction with it. It has been designed for use by Newly
Qualified Social Workers undertaking the ASYE, their Assessors and all
professionals involved with ASYE.
Enquiries related to this document can be directed to:
Robert Malliff
Learning & Development Manager
T. 01702 534941
E. robertmalliff@southend.gov.uk
2
Contents
Page No.
Welcome Letter
ASYE Contacts
Useful websites
4
5
6
Section 1
7
Background to ASYE
Includes: Objectives of ASYE, national context, eligibility,
contract of employment and the PCF
Section 2
Quality Assurance of ASYE
11
Includes: Registration, the Learning Agreement, Roles and
Responsibilities, the structure of ASYE in Southend and the
ASYE Timeline
Section 3
Support for NQSWs on ASYE
19
Includes: Guidance on reduced caseload, 10% training and
development, supervision, the PDP, HCPC re-registration,
Masters Level study and development for ASYE Assessors
Section 4
Assessment of NQSWs on ASYE
28
Includes: Holistic assessment, review meetings, observation,
group supervision, final assessment and recording and
collecting evidence
Section 5
Successful Completion of ASYE
36
Includes: Certification from TCSW, career progression
following ASYE and further Masters study
Section 6
Unsatisfactory Progress
38
Includes: the interim review, additional observation,
additional evidence, failure, dismissal and appeal
3
Introduction
Welcome to Southend, and welcome to the Assessed and Supported Year in Employment (ASYE).
Congratulations on becoming a Newly Qualified Social Worker and welcome to a remarkable
profession where individuals have the chance to make a real difference to the lives of service users in
Southend. We are pleased you have chosen to start your social work career here with us in Southend.
ASYE is a government initiative akin to the induction year Newly Qualified Teachers have undertaken
since 1999. Linked to the Professional Capabilities Framework (PCF) that has flowed from the Social
Work Reform Board and the HCPC’s Standards of Proficiency, ASYE is the beginning of your career as a
social worker, and it will help provide a bridge from initial training to confident and competent practise
that is based on a firm foundation of skills and knowledge.
Southend Borough Council believes that social workers are entitled to the best career-long
professional development. As a NQSW in Southend you have the benefit of undertaking the ASYE,
which has been implemented in Southend following a number of discussions and consultations with
national, regional and local partners. We want to ensure that you can benefit from a programme that
provides consistent assessment across the service and excellent support to help develop your practise
on which to base an effective career.
This Guidance is a practical guide for NQSWs, ASYE Assessor and all professionals associated with ASYE
in Southend. Expanding upon the induction that you will be receiving, the Guidance provides a full
overview of the programme and explains the support NQSWs are entitled to, how assessment will be
conducted and by whom, the links in ASYE with Masters Level study and more.
We hope that you will find the programme supportive, clear and effective in helping your professional
development. If you should have any queries please do not hesitate to contact the ASYE programme
coordinators in the Children’s Workforce Team.
We should like to take this opportunity to wish you well in your social work career, and we look
forward to supporting you in becoming a competent and proficient practitioner.
Yours faithfully,
Sue Cook
Interim Director of Children’s Services
Simon Leftley
Director of Adult and Community Services
4
ASYE Contacts
Children’s Workforce Team
Robert Malliff, Learning & Development Manager
T. 01702 534941
E. robertmalliff@southend.gov.uk
Jane Elson, Children’s Workforce Development Officer
T. 01702 215456
E. janeelson@southend.gov.uk
For any queries regarding the policy and guidance for ASYE, concerns regarding progress against the
PCF criteria, programme entitlements for NQSWs
ASYE Manager – Children’s Services
Angela Deary
T. 07974 966687
E. angeladeary@gmail.com
ASYE Manager – Adult Services
Paul Taylor, Practice Leader
T. 01702 534258
E. paultaylor@southend.gov.uk
ARU Link
Paula Sobiechowska, PQ Lead
T. 0845 196 4950
E. paula.sobiechowska@anglia.ac.uk
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Useful web links
British Association for Adoption & Fostering www.baaf.org.uk
British Association of Social Workers www.basw.co.uk
College of Social Work www.collegeofsocialwork.org
Community Care www.communitycare.co.uk
Current Education & Children’s Services Research www.ceruk.ac.uk
Department for Education www.education.gov.uk
Department of Health www.dh.gov.uk/en/SocialCare
Health and Care Professions Council www.hpc-uk.org
Quality Care Commission www.cqc.org.uk
Learn Direct www.learndirect.co.uk
Office for Standards in Education www.ofsted.gov.uk
Research in Practice www.rip.org.uk
Research Register for Social Care www.researchregister.org.uk
Skills for Care www.skillsforcare.org.uk
Skills for Health www.skillsforhealth.org.uk
Social Care Institute for Excellence www.scie.org.uk
Social Work Reform Board www.dcsf.gov.uk/swrb
Southend training courses – Adults http://pegasus/acs/train/prog/Pages/default.aspx
Southend training courses – Children www.southend.gov.uk/cpd
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Section 1: Background to ASYE
This section deals with the background to the Assessed and Supported Year in Employment, the
objectives behind ASYE and an explanation of the Professional Capabilities Framework, for which
ASYE is the pilot programme.
National Context
ASYE flows from the 15 Recommendations of the Social Work Task Force and the subsequent work
of the Social Work Reform Board (SWRB). It has been designed ‘to help newly qualified social
workers develop their skills, knowledge and capability and strengthen their professional
confidence.’1 ASYE replaces the NQSW scheme from September 2012. Unlike the NQSW scheme,
ASYE is a single scheme across children and adult services. ASYE has been aligned with the
Professional Capabilities Framework (PCF), which forms the basis for assessment of NQSWs.
Employers will decide if their NQSWs have completed ASYE successfully, although certification will
come from the College of Social Work.
Purpose and Objectives of ASYE
It is important that NQSWs understand that Southend Borough Council has chosen to implement
ASYE in order to provide excellent support and development in the first year of practise. SBC
understands the importance of developing social workers in order to improve their practise, the
reputation of the service and, ultimately, the lives of service users and the wider local community.
It is in this context that SBC invests the time, commitment and, where necessary, the funding to
support newly qualified social workers to develop into highly effective practitioners.
Therefore, the key objectives of ASYE are to:
1. Help NQSWs to improve their skills, competence and confidence as a social worker in a
systematic manner during the first year of practise.
2. Enable employers to provide NQSWs with focused supervision, support and guidance.
3. Improve NQSW job satisfaction and their enthusiasm to continue to work as a social
worker.
4. To improve the quality of social work practise by ensuring the first year of employment
provides an effective bridge from initial training and to ensure those who are unsuitable
for social work are removed from the profession.
1
Social Work Reform Board, Introduction to the Assessed and Supported Year in Employment (May 2012)
7
Eligibility
To participate in this programme as a NQSW you must:



Have recently qualified as a social worker by successfully completing either the social work
BA or MA degree
Be employed in a full-time or part-time post
Be registered with the HCPC
The default position is that a NQSW will begin ASYE on their day of employment in a qualified
social work post. However, in situations where a social worker within their first two years of their
qualified career begins employment with SBC may be eligible for ASYE. This would be dependent
upon the individual having not previously started ASYE with another employer and having no
previous statutory social work employment. The decision to place individuals on ASYE in this
situation will be at the discretion of the team manager in discussion with the social worker.
Contract of Employment
You would have been issued with a contract of employment prior to commencing employment
with SBC. This contract clearly specifies that successfully completing ASYE is a condition of your
continued employment with SBC. This Handbook guides you through the SBC Policy on ASYE to
help you understand how you will be assessed during the year and what entitlements of support
you can expect.
The PCF
Following consultation, the Professional Capabilities Framework (PCF) was finalised and ratified
by the Transitional Professional Assembly at The College of Social Work in April 2012, including
the capability statements developed for the ASYE level.
The PCF has been developed by social workers for social workers and is now owned by The
College of Social Work (TCSW) on behalf of the profession. The framework outlines the expected
level of performance of social workers and students in England replacing the National
Occupational Standards. It applies to all roles and settings across children and families and
adults’ sectors, including independent social workers. The introduction of ASYE this year will
focus attention on the capability required for this level. It is anticipated that through
implementation of ASYE other social work staff e.g. supervisors, managers and assessors, will
recognise the relevance and importance of the PCF for themselves and all social workers.
The PCF is divided into nine domains covering the professional capabilities which social workers
are expected to demonstrate in their day-to-day work. These domains are interdependent not
8
separate, reflecting the ways in which social workers use a blend of skills and knowledge in their
practice. Each domain is divided into a number of levels, which are cumulative – that is, a social
worker is expected to demonstrate capabilities up to and including the level they are at.
Progression through the levels is determined by people’s abilities to manage issues such as
complexity, risk and responsibility in a range of professional settings. For ASYE therefore it will be
important for the candidate and the supervisor/manager/ assessor to familiarise themselves with
the capabilities required at qualifying level.
It will serve as a backdrop to both initial social work education and continuing professional
development after qualification. The PCF framework has been developed by social workers for
social workers. It is a ‘living’ document, in that it is likely to develop as the profession develops. It is
owned by The College on behalf of the profession.
The PCF is currently populated up to the advanced level – discussion is ongoing about what the PCF
should look like at a ‘senior’ level.
Explanation of the PCF
Domains
The Professional Capabilities Framework has nine domains (or areas) within it. Each domain
deals with an area of competence critical to the social work role.
Levels
The PCF is divided into levels, both before and after qualification. The levels relate to the
complexity of work that someone with those capabilities would be able to manage.
Progression between levels
Progression is determined by people’s abilities to manage issues such as complexity, risk and
responsibility in a range of professional settings. As the PCF is a proposed model for
professional development it will be up to employers to adapt their career structures
according to the PCF levels.
The HPC Standards of Practice for Social Worker (SoPS) in England and the PCF
The College and the Health Professions Council (HPC) have jointly mapped the HPC standards
against the PCF expectations for social work students at the end of their last
placement/qualifying level, to demonstrate the inter-relationship between the two.
The SoPS apply to all social workers in England – in all roles and settings, including
independent social workers. The SoPS are not optional and all social workers in England are
required to meet these to qualify as a social worker and continue to meet them for reregistration with the HCPC.
For the 9 domains and assessment criteria for ASYE see the supporting Templates document.
9
The Professional Capabilities Framework (PCF) diagram
10
Section 2: Quality Assurance
This section deals with the areas that are built into the ASYE to ensure consistency across SBC. It
deals with the processes that have been put in place, key dates and the roles and responsibilities
linked with the year. The flowchart below provides an overview of ASYE at SBC.
Registration
For the Registration Form, please see the accompanying Templates document.
It is imperative that NQSWs are registered on ASYE prior to commencing employment. This will
allow for induction to take place with the NQSW, Team Manager and ASYE Assessor (where
different) within the first week of employment as a newly qualified social worker. The Registration
Form needs to be completed by the employing team and sent to the Children’s Workforce
Development Team via robertmalliff@southend.gov.uk
Learning Agreement
For the Learning Agreement Template, please see the accompanying Templates document.
The purpose of the Learning Agreement is to ensure that the NQSW, ASYE Assessor and Team
Manager understand their roles and responsibilities within ASYE; the entitlements a NQSW is
afforded on ASYE and the expectations placed on each participant. It also ensures that there is a
commitment at the beginning of ASYE from each individual to the year. When the participants sign
the Learning Agreement they are committing to the terms of the SBC Policy on ASYE. Once signed,
this should be placed in the NQSW’s ASYE Profile.
11
ASYE Flowchart
NQSW
Supported by
ASYE Manager
Managed by
Team Manager
ASYE Assessor
NQSW Registered on ASYE before commencing employment
Learning Agreement signed within 1st week of ASYE commencing
Objectives in PDP agreed using the PCF criteria
NQSW receives regular supervision, direct observations and workshops via ARU
NQSW not making satisfactory
progress
Assessment of the NQSW at 3, 6
and 12 months
Interim Review called
NQSW passes ASYE
Support Plan rewritten; evidence
gathering begins
Career progression with SBC
Performance still
unsatisfactory
Performance
improves
Certification from TCSW
NQSW fails ASYE and employment is
terminated
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Roles & Responsibilities
NQSW
1. To undertake ASYE and participate fully in the review/assessment process
2. To work as a member of the team under the direction of the team manager and/or
delegated assessor
3. To take full advantage of the support offered via ASYE to develop practise
4. To undertake a Masters Level Module via SBC’s partner HEI for ASYE
5. To take joint responsibility for ensuring registration on the ASYE programme
6. To collate all necessary evidence as part of the assessment process
7. To commit to all supervision sessions and prepare for sessions accordingly
Team Manager
1. To ensure the NQSW has received the correct contract of employment for ASYE
2. To ensure that the NQSW is inducted on ASYE within the first week of employment
3. To ensure there is a suitable Assessor within the team to oversee the assessment of
the NQSW, or undertake the role themselves if no-one suitable is available
4. To ensure the NQSW is registered on ASYE with the Children’s Workforce Team
5. To ensure the NQSW receives their entitlement on ASYE, including a 90% caseload and
10% development time
6. Discuss the NQSW’s caseload with the Assessor, but have responsibility for work
allocation
7. Have ultimate responsibility for the quality of the NQSW’s work and performance and
retain responsibility for absence management
8. To facilitate the additional supervision afforded to the NQSW on ASYE
9. To facilitate the time and support for the ASYE Assessor to undertake the role
adequately
10. To liaise with the ASYE Assessor and NQSW to keep abreast of progress by the NQSW
11. To attend at least the final assessment meeting with the NQSW, Assessor and ASYE
Manager
12. To facilitate and/or participate in any additional support that is required for a NQSW
failing to make satisfactory progress
13. To liaise with the ASYE Manager and Children’s Workforce Team as required.
13
ASYE Assessor
1. To ensure a Learning Agreement is signed with the NQSW at the beginning of ASYE
2. To ensure a Training & Development Plan is in place for the NWSQ at the beginning of
ASYE
3. To provide the additional supervision for the NQSW on ASYE
4. To undertake 3 direct observations of the NQSW on ASYE, and any additional
observations that may be required when progress is unsatisfactory
5. To participate in support groups provided by the ASYE Manager
6. To undertake assessment reviews of the NQSW at 3 months and 6 months, and to
complete a final assessment report at the end of ASYE
7. To undertake an interim review of the NQSW and offer additional support when
progress is unsatisfactory
8. To forward reviews at 3, 6 and 12 months to the Children’s Workforce Team and the
ASYE Manager
9. To participate, as required, in any appeal process that might occur in the event of
failure of the ASYE
ASYE Manager
There will be an ASYE Manager for Children’s Services and an ASYE Manager for Adults.
1.
2.
3.
4.
To provide quality assurance of the ASYE assessment process by supporting Assessors
To offer at least 3 group supervision sessions for NQSWs across each ASYE cycle
To provide a direct observation of each NQSW
To feed into the assessment process for each NQSW and attend the final assessment
meeting with the NQSW, Assessor and Team Manager
5. To liaise with the Children’s Workforce Team and provide updates on progress of
NQSWs
6. To support Assessors in their role and to step into the role of Assessor in extreme
circumstances
7. To offer support sessions for Assessors prior to Review Meetings at 3, 6 and 12 months
14
Children’s Workforce Team
1. To co-ordinate the establishment of a policy for ASYE and to ensure it is reviewed each
year
2. To keep abreast of national policy to feed into the SBC Policy
3. To provide supporting materials in the implementation of the SBC Policy, such as
Handbook and Templates
4. To ensure an ASYE Manager is in place, with the support of senior management
5. To liaise with employing teams and receive all registrations for ASYE
6. To provide inductions for NQSWs, Assessors and Team Managers
7. To facilitate training for ASYE Assessors
8. To liaise with local and regional partners as appropriate
9. To link with an HEI to provide a Masters Level module for ASYE and to review the
effectiveness of this each year
10. To link with the ASYE Manager, Assessors and Team Managers in the event of
unsatisfactory progress of a NQSW and help co-ordinate additional support and
evidence gathering
11. To participate in appeals, as appropriate
12. To forward details of NQSWs successfully completing ASYE to the College of Social
Work for certification
15
Roles & Responsibilities Chart
Children’s Workforce Team
 Ensures compliance with SBC Policy on
ASYE
 Provides Handbook and Templates for
Assessment
 Co-ordinate Registrations, Inductions,
Assessments, Certification
Team Manager
 Has ultimate responsibility for
NQSW Assessment
 Can delegate this to ASYE
Assessor within the team
 Retain responsibility for work
allocation and absence
management
ASYE
at SBC
NQSW
 Undertakes ASYE
 Participates fully in all assessments
and support activities
16
ASYE Manager
 Quality Assures ASYE Assessment
 Oversees/provides support to
ASYE Assessors
 Offers some Group Supervision
and a direct observation of NQSW
 Links closely with Children’s
Workforce Team
ASYE Assessor
 Provides most supervision to NQSW
 Undertakes Reviews of NQSW on
behalf of the employing team
 Links closely with ASYE Manager and
Children’s Workforce Team in the
Assessment of the NQSW
ASYE Structure Chart
This structure is the same across Children’s Services and Adults.
Children’s Workforce
Development Team
Team Managers
ASYE
Assessor
ASYE
Assessor
NQSW
NQSW
ASYE
Manager
ASYE
Assessor
NQSW
ASYE
Assessor
NQSW
NQSW
ASYE
Assessor
NQSW
The chart above provides a diagrammatical explanation of how ASYE is structured in Southend. Each
NQSW has a designated Assessor within their employing team. Ideally, Assessors will be responsible
for no more than one NQSW at a time, although the structure allows for two NQSWs per Assessor
when Team Managers consider this arrangement to be appropriate.
The chart shows that each ASYE Assessor is supported by their Team manager, the ASYE Manager
and the Children’s Workforce Team. The ASYE Manager will provide group sessions at least 3 times
a year, to prepare Assessors for Review Meetings. This will ensure consistency of process and
assessment and provide Assessors with the opportunity to ask questions, share knowledge and
develop consistent approaches to the assessment of their NQSW(s).
Team Managers will assume joint responsibility for assessment following an Interim Review, which
triggers additional support and monitoring following unsatisfactory progress. In the event that an
Assessor cannot continue in the role, or if there are irreconcilable differences between Assessor and
NQSW, the ASYE Manager will assume responsibility for the assessment of that particular NQSW.
The Children’s Workforce Team will liaise with the ASYE Manager in the first instance to ensure
Assessors and NQSWs are aware of their roles and responsibilities and have the necessary support.
They are also responsible for ensuring quality assurance across ASYE and that the SBC Policy is
adhered to. The Workforce Team will also ensure development for NQSWs and Assessors is
reviewed and beneficial, and will work with partners to provide the most effective development
opportunities across ASYE.
17
ASYE Timeline
This is a generic timeline to show what should be happening at which stage.
On appointment
NQSW is informed that they will undertake ASYE with Southend Borough Council and that
continuation of employment with SBC is dependent upon successful completion of ASYE.
Prior to NQSW
commencing
employment
Contract of employment is issued by HR to the NQSW with an additional clause specifying that
continuation of employment is dependent upon successful completion of ASYE.
Employing team send Registration Form of ASYE to the Children’s Workforce Development Team
at least 2 weeks before NQSW begins employment.
Week 1
Induction for NQSW, Team Manager and Assessor. This will be organised by the Children’s
Workforce Team with contributions from the ASYE Manager and partner HEI.
Week 2
1st Supervision – Learning Agreement signed and PDP written
Month 1
Student caseload
Fortnightly supervision
Month 2
Fortnightly supervision
Month 3
Fortnightly supervision – including a group supervision session with ASYE manager
1st direct observation
1st Review
Month 4
Fortnightly supervision
Month 5
Fortnightly supervision
2nd direct observation
Month 6
Fortnightly supervision – including a group supervision session with ASYE manager
2nd Review
Months 7 & 8
Monthly supervision
3rd direct observation – by ASYE Manager
Month 9
Monthly supervision – including a group supervision session with ASYE manager
3rd Review (optional unless progress is unsatisfactory)
Month 10
Monthly supervision
4th direct observation
Month 11
Monthly supervision
Month 12
Monthly supervision
Final Assessment
Following Final
Assessment
Certification from College of Social Work
Right of Appeal (in cases of failure)
In addition to the above, there will be 5 workshops with ARU and submission of the academic
assignment and profile. The timetable for the academic work will be issued separately.
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Section 3: Support for NQSWs
Guidance on NQSW Caseload
ASYE provides NQSWs with a reduced caseload (90%), regular supervision and 10% protected
professional development time. Together, these will allow NQSWs the time and space to critically
reflect on their own practise and assess their level of development against the Professional
Capabilities Framework criteria. In the first month of ASYE the NQSW will be given the equivalent of
a student caseload (8-10 cases) before progressing on to a 90% caseload in month 2.
On ASYE, it is a requirement on the employing team to ensure the NQSW caseload is carefully
managed. NQSWs should be assigned work at a level of complexity and risk that fits their
experience to date, whilst providing appropriate challenge. NQSWs should be taking on no more
that 90 per cent of the work that a confident second or third year social worker would undertake
within SBC. This reduction in caseload is in addition to the 10 per cent protected time for training
and development activities.
In the first month, the NQSW’s caseload should be what could reasonably be expected of a final
year degree student. After the first month, NQSWs can expect to move on to more complex cases as
their experience, confidence, knowledge and skills develop. By the end of the year, NQSWs should
be leading some cases and co-working on others.
As guidance, a “full” case load for a Children and Families frontline social worker in their first few
years of practise equates to around 20-25 children. A 10% reduction is therefore around 3 children,
or one family. NQSWs should therefore have a caseload of around 17-20 children.
Please note that the complexity and number of cases is a balanced process – the more complex the
cases held, the fewer of them one should have; and vice versa. However, a case that looks routine
on first allocation can quite quickly escalate to become a very complex case. Therefore the
guidance provided in these paragraphs is guidance; some variation in the nature and demands of a
NQSW’s caseload may occur, due simply to the dynamic nature of the cases social work
professionals deal with.
The NQSW’s caseload should be allocated by the Team Manager, and this remains their
responsibility. Where the Team Manager is not the ASYE Assessor, Team Managers are encouraged
to participate in some supervision sessions across the year, as well as each review meeting and the
initial meeting at which the Learning Agreement and TDP are completed. It is expected that the
Team Manager will feed into the assessment undertaken by the ASYE Assessor across the ASYE year.
If NQSWs are unsure about whether their entitlements to a protected caseload or 10% protected
development time (see below) are being provided, they should speak with their Line Manager in the
19
first instance. Thereafter, they can speak with the ASYE Manager who can refer this to senior
management, if necessary.
Guidance on NQSW Training and Development Time
During ASYE NQSWs are entitled to 10% of their time protected for training and development
activities related to ASYE. Full-time NQSWs (37 hour per week contract) are allocated 23 days on
ASYE (pro-rata for part-time NQSWs). This is in addition to the protected caseload (see above).
ASYE Activity
Induction/Initial meeting
Reviews
Regular supervision
Frequency
Beginning of ASYE
At 3, 6 and 12 months
Weekly for 6 weeks, fortnightly for 6
months then monthly thereafter
Masters Module
- 5 workshops
5 full days across the year
- Study time
7 days to assist assignment/profile
Remaining Training & Development time
Total days per NQSW
Equivalent to
Half a day
Half a day
3 days in all
5 days
7 days
7 days
23 days
The remaining 7 days must be used for additional training, shadowing, reading/study, visits etc. See
overleaf for further ideas. NQSWs must seek approval from their Line Manager as to when this
additional time is taken, and the needs of the service will need to be considered. However, this is an
entitlement and not discretionary, unlike in the previous NQSW scheme.
Please note that training that any member of staff joining the organisation will undertake does not
form part of the protected training & development time. This includes:




Any induction training
Safeguarding training
Health & Safety training
IT training, including CareFirst training
Using Training and Development Time
The following are examples of the types of activities that NQSWs could undertake with their 10
remaining development days:
 Shadowing peers, more experienced colleagues or other professionals
 Co-working with more experienced colleagues
20
 Familiarisation with the local community via visits
 Familiarisation with other services and key professionals within the department and
partner organisations
 Peer group mentoring or coaching
 Discussions with colleagues
 Guided reading (for example, text books or case notes, assessments and court reports
in order to highlight the required standard and format of written work)
 Using the internet to find information, and explore the latest research and best
practice examples
 Attending non-mandatory departmental training which can be related to the PCF
Criteria
 Attending external seminars or conferences
 E-learning (e.g. Research in Practice)
The following are examples of how the ring-fenced funding for training and development can be
used:






Attending Corporate training courses;
Attending external courses;
Purchase of books/research
Subscriptions, e.g. for professional magazines;
Facilitating shadowing opportunities;
Specialist training (e.g. play work)
How to Access Training & Development
One key component of the NQSW programme is the provision of additional, tailored training and
development opportunities to support NQSWs’ professional development.
All training and development activities and resources you access should meet a specific
development need that is identified on the TDP, within supervision or at Review Meetings.
Funding is available for each NQSW on ASYE. This is held centrally by the Children’s Workforce
Team. £460 is allocated for each NQSW to fund 15 credits through ARU. A further £460 would be
allocated if NQSWs opt to go for 30 credits rather than 15.
There are two ways the funding for training and development can be accessed:
1. By identifying training and development needs during Reviews and recording these on the
individual Professional Development Plan.
21
The Children’s Workforce Team collates the individual PDPs from each NQSW and uses them
to develop a programme of training courses to meet the needs that are identified by a number
of NQSWs. Details of the courses are circulated to all NQSWs as soon as they are arranged.
2. By applying for individual funding for a specific external course or conference or a particular
resource.
NQSWs can apply for funding for a specific course, conference or resource (e.g. a book) that
will support them to meet the PCF Criteria. In order to do this they must complete the
Application for Funding Form. For the Application for Funding Form, please see the
accompanying Templates document.
NQSWs can also access any other relevant children’s services training. This can be applied for
through the usual routes.
The Professional Development Plan (PDP)
The PDP provides the means by which NQSWs can reflect on their current skills gaps and training
needs, and subsequently plan their professional development, with guidance from their ASYE
Assessor, during this initial 12-month period in order to help meet the PCF Criteria for ASYE.
The PDP commences at the initial meeting between the NQSW, ASYE Assessor and Team Manager
within the first week of employment. This is the first opportunity a NQSW has to analyse their
skills and knowledge gaps against the PCF Criteria. (See the Templates documents for the TDP
proforma). NQSWs should use their final placement report and transitional development plan
from the end of their degree/MA to help undertake this task.
The PDP should be reviewed (and re-written if necessary) at 3 and 6 month Reviews, and again at
the final summative assessment at the end of ASYE. As part of the process of reflection, and
aligned with the requirement on all social workers to keep a profile of continuous professional
development for re-registration, a NQSW should consider the impact of CPD:




When completing and reflecting on normal caseload
During supervision
When undertaking training and development activities
Whilst undertaking the MA Module
By the end of ASYE a NQSW will have a profile that will include all learning:

The initial PDP: an analysis of training and development needs to demonstrate current
level of knowledge, skills and experience and where the gaps lie, and a plan which sets out
22









training and development needs based on the above analysis, and how a NQSW plans to
meet them
An updated PDP, when applicable
MA Module assignment and result
Notes from each Review Meeting
Notes from the Final Assessment Meeting
Supervision notes (sample)
Any feedback you receive, or ask for, from service users and colleagues
Certificates/ transcripts from training undertaken
Certificate from TCSW showing successful completion of the ASYE
Any other example of where learning has occurred
Please see the Tracker Document in the Templates section of the documents to help you keep
track of your learning during ASYE.
The profile is not just a paper exercise. It provides the evidence you will need for the Health and
Care Professions Council (HCPC) should you be audited at re-registration in September 2014.
Furthermore, NQSWs that embed the skills of analysing and acting on their own development
needs, and maintaining a slim-line, high-quality profile, will underpin the rest of their career
development and save them time and stress in the future. It is also an essential document should
you decide to move employer during ASYE – the profile will show your new employer evidence
of what you have achieved so far.
HCPC Re-registration
On 1st August 2012, the Health and Care Professions Council (HCPC) became the regulatory body
for social workers in England. All social workers are required to register with the HCPC between 1 st
August and 30th November 2012, and will be required to re-register between September and
November every two years. It is a legal requirement upon the individual social worker to register
and it is a criminal offence to practise under the protected title of social worker without being
registered.
As part of this process, social workers are required to maintain a profile of continuous professional
development (CPD) as part of their requirement to meet 5 CPD standards:
1. Maintain a continuous, up to date and accurate record of their CPD activities
2. Demonstrate that their CPD activities are a mixture of learning activities relevant to current or
future practise
3. Seek to ensure that their CPD has contributed to the quality of their practise and service
delivery
4. Seek to ensure that their CPD benefits the service user
23
5. Upon request (if audited – see below), present a written profile (which must be their own work
and supported by evidence) explaining how they have met the standards for CPD.
Re-registration 2.5% audit
Every two years, as part of the re-registration process, HCPC will make a random selection of 2.5%
of all 85,000 social workers across the country. If selected, the social worker has 3 months to
present their CPD profile to an assessment board at HCPC. Whilst this is designed to be a
supportive process, with audited social workers given the opportunity to refine and amend their
profiles to meet the 5 standards, the ultimate sanction, should a social worker fail to meet the
standards, of de-registration and the inability to practise.
Profile structure
Whilst the HCPC are keen not to specify any particular format or design for the profile, they
nonetheless offer the following guidance on how it should be structured:




List of CPD activities (for the last two years)
Summary of recent work (for the last two years) – maximum of 500 words
Statement of how the standards (3 and 4 above) have been met – maximum of 1,500
words
Supporting evidence – showing the benefit of CPD (standards 3 and 4 above)
The HCPC emphasise that CPD is ANY learning – conferences, research, reading of journals, team
meetings, or a conversation in which learning was developed – anything that helps you develop
your practise. Moreover, they emphasise that the word count above is the maximum required and
that fewer words would be wholly acceptable if they are concise. Bullet points are also acceptable.
CPD needs to be relevant to the ROLE you are undertaking. For front line social workers, including
those on ASYE, this will relate to your practise. For managers, this will relate to their specific role.
15 credit module through University of Essex
SBC is developing a 15 credit Masters Level module to support social workers in Southend who are
audited. This will involve support from a university tutor who will help the social worker construct
the written evidence required above, as well as the opportunity to present to a group of
colleagues, whilst being assessed by the university tutor.
However, should NQSWs decide to opt for 30 credits and submit their profile for accreditation,
they will essentially meet the requirements of HCPC re-registration, should they be audited.
24
Masters (MA) Level Study
In January 2011, the General Social Care Council (GSCC) announced the PQ framework would end in
2012. The profession has now moved towards a modular MA as the pathway for post-qualifying
Continuous Professional Development (CPD) as recommended by the Social Work Reform Board
(SWRB). Social workers in Southend have been taking MA Level modules for a number of years. The
only real change is that the previous PQ Framework (Consolidation, Specialist, Higher Specialist and
Advanced Awards) has been removed. This simplifies the structure for study for social workers and
provides greater flexibility in what can be undertaken.
SBC has worked with regional universities to ensure that any MA level academic credits staff have
already obtained by studying for the PQ awards will continue to be recognised and can be counted
towards the new modular MA. The ASYE Module undertaken in Southend is the first MA module to
be linked to the Professional Capabilities Framework (PCF).
MA modules are academic qualifications that social works can work their way through after their
initial social work qualifying course. They aim to provide the opportunity to consolidate and
extend skills and knowledge, support improved practise and help social workers in developing a
specific specialism to advance their career.
A Masters Degree can be divided into 3 main parts, each worth something in themselves. A Masters
can be approached in one go, in the 3 main parts below, or in modules of 15, 20 or 30 credits at a
time, dependent upon the university. The table below outlines the structure of Masters Level study:
LEVEL
CREDITS
Postgraduate Certificate
Extending and deepening initial competence in a
specialist context
60
Postgraduate Diploma
The knowledge and skills needed to make
complex judgements and discharge high levels
of responsibility and the management of risk
120
Full Masters Degree
The knowledge and skills required for
professional leadership and the improvement of
services. This incorporates managerial forms of
leadership and advance practice skills
180
25
EXAMPLE MODULES









ASYE Module
Assessing Risk (Adult Social Care)
Coaching & Mentoring
Supervision & Assessment
Practice Education
Children and Young People, their
Families and Carers
Adult Social Care
Mental Health – BIA/AMHP
Leadership and Management


Any of the above
Dissertation
MA modules are designed in partnership with employers (both Local Authorities and voluntary
agencies) by Universities, in response to local and regional need. In Southend on Sea, it is not
compulsory for social workers to undertake M Level study but it is highly recommended. Holding
post-qualifying qualifications enhances practise, provides latest research and knowledge and
opens up new career opportunities.
Southend continues to fully fund M Level study, wherever possible, for qualified social workers
who are permanent members of staff, and provides tailored advice and guidance to candidates
and their managers. For further information please contact robertmalliff@southend.gov.uk
Masters Accreditation of ASYE
SBC has partnered with Anglia Ruskin University (ARU) to provide Masters Level accreditation for
NQSWs on ASYE. The Module dovetails with the PCF / SoPS Criteria for assessment and provides
NQSWs with additional development and support during ASYE, outside of the team and the day to
day environment.
Across the year, NQSWs will be offered the opportunity to gain 30 credits at Masters Level, with 5
workshops on particular aspects on reflective practice, in the light of the PCF, to help inform and
develop their practice. At around 8 months, NQSWs will be required to submit a reflective 3,500 –
4,000 word essay to demonstrate their progress against the PCF and the impact of CPD and
reflection on their practice. This part will be worth 15 credits. The additional 15 credits will be
gained by submitting the profile (outlined above) for accreditation. This will be put together from
supervision notes, review meetings, observation records, etc. See the Templates document for
more details.
NQSWs will have the support of a Tutor from ARU, as well as the ASYE Manager, to help them
complete the Module successfully and improve their reflective practice in the process. Following
successful completion of ASYE there will be the opportunity to undertake further Masters Modules
with ARU or other local providers to complete a Postgraduate Certificate in Social Work Practice –
one third of a Masters degree.
Development for ASYE Assessors
As part of the transition from the NQSW pilot scheme to ASYE, Skills for Care have provided
funding for local partnerships in the preparation for ASYE. SBC is in partnership with Thurrock
Council and the University of Essex in the creation of a new Postgraduate Certificate in Supporting
& Assessing Professional Practice for experienced social workers (2 years+ post qualifying
experience and approval of their team manager) who will be assuming the role of Assessor.
26
The PG Certificate will be formed of two 30 credit modules (see details below). All ASYE Assessors
will be expected to undertake this as part of their own professional development, to ensure
consistency of assessment of NQSWs on ASYE, and in order to disseminate the principles of ASYE,
the PCF and reflective supervision/practise across the organisation. To assist this, ASYE Assessors
will be entitled to undertake the 13 taught sessions during working hours.
The Supervision Module will begin in late September and will attract 30 credits. There will be two
teaching days at the University to introduce Assessors to the entire PG Certificate and provide an
overview of the course. Further teaching days will be provided and independent study time
required. The Assessing Practise Module will begin in February and will also attract 30 credits, with
the same arrangements as the Supervision Module in place. Therefore, by June 2013, ASYE
Assessors will have accrued 60 credits at Masters Level. The next stage of development could be a
PG Diploma in Leading & Managing, or the 60 credits could be added to previous credits. The
Supervision & Assessment PG Certificate is ideal development for senior social workers looking to
develop into team management.
The timetable for both the Supervision and Assessment Modules are outlined below:
Supervision Module (30 credits)
This consists of Supervision, Group Supervision and Action Learning. This module explores the
concept of group supervision and the use of action learning. It supports the student to explore the
goals and outcomes of a variety of methods and strategies used in contemporary practice and
explore how it applies to different roles and different professional contexts.
NB. If you are a trained Practice Educator and have the 30 Credit Module in Practice Education
you will not be required to undertake the Supervision Module, just the Introductory Sessions
and the Assessing Practise Module.
Assessing Practise Module (30 credits)
The module will include: Assessing performance at the point of entry; Professional Development
Plans, target setting and reviewing and monitoring; recording discussions and maintaining a
supervision log; identifying, providing and evaluating learning and development opportunities;
embedding improvements and measuring impact; and examining what is evidence and how to
assess it.
Issues to be explored will include: how to support the NQSW/student social worker to develop
evidence, how to deliver a robust and accountable process and how to manage concerns with the
student social worker/NQSW if they arise.
An element of Assessing Practice is an observation of each students practice carried out by a
university tutor with feedback being provided for the student both verbally and in written format.
Dates for 2012-13
The Supervision Module will begin on 17th October 2012 with two preliminary sessions being held
on 26th September and 3rd October. It is particularly important for participants to attend the 3 rd
27
October session, regardless of whether they are undertaking the Supervision Module, as this will
provide an overview of ASYE in Southend, supervision and assessment. The programme will be
delivered on full days (Wednesdays). The dates are as follows:
26th September, 3rd October, 17th October, 14th November, 12th December, 16th January 2013, 6th
February, 27th February, 6th March, 27th March, 22nd May, 26th June and 10th July.
There will also be further support available through tutorials and workshops. There is no delivery
during usual school holidays.
Venue
University of Essex, Southend Campus
Funding
The PG Certificate is fully funded by Southend Borough Council.
Please contact Robert Malliff (01702 534941 or robertmalliff@southend.gov.uk) for further
details.
28
Section 4: Assessment of the NQSW
This section deals with holistic assessment and how this has been defined by Skills for Care
and the College of Social Work; the nature and importance of Review Meetings and how
NQSWs and Assessors can prepare for them; as well as issues surrounding direct observation,
supervision and Final Assessment.
It is essential to remember that holistic assessment is based on the qualitative judgement of
a competent professional; it is not about the quantity of gathered evidence. Both Assessors
and NQSWs need to understand this from the beginning. (SBC Policy on ASYE)
Holistic Assessment
Statement from Skills for Care and the Higher Education Academy in discussion with
the Department for Education (abridged):
Social work practice is a complex activity, requiring interplay of knowledge, skills and
values, as exemplified by the Professional Capabilities Framework (PCF). Within this, the
nine capabilities should be seen as interdependent, not separate; they interact in
professional practice, so there are overlaps between the capabilities, and many issues
will be relevant to more than one capability.
Moreover, understanding what a social worker does can only be complete by taking into
account all nine capabilities. Assessing learning, performance and progression in relation
to the PCF therefore requires an approach congruent with this framework. ‘Holistic
assessment’ is a recognised approach for assessing in such circumstances. This
statement outlines the rationale and a methodology.
1. Definition of holistic assessment for social work
Holistic assessment is used where learning or performance objectives are inter-related
and complex and the extent of learning or performance are measured against
established standards. This approach is particularly relevant to social work, especially
now that standards have been set at different career levels through the Professional
Capabilities Framework (PCF) - the development of professional judgement and
expertise can be assessed as a whole to reflect the complexity of social work practise.
Throughout their career, social work students and practitioners need to demonstrate
integration of all aspects of learning, including knowledge and experience in terms of
the PCF, and be able to generalise and transfer their learning to untaught applications.
Where learning or performance objectives are complex, the judgement of the assessor
is considered central in making a holistic decision about the quality of performance
(Biggs 2007). Biggs argues that analytic marking (individuated marking of the parts)
destroys the essential meaning of the task, although this does not mean that the detail
of the parts is ignored.
29
To further understand holistic assessment, it may be useful to consider the analogy of the
preparation, serving and assessment of a meal. A holistic assessment is made when the
meal is judged on its overall taste, quality and presentation, etc. If one part of the
preparation or an ingredient is missing or below standard, this will impair the quality of
the final product. In making an analysis of what was deficient, the process and individual
components will need to be examined. Furthermore, the quality standard for judgement
will differ, according to whether this is a corner café or a Michelin starred restaurant.
There are also clear analogies with the assessments that social workers have to make
about service users and carers in practice, and in relation to which Munro and others
have emphasised the need to gain holistic understanding, using professional judgement,
rather than relying on prescribed tools.
2. Principles and conditions for holistic assessment
These principles apply to assessment across the whole of the PCF:
1. Assessment is progressive over a period of time leading to effective summative
assessment.
2. Assessment must be consistent with the appropriate PCF level descriptor, and
include sufficiency and depth of evidence across all nine domains.
3. Individual capability statements will be important in terms of providing detail of
expectations for each domain, and particularly significant to identify gaps, areas
of development or concerns.
4. The assessment process and judgement must be trustworthy, reliable and
transparent (e.g. include clear guidance in handbooks, assessment panels,
triangulated evidence, audit trails).
5. Evidence must include the ability to reflect critically, including reference to
different sources of knowledge and research.
6. The learner will contribute evidence for assessment but the professional
judgement of sufficiency must be made by a registered social worker.
30
Review Meetings
The First Review will take place at the end of the first 3 months, the Second Review at 6
months and the Final (Summative Assessment at the end of ASYE at 12 months. A Third
Review can be conducted at 9 months if this is considered desirable by the NQSW, ASYE
Assessor or the ASYE Manager. There should be no surprises at these Review Meetings as
they should pull together what has already been identified and discussed in supervision over
the previous 3 months. For information about Interim Reviews in the event of unsatisfactory
progress please see Section 6 of his Guidance.
The First and Second Reviews will be conducted between the NQSW and ASYE Assessor, with
the Team Manager invited to attend and contribute. The Team Manager and ASYE Manager
are also required to be at the Final Assessment Meeting.
Copies of Review documents should be included in the NQSWs ASYE portfolio.
Guidance for ASYE Assessors at Reviews
The College of Social Work (TCSW) has developed some key points for ASYE Assessors in
undertaking holistic assessment:
1. Progression between levels is characterised by development of people’s ability to
manage complexity, risk, ambiguity and increasingly autonomous decision making
across a range of situations. Particular issues to think about are as follows:
 Level of confidence, underpinned by practice experience, reflection and
deepening understanding
 The increasing ability to work independently and to collaborate on equal terms
with members of other professions
 The quality of the judgments made, and the level of ability to explain and justify
them
 Efficacy of the work undertaken and the outcomes achieved, including
opportunities for preventive work
 The ability to take initiative, form constructive alliances and to act as a change
agent
 The ability to engage effectively with situations of increasing complexity and
challenge, for example those with:
31
•
•
•
•
•
•
multi-agency input
complex family / organisational dynamics
serious hostility and conflicts of interest
multiple problems / disadvantages
multiple / significant risk factors
need to take into account the public interest
 The appropriate use of authority and challenge
 The ability and commitment to educate and provide professional supervision to
others
 Demonstration of leadership, management and research
2. Familiarise yourself with the capability requirement for qualifying level in order to
understand the expectation for progression at ASYE.
3. ASYE aims to consolidate learning from initial qualifying programme and develop
knowledge and practice in specialist employment setting. There are 36
developmental capability statements at ASYE and a number of qualifying statements
where the expectation is of maintenance and consolidation. None of these should be
judged in isolation from each other except where there are concerns.
4. Demonstration is of consistent development of capability over time is reflected in
evidence and interim reviews.
5. Robust examples of evidence will include observations of several slices of practise, in
different settings and at different times, by different observers.
6. The expectation is of an integration of critical reflection in the majority of the
evidence that is submitted, e.g. in supervision records, direct observations and
critical reflection piece.
7. Across the majority of pieces of evidence there needs to be demonstration of how
service user feedback has been sought (explicit or implicit), reflected and acted upon
by the candidate.
8. At ASYE all the domains need to be of a sufficient standard.
9. At ASYE the decision at 12 months is pass, fail or defer (N.B. Defer is not for lack of
capability, but for such things as extended absence). Therefore NQSWs have just 1
year to demonstrate capability.
32
Preparing for Review Meetings
Points for the NQSW to think about:
Notes:
To what extent have I achieved the objectives in my PDP?
What evidence am I able to draw on to support my judgements?
Are there any of my objectives, or aspects of objectives, where I
have made less progress than I expected?
Why do I think that was?
What has been the impact on me and my practice of any learning
& development opportunities that I have accessed?
What progress am I making towards the PCF Criteria? Since the
start of the NQSW year/my last review meeting, what
improvements can I identify?
What evidence am I able to draw on to support my judgements?
In what ways have I used my 10% protected training &
development time?
How effective has this use of time been?
What new objectives should be set for the next 3 months?
To what extent have I been receiving the support that I am
entitled to?
Are there any areas of my practise and professional development
where I would like more support?
Are there any other points I want to discuss in the review
meeting with my Assessor?
33
Direct Observation
There will be 4 direct observations of the NQSW over the ASYE, 3 of which will be undertaken by
the Assessor and a fourth by the ASYE Manager for quality assurance purposes. In the event of
unsatisfactory progress additional observations might be necessary; please see Section 6 of this
Guidance for further information on this.
The first direct observation should take place early in month 3, to inform the First Review, with
the second one following in month 5 to support the judgement at Second Review at 6 months. If
there are reasons for concern following the 2nd observation, the ASYE Manager will undertake
their observation in month 5 or 6 to feed into the Second Review. In normal circumstances,
where progress is as expected, the ASYE Manager will conduct the 3rd observation in month 8,
with the final observation in month 10 or 11 to help confirm a successful judgement at Final
Assessment.
There is a Direct Observation Template within the Templates document to help inform the ASYE
Assessor/Manager in making their observation against the PCF Criteria. The Direct Observation
Template completed by the ASYE Manager must be given to the ASYE Assessor to help inform
holistic assessment of the NQSW.
Preparing for Supervision
Below are some ideas to help NQSWs prepare for supervision and get the most from each
session:
Have something to discuss:

If you struggle to remember in supervision everything that you’re doing on a day-to-day
basis, keep a diary/log of your activities each week – or print off a copy of your Outlook
Calendar as a reference tool

Aim to cover one theme/piece of practise at each session in depth. Don’t aim to cover
every little thing you have done – there isn’t time!

Discuss with your Assessor beforehand the theme/criterion/piece of practise for the
session that you would like to consider so that they can also prepare for the session.
Bring an agenda:

Write up beforehand the tasks/skills that you want to discuss, what you have done and
how, as an agenda.

Include how you are putting the skill/theme into practice on a case.
34

Include which outcomes in the PCF Criteria you feel that you have met through it. Bring
with you any sources of evidence that you may need.
Keep a strategic focus:

Refer to the previous supervision report. Check actions have been completed and you
are moving forward. Deal with anything that needs follow up.

Refer to your latest PDP before and during supervision sessions so that any training and
development opportunities you identify fill identified skills/knowledge gaps
Group Supervision
There will be at least 3 group supervision sessions provided during ASYE for NQSWs. These
sessions will be provided by the ASYE Manager and they will be timed to coincide with the
Review Meetings at 3 and 6 months and the Final Assessment Meeting at 12 months.
Group supervision can also be provided by ASYE Assessors to replace some of the individual
sessions that NQSWs are entitled to. This will be at the discretion of the Assessors and NQSWs
to arrange, although the Children’s Workforce Team, in liaison with the ASYE Manager, may
encourage the use of additional group supervision in certain circumstances.
Providing Evidence against the ASYE Criteria
Evidence from the NQSW against the ASYE criteria can be collected from:












Normal caseload and NQSW reflection on their work;
Evidence from reports and assessments produced;
Supervision discussions
Review meetings;
Masters accredited assignment;
Profile of professional development;
Meetings, supervision and discussions with your line manager;
Direct observation of your work by the ASYE Assessor and ASYE Manager;
Meetings and discussions with others, including colleagues and service users;
Service user feedback;
Training, courses and conferences;
Shadowing, observation and co-working;
35
NQSWs on ASYE have the opportunity to present their evidence against the criteria, collated
from the above areas, in supervision, at Reviews, Final Assessment and as part of their Masters
Module at ARU.
The evidence presented by the NQSW will, in part, allow the ASYE Assessor to determine
progress against the PCF/SoPS.
Final Assessment
The Final Assessment Meeting will take place at the end of ASYE at 12 months. As with the
Review Meetings, there should be no surprises at this meeting and the NQSW should already
be well aware if they are likely to pass or fail. In the event of unsuccessful completion please
refer to Section 6.
The Final Assessment, or Summative Assessment, Meeting should involve the NQSW, their
Assessor, the Team Manager and the ASYE Manager. Each should feed into the assessment
process and help inform the decision that is made by the Assessor.
The Final Assessment Meeting is an opportunity to reflect on the entire ASYE, to consider what
has been achieved in the year and to look at areas of strength and development for the year
ahead. The PDP should be revised at this meeting and the targets set should feed into the
performance management cycle for the second year of employment.
The Final Assessment Template should be completed during the Meeting and a copy of this
should be sent to the Children’s Workforce Development Team for the co-ordination of official
certification from The College of Social Work. A copy should also be sent to HR for the
employee’s file.
36
Section 5: Successful Completion
This section deals with official certification against ASYE from The College of Social Work, career
progression following ASYE and the opportunities available to social workers in Southend to
undertake training and development beyond ASYE.
Certification through TCSW
There is an obligation on SBC to provide information to The College of Social Work about our
social workers undertaking ASYE, regardless of whether they pass or fail.
Further information from the College to follow.
Masters Study and other development at SBC
In order to support practise and career development for social workers, SBC funds Masters
Modules beyond ASYE through the University of Essex, ARU, UEA, Bournemouth University and
other local providers. 15, 20 or 30 credit modules and PG Certificates (60 credits) are fully
funded, although we will look to fund PG Diplomas (120 credits) wherever budgets allow. There
is a process whereby SBC will look to part fund particularly expensive courses that run over
more than a year. Please contact Robert Malliff on 01702 534941 or
robertmalliff@southend.gov.uk in the first instance.
Each year, the Department of Children & Learning and Adult and Community Services provide
comprehensive training programmes for social workers. These programmes can be found in the
Useful web links on page 6. In addition, social workers are encouraged to approach the
Children’s Workforce Team to apply for funding for courses that are specific to their role and to
suggest training or development to be incorporated into the wider programme.
Other opportunities can also be arranged via the Workforce Development Team in liaison with
managers to support shadowing, secondments, and so on.
37
Career Progression
The chart below provides an overview of the opportunities that are available to social workers
in Southend following successful completion of ASYE. The chart provides an idea of how your
career could progress, although this is subject to variation.
NQSW on ASYE
Social Worker – following ASYE you are a
fully fledged social worker with the
opportunity to begin building your career
Practice
Education
ASYE Assessor
Coaching & Mentoring
Career
specialism
Senior Practitioner or
Practice Leader
Practice Manager
Team Manager
Service Manager
Group Manager
Head of Service
Director
38
Section 6: Unsatisfactory Progress
This section deals with the event of unsatisfactory progress and the processes that ASYE
Assessors, Team Managers, the ASYE Manager and SBC as a whole are required to follow in
order to ensure fair, transparent and robust judgements are made.
Interim Review
This is a pivotal point in the assessment of a NQSW that is deemed not to be making
satisfactory progress. The Interim Review should be called by the ASYE Assessor as soon as it is
evident that a NQSW is not making satisfactory progress. This Review should not be delayed.
As a consequence of the Interim Review, the NQSW will, in effect, be treated as if they are in
capability procedures and the ‘normal’ timetable is suspended. Responsibility for the
assessment of the NQSW will become shared between the Assessor and the Team Manager,
and the ASYE Manager will also be involved in additional observations, supervision and each
Review.
Once an Interim Review Meeting has been called, these should follow each month until
progress is deemed satisfactory; until the NQSW is dismissed for dangerous practise; or until
the Final Assessment of the NQSW at the end of ASYE.
The following should occur at the Interim Review:
1. The ASYE Assessor, Team Manager and ASYE Manager should ensure the NQSW is made
aware that they are not making satisfactory progress. The consequence of failure should be
sensitively reiterated.
2. The NQSW should be clearly made aware of the areas in which they are failing to make
sufficient progress and why. Reference should be made to the areas of the PCF Criteria that
are not being met.
3. The PDP should be rewritten to identify areas of weakness and the additional support that
will be put in place to help address these areas.
4. The Timeline for ASYE for the NQSW should be rewritten to allow for monthly direct
observations, monthly Reviews and fortnightly supervision (if beyond 6 months). This
timeline should remain in place until progress is deemed unsatisfactory or until 12 months
is complete and the NQSW is failed.
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Additional Observations
As outlined above, once the Interim Review has been called the NQSW should be observed
monthly until performance is satisfactory or until they are assessed as having failed ASYE. These
observations should be shared between the Assessor, Team Manager and ASYE Manager to
ensure there is a quality control process in place and to ensure fairness to the NQSW. Clearly,
the Assessor, Team Manager and ASYE Manager will need to share their assessment of the
observations with each other and agree which PCF Criteria they will be focusing on during each
observation, without overriding the principle of holistic assessment.
Additional Evidence Requirements
Following the Interim Review:
1. The outcomes of the Review (Template) should be sent to the Children’s Workforce
Development Team
2. Practical arrangements should be made to decide which observations the ASYE
Assessor/Team Manager/ASYE Manager will undertake
3. Careful collection of evidence should be made by the Assessor, Team Manager and ASYE
Manager. At each Interim Review a record should be taken and filed; the Direct Observation
Record should be taken and filed following each observation; and all other areas of
evidence must be recorded and filed including:
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Normal caseload and NQSW reflection on their work;
Evidence from reports and assessments produced;
Supervision discussions
Each Interim Review Template;
Masters Module workshops and assignments (portfolio of professional development);
Meetings and discussions with the Team Manager;
Direct observation of your work by the ASYE Assessor and ASYE Manager;
Meetings and discussions with others, including colleagues and service users;
Service user feedback;
Unless otherwise agreed, it is the ASYE Assessor’s role to collate this information and retain a
complete file. This will be crucial should a NQSW fail and decide to Appeal.
Failure and Dismissal
If, despite additional support and monitoring, a NQSW fails to progress satisfactorily and needs
to be assessed as having failed to meet the PCF Criteria, this needs to be recorded at the Final
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Assessment Meeting. This should clearly be of no surprise to the NQSW as they will have gone
through the Interim Review process outlined above.
The Final Assessment Meeting should be attended by the NQSW, ASYE Assessor, Team
Manager and ASYE Manager. The Final Assessment Report should be sent to the Children’s
Workforce Development Team in order that they can inform the College of Social Work, and to
HR so that they can retain on the employee’s file.
This procedure does not prevent the services of a NQSW on ASYE being terminated with due
notice, in the case of serious unsatisfactory performance or conduct. The notice period for all
social workers is one month unless the dismissal, as part of a formal disciplinary process, is on
the grounds of gross misconduct when the dismissal would be without notice.
Where dismissal is considered action should be taken in accordance with the Council’s dismissal
procedure. In particular, the Council’s legal obligations under the Employment Act (Dispute
Resolution) Regulations 2004 must be adhered to.
The decision to dismiss must be confirmed in writing to the employee by the Head of Service
and must advise the employee that they have the right to appeal within 10 days of receipt of
the letter.
Gross Misconduct
In circumstances of gross misconduct the NQSW can be dismissed, without notice, regardless of
wider performance on ASYE. In these circumstances the SBC Disciplinary Policy should be
followed.
Appeal
In the interests of natural justice and to comply with employment legislation in relation to
dismissal, the employee has a right of appeal against dismissal.
The appeal by the employee should be registered within 7 working days of receipt of the
written confirmation of the dismissal. The appeal should be sent to the relevant Designated
Officer who authorised the dismissal.
Upon receipt of an appeal, HR Operational Services will arrange for another Designated Officer
to hear the appeal. This would be the Director of Children & Learning or the Head of Specialist
Services, when involving a children’s social worker, and the Head of Adult Commissioning when
involving a social worker in ACS. Where this is not possible, HR & Communications would
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arrange for a Designated Officer from another service group to hear the appeal. The employee
remains dismissed pending the outcome of any appeal.
An appeal meeting will be arranged where the employee and the line manager (ASYE Assessor
or Team Manager) will each have the opportunity to state their case. The Designated Officer
hearing the case will then inform both parties of their decision, which will be confirmed in
writing. No further right of appeal exists.
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