ASYE - Meeting the requirements of the Knowledge and Skills Statements

1. ASYE - Meeting the requirements of the Knowledge and Skills Statements

2. Assessment against the Knowledge and Skills statement child and family social work Morning Session

3. Introduction Skills for Care – our remit The College of Social Work The Knowledge and Skills Statement (KSS) Approved Child and Family Practitioner (ACFP) assessment and accreditation Setting the Scene – ASYE child and family services

4. Introduction If you’re an employer providing the ASYE in Child and Family services* You’re here today! We will be in regular contact with you • Briefings • Networks Workshop opportunities Identifying good practice – employer group Skills for Care – our remit

5. Introduction The ASYE is assessed against this The PCF is an overarching standards framework The KSS provides more detail on what a child and family social worker should be able to do Approved Child and Family Practitioner (ACFP) assessment and accreditation. The Knowledge and Skills Statement (KSS) child and family

6. Assessment and accreditation for child and family social workers ASYE summer workshop 1 July 2015

7. Background • The Narey Review February 2014 • The statement of knowledge and skills for child and family social work November 2014

8. Assessment and Accreditation system • Assessment and accreditation for Approved Child and Family Practitioner status • Two further statuses - practice supervision and practice leadership. • A recognised career pathway for social workers to progress and retain a focus on frontline practice. • In the next 12 months, up until March 2016, a KPMG-led consortium, will be working closely with the Chief Social Worker and the DfE’s Social Work Reform Unit to design and test this system.

9. The KPMG consortium The main players: Also working with: …and many others

10. Engaging stakeholders

11. Programme to March 2016 – proof of concept phase • Knowledge and skills statements for Practice Supervisor (PS) and Practice Leaders (PL) to supplement published one for ACFP • Development of trial of online assessment system • Research into practice observation methods • Trialling with volunteer local authorities and other employers • Analysis, feedback and refinement

12. Programme Plan Develop Knowledge and Skills Statements Develop scenarios to match K&SS Design online environment Proof of concept • For PL and PS • Consult with Children & Families, C&FSWs and Leadership • Government consultation • With C&FSW input design realistic scenarios for the on-line test • LEO Learning building a digital platform • Voluntary participation from local authorities Ongoing consultation and engagement Consideration of practice observation methods to complement online environment

13. Knowledge and skills statements • Working drafts prepared for PS and PL • Engagement with care leavers (Who Cares Trust), families (Family Rights Group), and three focus groups of managers and practitioners • Shared with College of Social Work, BASW and HCPC • Government / public consultation scheduled to start mid/late July

14. The emerging assessment system Assessment Digital / Online Practice Observation? Knowledge based – in situational context Intermediate questions – situation analysis Direct observation OSCE equivalent Audio / visual Complex scenarios – decision making

15. Employer sampling strategy • Invites sent to 26 local authorities and 3 other employers • Broadly representative of authority type, size (both children and social worker headcount), and performance (using Ofsted rating as a proxy) • Ensuring geographical balance – urban/rural split and by region

16. Other employers • CAFCASS • Sanctuary • NSPCC Map of LAs • North • Doncaster • Durham • Hartlepool • Leeds • North East Lincolnshire • Sunderland • Manchester • Wakefield • Midlands • Northamptonshire • Nottinghamshire • Birmingham • Dudley • Bedford Borough • Luton • London • Hackney • Kingston upon Thames / Richmond • Lambeth • Greenwich • Westminster • Wandsworth • South • Buckinghamshire • Kent • Reading • Southampton • Wokingham • North Somerset

17. What are the benefits for employers? • Opportunity to help shape the assessment and accreditation system • Early and first-hand experience of the assessment in the event of the assessment being introduced nationally • Data and information about the level of attainment of your workforce against the published and proposed knowledge and skills statements • Employee level, mapped against each section of the knowledge and skills statements • Employer level, with anonymised comparative data

18. Social worker sampling strategy • Approximately 1,000 practitioners – sample size driven by need to accurately predict national position and to enable in-depth analysis (25,000 estimated total population) • 250 practice supervisors – potentially includes IROs and child protection chairs (6,200 estimated total population) • 25 practice leaders (152+ estimated total population) • Employers’ discretion for allocating social workers to levels, guided by the definitions

19. Any questions?

20. What support you told us you need Employers want greater certainty on the requirements for the assessment and standardised templates Vast majority of employers are using a version of the 2012 ASYE guidance + KSS audit Guidance on how assessment against the KSS and the PCF can be managed Difficulty of managing 2 different frameworks for Adults and Children Agreeing the level required for the assessment and moderating assessments Information on the ACFP E - Survey –

21. How we are responding 3 DIFFERENT examples of audit against the KSS Revised Skills for Care documentation for use with KSS ( child and family social work ) Opportunity to discuss ways in which external partnership moderation can be available for child and family employers Case studies to follow Identification of good practice

22. How are we responding Inclusion of updates in social work briefing Regular meetings - information passed to you through Area Networks Invitations to Child and Family workshops Updates on website ACFP assessment and accreditation

23. Area Networks agenda Discussion of requirements for assessment – evidence, level, process Opportunity to think about standardisation and moderation

24. How we are responding Invite to all Child and Family employers Employer working group members, collecting examples of good practice and informing local discussions Agenda items to continue the discussion on local assessment arrangements and moderation and standardisation. Area Networks

25. Discussion groups The role of the employer working group Principles for assessment Showcasing examples of good practice Managing assessment against the KSS

26. Review of the Professional Capabilities Framework (PCF) Early findings from consultation events and online survey June 2015

27. Consultation events (4) Approximately 170 attended (backgrounds not yet analysed) Overall, there was a message of strong support for the PCF. It brings many benefits to the profession and there was no doubt that it should remain in the future

28. Summary of key points The PCF is not yet embedded so there could be a case for delaying change However, more clarity is needed about the status of the PCF, especially in relationship to other statements, standards and expectations The PCF should be used better in CPD The purpose and functions of the PCF are not fully understood in all parts of the profession

29. Summary of key points Better demarcation is needed between different level descriptorsto support career progression The language of the PCF can lack clarity The PCF should be streamlined and simplified, with improved visual presentation of its connections with other documents/bodies

30. Online survey Closed 24th June 522 respondents 92% of these had not attended other events 25% from Adults statutory setting 31% from Child and Family Statutory setting Prior knowledge of the PCF 22% = ‘excellent’ and 51% = ‘good’

31. Online survey In what ways to you think the PCF might be improved – top responses: Provide more clarity about the status of the PCF re other standards, statements and expectations (64%) Make better use of PCF in CPD, especially after ASYE (59%)

32. Online survey What would be most helpful in making PCF fit for purpose in the future– top responses: Provide clearer explanations of how the PCF works in specific situations (e.g. Assessment, CPD, career progression, performance) (51%) Give clearer distinction between PCF as overarching framework and how it is applied in practice (48%)

33. Meeting the requirements of the Knowledge and Skills Statement (child and family social work) Managing assessment against the KSS

34. Employer working group – “Champions of good practice” Representative from each Skills for Care Area Commitment to March 2016 Liaison with area colleagues to identify examples of practice Deliberate on and agree examples for posting on the website With area colleagues develop case study material Provide a leadership role for Area colleagues linking into the Area networks Collect local issue to inform the on-going work of the group Rehearse the discussion and debate to inform local problem solving Terms of Reference

35. Principles for assessment Minimises bureaucracy Robust enough to stand challenge Includes an initial KSS self assessment KSS self assessment asks for evidence Self assessment verified by Assessor discussed in supervision Identified learning needs inform the PDP and the Learning Agreement PDP regularly reviewed and updated with reference to the learning needs identified through the KSS and the PCF Process supports holistic progressive development Critical reflection as central

36. Examples - assessment against the KSS and PCF Staffordshire - Mapping document TCSW – Mapping slide KSS and PCF Holistic Assessment outcomes

38. Discussion question 1 How could you use these examples of mapping documents to support the assessment ?

39. Examples of Evidence Merton – KSS baseline Enfield – KSS baseline Revised adult paperwork Wandsworth - Written case study

40. Enfield Example of simple self assessment against the main statements Facilitates identification of learning needs Populated real life example Comment: Include evaluation/ verification by the Assessor Include requirement to identify learning objective KSS initial audit

41. Merton Highly detailed - statements broken down into series of sub statements Requires the Assessor to also scale the NQSW Identifies learning needs and links to the PDP Requires evidence of capability over the year Comment Time intensive for both NQSW and Assessor Effectively a second assessment running alongside the PCF KSS initial audit

42. Merton revised adult documentation Streamlines assessment Contains all the evidence requirements (excepting the KSS initial audit) in one place Allows for the same framework to be managed across adult and child and family Supports standardisation and moderation Revised Skills for Care adult documentation

43. Wandsworth – initial KSS audit, case study format Innovative case study example Assessing and supporting critical reflection Assessing across the KSS Flexible use May support the ACFP assessment Comment May be time consuming and requires skilled Assessor

44. Discussion Question 2 Bearing in mind the principles identified by the Good Practice Working group, what aspects of the examples presented would you find helpful to incorporate in your assessment?

45. Ensuring standards are consistently applied, external partnership and national moderation Afternoon session

46. Introduction Skills for Care – supporting the adults ASYE framework The College of Social Work The Knowledge and Skills Statement Moderation and Partnerships Setting the scene – ASYE adults services

47. Introduction • The basis for ASYE in adults services • a national system of quality assurance so that the profession can have confidence that employers’ judgements are consistent • standardised arrangements for assessment and moderation Aligns with the PCF – key learning outcomes Moderation • internal and external processes The Knowledge and Skills Statement (KSS) - adults

48. Introduction KSS is the driver What’s the difference between adults and child and family? Working it out on the ground The transition from old to new Working in partnership Moderation and Partnerships

49. Moderation Overview

50. Internal moderation Internal moderation combines two distinct activities: