Getting It Right For Every Child Learning Partner Core Competency

Transcription

1 Getting It Right For Every Child Learning Partner Core Competency Framework

2 Core Competency Framework The Lanarkshire Partnership is committed to working towards consistent, high standards of practice across the children s services workforce underpinned by a core set of competencies. The purpose of this document is to explain the common core competency framework which reflects developing thinking in Lanarkshire development activities which have been ongoing for a period of time. The framework also includes a number of additional competencies identified by those consulted in order to embed a Getting it right for every child practice approach. It does not seek to replace effective single agency or multi-agency training but to provide a shared structure to help workforce planning. contributing towards improved understanding of what practitioners say they need in the way of skills and development opportunities creating a shared understanding of and responsibility for multi agency workforce development. The core competency framework is based on the views, experience and knowledge of practitioners across agencies including health, children and families social work, education, adult services and the voluntary sector, as a core set of skills that would help each of us to operate effectively as single agencies and within multi-agency groups. The competency framework describes the key areas of that practitioners identified as relevant, no matter what agency practitioners operate from, rather than the particular knowledge, skills and competencies required within the individual disciplines of education, health, social work, community learning, etc. A shared competency framework can be helpful in supporting services, organisations, teams and individual practitioners to benchmark their current performance and identify future training needs. It can also support practitioners to maintain and develop their skills over time. A common, core competency framework will help Lanarkshire by: supporting practitioners to self evaluate and identify what support they need encouraging teams to identify current strengths which can be shared across the multi-agency workforce and weaknesses which can be addressed over time providing a structure for each agency to monitor, audit and plan for workforce development and improved performance guiding training providers in the design and delivery of training to improve competencies Lanarkshire s core competency framework recognises some of the skills and competencies currently developed within single agencies that would benefit the whole workforce. It also builds from workforce

3 The Core Competency Framework A graphic representation of the framework is included. The inner circle represents a common set of values and principles within which all members of the children s services workforce will operate. A workshop is available for members of the workforce who have not already been introduced to the values and principles. Following on from this foundation of understanding, five core competencies were identified as fundamental to delivering high quality services to children and families which are: Child development Assessment, planning and review Understanding the impact of adversity and vulnerability Communicating with children and young people Building relationships with parents and partners. Table in Appendix provides a description of the core competencies and the practice evidence that will indicate they are in place. The outer ring of the graphic details the development opportunities for staff to build upon the core competencies. These opportunities encompass existing knowledge and skills provision as well as additional areas which will be required to support the Getting it right for every child Practice Model. There is room for further development in the outer ring or inclusion of important areas that may have been missed How should the core competency framework be used? The first step in working towards a common set of competencies across the Lanarkshire partnership is for agencies to identify where each workforce is in relation to the five competencies. Some agencies may have some of the competencies in place through pre or post-qualifying training or work experience while others may have to plan to build each up incrementally. Some of the competencies may be acquired through ongoing professional development programmes and some may be seen as gaps. An initial audit of core competencies will lead to a training needs analysis followed by training plans with targets and timescales for achievement over an agreed period of time. It will be necessary for each agency to consider the competency framework and ensure that front line managers or practitioners: review their experience and practice to date, identifying relevant skills and knowledge appraise themselves against the competency statements, identifying those that are not met agree across managers, supervisors and training providers a programme that meets learning needs, prioritising gaps in set goals and action plans to achieve the desired competencies collect documented evidence of achievement in meeting identified competencies

4 Testing the Core Competency Self Evaluation Tool You have been identified by a colleague in your agency to test the audit tool for the core competency framework developed as part of the Getting it right for every child implementation plan. The core competency framework is still in the early stages of development but has been designed to help those responsible for workforce planning to make sure practitioners receive the support they need in the work they do with children and young people. The core competency framework was developed using the views, experience and knowledge of practitioners across agencies including health, social work and education, adult services and the voluntary sector as the core set of skills that would help each of us to operate effectively as single agencies and within multi-agency groups. Each of the competencies includes a general description, a list of the competencies themselves and examples of how this competency might be evidenced in your practice. We are asking you to read through the information about each of the competencies and form a judgement about whether or not you as an individual practitioner possess the competencies listed under the bullet points. We would like you to indicate with a or a whether or not you believe you have each of the competencies. If you believe that the competency listed as the bullets is demonstrated in your practice then you should mark with a if you believe that a cannot be demonstrated in your practice then you should use a. We would also like you to identify any particular gaps relevant to you under each of the competencies or make any other comments you believe would help in workforce planning. The information you provide to us will help us to discuss and plan the way forward in Lanarkshire in relation to staff training and development. We are operating in a very tight financial climate so it s important that we prioritise the right areas for practitioners and that we find the right approach that fits around your work.

5 Core Competency Framework Lanarkshire's Children's Services

6 Principles of Good Practice The core competency framework is based on a shared understanding of the values and principles which will underpin all work with children and families in Lanarkshire. A values workshop has been developed to improve understanding of values and create a shared understanding amongst professionals Participants should be able to: Develop an understanding of the value base of Getting it right for every child and in particular the core value of the child at the centre. Respect differing value bases Understand what shapes our values and how values influence the manner in which we work with children Understand the well being indicators and identify how our assessment of these can be influenced by our values Work with children in a manner that promotes their rights and respects their dignity Evidence of the underpinning values and principles in work with children and families: Appropriate communication with and responses to children, families and colleagues Appropriate support to colleagues in single agencies and across multi-agency boundaries Appropriate joint or multi-agency working in the best interests of children, young people and families Appropriate use of the core components of Getting it right for every child Constructive and effective relationships between services, agencies and professionals Best value for children and families Improved outcomes for children, young people and families of a

7 Child development This competency is required to make sure that every practitioner working with children/ young people and families operates from a minimum foundation of knowledge and understanding of the physical, emotional and social developmental milestones which indicate healthy growth and development. It will equip practitioners to monitor well-being and recognise difficulties as early as possible. It will also allow practitioners to understand how developmental delay can present, how it may impact on children and young people and how to intervene as early as possible to improve outcomes. Professionals demonstrating this competency will: Demonstrate the ability to identify and record developmental milestones relevant to the age and stage of the baby / child / young person Demonstrate the ability to identify developmental delay and analyse the impact on a baby / child / young person s well-being Demonstrate the ability to identify the impact of developmental delay on the individual circumstances of babies / children and young people Demonstrate ability to identify supports and interventions which could improve outcomes for babies children and young people experiencing developmental delay The presence of this competency can be measured through: Evidence of consistent monitoring and recording babies children and young people s growth and development in child / young people s records Recordings of early indicators of developmental delay Evidence of analysis and impact of developmental difficulties on individual children and young people Evidence of appropriate and early response to any identified developmental delay of a

8 8 Assessment, planning and review This competency is required to make sure that every practitioner working with children / young people and families in Lanarkshire contributes fully to assessment, planning and review both within single agencies and as multi-agency teams when necessary. This competency supports the Getting it right for every child Practice Model including; principles; processes, paperwork and practice and should result in improved outcomes for children, young people and families. Professionals demonstrating this competency will: Use active listening and engagement skills to encourage the participation of children, young people and families in the assessment, planning and review process Demonstrate understanding and use of information gathering, structuring, analysis, decision making and reflection throughout the process of assessment, planning and review Demonstrate understanding and use of the What I Think tool Demonstrate understanding and use of Single Agency Assessments including; well-being indicators My World Triangle assessment Demonstrate understanding of and use of the Integrated Assessment including: My World Assessment Triangle The resilience matrix Demonstrate understanding and use of the Child s Plan differentiating between outcomes and inputs. Assessment, planning and review documentation will contain evidence of: Children and families voices recorded throughout the assessment, planning and review process Competed What I Think Tools within assessment Appropriate and proportionate use of the well-being indicators in initial screening activity Evidence of adequate positive indicators where no further assessment or actions have taken place Appropriate and proportionate use of My World Triangle Assessment including analysis of risks and needs Appropriate use of the Integrated Assessment Tool including the resilience matrix Appropriate use of the Child s Plan with a focus on improved outcomes Evidence of appropriate and proportionate joint working / multi-agency working where in the best interests of the child of a

9 9 Understanding adversity and vulnerability Professionals demonstrating this competency will: Child records and documentation will contain evidence of: This competency is required to make sure that every practitioner working with children/ young people and families operates from the same basic foundation of knowledge and understanding of the different factors which constitute adversity and contribute to vulnerability. This competency supports the use of the Practice Model with particular emphasis on impact analysis and use of the Resilience Matrix. Practitioners will develop an overall understanding of the context of vulnerabilities and how each can coexist and impact on the other. This competency will ensure an understanding of the Lanarkshire context and some differences between localities. Evidence ability to recognise the presenting signs of children/young people exposed to: -- Domestic Abuse -- Parental Mental Health difficulties -- Substance/Alcohol Misuse -- Parental disability or physical ill-health -- Physical, sexual, emotional abuse and neglect -- Offending behaviour -- Homelessness Evidence the ability to understand the factors which create vulnerability and those which support the development of resilience Demonstrate understanding and use of the resilience matrix Appropriate analysis which indicate different responses to and impact on children and young people to their circumstances Evidence based assessment, planning and review Reference to the relationship between one adversity and another and between adversity and vulnerability Appropriate use of the resilience matrix. Demonstrate understanding and use of impact analysis. of a

10 0 Communicating with children and young people Professionals demonstrating this competency will: Child records and documentation will contain evidence of: This competency is required to make sure that every practitioner working with children / young people and families exercises a minimum standard of communication appropriate to a child / young person s age, stage and capabilities. This will include different modes of communication, different techniques and approaches. Evidence the ability to understand and respond to the individual communication requirements of children and young people Evidence the ability to adapt and modify modes and methods of communication to the individual communication requirements of children / young people Evidence the ability to understand their personal limitations of communication and seek appropriate support when required Children and young people s engagement and expression of views regardless of age, stage or capability Appropriately used modes and methods of communication Appropriate use of specialist communication skills Age and stage appropriate communication. Evidence the ability to access specialist communication skills when required. of a

11 Building relationships with parents and partners This competency is required to make sure that every practitioner working with children / young people and families feels confident and competent to build positive and constructive relationships with those involved in decision making: one-to-one with parents and colleagues; within group work settings formal decision making forums, Understand the psychological inhibitors to constructive communication Understand and demonstrate active listening and reflection techniques Understand and create positive group dynamics Demonstrate solution focused language and approaches Demonstrate the ability to challenge families and colleagues constructively Understand and demonstrate the different roles of supporting, leading and facilitating Understand and actively uphold the multiagency charter. Professional practice provide evidence of: Dignity, respect, honesty and integrity shown to families and colleagues Developing positive relationships with families and colleagues Consistent and appropriate input within groups and decision making forums Understanding of and ability to respond appropriately to a variety of communication styles Measures taken to challenge children/ families or colleagues where it is in the best interest of children/young people to do so. of a