Grade/ Level: N3 Q (bottom to mid point) Q (mid to top of grade) Reporting To: Social Work Operational Manager

Transcription

1 ROLE PROFILE Job Title: NQSW (AYSE) Social Worker Senior Practitioner Directorate: Children & Families Grade/ Level: N3 Q ( Q (mid to top of grade) Reporting To: Social Work Operational Manager Role Profile Number: SO3225 Date Prepared: January 2013 Suitable for Job Share (Y/N) No (Full and part time positions available) If No state reason Requirements of job make it inappropriate for two workers to share a caseload when working directly with service users Location Various locations across the borough DBS check required Enhanced Job Purpose This is a statutory role whose primary purpose is to safeguard children and young people who have either suffered or who are likely to be at risk of suffering significant harm as defined by the Children Act This role also encompasses other statutory duties and responsibilities of Children s Social Care as defined by legislation. This role also applies to NQSW s in the Assessed and Supported Year in Employment (ASYE) who will be supported appropriately by their Social Work Operational Manager/Advanced Social Work Practitioner and/or a more experienced social worker, as well as undertaking the NQSW Development Programme. This programme supports their development during the ASYE. This is a career grade role profile and progression is accumulative. This means that the base level relates to the NQSW undertaking their ASYE, as well as outlining the core attributes of the role. The middle level (social worker) outlines the core attributes of the role, whilst higher level (senior practitioner) describe additional tasks and responsibilities regularly carried out by post holders. 1

2 Decision Making Social Work Operational Managers will support NQSWs whilst undertaking the ASYE in decision making, so that this is a joint process for the tasks as detailed in this role profile, in order to meet the requirements of the role and the ASYE. NQSWs will also receive protected time for personal development normally equating to 10% over the course of the year. The post holder is responsible for organising their own workload ensuring that children and young people are seen and statutory commitments are met within the prescribed timescales. E.g. ensuring that all looked after children are visited and spoken to within the statutory timescales. The post holder is responsible for organising their own workload ensuring that children and young people are seen and statutory commitments are met within the prescribed timescales. E.g. ensuring that all looked after children are visited and spoken to within the statutory timescales, the assessment of adopters are completed within timescales. Responsible for managing a more complex workload of statutory, child protection work and specialist area with greater demands on delivering outcomes e.g. complex sibling groups with differing needs, placing older children for adoption, birth records counselling, assessment of adopters, child protection with a child with communication difficulties. 2

3 Within statutory and legal boundaries, post holders are jointly responsible for making operational day to day decisions to ensure the safety and wellbeing of children and young people at all times e.g. challenging parents on unsafe or dangerous practices. Commitment to and preparation for regular supervision (in line with statutory requirements) is mandatory for this role. Within statutory and legal boundaries, post holders are responsible for making operational day to day decisions to ensure the safety and wellbeing of children and young people at all times e.g. challenging parents on unsafe or dangerous practices and calling a child protection case conference or legal advice meetings as appropriate. Commitment to and preparation for regular supervision (in line with statutory requirements) is mandatory for this role As well as making recommendations for actions on their own cases, post holders are sufficiently skilled and experienced to provide sound consultation and advice to newly qualified social workers and inexperienced workers new to the service Accountabilities 3

4 All accountabilities listed undertaken during the ASYE, are to be achieved with support provided from the Team Manager. More frequent supervision will be available for support during the ASYE: as per the Children s Social Care Supervision Policy Post holders are required to assess needs and risks through the completion of recognised assessment tools and child protection processes. The post holder will receive regular supervision, in line with the Supervision Policy; weekly for the first six weeks, fortnightly thereafter for the remainder of the first 6 months and then every 4 weeks. They are expected to use their own initiative and skills to take the appropriate steps to ensure children s safety and develop and action appropriate plans. Post holders are required to assess needs and risks through the completion of recognised assessment tools and child protection processes. Whilst the post holder will receive regular supervision on each of their cases they are expected to use their own initiative and skills and to take the appropriate steps to ensure children s safety, develop and action appropriate plans. Significant post qualifying experience in line with national standards/guidance in order to support a less experienced social worker to undertake adoption assessments. Use the completed assessment to complete a specific and measurable care plan ensuring that all the identified needs of the child or young person are addressed. Co-ordinate the implementation of the plan, identifying necessary changes and review progress. Use the completed assessment to complete a specific and measurable care plan ensuring that all the identified needs of the child or young person are addressed. Co-ordinate the implementation of the plan, identifying necessary changes and review progress. 4

5 To contribute to the preparation of cases for court and the NQSW may be called upon to give evidence on behalf of the Authority. To participate in the service duty system as and when required. Demands To prepare cases for court and give evidence on behalf of the Authority. To participate in the service duty system as and when required. Both independently and jointly work court cases and take the lead in giving evidence. Provide practice advice to the duty social worker, as well as in the absence of the team manager and ensure the appropriate manager alerted. Assist on duty by speaking to the caller/visitor if a problem arises in an attempt to resolve. Physical demands There is some requirement to lift small children and their equipment. Mental demands Concentrated and regular enhanced mental and sensory attention are a regular feature of this role due to the responsibilities of the role, as outlined in Accountabilities section, as well as managing those responsibilities to set legislative timescales. For example, completing complex assessments, as well as preparing cases for court and giving evidence on behalf of the authority. Working to tight deadlines as well as managing conflicting demands and interruptions, e.g. seeing a service user who visits the office and dealing with a crisis that has occurred in the family on a day set aside to write a court report which has to be completed by the following day. Emotional demands Due to the direct involvement with service users, emotional demands can cause upset, e.g. the personal circumstances or behaviour of the service users. This emotional demand is intense and an integral feature occurring very frequently, e.g. relaying information to service users where assessment of service provision does not meet their expectations and having to challenge the difference between the wants and needs of the service users with them directly. Involvement on a daily basis with service users who are experiencing or who have experienced all forms of child abuse. The subject material is often deeply distressing. Working with service users who demonstrate difficult/risky behaviour, who are volatile and unpredictable e.g. chaotic substance misusers, people with substantial mental health issues, people with anger management issues 5

6 Working Conditions Most of the work takes place indoors with occasional work outdoors. There can be regular exposure to unpleasant and hazardous situations for a moderate proportion of the total working time e.g. visits to service users homes where basic rules of hygiene and safety are not observed e.g. animal excreta in living areas, dirty wet bedding and drug paraphernalia in living areas where children have access. The unpredictability of the home environment can also result in the potential risk of violence. Serious verbal abuse, aggression and other anti-social behaviour from service users and/or members of the public are unavoidable and a regular feature of this role and can be lengthy in nature. There is a requirement to lone work in the above conditions. 6

7 Experience, Knowledge and Qualifications Essential Qualifications Degree in Social Work or equivalent e.g. DipSW, CQSW, CSS. Registration with the Health and Care Professions Council (HCPC) as a social worker. Commitment to work towards the successful completion of the Assessed and Supported Year in Employment (ASYE). Ability to travel across the city to visit service users homes, attend meetings and court. Ability to work flexibly across all service areas as and when required. Essential Qualifications Degree in Social Work or equivalent e.g. DipSW, CQSW, CSS. Evidence of Continuous Professional Development by producing documentation to HCPC required for social worker registration. Registration with the Health and Care Professions Council (HCPC) as a social worker. Commitment to work towards the Post Qualifying Award. Ability to travel across the city to visit service users homes, attend meetings and court. Ability to work flexibly across all service areas as and when required. Recent practice experience in the UK. Essential Qualifications Post Qualifying Award:- - Consolidation and Preparation for Specialist practice (CPSP) - Specialist Child Care Award 7

8 Experience, Knowledge and Qualifications Knowledge of: Relevant policies and procedures of the Council and Department Childcare legislation i.e. the Children Act 1989, Children Act 2004 and Every Child Matters. Plus, Adoption & Children Act 2002, Leaving Care Act 2000, Care Matters: Time for Change. Other relevant related legislation e.g. Data Protection Act, Disability legislation, Human Rights Act, Freedom of Information Act and/or other specific legislation related to the service area. The HCPC Professional Standards of Proficiency and the College of Social Work Professional capabilities (PCF). Theoretical frameworks. Assessment and Care Planning. Child Development. Knowledge of: Relevant policies and procedures of the Council and Department. Childcare legislation i.e. the Children Act 1989, Children Act 2004 and 8. Plus, Adoption & Children Act 2002, Leaving Care Act 2000, Care Planning Framework Guidance. Other relevant related legislation e.g. Data Protection Act, Disability legislation, Human Rights Act, Freedom of Information Act and/or other specific legislation related to the service area. Adoption and Fostering National Standards and Regulations. The HCPC Professional Standards of Proficiency and the College of Social Work Professional capabilities (PCF). Theoretical frameworks. Specialist knowledge relating to the service area e.g. Birth records Assessment and Care Planning Child Development Demonstrable in depth working knowledge of: Childcare legislation i.e. the Children Act 1989, Children Act 2004 and Every Child Matters. Plus, Adoption & Children Act 2002 and Leaving Care Act Social Work models of practice and theoretical frameworks, e.g. systems theory, motivational interviewing. Working knowledge of other relevant legislation e.g. Homelessness legislation, Asylum Seeking legislation and/or other specific legislation related to the service area. Knowledge of and ability to select and apply theoretical frameworks to specific situations e.g. chronic neglect, parents with learning difficulties. 8

9 Experience, Knowledge and Qualifications Experience of: Experience of working within a childcare setting, i.e. gained through student placements, or previous work experience. Experience of: Experience of working within a childcare setting e.g. statutory social work, independent sector, independent Foster care agencies, residential settings, youth work, teaching. Demonstrable Post Qualifying Experience of: Working with children and families in the context of current legislation and Government initiatives, e.g. 3 years statutory post qualifying for adoption assessments. Statutory responsibilities in more than one of the following areas: child protection looked after children, permanency and placement, care leavers, crime and disorder, children with disabilities, adoption work. Recent evidence of leading complex child protection investigations. Undertaking complex assessment of need and care planning in accordance with national and local guidance for children in need and their families. Understand, manage and balance the risk in decision making. Undertaking court work and legal proceedings from initial statutory action to protect children and young people from risk to permanency planning and placement for adoption. The management of a complex caseload and associated processes. 9

10 Skills and Technical Competencies Communication skills to effectively communicate both verbally with service users and in writing in order to produce effective care plans, prepare reports for court and statutory reviews, as well as for case recording. Demonstrable skills in using PC based applications including Microsoft applications such as outlook, word, excel and power-point to enable plans to be produced. Communication skills to effectively communicate both verbally with service users and in writing in order to produce effective care plans, prepare reports for court and statutory reviews, as well as for case recording. Demonstrable skills in using PC based applications including Microsoft applications such as outlook, word, excel and power-point to enable plans to be produced. Ability to write reports to a consistent standard even when under pressure. Ability to work to deadlines and meet statutory timeframes. Ability to disseminate information gained from training courses attended, to social workers and others, both formally and informally. Ability to integrate learning into own practice Ability to support others with integrating learning into their practice. Highly developed interpersonal skills to meet the very demanding needs of the service users. For example, when dealing with sensitive personal issues as well as child protection issues and/or when working with the parents to bring about sustainable change. Highly developed interpersonal skills to meet the very demanding needs of the service users. For example, when dealing with sensitive personal issues as well as child protection issues. 10

11 Skills and Technical Competencies Observational skills when visiting service users homes. For example, observing interaction between parent/carer and child, observation of home hygiene and safety of home where child(ren) are concerned. Adaptability to changing needs and using transferable skills across differing environments. Ability to prioritise and work flexibly as well as managing time effectively in order to meet specified tasks within agreed timescales related to legislative requirements, as well as maintaining the level of quality of work required, particularly when working under pressure. Observational skills when visiting service users homes. For example, observing interaction between parent/carer and child, observation of home hygiene and safety of home where child(ren) are concerned. Adaptability to changing needs and using transferable skills across differing environments, supporting consistent practice across the service areas, e.g. assessment skills transferable to assessing adopters. Ability to prioritise and work flexibly as well as managing time effectively in order to meet specified tasks within agreed timescales related to legislative requirements, as well as maintaining the level of quality of work required, particularly when working under pressure. Ability to observe practice and use observations to provide constructive feedback of/to others, such as, newly qualified social workers and student social workers to support work based learning and development. Working as a role model, the ability to prioritise and work flexibly as well as managing time effectively in order to meet specified tasks within agreed timescales related to legislative requirements, as well as maintaining the level of quality of work required, particularly when working under pressure. 11

12 Skills and Technical Competencies Ability to work as part of a team and to be able to contribute effectively to the achievement of wider service performance objectives. Ability to work as part of a team and to be able to contribute effectively to the achievement of wider service performance objectives. The ability to contribute towards team development e.g. by developing best practice models. Undertake and/or support delivery of training across the service. Highly developed persuasive or negotiating skills to enable an appropriate way forward or appropriate solution for the service user, e.g. adoption panel, court work, engaging family to achieve best outcomes for child. Highly developed persuasive or negotiating skills to enable an appropriate way forward or appropriate solution for the service user, e.g. adoption panel, court work, engaging family to achieve best outcomes for child. Guiding skills to assist social work students in their development on placement with the local authority. Evidence of the support provided to the team manager in building a positive working culture. Highly developed negotiating skills and professional conversations to enable effective planning and service delivery for children and young people, e.g. with partner agencies, leading team meetings. Ability to take an active role in the induction of new team members. Ability to take an active role in the coaching/mentoring of newly qualified social workers to support their development. Analytical skills in order to interpret available information related to a particular case. Analytical skills in order to interpret available information related to a particular case. Highly developed analytical skills e.g. reviewing expert opinion for Court. 12

13 Skills and Technical Competencies Organisational and planning skills in order to develop solutions and/or plans for the present and/or future related to care plans to meet the assessed needs of children and young people. Creative skills, as well as problem solving skills to think of innovative solutions to complex problems, e.g. family group conferencing. To promote equality and diversity in practice when working with other professionals and service users, e.g. the ability to model non-discriminatory and nonoppressive behaviours. Ability to work on own outside of the office environment e.g. visits to service users homes. Organisational and planning skills in order to develop solutions and/or plans for the present and/or future related to care plans to meet the assessed needs of children and young people. Creative skills, as well as problem solving skills to think of innovative solutions to complex problems, e.g. family group conferencing. To promote equality and diversity in practice when working with other professionals and service users, e.g. the ability to model nondiscriminatory and nonoppressive behaviours. Ability to work on own outside of the office environment e.g. visits to service users homes. Ability to represent the social work profession and be seen as an expert e.g. in Court or other settings. Corporate Standards In accordance with Council policies and guidance on information management and security, it is your personal responsibility for data protection, client confidentiality and information governance. Act at all times in accordance with appropriate legislation and regulations, codes of practice, the provisions of the Council s constitution and its policies and procedures. You must work in accordance with training or instructions given, make proper use of any personal protective equipment provided and inform your manager of any hazardous situations or risks of which you are aware. Undertake all duties with due regard to the corporate equalities policy and relevant legislation. 13

14 In accordance with the provisions of the Data Protection Act 1998, jobholders should take reasonable care to ensure that personal data is not disclosed outside Council procedures, or use personal data held on others for their own purposes. In accordance with the provisions of the Freedom of Information Act 2000, ensure requests for non-personal information are dealt with in accordance with the Council s written procedures. In accordance with the provisions of the Health and Safety at Work Act 1974 and the Management of Health & Safety at Work Regulations 1999 you must take reasonable care so as not to endanger yourself or other persons whilst at work. You must also co-operate with the Council to enable it to comply with its statutory duties for health and safety. You must work in accordance with training or instructions given, make proper use of any personal protective equipment provided and inform your manager of any hazardous situations or risks of which you are aware. You must ensure you undertake responsibilities relating to your position as detailed within your Directorate Health and Safety Policy. Safeguarding - Children & Vulnerable Adults This organisation is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff to share this commitment. Staff must work in accordance with the South West Child Protection procedures and Child Protection/Safeguarding Policy and understand their role within that Policy. This post is subject to an enhanced DBS disclosure which will be carried out if your application is successful. 14