First placement Children (Young Offenders) 1.2 FINAL ASSESSMENT FOR THIS PLACEMENT- See Section 2 for holistic assessment report

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1 Summary of Evidence linked to the PCF Holistic using the Professional Capabilities Framework Placement Report Template SECTION 1: Summary of assessment and supporting evidence 1.1 Placement details Student STUDENT Practice Educator On-site Supervisor (if applicable) PE WBS Placement details (delete as applicable) First Children (Young Offenders) Team name/agency Youth Justice Service (YJS) Dates of 24/03/ /07/2014 HEI tutor TUTOR 1.2 FINAL ASSESSMENT FOR THIS PLACEMENT- See Section 2 for holistic assessment report Recommendation Practice educator signature Student signature Tutor signature Date Pass 1.3 Summary of documentation and assessments taken into account in this recommendation Date Previous practice n/a assessment report 1 Learning agreement /03/2014 Midway review(s) /05/2014 Concerns Meetings and n/a 1 of readiness for direct practice (First ) or First assessment report (Last ) SCS6058 Practice Learning Handbook 1

2 Reviews (if applicable) On-site supervisor s report2 Views included herein; no separate documentation 1.4 Summary of any issues or circumstances taken into account in this recommendation (please give brief summary and attach additional information in a report if relevant e.g. investigation of a complaint, dyslexia assessment) Issue Brief description (max 150 words each) 3 Additional information? Placement e.g. No issues NO workload, PE and/or organisational factors etc. Student e.g. health, personal circumstances, disability etc. No issues NO 1.5 Summary of evidence linked to the PCF used to support this recommendation 4 Type of evidence Direct Observations Service User and Carer feedback Critical reflection of practice Extracts from supervision notes Student work products Evidence No List title(s) of documents used in each category with dates Direct Observation 16/4/14 Direct Observation 9/6/14 Verbal feedback from KC & Mum ( Mid April 14) Verbal feedback from KJ (9/6/14) Values & everyone s personal prejudices (early April 14) Custody The Secure Estate (29/5/14) Desistance & Labelling - related to several Service Users (28/4/14) The S.W. role in Criminal Courts related to KJ (28/4/14 & 10/6/14) Agency Record system entries (April June 14) PSR preparation & ASSET form prep. KJ,BC,KC, (April & May 14) 2 If applicable 3 Additional summary information can be appended if required 4 The number of documented pieces of supporting evidence is for guidance. Programmes may wish to vary these according to locally determined agreements SCS6058 Practice Learning Handbook 2

3 Other e.g. Presentations Managers & Colleagues feedback (April & June) Group S/V topic discussion documents.. related to YJB Research findings (May & June 14) SECTION 2: Holistic assessment, including supporting evidence 2.1 REPORT ON CAPABILITIES Holistic assessment, including the student as a learner* (see below) This assessment of STUDENT, as a holistic professional, should be read in conjunction with my comments in the report section Feedback on overall capability, below. STUDENT has been pro-active in all aspects of work. She quickly introduced herself to colleagues throughout the Service. She was keen to gain insight into their roles. With similar enthusiasm, STUDENT has engaged in hands on interventions with Service Users. She was not daunted by the serious nature of their Offences, nor did any complex backgrounds undermine her efforts. STUDENT is skilled in asking questions when appropriate. She learns quickly. She retains detail very well. STUDENT s speed of intellectual activity is matched by a willingness to work hard. These qualities have made her popular & respected by professional colleagues from disparate disciplines and by Managers. STUDENT s desire to be of use to her Service Users, stems from her non-judgemental assessments and insight into potential effects of disadvantage. In relation to specific guidance in this report, described as Student as a Learner, I offer the following: Major areas of learning for STUDENT, relate to the Legislative processes in Youth Justice work. She has worked hard to fully grasp Pre Sentence Report preparation, working with young men Sentenced to Custody and the maintaining of Child centred interventions. The balance between Public Protection & the welfare of the Child has been an area of learning to which STUDENT has risen well. STUDENT s attitude & commitment to learning have been exemplary. STUDENT demands high standards from herself. As such, she aims for objectivity in assessing her own work. Her professionalism results in accurate evaluation of her own work. In terms of future learning, as it relates to professional Social Work, I think her interest in theories of explanation of behaviour, could be served by further exploration of mental health and young people. I will record here that STUDENT will absorb genuine learning, in whichever aspect of Social Care she works. This is due to her enthusiasm and developed intellect, to which I refer above. Whilst being an obvious asset to the work, STUDENT also has a warm character and good sense of humour. She is equally well liked by colleagues, managers and Service Users. My thoughts on future learning in a dictionary definition sense, are that if STUDENT maintains her balanced approach to life, her resilience to the demands of contemporary Social Work, will result in a long & successful career. SCS6058 Practice Learning Handbook 3

4 PCF level descriptor By the end of the first students should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions. By the end of qualifying programmes, demonstrated in the context of the last newly qualified social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. Please provide an overall judgement of the student s professional capability with reference to the level descriptor for this, taking into account: Capability across all nine domains of the PCF Progressive assessment of the candidate s capability during the Any factors that may have affected the student s progress during the Link your comments to examples of evidence presented over the course of the and, if appropriate, information provided in Section 3 to support the overall assessment. (Guideline approx 500 words ) Feedback on overall capability STUDENT had worked with young people with disturbed behaviours, prior to. She had worked in residential and community settings. She started with a solid understanding of the notion of professional interventions, confidentiality & boundaries. In developing her knowledge, STUDENT was required to work in Criminal Courts, Custodial settings and with offenders in the community. Her recordings were of a high standard; her curiosity in relation to theories developed quickly. STUDENT utilised her skills in reflecting on practice, to good effect. She also read widely and applied her knowledge to her work. STUDENT worked well across the teams within the YJS. She evidenced appropriate respect for the different approaches of each discipline (e.g. Police, Health, Education & Accommodation).By end, STUDENT was working independently and at a sophisticated level. Cross reference Evidence number 1,3,4,5,7,9 & 11. 1,2,4,6,8,10,11 & 12. 1,2,4,6,7,8,10,11 &12. Please provide additional information to support your overall assessment. This will be essential if the student has not demonstrated capability in one or more of the domains, or you have other, specific concerns. Where a student has demonstrated particular ability, we expect the practice educator to provide the SCS6058 Practice Learning Handbook 4

5 evidence to support this. If the student has not demonstrated ability we expect the practice educator to evidence how this has been addressed during practice learning and supervision. You may also wish to comment on other relevant evidence from the you have not discussed, for example, highlighting a student s strengths, progress or areas for development in a particular domain. (Guideline approx 250 words maximum per domain) Domain 1: Professionalism Identify and behave as a professional social worker, committed to professional development Social workers are members of an internationally recognised profession, a title protected in UK law. Social workers demonstrate professional commitment by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they safeguard its reputation and are accountable to the professional regulator. STUDENT s casework with BK and WM, required her to prepare for & represent the YJS to unfamiliar users. Conversely, CB, BB,KJ & WA know their way around the system and its operational staff in great detail. STUDENT also undertook office duty sessions, where her preparation time was limited and issues presented by Service User s, were unknown prior to their arrival (DD is a good example for this Domain).STUDENT adapted her interventions appropriately across the range of Service User needs. In the Courts she represented the YJS with professionalism. In Supervision sessions (Individual & Group), STUDENT utilised the time effectively. Her work was in accord with HCPC Values, at all times. Direct Observations of Practice (Formally documented on 2 x occasions) and numerous unplanned, informal observations with colleagues / Service Users. Supervision. Colleague, Management & Service User feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) and Pre Sentence Reports (PSR s) Domain 2 Values and Ethics Apply social work ethical principles and values to guide professional practice Social workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people who use their services. Social workers are knowledgeable about the value base of their profession, its ethical standards and relevant law. STUDENT s personal & professional values, reflect her commitment to equality of opportunity and a non-judgemental approach. Her employment pre, had provided a sound basis for her work in Youth Justice. BA was issued a Police Caution for Assault. STUDENT s approach to subsequent CAMHS intervention was sensitive and mindful of BA s apprehension. STUDENT clearly attaches no stigma to mental health issues. Her age & gender appropriate approach to BA, was helpful to her understanding the intervention. In SCS6058 Practice Learning Handbook 5

6 Supervision, STUDENT reflected intelligently on differences & similarities when working with Girls / Young Women; most Service Users are Male. Further casework evidence of STUDENT s developed insight into oppression, came from her PSR for KJ s Court appearance. She was objective in her assessment and conveyed all information in a manner that the 1989 Children Act requires her to. STUDENT did not minimise the serious nature of KJ s crimes, but her proposal of a Youth Rehabilitation Order (YRO) ensured his best interests as a Child, were central to the Courts decision. STUDENT attended the hearing and spoke to the Magistrates in open Court. She was commended by the Magistrates, for the quality of the PSR. PSR preparation. Courtwork. Direct Observations of Practice. Supervision. Colleague, Management & Service User feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) and Pre Sentence Report (PSR) preparation. Domain 3 Diversity Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice Social workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence of difference, a person s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are able to challenge appropriately. The nature of Youth Justice work, inherently provides Students with very disparate Service Users. STUDENT has routinely engaged Service Users from economically underprivileged backgrounds. She has made no assumptions and worked well to ensure her practice is led by evidence as opposed to generalities or prejudice. The Referral Order Panel meeting for KC could have been problematic. His known communication issues, coupled with age related anxieties given the power dynamics at the meeting, were issues which STUDENT navigated well. She spoke to Panel members prior KC arriving. She also tried to convey to KC that he needed to be calm. The Panel meeting was successful; STUDENT s grasp of anti oppressive practice was instrumental. STUDENT has worked with young men who have spent periods of time in prison. She has maintained a person centred approach with CB; she has maintained the management of risk and public protection duty, whilst modelling thoughtful and sensitive communication techniques. This conscious attempt to counter the brutalisation that can result from incarceration, reflected STUDENT s nonjudgemental style. I have stated elsewhere that STUDENT appropriately deploys the power inherent in the YJS Officer s role. The potential to Breach Court Orders for non SCS6058 Practice Learning Handbook 6

7 attendance or non compliance, means that relationships are not forged voluntarily. Service Users know this. STUDENT s collaborative & transparent approach to her Service Users has reduced the imbalance in power, often severely felt by the most oppressed.. PSR preparation. Courtwork. Direct Observations of Practice (2 x formally observed & informal observations). Supervision. Training events and reflection thereon. Colleague, Management & Service User feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) & Referral Order panel report. Domain 4 Rights, Justice and Economic Wellbeing Advance human rights and promote social justice and economic well-being Social workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law, conventions and policies. They ensure these principles underpin their practice. Social workers understand the importance of using and contributing to case law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty. All STUDENT s intervention have been statutorily required. The skills tested by this Domain, in the Youth Justice setting, are routinely needed. STUDENT has worked with BA and KC in ways which have empowered them. KC was previously referred to a satellite team within the YJS. The staff at said Community Youth team, had failed to secure his compliance with them. Thus, STUDENT knew that her weekly meetings with KC would test his commitment to the Referral Order. To respect his rights as a young boy, STUDENT met him at a Library local to his home. That way, he was not travelling into the city centre. STUDENT worked with KC s Mother, to encourage his attendance. Success at first was limited; STUDENT left KC in no doubt that she would report him as being in Breach of the Order, if he continued to attend sporadically. Eventually, KC did comply with the restriction of his liberty. STUDENT undertook intervention work to help him understand how his rights are compromised, if he neglects his responsibilities. STUDENT has had greater success than previous YJS staff, in securing KC s compliance. In her reflections during Supervision, STUDENT evidences clear insight into why KC struggles to comply. She does not excuse his behaviours. She understands them, so is able to challenge them without confrontation. Other good evidence came from STUDENT s contribution to KJ s Curfew address variation, in Court. His reasons for address change were to assist his role as a Father & Step-Father. The address change also assisted his commute to work. STUDENT engaged him with his employment & income in her thoughts, as well as his parenting duties. STUDENT knows that the YJB research cites both factors as important in helping Young people desist from crime. She also recognised that KJ, whilst being partially engaged in the adult world, is, at Law, still a boy. SCS6058 Practice Learning Handbook 7

8 PSR preparation. Courtwork. Direct Observations of Practice (2 x formally observed & informal observations). Supervision. Colleague, Management & Service User feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) Domain 5 Knowledge Apply knowledge of social sciences, law and social work practice theory Social workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the legal framework for practice. They apply this knowledge in their work with individuals, families and communities. They know and use theories and methods of social work practice. I have already mentioned STUDENT s use of YJB research findings. Her undergraduate study of Psychology & Criminology as a joint honours Degree, familiarised her with some theoretical approaches to work. On, she has studied Social Work theories of intervention and explanation. She has utilised her Court Work to develop knowledge of the Law & it s interpretation. I do not wish to bore the reader with repetition about STUDENT s fist rate PSR preparation & presentation in Court, in JK s case. STUDENT has worked with colleagues from CAMHS and from Education, with BA and KC. She has understood the different ideological positions and factored them into her work. STUDENT enjoys broadening her knowledge base. I will record here that I have been impressed by STUDENT s insight into the behaviours of KC s Mother. STUDENT has explored ideas in Supervision, which evidence her open mindedness in relation to Service Users lives. Her approach is to listen and think, prior to making decisions; whether this relates to Breaching or Safeguarding. STUDENT has shown professional maturity and sound judgement in her casework. PSR preparation. Courtwork. Direct Observations of Practice (2 x formally observed & informal observations). Supervision. Colleague, Management & Service User feedback. forms (ASSET), casework recordings ( Agency Record system ) SCS6058 Practice Learning Handbook 8

9 Domain 6 Critical reflection and Analysis Apply critical reflection and analysis to inform and provide a rationale for professional decision-making Social workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity. STUDENT undertook two Bail interventions: BK s admitted Offence was Possession of Bladed Article. He is 17 years of age. WM is an unrelated case of a 14 year old male; his Offence is Theft. Very different cases. Both were Arrested & Charged by the Police. The Police wanted to ascertain whether to issue formal Cautions or whether the young men would voluntarily engage with then YJS. STUDENT s task was to assess this and decide. She would then make her recommendation to the Police Officers, who then inform BK and WM at their Bail Clinics. STUDENT evidenced creativity and imagination, without losing sight of the potential for these lower level matters, being indicative of a more sinister lifestyle. She garnered Police Intelligence, Social Care histories & Parents opinions, to inform her recommendations. STUDENT s articulation of her views, in writing to the Police, were convincing, eloquent and appropriate. Her recommendations were followed. Further evidence arose when KJ arrived for a session with STUDENT, where he proffered information explaining his absence from a previous appointment. STUDENT asked enquiring but sensitive questions, enabling an immediate professional decision in relation to whether KJ would be formally warned for the absence. This was intelligent & supportive work. Had she deferred her decision whilst checking KJ s story, he may have felt a lack of trust which could have negatively impacted on STUDENT s work. Her assessment was accurate, appropriate and evidenced insight into critical reflection & analysis, within YJS work. Bail report preparation. Direct Observation of Practice. Supervision Discussions. Issue specific exploratory discussions outside of Supervision. Colleague & management feedback. forms (ASSET), casework recordings ( Agency Record system ) Domain 7 Intervention and Skills Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse Social workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective SCS6058 Practice Learning Handbook 9

10 relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions: promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for those they work with. Excellent evidence for this Domain, came from STUDENT s work with KC. I recorded earlier that he is hard to reach. STUDENT met him regularly. She also involved the YJS Speech & Language Therapist and made a referral to CAMHS. STUDENT identified his holistic, welfare needs as being germane to her intervention, targeted at reducing KC s Offending. STUDENT involved KC s Mum at all stages in this work; KC engaged with all professionals, seemingly trusting STUDENT s judgement. He also attended the Healthy Living / Healthy Goals Groupwork sessions, at weekends. STUDENT attended with him on occasions. STUDENT was also involved in introducing KC to a Special School, where his educational needs could be addressed. KC s co-operation with STUDENT reflects her thoughtful approach. She utilised Task Centred, Counselling & Communication skills, alongside Cognitive Behavioural Approaches. STUDENT deployed an intelligent exit strategy towards the end of. KC s Court Order was nearing its end. STUDENT suggested he continue at the Healthy Living weekend sessions; she spoke to him about developing his interest in football / boxing, which are the focus of those meetings. STUDENT reflected in Supervision on dependency culture, sudden cessation of successful interventions and the possibility of Service Users re-offending, in order to obtain resources / input which they value and do not receive once the YJS involvement is complete. Finally, I will record that STUDENT s PSR s, Bail and Referral Order s have been to a high professional standard, as have all her written records for the YJS. PSR preparation, Bail assessments & Referral Order Reports. Direct Observations of Practice (2 x formally observed & informal observations). Supervision. Colleague, Management & Service User feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) and Groupwork reflections. Domain 8 Contexts and organisations Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own organisational frameworks and contribute to the development of services and organisations. Operate effectively within multiagency and inter-professional settings Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional values and ethics, SCS6058 Practice Learning Handbook 10

11 both as individual professionals and as members of the organisation in which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities. STUDENT has worked before this, in Residential Social Work, with Children with difficult behaviours. Many transferrable skills were evident. STUDENT has absorbed major new learning relating to the Courts expectations, legal protocols and Public Protection. Her insight into the relationship between economic deprivation, youth crime and deviance is very well developed. She has worked well with Police Intelligence Officers, from whom I received unsolicited positive feedback. STUDENT s PSR for KJ was positively commented upon by Magistrates. She has shared information with Health colleagues, Education staff and Staff in the Secure Estate (Young Offender Institutions & Secure Units). STUDENT has in fact worked well with all her YJS colleagues. She recognised the parameters of her role and how successful signposting to partner agencies, can be effective. This was the case with WA, CB & SL. STUDENT represented the YJS with professionalism, whether in person or in her written work for the Legal aspects of her job. In mid June, STUDENT assessed WM, whilst on Police Bail, for a Youth Caution. WM is young and physically small. His presentation is child-like. His Offences are not. STUDENT was non-judgemental in her assessment report. She also evidenced clear insight into WM s lifestyle choices, making appropriate written recommendation to the Police at the Bail Clinic. PSR preparation, Bail assessments & Referral Order Reports. Direct Observations of Practice (2 x formally observed & informal observations). Supervision. Colleague & Management feedback. Written Records - including forms (ASSET), casework recordings ( Agency Record system ) Domain 9 Professional Leadership Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of practice, teaching and management. An individual s contribution will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers and other professionals. For this Domain, I cite as evidence, STUDENT s insight into KJ s Court appearance. His Offences & his antecedent history, placed him at real risk of Custody. STUDENT prepared his PSR, which contains within it, a recommended course of action for the Magistrates. In preparing the report, STUDENT met with colleagues who have knowledge of KJ. Her PSR advised the Magistrates that KJ SCS6058 Practice Learning Handbook 11

12 had secured employment and was maintaining his commitment to it. She articulated a full welfare led assessment of his needs. STUDENT made the recommendation for a Community Penalty, which would allow him to continue the positive role he has with his own child and his step child. She articulated that if his welfare needs are met, his acquisitive crimes may cease, enabling his prosocial behaviours to continue. She was also well prepared in terms of statistical evidence relating to re-offending post custody. STUDENT s background research, eloquence in the PSR and verbal contribution to the Sentencing Court, convinced the Magistrates of the efficacy of professional Social Work. Colleagues within the team were impressed with STUDENT s work. It is evidence of how a well crafted, values led approach to debate, can enhance status of the profession and service delivery in a multi agency arena. STUDENT s general flexibility in relation to working late and at weekends, her logistical efforts on behalf of KC and her presentational style when representing the YJS, combine with her research and theoretical awareness, to evidence her understanding of professional leadership. PSR preparation, Bail assessments & Referral Order Reports. Direct Observations of Practice (2 x formally observed & informal observations). Supervision Discussions. Colleague & Management feedback. Written Records - including forms (ASSET) & casework recordings ( Agency Record system ) *STUDENT AS A LEARNER The Holistic assessment in the above report on capabilities should set out to capture a number of aspects of student performance, including the student s ability to embrace the required learning entailed in becoming a good practitioner. For students completing their first period of practice learning this part of the practice educator s report will be attached to the student s profile and a clear identification of the learning needs will inform the allocation of the student s further and/or final practice learning The holistic assessment report should, therefore, seek to include: A summary of the major areas of learning and development during the practice learning opportunity The practice educators assessment of the student s attitude and commitment to learning; The practice educator s comment on the student s ability to evaluate their own performance; The practice educators views about the student s future learning needs. SCS6058 Practice Learning Handbook 12

13 On completion of Practice Learning One, Practice Educators are asked to bear in mind that standards expected are for a student starting out on their professional education and by the end of Practice Learning Two the student should have reached the level of capability of a newly qualified social worker. Signed Confirmations I confirm that the work submitted in this practice portfolio is a true and accurate record of STUDENT on this. Attendance Requirement Practice Dates: From: 24/3/14 to 9/7/14 I confirm that STUDENT has completed 70 days in respect of Practice Learning One. Signature (Practice Educator/Assessor) Full Name: PE. Date: 7/14 Level of Capability I confirm that STUDENT has passed the Practice Learning One. Signature (Practice Educator/Assessor) Full Name: PE Date:/7/14 Student s Statement I confirm that I am in agreement with the contents of this report (if not in agreement please indicate reasons, initially in not more than 750 words and please attach to this form). Signature (Student) Full Name Date (* please delete where appropriate) SCS6058 Practice Learning Handbook 13