Reforming social work qualifying education The social work degree

Reforming social work qualifying education The social work degree INTRODUCTION In October 2011 The College of Social Work (TCSW) inherited a suite of reforms from the Social Work Reform Board (SWRB) to improve the quality and consistency of the social work degree. The reforms had been developed by listening to and working with Higher Education Institutions (HEIs), employers, practitioners, service users and carers, students and researchers over a two year period. They are an integral part of the recommendations made by the Social Work Task Force (SWTF) for reforming the whole profession and recognise the central role of social work education in preparing graduates to work safely and effectively and to improve the experiences and outcomes for children, families and adults. 1 These reforms have been further supported and extended by the Munro review 2 which emphasises the importance of investing in the next generation of social workers to improve the quality of practice in the future. The resource paper below, approved by the Transitional Professional Assembly of TCSW on 19 April 2012, describes the key reforms to be implemented and introduces guidance to support HEIs and employers to make the necessary changes to social work degree programmes for the 2013 intake of students at the latest. Who should read this paper? The information in this paper is relevant to all those who have a role in contributing to social work education reform including HEIs, employers from the statutory, voluntary and independent sector, workforce development officers, practitioners, students and potential students, practice educators, service users and carers, and representative national bodies. 1 The report of the SWTF, building a safe, confident future 2010 2 The Munro Review of Child Protection: a child centred system, (May 2011) Edref1 reforming Social Work Qualifying Education 1

Contents: Context Summary of the reforms Changes to the regulation of social work education from 1 August 2012 The role of The College of Social Work (TCSW) Implementing the reforms The involvement of people who use services and carers Issues which may impact on social work education Making the reforms happen: SECTION 1: The Professional Capabilities Framework (PCF) SECTION 2: The role of partnerships SECTION 3: Strengthening the calibre of entrants to social work education SECTION 4: A new curriculum framework based on the PCF SECTION 5: New arrangements for practice learning RESOURCE PAPERS Edref 2 Guidance on new criteria and processes for admission and selection Edref 3 Guidance for the application of the generic Professional Capabilities Framework (PCF) to ensure learning covers all ages and service user groups Edref 4 Process curriculum Enhancing the professional nature of social work education Edref 5 Guidance on assessment strategies Edref 6 Supporting CPD for social work academics and practice educators Practice learning guidance Edref1 reforming Social Work Qualifying Education 2

Edref 7 Overview of new arrangements for practice learning Edref 8 Use of the PCF and assessment criteria for practice learning Ed Ref 9 Placement criteria Ed Ref 10 Developing skills for practice and assessment of Readiness for direct practice Ref 11 Practice Educator Professional Standards, (PEPS) and guidance Additional resources Ed Ref 12 Quality Assurance of Practice Learning (QAPL) standards and tool ( to be added) Ed Ref 13 Assessing holistically during initial education (see main resource list) Illustrative topic guides for initial education are available on the following page: http://www.collegeofsocialwork.org/professionaldevelopment/educators/ Edref1 reforming Social Work Qualifying Education 3

Reforming social work qualifying education The social work degree Context This paper summarises the reforms for social work initial qualifying education and includes more guidance documents for each area of reform. Each guidance document is dated and version numbered, and can also be accessed separately from the list of resources on the College web site. These documents will remain current until reviewed by TCSW, which is not expected to be before 2014 (after all of the new qualifying courses have been introduced). Please note that the Health Professions Council referred to as HPC throughout this document will become the Health and Care Professions Council from 1 August 2012. Summary of the reforms The key reforms are as follows: The introduction of the Professional Capabilities Framework ( PCF) to form the basis for the selection of students, the design and delivery of the curriculum and the assessment of students. The establishment of partnerships composed of HEIs, employers and service users and carers which will work together to design and deliver course provision based on the PCF and the Health Professions Council (HPC) s Standards of Proficiency 3 and the Standards of Education and Training. Specific guidance on: o strengthening the calibre of entrants to social work education o o a new curriculum framework based on the PCF new arrangements for practice learning Taken together the reforms will help programme providers to meet the HPC Standards with respect to curriculum design and delivery 4 and to further enhance and improve the quality of their courses through curriculum framework guidance and good practice standards for educators which will be held by The College. Changes to the regulation of social work education from 1 August 2012 The Health Professions Council (HPC) Government has decided that the regulation of social workers and social work education will transfer from the GSCC to the Health Professions Council (HPC) from 1 August 2012. 3 http://www.hpc-uk.org/mediaandevents/statements/hpcandswrbjointstatement/ 4 http://www.hpc-uk.org/ Edref1 reforming Social Work Qualifying Education 4

The current list of GSCC approved degree courses will pass to the HPC on that date. These courses will remain approved until HPC visits to approve against its Standards of Proficiency and Standards of Education and Training. 5 The visits are expected to take place from February 2013 at the earliest. Programmes wishing to make changes to incorporate SWRB recommendations are encouraged to do so as soon as they wish and do not need to wait for the HPC approval process. The implications of this transfer for the reform aspirations are threaded throughout this report. The HPC agreed its Standards for Proficiency for social workers in March 2012 and will be undertaking seminars and workshops with HEIs and employers from June 2012. The social work education reforms and the PCF have been mapped against standards as above, to ensure that there is alignment with the new regulator s requirements. The role of The College of Social Work (TCSW) It will be the role of TCSW on behalf of the profession, to promote good practice, provide information and guidance and disseminate research to support improvement in social work initial qualifying education. The practice based Faculties and Communities will enable practitioners and other stakeholders to contribute to the overall enhancement of social work education which continues to meet practice knowledge, skills and values. (http://www.collegeofsocialwork.org/about-us/governance) HPC is working together with TCSW as it does with other professional bodies and expects programmes to reflect the requirements of their professional body. The College is developing an endorsement scheme for social work degree courses which wish to be endorsed by The College. This scheme will operate alongside the regulatory function of approval carried out by HPC and enable providers to demonstrate that they are implementing the reforms for improvement in social work qualifying education recommended by the Social Work Task Force and taken forward by the Social Work Reform Board. For further details see http://www.collegeofsocialwork.org/professionaldevelopment/endorsement/ Implementing the reforms Social work education is one part of the whole reform agenda which affects and is affected by other parts of the system. HEIs, employers and service users and carers are expected to work together to design and deliver course provision, based on agreed Partnership Principles 6 and to make any changes necessary to incorporate the Professional Capability Framework (PCF) and other reforms into their selection processes, teaching, learning and assessment, ready for the 2013 intake of students, or sooner if they wish. HPC threshold standards, together with the PCF, the QAA benchmark statements 7 and the adoption of guidance agreed by the sector and held by The College should effectively work together to improve consistency and quality of courses. The greater emphasis on students as consumers and encouragement for HEIs to engage with employers, as 5 http://www.hpc-uk.org/aboutregistration/standards/sets/ 6 http://www.collegeofsocialwork.org/professional-development/partnership/ 7 Quality Assurance Agency benchmark statements for Social Work 2008 http://www.qaa.ac.uk/publications/informationandguidance/documents/socialwork08.pdf Edref1 reforming Social Work Qualifying Education 5

proposed in the recent white paper, 8 may assist this process. Financial support and incentives, such as the current grants for practice learning and services user and carers, will also play a part. The reforms take into account developments which have occurred since the SWTF made its recommendations in December 2009 and recognise the current uncertain regulatory, delivery and financial context which is affecting higher education and social work service provision and the experiences of many service users and careers. Success in implementing proposals at this time will be achieved through the commitment of HEIs, employers and the profession to quality outcomes. The involvement of people who use services and carers The SWTF recommended that service users and carers should be consistently and substantially involved in the design, management and delivery of courses 9. The importance of sustaining and improving involvement in selection, teaching and assessment of students is strongly supported across the sector as benefiting student learning and preparation for practice. Through its endorsement scheme,the College will be monitoring the involvement of service users and carers in social work education and the recommendations made by the recent SCIE/TCSW document The involvement of users and carers in social work education: a practice benchmarking study. http://www.scie.org.uk/publications/reports/report54.asp Issues which may impact on social work education o Student Bursaries: these will be continuing unchanged for 2012/13, to be reviewed for 2013/14; a consultation is to be completed by the Department of Health May July 2012 before decisions are made. o Social Work Practice Learning Funding: this will be continuing unchanged for 2012/13, but will be reviewed for future years. Arrangements have been agreed for this to be managed by the NHS Business Services Authority until 2014. o Service User and Carer Funding: this will be continuing unchanged for 2012/13, to be reviewed for future years; arrangements have now been agreed for this to be managed by the NHS Business Services Authority until 2014. Making the reforms happen There is much to be learnt from the many respected social work degree courses at undergraduate and Masters levels supported by effective partnerships. These programmes have a strong foundation on which to build reform. However, the SWTF heard that there was a perceived lack of consistency of quality and outcomes across the country. Employers, students, services users and carers, practitioners, researchers and NQSWs all expressed concerns that some graduates lacked core knowledge and skills and were not being appropriately prepared to take on the increasingly demanding role of social work. 8 Students at the Heart of the System http://discuss.bis.gov.uk/hereform/white-paper/ 9 Building a safe, confident future p.26 Edref1 reforming Social Work Qualifying Education 6

The reforms described below aim to address these concerns and to improve the employability of social work graduates and better prepare them to work safely and effectively with service users and carers according to the HPC s Standards of Proficiency; the HCPC s Standards of Conduct, Performance and Ethics 10 and the initial qualifying level of the Professional Capabilities Framework. The introduction of the Assessed and Supported Year in Employment will ensure NQSWs are supported to build on their initial generic social work education to develop more specialist skills and knowledge in their chosen area of practice. The formalisation of partnership arrangements should help to provide a degree of certainty regarding the availability of placements to assist HEI planning. The key components of the reforms are listed below with embedded links to the detailed guidance. SECTION 1: The Professional Capabilities Framework ( PCF) The Professional Capabilities Framework developed by the SWRB and owned by The College provides a framework for the way in which social workers should think about and plan their careers and professional development. It will serve as a backdrop to both initial social work education and continuing professional development after qualification http://www.collegeofsocialwork.org/pcf.aspx The PCF at Initial qualifying level has been developed with the sector to inform the selection, design and delivery of courses and the assessment of students against nationally agreed capabilities statements. It provides a clear and comprehensive framework of what should be expected of students at every stage of their education and training from entry to final qualification. It will support programmes to identify and assess learning needs and outcomes and enable students to understand how they can meet and demonstrate these outcomes. It replaces the National Occupational Standards for social work in England and the DH Requirements for Social Work Training. It moves away from the concept of competence to that of capability, reflecting the move from a mechanistic tick box approach to a more holistic approach. The PCF will: o provide the basis for building an integrated, comprehensive and up to date curriculum o provide a framework for four formal assessment phases: entry to the course, readiness for direct practice, end of first placement, end of last placement/qualifying level. At each point, efforts should be made to provide students not meeting the required standards with suitable exit routes o clarify shared expectations of what is expected at the point of qualification o establish a clear link between the degree and the ASYE and improve overall consistency in curriculum design, delivery and assessment SECTION 2: The role of partnerships 10 http://www.hpc-uk.org/publications/standards/ Edref1 reforming Social Work Qualifying Education 7

The SWTF identified that different expectations were held by academics, students, employers and government about what social work graduates should be able to do at point of qualification. Strong partnerships between HEIs and local employers will help reduce these differences and be central to achieving the reform ambitions. Building on existing arrangements which are in place in many areas, it is recommended that partnerships should be established between employers and educators based on the SWRB partnership principles and cemented by an agreed memorandum of cooperation. http://www.collegeofsocialwork.org/professional-development/partnership/ NB. A template memoranda of cooperation will be available in May 2012. Effective partnership arrangements will: include the voluntary sector and service users and carers as proposed by the SWTF and echoed by the Munro report 11 promote and articulate shared responsibility for up to date and professionally relevant delivery of local social work degree courses determine how employers and practitioners across all settings and sectors will be involved in student selection, design and delivery of the degree based on the PCF and other TCSW guidance inherited from the SWRB work together to provide sufficient placements of a high quality, assessed and supported by appropriately trained practice educators provide a forum for monitoring and enhancing quality based on principles which will be held by The College and compliance with statutory requirements set by HCPC SECTION 3: Strengthening the calibre of entrants to social work education New criteria and processes for selection and admissions have been agreed to make sure that candidates have the right mix of intellectual and personal qualities to succeed in professional training at degree and Masters levels. These include new criteria based on the PCF at entry level, requirements for minimum academic thresholds, spoken and written English, maths and IT. Selection processes should include an individual interview, written test and, wherever possible, group activities. Programmes should ensure that employers and service users and carers are involved in selection processes. Guidance on new criteria and process for HEIs, potential students and Careers officers can be found o in the document called Guidance on new criteria and processes for admission and selection on the resource list o Detailed technical guidance for admissions tutors is at http://www.swapbox.ac.uk/1133/ SECTION 4: A new curriculum framework based on the PCF The STWF identified concerns that some important areas of knowledge and skills are not being taught in sufficient depth in some courses and that some social work graduates lack 11 Recommendation 12, p. 98 The Munro Review of Child Protection: a child centred system, (May 2011) Edref1 reforming Social Work Qualifying Education 8

sufficient knowledge and skills in areas such as communication, assessment, human development and mental health. Building on the good practice already evident in many programmes, the degree needs to be delivered with greater consistency and improved quality of outcomes, linking theory to practice more effectively and producing graduates who have acquired the knowledge, skills and values to enable them to practise safely and confidently as NQSWs. Graduates should be able to transfer learning to different areas of practice, be able to critically reflect and analyse practice and draw on evidence and research to inform professional judgment and decision making. A new curriculum framework has been developed based on jointly agreed outcome standards (the PCF) together with HPC Standards of Proficiency with the aim of assisting HEIs and their partners to design social work degree courses. The PCF reflects the generic nature of the SWD designed to prepare students to enter practice as professionals in a range of social work settings and service user groups and makes clear what should be expected of graduates when entering the work force. The College has agreed (in collaboration with a range of stakeholders) the PCF at initial qualifying level, together with a range of guidance to support design and delivery of the curriculum. The guidance recognises that a balance must be struck between achieving consistency on the one hand, and enabling flexibility and responsiveness of curriculum design on the other and includes: o a curriculum framework based on jointly agreed outcome standards, tied to robust assessment processes o application of the PCF across all ages, service user groups and areas of need 12 ) o brief illustrative guides for HEIs and others who want to access more in depth tools to aid curriculum design and delivery. Seven of these have already been developed on: - communication skills - human growth and development (across the lifespan) - mental distress and ill-health - substance misuse - neglect, violence and abuse of children and adults - behavioural/parenting problems for children and families - research and research-mindedness (awaiting feedback from TCSW) http://www.collegeofsocialwork.org/professional-development/educators/ The College is considering how to commission, agree and review further guides in conjunction with the Higher Education Academy. o The process curriculum Guidance on teaching and learning approaches which encourage active learning and critical reflection, emotional resilience, the development of professional decision making and the use of evidence informed practice, which reflect the values and ethics of social work. 13 o Guidance to support rigorous and valid assessment processes and mechanisms 12 See resource document called Guidance for the application of the generic Professional Capabilities Framework (PCF) 13 See resource document called Process curriculum Enhancing the professional nature of social work education Edref1 reforming Social Work Qualifying Education 9

to ensure the suitability of students to work with vulnerable people. 14 o Initiatives to ensure programmes are flexible and up to date, including recommendations to support the Continuing Professional Development of academics and practice educators. 15 SECTION 5: New arrangements for practice learning It is recognised that the quality of practice placements is critical to raising standards in social work education. The SWTF recommended that new arrangements should be put in place to provide sufficient high quality practice placements, which are properly supervised and assessed, for all social work students (Recommendation 3). The final report of the Munro Review of Child Protection stressed the importance that HEIs and employing agencies should work together so that practice placements are of the highest quality (Recommendation 12). An overview of new arrangements can be found in the resource section on the web site. 16 The new arrangements which will be monitored through TCSW endorsement are: o A consistent model of 200 days practice learning which will include: 30 days for development of practice and professional skills 70 days first placement 100 days last placement o Agreed thresholds for progression and outcomes which will apply at the end of each placement, linked to the PCF 17 o Placement criteria 18 o Students will have different practice experience in the first and last o placement o Students will undertake tasks to prepare them for statutory interventions o in the last placement o Developing practice skills and Readiness for direct practice 19 o Revised Practice Educator Professional Standards and guidance: All last placement practice educators should be qualified to stage 2 and be a registered social worker (RSW). All first placement practice educators should be qualified to stage 1 and ideally RSW, but transitional arrangements will allow non-rsws to practice until 2014/15. 20 14 See resource document called Guidance on assessment strategies 15 See resource document called Supporting CPD for social work academics and practice educators 16 See resource paper Overview of new arrangements for practice learning 17 See resource paper Use of the PCF and assessment criteria for practice learning 18 See resource paper Placement criteria 19 See resource paper Developing skills for practice and assessment of Readiness for direct practice 20 See resource paper Practice Educator Professional Standards, (PEPS) and guidance Edref1 reforming Social Work Qualifying Education 10

Additional resources The Quality Assurance framework for Practice Learning (QAPL) is being revised to reflect the reforms. It will be available for programmes to use to audit and evaluate placements if they wish to do so and its use (or equivalence) is expected to be a criterion for TCSW endorsement. It will be available on the TCSW website 21 and the Skills for Care website 22 once completed. 21 http://www.collegeofsocialwork.org/ 22 http://www.skillsforcare.org.uk/home/home.aspx Edref1 reforming Social Work Qualifying Education 11

Recommendations for the selection of students onto social work degree courses in England. Edref1 reforming Social Work Qualifying Education 12

Recommendations for the selection of students onto social work degree courses in England. Foreword In summer 2011 the Social Work Reform Board (SWRB) agreed a set of recommendations on strengthening the criteria for selecting candidates onto the social work degree. The recommendations, which were developed in consultation with many stakeholders 23, have now been passed to The College of Social Work, (the professional body for social workers) and are available for HEIs to use and adapt to their own internal procedures. This guidance provides information about the recommendations and their implementation. It is intended primarily for HEIs, but will also be useful for employers and service users and carers (who are involved with their local universities in selecting students), for careers officers, and for potential applicants to social work training. Applicants should look at individual HEI websites for specific details about their selection processes and entry requirements This guidance is a summary of a more detailed document written by Cath Holmstrom, University of Sussex, and funded by the Higher Education Academy's Subject Centre for Social Policy and Social Work, University of Southampton' which is available at SWAP box. That document provides technical and operational guidance and some exemplars, in the broader context of higher education (HE) remits and responsibilities. It is specifically aimed at admissions tutors, and references and explains the contribution to admissions and selection of the Health Professions Council (HPC) 24 standards on admissions procedures, relevant legislative and policy drivers and widening participation and equalities issues. CONTENTS The SWRB Proposals Section One: Background Summary and aims of new proposals Legislative and regulatory context Equalities Duties Criminal Records Bureau and health checks Section Two: Principles for selecting social work students. Section Three: Implementing the new proposals (A) Strengthening the criteria for student selection (B) Selection processes and assessment 23 Drawing upon the experiences of those involved in admissions and selection including HEIs, employers, service users and carers, students, the Joint Social Work Unit (JSWU), HPC, BASW, Learn to Care The College of Social Work and Universities UK. 24 HPC is due to take on the regulation of social work education from the GSCC in July 2012. Edref1 reforming Social Work Qualifying Education 13

Appendices 1. The Professional Capability Framework statements at entry level 2. Cross referencing admission requirements to modes of assessment Recommendations for the admission and selection of social work students. 25 1. Clear information for applicants HEIs should clearly indicate that the social work degree is a professional course leading to eligibility to register as a social worker, list their criteria for admission, state what selection processes will be used and the need for enhanced CRB and health checks. 2. The criteria for selection of applicants for social work training is based on statements at entry level of the professional capabilities framework. 3. Thresholds for entry. A minimum UCAS points threshold of 240 26 or equivalent should be applied where applicants come with tariff bearing awards. For those entering via Access routes, HEIs are encouraged to work with colleges to begin to determine equivalence with UCAS points 27. For those applying for Masters level courses who already have a degree, a minimum 2.1 degree classification should normally be required. 4. Basic skills requirements All applicants must have GSCE grade C or above in English and Maths or certificated equivalences, regardless of previous educational qualifications. 28 All applicants must confirm prior to interview/offer decision making that they have the ability to use basic IT facilities, including word processing, internet browsing and use of email. 5. Competence in written and spoken English Successful applicants must meet communicating and comprehension skills to International English Language Testing Systems (IELTS) at level7. 29 6. Written Test. All candidates should complete a written test, regardless of previous qualification or educational background. 7. Interviews All candidates selected for the social work degree should have performed well in an individual interview to test their communication skills, motivation and commitment, understanding of social work and evaluation of their life and work experience. 25 These are likely to become part of the College of Social Work s endorsement criteria for programme providers. 26 Based on the 2009 average across SW providers for qualifying undergraduate programmes 27 ACCESS courses are now graded, and Distinction/Merit grades are available to distinguish desirable levels of achievement. 28 HEIs should no longer run their own equivalence tests for those who cannot provide this evidence. 29 www.ielts.org.uk This is already required for lawyers, teachers, nurses, and other health staff Edref1 reforming Social Work Qualifying Education 14

8 Group activities. It is strongly recommended that HEIs use observed group activities/exercises as part of their selection process. 9. Involvement of employers and service users and carers in selection processes. The SWRB strongly endorsed the proposal that employers and service users are always involved in selection and interview processes 30 Background 1. The Social Work Task Force expressed concern that not all HEIs had procedures in place to select applicants with the right mix of intellectual and personal qualities to succeed in professional social work training at degree level. The recommendations of the SWRB, now owned by The College seek to strengthen the criteria for entry and address these concerns. 2. The new recommendations build on and can be adopted under the existing DH and GSCC requirements. 3. From 1 August 2012, the Health Profession Councils (HPC) will become the new regulator for social work education. The HPC set threshold standards which are flexible and of a general nature. The recommendations in this document are compliant with HPC s standards on Programme Admissions http://www.hpcuk.org/assets/documents/10002c0dsetsguidance(finalversion).pdf. The HPC also expects HEIs to reflect the relevant professional body curriculum guidance. The College, as the professional body for social work is intending to endorse social work qualifying programmes that demonstrate their adherence to good practice and professional standards of social work education and training that are in excess of the threshold standards required by HPC. This will include adherence to the SWRB reforms on selection and admissions as contained in this document. 4. The broader legislative and policy context HEIs are responsible for their own admissions policies and practices, within the requirements and guidelines set by professional bodies, regulators and in some cases government.the processes devised and implemented by programme providers must therefore also take into account internal university policies and procedures and be compliant with legislation as follows: Data Protection requirements. The Data Protection Act (DPA) 1988 places requirements and restrictions upon HEIs (and other organisations) in relation to personal and sensitive data they collect and the way in which this is processed. (www.ico.gov.uk). Equalities duties The Equality Act 2010 replaces and consolidates previous legislation in respect of discrimination. The Act has important implications for Higher Education and for selection and recruitment practices. The Act reinforces the previous requirements for reasonable adjustments in relation to disabled students and applicants as well as detailing prohibited acts and defining additional protected characteristics. Programme providers should ensure that their practices are compliant with their own HEI requirements, 30 This is something which in the future could be arranged through the proposed partnerships Edref1 reforming Social Work Qualifying Education 15

under the Public Sector Equality Duty, but may also wish to consult guidance provided by Supporting Professionalism in Admissions (SPA) and the Equality Challenge Unit (ECU). The Code of Practice for further and Higher Education is expected to be published by the end of 2011. HPC requirements from 1 August 2012 ( as above) Quality Assurance Agency guidance for recruitment and selection of students contained in the Code of practice, (section 10: Admissions to higher education (QAA 2004) College endorsement criteria ( incorporating the SWRB reforms) from 1 August 2012 5. Enhanced Criminal Records Bureau (ECRB) and health checks. It is important that arrangements are in place to ensure that any one who may pose a risk to service users is not enrolled on social work qualifying courses. Successful applicants will continue to be required to have satisfactorily completed the appropriate and relevant CRB checks (at enhancement level) prior to enrolment on the course. (HPC SET 2.3 ) http://www.hpcuk.org/assets/documents/10002c0dsetsguidance(finalversion).pdf. The HEI should ensure that no student is sent out onto a placement where they may be left unsupervised with service users or carers, or have access to sensitive data, until a satisfactory check has been received. Particular care will need to be taken where checks reveal information relating to child protection or other situations which might indicate a risk to service users. A criminal record does not automatically bar an applicant from enrolling on a social work course. Decisions about what is satisfactory in relation to individual applicants should be agreed jointly by the HEI and placement providers with reference to and in line with HPC Guidance on conduct, and ethics for students and Guidance on health and character. 31 Further details can be found in the HEA Swap technical guidance document at swap-box Social work as a profession is based on principles of social justice and a belief in the possibility of people changing (attitudes, values, etc.). However, students have access to people at vulnerable times in their lives and the responsibility to ensure the safety of those who receive services from social workers must take priority where a potential conflict exists. Health checks (fitness to practice) The admissions process must also include compliance with health requirements as detailed in HPC SET 2.4 http://www.hpcuk.org/assets/documents/10002c0dsetsguidance(finalversion).pdf.. Programme providers should ensure that the checks themselves are valid, proportionate and relevant to the programme and profession and do not result in discriminatory practice. Decisions about what is satisfactory in relation to individual applicants should be agreed by HEIs and placement providers with reference to and in line with HPC Guidance on health and character. 32 31 http://www.hpc-uk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf http://www.hpc-uk.org/assets/documents/10002c17guidanceonhealthandcharacter.pdf 32 http://www.hpc-uk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf http://www.hpc-uk.org/assets/documents/10002c17guidanceonhealthandcharacter.pdf Edref1 reforming Social Work Qualifying Education 16

Modes of assessment should be adjusted for selection where this is reasonable and where the applicant has a disability, in order to ensure that the applicant is not unfairly disadvantaged by the selected mode of assessment. Programmes are advised to separate the process of assessing reasonable adjustment needs from the initial health assessment as far as possible. Care should be taken to ensure a lack of repetition within these processes as far as possible to minimise the impact of multiple disclosures upon applicants. Helpful guidance for applicants and programme providers is contained within HPC s document, A disabled person s guide to becoming a health professional and their Managing Fitness to Practice guidance 33 and in The Equality Act 2010 Code of Practice for Further and Higher Education ( awaiting publication in late 2011) SECTION TWO 6. Principles for selecting social work students. 6. 1Key aims of the selection process The key aim of the selection process should be to select those who are most likely to become confident, effective and safe practitioners, eligible for registration with HPC as a social worker and who are able to uphold a positive image of the social work profession. This includes recognising the importance of building a diverse group of professionals who are reflective of the communities and localities they will be serving. 6.2 A holistic approach The unique blend of intellectual capability and personal attributes, attitudes and abilities needed to demonstrate readiness to enter qualifying social work courses is best assessed using a holistic approach. Candidates should be assessed against agreed criteria, based on the first level of the Professional Capabilities Framework, (see below) and agreed academic requirements using a range of methods. These will include written tests, individual interviews and other exercises, as agreed, to assess whether applicants can demonstrate the essential mix of intellectual and personal qualities required. See Appendix two. As long as the agreed threshold level is met for all criteria, this allows applicants who come from different backgrounds and experiences a range of opportunities to demonstrate their strengths and allows assessors to triangulate evidence from a range of sources, This supports the selection of a diverse group of students with a mix of appropriate skills, knowledge and experience. 6.3 A fair and transparent approach Transparency is critical throughout the selection process to ensure that applicants are clear what is expected of them. Programmes will need to give clear indications of the required characteristics and skills and/or what is not acceptable. It is important that what is sought and any grounds for refusing entry can be clearly articulated so that it can be assessed fairly and transparently. This will enable programme teams to make clear and confident decisions without risking challenges relating to the fairness of the processes. Most HEIs do not allow appeals against 33 http://www.hpc-uk.org/aboutregistration/healthanddisability/ Edref1 reforming Social Work Qualifying Education 17

academic or professional judgment in respect of admissions decisions. However, most will allow appeals in relation to procedural irregularities, for example whether the programme s/hei s own procedures have been followed and whether these are in line with relevant professional body or other guidance. 6.4 Consistency The agreed and advertised procedures should be applied consistently and equitably. The concerns highlighted in the Task Force report regarding the lack of consistency in entry standards and quality need to be addressed by putting into practice the Reform Board recommendations. Any requirements in this Guidance document are therefore stated in terms of the minimum thresholds usually expected. The College endorsement criteria will include the requirement to demonstrate how the HEI is implementing the recommendations and, where appropriate, going beyond them. 6.5 Encouraging diversity while maintaining a high degree of competence Social work has historically demonstrated a commitment to social justice and to widening access to higher education. There are concerns that this commitment could be undermined by a focus upon higher calibre entrants. Programme providers will need to balance these possible tensions and to demonstrate a real commitment to maintaining a diverse student body whilst striving to recruit those students most likely to become confident and highly competent social work practitioners. Programme design should include the creation of appropriate exit and alternative progression points for those who, following admission, are unable to meet the requirements of the programme or wish to pursue other educational or employment routes. 6.6 Reflecting social work values in how selection is conducted. Admissions tutors should ensure that everyone involved in selection procedures (academic colleagues, support staff, practitioners, employers, service users and carers) are aware of the need to manage selection in a way that models a professional social work approach (e.g. respect, maintaining probity and integrity, preventing unjustifiable discrimination, working inclusively). The selection process needs to convey the right messages to applicants about the kind of profession they hope to join. SECTION THREE 7. Gudiance for implementing the new proposals 7.1 Clear information for applicants The importance of providing clear information about selection processes cannot be over- emphasised. HEIs should clearly indicate that the social work degree is a professional course leading to eligibility to register as a social worker. They will want to list their criteria for admission, state what selection processes will be used and emphasise the need for enhanced CRB and health checks. Programme providers will wish to ensure that applicants have access to full information regarding fees, bursaries and any hidden costs (such as travel to placement) and Edref1 reforming Social Work Qualifying Education 18

any financial support provided from within the HEI in order that applicants can make fully informed decisions. 8. Strengthening the Criteria for selection 8.1 The criteria for selection of applicants for social work training are based on statements at entry level of the professional capabilities framework (PCF) The PCF sets out the profession s expectations of what a social worker should be able to do at each stage of their career and professional development from entry to training to principal social worker. The capability statements at entry level have been developed through extensive consultation with representatives of all stakeholder groups. By the point of entry to SW qualifying programmes, prospective students/candidates should demonstrate awareness of the social context for social work practice, awareness of self, ability to develop rapport and potential to develop relevant knowledge, skills and values through professional training. See Appendix One. The PCF at initial qualifying level will be available on The College website from January 2012 9.0 Thresholds for entry. 9.1 The complex and challenging nature of social work requires a particular combination of personal qualities and intellectual ability. Whilst a wide range of academic qualifications are welcomed, intellectual capacity is a crucial requirement for effective social work practice 9.2 A minimum UCAS points threshold of 240 34 or equivalents should be applied where applicants come with tariff bearing awards such as A levels. This is equivalent to grades CCC where three A-levels are taken and should be made up from level 3 qualifications, including those on the QCF, rather than nonacademic qualifications (such as practical music examinations). Details of the tariff points awarded to various qualifications can be found at: http://www.ucas.com/he_staff/quals/ucas_tariff/tariff. 9.3 Where applicants offer A-levels (or equivalent qualifications) but there has been a significant gap since these were obtained admissions tutors will want to assure themselves that the relevant skills and knowledge are still current. This should be done by setting additional work, such as an essay, to assess essential approaches to academic work and the ability to write and conceptualise at the appropriate level. This equivalency testing should be in addition to the written test referred to elsewhere in this document. 9.4 For those entering via Access routes, HEIs are encouraged to work with colleges to begin to determine equivalence with UCAS points 35, and the extent to which this can be varied in the light of particular sets of circumstances (such as widening participation criteria), without lowering expectations in respect of intellectual potential. 9.5 Where applicants have no formal academic qualifications e.g. through lack of 34 Based on the 2009 average across SW providers for qualifying undergraduate programmes 35 ACCESS courses are now graded, and Distinction/Merit grades are available to distinguish desirable levels of achievement. Edref1 reforming Social Work Qualifying Education 19

opportunity, HEIs will wish to assess academic capability through alternative means such as the use of set essays or portfolio assessment. This will provide confidence that the applicant has the ability to write extended pieces of work without support at the appropriate level. In this case all applicants must also demonstrate the relevant English, Maths and IT requirements referred to elsewhere in this document. 9.6 For those applying for Masters level courses who already have a degree, a minimum 2.1 degree classification should normally be required. This reflects the fact that the more intensive masters level programmes require students to arrive ready to move rapidly through academic learning and also to enter placement sooner than those on undergraduate programmes. 9.7 HEIs should monitor and analyse their progression and achievement rates against candidate selection and should be prepared to publish these 36. 10. Basic skills requirements 10.1 All applicants must have GSCE grade C or above in English and Maths or certificated equivalences, regardless of previous educational qualifications, i.e. degree holders prior to enrolment onto the course. If an applicant does not hold these qualifications at the time of interview, any subsequent offer of a place must be conditional upon obtaining these prior to the start of the programme.. 10.2 HEIs should no longer run their own equivalence tests for those who cannot provide this evidence. This is to ensure that assessment of key skills is based upon accredited and certificated examination rather than disparate and potentially less valid or reliable assessments. 10.3 All applicants must confirm prior to interview/offer decision making that they have the ability to use basic IT facilities, including word processing, internet browsing and use of email, and be asked to specify how these skills have been obtained. 10.4 A full directory of recognised qualifications and their levels within the national framework can be found at: http://register.ofqual.gov.uk/. 11 Competence in written and spoken English Successful applicants must meet communicating and comprehension skills to International English Language Testing Systems (IELTS) at level7. 37 (Click here http://www.ielts.org/default.aspx for further details of this testing system.)the requirement to obtain a score of 7 brings social work in line with the requirements of other professions such as law and medicine and recognises that social work requires an appreciation of the subtleties of communication and language in a way that may not be required to the same extent in other areas of academic study. 12. Advance Standing and Accreditation of Prior Learning (APL) 5 In line with recommendations in the Browne review for more transparent information to inform student choice. 37 www.ielts.org.uk This is already required for lawyers, teachers, nurses, and other health staff Edref1 reforming Social Work Qualifying Education 20

HEIs are required to have procedures for allowing admission with advance standing linked to prior academic achievements and this will continue to apply under HPC regulation (SETs 2.6). Careful attention should be paid to the currency and the level of learning that is allowed to carry forward credit into the degree. This is particularly so where the relevant area of learning is one of those specified within the social work degree curriculum. HEIs must publish their APL arrangements and ensure these are clear and equitable. 13. Accreditation of Prior ( Experiential) Learning AP(E)L in respect of practice learning Currently AP(E)L in respect of practice learning is not permitted. However, under HPC SETs, it is allowable in exceptional circumstances. HEIs will want to make their own arrangements for assessing the appropriateness of allowing students to use APEL, taking into account the PCF capability statements for practice placements to guide their decision. Where it is clear that the student can demonstrate the required capabilities and meet assessment criteria, there will be no reason not to allow credit for placement learning to be awarded. Implementing the proposals (B) 14. Selection processes and Assessment General HEI s should develop holistic approaches to the design and implementation of selection processes for social work programmes. Tests and selection tools must be fair and valid and should not unfairly advantage or disadvantage particular groups within society, particularly applicants with protected characteristics ( link to SPA ) 38 Selection materials and test materials should be updated and revised on a regular basis to prevent plagiarism and collusion. The design of the selection process as a whole should be reviewed regularly, drawing on applicant and selector feedback. References should be checked for authenticity and be evaluated with care. The modes of assessment should be adjusted for disabled students where not doing so could lead to the applicant experiencing substantial disadvantage. Programme providers will need to be able to clearly explain the nature of the assessment process and identify the appeals and complaint routes open to applicants in respect of procedural irregularity. Programmes may wish to use a chart such as the one included at Appendix 2 to demonstrate how each criterion is assessed and by which test or activity. In some instances the social work programmes will have higher entry requirements and in many cases will have more rigorous selection processes that require additional investment of personnel and time compared to those of other programmes within the HEI. Admissions teams will need to work proactively to ensure that the wider university is able to support this important work and to make a commitment to this effect. 38 http://www.spa.ac.uk/admissions-tests/what-admissions-tests.html Edref1 reforming Social Work Qualifying Education 21

15. The Written Test. All candidates should complete a written test, regardless of previous qualification or educational background. This should measure the applicant s ability to write clearly and coherently in the English language. HEI procedures should verify authorship if the tests are not undertaken on site. Some HEIs may wish to use the written test to evaluate the potential to develop reflective, analytical and conceptual thinking. Others will test this in different ways, e.g. through interview. 16. Interviews All candidates selected for the social work degree should have performed well in an individual interview to test their communication skills, motivation and commitment, understanding of social work and evaluation of their life and work experience. This includes interviewing of international applicants using equivalent interviewing methods, such as web cams or other video link facilities. It is recognized that interviews are time-consuming and costly. Programme providers may wish to consider how they might validly limit numbers invited for interview by use of pre-screening tools, such as focused extended personal statements/questionnaires. See Swap box for further information 17. Group activities. It is strongly recommended that HEIs make use of observed group activities/exercises as part of their selection process. A high proportion of stakeholders and service users and carers found group activities a helpful way to assess communication, self-awareness, respect, the impact of own views on others, and openness to other s views, particularly if applicants are asked to reflect on the activity in subsequent interviews. 18. Involvement of employers and service users and carers in selection processes. The SWRB strongly endorsed a proposal that employers and service users are always involved in selection and interview processes 39. During the consultation process there was unequivocal support for extending good practice in this aspect of admissions work. Social work programme providers should ensure that employers and service users and carers are fully involved in the design and review of selection processes as well as the actual interviews or other activities. This is critical in the added value it brings to the selection process and ensures that working in partnership is clearly demonstrated to prospective students from the start of their social work journey. 19. Such an approach is in line with the Schwartz recommendations and Supporting Professionals in Admissions (SPA) good practice guides 40 which also recommend that all those taking part in interviews and other selection tests should be adequately trained and supported. When working in partnership during the admissions process, the final decision to offer or not will rest with the HEI as it is the HEI that is accountable and is contracting with the student. 20 Pre-requisite for life/work experience Following a thorough debate, SWRB agreed that they would not recommend a formal pre-requisite of length of time or nature of life/work experience. However candidates should be asked to demonstrate how life/work experience has helped to 39 This is something which in the future could be arranged through the proposed partnerships 40 http://www.spa.ac.uk/documents/schwartz_report_review_report_3_final10.12.08.pdf Edref1 reforming Social Work Qualifying Education 22

prepare them for social work training and to demonstrate their learning from their experiences at the appropriate life stage. 21. Compliance with equalities duties making reasonable adjustments to assessment processes where required, Programme providers will wish to ensure that the required admission criteria do not result in discriminatory practices. Modes of assessment should be adjusted where this is reasonable and where the applicant has a disability..all applicants have to meet the agreed entry threshold standards as described under Schedule 13, paragraph 4(2) of the Equality Act (2010) However, reasonable adjustments should be made in the way the thresholds are assessed in line with disability legislation both with respect to the assessment of academic criteria and the assessment of personal qualities. For example, whilst minimum standards must be met in respect of written work, this should be assessed via an adjusted process such as allowing additional time in test situations or the provision of a scribe or technological assistance. In addition to the need to make adjustments in relation to disabilities disclosed on the original UCAS application form, applicants invited to attend interviews and other tests should be encouraged to disclose any disabilities in a supportive manner that explains that this then enables adjustments to be made to the assessment process. 22. Particular issues affecting seconded or sponsored students Where applicants apply outside the UCAS system for a work-based or similar route, the number of places retained for such applicants should be made clear in publicity materials. Where sponsored students are considered, the programme team should ensure that decisions about offers of places and offers of secondment, although related, are appropriately separated during decision making processes. This is so that sponsored students do not have additional or fewer hurdles to pass than non sponsored students. Edref1 reforming Social Work Qualifying Education 23

APPENDICES AND EXEMPLAR PROFORMAS: Appendix One: The Professional Capabilities Framework (PCF) at entry to education and training level These statements identify the expected framework of capability for applicants to be assessed against when applying for entry to social work initial qualifying training. These statements may evolve in the light of use and experience. Introduction The statements are based on the assumption that, whilst assessment for entry should focus on potential for successful completion of qualifying training, there are certain qualities, skills, knowledge and values which should be present at the point of entry which make it likely that the student will be able to reach the required outcomes on completion of the course. This statement has been aligned with other elements of the PCF by the SCIE project group Outcomes are applicable to both post-graduate and under-graduate courses on the understanding that the capabilities framework provides a standardised set of professional outcomes. Academic criteria will be different. Edref1 reforming Social Work Qualifying Education 24

PROFESSIONAL CAPABILITY STATEMENTS AT ENTRY LEVEL. PCF Heading Professionalism Values and ethics Diversity Rights Justice and Economic well-being Capability statements at entry level Demonstrates an initial understanding of the role of the social worker Demonstrates motivation and commitment to qualify and practice as a social worker Identifies own potential strengths and weaknesses in relation to the role of social worker Demonstrates an initial understanding of the importance of personal resilience and adaptability in social work. Demonstrates the ability to take responsibility for own learning and development Recognises the impact their own values and attitudes can have on relationships with others Understands the importance of seeking the perspectives and views of service users and carers Recognises that social workers will need to deal with conflict and use the authority invested in their role. Demonstrates an initial understanding of difference and diversity within society and the implications of this for social work practice. Is receptive to the views of others. Recognises the contribution of social work to promoting social justice, inclusion and equality Is receptive to the idea that there may be conflicts in the social work role between promoting rights and Criteria agreed by the SWRB Initial awareness of what social work is Self- awareness Emotional resilience Motivation and commitment to qualify and practice as a social worker Self awareness Understanding of the nature and need to use professional authority in social work Initial awareness of what social work is. Demonstrates what they have learnt from own experiences. Respect for others. Openness to the views of others. Demonstrates what they have learnt from own experiences (broadly defined) Ability/ willingness to change views Initial awareness of what social work is Potential to think analytically and critically Demonstrate what they have learnt from their own experiences. Edref1 Reforming Initial Social Work Qualifying Education May2012 25

Knowledge Critical reflection and analysis Intervention and Skills Contexts and organisations Professional Leadership enforcing responsibilities Identify how own learning (formal, informal and experiential) contributes to understanding the social work role. Demonstrates an ability to reflect on and analyse own experience ( educational, personal, formal and informal Demonstrates curiosity and critical thinking about social issues Communicates clearly, accurately and appropriately to the level of training applied for, in verbal and written forms Demonstrates an ability to engage with people with empathy ) Recognises that different forms of communication are needed for practice Demonstrates understanding of importance of working as a member of a team and an organisation Recognises how own learning, behaviour and ideas can influence and benefit others Potential to think critically and recognise some of the knowledge base of social work Demonstrates what they have learnt from own experiences Self awareness Reflective capacity Ability to think critically, intellectual ability and curiosity Communication skills Ability to write clearly Motivation and commitment Edref1 Reforming Initial Social Work Qualifying Education May2012 26

APPENDIX Two Cross-referencing admission requirements to modes of assessment an example Requirement/ mode of assessment as appropriate to this level of study and stage in process UCAS form Preinterview screening tool Individual interview Group exercise Written test Comment Maths GCSE/equivalen t x X self declaration English GCSE/equivalen t x X self declaration IT competence x X self declaration Ability to write clearly and accurately in English x x x Spoken English x x Appropriate academic qualifications Intellectual potential/curiosi ty Motivation and commitment Understanding of social work role x x x x x x x x x x Self awareness strengths and weaknesses x x Self-awareness x x x Edref1 Reforming Initial Social Work Qualifying Education May2012 27

impact of own views on others Awareness of key SW values x x x Appreciation of seeking views of service users and carers Recognition of need to deal with conflict Open to views of others x x x x x x Awareness of diversity issues Conflicts inherent in SW re rights and responsibilities x x x Ability to reflect upon own learning Capacity to build relationships Communicates clearly Understanding of importance of team work x x x x x x x x x x x x x x x Understands importance of working within an organisation/ac countability x x Takes responsibility for own learning x x x Edref1 Reforming Initial Social Work Qualifying Education May2012 28

Guidance for the application of the generic Professional Capabilities Framework (PCF) to ensure learning covers all ages and service user groups Edref1 Reforming Initial Social Work Qualifying Education May2012 29

Guidance for the application of the generic Professional Capabilities Framework (PCF) to ensure learning covers all ages and service user groups 1. The initial qualification for social work is generic, preparing students to work in a range of settings and with a wide range of user groups. The curriculum framework based on the Professional Capabilities Framework ensures the development of capabilities common to all kinds of social work intervention. People live in families and having a generic qualification helps students to understand contextual issues, e.g. links between substance misuse and parenting problems. Specialist CPD is undertaken after qualification. 2. This paper provides some guidance in designing and developing a curriculum which will provide opportunities for students to learn about different user groups and highlights some of the key issues which the sector had identified as not being taught in sufficient depth on the social work degree. 3. A number of illustrative guides have also been developed http://www.collegeofsocialwork.org/professional-development/educators/ 4. Although the initial qualification is generic, and not intended to provide specialist knowledge in one particular area, programmes should ensure that there are opportunities for students to undertake studies in depth in one or more areas. In some cases it may be possible to link the focus of a final placement to specialist modules (e.g. children and families, adult care or mental health), or to a dissertation or project. This might in turn link to the area students hope to work in for their ASYE. However, the realities of availability of both practice placements and employment vacancies make it unlikely that this will be possible for all students. Students and employers should be aware of these constraints. 5. Programme providers must ensure that students learn about social work with a range of age groups, namely: a. Children and young people b. Adults, including older people and c. Families across all age groups think family Students should also learn about the transitions that need to be considered when service users and their families/carers receive support from more than one social work agency or move from one service to another (e.g. disabled young person s care moving from children s services to adult services). 6. Programmes must ensure that students learn about the specific needs which may affect all people at different stages of their life experience, and the core importance of working effectively through building a relationship with individuals, families, groups and communities as appropriate. These include: o Relationship stress and/or breakdown o Behavioural and/or parenting problems Edref1 Reforming Initial Social Work Qualifying Education May2012 30

o Neglect, violence and abuse (of children and adults, including domestic violence) o Poverty o Mental distress and ill health o Substance misuse and addictions o Disability o Physical ill-health, dementia and dying/end of life o Immigration, especially for refugees and asylum-seekers 7. Programmes should find ways to ensure that there are learning opportunities in relation to all these issues (and other emergent user groups) through named, focused modules, or by embedding learning within other modules (e.g. through case studies and learning resources) or through additional workshops that draw upon learning from practise and from a range of underpinning modules. 8. Opportunities for learning in each of the areas listed above should be identifiable and regularly reviewed. Furthermore, programmes should ensure that students are encouraged and expected to transfer their learning from one user group or setting to another, and to understand where differences in practise might exist. Students should understand the interconnections between different areas of need, and the interrelationship of individual, family and community concerns. Edref1 Reforming Initial Social Work Qualifying Education May2012 31

Process curriculum Enhancing the professional nature of social work education Edref1 Reforming Initial Social Work Qualifying Education May2012 32

The process curriculum Enhancing the professional nature of social work education 1. Introduction and aims In order to model the values of social work and encourage students to develop the essential skills and qualities for social work practice, the different ways that students are supported to learn and develop through initial qualifying education is as important as the content of the curriculum. The curriculum framework for social work education consists of the outcome statements for qualifying education in relation to the Professional Capabilities framework (which are cross-referenced to the HPC Standards of Proficiency 41 and the QAA Benchmarking Statement 42 ), with accompanying guidance on a range of issues. In constructing a curriculum to meet these, social work qualifying programmes will also need to pay careful attention to the process curriculum : that is how the content is taught. All programmes should consider the ways in which they can: o Positively shape professional identity o Develop students confidence, self-efficacy and emotional resilience in the social work role o Develop skills of active learning and critical thinking o Develop research mindedness and literacy o Develop decision making and professional judgment o Develop students ability to transfer knowledge from one setting or user group to another o Develop students abilities to identify their own learning needs and professional development o Lay the foundation for social workers future active use of professional supervision o Enable students to learn from and get support from their peers as a basis for team work o Enable students to learn from and with service users and carers o Model anti-discriminatory and anti-oppressive practice o Enable students to manage personal and professional boundaries o Encourage understanding and development of their own social work values o Encourage critical reflection on performance o Promote continuing professional learning in order to meeting changing and future needs and contexts 2. Methods of enhancing professional identity and development Programmes will use a range of approaches to teaching and learning using both didactive and interactive methods (lectures, discussions, workshops, seminars, tutorials, role-play 41 http://www.hpc-uk.org/ 42 Quality Assurance Agency benchmark statements for Social Work 2008 http://www.qaa.ac.uk/publications/informationandguidance/documents/socialwork08.pdf Edref1 Reforming Initial Social Work Qualifying Education May2012 33

and simulations, presentations, projects, reading, self-directed study, research, writing in a variety of formats and practice experience). Some will be delivered face-to-face, some through e-learning or a combination (blended learning). In order to fully engage with their course, students will need to understand the rationale for these varied approaches to learning and how they support the development of the qualities and skills expected of social workers. In order to deliver an effective process curriculum, programmes should use a combination of approaches and: o ensure that students understand their own learning style and provide opportunities for them to identify, monitor and reflect on their developmental journey, e.g. through the use of learning logs/journals o balance conceptual understanding with awareness raising, skills and knowledge acquisition and practice skills and experience o recognise and maximise the use of students prior learning and experience, and that on placement o provide opportunities for students to review and discuss their own biographies o use approaches that boost motivation for and engagement in learning o ensure there are opportunities for small group discussion of case examples and/or experience o ensure that there are opportunities for learning with and from service users and carers, including feedback on observation of their practice/role-plays o ensure that practitioners play a role in teaching and learning o ensure adequate one-to-one and/or group tutorial time for students o plan other models for learning and support such as buddying, peer support and mentoring. o plan the curriculum in a way that is developmental and incremental as the programme progresses (particularly important for areas like communication skills, and also areas that are complex or challenging) o ensure that students take on progressively more responsibility for their learning o reflect the values and ethical principles of social work in the modes of teaching and learning, modeling professional behaviour by educators o reflect the issues of power through the experience of being a student who has power in different circumstances, abuse of power, legitimate power, how to empower Edref1 Reforming Initial Social Work Qualifying Education May2012 34

o ensure that assignments support learning as well as testing knowledge, skills and values and are spaced appropriately It is also recommended that programmes develop ways of enabling students to track and log their learning in relation to the outcomes for qualifying social work of the Professional Capabilities Framework. Many HEIs have evolved paper or web-based tools for Personal Development Planning (see QAA Guidance on HE Progress Files); these are essential for students to record and reflect on their learning, for use in interviews and to encourage a lifelong learning approach throughout their career. Edref1 Reforming Initial Social Work Qualifying Education May2012 35

Guidance on assessment strategies Edref1 Reforming Initial Social Work Qualifying Education May2012 36

The assessment of students on social work qualifying programmes 1. Aims of this guidance The aims of this guidance are firstly to build on the standards for assessment laid down by the Health and Care Professions Council (HCPC) Standards of Education and Training 43 (SET 6), and the high standards of assessment already in place in many universities, and secondly to ensure congruence of assessment procedures with the use of the Professional Capabilities Framework and other guidance issued by The College. The goal is to promote strategies for assessment that both support high quality learning and provide a robust threshold for entry to professional practice. This guidance will be used when programmes apply to The College for endorsement. Key principles: Assessment should enable the integration of academic and practice learning throughout the course. Assessment of students should be made using the Professional Capabilities Framework as specified at qualifying level (including the statement on user groups). 2. The Professional Capabilities Framework (PCF) 2.1 The PCF sets out the profession s expectations of what social workers should be able to do at each stage of their career and professional development. It provides a common basis for the profession to exercise judgment about the quality of practice in a wide range of contexts and at different levels, from admission to social work programmes through to advanced levels of practice. It will be used in formal assessment processes for both initial qualifications in social work and the Assessed and Supported Year in Employment (ASYE), and then in career progression, CPD, supervision and appraisal systems. 2.2 The aim of the PCF is to support judgments about progression in a holistic way for each capability, through developing flexible and appropriate assessment strategies linked to the capabilities. 2.3 There is a comprehensive set of expectations for the qualifying level of social work, further broken down into capability statements for different thresholds for progression or assessment points: Readiness for direct practice End of first placement End of last placement /end of initial qualification* * Note: The expectations in relation to completion of the final placement have not been specified separately from those expected at the end of the qualifying programme as a 43 http://www.hpc-uk.org/assets/documents/1000295fstandardsofeducationandtrainingguidancefromseptember2009.pdf Edref1 Reforming Initial Social Work Qualifying Education May2012 37

whole. Programmes will establish their own criteria for completion of the final placement using the PCF. Assessment of students performance and learning on placement is likely to form a substantial part of the final assessment using the PCF, since in most programmes the end of the placement will be very close to the end of the programme. However passing the last placement will not in itself provide sufficient evidence of having met the PCF capabilities at qualifying level as a whole; other assignments will be used to test aspects of the framework, notably the knowledge requirements and to ensure that HPC Standards of Proficiency have been met. 2.4 The final assessment for students should integrate assessment of learning in practice and university-based modules in relation to the PCF and inform decisions about suitability for practice linked to the provision of exit routes. These capabilities are available at http://www.collegeofsocialwork.org/pcf.aspx The PCF capability statements form the framework from which assessment strategies and criteria can be developed. It will be for each programme, based on the principles for holistic assessment, to determine how the capability statements become operational as assessment criteria. Partnerships are encouraged to collaborate on such arrangements across local or regional groups wherever possible. 3. Assessment strategies Through discussion with their partnerships, programmes should establish a coherent and robust assessment strategy, across all modules and years of the award, which should include: 1. Appropriate use of different formats for assessment. 2. Setting clear assessment criteria. 3. Specified standards for giving clear feedback to students in a timely manner. 4. Specified standards for marking and a process to ensure standardisation across markers (including practice educators and service users and carers). 5. Timing assignments to support student progression. 6. Balancing student choice within assignments with the need to ensure different topics and modes of assessment are used. 7. Ensuring assignments encourage the transfer and application of learning between different user groups and ages. 8. Expectations about student attendance (linked to professional practice). 9. Use of self-assessment to develop skills for critically reflective autonomous professional learning. 10. Ensuring assessment is appropriate for the professional requirements for social work. 11. The participation of service users and carers in assessment (with appropriate training and support). Whilst universities have established procedures for assessing mitigating circumstances, The College would expect that there should not be compensation between different modules/parts of the programme, nor condoning a failed module/part, especially if this involves practice learning. 4. Assessment of practice learning Edref1 Reforming Initial Social Work Qualifying Education May2012 38

The assessment of practice learning should include: 1. An assessment point Readiness for Direct Practice managed jointly by the HEI and partner agencies prior to first practice placement, specified in relation to the Professional Capabilities Framework 44. 2. Assessment of practice placements using the thresholds recommended in relation to the Professional Capabilities Framework 45 3. A robust mechanism for marking, moderation and review of practice learning, especially where there are difficulties or where a borderline or fail is recommended (e.g. a Practice Assessment Panel). 4. Elements to which service users and carers can contribute. 5. Wherever possible, collaborative arrangements within regions to enable coordinated assessment of practice between programmes. Consideration should be given to ways in which the assessment of practice contributes directly or indirectly to the final degree classification. 5. Assessment of prior learning With the transfer of regulatory function to the HCPC, the existing prohibition on APEL for practice will no longer apply. However APEL for practice is rare in HCPC- approved programmes. Any AP(E)L arrangements need to link to the standards of proficiency for social work and the PCF. Robust and fair arrangements for decisions about APEL should be put in place, with reference to the QAA Guidelines on the Accreditation of Prior Learning 46. Programmes should consider with their partner agencies whether or not they will offer AP(E)L (if they do not the rationale should be clear) and, if they do, the maximum credits acceptable. 6. External Examiners (EE) The HPC specifies that HEIs must ensure that at least one EE is a qualified and registered social worker. Programmes should also refer to the new QAA UK Quality Code for Higher Education: Chapter B7: External examining 47, and the Handbook for External Examiners: Guidance for the Degree in Social Work Guidance on External Examining 48 (SWAP/Higher Education Academy with the 4 UK Care Councils 2009). 7. Suitability for social work With the transfer of regulatory function to the HCPC, the GSCC requirements about suitability for practice will no longer apply, but students should be made aware of the HPC Standards of Conduct, Performance and Ethics 49. It is possible that the HPC consultation on student fitness to practice and registration may result in changed requirements, or The College of Social Work may itself issue further guidance. In the meantime programme 44 See resource paper Developing skills for practice and assessment of Readiness for direct practice 45 See resource paper Use of the PCF and assessment criteria for practice learning 46 http://www.qaa.ac.uk/publications/informationandguidance/pages/guidelines-on-the-accreditation-of-prior-learning-september- 2004.aspx 47 http://www.qaa.ac.uk/publications/informationandguidance/pages/quality-code-b7.aspx 48 http://www.heacademy.ac.uk/resources/detail/externalexamining/handbook_for_external_examining_social_work to be reviewed in the coming academic year 49 http://www.hpc-uk.org/aboutregistration/standards/standardsofconductperformanceandethics/ Edref1 Reforming Initial Social Work Qualifying Education May2012 39

partnerships should review and retain procedures to consider students suitability to practice, and have in place procedures to make decisions about ending a student s social work training where there are significant concerns. 8. Exit routes from qualifying social work programmes Programmes should seek to establish ways in which students may transfer out of the professional social work qualification, should they decide that social work is no longer their preferred career choice, should they fail the professional practice elements of their programme, or be deemed unsuitable for social work (thereby removing any potential disincentive to pass borderline students to meet retention targets, and enabling students to progress to alternative studies). Such a transfer might be made to other programmes (e.g. after the first year) or potentially to a parallel academic programme that does not carry the professional qualification (e.g. BSc Health and Social Care). 9. Transcript of Learning/Higher Education Achievement Record All HEIs should have in place a student Transcript of Learning and/or a Personal Development Portfolio, compiled over the programme to communicate information about the student s record (e.g. module marks, focus of project work) to prospective employers, either directly or indirectly (through references). Some HEIs are developing the use of a Higher Education Achievement Record (incorporating the transcript and PDP). Wherever possible these processes should ensure that the student s progress in relation to the Professional Capabilities Framework is recorded. Edref1 Reforming Initial Social Work Qualifying Education May2012 40

Supporting CPD for social work academics and practice educators Edref1 Reforming Initial Social Work Qualifying Education May2012 41

Supporting CPD for social work academics and practice educators Introduction The need for social work, both as occupational practice and as an academic subject, to evolve, adapt and change in response to social, political and economic challenges is accepted nationally and internationally. The final report of the Social Work Task Force acknowledged that good quality programmes have staff who are supported and keep up to date with what is happening in the field. However, it also noted that concerns had been expressed about some educators understanding of how theory is applied in practice and the current realities of frontline social work. 50 This has been referred to elsewhere as a potential practice theory gap. 51 This guidance is about CPD in higher education settings and provides some suggestions to support the implementation of the SWTF recommendation that: Programmes take action in consultation with agency partners to ensure that academics and practice educators have opportunities to keep up to date with current practice, research, policy and knowledge. Background All social work educators and practice educators should be able to take responsibility for their own further and continuing acquisition of knowledge and skills (Quality Assurance Agency for Higher Education, 2007, para 5.18) 52 and be supported by their employers in doing so (revised UK Professional Standards Framework (UKPSF). Implementing this recommendation will benefit effective partnership arrangements between HEIs and employers providing shared CPD opportunities for their staff. The new regulator for social work education, the Health and Care Professions Council highlights the importance of all staff (including part-time staff, practice placement educators and visiting lecturers) having the opportunity to develop and maintain their professional skills. Programmes are expected to have a staff development policy allowing educators to keep the skills appropriate to their relevant profession up to date. 53 50 Social Work Task Force (2009) Building a Safe Confident Future: the final report of the Social Work Task Force. paras 1.24-1.25 http://www.education.gov.uk/publications//eorderingdownload/01114-2009dom-en.pdf 51 (Tickle et al., 2010). 'Is clinical updating a valuable mechanism for enhancing the student experience?', British Journal of Occupational Therapy, 73(5): 237-239. 52 http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/drafts/socialwork07.pdf 53 HPC Standards of Education and Training Guidance,(2009, para 3.7) http://www.hpcuk.org/assets/documents/1000295fstandardsofeducationandtrainingguidancefromseptember2009.pdf. Edref1 Reforming Initial Social Work Qualifying Education May2012 42

The Higher Education Academy has recommended that all new academic staff undertake teaching qualifications or induction modules to support their development, and that they are mentored by discipline based staff with expertise in education and that their teaching is observed 54. These initiatives should be especially helpful for social work practitioners making the transition into higher education. Programmes should: Ensure there is normally a named registered social worker to lead a social work programme. Recognise and support the full range of activities in which social work educators keep in touch with practice, such as: Teaching on post-qualifying programmes Supervising doctoral students and other practice-related research Undertaking service evaluations and practice-based research, especially those that involve collaboration with practitioners, people using services, and carers Maintaining informal arrangements to enhance practice, such as undertaking independent practice as a therapist, counsellor, or independent social worker and as members of, or providing expert evidence to, a range of panels, committees and inquiries, related to social work, providing there is no conflict of interest Undertaking consultancy, mentoring, supervision and advocacy activity with social work and social care agencies Participating in practice related conferences, networks, reading groups and webbased groups such as the IDEA Communities of Practice Being involved in journals that focus on practice themes and practice-based research through contributions, as members of editorial boards, and by reviewing manuscripts Taking up positions as Board Members or trustees of third sector organisations providing social care services Continuing to practise professionally in social work or a related field (undertaking direct work with children, young people and adults using services and carers and other family members). Work in partnership with employers in implementing well established ways of improving the connections between university-based education and practice in agency settings, such as joint appointments, sabbaticals, and collaborative research. Monitor how they invest in CPD so as to identify how effective it is in terms of outcomes for educators, students, employers, people using services and carers. Support the CPD of practice educators, particularly in terms of access to research and practice developments in the specialism in which they practice. 54 Higher Education Academy (2006) The UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, http://www.heacademy.ac.uk/assets/york/documents/ourwork/rewardandrecog/professionalstanda rdsframework.pdf Edref1 Reforming Initial Social Work Qualifying Education May2012 43

The Research Excellence Framework, and in particular the assessment of the wider impact of research, provides a new opportunity to consider educators activities, and in particular, to increase the support for allocating some scholarly activity time to practicerelated activity and publishable outputs to be produced from this activity. Partnerships have an important role to play in supporting this recommendation by: reviewing together how they can best manage the resources they invest in CPD for educators and practitioners, such as funding for post-qualifying programmes, utilising subscription based resources (for example, Making Research Count, Research in Practice, Community Care Inform) and academic journals, and publicising free resources, such as material from the Social Care Institute for Excellence, C4EO, or the Joseph Rowntree Foundation demonstrating their commitment to providing updating opportunities for educators and practitioners, for example by including CPD as a regular agenda item in partnership meetings. This will contribute towards reaching shared agreements over priorities for updating seeking to establish where updating is needed by working towards achieving agreement over what is best practice together. At the same time, partnerships should acknowledge the contested nature of some social work practice and ensure that students have the opportunities to learn about different ways of practising social work providing workshops delivered jointly by practitioners and social work educators. Practitioners need access to CPD to help them deliver teaching and learning most effectively. Arrangements for jointly delivered learning and teaching needs to be formalised in partnership agreements Edref1 Reforming Initial Social Work Qualifying Education May2012 44

Practice learning guidance Overview of new arrangements for practice learning Edref1 Reforming Initial Social Work Qualifying Education May2012 45

Overview of new arrangements for practice learning Effective practice placements are the cornerstone of social work students learning, to ensure they gain the skills they need to meet the demands of front line practice. On this page you will find links to information about the expectations for practice education, established by The College of Social Work, based on the recommendations of the Social Work Reform Board. This includes: Overview 1. Aims 2. Background 3. High quality practice placements overview of elements 4. Ownership and status of standards 5. Funding arrangements for practice placements 6. Summary of outcomes that demonstrate effective partnership working for practice learning 7. Key bodies and networks to support practice learning Accompanying guidance Use of the PCF and assessment criteria in practice placements 55 Placement criteria 56 Developing practice skills and Assessment of readiness for direct practice 57 Practice Educator Professional Standards and Guidance 58 1. Aims To briefly describe how the new arrangements were developed. To provide a single overview of the arrangements for practice placements from 2013. To confirm the ownership and status of all guidance for practice placement arrangements and the role of The College s endorsement. To explain how practice learning will be funded from 2013. To ensure all those involved in the development of placements partnerships, HEIs, employers and practice educators are clear about the outcomes needed to implement the new arrangements for practice learning by September 2013. To provide links to the key bodies involved in practice learning. 2. Background 55 See resource paper Use of the PCF and assessment criteria for practice learning 56 See resource paper Developing skills for practice and assessment of Readiness for direct practice 57 See resource paper Developing skills for practice and assessment of Readiness for direct practice 58 See resource paper Practice Educator Professional Standards, (PEPS) and guidance Edref1 Reforming Initial Social Work Qualifying Education May2012 46

2.1 This guidance describes the arrangements for practice learning that will be implemented from 2013 at the latest, to achieve the aspirations of the Social Work Reform Board to better prepare social work students for the realities of front line practice, to meet the standards of HPC as the regulator, and to achieve endorsement by The College of Social Work. 2.2 The quality of practice placements is critical to raising standards in social work education. The Social Work Task Force recommended that new arrangements should be put in place to provide sufficient high quality practice placements, which are properly supervised and assessed, for all social work students (Recommendation 3) and the final report of the Munro Review of Child Protection stressed the importance that HEIs and employing agencies should work together so that practice placements are of the highest quality (Recommendation 12). 2.3 Through the Education Working Group of the SWRB and its work streams, substantial debate has taken place, and these requirements are supported by a consensus in the sector that the standards are desirable and achievable in the future. The arrangements were agreed by the SWRB at its meeting on 12 July 2011. 2.4 The quality of placements depends on an interrelationship between a number of important elements. No single element is more important than others, but taken together they provide a strong response to the challenge of improving the quality of practice placements. 3. High quality practice placements overview of elements These are the key elements that need to be addressed to meet the expectations of the SWRB and The College of Social Work. These will form part of The College s endorsement criteria for qualifying courses. Placement element See links to detailed guidance/further information as below Partnerships between http://www.collegeofsocialwork.org/professionaldevelopment/partnership/ employers, universities and service users and carers will be responsible for developing high quality placements Edref1 Reforming Initial Social Work Qualifying Education May2012 47

All programmes will use a consistent model of 200 days practice learning which will include: Agreed by the SWRB and will be required if programme is endorsed by The College of Social Work 30 days for development of skills for practice 70 days first placement 100 days last placement Agreed thresholds for progression at readiness for direct practice, first and last placement, linked to the Professional Capabilities Framework http://www.collegeofsocialwork.org/pcf.aspx see resource paper Use of the PCF and assessment criteria for practice learning The Practice Educator Professional Standards (formerly Practice Educator Framework) will be required from 2013 with transitional arrangements for nonregistered social workers until 2015 see resource paper Practice Educator Professional Standards, (PEPS) and guidance Edref1 Reforming Initial Social Work Qualifying Education May2012 48

Arrangements for: 30 days for developing skills for practice Readiness for direct practice assessment will be delivered collaboratively by employers and HEIs Placement criteria 1 Different practice experience Students will have different practice experience in the first and last placements 2 Statutory interventions/last placement Students will undertake tasks to prepare them for statutory interventions in the last placement TCSW Quality Assurance Framework for Practice Learning (QAPL) will be met by all placements see resource paper Developing skills for practice and assessment of Readiness for direct practice see resource paper Placement criteria see resource paper QAPL ( Quality Assurance of Practice Learning) standards and tool. ( to be available Sept 2012) 4. Ownership and status of arrangements 4.1 With the transfer of regulation of social work to the Health Professions Council (HPC) from 31 July 2012, registration as a social worker will be subject to meeting its Standards of Proficiency for Social Work. These will be threshold standards for safe and effective practice that describe what social workers should know, understand and be able to do when they start practising, and throughout their careers. Social work qualifying programmes must also demonstrate that they meet the HPC Standards for Education and Training in relation to practice placements. Further details can be found on the HPC website. 59 59 http:// www.hpc-uk.org Edref1 Reforming Initial Social Work Qualifying Education May2012 49

4.2 This means that the HPC Standards and the PCF for qualifying level (including the three points of progression leading to this) have a shared interest in the fitness to practise of social workers. However, the PCF and these arrangements for practice placements additionally set out far more extensive expectations of the scope and quality of the professional practice students should undertake whilst they are training. The College of Social Work s endorsement of initial social work courses will require incorporation of relevant capabilities in line with the PCF. 4.3 Endorsement will operate alongside the regulatory function of accreditation carried out by HPC and is designed to support and supplement HPC requirements, not duplicate them. Endorsement will not be a formal requirement. For further details see http://www.collegeofsocialwork.org/professional-development/endorsement/ 5. Funding arrangements for practice placements This will continue unchanged for 2012/13 intakes and will be managed by the NHS- Business Services Authority. It will be reviewed for future years. 6. Summary of outcomes that demonstrate effective partnership working for practice learning The delivery of practice learning is a key responsibility of local partnerships. Each element places expectations on partnerships and outcomes are identified in the detailed guidance. These are listed in summary form below: Placement element Partnerships between employers, universities and service users and carers will be responsible for developing high quality placements Outcomes Can you show that: Your current partnership arrangements are in line with TCSW partnership principles by March 2012? All programmes will use a consistent model of 200 days practice learning which will include: 30 days for Have you: Discussed and planned implementation of 30/70/100 day model of practice learning by 2013? Edref1 Reforming Initial Social Work Qualifying Education May2012 50

development of practice skills 70 days first placement 100 days last placement Agreed thresholds for progression at readiness for direct practice, first and last placement, linked to the Professional Capabilities Framework The Practice Educator Professional Standards (formerly the Practice Educator Framework) will be required from 2013 with transitional arrangements for nonregistered social workers until 2015 Can you show that: Your assessment criteria for placements has been developed from the PCF? Have you: Devised methods for gathering evidence to determine whether or not the assessment criteria has been met? Reviewed procedures for consistency, moderation and appeals? Planned and delivered training for practice educators in use of the PCF, new assessment methods and the exercise of professional judgments? Can you show that: You have audited the qualifications of existing practice educators and have a plan to ensure a sufficient supply of stage 1 and stage 2 practice educators by 2015, taking into account transitional arrangements for non-registered social workers? Have you: Identified gaps in existing practice educators with respect to the Practice Educator Standards and planned an appropriate range of top-up learning opportunities or programmes? Planned and commissioned stage 1 and/or stage 2 programmes for new practice educators? Set up assessment processes for determining whether practice educators can meet or can continue to meet Practice Educator Standards? Developed a range of CPD opportunities for existing practice educators? Considered models of delivering practice placements that maximise the use of practice educators able to meet Practice Educator Standards, e.g. use of off-site stage 2 PEs or student unit arrangements? Edref1 Reforming Initial Social Work Qualifying Education May2012 51

Arrangements for: 30 days for developing skills for practice Readiness for direct practice assessment will be delivered collaboratively by employers and HEIs. Placement criteria 1. Different practice experience Students will have different practice experience in the first and last placements. 2. Statutory interventions/last placement Students will undertake tasks to prepare them for statutory interventions in the last placement. Quality Assurance Framework for Practice Learning (QAPL) will be Communicated how the Practice Educator Standards will be met to employers and HEIs, including senior managers, and to all practitioners wanting to contribute to the training of students, teams, team/service managers, existing practice educators, those interested in becoming practice educators? Have you: Planned the structure, content and timing of 30 days for developing skills for practice? Planned how the delivery of developing skills for practice will be coordinated? Developed criteria for readiness to practice from the PCF? Set up a process to assess readiness for direct practice? Have you: Developed local policy on how different first and last placements will be defined and allocated? Reviewed existing last placements to establish whether or not they meet the criteria for statutory interventions? Undertaken planning to match local demand with the numbers of placements that meet the criteria? Prepared an action plan, if necessary, to develop more placements or reduce demand? Planned and delivered CPD training for Practice Educators on effective ways of ensuring students obtain relevant and appropriate statutory experience? Can you show that: All placements meet the QAPL? met by all placements Edref1 Reforming Initial Social Work Qualifying Education May2012 52

Practice learning guidance Use of the PCF and assessment criteria for practice learning Edref1 Reforming Initial Social Work Qualifying Education May2012 53

Use of the Professional Capabilities Framework (PCF) and assessment criteria for practice learning The aim of the Professional Capabilities Framework (PCF) is to support judgments about progression in a holistic way across the capabilities, through developing flexible and appropriate assessment strategies linked to the nine domains. 1. Aims of this guidance To promote understanding and effective use of PCF capabilities for practice learning. To outline the differences between capabilities and assessment criteria. To outline principles for the development of assessment criteria by programmes. To promote consistency and raise standards in the assessment of students on placement. Further guidance to support holistic assessment based on the PCF will include a set of principles, templates and case studies. (Link to be added when available) 2. Elements of high quality practice placements Agreed thresholds for practice placements, linked to the PCF, are part of the new arrangements to be implemented by 2013. It should be noted that programmes will also have to ensure that placements as part of the integrated learning undertaken on social work degrees courses enable students to meet HPC Standards of Proficiency 60 for Social Work ( SoPs) if successfully completed. 3. The Professional Capabilities Framework and its role in practice placements 3.1 The Professional Capabilities Framework (PCF) sets out the profession s expectations of what social workers should be able to do at each stage of their career and professional development. The PCF provides a common basis for the profession to exercise judgment about the quality of practice in a wide range of contexts and at different levels. One of its key uses will be in the holistic assessment of students on placement and at the point of entry to the profession, but it has many other uses as well for example career progression, CPD, supervision and appraisal systems. 3.2 The PCF will replace the National Occupational Standards for Social Work in England (although these will still apply in Scotland, Wales and Northern Ireland). The use of PCF represents a different conceptual approach to the assessment of students on placement. Previously, there was a focus on defining competence (or performance) at a given level, with an expectation that each element had to be evidenced the so-called tick box approach leading to concerns that judgments about overall capability could get lost where there is a micro focus on competence. 60 http://www.hpc-uk.org/ Edref1 Reforming Initial Social Work Qualifying Education May2012 54

3.3 Given the significance of learning and development at the early stages of professional development, there is a comprehensive set of expectations for the qualifying level of social work. These have been developed further and broken down into capabilities and thresholds for progression for each of the assessment points during a student s training: Readiness for direct practice End of first placement End of final placement/end of initial qualification 3.4 The expectations in relation to completion of the final placement have not been specified separately from those expected at the end of the qualifying programme as a whole. Programmes will establish their own criteria for completion of the final placement using the PCF. Assessment of students performance and learning on placement is likely to form a substantial part of the final assessment using the PCF, since in most programmes the end of the placement will be very close to the end of the programme. However passing the last placement will not in itself provide sufficient evidence of having met the PCF capabilities at qualifying level as a whole; other assignments will be used to test aspects of the framework, notably the knowledge requirements and also ensure that HPC Standards of Proficiency have been met. These capabilities are now available http://www.collegeofsocialwork.org/pcf.aspx The PCF capability statements form the framework from which assessment strategies and criteria can be developed. It will be for each programme, based on the principles for holistic assessment, to determine how the capability statements become operational as assessment criteria. Partnerships are encouraged to collaborate on such arrangements across local or regional groups wherever possible. 3.4 There are a number of benefits in using the PCF to underpin the assessment of students. These include: giving more scope to the judgment of the practice educator about a student s suitability to practice providing clearer shared national standards about what is expected of students at different points in their programme, highlighting the elements of progression that are significant (e.g. confidence, ability to work more autonomously, professional decisionmaking, engagement in more complex situations, use of authority) 61 enabling clearer identification by the practice educator of the areas that students need to work on to demonstrate their practice introducing students to the framework for professional development that will be used throughout their career as a social worker 4. The assessment of students on placement 4.1 The PCF provides an opportunity to develop new approaches to the assessment of students on placement. Whilst HEIs will hold the formal responsibility for assessment 61 These are described fully in the Purpose, development and use of the Professional Capabilities Framework for Social Workers Edref1 Reforming Initial Social Work Qualifying Education May2012 55

systems and quality assurance, these will be managed through partnerships of HEIs, employers and service users and carers. Partnerships will be responsible for: developing holistic assessment criteria for placements from the capabilities which integrate with the overall learning of the student on a qualifying programme devising methods of gathering evidence to determine whether or not the assessment criteria have been met. setting up fair and robust procedures for consistency, moderation and appeals of the assessment of practice. ensuring practice educators are sufficiently prepared and supported to undertake this role 4.2 Assessment 4.2.1 Assessment strategies and criteria should be informed by the principles of assessment outlined in the Guidance on assessment strategies 62 and the process curriculum. 63 This should include direct observation and feedback from other professionals and service users. The choice and combination of assessment methods will be made by the partnership, but they should be underpinned by two important principles: Practice educators should be empowered and supported in making overarching judgments about the quality of a student s practice. Whilst giving due consideration to a student s progression in relation to the nine domains in the PCF, practice educators must be able assess a student s overall capability to work at the level required for the placement concerned based on clear evidence. The criteria for passing the first and last placement should be clearly linked to the student s progression in meeting the PCF as a whole, through other assessed work at an appropriate level. At the point of qualification, this means that passing the final placement should form a substantial part of the final assessment but will not be the only expectation that has to be met. 4.2.2 A key component of the many current approaches to assessing practice is the portfolio, which students write to provide evidence about themselves and how they have met the expected standards. While there remains a central place for self evaluation and critical reflection in professional development that can be demonstrated and assessed through the production of a portfolio, significant weight must be given to assessments made by the practice educator, who has observed the students, in practice and in supervision, and has made a judgment about their abilities. 4.2.3 One outcome of this approach will be to reduce the requirement for documentary evidence, currently needed to evidence specific elements of each unit in each key role of the NOS, both by the student and the practice educator. The more holistic approach can 62 See resource paper Guidance on assessment strategies 63 See resource paper Process curriculum Enhancing the professional nature of social work education Edref1 Reforming Initial Social Work Qualifying Education May2012 56

be evidenced in shorter, narrative forms, making reference both to the overall progress (or areas for development) and to each of the nine domains. The specific capability statements will be useful as reference points to identify areas of concern, but do not all need to be addressed individually. Examples of this approach might include: Development of holistic practice: Students write an analysis of one or more specific pieces of work, with a reflection on their practice, cross-referenced to the nine capabilities. The practice educator might provide a short commentary at the end. Development of a specific capability (e.g. PCF 8: Contexts and organisations): Students write a case-study of a piece of work, and provide a commentary about what this demonstrates about their performance in relation to a specific capability. The practice educator writes an overarching narrative on the students ability to practice effectively at qualifying level for this capability, drawing on: o the students case study and commentary o the practice educator s observations of the students in practice o discussions in supervision o agency records/reports on the case produced by the students The College is currently undertaking further work to support the consistent use of the PCF in holistic assessment. 64 4.3 Systems to support assessment 4.3.1 In developing an assessment process that gives weight to the judgments of practice educators, it will be important for HEIs and their partners to review their systems for standardisation, moderation, borderline decisions, disputes and appeals to ensure they are robust and fair. 4.3.2 A range of systems should be in place to provide a framework that supports the individual decisions of practice educators. This is likely to include: Processes to prepare/train practice educators for standardisation of assessment prior to taking a student (e.g. using case studies of failing/borderline/good practice). A process to review practice placements, especially where there are difficulties or where a borderline or fail might be recommended. This can be undertaken by a Practice Assessment Panel, or an independent practice assessor with experience of social work, practice learning and managing complaints. A process to moderate practice educators work, where one person or a small group takes an overview of the marking to ensure this is appropriate. This does not usually change individual marks, but exceptional issues would be referred to an Assessment Board or Practice Assessment Panel for re-marking/ consideration. 64 See paper in resource section called Understanding what is meant by Holistic Assessment Edref1 Reforming Initial Social Work Qualifying Education May2012 57

A transparent process for appeals. These would not usually be allowed on the grounds of the practice educator s judgment, but on a procedural or context issue for which there was evidence (e.g. the agency was in chaos and the student did not get sufficient supervision to have the opportunity to learn and demonstrate competence). An approach to enable students who are assessed as not competent to practice as a social worker to leave the course, wherever possible transferring to a non-professional degree ( exit route). 4.4 Implications for practice educators 4.4.1 Any changes to present methods will have considerable implications for the retraining and CPD of practice educators, and it will be the responsibility of the partnership to ensure all practice educators have opportunities to develop and extend their existing skills, in order to use the holistic approach and feel confident in exercising judgment in the assessment of students. 5. Summary of outcomes for partnerships use of PCF and assessment criteria in practice learning Can you show that: Your assessment criteria for placements has been developed from the PCF based on the principles of holistic assessment? Have you: Devised methods for gathering evidence to determine whether or not the assessment criteria have been met? Reviewed procedures for consistency, moderation and appeals? Planned and delivered training for practice educators in use of the PCF, new assessment methods and the exercise of professional judgments? 6. Further information Purpose, development and use of the Professional Capabilities Framework for Social Workers, http://www.collegeofsocialwork.org/pcf.aspx McNay,M; Clarke J and Lovelock R (2010) The journey towards professionalism in social work: The development and assessment of practice learning, The Journal of Practice Teaching and Learning, (Vol 9 (3): 72 91. Edref1 Reforming Initial Social Work Qualifying Education May2012 58

Practice learning guidance Placement criteria Edref1 Reforming Initial Social Work Qualifying Education May2012 59

Placement criteria 1. Placement criteria 1 Different experience in first and last placements 1.1 The HPC s draft standards of proficiency for social work are based on the principle that a social worker trains and qualifies with a broad experience and understanding of the profession, i.e. a variety of settings and service user groups (although of course, not all). This means that if programmes do not offer broad practice experience, their students will be unable to meet the standards of proficiency. 1.2 The SWRB endorsed the view that students should develop generic practice skills at qualifying level, which could be later developed through specialist experience and training after qualification. 1.3 Students should normally have different experience in their first and last placements. This is likely to mean different settings, service user groups, ages or methods. This should contribute to all students developing a think family perspective, and form the foundation for developing specialist skills once qualified. 1.4 Offering flexibility in the range of different placement experiences will mean that matching with learner needs can be considered, although it will continue to be difficult to allocate placements on the basis of student choice alone. 2. Placement criteria 2 Statutory interventions/last placement 2.1 The SWRB and The College of Social Work agree that preparation for statutory social work should be defined by the tasks undertaken by students on placement, rather than the setting (e.g. local authority) or type of placement (e.g. statutory) 65. This maximises the availability of placements across statutory and non-statutory sectors, to include all settings where formal assessment of risk and safeguarding takes place. 2.2 The HPC s Guidance on conduct and ethics for students 66 places expectations on students to act within the limits of their knowledge and skills, recognising that they are not yet autonomous practitioners but should work with the appropriate level of supervision. 2.3 The SWRB agreed the following criteria for the last placement to ensure that students experience of statutory duties is appropriate to their level of development and properly supported. a) Tasks The setting selected for the last placement (100 days) must prepare students for the statutory aspects of a social worker s role by offering them opportunities to demonstrate engagement with: 65 The follows the recommendations of the Social Work Development Partnership in March 2010 66 http://www.hpc-uk.org/assets/documents/10002c16guidanceonconductandethicsforstudents.pdf Edref1 Reforming Initial Social Work Qualifying Education May2012 60

Formal assessment processes (observation, gathering of information, analysis, reporting, use of evidence base, development of clear recommendations) to include: o formal processes considering risk and/or safeguarding for child protection, for practice in mental health or with vulnerable adults (PCF 7, 8) o opportunities to reflect on, discuss and analyse appropriate use of authority (PCF 7, 6) Application and understanding of legal frameworks relevant for social work practice (PCF 5, 8) Organisational policies and decisions and their impact on service delivery to service users (PCF 8) The demands of a high pressured environment, where time and competing interests have to be managed effectively (PCF 1) Multiagency working, including planning interventions with other agencies, and analysing and managing tensions (PCF 7, 8) Presentation of outcomes of formal assessment processes, including analysis of risk/recommendations in line with organisational policy /procedure at, e.g. panels/meetings/courts. (PCF 6, 7, 8) Use of formal agency recording for assessment/risk. (PCF 1) b) Role of student and support needed Access to the recommended learning opportunities should be on the basis that students are working under the supervision of a practice educator 67 and provided with appropriate levels of support, taking into account the challenging nature of the work, and the individual needs of the student. Students should be expected to learn from their experiences on placement, including any early set-backs. If the practice educator is not on-site, students will work alongside a social worker, who must be in a post requiring social work registration. This social worker will take day-today responsibility for the supervision of the students. In order to support the development of professional identity, students should not be the sole social work representative in a setting. Students will not hold case responsibility for formal assessment processes that include risk/safeguarding/child protection. The last placement should incorporate a blend of activity to reflect the fact that the students are still learning. Students will be able to participate in the opportunities outlined above through co-working with the practice educator or on-site social worker/supervisor: o undertaking specific pieces of work in a case under supervision o observing/shadowing work carried out by other social workers and/or professionals in the team or through spending time in other agencies 67 Students should be supervised by a qualified Practice Educator. For the final placement from 2013, the practice educator should have achieved at least stage 2 of the Practice Educator Framework and be a registered social worker. Edref1 Reforming Initial Social Work Qualifying Education May2012 61

o accompanying team members to panels/meetings/court relating to their cases o sharing responsibility with social workers for presentation of recommendations to panels or formal recording 3. Outcomes for partnerships placement criteria 1 and 2 Have you: Developed local policy on how different first and last placements will be defined and allocated? Reviewed existing last placements to establish whether or not they meet the criteria for statutory interventions? Undertaken planning to match local demand with the numbers of placements that meet the criteria? Prepared an action plan, if necessary, to develop more placements or reduce demand? Planned and delivered CPD training for practice educators on effective ways of ensuring students obtain relevant and appropriate statutory experience? Edref1 Reforming Initial Social Work Qualifying Education May2012 62

Practice learning guidance Developing skills for practice and assessment of Readiness for direct practice Edref1 Reforming Initial Social Work Qualifying Education May2012 63

Guidance on Developing skills for practice and assessment of Readiness for direct practice 1. Thirty days: Developing skills for practice 1.1 Programmes will be expected to offer a programme of Developing skills for practice of at least 30 days. Its main purpose is to prepare students for their first placement by providing a structured opportunity to practice key generic skills and to increase their understanding of the social work role, without the immediate pressure of assessment, and without the need to be in a social worker role with service users and carers. However, some of the time may be used later in the course to develop more advanced skills. 1.2 Prior to the first placement, programmes will need to establish an assessment of readiness for direct practice (see below) to determine whether a student is competent to work directly with service users. Some of the 30 days can be used to prepare for this. 1.3 The structure and content of the 30 days should be planned by local partnerships of employers, universities and service users and carers, using creative and flexible approaches. It is an area that should aim to be responsive to the specific learning needs of individual students and provide a range of different opportunities. 1.4 The 30 days may be divided between skills development activities in the university, observation and/or shadowing practice and preparation for the readiness for direct practice assessment including the involvement of employers, social workers and service users and carers wherever possible. While the majority of days are likely to be used in the first year prior to the first placement, there will be no requirement that all 30 days must take place prior to the readiness for direct practice assessment. Days that are reserved for the second and/or final years could be used to develop more advanced skills, such as communicating with difficult to engage families. These days could count as additional practice learning days for the first or last placement, to be assessed at that level, or be incorporated into relevant modules in years 2 or 3.. Developing skills for practice may include: Developing skills of observation (of people and of practice). Observation is a key skill that could be developed through university-based activities, then practised and reviewed. Suggested activities include observing and critically evaluating videos of practice, and observing individuals/families/groups in specific settings (e.g. nurseries, youth clubs, residential care). Edref1 Reforming Initial Social Work Qualifying Education May2012 64

Developing communication and interviewing skills. Suggested activities include role play, case studies and video work. This will enable students to safely rehearse practice situations and receive constructive feedback, in order to build up their confidence, depending on their needs as a learner. Consideration should be given to the involvement of service users and carers in students learning regarding communication and interviewing skills development. Direct communication with, and learning from, service users and carers. Opportunities to meet with and learn from people with experience of social work services, to enable students to understand user/carer perspectives and social work values in practice, prior to entering frontline services. Developing understanding of the social work context and social work practice through work shadowing opportunities. These activities could allow the student to experience a range of settings, activities, structures and service users (e.g. day spent with practitioners, visit to service user in their home, visit to foster parent). They should be clearly linked to input provided by the university, where there is time and support to discuss and reflect on what was learned. One aspect of this should be to understand the practical organisation of social work agencies: computer systems, duty systems, administrative expectations and office procedures within agencies. This work would build on the observational skills outlined above. Days reserved for the second and/or final years provide an opportunity to develop more advanced skills. Possibilities include: role play of specific methods of social work intervention (family work, group work, task-centred, etc.), more advanced (intermediate) communication skills (e.g. motivation, 'hard-to-engage' users, dealing with anger/hostility, communication with depressed people, etc.) or a chance to practise in situations where social workers must present complex information accurately and effectively (e.g. giving evidence in court, presenting analysis to a multi-professional case conference). They could be used as recall days during placements to explore live issues, be linked to modules with a specific user-group focus or be part of a module in intervention methods. 2. Readiness for direct practice assessment 2.1 An assessment of readiness for direct practice should take place prior to the first placement. It should be assessed through a structured process whereby students demonstrate their communication skills and ability to engage safely and effectively with service users. This could include a live demonstration of students' practice skills with service users and carers and a reflective commentary. 2.2 The decision that students are ready for direct practice should normally be made by an assessment panel composed of university staff, employers and service users and carers, agreed by the local partnership. Their role will be to decide whether the evidence submitted by the students meets the criteria for readiness to practice. Edref1 Reforming Initial Social Work Qualifying Education May2012 65

2.3 The criteria for readiness to practice should be developed from the PCF for this assessment point http://www.collegeofsocialwork.org/pcf.aspx. Students should be able to demonstrate readiness to practice by: Communication skills with service users, carers and children, and other professionals Awareness of social work values and own value base Awareness of own biases and impact on working with diverse groups Professional behaviour, basic knowledge of social work role and context of social work practice Skills in reflective practice Awareness of the legislative framework of social work, including human rights Awareness of the knowledge base and models of intervention used in social work 3. Outcomes for partnerships 30 days developing skills for practice and assessment of readiness for direct practice Have you: Planned the structure, content and timing of 30 days developing skills for practice Planned how the delivery of developing skills for practice will be coordinated Developed criteria for readiness for practice from the PCF Set up a process to assess readiness for practice Edref1 Reforming Initial Social Work Qualifying Education May2012 66

PRACTICE EDUCATOR PROFESSIONAL STANDARDS AND GUIDANCE Edref1 Reforming Initial Social Work Qualifying Education May2012 67

Practice Educator Professional Standards for Social Work Revised version May 2012, transition starts from September 2012 These Practice Educator Professional Standards (PEPS) set out requirements at two stages, commensurate with the different levels of complexity and responsibility in teaching, assessing and supervising social work degree students. The standards may also be helpful for those supporting and assessing newly qualified social workers, experienced social workers undertaking formal or informal continuing professional development or others engaging in learning and development activities. These standards will come into effect in October 2013, and are minimum requirements. They apply to all placements within the academic year 2013/14 and thereafter. From October 2015 all practice educators of social work students must be registered social workers. Partnerships may individually or collaboratively wish to develop requirements at a higher level. The standards will be phased in from October 2012 through transitional arrangements, outlined in Questions and Guidance (April 2012). A glossary of terms used is provided in Appendix 1. Staged approach The PEPS outline two stages of progression for practice educators: Stage1 Practice educators at this stage will be able to supervise, teach and assess social work degree students up to but not including the final assessment prior to qualification. At this stage they may contribute to the last placement but not take full responsibility for assessment or act as the practice educator on a day-to-day basis. Stage 2 Practice educators at this stage will be able to supervise, teach and assess social work degree students up to and including the last placement. In effect, these practice educators will have the authority and capability to recommend, on the basis of appropriate evidence, that the social work students are fit to practise at the point of qualification. Developing pathways or programmes to meet the standards. It is for Higher Education Institutes (HEIs) and employers to develop suitable ways of enabling candidates to meet the learning outcomes. These may include self managed portfolio presentations and/or a variety of in-house, distance and open learning or HEIbased training activities. Edref1 Reforming Initial Social Work Qualifying Education May2012 68

Programme providers may wish to combine stage 1 and stage 2 training arrangements and assessment of learning outcomes into an integrated programme to maximise flexibility and local workforce planning needs. Assessment, accreditation and maintaining currency The underpinning principle of the two proposed stages is that evidence to meet the learning outcomes may be generated within the workplace without the need for HEI accreditation and approval arrangements. It would be for partnerships and networks to plan together formal APL/APEL arrangements and credit ratings where these are appropriate. Partnerships should also ensure that practice educators have relevant opportunities to undertake continuing professional development (CPD) and are able to demonstrate continued proficiency and capability. Practice educators should keep a record of CPD relevant to their role as a practice educator and be prepared to present this as evidence for re-registration (if requested by the regulator). Practice educators normally need to maintain currency through taking full responsibility for a social work student at least every two years. Practice educators, as registered social workers, need to apply their professional value base to whatever role they undertake in a range of contexts. Practice educators will need to ensure that the values on which they base their own practice and on which they teach, supervise and assess learners are in line with current expectations of The College of Social Work, and also the Health and Care Professions Council s Standards of Conduct, Performance and Ethics. Equivalent practice educator qualifications Practice Teacher Award (PTA) holders and those who have achieved a Higher Specialist Award in practice education within the former GSCC PQ framework 68 who are qualified and registered social workers, are accepted as having reached the standards for stage 2 of the proposed framework. PTA holders can continue to be responsible for assessing and teaching students at all placement levels and may be able to act as mentors and assessors for PE candidates if employers and HEIs are satisfied that they have continued to regularly practise as a practice educator. Normally this would mean they have had direct responsibility for at least one student in the last two years or had relevant experience in practice education and have retained and developed their skills, knowledge and value base. For further guidance see Appendix 2:11. Off-site practice educators and practice supervisors 68 who also have met the practice educator standards observation of practice assessment requirements in the attached table Edref1 Reforming Initial Social Work Qualifying Education May2012 69

From October 2013, independent off-site practice educators are expected to meet the capabilities within the Professional Capabilities Framework (PCF) as an experienced social worker and to have demonstrated proficiency at stage 2, so therefore must be registered social workers. This also applies to any off-site practice educators who are employees of the organisation hosting the placement. It is the responsibility of the agency or HEI contracting the independent practice educators to be satisfied that the independent practice educators are competent and suitable to carry out their responsibilities. This would include ensuring that safeguarding checks have been undertaken. Practice supervisors would not have to reach stage 1 proficiency to support and supervise the day-to-day work of a social work student and would not necessarily have to be registered social workers for the first placement 69. (click here for more guidance) However, it is recommended that they should be working towards the stage 1 learning outcomes (excluding A5 and C11) and be supported by their line manager and practice educator. It is for the line manager to ensure that a practice supervisor is competent to provide day-today practice supervision of social work students. Links with the Professional Capabilities Framework The Practice Educator Professional Standards are cross-referenced within the PCF at social worker and experienced social worker levels. 69 A practice supervisor who is not a registered social worker will not normally be able to provide day-to-day supervision for the last placement Edref1 Reforming Initial Social Work Qualifying Education May2012 70

Practice Educator Professional Standards Requirement Stage 1 Stage 2 and combined stage 1 and 2 pathways Professional qualification Experience Knowledge, skills and values linked to learning outcomes Registered social worker. Two years relevant work experience before taking full responsibility for assessing a social work placement, qualified for two years. Pathways and programmes must support practice educator candidates to meet stage 1 outcomes in domains A, B and C and apply values to practice. Registered social worker. Three years relevant work experience, qualified for two years by the end of the programme. Pathways and programmes must support practice educator candidates to meet all learning outcomes in domains A D and apply values to practice. Support Assessment process 1.Evidence 2. Observation of practice Guided support from an appropriate mentor (Practice Educator Stage 2) on individual or group basis. Applicants for the role must evidence achievements against learning outcomes in domains A C, according to arrangements made by local or regional employer networks. One direct observation of a practice educator candidate teaching, supervising and assessing a social work student against the Professional Capabilities Framework. Applicants for the role must evidence achievements against learning outcomes in domains A D, according to arrangements made by local or regional employer networks. Two direct observations of a practice educator candidate teaching, supervising and assessing against the Professional Capabilities Framework. Evidence of work-based competence from taking full responsibility for one social work student and one other being assessed against the Professional Capabilities Framework. 3. Assessors All assessors of practice educator candidates, including those observing a candidate s practice, must be appropriately qualified at stage 2 or equivalent. See Appendix 2 (Questions and Guidance) for more info. 4. Assessment standards Partnerships will wish to develop mechanisms which ensure that all their PEs are meeting the standards. This will form part of The College s endorsement criteria. The final assessment decision will be made jointly by the HEI and employer representatives. See Appendix 2 (Questions and Guidance): section 12 for more info. Edref1 Reforming Initial Social Work Qualifying Education May2012 71

Requirement Stage 1 Stage 2 and combined stage 1 and 2 pathways Links with QAPL All candidates should: contribute to the completion or review of a QAPL 70 audit Programme structure complete a QAPL practice educator feedback form for each student they assess There should normally be some core input around domains A and B before the practice placement starts. Additional learning outcomes to be met either by an additional assessed module, through APL/APEL processes or via flexible CPD learning opportunities (e.g. inhouse training, practice education conferences, e-learning, distance learning, a sequence of workshops). Achievement of learning outcomes from flexible learning opportunities must be evidenced. 70 Quality assurance benchmark statement and guidance on monitoring of social work practice placements (QAPL) http://www.skillsforcare.org.uk/socialwork/practiceplacements/sw_quality_standards_for_practice_placements.aspx Edref1 Reforming Initial Social Work Qualifying Education May2012 72

GUIDANCE STATEMENTS Domain A Organise opportunities for the demonstration of assessed competence in practice Practice educators at stage 1 and 2 should: 1. Take responsibility for creating a physical and learning environment conducive to the demonstration of assessed competence. 2. Devise an induction programme that takes into account learners needs and their previous experience. 3. Negotiate with all participants in the work place, including service users and carers, the appropriate learning opportunities and the necessary resources to enable the demonstration of practice capability. 4. Work openly and cooperatively with learners, their line managers, work place colleagues, other professionals, and service users and carers, in the planning of key activities at all stages of learning and assessment. 5. Coordinate the work of all contributors. Ensure they are fully briefed, understand their roles and provide them with feedback. 6. Complete or review an audit and complete a practice educator feedback form for each student they assess in line with the Quality Assurance for Practice Learning (QAPL) framework. 7. Monitor, critically evaluate and report on the continuing suitability of the work environment, learning opportunities, and resources. Take appropriate action to address any shortcomings and optimise learning and assessment. 8. Contribute to the learning and development of the agency as a training organisation. Help to review and improve its provision, policies and procedures and identify barriers for learners. Domain B Enable learning and professional development in practice Practice educators at stage 1 and 2 should: 1. Teach the learner using contemporary social work models, methods and theories relevant to the work, powers and duties, and policy and procedures of the agency, demonstrating the ability for critical reflection. 2. Establish the basis of an effective working relationship by identifying learners expectations, the outcomes which they have to meet in order to demonstrate competence, and their readiness for assessment. Agree the available learning Edref1 Reforming Initial Social Work Qualifying Education May2012 73

opportunities including multi professional contexts, methods, resources and timescales to enable them to succeed. 3. Discuss, identify, plan to address and review the particular needs and capabilities of learners, and the support available to them. Identify any matters which may impact on their ability to manage their own learning. 4. Discuss and take into account individuals learning styles, learning needs, prior learning achievements, knowledge and skills. Devise and deliver an appropriate, cost-effective teaching programme, which promotes their ability to learn and succeed. 5. Make professional educational judgments about meeting learners needs within the available resources, ensuring the required learning outcomes can be demonstrated in accordance with adult learning models. 6. Identify which aspects of the management of the learning and assessment programme learners are responsible for, in order to achieve their objectives. Describe and agree the roles of the practice supervisor and/or educator in mentoring, coaching, modelling, teaching, supervising, managing and supporting the placement. 7. Establish how the learning and assessment programme is to be reviewed. Encourage learners to express their views, identify and agree any changes and discuss how disagreements on any aspects of it are resolved. 8. Advise learners how to develop their ability to manage their learning. Advise, guide and respond to any difficulties encountered by them and where necessary provide instruction. 9. Support the learner in gathering evidence according to programme requirements. Additional learning outcome for practice educators at stage 2 10. Apply an appropriate range of supervisory models, roles and skills, which recognise the power dynamics between practice educator and learner. Domain C Manage the assessment of learners in practice Practice educators at stage 1 and 2 should: 1. Engage learners in the design, planning and implementation of the assessment tasks. 2. Agree and review a plan and methods for assessing learners performance against the Professional Capabilities Framework at the relevant level. Edref1 Reforming Initial Social Work Qualifying Education May2012 74

3. Ensure that holistic 71 assessment decisions are the outcomes of informed, evidence-based judgments and clearly explain them to learners. 4. Evaluate evidence for its relevance, validity, reliability, sufficiency and authenticity according to the agreed standard. 5. Use direct observation of learners in practice to assess performance. 6. Base holistic assessment decisions on all relevant evidence and from a range of sources, resolving any inconsistencies in the evidence available. 7. Encourage learners to self-evaluate and seek service users, carers and peer group feedback on their performance. 8. Provide timely, honest and constructive feedback on learners performance in an appropriate format. Review their progress through the assessment process, distinguishing between formative and summative assessment. 9. Make clear to learners how they may improve their performance. Identify any specific learning outcomes not yet demonstrated and the next steps. If necessary, arrange appropriate additional assessment activity to enable them to meet the standard. 10. Ensure that all assessment decisions, and the supporting evidence, are documented and recorded according to the required standard. Produce holistic assessment reports which provide clear evidence for decisions. 11. Ensure that disagreements about assessment judgments and complaints made about the assessment process are managed in accordance with agreed procedures. 12. Seek feedback from learners on their experience of being assessed, and the consequences of the assessment programme for them. Incorporate the feedback into future assessment activity. 13. Contribute to standardisation arrangements and the agreed quality assurance processes which monitor the organisation s training strategy. 14. Demonstrate the ability to make difficult holistic assessment decisions around areas of development, which may include marginal or failing learners. Additional learning outcomes for practice educators at stage 2 15. Demonstrate the ability to mark learners academic and/or assessed work. 16. Demonstrate an ability to use a range of assessment methods including recording, reports, and the feedback of people who use services and carers, professionals and other colleagues. 71 Reference to be provided Edref1 Reforming Initial Social Work Qualifying Education May2012 75

Domain D Effective continuing performance as a practice educator Practice educators at stage 2 should: 1. Critically reflect upon and evaluate their own professional development and apply learning to subsequent practice education experience using a range of methods. 2. Demonstrate critical reflection on their own development as practice educators including the use of feedback from direct observations, colleagues and HEI tutors and other assessment sources. 3. Demonstrate knowledge of current HEI quality assurance systems and ability to liaise and negotiate HEI processes. 4. Maintain information and data relevant to the development of practice. 5. Demonstrate an applied knowledge of contemporary issues in research, policy, legislation and practice including agency policy, procedures and practice. 6. Demonstrate an ability to transfer practice educator skills, knowledge and values to new roles in mentoring, supervision, teaching and/or assessment. 7. Establish and maintain effective resources for their own support and supervision in respect of the practice educator role and demonstrate the ability to consult and work with others in contentious and challenging contexts such as dealing with failing learners and formal appeals and complaints. Edref1 Reforming Initial Social Work Qualifying Education May2012 76

Values for practice educators and supervisors This guidance focuses on the implications of social work values in relation to the assessment process. The values statements closely reflect The College of Social Work s core values for endorsement. In order to promote anti-oppressive and antidiscriminatory practices, practice educators and supervisors will: identify and question their own values and prejudices, the use of authority and power in the assessment relationship, and recognise and act upon the implications for their assessment practice update themselves on best practice in assessment and research on adult learning and apply this knowledge in promoting the rights and choices of learners and managing the assessment process respect and value the uniqueness and diversity of learners and recognise and build on their strengths, and take into account individual learning styles and preferred assessment methods accept and respect learners circumstances and understand how these impact on the assessment process assess in a manner that does not stigmatise or disadvantage individuals and ensures equality of opportunity. Show applied knowledge and understanding of the significance of o poverty o racism o ill health and disability o gender o social class o sexual orientation in managing the assessment process recognise and work to prevent unjustifiable discrimination and disadvantage in all aspects of the assessment process, and counter any unjustifiable discrimination in ways that are appropriate to their situation and role take responsibility for the quality of their work and ensure that it is monitored and appraised; critically reflect on their own practice and identify development needs in order to improve their own performance, raise standards, and contribute to the learning and development of others Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 Page 1 of 1

Appendix 1 Glossary HEI Higher Education Institution. Practice educator (PE) This person takes overall responsibility for the student s learning and assessment, utilising information from his/her own assessment and other sources. The practice educator is the person who makes the recommendation to the course examination board about the student s competence in relation to the Professional Capabilities Framework. Off-site practice educator A person employed through the agency or university social work degree course to undertake the role of practice educator who is not located in the same work site as the student. The off-site practice educator normally partners a designated individual who is the on-site practice supervisor. Practice supervisor A person in the same work site as the student who is designated to manage the day-to-day activity of the student and who contributes to the student s learning and assessment. QAPL Quality assurance benchmark statement and guidance on monitoring of social work practice placements. Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 78

Appendix 2 Practice Educator Professional Standards 72 Questions and Guidance The Social Work Reform Board has decided that social work students should be assessed in practice by registered social workers who are practice educators who meet the Practice Educator Professional Standards. In this context, the abbreviation 'PE' is used to refer to practice educators. This section will help you understand the expectations on practice educators, and how existing qualifications and training should be viewed in light of these standards. These amendments will come into effect from September 2012. Existing practice educators who don t meet the standards in this revised form (April 2012) will need to provide additional evidence by September 2015 to retain currency. This will apply to practice educators who will not have met the revised requirement to be observed supervising, assessing and teaching a social work student by September 2012. Appendix A What are the new Practice Educator Professional Standards (PEPS)? The PEPS were formerly known as the Practice Educator Framework and were developed with the social work sector over a three year period. They were endorsed by the Social Work Development Partnership (Skills for Care, GSCC and CWDC) in September 2009, piloted by 15 projects involving 300 candidates in 2009/10 and endorsed and accepted by the Social Work Reform Board in November 2010. Stewardship of the PEPS now lies with The College of Social Work. The PEPS outline two stages of progression for practice educators. Stage 1 practice educators will be able to supervise, teach and assess social work degree students up to but not including the final assessment prior to qualification. Stage 2 practice educators will be able to supervise, teach and assess social work degree students including the last placement. 72 formerly Practice Educator Framework. This new framework is owned by The College of Social Work on behalf of the profession, and has been developed with the support of Skills for Care Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 79

Appendix B What are the timescales for introducing the Practice Educator Professional Standards (PEPS)? The PEPS will come into effect in October 2013 and apply to all placements within the academic year 2013/14 and thereafter. Appendix C What are the transitional arrangements for PEs who are not registered social workers? From October 2015, all PEs of social work students must be registered social workers. These are minimum expectations. Employers and HEIs are free to develop requirements at a higher level individually or collaboratively. Many HEIs are planning to use the PEPS from October 2012. There will be transitional arrangements for practice educators who are not registered social workers (RSWs) until October 2015 (see table below). Transitional arrangements for practice educators (See section 8 for placement supervisors) Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 80

Table 1: Requirements for on-site and off-site practice educators 2012/13 2013/14 2014/15 2015/16 Placement 1/2: Normally practice educator and/or working towards stage 1. Final placement: Normally practice educator (RSW) and/or working towards stage 2 Off-site practice educators (working with practice supervisors): Normally practice educator (RSW) and/or working towards stage 2 Current social work degree requirements 73 (and working towards new standards) First placement: Practice educator (ideally RSW*) stage 1 or 2 Non-RSWs may continue to practise Last placement: Practice educator (RSW) stage 2 Any placement: Practice educator (RSW) stage 2 New PEPS (& transitional arrangements for non-rsws at stage 1) First placement: Practice educator (ideally RSW*) stage 1 or 2 Non-RSWs may continue to practise Last placement: Practice educator (RSW) stage 2 Any placement: Practice educator (RSW) stage 2 New PEPS (& transitional arrangements for non-rsws at stage 1) First placement: Practice educator (RSW) stage 1 or 2 Non-RSWs no longer able to assess students but may able to be placement supervisors (see section 8) Last placement: Practice educator (RSW) stage 2 Any placement: Practice educator (RSW) stage 2 Practice Educator Professional Standards N.B. All PEs in training should be supported by a stage 2 practice educator/mentor. With these arrangements in place, a PE in training can take responsibility for a student social worker in a placement. Appendix D What would be the consequences of not meeting the requirements of the PEPS within the timescales? A social work programme which does not meet the requirements of the PEPS by October 2013 will not be eligible for endorsement by The College. The College of Social Work endorsement scheme for qualifying courses will complement the regulatory function of accreditation carried out by the Health Professions Council 73 All social work degree courses on the GSCC approved list will pass to the HPC on 31 st July and will remain approved until HPC visit to re-approve against their standards. Courses are encouraged to start preparing and implementing the reforms from this September (2012). Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 81

(HPC) 74. The endorsement criteria are designed to ensure the application of the new curriculum framework including practice education; this will help to ensure that graduates are safe to practise. Appendix E Are the PEPS enforceable? Endorsement is the only way in which the Social Work Reform Board recommendations for improving the quality of social work education will be monitored consistently and nationally. Within the endorsement criteria, social work programmes will be expected to demonstrate how they develop and monitor the learning and development of PEs in relation to these standards. The HPC 75 approval process expects courses to reflect the requirements of their professional bodies. The easiest way of demonstrating this will be via The College scheme. In addition, as endorsement offers an assurance of the implementation of reforms, employers and future students are likely to consider whether a course has been endorsed when considering where to study. Appendix F What is the status of social workers undertaking a development pathway to stage 1 or stage 2? All PEs in training should be supported by a stage 2 practice educator/mentor. With these arrangements in place a PE in training can take responsibility for a student social worker in a placement. Practice educators in training or working towards meeting the standards should normally expect to reach the required level within three years. Appendix G How do existing qualifications/courses held by PEs (who are registered social workers) convert into stage 1 and stage 2 recognition under the new arrangements? Existing PEs will have undertaken a wide range of training and development programmes as illustrated below. These will include the GSCC Practice Teacher Award, the Higher Specialist Award in practice education, PQ 6 or Enabling Others modules or pathways in the existing or previous PQ framework. PEs may also have undertaken 2 5 day in-house or HEI based programmes which may or may not have been formally assessed and/or academically accredited. a.existing qualifications that have equivalence (with conditions) 74 Health and Care Professions Council from August 2012 75 Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 82

The only existing qualifications accepted as having reached the standards for stage 2 are the Practice Teacher Award and the Higher Specialist Award in practice education within the GSCC PQ framework which also meet the PEPS (including observation of practice assessment requirements). PTA holders can be responsible for assessing and teaching students at all placement levels and may be able to act as mentors and assessors for PE candidates provided that partnerships 76 are satisfied that the PTA holders: have continued to regularly practise as practice educators (normally have had direct responsibility for at least one student in the last two years) or have had relevant experience in practice education (e.g. coordinating or managing practice learning or teaching/assessing on a practice educator programme or acting as placement tutors) and have retained and developed their skills, knowledge and value base (see section 11 below). Enabling Others PEs who have successfully completed an Enabling Others module or pathway within the PQ framework will not automatically meet stage 1. Partnerships will be expected to make a decision as to whether they have evidenced all the learning outcomes specified for stage 1 and have met the assessment requirements, specifically in relation to direct observation of practice. (link to learning outcomes here) Other PE training and qualifications (e.g. 2 5 day programmes) In order to assess whether existing PEs meet the PEPS, partnerships should consider whether the learning and assessment programme undertaken enabled the PE to evidence both the learning outcomes and requirements (specifically in relation to direct observation) within the PEPS. (link to relevant learning outcomes here) Partnerships may wish to develop a top up pathway to enable existing PEs to meet learning outcomes or requirements not previously evidenced. An alternative approach to mapping existing programmes against the PEPS is for partnerships to develop an assessment process to enable individual PEs (who may possibly have had minimal initial training but have continued to practise and develop as PEs) to present evidence that they are meeting the standards. 76 Partnerships will include employers, HEIs and service users and carers. Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 83

All PEs at stage 1 and stage 2 must have been directly observed teaching, supervising and assessing a social work student as part of the assessment process (see PEPS for further details regarding eligible learners for observation and the number of direct observations required). Appendix H What are the requirements for on-site supervisors, especially in settings where there may not be a registered social worker on site? On site practice supervisors who are registered social workers may not have reached stage 1 proficiency to support and supervise the day-to-day work of a social work student. It is recommended that they should be working towards the stage 1 learning outcomes (excluding A5 and C11) and be supported by their line manager and a stage 2 practice educator. It is for the line manager to ensure that a practice supervisor is competent to provide day-to-day practice supervision of social work students. If registered social workers do meet the stage 1 learning outcomes and assessment requirements then they may become stage 1 practice educators. Practice supervisors who are not registered social workers may still use the learning outcomes as a development framework but will not be eligible for stage 1 status. For all placements, if the practice supervisor is not a registered social worker then the practice educator (on- or off-site) must be a registered social worker, at stage 2. This is required to ensure that all social work students are assessed by a registered social worker from October 2013. Last placements also need to adhere to the social work profession s placement criteria for statutory interventions 77 which states that where the practice educator is not on-site, the student will work alongside a social worker who must be in a post requiring registration. This will normally be the placement supervisor, who should be also be a registered social worker, but in exceptional circumstances, where this cannot be provided, the student must have the additional support of working alongside a social worker in a post requiring social work registration in order to undertake the required statutory tasks. Additionally, to support the development of professional identity, students should not be the sole social work representative in a setting. 77 See Resource Document Placement criteria in the reform resource section of the TSCW website Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 84

Qualified social workers who are not registered with the HCPC can still act as practice supervisors for the first placement for the foreseeable future. Table 2: On-site practice supervision requirements 2012/13 2013/14 2014/15 2015/16 Placement 1/2: No requirements Final placement: No requirements Current social work degree requirements (and working towards new standards) First placement: RSW who meets capabilities at a social work level or above and working towards stage 1 OR Non-RSW and using stage 1 as development framework Last placement: RSW who meets capabilities at a social work level or above and working towards stage 1 New PEPS (including transitional arrangements for some practice educators) First placement: RSW who meets capabilities at a social work level or above and working towards stage 1 OR Non-RSW and using stage 1 as development framework Last placement: RSW who meets capabilities at a social work level or above and working towards stage 1 New PEPS (including transitional arrangements for some practice educators) First placement: RSW who meets capabilities at a social work level or above and working towards stage 1 OR Non-RSW and using stage 1 as development framework Last placement: RSW who meets capabilities at a social work level or above and working towards stage 1 Practice Educator Professional Standards Appendix I What are the requirements for off-site PEs? Independent off-site PEs are expected to meet the capabilities as an experienced social worker and to have demonstrated proficiency at stage 2 from October 2013, so therefore must be registered social workers. This also applies to any offsite PEs who are employees of the organisation hosting the placement. Off-site practice educators take full responsibility for the assessment, teaching and supervision of a student when day-to-day supervision is provided by an on-site practice supervisor (see PEPS glossary). Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 85

It is the responsibility of the agency or HEI contracting any independent PEs to be satisfied that the independent PEs are competent and suitable to carry out their responsibilities, and have sufficient time to undertake their role effectively. This would include ensuring that appropriate CRB checks have been undertaken. Appendix J What is the role of The College in the training and recognition of PEs? Demonstration that PEs meet the appropriate standards forms part of the endorsement criteria for The College. This would apply to initial training courses seeking endorsement, as well as (in the future) organisations seeking enhanced teaching status. 11 What are the requirements for PEs in maintaining currency and CPD? Will the 2 year currency that applies to existing PTA holders be applied to all PEs in future? The College recommends that to maintain currency, all PEs should take full responsibility for a social work student at least every two years; this is in line with HPC s 78 re-registration requirements. It is also recommended that PEs record their role as a practice educator within their scope of practice 79 as defined by the HPC. Continuing professional development (CPD) records need to reflect the registrants scope of practice. Therefore practice educators should ensure that CPD relevant to their role as a PE is included specifically in CPD documentation and can be presented as evidence for re-registration (if requested by the regulator). Where PEs take full responsibility for one student and one other professional social work learner (e.g. NQSWs or trainee AMHPs) assessed against the PCF during a three year period, they should also be considered to have maintained their currency. If your experience as a PE is not up to date, what do you need to do to become a PE again? Partnerships of employers and HEIs need to be satisfied that PEs are capable of meeting the standards. One way of ensuring this would be for the partnership to recommend a refresher course and/or provide support and mentoring whilst the PEs take responsibility for the first social work student placement when they 78 HPC becomes HCPC (Health and Care Professions Council) from 1 st August 2012 79 Your scope of practice is the area (or areas) of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not present any risk to the public or to yourself. Health Professions Council (2011),)Continuing professional development and your registration http://www.hpcuk.org/assets/documents/10001314cpd_and_your_registration.pdf Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 86

return to the practice educator role. The partnership may require the mentor (a stage 2 PE) to produce a report stating whether the PE continues to meet the standards. Is the only way to remain current to take full responsibility for a social work student? PEs should normally take students at least every two years. PEs who take an active, ongoing role in practice education will also maintain their currency. This would generally be through coordinating or managing practice learning or teaching/assessing/mentoring on a practice educator programme or acting as a placement tutor. The final decision rests with partnerships of HEIs and employers taking into account The College s recommendation. 12 Assessment questions and issues Who will ensure that all PEs are at the same level if there are a range of assessment models including those for non accredited pathways? Partnerships will wish to develop mechanisms which ensure that all their PEs are meeting the standards. This will form part of The College s endorsement criteria. The final assessment decision will be made jointly by the HEI and employer representatives ensuring that: o the employer representative is a stage 2 PE working towards or meeting the professional educator capabilities 80 within the Professional Capabilities Framework o the HEI representative has delegated responsibility for practice learning provision o normally, it would not be deemed appropriate for the student s tutor to be involved in the final assessment decision What is the minimum involvement an HEI must have with an in-house route, if any? It is for HEIs and employers to develop suitable ways of enabling candidates to meet the learning outcomes, ranging from self-managed portfolio presentations to a variety of in-house, distance and open learning or HEI-based training pathways. 13. What is the role of local partnerships in the training and recognition of PEs? 80 It is up to partnerships to agree on how they would expect practice educators to demonstrate their level of capability; however this could be evidenced via a CPD portfolio or organisational performance management and appraisal systems. Edref1: Reforming Social Work Qualifying Education: 87 The Social Work Degree: V 1.0 /05/2012

This is an extract from practice learning guidance which is currently being developed, to illustrate how outcomes for partnerships could be presented, to give more clarity about the activities expected from partnerships. Can you show that: o you have audited the qualifications of existing practice educators and have a plan to ensure a sufficient supply of stage 1 and stage 2 PEs by 2015, taking into account transitional arrangements for non-rsws? Have you: o identified gaps in existing PEs with respect to the PEPS and planned an appropriate range of top-up learning opportunities or programmes? o planned and commissioned stage 1 and/or stage 2 programmes for new PEs? o set up assessment processes for determining whether PEs can meet or can continue to meet PEPS? o developed a range of CPD opportunities for existing PEs? o considered models of delivering practice placements that maximise the use of PEs able to meet PEPS, e.g. use of off-site stage 2 PEs or student unit arrangements? o communicated how the PEPS will be met to employers and HEIs, including senior managers, and to all practitioners wanting to contribute to the training of students, teams, team/service managers, existing PEs, those interested in becoming PEs? Edref1: Reforming Social Work Qualifying Education: The Social Work Degree: V 1.0 /05/2012 88