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The School of
Social Work, Psychology
and Public Health
PRACTICE LEARNING MODULE HANDBOOK
INTERMEDIATE LEVEL
BA (HONS) SOCIAL WORK STUDIES FULL TIME YEAR 2
BA (HONS) SOCIAL WORK STUDIES PART TIME YEAR 3
MA SOCIAL WORK YEAR 1
ACADEMIC YEAR 2009/2010
Faculty of Health and Social Care
The School of Social Work, Psychology and Public Health
I Site http://www.isite.salford.ac.uk/students
iSite is the central point of advice, information and
support for students at the University of Salford. If you
need information or advice about financial issues,
about accommodation, employment, health and
welfare, visa or immigration issues or any other
question, iSite should be the first place you go.
iSite has a customer service point on the ground floor of Humphrey Booth House, open from
8.30am until 5.00pm every weekday. You can drop in any time and speak to an adviser. If
they cannot help you themselves right away, they will direct you to the office or service that
can. If you need an appointment, they will be able to make an appointment for you.
Web site http://www.isite.salford.ac.uk/students email isite-academic@salford.ac.uk
Telephone 0161 295 0023 Fax 0161 295 2018
Debt and Finances for free, confidential advice, help with tuition fees, student loans and
information on the access (hardship fund) 0161 295 0023 / sao-acd@salford.ac.uk
Consumer Credit Counselling Service 0800 138 1111, Monday - Friday 8.00am - 8.00pm
www.cccs.co.uk
Local Education Authority Support www.dfes.gov.uk/studentsupport
Council Tax for Students (0161) 295 16300 information on council tax exemption
Failing Work All students are entitled to have another chance if they do not achieve the pass
mark, so don’t lose heart; your tutor will help you to improve the work.
Personal Mitigating Circumstances (PMC) If you are unable to hand in work on time/attend
examinations or other assessments YOU MUST complete a PMC form and attach
documentary evidence (e.g. Medical Certificate) PMC forms with no evidence are rarely
accepted.
NB A PMC form for “late submission” can only be accepted TOGETHER WITH your late work
Personal Tutors/Personal Development Planning Every undergraduate student has a
dedicated personal tutor and every student (UG or PG) is offered the opportunity of personal
development planning (PDP).
Plagiarism/Unfair Means (copying from books, website, journals or other students) Last year
over 150 students were found guilty of plagiarism. Look at THE REGULATIONS in your
student handbook. If you don’t understand them, talk to your tutor. It is important to
understand that PLAGIARISM = FAILED WORK.
School Staff/Student Committee (0161) 295 2321 This committee is chaired by students.
Regular meetings are held to discuss student issues, complaints and suggestions. Contact
School Quality Officer on k.hurlston@salford.ac.uk for more information.
Careers Advice The Careers Service offers a wide range of information, advice and
guidance to help you plan for your future www.careers.salford.ac.uk
Equality and Diversity Office For advice about disability including dyslexia, sexuality, race,
gender, age, mental health and more, contact www.equality.salford.ac.uk/
1
Table of Contents
CHAPTER 1 INTRODUCTION ...................................................................................................... 4
CHAPTER 2 SCHEDULE OF PLACEMENTS ............................................................................. 5
CHAPTER 3 THE PLACEMENT FINDING PROCESS .............................................................. 7
CHAPTER 4 EXPECTATIONS ON PLACEMENT ................................................................... 10
CHAPTER 5 STRUCTURE OF PLACEMENTS......................................................................... 16
CHAPTER 6 INDUCTION CHECKLIST .................................................................................... 20
CHAPTER 7 THE DAILY LOG/REFLECTIVE DIARY ........................................................... 21
CHAPTER 8 DIRECT OBSERVATION ...................................................................................... 22
CHAPTER 9 THE PORTFOLIO OF EVIDENCE ...................................................................... 24
CHAPTER 10 ASSESSMENT .......................................................................................................... 33
CHAPTER 11 THE PRACTICE TEACHER REPORT ................................................................ 36
APPENDICES ...................................................................................................................................... 38
A.1 COMPLAINTS & DISSATISFACTION WHILST ON PLACEMENT .................................. 39
A.2 EXTRAORDINARY TRAINING AND ASSESSMENT MEETING ....................................... 40
A.3 FITNESS TO PRACTICE ............................................................................................................ 42
A.4 WHISTLE-BLOWING (PUBLIC INTEREST DISCLOSURE) ............................................... 48
A.5 GSCC EQUAL OPPORTUNITIES POLICY ............................................................................. 50
A.6 INTERMEDIATE PLACEMENT ............................................................................................... 51
A.7 MID POINT REVIEW .................................................................................................................. 55
A.8 INTERMEDIATE PLACEMENT : FINAL TAM ..................................................................... 58
A.9 DIRECT OBSERVATION OF PRACTICE ............................................................................... 60
A.10 PLACEMENT PRACTICE TEACHER REPORT .................................................................. 64
2
PRACTICE LEARNING TEAM
Answers to many general queries about Practice Learning can be found
on the Blackboard site ‘Practice Learning (All) (09-10)’, and all placement
related handbooks and other documents can be downloaded from there.
Please check the FAQs section of the site before contacting the team –
you may well find the answers you need.
If you need more information, all student enquiries should in the first
instance be directed to the Administrative Team on 0161 295 2186 or
email: placements-CHSSC@salford.ac.uk
Programme Leader - Practice Learning Allison Coleman
Shadowing Days e-mail: a.r.coleman@salford.ac.uk
Introductory Placements
30 day BA (Hons) in Social Work
Final Level Placements Helen Scholar
80 day DipSW e-mail: h.f.scholar@salford.ac.uk
100 day BA (Hons) in Social Work
100 day MA in Social Work Liz Munro
BSc Professional Studies in Nursing e-mail: e.munro@salford,ac.uk
&Social Work (Learning Disability)
Final Level
Intermediate Placements Cath Cairns
70 day BA (Hons) in Social Work e-mail: c.cairns@salford.ac.uk
100 day MA in Social Work
BSc Professional Studies in Nursing Su McCaughan
&Social Work (Learning Disability) e-mail: s.mccaughan@salford.ac.uk
Intermediate
Administrators Chris Reay
Tel : 0161 295 2186
e-mail: c.reay@salford.ac.uk
Agency Finance Caroline Davies
Tel : 0161 295 2026
e-mail : c.davies@salford.ac.uk
3
Chapter 1 INTRODUCTION
This handbook is designed to act as a guide for students, Practice Teachers and On-
site supervisors to the practice learning experience incorporated in the BA (Hons) in
Social Work Studies and MA in Social Work Studies. This handbook is available on
the School Intranet under Placements and Workbased Learning and accessible on
Blackboard.
Students are required to complete a total of 200 practice days to complete the
Degree (D.H. Requirements). On the BA (Hons) programme this is split into 3
placements of 30, 70 and 100 days. On the MA programme this is split into 2
placements of 100 days each.
All placements within the Salford Programme are co-ordinated by the Practice
Learning Team (PLT). The PLT works closely with the Co-ordinators in our stake-
holder agencies and with Practice Teachers and On-site supervisors within the
independent sector.
All placements are quality assured to ensure that they provide appropriate learning
opportunities and allow students to demonstrate required competence. Once a
placement offer is made, the programme is under no obligation to provide an
alternative placement should the offer be refused, unless a student has
exceptional mitigating circumstances, which are accepted by the Practice
Assessment Panel (PAP). As a consequence, a student may be unable to continue
with progression.
The placement day will be 7 working hours in length. Students need to be flexible
and respectful of the usual working patterns within the agency and when placed
within a 24-hour setting, will need to experience a range of shift patterns. Actual
hours of work will be planned at the Pre-placement agreement meeting. Students
may be required to travel up to an hour and a half to placement.
It is essential, in order to ensure practice opportunities for all students, that all
placement arrangements are co-ordinated by this team. Many students bring
great experience to the Programme, including valuable ideas about placement
opportunities. The PLT will be happy to assess these as potential placements and
they may then provide a valuable contribution to the placement pool. If you are aware
of a potential placement opportunity please pass details of the address, phone
number and contact name to the PLT administrator who will arrange for a member of
the PLT to assess the opportunities available with that agency.
4
Chapter 2 SCHEDULE OF PLACEMENTS
Students from different programmes will start placements at different times
throughout the year to facilitate the requirements of the various programmes. Chart 1
gives details for each of the programmes.
Starting dates are approximate and within any programme will be staggered – it
means placements will not start earlier than this time due to teaching arrangements.
BA students will complete a 30-day placement during level 1 and a 70-day placement
in year 2 or year 3 for part time students. MA students will complete
2 x 100 day placements.
For the BA full-time programme, students are required to be available for study
or practice for the equivalent of 5 working days each week.
For the BA part-time programme, students are required to be available for their
practice placement for 3 – 5 days each week.
MA students are required to be available for their practice placement for 5
days each week, except for recall teaching days at University.
A placement at Intermediate level must run as a consistent block of 70 or 100 days
respectively. This will give students the opportunity to experience all that a service
has to offer and to develop their abilities to manage and prioritise their own work.
5
Chart 1 2009/2010 Placement Calendar
SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JULY AUG
Refs/defs 3 x 80 days
DipSW
3 Placements
= 240 days
BA (FT) (90)
Degree - Intermediate Degree - Intro
BA (PT) (60) (WBA)
(30 Days)
150 placements
= 4500 days
BA (FT) (133) x 70 Days
BA (PT) (48) x 70 Days
(Key Roles 1 - 3)
MA (FT) (50) x 100 day
JP (31) x 90 Days
297 placements
MA (PT) (35 ) x 100 Days = 23960 days
BA (FT) (93) x 100 Days
BA (PT) (47) x 100 Days
(Key Roles 4-6)
Degree - Final
MA (53) X 100day
JP (22) X 100day
215 placements
= 21500 days
Total = 665 placements
Total = 50200 day
6
Chapter 3 THE PLACEMENT FINDING PROCESS
The placement finding process is complex and can be lengthy. Whilst many
students are linked quickly with an agency, availability of placements at the
University of Salford reflects the national shortage of social work placements
across Social Work Programmes. Choice is therefore limited and the
programme is under no obligation to provide an alternative placement should
a placement offer be refused, unless a student has mitigating circumstances
that are accepted by the Practice Assessment Panel (see p.26). All
placements are assessed as meeting GSCC requirements and as able to
provide appropriate learning opportunities for the student to meet the National
Occupational Standards for Social Work.
The process:
1) The student completes a placement request form.
This is an application form which is circulated to agencies
Please therefore take care in the completion of the form
The PLT will discuss this in more detail with you at the appropriate time
and information will be posted on blackboard
2) On receipt of the completed forms the P.L.T. will then consider:
The student’s previous experience
The student’s learning needs
The student’s allocated pathway
3) An initial linking of student with placements is undertaken via
Practice teacher coordinators in partner/stakeholder agencies
Contracting agencies
Direct approaches to individual agencies
4) A provisional placement is arranged.
5) The agency invites the student to attend an informal visit to meet practice
teacher and agency. Nb the student takes a copy of level 1 (30 day)
assessors report to informal meeting
6) If the Practice Teacher and student feel the placement can go ahead then
the placement is confirmed. The PLT administrator must be informed by
the student that the placement is confirmed by emailing placements-
CHSSC@salford.ac.uk
7) A Practice Tutor will be allocated by the PLT and the student will be
e- mailed by the PLT Administrator to give them the relevant contact
details.
8) A Learning Contract meeting (TAM 1), involving the student, practice
teacher and tutor is then arranged by the student. Placements cannot
start until this meeting has taken place and a contract agreed for the
placement.
9) If the placement is not able to go ahead, inform the PLT and start again at
Stage 3.
10) Sometimes we need to make several approaches in order to gain a
successful placement.
7
Practice Placements for Students with Disabilities
The Disability Discrimination Act 1995 (DDA) defines a disabled person as
‘…someone who has a physical or mental impairment which has an effect on
his or her ability to carry out normal day-to-day activities’. That effect must be:
Substantial (that is more than minor or trivial) and
Long-term (that is, has lasted or is likely to last for at least 12 months or
for the rest of the life of the person affected) and
Adverse
The DDA 1995 (amended by the Special Educational Needs and Disability Act
2001) requires Higher Education Institutions
Not to discriminate against disabled students
To find out about a student’s possible needs
To make reasonable adjustments
In addition, the Disability Discrimination Act 2005 gives institutions a positive
duty to promote the equality of disabled people.
These responsibilities apply also to the provision of practice placements on
professional courses. The PLT is committed to ensuring that the needs of
students with disabilities are taken into account, and that such students are
given access to placement settings that meet their needs and provide them
with appropriate learning opportunities. However, it can take time for
placements to put appropriate adjustments in place and the earlier the PLT is
alerted to your needs, the better.
Students are therefore encouraged to discuss the needs arising from any
disability as early as possible in their course. This can be done by making an
appointment to see the Disability Advisor or Mental Health Advisor in the
Equality and Diversity Unit, who can also advise you if you are concerned
about the implications of disclosure.
Where a student discloses that s/he has a disability, the PLT will:
Consult with the student (and where appropriate with the Disability
Advisor) about the nature of the support/adjustments required in a
placement setting
Agree with the student how information concerning their disability
should be shared with the placement staff
Prioritise placement allocation for students with disabilities.
Provide additional monitoring of the placement setting to ensure the
adequacy of the adjustments/support provided
The student will:
Provide a summary of the student support plan within their placement
application form.
Share their support plan with the agency, practice teacher and tutors
prior to or at TAM 1.
8
Examples of the kinds of adjustments and support that could be provided
include
Physical adaptations (e.g. handrails etc.)
Provision of specialist equipment (e.g. dictaphones for note taking)
Adaptation to IT resources and/or use of specialist software
Adjustments to the pace of a placement e.g. shorter working week to
minimise fatigue. (NB This would result in placement taking more
weeks to complete the required number of days)
Students should either attach a copy of their support plan or provide a
summary of the adjustments required on their placement application form.
Where students provide a summary they should share the whole support plan
with practice teachers and practice tutors at the earliest opportunity, eg the
informal visit. Support requirements and adjustments can then be
incorporated into the learning contract at the first meeting.
9
Chapter 4 EXPECTATIONS ON PLACEMENT
Placements take place in a variety of settings and with different services and
service user groups. This chapter clarifies some essential principles that
students should adhere to whilst on placement.
ATTENDANCE
BA (Hons) students must complete 70 placement days at Intermediate level
and MA students must complete 100 placement days. The placement day
will be 7 hours in length, excluding breaks. Students will need to be
flexible and respectful of usual working patterns within the agency and may be
required to work shifts, including evenings and weekends. Students may be
required to travel up to an hour and a half to placement.
BA (Hons) students and MA students will be attending University 2 days per
week (1 day for part-time students) and placement for 3 days per week (up to
4 days for part- time students). During periods without teaching students are
expected to attend placement 5 days per week except for the timetabled
holiday weeks (Part-time students will work 3 – 5 days per week).
Up to 5 days study leave may be taken during the course of the placement,
to be agreed in advance with the Practice Teacher. These days do not count
as placement days. (Please note: students in employment should consult their
employing agencies regarding study days as they may have different
arrangements in place.) Other leave may only be taken in exceptional
circumstances.
Any placement days missed (e.g. through illness) must be made up. You
should notify the Administration Team on 0161 295 2186. Any interruptions to
placement must be discussed with the allocated Tutor and Practice Teacher
(or Off-site Practice Teacher and On-site Supervisor).
Any interruptions to placement of 3-4 weeks or more must be referred to the
PLT Programme Leader. It is unlikely that a placement can be resumed
following interruption of greater length. Interruptions due to medical,
unplanned, or unforeseen circumstances will be considered at an additional
Training and Assessment Meeting (TAM) with the PLT Programme Leader and
then referred to PAP.
Placements are designated as 30, 70 or 100 days and cannot be extended.
Competence must be demonstrated within the given time. In exceptional
circumstances the PAP may consider clear plans for extension, if there has
been serious disruption within a placement agency that mitigated a student’s
ability to demonstrate competence within a given time frame.
In each year, placements will have a staggered start and may continue up until
the start of the following academic year. In the unusual circumstances where it
has not been possible to complete the placement prior to the start of the next
academic year, students may be required to interrupt studies. Actual placement
start dates are dependant upon placement availability within agencies and can
be delayed due to circumstances beyond the control of the University.
10
Those students who are required by the Board to repeat a placement will be
found an appropriate placement by the PLT. However, availability is dependent
upon a range of factors and a timescale cannot be guaranteed.
The University cannot be held responsible for potential loss of earnings, and
students are required to keep grant awarding bodies informed of any change of
circumstances.
SUITABILITY
The University of Salford has a robust admissions process for entry to its
social work programmes. All students must have an accepted Criminal
Records Bureau (CRB) enhanced check and an accepted occupation health
assessment. Placements will not start unless this process has been
satisfactorily completed.
Agencies may require to see your copy of the CRB report, and reserve
the right to refuse a placement to any student who they deem to be
unsuitable. Students should ensure that they keep their own copy of the
CRB report safe as the law does not permit the University to keep a copy on
file. Should you lose your report you will be required to pay for a further
check to take place.
Prior to admission all students also fill in a self declaration form identifying any
previous offences, cautions or reprimands etc. – failure to declare an
offence/caution is grounds for the student offer to be revoked. This form also
asks for information about any disciplinary offences, child or adult
safeguarding matters, instances of unprofessional conduct or having attended
a similar programme in the past. All students who identify any of the above
are asked for further details and their application form, declaration form and
enhanced CRB check are individually considered by the Admissions Panel
(Operational Group). The Admissions Panel (Operational Group) is chaired by
a local authority CRB signatory and includes another local authority
representative, the Director of Social Work and Social Policy and a University
CRB signatory. The panel is very concerned to protect service users and to
ensure that all students accepted onto the programme would be accepted as
employees by social care employers.
The Panel also insist that all international students, or those who have lived
outside the country, provide international police checks for those periods they
lived outside the United Kingdom since the age of 10 years before they are
accepted onto the programme. Again all these situations are considered
individually by the Panel. For those with refugee status there is a separate
procedure which has been agreed by the GSCC.
All students who interrupt study have their CRB re-checked prior to returning
to the programme. Students also self-declare annually upon their return to
study and any offences or behaviour likely to bring the profession into
disrepute is investigated and has lead to students being asked to leave the
programme.
11
This process has been ratified by the Programme Stakeholder Committee
chaired by the Director of Adult Social Services for Wigan and includes senior
representatives from all stakeholders. The Programme Stakeholder
Committee also confirmed that all students should be re-checked on a tri-
annual basis if their programme overruns or if they are members of the part-
time programme which lasts four years. This would align students with
proposed local authority practice.
BEHAVIOUR
Students should expect respect and consideration from agencies of their
student status and in return be respectful, considerate, punctual, reliable and
accountable to the agency.
As a student on placement you will spend time with people using the service. It
is important that you give consideration to the manner in which you enter and
exit from their lives and to the consequences of this for them and for you.
NOSSW Key Role 2 Unit 5.
Your priority must be to put service users’ needs first before your own needs
and before your learning needs and assessment requirements.
As a team member familiarise yourself with the expectations of workers within the
service and the agency policies and procedures. Should there be any areas of
confusion or concern raise these with your Practice Teacher/On-site Supervisor.
Should any issues arise that you are unable to resolve in this way discuss them with
your Tutor.
CONFIDENTIALITY
As students on placement in social work/community/healthcare agencies you will
have access to a considerable amount of personal information relating to the people
who use the service. It is expected that you will treat this information in a discreet
and confidential manner.
Confidentiality is not the same as secrecy.
Secrecy means that information that you are given will not be divulged to anyone
else in any circumstances. Confidentiality means that the circumstances in which
information may be shared is understood and all parties are aware of the people with
whom it may be shared.
You will need to share information about the service users with whom you are
working with your Practice Teacher and possibly other colleagues in the agency.
This is because they are accountable to the agency for the work that you are doing
with the service user.
You should be honest and open about this with service users.
12
Information may also need to be shared elsewhere in the agency if there is clear
evidence of serious danger to the service user, worker or any other persons in the
community.
Do not let service users think they can expect you to keep secrets.
Most agencies have an open access to records policy that means that service users
are entitled to see the records that are kept about them.
You must record information accurately, which may mean checking the facts with the
service user or anyone else who provides information.
You must also ascertain whether information given to you about a service user by a
third party can be shared with the service user or not. This will affect where you
record the information and what you do with it.
This is also important as it demonstrates the requirement to understand legislation
and agency policy and procedures in this area. NOSSW Key Role 5 Unit 16.
Any information regarding service users must not be disclosed in any way to
unauthorised persons. You will need to check with your Practice Teacher/On-site
supervisor who is considered to be an authorised person in each case. You must
check the authenticity of anyone, but particularly telephone enquiries before
disclosing any information. Ask for guidance on the agency policy for checking
authenticity.
It is important that service users cannot be identified from anything that you write or
say about them unless you have their express permission that has not been given
under duress. This includes all assessment work. In all written course work
ensure that you specifically refer to the fact that you have changed the names
of the agency and individuals and that you have consent from the people
concerned to refer to the work that you have undertaken with them.
DRESS
Students are expected to dress appropriately whilst on placement. Different settings
may require different forms of dress, for example residential work, street youth work
or court work. Check policies and expectations with your Practice Teacher/On-site
Supervisor. Address this at your informal interview.
Your Tutor will be able to discuss this with you both should any disagreement arise.
TRAVEL EXPENSES
For the year 2008/2009 funding for travel to and from placement will be built into your
bursary ‘basic grant’ for all students. You will not be able to claim separately for
placement travel costs. Further information can be found at www.ppa.org.uk/swb
Some agencies may pay expenses for travel undertaken on agency business. You
will need to clarify this with the agency at the informal interview.
13
PLACEMENT EVALUATON
It is an expectation of developing professional practice that you contribute to
the placement evaluation process. All students are required to complete the
electronic evaluation form available on the School Intranet (under Placements
and Workbased Learning) at the end of their placement. Comments made will
be shared with all parties to the placement to facilitate development but will
not impact on assessment. The form should be completed by the student and
emailed to placements-chssc@salford.ac.uk the receipt of sending should be
included in the portfolio.
Practice assessors must also complete the evaluation form available on the
School Intranet (under Placements and Workbased Learning) The information
compiled will help the University and stakeholders continue to develop the
quality of practice environments for social work students and provide
important information for the GSCC.
14
CHART 2: PLACEMENT – GENERAL STRUCTURE
35 DAYS/ 70 DAYS/
START DAY 1 50 DAYS COMPLETED 100 DAYS
TAM 1 TAM 2 TAM 3
Informal
Pre-placement Mid Placement Final meeting
Visit review of contract
Learning Contract
meeting
Supervision 1 hour per 5 day working week to be recorded and shown to the Tutor at TAM 2
Student to complete reflective diary/log – to be shared in supervision. Evidence of the log to be shown to the Tutor at TAM 2
Formative assessment to be handed to Tutor prior to TAM 2. Feedback given to student at TAM 2
2 Direct observations of practice (1 to be completed and shown to the Tutor at TAM 2)
Supervision notes and log to be made available at TAM 2
Student to identify work to evidence the NOSSW key roles 1-3 and assessment tasks for portfolio
To discuss in supervision with Practice Teacher/Off-Site Practice Teacher
Student to submit portfolio to the Practice Teacher/Off-Site Practice Teacher & Tutor
Practice Teacher/Off-Site Practice Teacher to complete report
TAM = Training Assessment Meeting to include:
Student/Practice Teacher/Off-Site Practice
Teacher On-site Supervisor/Tutor
= Dates to be agreed at the contract meeting
15
Chapter 5 STRUCTURE OF PLACEMENTS
SEE PLACEMENT CHART 2
Placements will take place in many different settings but the general structure
of each placement should follow these guidelines. All proformas to be used in
the placement are appended in this handbook and available on the School
Intranet.
Training Assessment Meetings (TAMs)
The placement commences with a contract meeting, (TAM 1) led by the
Practice Tutor that includes the student, Practice Teacher (or Off-Site
Practice Teacher and On-Site Supervisor) - see proforma in appendices.
The Learning Contract allows all parties to clarify their expectations and
roles. It is essential that attention is paid to the completion of this form
which ensures that everyone has contact details and has agreed
arrangements for the remainder of the placement. This form is copied to all
members of the TAM and the PLT Administrator.
The Tutor is responsible for ensuring that the PLT Administrator receives a
copy of the form within a week of the Learning Contract Meeting.
The Mid placement review (TAM 2) is an opportunity to check that the
placement is proceeding satisfactorily as agreed at the Learning Contract
Meeting. It allows any party to express concerns about the arrangements
and learning opportunities and to agree changes that will address them.
The Tutor formally checks a sample supervision record, reflective log entry
and 1 direct observation record and provides feedback to the student on
one of the pieces of work (i.e. group work report, advocacy report,
intervention project). The practice teacher will also provide feedback.
The tutor ensures a copy of TAM 2 is given to PLT administration.
Where concerns have been expressed about a student’s progress on
placement, their performance, the learning opportunities available or any
other issue, an extra TAM should be called to address the concerns and to
draw up an action plan. At this meeting a date should be set for an
additional TAM to be held two weeks later, to review progress. The Tutor
should notify the Programme Leader and the PLT of the issues raised and
the outcome of the TAM. Where necessary issues will be referred to the
Practice Assessment Panel (PAP).
The final meeting (TAM 3) reviews the whole placement, makes a
recommendation about the student’s progress and recommends marks for
the assessed tasks. The Tutor takes the completed portfolio away at the
end of the meeting and submits the portfolio to the University. The
student’s portfolio will be moderated at the University and a final mark
agreed at the Exam Board.
16
If any member of the TAM has any concerns about the placement, which
cannot be resolved in supervision an additional TAM (an Extraordinary
TAM), involving all parties, should be convened. (See Appendix 2 for
further details).
Supervision
Supervision between student and Practice Teacher will be a regular
feature of placement. The Salford Programme requires this to be at
least one hour every 5 placement days.
Where there is an Off-Site Practice Teacher and On-Site Supervisor,
responsibilities and assessment will be shared and there will be some
joint, three way supervision sessions to ensure clarity of teaching and
assessment.
The Off-Site Practice Teacher will provide fortnightly supervision (i.e.
once every 10 placement days) on issues related to social work theory
and practice and assist the student with the development of their
portfolio.
The On-Site Supervisor will give additional supervision on issues
related to working within the agency, which includes managerial
responsibility for the student within the agency. The specific
arrangements will be discussed and agreed at the Learning Contract
Meeting.
Supervision must be recorded and copies held by the student and
Practice Teacher (or Off-Site Practice Teacher and On-Site
Supervisor). The tutor will ask for a sample of the record of supervision
at the Mid Tam. Supervision notes may be requested by the University
to assist in the resolution of disputes about the quality of the placement
or the student’s work.
Throughout the placement, the Practice Teacher (or Off-Site Practice
Teacher and On-Site Supervisor) will discuss values and attitudes.
They will seek to see a well-integrated value base throughout the
student’s work. Students should adhere to the GSCC Code of Conduct.
Supervision is where the student can discuss ongoing work and get
help with the integration of theory into practice and preparation of the
assessment tasks for the portfolio. Students should receive formal
feedback on their progress in supervision and any issues relating to
placement should be raised in this setting.
Reflective Diary
Throughout the placement, students should complete a reflective diary
on a daily basis and this should be shared with the Practice Teacher in
supervision (see section on Reflective Diary/Log for more details).
17
The reflective diary is a key learning tool for the student and may be
requested by the University as additional evidence of the student’s
competence in achieving the NOSS
Direct Observations
The Salford Programme requires that during Intermediate placement
the Practice Teacher should formally observe the student’s practice on
a minimum of two occasions. Details are set out in Chapter 8.
Portfolio of evidence
Once settled into the placement students and Practice Teachers/Off-
site Practice Teachers should begin to identify the assessment
requirements for the placement and how they can provide evidence of
meeting the NOSSW Key Roles 1-3. See appendices for a full list of
the key roles, units and elements to be evidenced on this placement.
A hand in date for the portfolio is agreed at TAM 1. Students and
supervisors should regularly use supervision to discuss progress
toward completing the portfolio.
Practice Teachers/Off-site Practice Teachers will provide advice and
guidance on the plans for completing the work. In particular they will
discuss the relevance of theory that the student brings to supervision
for discussion.
Practice Teachers/Off-site Practice Teachers should not read completed
work until the portfolio is complete. This is to ensure that the student is
not tempted to cross the boundary between seeking advice and quoting
the Practice Teacher’s own views.
A student cannot pass the placement unless practice and written
evidence are assessed as being satisfactory and provide evidence of
competence in the NOSSW Key Roles 1-3, value base, and code of
conduct and integration of theory in practice.
The assessment tasks to be included in the portfolio are set out in
Chapter 9 and provide opportunities for the student to demonstrate
their ability to write about work that they have undertaken.
The portfolio should include the completed Record of Practice
Evidence
Values, ethics and issues related to the Code of Conduct must be
evidenced throughout the portfolio.
The Practice Teacher/Off-site Practice Teacher will assess and validate
the work in the portfolio and write their report (see Proforma in the
appendices).
18
The Practice Teacher’s/Off-site Practice Teacher’s report must clearly
identify evidence of the student’s competence in NOSSW Key Roles 1-
3. The student’s written evidence is an integral part of the Practice
Teacher’s/Offsite Practice Teacher’s assessment.
The Practice Teacher/Off-site Practice Teacher will recommend that
the student passes or fails the practice element of the placement. This
should be discussed with the student throughout supervision and prior
to TAM 3.
The student’s direct work with service users, written work in the agency
and in the portfolio, their professional conduct with colleagues and their
adherence to agency policy and procedure must be of appropriate
standards for the Practice Teacher to make a PASS recommendation.
The tutor is responsible for assessing the portfolio and recommending
a mark following consultation with the practice teachers.
If any of the pieces of work in the portfolio are at a recommended mark
of less than 40% (for BA students) or less than 50% (for MA students)
then the TAM cannot recommend a pass.
In consultation with the Practice Teacher/Off-site Practice Teacher the
Tutor will mark the portfolio and recommend a mark.
See Chapter 10 ‘Assessment’ for the portfolio marking and
submission process.
Support
Throughout the placement support will be available for students from
their Practice Teacher/Off-site Practice Teacher, On-site Supervisor,
Tutor and where necessary, the PLT. Students can also access
support to meet assessed learning requirements from the Equality and
Diversity office and arrangements should be made for this to continue
during practice experience. This should be made explicit at TAM 1.
19
Chapter 6 INDUCTION CHECKLIST
Induction is the process of introducing the student to the organisation and
specific place of work. Students will come with a variety of work and life
experiences.
A good experience of induction will result in helping the student to:
Feel comfortable and welcome in the agency
Understand the requirements of their role
Understand the agency’s structure and policies
This checklist has been designed with the help of agencies working with the
Salford programme to assist Practice Teachers and On Site Supervisors
identify key information. Please ring the PLT if you have any questions.
Information Students will need a pack of agency information to inform
Pack them about the work. This might contain:
Agency leaflet/brochure
Mission statement
Annual review or report
Business Plan
Copies of newsletters
Meeting Students will need to meet key people in the agency as soon
People as possible including service-users/carers, volunteers and
staff
Information This may be provided in writing and/or in discussion between
on agency the Practice Teacher and the student. It should include:
purpose and Aims and objectives of the agency
structure Management structure
Involvement of service-users and carers
Practicalities Students will need information to help them find their way
around. This will usually be the responsibility of the Practice
Teacher or On Site Supervisor and include:
Health and safety – fire exits etc
Toilets, tea funds etc!
ID cards, time sheets, signing in/out
Agency Agencies may wish to give copies or ask students to read
policies and agency copies of all relevant policies and procedures.
procedures Students need to give particular attention to those policies
that will directly affect them during the course of the
placement. These will differ from agency to agency and may
include:
Lone working
Confidentiality
Complaints
Health and safety
20
Chapter 7 THE DAILY LOG/REFLECTIVE DIARY
Students are required to keep a daily reflective record during placement.
The daily log should be given to the Practice Teacher/Off-site Practice Teacher
on a regular basis to read and provide feedback as a key tool in understanding
and recording the student’s progress. The daily log will identify the student’s
practical skills and abilities and their values and ethics. Consider how your practice
links to the Key Roles.
Students already have previous experience of reflective writing. The log is designed
to enable students to monitor development in their values, attitudes, strengths,
needs, behaviour, reflections, feelings, critical analysis, etc. It will also allow
students to match theory and skill to practical application.
Students should focus on significant learning experiences. It is important to monitor
such experiences and development because impressions often fade and the
immediacy of learning can be lost. The log will reflect the process of change and
professional development and will assist you in completing the written tasks for your
portfolio.
We suggest the following format for the Log:
Name:
Date:
Number of days completed on placement:
Description of events Analysis Action Plan/Learning
Outcomes
What did you DO? What did you THINK What do you want to
SEE? about the things you learn more about as
HEAR? have recorded? a result of these events
and your analysis?
How were you INVOLVED? What theories or
social policy impacts on What would you do
What did you FEEL? these events and differently another time?
What did other people do helps you to understand
Service users, staff, other them? What are you going to DO?
significant people?
What IMPACT did you
have on the events?
How well did you do?
Identify Key roles/values
The Practice Assessment Panel (PAP) may wish to see this as additional
evidence where assessment is unclear.
21
Chapter 8 DIRECT OBSERVATION
The aim of direct observations is for a formal, planned and recorded assessment of
the student’s practice. They also provide an excellent teaching tool and source of
feedback to the student. It is key to feedback that the service users involved in the
interaction are invited to comment on their experience of the student’s practice.
General
One formal observation should take place before TAM 2 and the
completed form should be available for the Tutor at the meeting. This
will contribute to the mid placement assessment of progress.
Where there is an Off-Site Practice Teacher they should undertake at
least one of the formal observations.
If the Practice Teacher wishes, a colleague (for example if they are
joint-working with the student) could complete one of the formal
observations.
Formal observations must be of the student directly working with
service users.
Presentations to team meetings and other events may provide useful
informal observations that contribute to learning and assessment but
cannot stand as one of the 2 required direct observations.
Co-working, joint working (in which the Practice Teacher, On-Site
Supervisor or a colleague are fully involved) and live supervision (in
which the Practice Teacher or On-Site Supervisor may have an
interventionist role) also provide useful learning and assessment
opportunities but do not count as direct observations in which the
student carries sole, un-interrupted responsibility for the intervention.
The original copies of the completed Proformas for the observations
should be appended to the Practice Teacher’s report as evidence of
their recommendation to pass or fail the student.
Planning and Preparation
Planning is key to a useful direct observation
However well prepared, students may feel apprehensive or nervous
about the direct observation and it is therefore advisable to wait until
they have gained some confidence in the placement setting before the
first direct observation takes place
It may help students to overcome anxieties if they identify the work,
which will be observed, and the competences and skills and knowledge
on which they would particularly like feedback.
Acknowledge disparities of power, class, race, gender, sexuality, age
etc between the student and the Practice Teacher/Off-site Practice
22
Teacher/On-Site Supervisor. It has been noted that these may become
more intimidating or accentuated when practice is being observed.
The Observer should look at what is actually happening between the
student and service users and not work from assumptions, good or
poor, about the student’s performance.
Sometimes the student will demonstrate knowledge or skills from which
the Practice Teacher can also learn.
Preparing Service Users for an Observation
It is essential to obtain consent from people who are using
services before carrying out a direct observation of work with
them. The student should be proactive in this process and prove
evidence of their actions within the report.
With good planning this can be an opportunity to empower people
using the service, stress the importance of the service users’
involvement in educating new professionals and seek their full
involvement in the session where possible.
The student should actively identify issues of values, ethics and
confidentiality and how these are to be addressed. It is essential to
adhere to the GSCC Code of Conduct.
Feedback
Ensure that service users feel comfortable about giving feedback and
offer the opportunity to put their views in writing after the event if they
prefer.
The Practice Teacher/Off-site Practice Teacher/On-Site Supervisor
should discuss the intervention and seek the student’s own
assessment of their performance before giving their views. Students
frequently learn most from identifying themselves where they can
improve.
Feedback should be clear, giving examples of positive skills and values
and identifying learning and developmental issues.
Allow time for immediate, informal feedback as soon as the observation
is completed.
The Observer should complete the formal written feedback, (proforma
in the appendices) as soon as possible to discuss in supervision and
enable the student to record their comments whilst the situation is still
fresh in their mind.
23
Chapter 9 THE PORTFOLIO OF EVIDENCE
Assessment of practice will be through the Practice Teacher Report and the
submission of the student’s portfolio of evidence. The Portfolio will be supported by
the Record of Practice Evidence that must be confirmed by the Practice
Teacher/Off-site Practice Teacher.
There are three assessment tasks. Each one must be passed to pass the
portfolio. The final mark will be the sum of the marks divided by three.
Aim of the Portfolio System
The portfolio allows the student to provide evidence of their:
skills
knowledge and integration of theory in practice
the values and ethics of the NOSSW
competence in Key Roles 1-3
the GSCC Code of Conduct.
The portfolio is not a collection or catalogue of all the work undertaken on
placement.
There is a strict format (below) for completion of the portfolio and students
should adhere to this.
The portfolio is also key to identifying learning needs for further development.
The Portfolio will contain:
The Practice Teacher’s Report and 2 Direct Observations
An analysis of an intervention with services users undertaken whilst on
placement
A report of a piece of group work undertaken on placement
A report on advocacy undertaken whilst on placement
Reports from the three Training Assessment Meetings
The Record of Practice Evidence against NOSSW Key Roles 1-3 (Please
note: detailed guidance concerning completion of the Record of Practice
Evidence can be found on at the beginning of that document)
24
Handy Tips
Set your portfolio up at the beginning of the placement, or before you start
Ensure that you and your Practice Teacher/Off-site Practice Teacher have
discussed the assessment tasks early in the placement.
Maintain an on-going discussion about these tasks with your Practice
Teacher/Off-site Practice Teacher and seek advice from your tutor.
Choose pieces of work that will provide the best evidence of your competence
in each of the selected areas
Make sure that you understand and are aware of all Units in Key Roles 1-3
and revise these as you progress through placement
Be concise. Social workers often have to write reports that contain all the
relevant information in short reports.
Ensure all work contains evidence of your ability to evaluate outcomes and
reflect on your work, especially your ability to learn from your mistakes.
Specific Learning Requirements
This handbook is available on the School Intranet/blackboard so that
you can adjust the font to meet your specific needs.
If you have assessed learning requirements ensure that you discuss these
requirements with your Tutor and Practice Teacher (or Off-site Practice
teacher and On-site Supervisor) at the start of your placement in order that
your Practice Teacher/Off-site Practice Teacher/On-Site Supervisor/Tutor are
aware of your needs and how to facilitate your learning.
Take a copy of your student support plan to share at TAM 1.
It is important that you use the support allocated to you to enable you to meet
the portfolio requirements.
The PLT can provide contact numbers to Practice Teachers/On-Site
Supervisor so that they can seek advice about teaching and assessing
students with identified support needs.
Presentation and Organisation of the Portfolio
It is essential to follow these guidelines in preparing your portfolio
Your portfolio should be in a file which allows the reader easy access to the
contents e.g. an A4 ring binder
Write on one side of the paper only
If you use plastic pockets only include one sheet of paper in each pocket
In the three assessment tasks word limits must not be exceeded
25
Ensure that your portfolio is clear and legible throughout
Write in clear language and avoid the professional jargon of your placement
setting
Confidentiality
Re-read Chapter on confidentiality
The portfolio and each piece of work must include a statement that
clarifies that the names and other identifying features of all service
users, staff, establishments, services and agencies have been changed.
Any reference to the name of the agency or service should only be in the
Proforma TAM forms and Practice Teacher Report
STRUCTURE OF THE PORTFOLIO / checklist
1 Front cover:
Name:
Student number:
Qualification route (e.g. BA (Hons) in Social Work Studies)
Level of placement:
Dates of full course (e.g. September 2007 – July 2010)
2 Portfolio Marking Sheet – completed by Tutor forTAM 3
3 Confidentiality statement (in your own words not agency policy)
4 Contents page with page numbers
5 Receipt evidencing completed evaluation form has been returned
to placements-chssc@salford.ac.uk
6 Section One - setting the Scene
6.1 Brief description of your previous experience, including, paid,
voluntary and placement and post school education
Up to 250 words
6.2 Brief description of the placement setting, type of agency,
geographical location (urban, rural etc), type of local community
250 words
7 Section Two – Reports (include the signed originals)
7.1 Pre-Placement Agreement TAM 1
7.2 Mid-placement Review TAM 2
7.3 Practice Teacher’s Report and Direct Observations
7.4 Final Placement Meeting TAM 3
8 Section Three – Assessment Tasks
8.1 Advocacy Report 2000 words
8.2 Groupwork Report 2000 words
8.3 Intervention Study 2000 words
9 Section Four
9.1 Record of Practice Evidence against NOSSW Key Roles 1-3
ASSESSMENT TASKS
26
There are 3 assessment tasks. For BA and MA students, the 3 pieces of work
are assessed at level 3. The pass mark for BA students is 40%; for MA
students it is 50%. Please see the appropriate criteria on the following pages.
BA STUDENTS - Level 2 performance criteria
1 Intervention Project Word limit: 2000 Words
This task is the opportunity for you to provide evidence of many elements of
NOSSW Key Roles 1-3. It is also an opportunity for you to identify and evaluate your
own skills, knowledge and values. However it is designed to specifically address
Key Role 1 Units 1, 2 and 3 and Key Role 2 Units 5 and 6.
Assessment should be considered in a wide manner to incorporate on going reviews
and informal assessment or formal assessments using your agency’s formal
assessment format. Both formal and informal assessments require the similar skills
and abilities and understanding of power and partnership with service users.
Consider the key principles of creating a care, intervention plan or contract with
services users and include the plan in the text or as an appendix referenced in the
text.
Intervention Project
Discuss an assessment you have undertaken on placement. Demonstrate
understanding of a range of Social Work Theories and Methods and an ability
to analyse and evaluate your role in the intervention.
Your assessment should make reference to the following guidance:
Provide a brief description of the circumstances within which
this piece of work took place and the reason for the
agency’s involvement.
Discuss an assessment that you have undertaken on
placement, providing a rationale for your chosen
approach, with reference to relevant theory.
Outline the agreed care/intervention plan based on the needs
identified in the assessment.
Demonstrate an understanding of a range of concepts
including legislation, social work theory and issues of anti-
discriminatory practice that contribute to understanding the
circumstances of the service user(s) involved.
Describe the chosen method of intervention. Analyse
and evaluate your role in this intervention and identify
ways in which you could improve the way in which you
work in similar situations.
Conform to the programme’s standard of written
English and referencing for academic work.
27
BA STUDENTS - Level 2 performance criteria
2 Group Work Report Word limit: 2000 words
This task is the opportunity for you to provide evidence of a range of Key Roles.
However it is designed to specifically address Key Role 2 Unit 8 and associated
elements.
To meet the requirements of this task you must be involved in taking some degree of
responsibility for the group. Most commonly this will involve co-working with another
member of staff or taking a particular clearly defined role within either a new or
existing group.
However you chose to work with the group, either in an informal or formal way there
must be a focus to the work that you undertake, for example have talking or activity
as the focus of meeting together. You should be involved in the group consistently
through much of your placement, although you may be involved in a specific time
limited group such as training for people interested in becoming foster carers.
Some examples of groups that you could be involved in:
Reminiscence with older people in a day or residential setting;
Training or educational work with young people, people with a learning
disability, foster carers or others;
A regular informal drop in which aims to support people who are living in the
community, perhaps people with a diagnosis of mental distress, or young
mothers;
A group which offers formal talking support to explore specific issues, for
example with young people who have been looked after; young offenders;
people who have histories of abusing substances or a recent diagnosis of a
condition that will affect their future lives;
A support group for carers.
Group Work Report
Describe a piece of group work in which you have been actively involved on
placement demonstrating understanding of group work theories, skills and
methods and an evaluation of the your own skills and learning in this area.
Your assignment should make reference to the following
guidance:
With reference to relevant group work theory, provide a brief
description of the type of group you have been working with and your
specific role within this group.
Comment on the degree to which service users have been involved in
setting up and managing the group, with reference to issues of
partnership and empowerment.
Analyse the effectiveness of the group work undertaken, with
reference to outcomes and your own impact as facilitator.
Conform to the Programme’s standard of written English and
referencing for academic work.
28
3 Advocacy Report Word limit: 2000 words
This task is the opportunity for you to provide evidence of a range of Key Roles.
However it is designed to specifically address Key Role 3 Unit 10 and 11.
It will also enable you to provide evidence of your competence in NOSSW Key Role
1 Unit 2.
Advocacy Report
Demonstrate an understanding of the role of advocate in social work settings,
including the skills required to undertake advocacy and participate in
decision-making forums in support of or on behalf of service users. Provide
evidence of your understanding of relevant theory.
Your assignment should make reference to the following guidance:
With reference to relevant theory, describe one example of a
situation where you supported a person or group to self-
advocate or where you acted as an advocate on behalf of a
person or group.
Outline the reasons advocacy, self-advocacy was required in
this situation and describe how issues of power and
partnership impacted on this situation.
Evaluate the effectiveness of the advocacy or support given
to the self advocate(s) and the effectiveness of your role in
this situation, with reference to relevant theory.
Conform to the Programme’s standard of written English and
referencing for academic work.
29
ASSESSMENT TASKS
MA STUDENTS - Level 3 Performance criteria
1 Intervention Project Word limit: 2000 Words
This task is the opportunity for you to provide evidence of many elements of
NOSSW Key Roles 1-3. It is also an opportunity for you to identify and evaluate your
own skills, knowledge and values. However it is designed to specifically address
Key Role 1 Units 1, 2 and 3 and Key Role 2 Units 5 and 6.
Assessment should be considered in a wide manner to incorporate on going reviews
and informal assessment or formal assessments using your agency’s formal
assessment format. Both formal and informal assessments require the similar skills
and abilities and understanding of power and partnership with service users.
Consider the key principles of creating a care, intervention plan or contract with
services users and include the plan in the text or as an appendix referenced in the
text.
Intervention Project
Discuss an assessment you have undertaken on placement. Demonstrate
understanding of a range of Social Work Theories and Methods and an ability
to analyse and evaluate your role in the intervention.
Your assignment should make reference to the following guidance:
Provide a brief description of the circumstances within which
this piece of work took place and the reason for the
agency’s involvement.
Discuss an assessment that you have undertaken on
placement, providing a rationale for your chosen
approach, with reference to relevant theory.
Outline the agreed care/intervention plan based on the needs
identified in the assessment.
Demonstrate an understanding of a range of concepts
including legislation, social work theory and issues of anti-
discriminatory practice that contribute to understanding the
circumstances of the service user(s) involved.
Describe the chosen method of intervention. Analyse
and critically evaluate your role in this intervention and
identify ways in which you could improve the way in which
you work in similar situations.
Conform to the programme’s standard of written
English and referencing for academic work.
30
MA STUDENTS - Level 3 performance criteria
2 Group Work Report Word limit: 2000 words
This task is the opportunity for you to provide evidence of a range of Key Roles.
However it is designed to specifically address Key Role 2 Unit 8 and associated
elements
To meet the requirements of this task you must be involved in taking some degree of
responsibility for the group. Most commonly this will involve co-working with another
member of staff or taking a particular clearly defined role within either a new or
existing group.
However you chose to work with the group, either in an informal or formal way there
must be a focus to the work that you undertake, for example have talking or activity
as the focus of meeting together. You should be involved in the group consistently
through much of your placement, although you may be involved in a specific time
limited group such as training for people interested in becoming foster carers.
Some examples of groups that you could be involved in:
Reminiscence with older people in a day or residential setting;
Training or educational work with young people, people with a learning
disability, foster carers or others;
A regular informal drop in which aims to support people who are living in the
community, perhaps people with a diagnosis of mental distress, or young
mothers;
A group which offers formal talking support to explore specific issues, for
example with young people who have been looked after; young offenders;
people who have histories of abusing substances or a recent diagnosis of a
condition that will affect their future lives;
A support group for carers.
Group Work Report
Describe a piece of group work in which you have been actively involved on
placement demonstrating understanding of group work theories, skills and
methods and an evaluation of the your own skills and learning in this area.
Your assignment should make reference to the following
guidance:
With reference to relevant group work theory, provide a brief
description and analysis of the type of group you have been working
with and your specific role within this group.
Evaluate the degree to which service users have been involved in
setting up and managing the group, with reference to issues of
partnership and empowerment.
Analyse the effectiveness of the group work undertaken, with
reference to outcomes and your own impact as facilitator.
Conform to the Programme’s standard of written English and
referencing for academic work.
31
MA STUDENTS - Level 3 performance criteria
3 Advocacy Report Word limit: 2000 words
This task is the opportunity for you to provide evidence of a range of Key Roles.
However it is designed to specifically address Key Role 3 Unit 10 and 11.
It will also enable you to provide evidence of your competence in NOSSW Key Role
1 Unit 2.
Advocacy Report
Demonstrate an understanding of the role of advocate in social work settings,
including the skills required to undertake advocacy and participate in
decision-making forums in support of or on behalf of service users. Provide
evidence of your understanding of relevant theory.
You need to make reference to the following guidance:
With reference to relevant theory, describe one example of a
situation where you supported a person or group to self-
advocate or where you acted as an advocate on behalf of a
person or group.
Outline the reasons advocacy, self-advocacy was required in
this situation and provide an analysis of issues of power and
partnership within this situation.
Critically evaluate the effectiveness of the advocacy or
support given to the self advocate(s) and the effectiveness of
your role in this situation, with reference to relevant theory.
Conform to the Programme’s standard of written English and
referencing for academic work.
32
Chapter 10 ASSESSMENT
Students must hand in completed written work to the Practice Teacher (or Off-site Practice
Teacher and On-site Supervisor) and Tutor on the agreed dates. The student must
additionally keep their own copy of all the pieces of work they hand in.
The completed portfolio is given to the Practice Teacher (or Off-site Practice Teacher and
On-site Supervisor) and Tutor on the agreed date 2 weeks prior to the Final TAM. The
Practice Teacher (or Off-site Practice Teacher and On-Site Supervisor) validate the work
that the student has undertaken and the information about the agency’s relevant policies
and procedures.
The Tutor will check all sections of the portfolio, in consultation with the Practice
Teacher will provide feedback to the student if not satisfied with the quality of the
work submitted. The student will therefore have one opportunity to improve their
portfolio in response to the feedback given. A further submission date for the
complete portfolio 1 week later should be arranged and the date of the Final TAM
amended as necessary.
The Final TAM can be delayed for a maximum of two weeks to allow amendments
to be submitted and for the Tutor to mark the work.
The Final TAM should be held no more than two weeks after the last day of
placement and the completed portfolio must be submitted on this date.
Following the Final TAM the Tutor will hand the completed portfolio and portfolio
marking sheets to the Administration Team at the University.
The recommended marks will be moderated within the University and a final
recommended mark will be produced for the PAP and the Programme Assessment
Board (i.e. Exam Board).
Following the Exam Board your portfolio will be available for collection.
ROLE OF THE PRACTICE ASSESSMENT PANEL (PAP)
All matters relating to practice and student progression are considered by the Practice
Assessment Panel, which meets monthly throughout the academic year.
PAP membership currently includes:
2 representatives from each partner/stakeholder agency
Director of Social Work
PAP Secretary
Undergraduate Student Administrator
Practice Learning Team Leader
Practice Learning Module Leaders
Each Programme Leader or a representative from the Programme Team
Representation from Practice Tutors where necessary
Service user representation
33
PAP is chaired by a stakeholder representative. The Chair of PAP is also a member of the
Programme Assessment Board. PAP reports directly to the Programme Assessment Board.
The Practice Assessment Panel co-ordinates and monitors the standards and consistency
of practice learning and practice assessment arrangements. Its terms of reference are:
a) Determine the process for addressing concerns raised in placement
b) Determine the process for dealing with concerns about a student’s practice that may
lead to a fail recommendation
c) Determine the process for appraising final reports and assessment
recommendations for both progression and final assessment
d) Assess the sufficiency and adequacy of assessment recommendations, and
determining the appropriateness of assessment recommendations
e) Require further evidence from practice teachers, tutors and students to inform
decisions where necessary
f) Collate evidence, and identify pass and fail recommendations, and any
recommendations which have not been agreed between the practice teacher and the
Practice Assessment Panel to the Programme Assessment Board
g) Comment on the quality of practice learning opportunities and practice assessment
and the training and support needs of practice teachers to the Programme
Stakeholder Committee
h) To consider student mitigating circumstances where a placement is rejected
THE ROLE OF THE PROGRAMME ASSESSMENT BOARD (EXAM BOARD)
The Programme Assessment Board (also known as the Exam board) includes:-
Representatives of those engaged in the University-based teaching
Representatives from agency partners/stakeholders, including those based in
practice-based teaching
The chair of PAP
External Examiners taken from the GSCC approved panel
Some of the roles of the Programme Assessment Board include:
Ensuring that all relevant evidence and all circumstances affecting individual
students are available and taken into consideration at meetings of the Board
Overseeing Final Assessment and determining whether students may
proceed to the second stage
34
Taking overall responsibility for all formal assessments of students,
including taking pass or fail decisions in relation to all students and taking
decisions on the further progress of failed, referred or deferred students,
subject to the agreement of GSCC external assessors.
Ensuring that pass recommendations are based on evidence that students
have adequately met the relevant practice and value requirements through
evidence drawn from practice undertaken in relation to the 6 key roles
35
Chapter 11 THE PRACTICE TEACHER REPORT
The Practice Teacher/Off-site Practice Teacher must produce a report on the
student’s progress, addressing the following guidelines and using the proforma in the
appendices.
Remember, the student has already produced some evidence within the portfolio and
so this report needs to be about 7/8 pages in length. It must clearly, validate however,
all statements made, particularly in relation to the code of practice, values and ethics
in the portfolio. Practice Teachers can draw upon much wider evidence than the
student uses within the portfolio. Decisions must be clearly evidenced whether the
recommendation is one of pass or fail. Please attach copies of direct observations
and ensure that the report is signed. The report should be openly discussed with
the student and be available prior to the final TAM. A copy of the report will be
needed for the student’s portfolio and for the Tutor’s records. An electronic copy
should also be emailed to placements-CHSSC@salford.ac.uk for future reference.
Practice Teacher Report Guidelines
Please structure your report using the following headings:
1. Introduction (briefly set the scene e.g. Student induction process, type of work
undertaken by the student, how information was gathered, from whom).
2. Student Profile (brief summary of the students initial starting point e.g previous
experience, type of experience)
3. Students Progress in Placement
Pre-placement Agreement
Mid-Placement Review (student’s profess, identify any significant changes to
the Pre-Placement Agreement)
Final TAM form
4. Direct Observation of Practice (make brief reference to the direct observations
and then attach the 2 write-ups to your report).
5. Students Response to Supervision (brief summary of the students attitude to
and progress through the supervision process).
6. Evidence of Competence for each of the Code of Practice, Values and Ethics
and Key Roles 1-3, give an overview of how the student integrated knowledge,
skills, theory and values into their professional practice including anti-oppressive
values. Provide evidence of your judgement in relation to each unit of the Key
Roles.
NB It is the student’s responsibility to provide, highlight and clearly
explain how their evidence demonstrates their competence.
The Practice Teacher and On-Site Supervisor’s responsibility is to assess the
evidence presented to them and then verify that the student has demonstrated
their competence.
In your report you should also address evidence wider than the pieces
of work experiences presented in the portfolio. Please state
recommendation i.e. PASS/FAIL under each heading.
36
7. Statement of Competencies not Demonstrated (if it is considered that the
student has NOT demonstrated competence in any area – state why and
refer to evidence in the portfolio and from elsewhere to support this
decision). You may attach TAM minutes/supervision notes to your report in
support of this.
8. Statement of Future Learning Needs of the Student
9. Recommendation make your recommendation.
10. Practice Teachers should ensure that their report is signed and dated.
The portfolio and Report are supported by the Record of Practice Evidence
(proforma) Each key role must be countersigned by the Practice Teacher/Off-site
Practice Teacher.
The full National Occupational Standards for Social Work can be found on the
website www.skillsfor care.org.uk
37
APPENDICES
38
A.1 COMPLAINTS & DISSATISFACTION WHILST ON PLACEMENT
Placement is usually an enjoyable learning experience for both student and
practice teacher. If either party should have concerns whilst on placement it is
hoped that these can be resolved by talking to each other or the tutor, or by
calling a Training Assessment Meeting.
However it is recognised that occasionally, situations may arise when more
formal complaints may be necessary and informal resolutions are not
satisfactory.
The concerns fall into 3 main categories. Those in relation to issues concerned
with the placement, those to do with the individual members of agency staff or
agency policy and procedures, and those in relation to the competence and
behaviour of the student.
Complaints about a Placement Issue
If difficulties arise within a placement which cannot be resolved between student,
practice assessor and tutor, the Programme Leader and Practice Learning Team
Leader should be informed and, where appropriate, Practice Co-ordinators within
the Agency.
It is acknowledged that it may be difficult for students to complain about those
who may be assessing the placement. Issues need to be jointly resolved by the
agency and University personnel in the interest of the student’s learning.
Any complaints about placement which raise matters of the Programme’s policy
or procedures will be referred to the Practice Assessment Panel.
Complaints about an Agency Member or Agency Policy or Procedure
The student, Tutor, Practice Teacher or On-Site Supervisor should contact the
Programme Leader and Practice Learning Team Leader who will raise the matter with
the relevant managers. Any policy or procedural matter will be dealt with by the
management of the agency concerned, together with the BA (Hons)/MA Programme.
Where appropriate, Practice Co-ordinators should also be informed.
Professional Misconduct
In the event of professional misconduct by a Practice Teacher, On-site supervisor,
manager or any other member of the agency, agency procedures will be implemented to
deal with this. With regard to students and Tutors, action will be taken in consultation
with the Programme Leader, the Director of Social Work, and through the Practice
Assessment Panel and University procedures.
39
A.2 EXTRAORDINARY TRAINING AND ASSESSMENT MEETING
Placements are planned for 30 days at Level 1, 70 at Level 2 (MA Route is 100 days)
and 100 days at Level 3. However, it is recognised that occasions may arise when
placements may need to be ended due to concerns with regard to behaviour or the
competence of an individual student; issues may arise to do with a student’s Fitness to
Practice as outlined in this procedure; or changes of circumstance within the placement
may occur.
If a Practice Teacher or On-site Supervisor has concerns either about the behaviour or
competence of a student on placement: - the Practice Teacher/On-site Supervisor
should:
1. Inform the student of the concern.
2. Inform the Programme through either the student’s practice Tutor or the Programme
Leader for Practice Learning. The Programme will inform the following people as
appropriate: -
i) Agency Practice Co-ordinator
ii) Practice Assessment Panel
3. After initial consultation with the Programme, a decision should be made as to the
immediate arrangements for the student on placement. In very serious circumstances
the student should be suspended from the placement. The student will be notified in
writing of any decision.
4. A meeting must be convened at the very earliest opportunity. This will
normally include the student, Practice Teacher/On-site Supervisor, Tutor and
Programme Leader for Practice Learning or other nominated person.
Students can access further support in this process from their Tutor and/or
from the Student Union. Students should consult with their Tutor prior to the
TAM.
5. The meeting will consider the following points:
The progress made in placement (including the number of days completed
to date and a summary of the information discussed at the pre-placement
and mid-point review meetings)
Any areas of concern noted
Action plan and recommendations
6. If a Tutor, following a consultation with a student/Practice Teacher/On-site
supervisor has serious concerns about arrangements in an agency they
should inform the agency and PLT and a meeting will be arranged to follow
the same format.
40
7. If relevant, the meeting will consider the reasons why the placement may
need to be terminated and should consider if appropriate the procedures for
Fitness to Practice and other relevant agency procedures.
8. Minutes will be recorded by the Tutor and circulated to all concerned as soon
as possible.
Any recommendations of the Training Assessment Meeting will need to be
ratified by the Practice Assessment Panel (and the Programme Assessment
Board.)
41
A.3 FITNESS TO PRACTICE
FITNESS FOR PROFESSIONAL PRACTICE IN THE FACULTY OF HEALTH AND SOCIAL
CARE
1. Introduction
The University offers a number of programmes that incorporate a licence to practise a particular
health or social care profession. These programmes are practice-centred and are directed
towards the achievement of professional competence. Upon graduation students must be able to
contribute effectively to the promotion and development of health and social care, and to operate
as effective independent professionals. Programmes leading to professional registration must
comply with the regulations and codes of professional conduct of the relevant bodies, specifically:
Nursing and Midwifery Council (NMC)
Health Professions Council (HPC)
General Social Care Council (GSCC)
The procedures contained in this document are designed to complement rather than duplicate
other University procedures, e.g. Code of Conduct for Students, Policy on the Conduct of
Assessed Work, Policy on Dignity at Work and Study.
2. Acceptance on Programmes
Before commencing a programme that includes a licence to practise, each student must undergo
a Criminal Records Bureau (CRB) check. If a student would not fulfil the requirements of the
relevant profession in this respect s/he would not be admitted to study for that profession or to
practise it. The nature of a small number of less serious convictions is such that they would not
debar a person from admission to the programme or from professional practice. The purpose of
this CRB screening is to protect the public. The need to protect the public also applies to students
throughout their programme and to professionals in practice.
3. Practice Placements
Practice in the care of clients is an essential part of health-care programmes. Involvement of
students in the care of clients must be under the supervision of a named individual who holds
effective and appropriate registration or other professional and academic qualifications and
experience commensurate with the context of care delivery. The University must be constantly
vigilant in ensuring that all students on health care programmes are fit for practice in the relevant
professional area. This involves dealing promptly and appropriately with all cases where fitness to
practise is in doubt.
4. Professional Misconduct
The NMC, HPC and GSCC require all students to demonstrate developing professionalism so as
to comply fully with their Professional Code of Conduct on completion of the programme. The
relevant Code is made available to students at the commencement of the programme.
Professional misconduct includes criminal convictions, behaviour that would bring the profession
into disrepute and behaviour that puts at risk the proper operation of clinical practice and/or client
confidence. The procedure set out in section 6 of this document should be used to deal with
cases where misconduct by students is alleged.
42
The following are examples of behaviour that would constitute professional misconduct:
• Criminal conviction(s) during the programme of a nature that would have prevented
admission to the programme;
• Behaviour that would bring the profession into disrepute;
• Behaviour that would adversely affect the proper operation of clinical practice and/or client
confidence, for example:
- abuse (physical, sexual or emotional);
- any action or omission that may place a client’s safety at risk;
- aggressive or threatening behaviour;
- alcohol or drug abuse;
- breach of confidentiality (except under the provisions of the Public Interest Disclosure
Act 1998);
- behaviour that indicates a lack of honesty and trustworthiness, e.g., misrepresentation
of qualifications at the time of admission, forging of documents or signatures
(excluding academic misconduct as this is covered by a separate policy);
- acceptance of gifts, hospitality and other considerations, apart from small tokens of
appreciation, or allowing any gift to influence the quality of care provided to the donor
or to others;
- malicious or wilful damage to practice placement premises;
- unjustified refusal to carry out a lawful and reasonable instruction that could result in
immediate serious consequences for others;
- failure to respect clients as individuals and/or failure to protect the interests and dignity
of clients irrespective of gender, age, race, ability, sexuality, economic status,
lifestyle, culture or of any other irrelevant distinction.
Any misconduct within the scope of the Code of Conduct or the Policy on the Conduct of
Assessed Work will be dealt with under the relevant procedure. Other forms of misconduct which
fall within the scope of this policy will be dealt with under its provisions. This will help to ensure
equitable treatment of all students whether on programmes covered by this policy or on other
programmes. It will also avoid the danger of students receiving two punishments for the same
offence.
5. Professional Unsuitability
Sometimes, even where professional misconduct is not involved and/or patient safety is not at
risk, it may become apparent that a student is unsuitable for the profession for which s/he is
studying. The student, his/her tutors or a placement provider may be the first to notice this. Any
student who has doubts about his/her suitability for the profession for which s/he is training
should discuss the situation informally with a tutor as soon a possible. Where a member of staff
or placement provider feels that a student may be unsuitable the matter should be reported to the
relevant member of University staff responsible for supporting students during the placement
period, who should discuss matters informally with the student. In some cases the issues of
concern may be resolved by appropriate informal support and guidance. If the unsuitability is felt
to be of a temporary nature an interruption of study may be the most appropriate course of action.
If the matter cannot be resolved informally or if patient safety is at risk the formal procedure in
section 6 will need to be used.
Professional unsuitability may be demonstrated in various ways; the following are common
indicative examples:
• Persistent lack of motivation or interest and/or non-participation in learning activities
(e.g. direct client care, engagement in small group/problem-based learning, portfolio
43
development, practice placements, presentations, timetabled academic sessions,
academic or pastoral tutorials, clinical skills sessions);
• Inconsistent, unreliable and inappropriate behaviour in the clinical or learning context;
• Emotional and/or inter-personal problems that impinge upon the clinical and/or learning
context;
• Unsociable behaviour that adversely affects the proper operation of the clinical and/or
learning context.
6. Procedure for Dealing with Professional Misconduct or Professional Unsuitability
If the alleged misconduct is a breach of the criminal law the matter should be referred to the
police. At the conclusion of any criminal proceedings if the alleged misconduct is substantiated
the University may decide to take further action under this procedure;
If misconduct is alleged that poses a risk to client care the matter should be referred to the PVC
for Student Affairs with a view to removing the student from placement, or suspending him/her
from the University while the matter is investigated and the case heard
If the matter is not sufficiently serious to involve the police or to warrant suspension from the
placement or from the University, the following course of action should be followed:
a) the placement supervisor/mentor will advise the student in writing of any concerns that
they have about their conduct and supply him/her with relevant documents/reports that
support these allegations (this would include any remaining concerns that were not
resolved informally as described in section 5);
b) a meeting will be arranged as soon as possible between the student, the placement
supervisor/mentor and a member of the institutional staff designated to support students
during the placement period;
c) at the meeting the concerns and the student’s progress towards achieving the learning
outcomes of the placement will be discussed with a view to agreeing a formal tripartite
action plan;
d) the outcome of this meeting and of any subsequent meeting held to review progress
and/or to provide additional support will be recorded and a copy sent to the student, the
supervisor/mentor and the Head of School as soon as reasonably possible.
If the matter has not been resolved by the course of action under 6.3 or if the original allegation
was sufficiently serious to warrant suspension from the placement or from the University or if
further breaches of professional conduct have occurred the following course of action should be
followed:
a) The Head of School will initiate an investigative interview, to be held as soon as
reasonably possible and normally within 28 days of notification of the misconduct;
b) The investigator will be a member of academic staff from the same School as the
student who has had no involvement in the circumstances which led to the procedure
being invoked;
c) Following the investigatory interview with the student (at which the allegations and any
evidence which supports them will be made clear to the student) the investigator shall
have discretion to meet with others who might be able to elucidate the investigation, e.g.
44
institutional placement staff, placement supervisor/mentor, witnesses to events and
relevant professional practitioners;
d) The purpose of the process of investigation shall be to examine the circumstances of
the alleged misconduct/unsuitability, from the perspective of the student and of the other
parties involved;
e) When the investigation is complete the investigator will prepare a report which reaches
one or more of the following recommendations:
i) that there is no substance to the allegations and that no further action will be
taken;
ii) that there is a need to conduct further investigations;
iii) that there is a need to refer the student for a medical assessment;
iv) that the allegations appear to be substantiated in whole or in part.
f) The report will be submitted to the Dean of Faculty, the relevant Head of School and
the Registrar and Secretary*.
Where the outcome of the investigation under 6.4 is that the allegations appear to be
substantiated, in whole or in part, the matter will be considered at a Fitness for Practice Hearing.
The procedure for the hearing will be:
a) On receipt of the investigator’s report the Registrar and Secretary* shall convene a
meeting of a panel (The Panel) constituted in accordance with the arrangements set out
below;
b) The role of the Panel shall be to consider the case and to determine an outcome;
c) The Panel shall consist of one member of academic staff from the School in which the
student is based, one member of academic staff from another School within the Faculty,
one member of the profession that the student wishes to join and a member of academic
staff from another Faculty, who will act as Chair.
d) The Registrar and Secretary* shall act as secretary to the Panel and shall keep a
minute of proceedings;
The Panel shall not meet unless all members and the secretary are present
e) The student shall have the right to attend the meeting of the Panel and to be
accompanied by one person of his/her choosing or to be legally represented, provided
that the student gives notice to the Registrar and Secretary* not less than five working
days before the hearing of such intention to be legally represented. The University shall
then be empowered to be legally represented also. In such cases, neither party shall be
able to recover its legal costs, regardless of the decision in the matter. If no, or shorter,
notice is given, the Panel in its entire discretion shall be empowered to postpone the
hearing. The student or the person accompanying him/her may speak on the student’s
behalf. They shall have the right to submit written evidence provided that a copy of such
evidence is given to the Registrar and Secretary* at least five working days before the
hearing. They shall not have the right to call witnesses;
f) The Panel may consider the case and determine an outcome if the student and/or the
investigator is absent, and its reasonable discretion may adjourn, continue or postpone a
hearing;
45
g) The investigator shall have the right to attend the meeting of the Panel. The
investigator if present shall be the first party to present his/her case to the Panel. S/he
shall not have the right to call witnesses;
h) When it has considered the case the Panel shall reach one or more of the following
conclusions:
i) in cases of professional unsuitability:
• No further action;
• Deferred decision pending a medical report;
• Suspension from the Programme for a period to be determined by the Panel;
• Permanent removal from the Programme.
ii) in cases of professional misconduct:
• No further action;
• A written warning, to be held on the student’s file;
• Suspension from the Programme for a period to be determined by the Panel;
• Suspension from the University for a period to be determined by the Panel;
• Permanent removal from the Programme;
• Expulsion from the University.
i) The student shall be notified of the decision of the Panel by the Registrar and
Secretary*, normally within five working days of the hearing.
a) The student shall be allowed ten working days from notification of the decision of the
Panel in which to lodge notice of an appeal, in writing, to the Registrar and Secretary* for
a hearing by an Appeal Panel.
b) The notice of appeal must include an indication of whether the appeal is on either or
both of the following grounds:
i) that there was a failure in the procedure adopted from the time of commencing
the Procedure for Dealing With Professional Misconduct or Professional
Unsuitability and that such failure had a material effect on the Panel’s
decision;
ii) that the report submitted to the Panel omitted relevant evidence, or that the
Panel refused to consider relevant evidence.
c) The student must also indicate in the notice of appeal all the information that s/he
relies on in support of the grounds of appeal;
d) The decision of the Panel shall take effect and remain in force until such time as it is
changed by an Appeals Panel;
e) The role of the Appeals Panel shall be to consider the appeal and to determine an
outcome;
f) The Appeals Panel shall consist of one member of academic staff from the School in
which the student is based, one member of academic staff from another School within the
Faculty, one member of the profession that the student wishes to join and a member of
academic staff from another Faculty, who will act as Chair [No member of the Appeals
Panel may have served on the Panel];
46
g) The Registrar and Secretary* shall act as secretary to the Appeals Panel and shall
keep a minute of proceedings;
h) The Appeals Panel shall not meet unless all members and the secretary are
present;
i) The student shall have the right to attend the meeting of the Appeals Panel and to
be accompanied by one person of his/her choosing or to be legally represented,
provided that the student gives notice to the Registrar and Secretary* not less than
five working days before the hearing of such intention to be legally represented. The
University shall then be empowered to be legally represented also. In such cases,
neither party shall be able to recover its legal costs, regardless of the decision in the
matter. If no, or shorter, notice is given, the Appeals Panel in its entire discretion shall
be empowered to postpone the hearing, and the student or the person accompanying
him/her may speak on the student’s behalf. They shall have the right to submit written
evidence provided that a copy of such evidence is given to the Registrar and
Secretary* five working days before the hearing. They shall not have the right to call
witnesses. The student shall be the first party to present his/her case to the Appeals
Panel;
j) The Chair of the Panel shall have the right to attend the Appeals Panel and to
speak on behalf of the Panel. S/he shall have the right to submit a written report on
behalf of the Panel provided that a copy of such a report is given to the Registrar and
Secretary* five working days before the hearing. S/he shall not have the right to call
witnesses;
k) The Appeals Panel may consider the case and determine an outcome if the
student and/or the Chair of the Panel is absent;
l) The Appeals Panel shall have the power to confirm, set aside or impose a different
penalty selected from the range of penalties set out in 6.5 (h), (i) and (ii);
m) The decision of the Appeals Panel is final and not subject to further review within
the University. For information on further external appeal see Section 40 or visit the
Office of the Independent Adjudicator for Higher Education website:
www.oiahe.org.uk;
n) The student shall be notified of the decision of the Appeals Panel by the Registrar
and Secretary*, normally within five working days of the hearing.
* this responsibility will be delegated to the Academic Division and appropriate member(s) of
staff will be nominated to deal with this area of work. A Panel and an Appeals Panel relating
to a particular student shall not have the same secretary.
47
A.4 Whistle-blowing (Public Interest Disclosure)
Policy for social work students on work placements
Introduction
The University has an established whistle-blowing procedure, which will be
available, for all students registered on the BA / MA Social Work degree. The
policy relates to incidents occurring within the University or to matters when on
placement directly related to the education process.
In addition, the University recognises that students on placements have a duty
to report dangerous, abusive, discriminatory or exploitative behaviour and
practice that sits outside their immediate learning activity. It also recognises
the relative powerlessness and vulnerability of students who may well be
undergoing a process of assessment by work-based staff during their
placement. The University takes seriously its duty of care for students and
regards as important that students are able to voice their concerns and that
their interests are safeguarded as far as possible.
The University also recognises that where a concern unrelated to the learning
experience is raised about an external body the University’s own powers to
investigate may be limited both by practical consideration and legal constraint.
Accordingly, where an incident results in whistle-blowing outside the
institutional and academic context of learning the following procedure shall
apply:
Procedure
i. A student wishing to report a matter should in the first
instance report their concerns to the Programme
Leader.
ii. The Programme Leader will advise the student on the
preparation of a statement setting out the issues
(‘Statement of Issue’) and of the procedure that will be
followed. This advice shall include advising the
student on the possible limits placed on any
investigations as a result of protecting anonymity. It is
not the role of the Programme Leader to draft the
Statement of Issue or to counsel for or against its
submission. It is however appropriate for the
Programme Leader to advise the student in
circumstances where the alleged incident is in fact
part of normal practice such that the evidence
identifies no malpractice (e.g. misinterpretation of
legal methods of constraint in appropriate
circumstances).
48
a) the Statement of Issue will be submitted by the
Programme Leader to the Registrar and Secretary on
behalf of the student. This action will not imply any
endorsement or support for the allegation by the
Programme Leader. The student’s name will be
disclosed to the Registrar and Secretary.
b) The Registrar and Secretary will forward the
Statement of Issue to a named person at the
organisation concerned requesting that the matter be
investigated. The identity of the student will only be
disclosed by the Registrar and Secretary with the
express written permission of the student.
c) All organisations accepting students on placements
must identify an appropriate contact person for the
purposes set out above, who is competent to
implement an appropriate internal; investigation.
Normally this will be via the organisation own
established whistle-blowing process. Where no such
process currently exists, the placement organisation
will be required to put in place an appropriate process,
which will be specified in an annex to their contract
with the University. This will set out the
circumstances in which such a procedure might be
invoked, and confirm the rights on anonymity and
freedom from discrimination for the student submitting
a Statement of Issue. The University’s own Whistle-
blowing procedure should be used as a guide for this
(in particular paragraphs 2, 3 and 9).
d) On conclusion of the investigation by the organisation
concerned a report setting out the findings will be
submitted by the organisation to the Registrar and
Secretary, who will forward the finding to the
Programme Leader and student.
49
A.5 GSCC Equal Opportunities Policy
The Salford Programmes accept and support GSCC’s Equal Opportunities
Policy. GSCC is the current UK-wide statutory organisation responsible for
promoting and approving education and training for social work and social
care staff in the personal social services. Its purpose is to ensure high quality
education, training and qualifications for social work and social care
throughout the United Kingdom.
In setting standard for education, training, assessment and qualifications,
GSCC requires that:
Candidates qualifying with the Council’s awards will:
Have a thorough knowledge and understanding of the diversity
of individual lifestyles and communities in the UK
Have learning and practice experience to enable the
recognition of, and respect for differences in race, faith,
religion, language, culture and ethnic background
Demonstrate knowledge and understanding of the significance
of poverty, racism, ill health and disability in the lives of people
and communities requiring social work and social services, as
well as the impact of gender, social class and sexuality on
individual lifestyles.
Play their part in ensuring that social work and social care
services are delivered in ways that are responsive to and
respectful of different traditions of culture and faith, neither
compounding disadvantage arising from race, poverty and
social class or stigmatising people by reason of disability,
illness or other differences.
Programme and Assessment Centres will:
Ensure that candidates have the knowledge and skills to deal
with unfair discrimination, racism, disadvantage and injustice in
way appropriate to their work with children, adults, families and
communities, applied to the roles and context in which they are
working
Work to eliminate unfair discrimination and disadvantage in all
aspects of their work which is regulated by the Council
GSCC will:
Monitor its Programmes and awards through the quality assurance system
and will take action to ensure that the policy is implemented.
50
A.6 INTERMEDIATE PLACEMENT
LEARNING CONTRACT
BA (Hons) BA ( Hons) MA
Full Time Part Time 100 days
70 days 70 days
Students Name
Students Contact
Address
Email address
Contact Phone
Number(s)
Emergency contact
number
Name of Practice
Learning Base
Placement Address
Email address
Additional Setting
Contact Phone
Number(s)
Placement Start Date
Placement End Date
Practice Teacher
Onsite/Offsite (please Onsite Offsite
circe)
Contact Phone
Number(s)
Email address
On-Site Supervisor’s
Name (If Applicable)
Contact Phone
Number(s)
Email address
51
Name of agency worker
supervising the student
in the absence of the
P/teacher or placement
supervisor
Contact Phone
Number(s)
Email address
Tutor’s Name
Contact Phone
Number(s)
Email address
Practical Arrangements
Days & hours of Work
Any specific learning requirements of the student. How will these be
met? Has the student support plan been shared?
Specific requirements (e.g. Health and Safety, accountability, student’s
responsibilities etc., including the name of the person to whom any concerns should
be reported).
Facilities and support available to the student (Including support groups/
workspace/ admin support/ learning resources)
52
Supervision arrangements with Practice Teacher (or Off-site Practice
Teacher and On-site supervisor where applicable) covering frequency,
preparation and respective responsibilities, e.g. for recording
Programme requirement = minimum of 1 hour per 5 working days
Sample of Record of Supervision to be provided at Mid TAM
Learning outcomes for Range of work / learning
Intermediate Placements opportunities available with agency
Key Role 1: Prepare for, and work
with individuals, families, carers,
groups and communities to assess
their needs and circumstances.
Key Role 2: Plan, carry out, review
and evaluate social work practice
with individuals, families, carers,
groups and communities and other
professionals.
Key Role 3: Support individuals to
represent their needs, views and
circumstances.
Opportunities to address issues of
power and oppression with the
workbase
Any additional learning needs/outcomes from Level 1
53
Direct observations of practice The students practice should be
directly observed on a minimum of 2 occasions during the placement and
recorded on the proforma provided. One direct observation should be
completed prior to mid point review. Both must involve direct work with
services users
Date of Mid Point Review
(to be attended by all parties
in the learning agreement)
Date of Final TAM
DATES FOR COMPLETION OF PORTFOLIO ITEMS
(One direct observation of practice and the organisational study must have been completed by
the Mid-Term Review)
PORTFOLIO ITEM To be received by:
One direct observation by Mid Point
Review
1 piece of portfolio work prior to mid
point review
Complete portfolio
Evidence Document
SIGNATURES OF ALL PARTIES TO THE AGREEMENT
Print
Student
Signature
Practice Teacher/ Print
Off-Site Practice
Signature
Teacher
(please circle)
On-Site Print
supervisor
(if applicable) Signature
Tutor Print
Signature
Date
54
A.7 MID POINT REVIEW
Name of Student
Practice Teacher/ Off-Site
Practice Teacher
On-Site Supervisor
Tutor
Placement Name &
Address
Placement Telephone
Number
Date of review meeting
Days completed to date
1. Describe work undertaken by student to date
2. Use of supervision – is this taking place regularly; is it recorded
Sample of record of supervision □
Sample of daily log □
3. Details of Direct Observation to date
3. Is progress in practice satisfactory?
55
4. Summarise evidence with regard to the key roles and standards
(ref to evidence document)
Key Roles Evidence Recorded Satisfactory
Progress
Yes/No
Values / Standards
from Code of Practice
5. Any Areas of Concern? (e.g. Student competence in practice, learning opportunities,
supervision etc.)
Please provide detailed information and ensure an action plan is drawn
up to address area of concern
6. Action Plan for second half of placement:
56
7. Feedback from Practice Teacher /Off-site Practice Teacher and Tutor
on piece of written work from Student
Any alterations to hand in dates for pieces of work/ or final TAM date
SIGNATURES OF ALL PARTIES TO THE AGREEMENT
Print
Student Signature
Practice Teacher/ Print
Off-Site Practice
Signature
Teacher
(please circle)
On-Site Print
supervisor
(if applicable) Signature
Tutor Print
Signature
Date
57
A.8 Intermediate Placement : Final TAM
This Form must be completed by the Tutor. It forms part of the formal
assessment process and may be required by external Examiners
BA Full BA Part MA
Time Time 70 100
70 days Days Days
Student
Practice Teacher On-Site Supervisor Off Site Practice
(if required) Teacher
(if required)
Tutor
Placement Address
Placement Telephone
Numbers
Date of Review
Meeting
Have 70/100 days been completed? Yes / No
(The final TAM must be held after 70/100 days completed)
Summary of the Placement
58
Practice Teacher/ Off-Site Practice Teacher Recommendation: PASS / FAIL
Portfolio and Record of Practice Evidence Verified by Practice Teacher (s):
Comments: PASS /FAIL
Portfolio and Record of Practice Evidence Marked by Tutor:
Recommended Mark
Comments:
Please note any Occupational Standard not met (where appropriate):-
Future Learning Needs/ area for development (please consider in terms of
continuing professional development)
Recommendation of the TAM:
PASS / FAIL at INTERMEDIATE Level;
RECORD OF MEETING SIGNED BY:
Print
Student Signature
Practice Teacher/ Print
Off-Site Practice
Signature
Teacher(please circle)
On-Site supervisor Print
(if applicable)
Signature
Tutor Print
Signature
Date
59
A.9 DIRECT OBSERVATION OF PRACTICE
Name of Student
Work Observer
Date of Observation
Tutor
1a. Brief summary of the context in which the observation will take place (to be
completed by the student)
1b. Preparation and planning of session including specific objectives and
identification of key roles to be evidenced (to be completed by student)
60
Feedback from Observer (to be completed by Observer)
2a. How did the student achieve their objectives ?
2b. How did the student demonstrate values / standards in their practice? (see
section in handbook)
2c. What key roles, units and elements have been demonstrated? Please give
specific examples from the observation.
61
2d. Comments from service user
3a. Student evaluation of the session
3b. Student response to feedback
62
4a. Areas for further development
4b. Any additional comments
RECORD OF MEETING SIGNED BY:
Print
Student
Signature
Practice Teacher/ Print
Off-Site Practice
Teacher/
Signature
On-Site Supervisor/
Colleague
(please circle)
Date
63
A.10 Placement Practice Teacher Report
BA Full Time BA Part Time MA
70 Days 70 Days 100 Days
Student
Practice Teacher / Off Site
Practice Teacher
On Site Supervisor
Social Work Tutor
Placement
Service Users
Placement Dates
Recommendation PASS / FAIL
1. Introduction
2. Student’s Profile
64
3. Student’s Progress in Placement
4. Direct Observation of Practice
5. Student’s Response to Supervision
65
6 Evidence of the GSCC code of practice for social care workers
As a social care worker, you must protect the rights and promote the
interests of service users and carers
As a social care worker, you must strive to establish and maintain the
trust and confidence of service users and carers
As a social care worker, you must promote the independence of service
users while protecting them as far as possible from danger or harm
As a social care worker, you must respect the rights of service users
while seeking to ensure that their behaviour does not harm themselves
or other people
As social care worker, you must uphold public trust and confidence in
social care services
As a social care worker, you must be accountable for the quality of your
work and take responsibility for maintaining and improving your
knowledge and skills
Comments
66
7. Evidence of the values and ethics of social work
Awareness of your own values, prejudices, ethical dilemmas and
conflicts of personal interest and their implications for your
practice
Respect for and the promotion of:
Each person as an individual; independence and quality of life for
individuals, whilst protecting them from harm, dignity and privacy
of individuals, families, carers, groups and communities
Recognise and facilitate each person’s use of language and form of
communication of their choice
Value, recognise and respect the diversity, expertise and
experience of individuals, families, carers, groups and
communities
Maintain the trust and confidence of individuals, families, carers,
groups and communities by communicating in an open, accurate
and understandable way
Understand, and make use of, strategies to challenge
discrimination, disadvantage and other forms of inequality
Comments
67
Please provide evidence / examples of the student’s work which validate
your judgement in relation to each unit.
8. Evidence of competence in the national occupational standards for
social work key roles 1 – 3:
Key Role 1 – Prepare for, and work with individuals, families carers,
groups and communities to assess their needs and circumstances
Unit 1: Prepare for Social Work Contact and Involvement
PASS/FAIL
Unit 2: Work with individuals /families /carers /groups and communities to help
them make informed decisions
PASS/FAIL
Unit 3: Assess needs and options to recommend a course of action
PASS/FAIL
68
Key Role 2 – Plan, carry out, review and evaluate social work practice, with
individuals, families, carers, groups, communities and other professionals
Unit 4: Respond to crisis situations
PASS/FAIL
Unit 5: Interact with individuals, families, carers, groups and communities to
achieve change and development and to improve life opportunities
PASS/FAIL
Unit 6: Prepare, produce, implement and evaluate plans with individuals,
families, carers, and groups, communities and professional colleagues
PASS/FAIL
Unit 7: Support the development of networks to meet assessed needs and
planned outcomes
PASS/FAIL
69
Unit 8
Work with groups to promote individual growth, development and independence.
PASS/FAIL
Unit 9
Address behaviour which presents a risk to individuals /families /carers /groups
and communities
PASS/FAIL
Key Role 3 – Support individuals to represent their needs, views and
circumstances
Unit 10: Advocate with, and on behalf of, individuals, families carers, groups and
communities
PASS/FAIL
Unit 11: Prepare for, and participate in decision making forums
PASS/FAIL
70
9. Statement of Competences not Demonstrated
10. Future Learning Needs
11. Summary
RECORD OF MEETING SIGNED BY:
Print
Student
Signature
Practice Teacher/ Print
Off-Site Practice
Signature
Teacher
(please circle)
On-Site Print
supervisor
(if applicable) Signature
Date
D D M M Y Y
71
Portfolio Marking Sheet
Social Work Degree
Intermediate Placement – 2008/09
To be completed by the tutor and inserted at the front of the student portfolio.
Student Name
Programme
Year
Marked by
Pass Fail
Final Practice Teacher Recommendation:-
Pass Fail
Final TAM Recommendation
Have all required placement days been completed? Yes No
(please delete) 70/90/100
Final Recommended mark:-
Groupwork Advocacy Intervention Final
Action Taken
Yes No
Was the student referred for additional work on portfolio?
If Yes:- Yes No
Has a final TAM now been held?
Pass Fail
TAM Recommendation
Moderation
Moderated by
Moderated mark
Groupwork Advocacy Intervention Final
72
Structure of the Portfolio/Checklist
Item Included
1 Front cover:
Name:
Student number:
Qualification route (e.g. BA (Hons) in Social Work Studies)
Level of placement:
Dates of full course (e.g. September 2007 – July 2010)
2 Portfolio Marking Sheet – completed by Tutor for TAM 3
3 Confidentiality statement (in your own words not agency policy)
4 Contents page with page numbers
5 Receipt evidencing completed evaluation form has been returned to
placements-chssc@salford.ac.uk
6 Section One - setting the Scene
6.1 Brief description of your previous experience, including, paid, voluntary
and placement and post school education
Up to 250 words
6.2 Brief description of the placement setting, type of agency, geographical
location (urban, rural etc), type of local community
250 words
7 Section Two – Reports (include the signed originals)
7.1 Pre-Placement Agreement TAM 1
7.2 Mid-placement Review TAM 2
7.3 Practice Teacher’s Report and Direct Observations
7.4 Final Placement Meeting TAM 3
8 Section Three – Assessment Tasks
8.1 Advocacy Report 2000 words
8.2 Groupwork Report 2000 words
8.3 Intervention Study 2000 words
9 Section Four
9.1 Record of Practice Evidence against NOSSW Key Roles 1-3
73
Feedback – Group Work Report (2000)
Level: 1 2 3 Very Unsatis- Very
Adequate Good Excellent
poor factory Good
0- 30-39% 40-49% 50-59% 60-69% 70-79% 80-90% 90-100%
29%
Knowledge & Understanding
Relevance to assignment task
Use of resources appropriate
to this level of academic study
Intellectual Skills
Application of theory
to assessment task
Integration of ethics and
values
Coherence of argument
Draws relevant conclusions
Writing Skills
Presentation, structure,
grammar and referencing
Positive aspects of work
Areas which could be improved
Mark 2nd Mark Name of Marker
Name of 2nd marker
Students are reminded that the mark shown on this sheet when returned to you with feedback is PROVISIONAL ONLY until ratified
by the Examining Board
74
Feedback – Advocacy Report (2000 words)
Level: 1 2 3 Very Unsatis- Very
Adequate Good Excellent
poor factory Good
0- 30-39% 40-49% 50-59% 60-69% 70-79% 80-90% 90-100%
29%
Knowledge & Understanding
Relevance to assignment task
Use of resources appropriate
to this level of academic study
Intellectual Skills
Application of theory
to assessment task
Integration of ethics and
values
Coherence of argument
Draws relevant conclusions
Writing Skills
Presentation, structure,
grammar and referencing
Positive aspects of work
Areas which could be improved
Mark 2nd Mark Name of Marker
Name of 2nd marker
Students are reminded that the mark shown on this sheet when returned to you with feedback is PROVISIONAL ONLY until ratified
by the Examining Board
75
Feedback - Intervention Project (2000 words)
Level: 1 2 3 Very Unsatis- Very
Adequate Good Excellent
poor factory Good
0- 30-39% 40-49% 50-59% 60-69% 70-79% 80-90% 90-100%
29%
Knowledge & Understanding
Relevance to assignment task
Use of resources appropriate
to this level of academic study
Intellectual Skills
Application of theory
to assessment task
Integration of ethics and
values
Coherence of argument
Draws relevant conclusions
Writing Skills
Presentation, structure,
grammar and referencing
Positive aspects of work
Areas which could be improved
Mark 2nd Mark Name of Marker
Name of 2nd marker
Students are reminded that the mark shown on this sheet when returned to you with feedback is PROVISIONAL ONLY until ratified
by the Examining Board
76
Referral for Further Work
Student Name
Programme
If initially the portfolio does not reach the required standard, please provide guidance
for the student as to how this work can be improved
Student’s revised work should be submitted in 1 week
to practice tutor & practice teacher Sub. Date:-
Final TAM Date:-
77
ATTENTION ALL STUDENTS
If you are unable to hand in work on time/attend examinations or other
assessments due to personal mitigating circumstances YOU MUST:
Complete a PMC form
Attach relevant documentary evidence (e.g. Medical Certificate) PMC
forms with no evidence are rarely accepted
Late Penaltiy Rules:
0-7 days late 10 marks deducted, 7-14 days late (including the 14th
day) 20 marks deducted. Anything after 14 days becomes a non-
submission and will be awarded a zero mark.
A PMC form for “late submission up to 14 days” can only be submitted
TOGETHER WITH your late work.
Your tutor/employer no longer signs the form. It will be signed when
received at the relevant Directorate Office.
All PMCs are considered by the School PMC panel. If your PMC is
accepted, the Board of Examiners will:
For lateness, up to and including14 days: Remove late penalties from
the piece of work in question
For non submission, over 14 days: Offer you the chance to submit/sit
the piece of work/exam in question as if for the first time (i.e. for an
uncapped mark)
For Absence: Offer you the chance to sit the exam in question as if
for the first time (i.e. for an uncapped mark).
For Standard of Performance: Offer you the chance to do the
assessment again.
Full details of the University’s PMC rules are available via the website:
http://www.salford.ac.uk/policies_procedures/display.php?id=305
and in student handbooks.
The University have made these new rules to ensure that all students are
treated equally and fairly.
Academic Session 2007/2008
78
ATTENTION ALL STUDENTS
Copying the work of others is
PLAGIARISM
Plagiarism is viewed as a serious form of misconduct. Last
year more than 100 students had cases of plagiarism proved
against them.
For some this meant a poorer degree classification,
others were expelled from the University
Please make sure you understand that plagiarism means copying
the words of others. This includes writing from:
• Books, journals and reports
• Websites and other electronic media
• Newspapers and magazines
• Other students past or present
THIS IS NOT ACCEPTABLE
It’s generally best to use your own words. If you do use the words
of others, keep quotations brief and give exact sources by full and
accurate referencing. You should not simply ‘cut’ and ‘paste’
material from any other source into your submitted work.
Full details of the University Rules on Plagiarism and other
forms of academic misconduct are in your School Handbook and
on the following website:
http://www.salford.ac.uk/policies_procedures/display.php?id=255
It is essential that you reference work correctly. For more
information on referencing visit an on-line course at:
http://www.isd.salford.ac.uk/help/general/plagiarism/page_08.htm
It’s up to you to make sure you understand what ‘plagiarism’
means
The University has strict rules on plagiarism to ensure
fairness to all.
79
SCHOOL STUDENT GROUPS AVAILABLE FOR YOU
The school has the following student groups. If you would like to join a group or would like further
information, please contact the group leader. You will also find below other points of contact that may
be useful.
Disability students group
Barbara Walmsley email: B.J.Walmsley@salford.ac.uk 0161 295 2044
Equality & Diversity office 0161 295 9000
Local Education Authorities may be able to offer assistance if you have a disability. Contact the
University’s Equality & Diversity Office (as above) for more information
Book – The Disabled Student’s Guide to University Publishers, Trotman
Visit www.careers-portal.co.uk for more information
Black and Asian students group
Suryia Nayak email: S.Nayak@salford.ac.uk 0161 295 0716
Commission for Racial Equality Website www.cre.gov.uk
Lesbian/Gay/Bisexual/Transgender student group
Steve Pugh S.E.Pugh@salford.ac.uk 0161295 2375 or
Christine Sheehy C.L.Sheehy@salford.ac.uk 0161 295 2052
Visit www.stonewall.org.uk or ring 027 881 9440
Lesbian and Gay foundation helpline (0161) 235 8000, 6am to 10pm and operator service 10pm to
6am for whatever is on your mind – free and confidential service
Outnorthwest magazine (0161) 235 8035
Dyslexia & Literacy issues
WORDSCOPE Ring (0161) 295 0467or see your personal tutor or visit
www.isd.salford.ac.uk/publica/notes/disab12.pdf for guidance
National Literacy Association visit www.nla.org.uk for information, support and resources
Visit www.edu.salford.ac.uk/studyskills for more information or ring (0161) 295 2340 to book study
skills workshops
Try the Adult Dyslexia Checklist to complete a quick assessment of your dyslexia status
www.bdadyslexia.org.uk/adultchecklist.html
Visit the www.dyslexiaaction.org.uk/Page.aspx?PageId=27 website for more information about
dyslexia
Further support and advice
Equality and Diversity, University Office (0161) 295 9000
Minicom 2952467 equalities-academic@salford.ac.uk
English for academic purposes mail@internationallearningcentre.com
0161 248 0000, Language Department Salford University
Mathscope numeracy skills support 0161 295 4787 mathscope@salford.ac.uk
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