Adults Social Care
Assessed Year in Employment
Newly Qualified Social Worker
Name
Work-Base
Mentor
Date commenced
Completion Date
Supported and coordinated by the:
Workforce Development Unit
Mill House
North Street
York
YO10 4HU
1
Index
CONTENT
PAGE
1. Introduction
3, 4, 5
2. Professional Capabilities Framework (PCF)
6
3. National Level Capabilities
7
4. Guidance for staff and managers
20
How the system works…
Timescale of progression process
How to register for progression and access University modules – WDU
ASYE Progression Moderation
20
21
21
5. Assessed and Supported Year in Employment – Engaged
22
Assessment Process
6. Learning Agreement: Information and Notes
25
7. Proformas
27
Learning Agreement
28
Manager’s Report
32
Direct Observations
38
Moderation Panel / Quality Assurance - Holistic assessment against the PCF Assessment Report
42
Candidate Process Evaluation Proforma
47
8. Appendix
48
Quality Assurance & Evaluation of new Progression Process
49
Appeals Process
49
Study Leave
49
Further Resources
50
Notes
51
2
Directorate for Adult, Children and Education
A message to the Newly Qualified Social Worker
We are very pleased that you have decided to join City of York Council as a Social Worker. We want only the best professionally qualified
practitioners working with the Adults we support; therefore, we encourage the recruitment, support and retention of expert social workers.
Our involvement in the Newly Qualified Social Work (NQSW) /Assessed and Supported Year in Employment (ASYE) programme demonstrates
our commitment to supporting you, one of our most valuable assets.
We recognise the value of good social work and the potential for a positive and life changing impact on the lives of people we support. We
hope that by joining this programme you will build on the skills and knowledge that you bring and we want to support you with the resources
and management support required to develop you to your full potential. Your contribution is vitally important to the lives of people we
support.
The NQSW/ASYE process aims to:

Clarify what is expected from you

Define the responsibilities of colleagues that work with and support you

Establish a more consistent baseline of experiences, abilities and expertise for those who work in Adult Social Care

Give greater assurances to managers around what NQSW/ASYE needs to achieve to deliver the best possible service to the families we
support.
We hope that you will find this programme accessible, clear and effective, and that you will take up the many opportunities that will be
provided to you to meet your development needs.
Purpose of this handbook
The Skills for Care Newly Qualified Social Worker (ASYE) programme is a 12 month support package for NQSWs who take up the social work
role.
This City of York Council NQSW/ASYE handbook pulls together the key tools and summarises the main elements of the scheme to assist
NQSWs and their line managers to understand what is involved, and what both the new Social Worker and the service can gain from
participating in the scheme.
3
We know that the role of a Social Worker is complex and can often be extremely demanding, as well as rewarding. The role involves making
crucial decisions to best support the needs of people we support and their families. For this reason, this structured programme aims to
support NQSWs to develop the skills and confidence needed to meet the demands of the role.
It is designed to ensure that the NQSW can have access to the best possible supervision, training and development opportunities to broaden
and deepen the skills and knowledge that an NQSW will bring from their training.
This handbook sets out the key features of the programme, but should be read and used alongside other comprehensive documents produced
by Skills for Care
The National Context
The NQSW programme began in September 2008 after Lord Laming called for a national progression route for social workers (The Protection
of Children in England: a Progress Report March 2009) and the Social Work Task Force has recently published recommendations for advancing
the training and development of the Social Work Profession. One of the fifteen proposals in their final report (‘Building a Safe, Confident
Future’ Nov 2009) was that there should be an assessed and supported year in employment to provide a structured induction and foundation
first year. This proposed national reform programme will take a number of years to implement, but will build on current initiatives like the
NQSW pilot.
For this reason the guidance in this handbook will be updated and revised in accordance with future national developments.
Main structure of the programme
The NQSW guidance sets out a detailed framework that helps the service to provide systematic and focused support to the Newly Qualified
and newly appointed Social Worker, and helps the service to get the best out of the worker.
It is underpinned by the notion of continual assessment and focused on the specialist areas of knowledge, values and skills relevant to the role.
It provides an understanding of what a Social Worker should know, and do, by the end of their first year of employment.
4
Social Worker professional development and progression based on the Professional Capabilities Framework (PCF)
The intention of this guidance is to provide direction and a route to acquire evidence throughout the progression process of “the development of
practitioners’ ability to manage complexity, risk, ambiguity and increasingly autonomous decision making across a range of situations” (The College of Social
Work, progression between levels). As the stages are progressive and overlapping, practitioners do not need to provide detailed evidence for every
capability, only those that the process deems relevant to their level.
The evidence and assessment process for each level is a requirement to achieve the level, not for when the level has been achieved. This must be supported
by your line manager through appraisal procedures.
City of York Council has assigned the following headings to the PCF progression levels to locally contextualise the progression process and indicate the levels
of practice competence:
Newly Qualified Social Worker: Assessed and Supported Year in Employment/ ASYE level
At this stage Social Workers should have consistently demonstrated practice in a wider range of tasks and roles, and have become more effective in their
interventions, thus building their own confidence, and earning the confidence of others. They will have more experience and skills in relation to a particular
setting and user group, and have demonstrated ability to work effectively in more complex situations. They will seek support in supervision appropriately,
whilst starting to exercise initiative and evaluate their own practice.
Social Worker
At this stage Social Workers will progress to practice more effectively, exercising higher quality judgements, in situations of increasing complexity, risk,
uncertainty and challenge. Through growing understanding they expect and anticipate, but do not pre-judge, the issues that may develop. They have
greater confidence and independence (whilst accessing support when needed), and use their initiative to broaden their repertoire of responses; they have
expertise in one or more areas of practice, and are familiar with local resource networks.
Senior Practitioner
At this stage Social Workers are more autonomous in their role. They demonstrate expert and effective practice in complex situations, assessing and
managing higher levels of risk, striking a balance between support and control, liaising with a wide range of professionals, including more senior levels. They
manage complex caseloads, and offer expert opinion within the organisation and to others. They chair a range of meetings, offer expert support to case
conferences, and produce high quality assessments and reports for a range of functions. They model good practice, setting expectations for others. They
start to take responsibility for and become accountable for the practice of others, mentoring newly qualified social workers, and supervising the work of
junior staff. They undertake capacity-building with individuals, families, communities, user groups and voluntary organisations, and contribute their views
on service provision to commissioners.
5
Social Worker Professional Development and Progression Based On The Professional
Capabilities Framework (PCF)
The Professional Capabilities Framework (PCF) was developed by the Social Work Reform Board (SWRB). It serves as a backdrop to both initial social work
education, and continuing professional development after qualification. The PCF has been developed by social workers, and is owned by The College on
behalf of the profession. The framework below is the one currently published on the College of Social Work website (June 2012). Please ensure that the
latest version is used www.collegeofsocialwork.org
© The College of Social Work 2012
6
Professional Capabilities Framework - Level Capabilities:
Where capability statements are in grey italics this indicates that they should have been met at a previous level and do not need to be met again.
However, the expectation should be that social workers will maintain capability in that area of practice.
Professionalism - Identify and behave as a professional social worker, committed to professional development
Social Workers are members of an internationally recognised profession, a title protected in UK law. Social Workers demonstrate professional commitment
by taking responsibility for their conduct, practice and learning, with support through supervision. As representatives of the social work profession they
safeguard its reputation and are accountable to the professional regulator.
ASYE
Social Worker
Senior Practitioner / Experienced
Be able to meet the requirements of the professional
regulator
Be able to meet the requirements of the
professional regulator
Promote the profession in a growing range of
contexts
Be able to meet the requirements of the professional
regulator
Be able to explain the role of the social worker in a range
of contexts, and uphold the reputation of the profession
Take responsibility for obtaining regular, effective
supervision from a SW for effective practice,
reflection and career development
Model the social work role, set expectations for others
and contribute to the public face of the organisation
Make pro active use of supervision to reflect critically on
practice, explore different approaches to your work,
support your development across the nine capabilities
and understand the boundaries of professional
accountability
Maintain professionalism in the face of more
challenging circumstances
Expect supervision that covers practice, organisational
and management aspects of role, applying critical
reflection throughout
Demonstrate professionalism in terms of presentation,
demeanour, reliability, honesty and respectfulness
Manage workload independently, seeking support
and suggesting solutions for workload difficulties
Model and help others to demonstrate professionalism
Demonstrate workload management skills and develop
the ability to prioritise
Recognise and balance your own personal/professional
Maintain appropriate personal/professional
boundaries in more challenging circumstances.
Make skilled use of self as part of your interventions
Model and help others with effective workload
management skills
Model and help others to maintain
7
boundaries in response to changing and more complex
contexts
professional/personal boundaries and skilled use of self
Recognise your own professional limitations, and how to
seek advice
Maintain awareness of own professional limitations
and knowledge gaps. Establish a network of internal
and external colleagues from whom to seek advice
and expertise
Maintain awareness of own professional limitations and
knowledge gaps. Establish a network of internal and
external colleagues from whom to seek advice and
expertise
Identify your learning needs; assume responsibility for
improving your practice through appropriate professional
development
Identify and act on learning needs for CPD, including
through supervision
Contribute to a learning environment for self, team and,
colleagues Practice Educator Standards Stage 2
Domain D (see also capability 9)
Develop ways to promote wellbeing at work, identifying
strategies to protect and promote your own well being
and the well being of others
Routinely promote well-being at work
Recognise and seek ways to promote well-being for
team and colleagues
Identify and implement strategies for responding
appropriately to concerns about practice or procedures,
seeking guidance if required
Raise and address issues of poor practice, internally
through the organisation, and then independently if
required
Promote up to date expectations about practice norms,
identifying and helping resolve poor practice issues
8
Values and Ethics - Apply social work ethical principles and values to guide professional practice
Social Workers have an obligation to conduct themselves ethically and to engage in ethical decision-making, including through partnership with people
who use their services. Social Workers are knowledgeable about the value base of their profession, its ethical standards and relevant law.
ASYE
Social Worker
Senior Practitioner / Experienced
Understand and apply the profession’s ethical principles
and legislation, taking account of these in reaching
decisions
Demonstrate confident application of ethical
reasoning to professional practice, rights and
entitlements, questioning and challenging others
using a legal and human rights framework
Demonstrate confident and critical application of
professional ethical principles to decision-making and
practice, supporting others to do so using a legal and
human rights framework
Recognise, and manage the impact of your own values
on professional practice
Critically reflect on and manage the influence and
impact of own and others’ values on professional
practice
Model and support others to reflect on and manage the
influence and impact of own values on professional
practice
Recognise and manage conflicting values and ethical
dilemmas to arrive at principled decisions
Recognise and manage conflicting values and ethical
dilemmas, in practice, using supervision and team
discussion, questioning and challenging others,
including those from other professions
Provide guidance and support to analyse, reflect on and
work with ethical dilemmas
Demonstrate respectful partnership work with service
users and carers, eliciting and respecting their needs
and views, and promoting their participation in
decision-making wherever possible
Negotiate and establish boundaries to underpin
partnership work with service users, carers and their
networks, using transparency and honesty
Demonstrate confident application of an understanding
of the benefits and limitations of partnership work,
support others to do so, and promote service user and
carer participation in developing service delivery
Recognise and promote individuals’ rights to autonomy
and self-determination
Ensure practice is underpinned by policy, procedures
and code of conduct to promote individuals’ rights
to determine their own solutions, promoting
problem-solving skills, whilst recognising how and
when self-determination may be constrained (by the
law)
Promote and advance wherever possible individual’s
rights to autonomy and self-determination, providing
support, guidance and challenge to others
Promote and protect the privacy of individuals within
and outside their families and networks, recognising the
requirements of professional accountability and
information sharing
Work to protect privacy and promote trust, whilst
being able to justify, explain and take appropriate
action when the right to privacy is over-ridden by
professional or legal requirements
Demonstrate skills in the sensitive exploration of issues
of privacy and information-sharing in complex or risky
situations, offering support and guidance to colleagues
in managing such these dilemmas
9
Diversity - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice
Social Workers understand that diversity characterises and shapes human experience and is critical to the formation of identity. Diversity is multidimensional and includes race, disability, class, economic status, age, sexuality, gender and transgender, faith and belief. Social Workers appreciate that, as a
consequence of difference, a person’s life experience may include oppression, marginalisation and alienation as well as privilege, power and acclaim, and are
able to challenge appropriately.
ASYE
Social Worker
Senior Practitioner / Experienced
Identify and take account of the significance of diversity
and discrimination on the lives of people, and show
application of this understanding in your practice
Recognise the complexity of identity and diversity of
experience, and apply this to practice
Inform, guide and model good practice in the
application of understanding of identity and diversity to
practice; identifying and taking up issues when
principles of diversity are contravened in the
organisation
Recognise oppression and discrimination by individuals
or organisations and implement appropriate strategies
to challenge
Recognise discriminatory practices and develop a
range of approaches to appropriately challenge
service users, colleagues & senior staff
Model critically reflective practice and support others
to recognise and challenge discrimination, identifying
and referring breaches and limitations in the ability of
your own or other organisations’ ability to advance
equality and diversity and comply with the law
Identify the impact of the power invested in your role
on relationships and your intervention, and be able to
adapt your practice accordingly
Critically reflect on and manage the power of your
role in your relationship with others
Demonstrate and model the effective and positive use
of power and authority, whilst recognising and
providing guidance to others as to how it may be used
oppressively
10
Rights, Justice and Economic Wellbeing - Advance human rights and promote social justice and economic wellbeing
Social Workers recognise the fundamental principles of human rights and equality, and that these are protected in national and international law,
conventions and policies. They ensure these principles underpin their practice. Social Workers understand the importance of using and contributing to case
law and applying these rights in their own practice. They understand the effects of oppression, discrimination and poverty.
ASYE
Social Worker
Senior Practitioner / Experienced
Begin to integrate principles of and entitlements to
social justice, social inclusion and equality in your
analysis and practice, by identifying factors that
contribute to inequality and exclusion, and supporting
people to pursue options to enhance their well being
Routinely integrate the principles of and
entitlements to social justice, social inclusion and
equality, and with support, consider how and when
challenge may be needed
Provide guidance and challenge to others about
applying the principles of social justice, social inclusion
and equality to decision-making
Address oppression and discrimination applying the law
to protect and advance people’s rights, recognising how
legislation can constrain or advance these rights
Routinely apply the law to protect and advance
people’s rights and entitlements, identifying and
highlighting situations where interpretations of the
law are neither proportionate nor fair to promote
autonomy and self-determination
Demonstrate ability to interpret and use current
legislation and guidance to protect and/or advance
people’s rights and entitlements, balancing use of
different legislation to achieve the best outcomes;
support colleagues (both inside and outside the
organisation) to do so
Apply in practice principles of human, civil rights and
equalities legislation, and manage competing rights,
differing needs and perspectives
Apply the principles and entitlements of human and
civil rights to analyse, evaluate and challenge
interventions that are unlawful and / or
disproportionate
Be able to communicate legislative issues to other
professionals and agencies
Recognise the impact of poverty and social exclusion
and promote enhanced economic status through access
to education, work, housing, health services and welfare
benefit
Analyse differing needs, perspectives and competing
rights and apply to practice
Model best practice in applying human and civil rights,
providing support to others and challenge where
required
Empower service users and carers through recognising
their rights and enable access where appropriate to
independent advocacy
Enable and support people to consider and pursue a
range of options that may enhance economic status
(through access to education, work, housing, health
services and welfare benefits)
Support others to enable individuals to access
opportunities that may enhance their economic status
(e.g. education, work, housing, health services &
welfare benefits)
Where appropriate, set up and/ or enable access to
effective independent advocacy
Promote access to independent advocacy, ensuring
best practice and critical review, and contribute to the
evaluation of independent advocacy
11
Knowledge - Apply knowledge of social sciences, law and social work practice theory
Social Workers understand psychological, social, cultural, spiritual and physical influences on people; human development throughout the life span and the
legal framework for practice. They apply this knowledge in their work with individuals, families and communities.
They know and use theories and methods of social work practice.
ASYE
Social Worker
Senior Practitioner / Experienced
Consolidate, develop and demonstrate comprehensive
understanding and application of the knowledge gained
in your initial training, and knowledge related to your
specialist area of practice, including critical awareness
of current issues and new evidence-based practice
research
Demonstrate a comprehensive understanding and
use of knowledge related to your area of practice,
including critical awareness of current issues and
new evidence based practice research
Develop knowledge in one or more specialist areas of
your practice. Expand your knowledge to inform the
connections between this and other settings or areas of
practice
Demonstrate knowledge and application of appropriate
legal and policy frameworks and guidance that inform
and mandate social work practice. Apply legal
reasoning, using professional legal expertise and advice
appropriately, recognising where scope for professional
judgement exists
Demonstrate knowledge and application of
appropriate legal and policy frameworks and
guidance that inform and mandate social work
practice. Apply legal reasoning, using professional
legal expertise and advice appropriately, recognising
where scope for professional judgement exists
Demonstrate knowledge and application of appropriate
legal and policy frameworks and guidance that inform
and mandate social work practice.
Demonstrate and apply to practice a working
knowledge of human growth and development
throughout the life course
Demonstrate and apply to practice a working
knowledge of human growth and development
throughout the life course
Apply legal reasoning, using professional legal expertise
and advice appropriately, recognising where scope for
professional judgement exists
Recognise the short and long term impact of
psychological, socio-economic, environmental and
physiological factors on people’s lives, taking into
account age and development, and how this informs
practice
Recognise the short and long term impact of
psychological, socio-economic, environmental and
physiological factors on people’s lives, taking into
account age and development, and how this informs
practice
Demonstrate and apply to practice a working
knowledge of human growth and development
throughout the life course
Recognise how systemic approaches can be used to
understand the person-in-the-environment and inform
your practice
Recognise how systemic approaches can be used to
understand the person-in-the-environment and
inform your practice
Recognise the short and long term impact of
psychological, socio-economic, environmental and
physiological factors on people’s lives, taking into
account age and development, and how this informs
practice
12
Acknowledge the centrality of relationships for people
and the key concepts of attachment, separation, loss,
change and resilience
Acknowledge the centrality of relationships for
people and the key concepts of attachment,
separation, loss, change and resilience
Recognise how systemic approaches can be used to
understand the person-in-the-environment and inform
your practice
Understand forms of harm and their impact on people,
and the implications for practice, drawing on concepts
of strength, resilience, vulnerability, risk and resistance,
and apply to practice
Understand forms of harm and their impact on
people, and the implications for practice, drawing on
concepts of strength, resilience, vulnerability, risk
and resistance, and apply to practice
Acknowledge the centrality of relationships for people
and the key concepts of attachment, separation, loss,
change and resilience
Demonstrate a critical knowledge of the range of
theories and models for social work intervention with
individuals, families, groups and communities, and the
methods derived from them
Demonstrate a critical knowledge of the range of
theories and models for social work intervention with
individuals, families, groups and communities, and
the methods derived from them
Understand forms of harm and their impact on people,
and the implications for practice, drawing on concepts
of strength, resilience, vulnerability, risk and resistance,
and apply to practice
Demonstrate a critical understanding of social welfare
policy, its evolution, implementation and impact on
people, social work, other professions, and inter-agency
working
Demonstrate a critical understanding of social
welfare policy, its evolution, implementation and
impact on people, social work, other professions, and
inter-agency working
Demonstrate a critical knowledge of the range of
theories and models for social work intervention with
individuals, families, groups and communities, and the
methods derived from them
Recognise the contribution, and begin to make use, of
research to inform practice
Recognise the contribution, and begin to make use,
of research to inform practice
Demonstrate a critical understanding of social welfare
policy, its evolution, implementation and impact on
people, social work, other professions, and inter-agency
working
Demonstrate a critical understanding of research
methods
Demonstrate a critical understanding of research
methods
Recognise the contribution, and begin to make use, of
research to inform practice
Value and take account of the expertise of service users,
carers and professionals
Value and take account of the expertise of service
users, carers and professionals
Demonstrate a critical understanding of research
methods
Value and take account of the expertise of service users,
carers and professionals
13
Critical Reflection and Analysis
- Apply critical reflection and analysis to inform and provide a rationale for professional decision-making
Social Workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment. They identify, distinguish, evaluate and
integrate multiple sources of knowledge and evidence. These include practice evidence, their own practice experience, service user and carer experience
together with research-based, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and curiosity.
ASYE
Social Worker
Senior Practitioner / Experienced
Show creativity in tackling and solving problems, by
considering a range of options to solve dilemmas
Routinely and efficiently apply critical reflection and
analysis to increasingly complex cases
Model critical reflection and evidence-based decisionmaking, and support others in developing these
Use reflective practice techniques to evaluate and
critically analyse information, gained from a variety of
sources, to construct and test hypotheses and make
explicit evidence-informed decisions
Draw on a wide range of evidence sources to inform
decision making
Provide professional opinion, giving the rationale and
knowledge-base
Ensure hypotheses and options are reviewed to
inform judgement and decision making
Start to provide professional opinion
14
Intervention and Skills - Use judgement and authority to intervene with individuals, families and communities to promote independence, provide
support and prevent harm, neglect and abuse
Social Workers engage with individuals, families, groups and communities, working alongside people to assess and intervene. They enable effective
relationships and are effective communicators, using appropriate skills. Using their professional judgement, they employ a range of interventions:
promoting independence, providing support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They
understand and take account of differentials in power, and are able to use authority appropriately. They evaluate their own practice and the outcomes for
those they work with.
ASYE
Social Worker
Senior Practitioner / Experienced
Use a range of methods to engage and communicate
effectively with service users, eliciting the needs, wishes
and feelings of all those involved, taking account of
situations where these are not explicitly expressed
Communicate with compassion and authority in
challenging situations and with resistant individuals
Communicate skilfully and confidently in complex or
high risk situations. Model and help others to develop
communication skills
Sustain and model engagement with people in
fluctuating circumstances and capacities, including
where there is hostility and risk
Demonstrate clear communication of evidence-based
professional reasoning, judgements and decisions, to
professional and non-professional audiences
Routinely explain professional reasoning,
judgements and decisions
Be able to gather information quickly and effectively so
as to inform judgement for interventions including in
crises, and in response to challenge, or in the absence
of complete information
Build and use effective relationships with a wide range
of people, networks, communities and professionals to
improve outcomes, showing an ability to manage
resistance
Engage effectively with people in complex situations,
both short-term and building relationships over time
Use assessment procedures discerningly so as to inform
judgement
Use appropriate assessment frameworks, applying
information gathering skills to make and contribute to
assessments, whilst continuing to build relationships
and offer support
Gather information so as to inform judgement for
interventions in more complex situations and in
response to challenge
Maintain and expand a range of frameworks for
assessment and intervention
Select, use and review appropriate and timely social
work interventions, informed by evidence of their
effectiveness, that are best suited to the service user(s),
Use assessment procedures discerningly so as to
inform judgement
Demonstrate skilled use of a range of frameworks for
assessment and intervention
15
family, carer, setting and self
Use a planned and structured approach, informed by
social work methods, models and tools, to promote
positive change and independence and to prevent harm
Develop a range of interventions; use them
effectively and evaluate them in practice
Actively support and initiate community groups and
networks, including professional ones
Recognise how the development of community
resources, groups and networks enhance outcomes for
individuals
Expand intervention methods and demonstrate
expertise in one or more specific methods relevant
to your setting
Contribute to the development of the organisation’s
information strategy and systems
Record information in a timely, respectful and accurate
manner. Write records and reports, for a variety of
purposes with language suited to function, using
information management systems. Distinguish fact
from opinion, and record conflicting views and
perspectives
Make timely decisions when positive change is not
happening
Model and help others with appropriate information
sharing
Share information consistently in ways that meet legal,
ethical and agency requirements
Actively support and initiate community groups and
networks, including professional ones
Model and help others to manage changing
circumstances
Recognise complexity, multiple factors, changing
circumstances and uncertainty in people’s lives, be able
to prioritise your intervention
Clearly report and record analysis and judgements
Recognise and appropriately manage the authority
inherent in your position
Use authority appropriately in your role
Demonstrate and promote appropriate information
sharing
Anticipate, assess and manage risk, including in more
complex cases, and support others to develop risk
management skills
Demonstrate understanding of and respond to risk
factors in your practice. Contribute to the assessment
and management of risk, including strategies for
reducing risk, distinguishing levels of risk for different
situations
Use contingency planning to anticipate complexity
and changing circumstances
Undertake assessment and planning for safeguarding in
more complex cases, and help others with safeguarding
skills
Demonstrate application of principles and practice for
safeguarding adults and children including
consideration of potential abuse. Apply strategies that
aim to reduce and prevent harm and abuse
Recognise and appropriately manage the authority
inherent in your position
16
Demonstrate confident and effective judgement
about risk and accountability in your decisions
Regularly undertake assessment and planning for
safeguarding
17
Contexts and organisations - Engage with, inform, and adapt to changing contexts that shape practice. Operate effectively within own
organisational frameworks and contribute to the development of services and organisations. Operate effectively within multi-agency and interprofessional settings
Social workers are informed about and pro-actively responsive to the challenges and opportunities that come with changing social contexts and constructs.
They fulfil this responsibility in accordance with their professional values and ethics, both as individual professionals and as members of the organisation in
which they work. They collaborate, inform and are informed by their work with others, inter-professionally and with communities.
ASYE
Social Worker
Senior Practitioner / Experienced
Taking account of legal, operational and policy contexts,
proactively engage with your own organisation and
contribute to its evaluation and development
Keep abreast of changing contexts at local and
national level, and take account of these in practice
Contribute positively to the dialogue about
opportunities and constraints for social work practice
arising from changing local and national contexts and
model proactive responses
Proactively engage with colleagues, and a range of
organisations to identify, assess, plan and support to
the needs of service users and communities
Demonstrate the ability to work within your own
organisation, and identify and begin to work with
the relationship between the organisation, practice
and wider changing contexts
Model and demonstrate the ability to work within your
own organisation, and regularly work with relationship
between the organisation, practice and wider changing
contexts
Understand legal obligations, structures and behaviours
within organisations and how these impact on policy,
procedure and practice
Work to and explain the relevant legal structures in
the organisation, including basic case law; know
when and how to access support and appropriate
legal advice and consultation
Explore, and identify how organisational practice can
support good social work practice
Demonstrate sound working knowledge of all relevant
legal requirements, and their implications for practice;
support and advise others to interpret and use the law
Keep abreast of changing roles in the organisation;
recognise, value and engage with other specialist
perspectives
Be confident about your role in the team, working
positively with others; draw on and contribute to
team working and collaborative support wherever
Identify the need for the development of specialist roles
and their contribution to team learning
Be able to work within an organisation’s remit and
contribute to its evaluation and development
Understand and respect the role of others within the
organisation and work effectively with them
Work effectively as a member of a team, demonstrating
the ability to develop and maintain appropriate
professional and inter-professional
18
Engage positively with and contribute to organisational
development
Model and encourage positive working relationships in
the team, promoting strategies for collaboration and a
supportive team culture. Maintain and develop liaison
possible
Take an active role in inter-professional and interagency work, building own network and
collaborative working
across agencies at a more senior level
Professional Leadership - Take responsibility for the professional learning and development of others through supervision, mentoring,
assessing, research, teaching, leadership and management
The social work profession evolves through the contribution of its members in activities such as practice research, supervision, assessment of
practice, teaching and management. An individual’s contribution will gain influence when undertaken as part of a learning, practice-focused
organisation. Learning may be facilitated with a wide range of people including social work colleagues, service users and carers, volunteers, foster
carers and other professionals.
ASYE
Social Worker
Senior Practitioner / Experienced
Show the capacity for leading practice through the
manner in which you conduct your professional
role, your contribution to supervision and to team
meetings
Take steps to enable the learning and development
of others
Contribute to and promote the development of
practice, taking the initiative to test new
approaches
Contribute to organisational developments
Contribute to the learning of others (Practice
Educator Standards Stage 1: Domain A,B,C)
Play leading role in practice development in the team
and help sustain a learning culture.
Provide supervision to colleagues as organisation
determines. Support others to manage and prioritise
work
Assess and manage the work of social work students
and ASYE
Practice Educator Standards Stage 2: Domain B & C
(see also capability 1)
19
City of York Council Process: How the system works
Recruited as a NQSW
The Workforce Development Unit will be notified by HR of your new appointment and will
contact you and your manager with instructions on how to start ASYE.
The process will include –
 A preliminary meeting with the NQSW, WDU and Line Manager/Assessor to run through the ASYE
process.
 Completion of application to register for the Post-Qualifying Module in Social Work Stage 1
Learning and development opportunities will be made available as highlighted through individual
training plans. This will include:
 Post-Qualifying Consolidation Module in Social Work Stage 1
 City of York Council learning and development opportunities identified for ASYE.
20
How the system works – ASYE progression moderation
Manager’s
Report
Learning
Agreement
Appraisal
Observations
University
Module
Regional Moderation Meeting
Involved regional Workforce Development partners will attend a
moderation panel at the University to evaluate the quality of Line
Manager’s Reports and candidate submission.
21
ASYE
Progression of Newly Qualified
Social Workers (NQSWs) through
Assessed and Supported Year in
Employment (ASYE)
Assessment Process
22
Progression of NQSW’s through Assessed and Supported Year in Employment (ASYE)
PAYSCALE: Progressing from Grade 8 to 9
ENGAGED - By the end of the ASYE Social Workers should have consistently demonstrated practice in a
wider range of tasks and roles, and have become more effective in their interventions, thus building their
own confidence, and earning the confidence of others. They will have more experience and skills in
relation to a particular setting and user group, and have demonstrated ability to work effectively on more
complex situations. They will seek support in supervision appropriately, whilst starting to exercise initiative
and evaluate their own practice.
ASSESSMENT PROCESS
Completion of the ASYE Consolidation Module in Social Work stage 1 (15 MA credits which stands alone
and cannot be used to accrue a Masters but are an essential pre-requisite as a route of entry to
Consolidation Module in Social Work stage 2 and to the other Adult Welfare and Safeguarding modules
with masters credits attached).
This course is aimed at newly qualified Social Workers and is designed to support and assess you in your
probationary first year in employment.
It offers you the opportunity to:



Develop skills, competences and confidence within your first year of practice.
Develop an understanding of professional social work practice within your working environment.
Demonstrate capability within the context of the Professional Capability Framework endorsed by the
Department of Health and associated bodies.
The course will also support you in the preparation of your practice portfolio and will provide evidence of
continuing professional development (CPD). This is a requirement for continuing registration with the
Health and Care Professions Council (HCPC).
You will be supported by an academic tutor and you will require a practice educator from within your
agency.
The Module includes the following:
 4 taught sessions at the University of Huddersfield
1) Emotional Intelligence and Resilience
2) Building and Maintaining Effective Relationships
3) Theory, Assessment and Risk
4) Conflict Resolution working with disguised compliance/resistance/managing stress

1)
2)
3)
4)
Attendance at 4 support sessions
Professional boundaries, effective supervision and good outcomes for service users
More scrutiny of the home visit
Tools to aid communication
Looking at the role of NLP in social work

Completion of 2 pieces of academic work
 1 critically reflective overview of ASYE or 2 critical incidents
 Recent assessment and a reflective commentary
23
This module is a 1 year part time course that is run twice a year. To apply for this module you must book
through the Workforce Development Unit who will issue an application form for registration with the
University.
For further information on the module, please refer to the Huddersfield University website http://www.hud.ac.uk/hsc/cpd/cpdcourses/hms1062/
Submission of a Learning and Development Plan and 3 monthly reviews
 Reviews will discuss progress of learning and development linked to the PCF - this discussion will take
place between the candidate and their manager.
 The learning and development plan will be made up of 2 elements – bespoke training / individual
learning opportunities plan and mandatory training courses / learning opportunities required at this
level
 The LDP Template can be found at the end of this guidance
3 x direct observations
 2 must be with service users and linked to the intervention and skills element of the PCF. The observer
could be either the candidate’s line manager, or the team manager could determine an alternative
observer e.g. Senior Practitioner, or mentor from another team if appropriate (e.g. in Mental Health
Services)
 Template can be found at the end of this guidance
Line Manager’s Report
 A template will be provided for Managers to complete. Managers will put together a thorough report
that focuses on the candidate’s ability to meet each domain, whilst referring to the PCFs at that
specific level
 Template can be found at the end of this guidance
Appraisal
 Have successfully met both the appraisal competences and your identified appraisal targets
Moderation Meeting
 Involved regional Workforce Development partners will attend a moderation panel at the University to
evaluate the quality of Line Managers’ Reports and candidate submission.
24
Learning Agreement: Information and Notes
Section nos.2–7 in these notes relate to the same number sections on the learning agreement template
downloadable from http://www.skillsforcare.org.uk/nmsruntime/saveasdialog.aspx?lID=12876&sID=3494
1. ASYE Learning Agreement – Introduction
The Assessed and Supported Year in Employment (ASYE) is for all newly qualified and registered Social Workers
(NQSWs) in their first year of professional practice. The support and assessment should be provided and undertaken
by and through the employer.
The ASYE is available to be used in any employment setting where a newly qualified Social Worker, registered with
the Health and Care Professions Council (HCPC), is employed. The learning agreement helps to establish and agree
how the support and assessment will be undertaken between the employer and the NQSW. It also helps to clarify
the roles and responsibilities of those involved.
Employers may wish to use the downloadable template and this set of information and notes which accompany it.
They are offered to help employers and newly qualified social workers consider, set out and agree the support which
will be provided to the NQSW how the assessment process will be conducted.
Employers who already have their own procedures for new staff may continue to use or adapt them as appropriate
to fit their running of the ASYE. It is recommended that the learning agreement should be completed, owned and
signed by: the NQSW the person who will be supervising and assessing them the line manager (if this is a different
person from the supervisor/assessor).
It is further recommended that the learning agreement should be: completed as soon as possible after a NQSW
begins employment as a registered, qualified Social Worker countersigned by a senior manager at the final stage to
confirm the assessment decision reviewed regularly throughout the period of time it covers, and updated and
confirmed as necessary (at least at the three and six month review points).
2. Supervision
a) All supervision sessions should include the opportunity for reflection and critical analysis of practice alongside
caseload and workload management, line management and organisational accountability and personal development
in the context of the Standards for Employers and Supervision Framework. The supervision process will feed into the
recommended three and six month reviews which should also provide opportunities for a more formal reflections
and analyses of practice.
b) NQSWs should be supervised by a registered, qualified social worker. Supervision is traditionally provided in a
one-to-one session. However many employers use a range of methods including, for example, group work and
action learning sets, to ensure that supervision meets all the expectations of the Standards for Employers and
Supervision Framework. In the learning agreement the methods (individual/group) and frequency of supervision can
be clarified, including the responsibilities of the line manager, professional supervisor (where different) and any
mentoring or group work used by the employer. It would also be helpful to set out how each is expected to link to
the other(s).
3. Workload management
Normally, over the course of the year, an NQSW should have a workload equivalent to 90% of what is expected of a
confident Social Worker in the same role in their second or third year of employment, weighted over the course of
the year by things such as case complexity, risk and growing proficiency.
25
4. Professional development plan (PDP)
a) Employers will usually use the personal or professional development plan (PDP) which is within their existing
appraisal policy. If this is not the case it is recommended that a format for a professional development plan is
agreed. It is also recommended that the transcript or personal development plan developed at the end of the
NQSW’s qualifying programme is referred to.
b) Time off for personal development, will normally equate to 10% of work time over the course of the ASYE year.
5. Assessment – collection of evidence
An employer may decide to use a particular method or approach for the collection and format of evidence required
for ASYE. The learning agreement can be used to clarify this alongside setting out the type of evidence and the date
by which it is required.
It is recommended that employers and NQSWs should refer to the www.skillsforcare.org.uk/asye sections on
assessment and on informing judgements and processes for ASYE when considering the nature of the evidence
required and how to collect it.
6. Assessment – review
Formal reviews will take place after three, six and nine months, and also provide opportunities for a more formal
reflections and analyses of practice. It is recommended that clear arrangements are in place to align ASYE reviews
with the employer’s induction and probation arrangements. It might be helpful to consider the following in
completing this section:

how reviews will be used as evidence to determine both the ASYE outcome and the employer’s probationary
period decisions

how ASYE evidence will be communicated to the manager for the purposes of probation where the
supervisor/assessor is a different person

where staff can find existing HR policies on induction, probation and performance management.
The learning agreement provides space for key points and actions from the formal reviews to be recorded in each of
the relevant sections before being dated and re-signed on the summary page. It is recommended that the learning
agreement refers to any other outcomes of review discussions (e.g. an action plan).
7. Assessment – assessment process
This section helps the employer confirm how they intend to quality assure the assessment decisions made, and how
they will deal with any disagreements about those decisions. It is helpful if the NQSW is clear about this from the
outset.
This information is published jointly by Skills for Care, the Local Government Association and the Department for Education, © 2012.
See www.skillsforcare.org.uk/asye
It can be copied for the purposes of administering the ASYE, but must not be published for sale.
26
Proformas
For the Directorate for Adults, Children and Education:

Learning Agreement

Managers’ Report

Direct Observations

Moderation Panel / Quality Assurance - Holistic assessment against the PCF Assessment Report

Candidate Process Evaluation Proforma
27
Assessed and Supported Year in Employment (ASYE)
Learning Agreement
This form is intended for electronic completion. Answer spaces will expand to accommodate text. It is
recommended that you save copies each time the form is updated, observing also your organisation’s data
policy.
Newly qualified social worker
HCPC registration no:
Date of qualification
Employer
Name of line manager
Name of supervisor/assessor
(if different from line
manager)
Date ASYE commenced
Date set for 3 month review
Date set for 6 month review
Date for final submission of
evidence
An introduction to this agreement, including information about eligibility and roles and responsibilities, is
downloadable from www.skillsforcare.org.uk/asye (see section ASYE 3: Support and assessment).
1. Supervision
See note 2a. Further information can be found in the Standards for Employers and Supervision Framework
accessible at www.local.gov.uk/social-worker-standards
Supervision will be provided
by: (See note 2b)
Supervision sessions will be scheduled as follows:
First six weeks of employment:
Week 7 – six month review:
Following six month review:
Supervision will include: (See
note 2b)
Changes to the agreement:
Changes and actions agreed at
the three month review
28
Changes and actions agreed at
the six month review
2. Workload management (See note 3)
How will workload be agreed
and allocated?
Specify any workload
management tool used by the
employer and how it will be
used for ASYE. (Search on
‘workload management’ at
www.local.gov.uk for example
tools.)
Changes to the agreement:
Changes and actions agreed at
the three month review
Changes and actions agreed at
the six month review
3(a) Professional development plan (PDP) (See note 4a)
Details
Date
PDP completed
PDP reviewed (3
months)
PDP reviewed (6
months)
PDP reviewed (end of
ASYE)
3(b) Protected development time (See note 4b)
Set out here the specific
arrangements in place for
undertaking development
work, including time allowed
by employer and when it can
be taken
Changes and actions agreed at
the three month review
Changes and actions agreed at
the six month review
29
4. Assessment
Collection of evidence (See note 5)
Record the types of evidence
that will be expected, and the
dates when it should be
provided, to inform the
assessment
Changes and actions agreed at
the three month review
Changes and actions agreed at
the six month review
Review (See note 6)
Record how ASYE reviews will
be linked to employer’s
probation and appraisal
processes
Assessment process (See note 7)
Record the arrangements the
employer uses (e.g. in
partnerships, etc.) to quality
assure assessments.
Clarify how the employer and
NQSW will deal with any
disagreements over decisions
Agreement summary
Date of completion of
agreement
We confirm the arrangements set out in this agreement:
NQSW
Supervisor/assessor
Line manager (where different
from supervisor/assessor)
Senior manager (where
required by employer
organisation)
30
Date of 3 month review
We confirm the changes and actions agreed at this review as set out in this agreement:
NQSW
Supervisor/assessor
Line manager (where
different from
supervisor/assessor)
Senior manager (where
required by employer
organisation)
Date of 6 month review
We confirm the changes and actions agreed at this review as set out in this agreement:
NQSW
Supervisor/assessor
Line manager (where
different from
supervisor/assessor)
Senior manager (where
required by employer
organisation)
Date ASYE completed
We confirm that [insert name of NQSW]
has/has not [delete as required] successfully completed the Assessed and Supported Year in Employment
Supervisor/assessor
Line manager (where
different from
supervisor/assessor)
Senior manager (where
required by employer
organisation)
I confirm that my employer has notified me of the outcome of my ASYE
NQSW
31
SOCIAL WORK PROGRESSION
MANAGERS REPORT
Social Worker:
Line Manager:
Level for progression:
ASSESSMENT OF THE SOCIAL WORKER
Please comment holistically on the social worker’s development, referring to the all relevant elements of
each capability, citing the range of evidence used which must include the worker’s ability to be child/person
focussed.
For example:
Observation of practice
Comments on written work
Supervision discussion
Professionalism - Identify and behave as a professional social worker,
committed to professional development
Social Workers are members of an internationally recognised profession, a title protected in UK law. Social
Workers demonstrate professional commitment by taking responsibility for their conduct, practice and
learning, with support through supervision. As representatives of the social work profession they safeguard its
reputation and are accountable to the professional regulator.
Comments:
32
Values and Ethics - Apply social work ethical principles and values to guide professional practice
Social Workers have an obligation to conduct themselves ethically and to engage in ethical decision-making,
including through partnership with people who use their services. Social Workers are knowledgeable about the
value base of their profession, its ethical standards and relevant law.
Comments
Diversity - Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice
Social Workers understand that diversity characterises and shapes human experience and is critical to the
formation of identity. Diversity is multi-dimensional and includes race, disability, class, economic status, age,
sexuality, gender and transgender, faith and belief. Social Workers appreciate that, as a consequence of
difference, a person’s life experience may include oppression, marginalisation and alienation as well as
privilege, power and acclaim, and are able to challenge appropriately.
Comments:
33
Rights, Justice and Economic Wellbeing - Advance human rights and promote social justice and economic
wellbeing
Social Workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles underpin
their practice. Social Workers understand the importance of using and contributing to case law and applying
these rights in their own practice. They understand the effects of oppression, discrimination and poverty.
Comments
Knowledge - Apply knowledge of social sciences, law and social work practice theory
Social Workers understand psychological, social, cultural, spiritual and physical influences on people; human
development throughout the life span and the legal framework for practice. They apply this knowledge in their
work with individuals, families and communities.
They know and use theories and methods of social work practice.
Comments:
34
Critical Reflection and Analysis
- Apply critical reflection and analysis to inform and provide a rationale for professional decision-making
Social Workers are knowledgeable about and apply the principles of critical thinking and reasoned discernment.
They identify, distinguish, evaluate and integrate multiple sources of knowledge and evidence. These include
practice evidence, their own practice experience, service user and carer experience together with researchbased, organisational, policy and legal knowledge. They use critical thinking augmented by creativity and
curiosity.
Comments:
Intervention and Skills - Use judgement and authority to intervene with individuals, families and
communities to promote independence, provide support and prevent harm, neglect and abuse
Social Workers engage with individuals, families, groups and communities, working alongside people to assess
and intervene. They enable effective relationships and are effective communicators, using appropriate skills.
Using their professional judgement, they employ a range of interventions: promoting independence, providing
support and protection, taking preventative action and ensuring safety whilst balancing rights and risks. They
understand and take account of differentials in power, and are able to use authority appropriately. They
evaluate their own practice and the outcomes for those they work with.
Comments:
35
Contexts and organisations - Engage with, inform, and adapt to changing contexts that shape practice.
Operate effectively within own organisational frameworks and contribute to the development of
services and organisations. Operate effectively within multi-agency and inter-professional settings
Social Workers are informed about and pro-actively responsive to the challenges and opportunities that come
with changing social contexts and constructs. They fulfil this responsibility in accordance with their professional
values and ethics, both as individual professionals and as members of the organisation in which they work. They
collaborate, inform and are informed by their work with others, inter-professionally and with communities.
Comments:
Professional Leadership - Take responsibility for the professional learning and development of others
through supervision, mentoring, assessing, research, teaching, leadership and management
The Social Work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution will gain
influence when undertaken as part of a learning, practice-focused organisation. Learning may be facilitated
with a wide range of people including social work colleagues, service users and carers, volunteers, foster carers
and other professionals.
Comments:
36
Overall comments, including areas of strength and recommendations for development
Manager’s Name:
Signature:
Date:
37
[insert NQSW name here] ASYE Direct observation templates
Assessed and supported year in employment
Direct observation templates (Guidance notes on last page)
This form is intended for electronic completion.
The answer spaces will expand to accommodate text.
Template A see guidance notes 1 and 3
NQSW
Name & role of observer
Date & setting of observation
Section 1 – NQSW to complete
Complete boxes1 and 2 before the observation
1. Brief background to observed contact between yourself and the service user
2. Planning for intervention see guidance note 4
Complete boxes 3 and 4 after the observation
3. Brief description of the intervention see guidance note 5
4. Reflections on the observed practice
see guidance note 6
Complete boxes 5 and 6 after reading the observer’s report
5. Critical reflection and professional development see guidance note 7
6. Comments and reflections on the feedback given by the observer
NQSW’s signature:
Date:
38Social Work and Skills for Care, © 2012. It can be copied for the purposes of
This form is provided by The College of
administering the ASYE, but must not be published for sale. Further blank copies downloadable at
www.skillsforcare.org.uk/asye (assessment & support section).
[insert NQSW name here] ASYE Direct observation templates
Direct observation template A, section 2
Observer to complete after the direct observation
Please provide information to support your assessment of the direct observation; reference can be made to the
nine domains where relevant. You are not required to make a comment against each domain but can identify
strengths and areas for development/concern (including reference to individual capability statements where
there are areas of concern).
Holistic assessment of the candidate’s capability demonstrated in the direct observation of practice
(up to 300 words)
Domain 1 Professionalism
Social Workers are members of an internationally recognised profession, a title protected in UK law.
Social Workers demonstrate professional commitment by taking responsibility for their conduct,
practice and learning, with support through supervision. As representatives of the social work
profession they safeguard its reputation and are accountable to the professional regulator.
Domain 2 Values and ethics: apply social work ethical principles and values to guide professional
practice
Social Workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social Workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Domain 3
Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive
principles in practice
Social Workers understand that diversity characterises and shapes human experience and is critical to
the formation of identity. Diversity is multidimensional and includes race, disability, class, economic
status, age, sexuality, gender and transgender, faith and belief. Social Workers appreciate that, as a
consequence of difference, a person’s life experience may include oppression, marginalisation and
alienation as well as privilege, power and acclaim, and are able to challenge appropriately.
Domain 4
Rights, justice and economic wellbeing: advance human rights and promote social
justice and economic well-being
Social Workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles
underpin their practice. Social Workers understand the importance of using and contributing to case
law and applying these rights in their own practice. They understand the effects of oppression,
discrimination and poverty.
39
[insert NQSW name here] ASYE Direct observation templates
Domain 5
Knowledge: apply knowledge of social sciences, law and social work practice theory
Social Workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories and
methods of social work practice.
Domain 6
Critical reflection and analysis: apply critical reflection and analysis to inform and
provide a rationale for professional decision-making
Social Workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use critical
thinking augmented by creativity and curiosity.
Domain 7
Intervention and skills: use judgement and authority to intervene with individuals,
families and communities to promote independence, provide support and prevent harm, neglect and
abuse
Social Workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to
use authority appropriately. They evaluate their own practice and the outcomes for those they work
with.
Domain 8
Contexts and organisations: engage with, inform, and adapt to changing contexts that
shape practice. Operate effectively within own organisational frameworks and contribute to the
development of services and organisations. Operate effectively within multi-agency and interprofessional partnerships and settings.
Social Workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with
their professional values and ethics, both as individual professionals and as members of the
organisation in which they work. They collaborate, inform and are informed by their work with others,
inter-professionally and with communities.
40
This form is provided by The College of Social Work and Skills for Care, © 2012. It can be copied for the purposes of
administering the ASYE, but must not be published for sale. Further blank copies downloadable at
www.skillsforcare.org.uk/asye (assessment & support section).
[insert NQSW name here] ASYE Direct observation templates
Domain 9
Professional leadership: take responsibility for the professional learning and
development of others through supervision, mentoring, assessing, research, teaching, leadership and
management
The social work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution
will gain influence when undertaken as part of a learning, practice-focused organisation. Learning may
be facilitated with a wide range of people including social work colleagues, service users and carers,
volunteers, foster carers and other professionals.
Action plan following the direct observation (if applicable)
Have areas of development/learning needs been identified? What action needs to be taken to address these? Are they any
other outstanding issues?
Service user feedback (if applicable)
Observer’s signature:
Date:
41
This form is provided by The College of Social Work and Skills for Care, © 2012. It can be copied for the purposes of
administering the ASYE, but must not be published for sale. Further blank copies downloadable at
www.skillsforcare.org.uk/asye (assessment & support section).
Holistic assessment against the PCF ASYE Assessment Report Template
This document is completed by the Moderation Panel
Part 1: You may wish to use this section for TCSW for quality assurance purposes
This form is intended for electronic completion. The answer spaces will expand to accommodate text.
Box 1: Identities
NQSW
Professional moderation
panel / supervisor/
assessor
Date
Line manager
(if different role to above)
Agency /employer
Date ASYE commenced
Overall mark – PASS/FAIL
Box 2: Progressive assessment (see guidance note 1a)
Date
Strengths and areas for
development
Action plans
Learning
agreement
1st review
2nd review
Final
assessment
Pass/Fail
Box 3: Minimum basis for robust judgements ( see guidance note 1a
Does the evidence contain:
Confirmation & examples (cross reference to box 4)
Evidence of identifying and meeting
learning need via:
 learning agreement
 professional supervision
 reviews
Observations of a range of examples of
practice
In different settings
By different observers
Over the period of the programme
42
Final assessment recommendation
made by experienced registered social
worker
Box 4: Summary of evidence (see guidance note 1b )
Evidence for final assessment (This is
Please give a summary of the pieces of evidence that were
not a prescriptive list of evidence requirements used to contribute to the final assessment. Give details
and you may wish to add other examples)
(dates, type, etc.)
Manager report (where the assessor is not
the line manager – see attached template )
Learning agreement
Interim review 1
Interim review 2
Supervision records – dates
Direct observations – dates
Work products (list)
Extended piece of critical reflection
(date/s)
University Module undertaken and
University Assessment mark achieved:
Other
Box 5: Signatures
Assessor
Line manager
(if different role to
above)
NQSW
(to confirm you
have received this
report)
Holistic assessment report, part 2
ASYE level descriptor: “By the end of the ASYE Social Workers should have consistently demonstrated
practice in a wider range of tasks and roles, and have become more effective in their interventions,
thus building their own confidence, and earning the confidence of others. They will have more
experience and skills in relation to a particular setting and user group, and have demonstrated ability to
work effectively on more complex situations. They will seek support in supervision appropriately, whilst
starting to exercise initiative and evaluate their own practice.”
43
Feedback on overall capability
Building on interim reviews including the progressive assessment of the NQSW’s capability please provide
an overall judgment of professional capability at ASYE level, taking into account capability across all nine
domains of the PCF, with reference to the level descriptor for ASYE and to the requirements for
progression between levels. Link your comments to examples of the evidence presented over the course
of the year. (Guideline approx. 500 words; box will expand to accommodate text.)
Part 2 cont/d: Holistic assessment of each domain
Please provide information to support your overall assessment against the nine domains identifying strengths
and areas for development/concern. Looking at the individual capability statements may help you with making
and articulating your decision. (Please delete ‘Pass’ or ‘Fail’ as required.)
Domain 1 Professionalism: identify and behave as a professional social worker, committed to
professional development
Social Workers are members of an internationally recognised profession, a title protected in UK law. Social
workers demonstrate professional commitment by taking responsibility for their conduct, practice and
learning, with support through supervision. As representatives of the social work profession they safeguard
its reputation and are accountable to the professional regulator.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 2
Values and ethics: apply social work ethical principles and values to guide
professional practice
Social Workers have an obligation to conduct themselves ethically and to engage in ethical decisionmaking, including through partnership with people who use their services. Social workers are
knowledgeable about the value base of their profession, its ethical standards and relevant law.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 3
Diversity: recognise diversity and apply anti-discriminatory and anti-oppressive
principles in practice
Social Workers understand that diversity characterises and shapes human experience and is critical to the
formation of identity. Diversity is multidimensional and includes race, disability, class, economic status,
age, sexuality, gender and transgender, faith and belief. Social workers appreciate that, as a consequence
of difference, a person’s life experience may include oppression, marginalisation and alienation as well as
privilege, power and acclaim, and are able to challenge appropriately.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Domain 4
Pass
Fail
Rights, justice and economic wellbeing: advance human rights and promote social
justice and economic well-being
Social Workers recognise the fundamental principles of human rights and equality, and that these are
protected in national and international law, conventions and policies. They ensure these principles
44
underpin their practice. Social Workers understand the importance of using and contributing to case law
and applying these rights in their own practice. They understand the effects of oppression, discrimination
and poverty.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 5
Knowledge: apply knowledge of social sciences, law and social work practice theory
Social Workers understand psychological, social, cultural, spiritual and physical influences on people;
human development throughout the life span and the legal framework for practice. They apply this
knowledge in their work with individuals, families and communities. They know and use theories and
methods of social work practice.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 6
Critical reflection and analysis: apply critical reflection and analysis to inform and
provide a rationale for professional decision-making
Social Workers are knowledgeable about and apply the principles of critical thinking and reasoned
discernment. They identify, distinguish, evaluate and integrate multiple sources of knowledge and
evidence. These include practice evidence, their own practice experience, service user and carer
experience together with research-based, organisational, policy and legal knowledge. They use critical
thinking augmented by creativity and curiosity.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 7
Intervention and skills: use judgement and authority to intervene with individuals,
families and communities to promote independence, provide support and prevent
harm, neglect and abuse
Social Workers engage with individuals, families, groups and communities, working alongside people to
assess and intervene. They enable effective relationships and are effective communicators, using
appropriate skills. Using their professional judgement, they employ a range of interventions: promoting
independence, providing support and protection, taking preventative action and ensuring safety whilst
balancing rights and risks. They understand and take account of differentials in power, and are able to use
authority appropriately. They evaluate their own practice and the outcomes for those they work with.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Domain 8
Pass
Fail
Contexts and organisations: engage with, inform, and adapt to changing contexts that
shape practice. Operate effectively within own organisational frameworks and
contribute to the development of services and organisations. Operate effectively
within multi-agency and inter-professional partnerships and settings.
Social Workers are informed about and pro-actively responsive to the challenges and opportunities that
come with changing social contexts and constructs. They fulfil this responsibility in accordance with their
professional values and ethics, both as individual professionals and as members of the organisation in
which they work. They collaborate, inform and are informed by their work with others, inter-professionally
and with communities.
45
Source of evidence used to support judgement (Link to box 4 in part 1, above):
Pass
Fail
Domain 9
Professional leadership: take responsibility for the professional learning and
development of others through supervision, mentoring, assessing, research, teaching,
leadership and management
The social work profession evolves through the contribution of its members in activities such as practice
research, supervision, assessment of practice, teaching and management. An individual’s contribution will
gain influence when undertaken as part of a learning, practice-focused organisation. Learning may be
facilitated with a wide range of people including social work colleagues, service users and carers,
volunteers, foster carers and other professionals.
Source of evidence used to support judgement (Link to box 4 in part 1, above):
NQSW: Any comments you wish to make?
46
Pass
Fail
CANDIDATE FEEDBACK FORM
This document is completed by the CANDIDATE
Candidate name:
Level :
Manager name:
Progression Date:
How did you find the progression process?
Refer to: Manager Report, Learning and Development Plan, University Modules and Validation Panel
Anything you would change about the progression process?
Refer to: Manager Report, Learning and Development Plan, University Modules and Validation Panel
Did you feel supported throughout this process?
Refer to: Manager Report, Learning and Development plan, University Modules and Validation Panel.
Signed:
Date:
47
Appendix
For the Directorate for Adult, Children and Education





Post Progression Options by Application
Quality Assurance & Evaluation of new Progression Process
Appeals Process
Study Leave
Further Resources
48
Quality Assurance & Evaluation of Process
A percentage of submissions will be assessed annually.
The following stages will be quality assured through sampling:
a) Managers report
b) Lesson Observations
c) Learning Agreement
d) Moderation panel
e) Candidate Process Evaluation Proforma
All candidates will be asked to complete a Candidate Process Evaluation Proforma, a selection of candidates will
be required to take part in a telephone or face to face interview on their experience of the process.
APPEALS PROCEDURE
Social Work Progression
a) Modules undertaken at Higher Education Institutions:
The appeals procedure of the relevant awarding body will apply to all assessed/marked work.
b) Panel decisions:
The usual City of York Council HR process will apply:
For further information please refer to the City of York Council HR manual.
Study Leave
Candidates undertaking ASYE will have a protected caseload which allows 10% of their time for study/learning
and development, as stated in the national recommendations www.skillsforcare.org.uk/asye/
49
Further Resources
http://www.skillsforcare.org.uk/socialwork/ASYE3Supportandassessment/additionalresourcestosupportASYE.a
spx
Mapping of the PCF against the Health and Care Professionals Council (HCPC) Standards of Proficiency
http://www.hpc-uk.org/publications/standards/index.asp?id=569
http://www.collegeofsocialwork.org/
http://www.education.gov.uk
http://www.local.gov.uk
50
Notes
51