Enhanced and Preventative Services

Supervision Policy

December 2013

Andy Burgess
INTRODUCTION

Cambridgeshire County Council has a range of supervision guidance and policy documents which apply to all staff across the organisation. This document has been produced to build upon existing policies by developing specific guidance in relation to the Enhanced and Preventative Services Directorate (EPS). This document does not replace the agreed supervision policy documents and processes and in some circumstances repeats existing information.

The supervision and development of staff are significant processes which contribute towards the success of the organisation. This document provides information and guidance for staff conducting supervision to front-line staff and their managers within EPS. This includes the tools to assist this process and guidance for supervisors and supervisees.

In addition, this document is a key component of quality assurance and performance management processes within Enhanced and Preventative Services.

Purpose of this policy and guidance document

The purpose of this policy is to promote a consistent approach to staff supervision, to ensure that the supervision of EPS staff is geared towards the management, motivation, support and training of individuals and that there are clear processes in place to effectively case manage front line practice and safeguard children. Effective supervision should also monitor targets set at appraisal and more closely link front line practice to countywide strategic priorities.

This policy will bring together existing supervision and guidance documents into one place which is specifically applicable to line management roles within EPS to:

-Provide a framework for supervisors and supervisees for effective supervision which is underpinned by clear monitoring and quality assurance processes with clear links to the appraisal process

-Clearly identify the different supervision requirements of professional groups within EPS

-Clarify individual responsibilities for the supervision process

-Effectively safeguard front line practice and ensure that issues or concerns relating to safeguarding can be addressed

-Ensure anti-discriminatory practice and the Cambridgeshire Behaviours underpin the practice of front-line staff

-Deliver countywide consistency and continuous service improvement

-Contribute to the overall wellbeing of staff and provide environments to share good practice, knowledge and skills.

-Provide a setting for formal discussions about casework including workload, complexity, problem solving and any addressing any related risks or issues

This policy sets out the responsibilities of staff and their supervisors, the issues to be covered, and the appropriate recording processes as defined by the local authority.

In addition the case supervision record is evidence that there was supervisory oversight and endorsement of the practice, quality, decisions and service. This is important for case audits, serious case reviews, management performance information, case load management, appraisals and service user access to records.

SUPPORTING DOCUMENTS

This policy is linked to a number of Cambridgeshire County Council documents including:

-Informal Work Performance Procedure -Dealing With Unsatisfactory Performance (due to capability)

-Supervision - Employee Guidance

-Supervision – Managers Guidance

-Enhanced and Preventative Services Handbook (2013)

-Guidance for Case Auditing in Locality Teams (2013)

SCOPE

This policy applies to all permanent and temporary frontline employees and their line managers across Enhanced and Preventative Services. This may also be applicable to projects which are developed from time-to-time.

Relief staff, sessional, casual or agency staff should be given appropriate supervision of their work, reflecting their levels of responsibility and in accordance with national and professional standards where these apply.

It is recommended that this policy and guidance is also used in where external organisations are delivering family-based services on behalf of the council including, but not exclusively, Children’s Centres.

DEFENITION OF SUPERVISION INCLUDING SUPERVISION TYPES

All staff within Cambridgeshire County Council must receive professional supervision regardless of their role.

In addition to this there are a number of different types of supervision which are provided to staff in a number of ways. Alongside professional supervision, it is mandatory that all front-line practitioners receive caseload supervision. This may be undertaken at the same time as one-to-one supervision but will cover distinct areas in relation to casework. This will be different depending upon the professional discipline.

Practitioners in public agencies, whatever their task or function, have normative, formative and restorative needs. Their practice must be organised, prioritised and directed according to specific organisational goals (normative). Their personal and professional potential must be identified and developed (formative) and their common human needs for respect, appreciation and regard must be honoured (restorative). The following supervisory models are all legitimate and emphasise different aspects of the above needs. To support this document the following definitions are provided:

Professional “1-2-1” supervision is a process in which managers and employees can both contribute constructively to ensure that employees can undertake their role effectively. This is often about ensuring the health, wellbeing and safety of staff. Cambridgeshire County Council’s procedure document defines the minimum standards. As a basic minimum, each professional supervision session should cover three main areas:

-Business Issues;

-Support in Role; and

-Personal & Career Development.

Group Supervision which will involve groups of staff all involved in the same task meeting with a supervisor. The focus of group supervision is usually on consultation and on sharing good practice and resolving difficult cases or situations. Supervisors need to be mindful that not all employees feel comfortable in large groups and may not wish to speak or raise their individual issues in a group situation. The model has considerable formative and restorative potential depending on the group's membership and agreed agenda. Confidentiality will also need to be clarified with individuals and the group.

Clinical Supervisionis an opportunity for all Health Care Professionals to discuss issues regarding their personal and professional development in order to reflect on and learn from their clinical experience. It is recommended by professional bodies including HCPC to support registered practitioners with their development.

Adapted documentation arising from clinical supervisioncan be submitted as CPD evidence to demonstrate reflection and evaluation of learning and practice

Registrant practitioner psychologists must be able to audit, reflect on and review practice, understanding models of supervision and their contribution to practice.

Caseload Supervision takes place through pre-arranged sessions with an agreed agenda to discuss an agreed number of cases to ensure effective and safe practice. This usually takes place at the same time as professional supervision but should be a distinct section of the session and a there exists a separate recording form.

Peer Supervision is qualitatively distinct from "chatting with colleagues". It is structured time which is bounded by certain rules, e.g. shared and equal allocated time, specific objectives and constructive challenge. Formative and restorative functions are features of this model. This model might be closely linked with group supervision which can often be a peer supervision model.

Ad-hoc or Informalsupervision takes place as required to deal with immediate issues, tasks, events or problems that cannot wait until the next planned supervision. Informal supervision is an ongoing and daily activity and by its nature is not pre-arranged and formal notes may or may not be taken. Allkey decisions relating to cases must be recorded in the case file or case record.

If there is a need for ad hoc or informal supervision this should not replace the formal supervision session, which should still take place. Issues discussed at an informal/ad hoc session should be revisited at the formal session and recorded appropriately if this has not already been completed

Coaching & Mentoringinvolves practitioners choosing an individual to use as a role model or exemplar. There is considerable scope for meeting both formative and restorative needs as the coach/mentor has usually "been there" and, being without an organisational mandate, is free to focus exclusively on practitioner needs.

Practice-basedSupervision entails working alongside or accompanying the employee when undertaking their duties to understand how they apply theory to their practice and evaluating together how effective their intervention was and how further improvements can be made.

When supervision is facilitated by an external practice-based supervisor, rather than the line manager, they will be unable to ensure that the insights gained from this kind of supervision are integrated into the service planning. However, the practice-based supervisor needs to encourage the supervisee to take responsibility for discussing the relevant issues with their line manager.

FUNCTIONS OF SUPERVISION

The main functions of supervision are:

Management

This function is to ensure that the work for which the supervisee may be held accountable is carried out to a satisfactory standard. Discussion during supervision should include:

  • the overall quality of the supervisee’s performance and output/outcomes
  • the policies and procedures relating to their work and that these are understood and followed
  • the role and responsibilities of the supervisee and that these are clearly understood, including the boundaries and limits of their role
  • the development and monitoring of action plans/targets and objectives
  • monitoring of the supervisee’s workload

Safeguarding and Risk Management

This function is to ensure that safeguarding procedures are effectively followed and that the appropriate risk management processes have been undertaken. Discussion in supervision should include:

  • Awareness of increased risk indicators and dynamics that may result in professional oversight
  • Awareness of judgemental errors which may prevail
  • Awareness of thresholds in risk taking
  • Appropriate approaches and best practice around decision making and analysis
  • Vulnerabilities in children and young people
  • Specific incidents causing concern
  • Policies and procedures relating to safeguarding

Learning and Development

This function is to encourage and assist staff in reflecting on their own performance, identify their own learning and development needs and develop plans or identify opportunities to address those needs. The learning and development function will be achieved through:

  • helping supervisees identify their preferred learning style and barriers to learning
  • assessing development needs and identifying learning opportunities
  • giving and receiving constructive feedback on performance
  • encouraging the supervisee to reflect on learning opportunities undertaken and applying that learning to the workplace.

Support

This function recognises that, from time to time, supervisees may require support to carry out their role; this may be because of particular situations, specific incidents or personal issues that may temporarily impact on their work performance. By offering support within the supervision context supervisees should be given the opportunity to reflect on the impact of the work upon them and prevent issues adversely affecting them and their work.

This will be achieved through:

  • creating a safe environment within supervision where trust and confidentiality are maintained;
  • clarifying the boundaries between support and counselling;
  • enabling and empowering expression of feelings in relation to the work role;
  • monitoring the health of the supervisee and referring to occupational health or counselling when appropriate.

Negotiation

These four functions are interdependent, that is one function cannot be effectively performed without the others. An over-emphasis on, for example, management, will leave the supervisee feeling that they are being overly controlled and that the only purpose of supervision is to “check up on them”. An over-emphasis on support will result in important discussions about workload, decision-making, and accountability being neglected leading to a danger of supervision becoming counselling.

This function is to ensure that the relationship between the supervisee, their team, the organisation and other agencies with whom they work are effective. This will be achieved through:

  • briefing senior managers about key issues
  • dealing sensitively but clearly with concerns and complaints about colleagues and others with whom they work
  • consulting and briefing staff on changes and developments that affect their area of work
  • advocating between worker or team and other parts of the agency or with outside agencies.

ROLES AND RESPONSIBILITIES

Further detail is provided later in this document concerning the roles and responsibilities of supervisors and supervisees in relation to the different supervision models undertaken in EPS. This section provides a general overview of what is expected from both supervisors and supervisees.

Supervisors will:

  • Ensure caseloads are effectively allocated, managed and reviewed
  • Identify risks to families and practitioners and take appropriate action
  • Monitor and enable practitioners competence to assess, plan, implement and review their work
  • Ensure practitioners are clear about their accountabilities and the limits of their individual and organisational authority and duties
  • Ensure work with children, young people and families is outcomes-focused and that their views are taken account of in service design and delivery
  • Obtain and give timely feedback on practitioner practice
  • Identify learning needs and integrate them within development plans
  • Create opportunities for learning and development
  • Assess and review performance, challenge poor practice and ensure improvements in standards
  • Enable multi-disciplinary, integrated and collaborative working as appropriate
  • Enable practitioners to reflect on supervision issues and act on outcomes
  • Monitor and review own supervision practice and learning, reflecting on the processes and implement improvements to supervision
  • Give and receive constructive feedbackon the supervisory relationship and supervision practice
  • Ensure health, safety and wellbeing of supervisees

Supervisees will:

  • Actively participate in the supervisory process and prepare for sessions well ahead of time
  • Accept and provide useful feedback; explaining any actions or methods taken in practice
  • Discuss areas for potential improvement in an open and constructive manner
  • Revisit action plans from previous meetings to assess whether goals, targets or objectives have been met
  • Consider whether there is anything affecting performance
  • Identify risks to families and colleagues and respond to identified actions
  • Ensure work with children, young people and families is outcomes-focused and that their views are taken account of in service delivery
  • Reflect on supervision issues and act on outcomes
  • Give and receive constructive feedbackon the supervisory relationship and supervision practice
  • Raise any concerns relating to their health, safety or wellbeing

SUPERVISION REQUIREMENTS CLASSIFIED BY ROLE

This Policy and Guidance document sets out for the first time the baseline of what should be provided across the county. The table on the following pages provides an overview of the supervision model for each professional group within Locality Teams and Children’s Centres. In the majority of cases professional or 1-2-1 supervision is the standard model for supervision. In these circumstances, Cambridgeshire County Councils Supervision Policy is the key policy document.

Contacts for each service area

Officer responsible for supervision practice
Paula Granger, Head of Support for Learning
Tel: 01480 373788E-mail:
Helen Phelan, Principal Educational Psychologist
Tel: 01223 714772E-mail:
Anna Jack, Youth Offending ServiceManager
Tel: 01223 507214 E-mail:
Head of Service: Localities and Partnership
Lorraine Lofting, Area Manager:Localities and Partnership (East Cambs and Fenland)
Tel:01223 475901E-mail:
Sarah Tabbitt Area Manager: Localities and Partnership (Huntingdon)
Tel:01480 373813E-mail:
Alison Smith -Service Lead FIP and High Demand Families Lead Officer
Tel: 01223 703239 E-mail:

1

Fig 1. Supervision tables by role:

Not every role will be listed in these tables as not all disciplines require additional supervision beyond “professional supervision” as covered by the County Council Policy.

Professional Supervision
Role / Which type of supervision should post holders receive? / How often? / Requirements for Supervision / Areas to be covered in supervision

All operational, managerial and support roles within EPS

/ Professional Supervision / Monthly / The County Council document “Supervision Employee Guidance” provides a full list of things to consider before the meeting.
Some roles have identified additional areas to be covered beyond those areas identified within the guidance document / Items agreed in Supervision Agreement or at the beginning of supervision
Appraisal Objectives
Business Issues
Support in Role
Personal & Career Development

Specific roles:

LOCALITY TEAMS
Role / Which type of supervision should post holders receive? / How often? / Requirements for Supervision / Areas to be covered in supervision / Line Manager Responsibilities

Head of Service

/ Professional Supervision only

Locality Manager/ Deputy Locality Manager

/ Caseload Supervision / Termly / Through EPS Audit process not via direct caseload supervision meeting.

Deputy Children’s Centre Manager

/ Caseload Supervision / Monthly if deputy manager has an active caseload on ONE / Deputy Manager should come prepared to provide an overview of all cases and to discuss between 2 and 5 cases in depth. In preparation for this the Deputy Mgr should pre-populate the caseload supervision recording form, bring a summary of the communication logs, CAF Action Plans and up to date Distanced Travelled Tools (where available)
Any decisions which are made during caseload supervision must be recording on a caseload supervision recording form. Key decisions are to be recording on ONE within one week of the supervision date. / Family progress presented in a distance travelled tool and issues that need resolving
CAF
Summary reports from ONE
Gaps in provision
Learning and development
needs and experiences
Safeguarding concerns / Line manager to randomly select between 2 and 5 cases prior to supervision with sufficient time for the practitioner to prepare communication log summaries and up to date Distanced Travelled Tools.
Prioritise long term or complex cases
Brief update on all cases
Ensure that any agreed actions or decisions are updated on ONE by the Family Worker within one week.

Family Worker

Family Worker (Additional Needs)