Therecord of support and

progressive assessment

This document has been produced by Skills for Care and London Borough of Merton and should not be altered.

Guidance on using the record of support and progressive assessment

The guidelines below provide more information about how to use this template and how it can be personalised by your organisation.

How should this template be completed?

Responsibility for the completion of the record of support and progressive assessment rests with the ASYE assessor.

Completing all sections of this template electronically will assist internal and external moderation processes.

Guidance to help you complete this log is included within text boxes. The text will disappear when you start typing your answer. The text boxes will expand as you type in them.

Can the template be altered?

This document was produced by Skills for Care in partnership with the London Borough of Merton to support a consistent approach to capturing the progressive development and reflective of practice of all NQSWs completing the ASYE in child and family settings.

We have included further guidance below on how you may personalise this document for internal use, however to protect the integrity and consistency of this document it’s important that the content isn’t altered in anyway.

How can I personalise the template for internal use?

To personalise this template for internal use you should:

  • delete pages one and two of this document
  • use the template on page three as the cover sheet to the document, adding your logo and company details where stated.

You should not:

  • add or delete any content in the template from page three onwards
  • change the page order of the template
  • change the colour or font of the template.
  • remove any references to Skills for Care or London Borough of Merton.

What if we don’t want to personalise the template?

It is not essential for you to personalise this template with your organisation details. If you do not wish to add the details of you organisation please delete page three before you circulate it to those who will be completing the template.

The record of support and progressive assessment

To be completed by the NQSW

Organisation name
Name of the NQSW
Name of assessor

Purposeof therecordof supportand progressiveassessment

The record ofsupport and progressive assessment is one ofthe two key documents thatare linked together tosupport the NQSWand the assessor in evidencing the requirements oftheAssessed and SupportedYearin Employment (ASYE).These requirements now include assessment against the Knowledge and Skills Statement (child and family social work) 2014.They also include the Standard forEmployers ofSocial Workersin England.

These documents were originally developed by a group ofemployers in adult services who consulted widelyacross the sector,and have now been adapted foruse in child and family settings with the agreement ofSkills forCare.They have been developed as guidance documents withthe intention thatthey support progressive development and assessment, streamlining previous documentation and taking a step forward by focusing the assessment on the development ofthe NQSW’s critical reflection.

Responsibility forthe overview ofthe whole assessment process and completion oftherecord of supportandprogressive assessmentlies with the assessor.

Responsibility formeeting the requirements ofthe assessment process and forthe completion of the critical reflection log restswith the NQSW.

The record ofsupport and progressive assessment includes in a single document the support and assessment agreement, plus assessment reviews atthree, six and twelve months. Employersand assessors have the flexibility to include an additional assessment review at nine months ifthey wish todo so.This may be an organisational decision or an individual assessor may wishtoinclude an additional review in the event ofconcerns about the NQSW’s progress.An optionaltemplate is included at the end of this record and the critical reflection log.

The assessment reviews atthree, six and twelve months focus on the NQSW’s developing practice – the NQSW evidences this through the critical reflection log which is presented to the assessor in advance ofthe review points.

Inusing this guidance it is essential thatboth NQSWand assessor are fully conversant with this document and with the critical reflection log.They need to understand how the latter supports and informs the progressive assessment process, and use it as the basis ofdiscussions within supervision and in the progress review meetings.

Managingconcerns

The record ofsupport and progressive assessment establishes a link with the employer’s capability processes, by providing prompts atreview points and space torecord any concerns or issues. However,whenever capability issues emerge, the assessor will also be expected toinform both theASYEcoordinator and HR.Any employment issues thatarise during through theASYE will be managed separately through performance management procedures.

Assessor support

Support and guidance forASYEassessors can be found in the assessors and supervisors toolkit. Itprovides guidance and resources on effectiveprofessional supervision and holistic assessment. There are sections on: roles and responsibilities, holistic assessment, professional supervisor relationship, recording progressive assessment, supervision support and assessment, CPD and leadership.Toaccess the toolkit, go to

Completingthe record

Completion ofall sections ofthis template electronically will assist internal and external moderation processes.The record may also be downloaded forsupervision purposes.

Itis recommended that,forconsistency in the internal moderation process, highlighted sections are pre-populated by the organisation. Ifthis is not the case, the assessor should check organisational guidelines before completion.

The holistic assessment outcomes and the final assessment decision

The ‘Chief Social Worker’s(children and families) expectations about theASYEoutcomes andthe final assessment decision are laid out in the Knowledge and Skills Statement (child and familysocial work) 2014.

Tosupport the assessment process and decision a guide tothe holistic assessment outcomes is included.These outcomes incorporate the Knowledge and Skills Statement (child and family social work) 2014 underpinned by the PCF capabilities.

At the end of theASYE, the assessor makes a professional recommendation about the final assessment decision which is then scrutinised and confirmed by the employer through an internal moderation process. Details ofthis process are included in appendix 1 ofthis record.

Holisticassessmentoutcomes mappedagainsttheKnowledge and Skills Statement(childand familysocialwork) 2014 and theProfessionalCapability Framework(PCF)

The following is a schedule ofkey assessment outcomes thathave been mapped againstthe Knowledge and Skills Statement (child and family social work) 2014 and the Professional Capabilities Framework (PCF) toassist in the construction ofthe PDP,the structure ofthe evidence and the final assessment.

The final assessment is against the KSS and the PCF.All NQSWs need to demonstrate progression whatever their level ofcapability atthe startofthe year.Refer tofurther level descriptors ofthe Professional Capabilities Framework where the NQSWis demonstrating capability beyond theASYE.

Holistic assessment of practice
Overthe course oftheASYE,the NQSWhas: / Assessment outcomes
The critical reflection log and the record of support and progressive
assessment provide evidence of:
Consistently demonstrated proficient practice across a wide range oftasksand roles. /
  • Confident application of the law and statutory guidance to include theChildrenAct 1989, Children and FamiliesAct 2014, ‘WorkingTogether’2015andother legislation relevant tothe role, across a variety of cases and settings.
  • Skilled demonstration ofchild centred practice.
  • Effectivecommunication with children and young people ofdifferentages and abilities, their families, carers and other professionals across different contexts and overcoming a range ofpossible barriers.
  • Workingpractice thatdemonstrates the active participation ofchildrenand young people, their families and carers wherever possible.
  • Progressive development ofknowledge and skills in identifying,assessing and responding torisk, balancing this with family strengths and potential solutions.
  • Capacity towork effectivelywith a range ofprofessionals in multi-disciplinary teams and in multi-disciplinary settings.
  • Ability to lead investigations of allegations of significant harm.

Become more effectivein their interventions. /
  • Progressive development ofpractice skills and knowledge.
  • Skilled application ofsocial work methods and theories.
  • Skilled demonstration ofeffectiveand empathic relationships withchildren and young people toensure thatthe best possible outcomes are achieved forthem.
  • Ability toanalyse and demonstrate reasoned, robust decision making.
  • Use ofprofessional curiosity and authority while maintaining a positionofpartnership.

Developed
confidence
and earned the confidence and respect ofothers /
  • Confident demonstration of the social work role.
  • Active participation in team and multi-disciplinary settings withappropriate use ofauthority.
  • Maintenance ofpersonal and professional credibility through effectiveworking relationships with peers, managers and leaders both within the profession, throughout multi-agency partnerships and public bodies, including the family courts.
  • Ability toactin ways thatprotect the reputation ofthe employerorganisation and the social work profession, whilst always prioritising the best interests ofchildren and young people.
  • Ability to recognise and manage conflict.
  • Authoritative professional practice drawing on knowledge and evidence based practice.

Gained experience and skills in relation to a particular setting and user group. /
  • Development and confident application of knowledge relevant tothe service setting. Increased ability towork autonomously.Reliably operating within organisational requirements.
  • Application ofknowledge including understanding child developmentand the impact ofmental ill health, substance misuse, physical ill health, disability and domestic abuse on parenting capacity and on children, young people and families.
  • The ability torecognise concerning adult behaviours thatmay indicate arisk, or increased risk tochildren and young people.

Consistently
used supervision appropriately to seek support, exercise initiative and evaluate their own practice. /
  • Proactive use ofsupervision.
  • Increased ability to reflect on, evaluate and alter their own practice.
  • Progressive development ofinitiative and informed decision making.
  • Recognising how and when toseek advice from a range ofpeople andsources.
  • Demonstration ofthe ability tosetand respond tolearning needs/goals.

Reflected critically about their practice, using information from a range ofsources. /
  • Continuous learning and development ofpractice.
  • Increased self-awareness and recognition ofprogressive, professionaldevelopment.
  • Consistent demonstration ofsound professional judgement,demonstrating evidence based practice thatdraws on knowledge, including legal literacy,the regulatory framework and practice experience tounderstand, assess and work with families.
  • The ability toexplain and critically evaluate the role ofsocial work aspart ofa systemofsupport tochildren and their families.
  • Increased understanding ofthe role and purpose ofsocial workers andsocial work.

Integrated the perspective of service users (including children, families and
carers) across all aspects oftheir critical reflection, building on their feedback where appropriate. /
  • Skilled demonstration ofpartnership-working with children, youngpeople and their families thatensures their voice is heard and their wishes and feelings are always considered
  • Integration offeedback from service users and their families/carers indevelopment ofpractice.

Used critical reflection in professional decision-making and accountability. /
  • Ability todraw critically on theory,legislation, research and evidence in order todemonstrate effectivepractice in the management ofrisk and child safeguarding.
  • Skilled assessments thatdraw critically on theory,law,policy,research, and evidence as well as information from a range ofsources.
  • Capacity totriangulate evidence, from a range ofsources, toensure thatrobust conclusions are drawn allowing forthe potential forbias in decision-making.

Workedeffectively in increasingly complex
situations. /
  • Providing evidence ofall ofthese requirements will incorporate this element.

TheAssessed andSupportedYear inEmployment in childandfamily socialwork

Record ofsupportandprogressive assessment

Part 1: BeginningtheASYE

1.Supportandassessment agreement

The NQSW should submit part one of the critical reflection log for scrutiny before the support and assessment agreement meeting. Itmay be helpful toagree a date forthis submission when setting the date forthe meeting.

Newly qualified social worker
HCPC registrationnumber
Employer
Name oflinemanager/supervisor
Name ofASYE assessor(ifdifferent from linemanager)
Name ofASYE programme co-ordinator(ifappropriate)
Name androleofothers present at the supportandassessment agreement meeting
Date ofsupportandassessment agreement meeting
DateASYE commenced
Date set for three monthreview
Date set for six monthreview
Date for final review
Date set ifadditionalninemonth review isrequired
Date ofthe internalmoderationpanel when the final assessment outcome will be confirmed
NQSWbackgroundandcontext / This text will disappear once you start typing.
Thissectiontobecompletedat the initial
meetingtoprovidefurther informationrelevant tothe NQSW:
- e.g.previous experience
- previous work/placement in agency
- final placement report/ final university PDP/HEItranscript
- any special needs and circumstances
- any special organisational circumstances thatmay affecttheASYEyear
- contracted working hours

This document has been produced by Skills for Care and London Borough of Merton and should not be altered.

2.Supervision

The supervision section may be pre-populated in line with the employer’sASYEscheme.

Supervisionwillbeprovidedby
Supervisionsessions willbeas follows:Refer tothe Standards for Employers ofSocialWorkersinEnglandfor guidance.
Duration
Firstsix weeks ofemployment / This text will disappear once you start typing.
The dates of, at least, the first six sessions should beincluded here.
Weekseven – six monthreview
Followingsix monthreview
Supervisionwillinclude
TheASYEassessors and supervisors toolkit (available at provides support and guidance regarding supervision. / This text will disappear once you start typing.
Core elements tobeincluded:
- review ofcaseload and workload allocation
- critical reflection
- addressing strengths and development needs
- ASYEassessment previous work/placement in agency.
Supervisionagreement / This text will disappear once you start typing.
Ifthere is an additional supervision agreement between the assessor and NQSW,this can be inserted here.
Ifthere are both an assessor and line manager/ supervisor,the roles and responsibilities should be clearly outlined here.
Arrangements fordeputising in the event ofthe assessor or supervisor’s absence.

3.Workloadmanagement

Expectations ofworkload management may be pre-populated in line with the employer’sASYEscheme although some assessors/supervisors may wish toinput this.

Howwillworkloadbeagreed and allocated? / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- how work/cases will be selected andallocated
- what level and type ofwork is suitable forNQSW
- how workload will be monitored and reviewed
- how decisions will be taken about theallocation ofincreasingly varied and complex work.

4.Protected developmenttime

Expectations ofprotected development time may be pre-populated in line with the employer’sASYEscheme.

10% ofthe NQSW’stime shouldbe set aside for undertakinglearning anddevelopmentactivities(thisequates to0.5 day per week or 2 days per month). / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- details ofany mandatory courses, workshops, and action learning setsthatare part ofthe scheme (note dates/learning objectives here)
- whether time for completing the critical reflectionlog is included in the 10%
- expectations ofhow time is recorded
- other expectations ofhow the time will be used.

5.Requirements andresponsibilities

Requirements and responsibilities may be pre-populated in line withASYEscheme:

TheNQSWisrequiredto / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- responsibilities to complete specific work and
activities as agreed
- maintain records
-use supervision appropriately
-attend reviews ofASYEprogress.
Theassessor isrequiredto
TheASYEassessors and supervisors toolkit (available at provides additional support and guidance forassessors/supervisors. Assessors should ideally meet the Practice Educator Professional Standards (PEPS2). / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- provide appropriate management ofNQSW’s
workload and selection ofcases, or liaison with line manager if not in a position todo so
- provide reflective supervision
- undertake holistic assessment ofNQSW
- provide progressive feedback and assessment.
Ifdifferent,the linemanager/
supervisor isrequiredto / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- oversee management ofNQSW’s workload andintegration into team
- as appropriate, liaison with assessor regardingworkload and selection ofcases
- contribute toholistic assessment ofNQSW
- contribute toprogressive feedback and
assessment.
TheASYE programme coordinator(if applicable)isrequiredto / This text will disappear once you start typing.
Thissectionislikelytoinclude:
- role in review process and in monitoring the
- progress ofthe NQSW
- support toassessor and NQSWin the event ofdifficulties
- management ofquality assurance process
- co-ordination ofASYEscheme
- provide a link with wider organisational policies,including HR.

6.Assessment, review andqualityassurance

This section may be pre-populated toaddress questions in line with the employer’sASYEscheme.

HowwillASYE reviews and assessment belinkedtoemployer’s probationandappraisal processes?
Whatare the contractual implications offailuretocomplete,or failureof,theASYE year?
Whatarrangement doesthe employer use internallyandexternally (e.g.in partnerships etc.) toqualityassure assessment?
Howwillthe employer andNQSW dealwithany disagreements over decisions?
Howissuccessful completionof
ASYE recognisedbythe employer?

7.Additionalconsiderations

Have any reasonable adjustments beenagreed tothe arrangements duetothe NQSWhavinga medical condition, disability, or specific learningneed? / This text will disappear once you start typing.
Ifthe NQSWagrees it may be appropriate toview relevant assessment reports, in order toensure that the available support is reflective of the NQSW’s needs.
Have any other factors been identified that may affect the progress ofthe NQSW? / This text will disappear once you start typing.
Forexample:
Adelay in starting theASYEor carer responsibilities.

This document has been produced by Skills for Care and London Borough of Merton and should not be altered.