The Children S Workforce Induction Programme (CWIP)

The Children’s Workforce Induction Programme (CWIP)

Working Together Portfolio

Artemis Learning Community

Contents

Introduction

The Work Based Induction Process

Glossary and use of terms

Your Role in the One Children’s Workforce

Policies and Procedures:

Self Development

Keeping Children and Young People Safe

Keeping Good Records

Understanding Children and Young People

Child Development

Working in partnership with children, young people, their parent/carers and families

And finally …

Appendix A

Attachment Theory

Link to attachment theory in the Introduction to Child Development e-learning module

Appendix B

Supporting Children with Learning Difficulties and/or Disabilities

Version 1.0.1, 22 June 2009

Introduction

This CWIP Working Together Portfolio has been designed to complement the e-learning Children’s Workforce Induction Programme (CWIP). To ensure the Children’s Workforce Development Council (CWDC) standards are met in full it is necessary for a learner to successfully complete this portfolio.

The CWIP has been created using the latest e-learning technologies and is part of a blended learning approach. E-learning means you can learn at a time and a place that suits you.

This will help you to work with others in a multi-agency environment to improve the lives of children, young people and families. Completion of the CWIP will also help you to have a better understanding of your role and all those working with and supporting children, young people and their families.

By working together Learners, Line Managers and Supervisors can ensure a thorough introduction and induction to the One Children’s Workforce.

If you work independently you can still complete this portfolio by working together with others through local networks.

The Work Based Induction Process

The CWIP has been designed to complement your organisation’s induction programme. It is really important you get to know your local environment and its values and principles.

The CWIP, will enhance your organisation’s induction with the overarching values and principles of theOne Children’s Workforce.

A person taking part in the CWIP will be given the locally agreed time frame in which to complete the full programme. This will be dependent on the organisation and the role of the learner. Someone new to the Children’s Workforce should ideally complete the CWIP within the first few weeks of starting to work with children, young people and families.

Completion of this portfolio and the e-learning modules will ensure the learner has been successfully introduced to all of the CWDC Induction Standards.

Glossary and use of terms

As the CWIP is aimed at the whole of the Children’s Workforce, people completing it will work with children in many different places and roles. We have been as general as possible in the language used, but please interpret it to fit your own situation.

Some specific examples

Manager – This is the person who supervises you and is responsible for your development. You may call them something else eg supervisor, commissioner, line manager or team leader. You may have a separate person who meets you to help you with your development eg a tutor or mentor, where the text refers to self-development this includes them.

Organisation – Some of you will work for a small organisation e.g. a private nursery. Others will belong to a large organisation, but will also feel that you belong to the local bit of it where you are based, e.g. County Council and local children’s centre or Girlguiding UK and your local Brownie Pack. When we refer to organisation, use whichever interpretation fits best.

Work – We recognise that not everyone in the Children’s Workforce is paid for what they do. When we say work, we mean whatever you do with children whether it is paid or voluntary.

There are some terms which you may not be familiar with, so we have listed them here, with their meanings.

CWDC / Children’s Workforce Development Council
CWIP / Children’s Workforce Induction Programme

Your Role in the One Children’s Workforce

Policies and Procedures:

During an induction or probationary period, it is normal practice to read all the key policies and procedures. These documents tell us not just what and how to do something, but why we do it. It is vital that all employees and volunteers within an organisation work together, and follow the same policies and procedures – both for the safety of the children and young people and the staff within the organisation.

Activity 1:

a)Read or refresh your memory on the Policies and Procedures in your organisation. You may need to ask your manager for a copy of the relevant policies and procedures of your organisation, and he or she will help explain anything you do not understand. These may include:

Safeguarding Children and Child Protection

Equal Opportunities (may also be known as Equality and Diversity, or Anti-discriminatory Practice)(Standards 1.2.c)

Behaviour Management

Confidentiality, including Record Keeping(Standard 4.4d/f)

Health and Safety, including Risk Assessment(Standard 3.6b)

Compliments and Complaints(Standards 2.6.b/c/d)

Code of Conduct/Service Standards(Standard 1.1b)

b)There are a number of initiatives across the One Children’s Workforce that help us do a good job. Ask your manager if there are any such frameworks within your organisation. For example:

c)Having read the Policy and Procedure for Equal Opportunities – give one example of how you might challenge an incident of discriminatory practice.

…………………………………………………………………………………......

d)Give one example of when you might complete a Risk Assessment and why it is important.

…………………………………………………………………………………......

e)Do you listen to the views of children and young people about risks and safety? Please give one example.

…………………………………………………………………………………......

f)List five important examples from either the Service Standards or Code of Conduct in your organisation.

1) …………………………………………………………………………………......

2) …………………………………………………………………………………......

3) …………………………………………………………………………………......

4) …………………………………………………………………………………......

5) …………………………………………………………………………………......

Please sign and date when all of Activity 1 has been completed

CandidateDate

ManagerDate

Self Development

Self development is about you developing as an individual in order to carry out your role better (continuing professional development) and help you work towards your personal aspirations.

Activity 2

Arrange a meeting with your manager to discuss the following:

Registration with a regulatory body

a)In your role do you need to be registered with a regulatory body, eg GSCC (General Social Care Council), GTC (General Teaching Council) ? If so, which one?

………………………………………………………………………………………….

b)What does this regulatory body say about your continuing personal and professional development.

………………………………………………………………………………………….

Support and Supervision

c)Do you have regular meetings with your manager? What is the purpose of these meetings and how often are they held?

………………………………………………………………………………………….

d)How might your work affect you personally? If so, where can you get support in dealing with this?

………………………………………………………………………………………….

e)Have you ever changed something you do, because of feedback from another person? What did you change and why?

………………………………………………………………………………………….

Discuss the importance of continuing professional development with your manager.

f)List your learning and development needs below and the opportunities that are available to meet them (eg read a text, attend a meeting, conference or workshop or work towards a qualification )

………………………………………………………………………………………….

Please sign and date when all of Activity 2 has been completed

CandidateDate

ManagerDate

Keeping Children and Young People Safe

It is the duty of everybody who works with children and young peopleto keep them safe from harm.

Activity 3

Please re-read your Safeguarding (Child Protection) Policy and Procedure.

a)Describe how your work based policies and procedures help children and young people who may have been abused. (If you are a lone worker eg childminder who could you go to for advice and support?)

……………………………………………………………………………………..

For future reference, write down the Local Safeguarding Children’s Board contact details

Website: …………………………………………………………………………..

Email …………………………………………………………………………..

Tel No …………………………………………………………………………..

b)Does your organisation play an active role in the Local Safeguarding Children’s Board. Yes/No

If so, describe what your organisation does:

…………………………………………………………………………………….

……………………………………………………………………………………..

Please sign and date when all of Activity 3 has been completed

CandidateDate

ManagerDate

Activity 4

a) Discuss with your manager how your organisation meets the needs of children and young people who have :

(record your findings here – for future reference)

Allergies ………………………………………………………………………………

…………………………………………………………………………………………

Medication (short term or long term)

………………………………………………………………………………………….

……......

…………………………………………………………………………………………

b) Give examples of what you are not allowed to do, relating to both medication and any health care procedures:

…………………………………………………………………………………………

c) List what you know about infection control (and which policies and procedures if appropriate) and discuss this with your manager:

…………………………………………………………………………………………

d) Describe how you would get first aid or medical treatment in an emergency for a child or young person:

………………………………………………………………………………………….

…………………………………………………………………………………………

It is good practice to have trained First Aid staff – is this an identified training need for you? Yes/No. (Discuss with your manager)

Please sign and date when all of Activity 4 has been completed

CandidateDate

ManagerDate

Keeping Good Records

You have already learned a lot about best practice with record keeping when completing the e-learning package.

Activity 5

a)List the records your organisation keeps that relate to children and young people and what they are used for. Show which ones you use.

…………………………………………………………………………………………

b)What information would you share with:

The child (the record refers to) …………………………………………………….

…………………………………………………………………………………………

The child’s parent/carer’s …………………………………………………………..

…………………………………………………………………………………………

c)Explain how you are following your organisation’s policies and procedures with regard to confidentiality:

………………………………………………………………………………………….

…………………………………………………………………………………………

d)Give a definition of:

Observation …………………………………………………………………………..

…………………………………………………………………………………………

Fact …………………………………………………………………………………….

…………………………………………………………………………………………

Information gained from others ……………………………………………………..

…………………………………………………………………………………………

Opinion ………………………………………………………………………………...

…………………………………………………………………………………………

Please sign and date when all of Activity 5 has been completed

CandidateDate

ManagerDate

For Your Notes

Understanding Children and Young People

Child Development

Knowledge of child development helps us to understand more about children and young people. Although it is best to regard the child as a whole – or have a holistic approach to their needs and development we need to recognise it includes social, emotional, behavioural, physical, intellectual and moral development

What is important is that each child that you meet or work with is unique.

There are many different approaches to child development. The CWIP e-learning modules introduce you to Levin’s theory of social and emotional development.

Activity 6

a)Describe the key developmental needs of a child or young person you know.

…………………………………………………………………………………………..

Use a search engine on the internet to find out about setting routines for children and young people. (tip try typing in ‘routines for children’)

b)What are the benefits of setting routines?

……………………………………………………………………………………...

………………………………………………………………………………………

……………………………………………………………………………………...

Attachment Theory

You were introduced to Attachment Theory at the beginning of the Introduction to Child Development module in the e-learning package. It is in the section headed Introduction to Levins (continued). Read the notes in Appendix A and have a look at the notes under the link in the e-learning (remember to use the menu to go back to the end of the module, when you have finished, otherwise the menu will lock). If you want to find out more use a search engine on the internet.

c)What are the benefits to a child or young person, who has made firm bonds or attachment (list both the short term and long term benefits) ?

…………………………………………………………………………………………..

……………………………………………………………………………………….....

d)What are the possible difficulties experienced by a child or young person who has not made firm bonds or attachments? (List both the short term and long term)

…………………………………………………………………………………………..

……………………………………………………………………………………….....

Social Model of Disability

For the Social Model of Disability, refer to Appendix B. If you want to find out more use a search engine on the internet.

e)In your own words define the Social Model of Disability and explain how this relates to your work.

……………………………………………………………………………………..

……………………………………………………………………………………...

Understanding Individual Needs

It is important to understand the needs and wishes of each individual child or young person you work with, including those with disabilities and learning difficulties. You may need to adapt activities and experiences to enable equality of opportunity and access to those activities and experiences.

Some children and young people may require additional support to achieve their potential.

f)Give three examples of how you (or others) support the individual needs of children and young people in your work place, including adapting activities?

1) …………………………………………………………………………………………

2) …………………………………………………………………………………………

3) …………………………………………………………………………………………

g)Why do we record what we discover about a child or young person? (child observations – include in your answer the benefits to the child/young person, his or her parent /carers/family and other professionals)

…………………………………………………………………………………………..

……………………………………………………………………………………….....

………………………………………………………………………………………….

…………………………………………………………………………………………..

Please sign and date when all of Activity 6 has been completed

CandidateDate

ManagerDate

Working in partnership with children, young people, their parent/carers and families

One of the underlying principles and values of how we work, is working in partnership with children and young people, their parent carers and their families. It is very important to develop the skills to support this partnership:

Activity 7

a)How well do you involve the children and young people in your care in your decision making processes eg when do you give the children and young people choices and help them understand the consequences of their decisions? Give three examples

1) …………………………………………………………………………………..

………………………………………………………………………………………

2) …………………………………………………………………………………..

………………………………………………………………………………………

3) …………………………………………………………………………………..

………………………………………………………………………………………

b)Give two examples of a timewhen you have communicated with a parent/carer. The example may be to share good news or a concern

1) …………………………………………………………………………………..

………………………………………………………………………………………

2) …………………………………………………………………………………..

c)How did you respond to what the parent/carers said to you? Was this appropriate? If not what would you do differently?

…………………………………………………………………………………………..

d)How do you work in partnership with children and young people and their parents / carers? E.g. come to a decision, plan a way forward.

…………………………………………………………………………………………..

Please sign and date when all of Activity 7 has been completed

CandidateDate

ManagerDate

For Your Notes

And finally …

Congratulations!

By completing this pack with your Line Manager/Supervisor, you have completed the CWIP which covers all of the Children’s Workforce Development Council (CWDC) induction standards at an introductory level.

Well done.

We hope you have enjoyed the CWIP experience

Your feedback is very important to us, and we are committed to meeting the One Children’s Workforce training and development needs; please take the time to carefully complete the evaluations. Your comments could influence on-going development.

Learner’s Name ……………………………………………………………………

Signature ……………………………………………………………………………

Manager’s name ………………………………………………......

Signature …………………………………………………………………………...

Date of completion …………………………………………………………………

Manager – please confirm completion of this pack by sending an email to the Artemis Administrator – this will generate the Full Framework Achievement Certification. (insert appropriate email here)

Appendix A

(Taken from Children’s Workforce Development Council’s Induction Training Programme, Handbook for generic modules, Module 2: Understanding children and young people’s development. Release Date March 2009)

Attachment Theory

Definition of attachment

Attachment theory refers to the special nature of relationships that are very close. Attachment is the psychological tendency to seek closeness to another person, to feel secure when that person is present and to feel anxious when that person is absent.

John Bowlby, one of the most influential theorists about attachment, described attachment as an emotional bond that impacts on behaviour ‘from the cradle to the grave’.

Attachment theory is also important when working with parents to help them understand the impact of their support and nurturing.

Attachment theory has led to a new understanding of how babies and small children develop. Very young babies have no sense of separateness between themselves and their carers. During the first year of their lives, as part of their psychological growth, they begin to be aware of their separateness – where their own body ends and their carer’s body begins – a sense of self begins to emerge. In a secure relationship, the young child will begin to explore the environment and accept their separateness from others.

If a carer doesn’t understand this and tries to prevent this first stage of independence, or if a carer is inconsistent and the young child feels unsafe, the child may never develop a secure base – a secure sense of self – from which to experience the world. As practitioners, we will work with these children and young people – ‘their early attempts to stand alone have left them insecure and vulnerable’ (Mann-Feder, 2003).

Attachment styles

Attachment theory provides a useful way of reflecting about how a child's first attachments influence subsequent social, emotional and behavioural development. Mann Feder argues that knowledge of each child or young person’s early history is critical in understanding how they will position themselves in relation to others’.

Bartholomew and Horowitz (1991) outline four types of attachment styles based on self image and image of others.

Link to attachment theory in the Introduction to Child Development e-learning module

Appendix B

(Taken from Children’s Workforce Development Council’s Induction Training Programme, Handbook for generic modules, Module 1:Principals, Values and Legislation Release Date March 2009)