Ealing Children’s Services

Supervision Policy

FINAL VERSION25 July 2018

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Contents1. Introduction.......................................................................................................................................3

1.1 Status...........................................................................................................................................3

1.2 Scope...........................................................................................................................................3

2. Purpose and Functions of Supervision...............................................................................................3

2.1 Purpose........................................................................................................................................3

2.2 Functions.....................................................................................................................................4

2.3 Standards and Audit....................................................................................................................4

3. Types of Supervision..........................................................................................................................5

1:1 Supervision..................................................................................................................................5

Casework Supervision........................................................................................................................5

Group Supervision.............................................................................................................................6

Consultation Discussions and Informal Supervision..........................................................................7

4. Frequency of Supervision..................................................................................................................7

5. Contracting and Preparation for Supervision....................................................................................8

5.1 Supervision Contract....................................................................................................................8

5.2 Preparation..................................................................................................................................9

6. Recording...........................................................................................................................................9

Appendix 1: Supervision contract....................................................................................................10

Appendix 2: 1: 1 Supervision Record...............................................................................................11

Appendix 3: Casework Supervision Template (LINK)...........................................................................

Appendix 4: Group Supervision Template (LINK).................................................................................

Appendix 5: Additional Guidance – SAFE 0-18.................................................................................12

Appendix 6: Youth Justice Service - Safeguarding Practice Reflection (SPR)....................................13

Appendix 7: Youth Justice Service Template...................................................................................15

Appendix 8: EDT Supervision Record Template...............................................................................16

Appendix 9: Updated Group Supervision Guidance for Managers & PSO’s in MAST and Connect..18

Appendix 10: Tools to aid Reflective Practice……………….………………………………………………………………20

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1. Introduction

1.1 Status

Ealing Children's Services places a high value on supervision. It is one of the most important ways in which we can support staff to perform to the best of their ability and potential in their job role. It also helps us meet the wider objectives of the service and council to provide high quality services and good outcomes for our service users.

Ealing Children’s Services will promote effective supervisory practice across the workforce at all levels and in all settings to comply with the standards and expectations of the council and professional and regulatory bodies.

1.2 Scope

This policy aims to provide a common framework and set of expectations for all forms of supervision for example 1:1, casework or group supervision for all local authority employed staff within Children’s Services (not Schools).

A number of teams/services have supplementary processes (see appendices). This includes ‘integrated’ teams /services where some professionals receive additional clinical or case supervision via partner agencies. Other teams/services have to meet certain regulatory requirements e.g. Emergency Duty Team (EDT) social workers must be supervised by an approved, warranted and practicing AMHP.

Supervision should also feed into the council’s appraisal process, which provides an opportunity, every six months, for staff performance, objectives and development to be reviewed more fully. http://inside.ealing.gov.uk/info/20073/learning_and_development/40/performance_appraisal_process

2. Purpose and Functions of Supervision

2.1 PurposeA fundamental aim of supervision is to create a space that allows for constructive and challenging discussion to bring about positive change. Whether this is in an individual or group setting, a key element for effective supervision is that it is based in a relationship/environment characterised by trust and openness. It is essential that supervisees feel able to bring concerns, be listened to and take on board guidance or direction.

2.2 Functions Supervision has several key functions that can be grouped as follows:

ManagerialSupervisors have responsibility to ensure the supervisee carries out their work to the standards required for the service and line with work plans and timescales. Supervision for caseworkers should provide space for reflective discussion on all cases. It should also

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provide constructive feedback and challenge and address gaps in performance so there is accountability for the work.

EducativeSupervisors should be monitoring the supervisee’s performance. This will include giving direct feedback and providing opportunities for the supervisee to reflect on their experience of practice and develop their learning and skills. It will involve regular discussion on training and development needs in line with a supervisee’s appraisal and other objectives.

SupportiveSupervisors should provide support to enable a supervisee to reflect on their own practice and explore work related feelings - successes, demands and challenges - arising for them from their work. The aim is to help the supervisee maximise their effectiveness and job satisfaction.

2.3 Standards and Audit

All staff and teams/ services should commit to the general principles and expectations for supervision set out in this document and linked policies. They should also make use of training and development opportunities that may enhance practice.

Whilst supervision is a joint responsibility, it is ultimately the supervisor's responsibility to ensure that sessions take place in line with this policy and the agreed supervision contract.

Supervisors and managers must ensure that the supervisee is at all times, working within legislative guidelines and local policy and procedures relating to their work and take appropriate action where there are concerns. Supervisees have responsibility to share any concerns about the supervision process with their supervisor and escalate where necessary.

Regular audits of supervision activity will take place to monitor the quantity and quality of supervision that takes place across the service and make recommendations to senior managers about improvements. On occasion this data may need to be shared with external agencies for inspection purposes.

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3. Types of Supervision

1:1 Supervision

This is a space for staff to meet with their supervisor to reflect on their work and to consider their professional development and training needs. It is where staff should feel able to bring any personal issues that may be impacting on their work.

For staff with casework responsibilities it is a forum to discuss any work that is complex and not addressed in group/casework supervision or is an additional area of responsibility.

For those staff without casework responsibilities 1:1 supervision will provide the forum to develop, agree and review work plans. Work plans should be reflective of their role profile and service area and linked to appraisal objectives.

Any gaps in individual performance should be addressed in 1:1 supervision sessions. Supervisors should provide information where appropriate about workplace counselling or other support services available. Where significant concerns arise, a supervisor may need to refer to relevant work performance and disciplinary processes. A separate meeting should be convened and supervisees should be advised on their rights to representation within any formal process.

Casework SupervisionIn several teams and services, individual casework supervision is the main forum for a supervisee/supervisor to consider cases.

In frontline Social Care teams, it is an expectation that all cases should have management oversight/decision in each supervision session to ensure planning is in place and on track. Prior to casework supervision, the supervisor should have checked performance management reports and electronic files to make sure all statutory timescales are being met and highlight for discussion any cases where these have not been met. More reflective and analytical supervision should be undertaken on a smaller number of cases each session.

In the SAFE service, cases that not discussed at the monthly supervision should have a supervisor’s review of the case file to ensure previous actions identified are progressing. A case note should be entered by the supervisor to record this and any areas identified for further action and the supervisee alerted to the required actions.

The supervisor and supervisee should agree before each supervision session which cases to prioritise for in depth analysis. Supervisors should ensure all cases have an in-depth review at least every three months. Tools to aid reflective practice can be found in the appendices.

Supervisors should consider any workload factors impacting on their supervisee and agree actions to address any concerns.

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Group SupervisionGroup supervision provides an opportunity for staff to discuss and reflect on the work being undertaken with children, young people, families and carers, their values/belief systems (constructs) and the impact this may have on their day to day work. It is also an opportunity to discuss risks, development and identify gaps in practice that impact on engagement with professionals and families. A key element of Group Supervision is ‘Marking the task’ whereby a worker identifies a particular ‘task’ that they would like their team to address and help them with. Group supervision meetings will take place weekly and are chaired by the Deputy Team Manager or Team Manager. If group supervision cannot take place on a planned day, it will either be re-organised within 48 hours or cases will be discussed at the next group supervision to avoid drift.

See Brighter Futures Model Ealing Handbook for more detailed information on the group supervision process.

Consultation Discussions and Informal SupervisionFor some teams, especially those of an integrated nature, consultations with professionals from other disciplines/services may be sought – this does not replace supervision. Such advice should be discussed with a supervisor as soon as possible especially if it suggests a revision to a plan of work. Where advice is given and acted upon it should always be recorded in the client’s record and the record checked for accuracy by the specialist. (See recording below)

Case discussion can also take place outside of formal supervision through ‘on the job’ ‘open door’ or other informal settings. In many instances this will result in direct feedback or instruction which should always be recorded in the appropriate place.

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4. Frequency of Supervision

Supervision Type Frequency (minimum)

Social Care Teams

1:1 6 weekly for 1 hour – all those who have group supervision

Group Weekly – each case where there is a plan is to be discussed once every month

Casework Monthly – to include all cases and 1:1 – minimum 2 hours

Student A 3 way meeting between a student / practice educator and their line manager should take place every 4 weeks

SAFE Monthly supervision- 1.5 – 3 hours combined casework/1:1.

All newly allocated cases should have a casework discussion at the next supervision after allocation.

The minimum requirement for a casework supervision discussion is three monthly.

Youth Justice Service Monthly casework supervision for all staff – content and duration will vary depending on role. Appraisal process used for 1:1

New staff weekly for 4-6 weeks, then fortnightly for an agreed period.

Emergency Duty Team Monthly 1:1 supervision. Monthly Team meetings with case discussion. 24/7 access to EDT Manager/SMT if required.

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5. Contracting and Preparation for Supervision

5.1 Supervision Contract

At the start of a supervisory relationship a contracting discussion should take place and a 'supervision contract' agreed and signed by both supervisor and supervisee. The contract should be uploaded to itrent by the supervisor. (See Appendix 1: Supervision Contract).

Contracts in supervision should be subject to review at the annual appraisal and mid-year review. They should be renegotiated every time there is a change of supervisor or if a worker moves to another team. Amended contracts should be added to itrent to replace earlier versions. Key areas to be agreed as part of the contracting discussion are:

Frequency/Length/Location

Supervision sessions should be scheduled for at least six months ahead and a private room booked by the supervisor. Dates for the next session should be confirmed at the end of each session. (See table above for frequency)

Confidentiality

The content of supervision is usually confidential, but on occasion issues arising in supervision may need to be escalated or records required for audit or inspection purposes. The supervisor should always explain to a supervisee when this is necessary and ensure GDPR requirements are met.

Cancellation

Supervision should only be cancelled as a result of an unforeseen and serious alternative commitment or sickness absence. If a session is cancelled then the supervisor should ensure that a new date is arranged as soon as possible (within five working days) unless continued sickness absence prevents this. If a supervisor is away for an extended period their line manager should make alternative arrangements to ensure that a supervisee continues to receive supervision at the prescribed frequency;

Punctuality/InterruptionsBoth parties should agree to be punctual for the supervision session. Interruptions should only be permitted for personal or work emergencies for either party

Agenda settingThis will vary from team to team but should be discussed and agreed as part of the contracting discussion

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5.2 Preparation

Both supervisors and supervisees have a responsibility to prepare for supervision in a way agreed as part of the contracting discussion and in line with expectations for the various supervision types. (See above)

6. Recording

Recording is a vital part of good supervisory practice. All forms of supervision and all teams/services should maintain accurate records of discussion and actions using the relevant templates. See below for further details.

Supervision Type

Recording Action When

1:1 Supervisor records discussion and actions agreed using 1:1 Supervision Record template. This should be sent to the supervisee for checking. Once the record is agreed the supervisor should upload the record onto itrent – named as “Supervision Contract: Supervisee A & Supervisee B and date”

48 hours after sign off by supervisor

Group The caseworker completes their part of the group supervision template.

During group supervision, the Practice Support Officer (PSO) records actions in Group Supervision Record template. DTM and PSO meet at the end of supervision to finalise minutes and close. (See Appendix 9: Updated Group Supervision Guidance for Managers and PSO’s in MAST and CONNECT)

24 hours before supervision and sends to PSO & DTM

Same Day

Casework Following casework supervision, the Supervisor records actions in Casework Supervision template and uploads to Frameworki;

Supervisee should check the record is accurate as soon as possible and discuss any areas of discrepancy with the supervisor immediately

YJS uses a different template (see appendix 7) and this is uploaded to the Integrated Youth System – Career Vision

48 hours

Informal and Any decisions taken on a case taken in informal 9

Consultations discussion or consultation should be recorded by the supervisor on Frameworki under Management decisions.

Appendix 1: Supervision Contract for Casework/1:1 Supervision

Between: Supervisor:__________________________________________(Name)

and Supervisee: ______________________________________________ (Name)

Arrangements agreed for supervision(For completion after the contracting discussion between supervisor/supervisee)

Arrangement DetailsFrequency/Length/Location(Supervisor book 6 months ahead at agreed intervals)Preparation(Set out who will do what)

Agenda Setting(How will this be agreed & what if agenda overruns)Permissions Agreed(e.g. Supervisor does not always have an answer; supervisee can say ‘I’m stuck’)What we will do if there are difficulties working togetherWhat we will contribute to make supervision work(e.g. Responsibilities; other actions etc.)

Supervisor:

Supervisee:

Any other agreements

Cancellation Agreement Discuss and agree policy Punctuality/Interruptions Discuss and agree policy Confidentiality Discuss and agree policy

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Recording Discuss and agree policy

Signed: Supervisor:Supervisee:

Date contract signed: Date of review:

Appendix 2: 1: 1 Supervision Record

For: __________________________________________Date: _______________________

This form is to be used to record details of the topics discussed and the actions agreed in supervision sessions. The notes will remain confidential between supervisor and supervisee, except where the supervisor needs to seek direction from their own supervisor. The supervision notes will be uploaded onto itrent by the supervisor.

Check inHow are you doing? Have there been any challenges either personal or work related that have arisen since the last supervision? Is there any support needed to manage this?

How do you feel your work / life balance is being achieved? (Include annual leave/toil. What helps or might help achieve the right balance?)

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AgendaHow would to like to use the time today? (Opportunity for joint agenda to be set)

PerformanceFeedback and review of work in the last month from both Supervisor and Supervisee- include areas of strength and areas for development (Note for managers: – this can include complex case discussions and any keys actions to be uploaded onto fwi by a Manager)

Supervisor comments:

Supervisee comments:

Learning and Development

What do you need to do the best work you can and grow in your role? What opportunities should we look for?

Actions to be taken forward

Agreed action that will support/improve overall performance and/or wellbeing- with dates and by whom

Date of next meeting:

Please sign below to indicate these notes are an accurate account of issues discussed and action agreed.

Signature Supervisor: Signature Supervisee:

Appendix 5: SAFE Service- Additional guidance

LINE MANAGEMENT / SUPERVISION / CONSULTATION RESPONSIBILITIESBecause of the integrated nature of the service some staff will receive clinical or case supervision from persons other than their Team Manager. For staff receiving supervision from their own agency (CAMHS staff for example), they will follow that agency’s supervision policy. However, the Team Manager will retain line management responsibilities for cases they are working as outlined below.

Team Managers have the overall responsibility for decisions in the following areas:

Will allocate referrals/work to staff through the joint allocations meetings based on the ‘Assessment Protocol and Thresholds of Need Guide 2016’

Will make the final decision to close a case Will make the decision whether to refer to a Social Care as per the Team Protocols covering

SAFE and Social Care Are responsible for financial and resources commitments on cases

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Managers will take the lead where issues arise on cases requiring partner agency agreements

Will lead on complaints or ensure that complaints relating to staff employed through other organisations are immediately passed to that organisation for action

Appraisals of staff and any performance issues will be the joint responsibly of the Team Manager and the supervisor.

Supervisors of staff employed directly by the SAFE service will have the following responsibilities:

The supervisor must inform the Team Manager of any issues arising through supervision likely to have an impact either on casework or the individual staff member

The supervisor must inform the Team Manager of any issues arising likely to have an impact on the overall team functioning/reputation

It is the supervisor’s responsibility to record the supervision on the relevant case file episode on Frameworki

Consultation:

SAFE is a multi-disciplinary team, made up of people with specific expertise in a range of areas from social workers and family therapists to domestic violence workers and educational psychologists. It is likely therefore, that specialist advice (consultation) may be sought from another team member on case related matters

Consultation discussions should be recorded where it results in actions being taken by a worker in relation to a family or child. A case note reflecting the salient points from the discussion should be placed on the case file by the lead worker for the child. The specialist worker should be alerted using Frameworki to the case note to ensure the discussion is accurately reflected on the file record.

Consultation does not replace the need for supervision. If the consultation suggests a revision of the Single Assessment / EHAP for a child this must be discussed with the lead worker’s supervisor prior to any action being taken.

Appendix 6: Youth Justice Service: Safeguarding Practice Reflection (SPR)Reflection AreasSPR sessions should cover four areas with some of the key lines of reflection that could be covered under them. It is not suggested that every single line should be explored for every case in every session. These are just examples, taken from research and SCR messages about what matters – and what can be missed. The key is being aware of the range of possible issues and knowing which to explore in each particular case to make the process focused and manageable.

QuantityThere will be some basic factual matters that will need to be considered – recent developments, especially those indicative of risk e.g. missed appointments, child not being seen by practitioner; task completion.

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QualitySafeguarding is about the management of risk in a complex system of human and organisational histories, behaviours and relationships. Because they are complex and evolving, because they can impact on each other in unforeseen ways, and because the practitioner is part of that system and can become caught up in it, SPR needs to enable a “standing back” and looking at what’s happening from a range of perspectives.

There are four quality areas based on the human and organisational systemic nature of safeguarding:

1. The Child Examples of issues to be explored: How visible is the child? Is the focus of the work still on the child’s safety and well-

being, or someone / something else? What must the world look like through the eyes of the child? What is the child communicating? How much time is the practitioner spending with the child? What’s the quality of the relationship between the practitioner and the child? What’s the child’s experience of the practitioner and the service being received?

2. The parent/carerExamples of issues to be explored: What’s the quality of our engagement with the parent? If poor, do we need to come

at it a different way? What’s the quality of the practitioner’s relationship with the parent? What’s the nature of the co-operation, non-co-operation? How does the parent experience this relationship and the services provided? Is the parent’s history, and its meaning for what’s happening now, understood? Have we thoroughly understood the impact of the domestic abuse, adult mental

health, substance misuse, learning disability? Who and where are the men in the child’s life; what impact do they have; are they

involved in our plan?

3. The practitionerExamples of issues to be explored: Are our views fixed or have they been adjusted based on new information? Has the practitioner become desensitised to the reality of the poor standards of

parenting? Is the practitioner practicing in an authoritative and confident way in relation to

standards of care and co-operation? What impact is this case having on the practitioner e.g. fear? If this was our son / daughter / nephew / grandson, would we approach things

differently? Is the practitioner just collecting pieces of information – or are they building up a

picture of the total system that makes up the child’s world which they are then analysing to understand and respond appropriately to?

What theoretical framework is the practitioner using in their work on this case?14

What learning and development needs for the practitioner are emerging from this case?

4. Partnership workingExamples of issues to be explored: Who needs to be involved in this case, and are they? Are we / partners working together or in silos? Are we / partners adopting a “Think and Act Family” approach? Is information sharing taking place – and are we communicating meaning? Who is the lead professional? Are things stuck; is escalation necessary?

OutcomesThis area explores what difference is being made to the lives of the child and family, the impact. Obviously, the impact achieved will be contributed to by a range of influences, so this exploration will tell us things about the impact of more than just the practitioner. Nonetheless, there is need to explore the particular contribution of the practitioner.

What would “good” look like for his child / family? If our interventions and plans were successful, what would the child’s / family’s life look like? (i.e. the desired outcomes)

How would we know (measure) if the good is being achieved? What’s the evidence that progress is being made towards achieving the good? If no progress is being made, do we need to do things differently – or have we got

the wrong plan? Why are we doing what we are doing? What’s the research evidence–base for our

actions and plan?

ActionsBased on the exploration of quality, quality and outcome, what are the decisions we now need to make and the actions to take?

Appendix 7: Youth Justice Service Recording Template

Record of Supervision

Agenda items: Actions from last supervision Very High/High Medium risk cases

review 2 cases with completed supervision

checklist Practice Issues Training & Development Performance Management – links to

relevant KPI’s

Name of staff member

Date of supervision

Method of supervision

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Summary of agreed action points. Date of next supervision

Areas discussed Action

Appendix 8: EDT Supervision Record Template

Supervision Record

DateAttendee/sDate of last meeting

Agenda(to include carry forward items from last meeting)

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Item Subject12345678910Actions Agreed

Actions Agreed (continued)

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JPS Targets Review and Progress

Training / Development Issues

Annual Leave/Absence

Any other items

Date of next meeting

Appendix 9: Updated Group Supervision Guidance for Managers and PSO’s in MAST and CONNECT.

Social Worker to open episode and complete sections 1-3

All group supervision templates must be completed prior to the group supervision and available for reading and sign off. If a worker is unable to attend the group supervision session they must inform the chair and PSO 48 hours before the group supervision. Social Worker to liaise with PSO to book cases in for another date

When completing the template, workers should provide bullet points rather than writing long paragraphs

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All PSO’s and Managers are expected to write the minutes directly into the group supervision episode.

Agreed working arrangement between PSO and DTM

PSO’s to ensure that the allocation report is updated weekly and is an accurate reflection of information held on Frameworki only. The allocation report to be shared with DTM’s ahead of group supervision

PSO’s and DTM’s to create a schedule for case discussion in group supervision. Scheduling of cases should be organised at least one month in advance. Once the DTM has agreed the schedule this to be e-mailed to their pod with the name of the cases that will be discussed at the weekly group supervision

PSO’s and TM/DTM’s to arrange a 30-minute weekly meeting prior to group supervision. Prior to this meeting PSO’s should gather information needed from social worker. Anything missing to be raised with TM/DTM. Purpose of the meeting between DTM/TM and PSO is to share the weekly allocation report. DTM’s to go through the status of each case updating missing data in the report, identifying CIN, CP, LAC and CFA’s cases and cases to be closed and transferring.

It is the lead worker’s responsibility for putting the cases identified for discussion in their outlook calendar with appropriate alerts to enable preparation of completing the group supervision episode for group supervision.

During supervision the PSO is to minute sections 4-7 in the supervision episode. The DTM to dictate the actions with clear timescales and the PSO’s to write the actions immediately

DTM and PSO meet at the end of supervision to finalise minutes and close episode.

Appendix 10: Tools to aid reflective practice (Links to Follow)

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