Draft readiness for professional practice guidance

This guidance is being consulted on and may be refined as a result of consultation feedback and prior to implementation. Take part in the consultation.

Published: 11 June 2026

• About this guidance
• Definitions
• Using this guidance
• Progressive thresholds
• Professional behaviours
• Introduction to knowledge and skills
• Practice domain 1: Anti-discriminatory practice
• Practice domain 2: Working together across organisations and disciplines
• Practice domain 3: Building and maintaining relationships
• Practice domain 4: Safe and professional practice
• Practice domain 5: Evidence informed practice, learning and reflection
• Practice domain 6: Recognising and responding to need, risk and harm
• Assessment of the knowledge, skills and behaviour statements
• Annex 1: Mapping of knowledge, skills and behaviours
• Annex 2: Additional guidance for education and training providers

About this guidance

This guidance sets out how the knowledge, skills and behaviours should be used by course providers to inform curriculum design, placement planning and assessment of students throughout their course. It is imperative that a student who does not demonstrate achievement of the knowledge, skills and behaviours must not progress through the final award board until they have done so.

Social work students are working towards becoming registered with Social Work England and gaining the protected title of “social worker” through successfully completing a programme of approved study and demonstrating their ability to meet the professional standards. As part of this, pre-registration courses will put students in contact with people accessing social work services, people with lived and learned experience of social work, and members of the public who may be vulnerable. Because of this, we expect education and training providers to ensure that social work applicants, students and graduates can demonstrate professional knowledge, skills and behaviours appropriate to their stage of learning and development. In demonstrating the knowledge, skills and behaviours outlined in this guidance, there will be confidence that social work graduates can meet Social Work England’s professional standards.

We expect that, as students’ progress through a pre-registration course their competency will develop through academic learning, placement and work-based learning opportunities and reflective practice.

Definitions

Student(s)

We have used the term ‘student(s)’ throughout this guidance. We use this to mean anyone learning, studying or training on a course that will lead to them being eligible to apply to join our register. The term includes:

• trainees
• apprentices
• practitioners in training or work-based learning

We do not use ‘student social worker’, ‘apprentice social worker’ or any other variation due to the title of social worker being protected.

Knowledge

‘Knowledge’ refers to the theoretical and practical understanding of the discipline of social work. We expect social work courses to prepare students to demonstrate that they have the necessary knowledge and understanding of all of the following, to meet the professional standards:

• legal frameworks
• relevant theories
• models and methods of social work practice

Skills

‘Skills’ refers to the transferable skills developed during a social work course. We expect social work courses to prepare students to demonstrate that they have the necessary skills to meet the professional standards. We expect that during their studies, social work students will develop and demonstrate these skills through experience of practice-based learning and any taught elements of the course.

Behaviours

‘Behaviours’ underpins the values, ethics, principles and professional expectations required for social work. All social work graduates must be able to demonstrate the necessary behaviours to meet the professional standards.

People

‘People’ includes all individuals who social workers work with, including:

• children
• young people
• adults
• families
• professionals
• communities

Professional values and ethics

We expect social work education and training to affirm the values, ethics and principles that apply across all fields of social work in England and relate to the UK and global values and ethics in the International Federation of Social Work’s Global Definition of Social Work and the British Association of Social Work’s Code of Ethics.

Using this guidance

This guidance document is written for course providers who are delivering approved social work education and training courses, or who are preparing to apply for approval of a new social work qualifying course. The guidance will also be useful for practice education providers and others who work with and alongside course providers.

This document should be read in conjunction with our education and training standards and guidance and the knowledge, skills and behaviour statements. Each of the documents play a key role in promoting effective pre-qualifying social work education and training, therefore they should not be viewed in isolation. It is these documents together that provide an integrated education framework.

This guidance should inform curriculum planning and development and the assessment strategy for pre-qualifying social work courses. We expect all social work course curriculums to show when and how students are assessed on their learning against the knowledge, skills and behaviours (KSBs).

People joining a qualifying social work course will have different levels of professional experience and knowledge, and we recognise they will progress at different rates. There are also different routes into social work which adopt a variety of models, lengths and structures. As a result, we are not prescriptive as to exactly how and when students should achieve competency in each of the statements. Instead, we have developed 4 progressive thresholds at which course providers and placement partners should consider capability, progress and competency against the KSBs.

Progressive thresholds

Course providers must be able to demonstrate how they assess student competence across all of the knowledge, skills and behaviour statements set out in this guidance. Your course curriculum and design, alongside practice learning opportunities, should demonstrate that you have considered how to support student learning and progression in all areas.

We recognise that course providers will have a variety of approaches to monitoring students’ progress towards meeting the knowledge, skills and behaviour statements. Any approach should ensure that they are able to meet Social Work England’s professional standards and be eligible to apply for registration. We have already mapped the knowledge, skills and behaviours to our professional standards (see annex 1). We expect that course providers will map their learning outcomes to the knowledge, skills and behaviour statements to provide assurance that their approach ensures graduates can meet the professional standards.

In line with the requirements of our education and training standards, you should consider applicant’s and student’s capability or progress at the following thresholds:

Application

Applicants demonstrate that they have the capability to gain the knowledge, skills and behaviours.

Assessed preparation for direct practice

Students demonstrate the necessary behaviours for safe practice, with emerging development relating to knowledge and skills. This should align to your requirements in line with standard 2.5 of our education and training standards.

End of 200 days in practice learning environments

Students should demonstrate that they competently gained all of the knowledge, skills and behaviours that you have deemed necessary within the practice learning environment. This should be considered in line with your final arrangements for confirming that students have successfully completed 200 days of practice.

Prior to award board

This is the final opportunity for you to ensure that students have gained all knowledge, skills and behaviours through engagement in practice and modules. Students should not progress to award board without the course provider being assured of this.

Professional behaviours

Why our behaviour statements are important

The behaviour statements reflect, as a minimum, how social work graduates should behave after they have completed their qualifying training, regardless of their future role or setting. They reflect the fact that the professional standards are the threshold standards necessary for safe and effective practice.

We expect applicants, students and graduates to understand that their behaviour at all times, both in the learning environment and outside of their studies, must demonstrate that they are suitable to register as a social worker and meet the professional standards.

In addition to assessing the behaviours demonstrated by students, course providers must also ensure that they have formally assessed their suitability throughout their time on the course (education and training standards 1.4 and 5.3). This includes:

• carrying out criminal record checks.
• assessing conduct and health
• ensuring organisational fitness to practise processes are in place on an ongoing basis

All students should demonstrate an understanding of these processes and the need to engage fully and transparently.

Course providers must ensure that there is positive evidence available to support their judgement that students have developed, or are in the process of developing, the necessary behaviours. It is not enough to rely on an absence of a behaviour or circumstantial evidence when assessing competence.

Outcome

By the end of their pre-qualifying training, social work graduates will model professional behaviour that is consistent with the expectations of a registered social worker.

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate all of the following professional behaviours:

• 1.1: Meet the professional standards, upholding the reputation of the profession and acting in accordance with the values and principles of the profession at all times.
• 1.2: Acknowledge the identities, beliefs, values and lifestyles of people, their families and their communities.
• 1.3: Practise in a manner that respects ethnic, religious and cultural diversity and values difference.
• 1.4: Demonstrate a commitment to learning about the different perspectives and lived experiences of other people.
• 1.5: Embed the principles of inclusive practice, which includes anti-discriminatory, anti-racist and anti-oppressive practice.
• 1.6: Demonstrate an ability to receive feedback from people and other professionals; reflect on and use this to develop practice.
• 1.7: Recognise that people have a right to complain or raise concerns, including about conduct or fitness to practise; proactively support people to exercise this right.
• 1.8: Demonstrate professional integrity and appropriate use of self when working with others; including the ability to recognise any potential or actual conflicts of interest.
• 1.9: Engage in critical reflection on social work practice and demonstrate a commitment to continuing professional development, as part of their professional identity.
• 1.10: Use professional supervision and support to improve their practice; and be accountable for their practice.
• 1.11: Recognise and communicate when and how health and wellbeing might impact on their practice, taking steps to seek support, to ensure safe and effective practice.
• 1.12: Identify and access tools, information and resources to maintain their wellbeing; understanding the importance of reflection and self-care.
• 1.13: Work with integrity in an open and transparent way; assert and justify actions within ethical and professional standards.
• 1.14: Demonstrate awareness of bias and prejudice and reflect on the potential impact of this on their decision making.

Examples of how thresholds might be applied in relation to behaviour statements

Application

Your application and admissions processes should provide opportunities to assess whether candidates have the capability to develop the required behaviours. Stakeholders involved in interviews or admissions tasks should be able to discuss ways in which applicants demonstrate their potential. This may be demonstrated through their acknowledgement of people’s different identities, beliefs, values or their commitment to learning about the different perspectives and lived experiences of people.

Assessed preparation for direct practice

Your arrangements for assessing readiness for direct practice should ensure that you consider the behaviours students have demonstrated since joining the course. The design of your curriculum and early programme experiences should support their development in this area. You must have evidence of how students have shown their commitment to developing their professional behaviour.

End of 200 days in learning environments

You should expect to see development of students’ professional behaviour throughout their time in practice. This may be supported by feedback from practice educators, work-based supervisors or people with lived experience. Initial practice learning should demonstrate that students are starting to reflect upon their own behaviours, identifying strengths and areas for development.

As students move towards the end of their time in practice learning environments, they should demonstrate that they have developed competency across the behaviour statements. This may be supported through their engagement in supervision, observations of practice and reflective pieces. Students will go beyond showing a basic understanding of the importance of professional behaviour and begin to provide examples of the impact upon their own social work practice. There should be a focus on strengthening professional behaviour in all areas of practice.

Prior to award

Ahead of award board, final year assessment must confirm that all behaviours have been met competently and consistently through engagement with both practice-based learning and academic components of the course. Course providers will have assessed students’ integration of professional knowledge, skills and behaviours to demonstrate their readiness for professional practice as a social worker.

Development of behaviours throughout the course

Our expectation is that the behaviours demonstrated are appropriate to the stage of students’ learning and development. We do not expect professional behaviours to be assessed at a single point in isolation, but rather they should develop and be assessed throughout the student journey.

As students’ progress through the course, we expect that their professional behaviour will continue to develop as a result of their academic and placement learning experiences. This may be evidenced through their interactions during placement-based learning, supervision, written work and engagement in group-based activities.

Students should also demonstrate an understanding of the need to uphold the reputation of the profession at all times, including in their personal life, and act in accordance with social work values and principles. If they are in doubt whether any behaviour would undermine the reputation of the profession, they should seek guidance from a senior social worker or member of academic staff.

Students will know that social worker is a protected title and demonstrate a clear understanding of professional regulation. They will understand how registration with Social Work England demonstrates their adherence to the professional standards and how this maintains public trust in the profession.

It is important that course providers demonstrate a holistic, multi-dimensional approach to developing and assessing students’ behavioural competencies, allowing this to be supported by the views of experienced professionals, alongside opportunities for this to be demonstrated in practice.

For further information and support on how course providers could support the development of these behaviours, please see annex 2.

Introduction to knowledge and skills

Why our knowledge and skills statements are important

The knowledge and skills statements reflect what all social work graduates should know, understand and be able to do after they have completed their qualifying training, regardless of their future role or setting. They reflect the fact that the professional standards are the threshold standards necessary for safe and effective practice.

The statements are organised under 6 themes:

• anti-discriminatory practice
• working together across organisations and disciplines
• building and maintaining relationships
• safe and professional practice
• evidence informed practice, learning and reflection
• recognising and responding to need, risk and harm

Alongside our behaviour statements, we expect that course providers should be able to use the knowledge and skills statements to underpin and inform curriculum planning for qualifying social work courses. Course providers should also be clear how they will assess students’ ability to demonstrate the necessary knowledge and skills formatively and summatively throughout the course. This will ensure that students are prepared for practice and have the ability to meet Social Work England’s professional standards at the point of applying to join the Social Work England register.

Examples of how thresholds might be applied in relation to knowledge and skills statements

Application

In line with the requirements of our education and training standards (1.1), your admissions processes should confirm, via a holistic/multidimensional assessment process, that applicants have the potential to demonstrate the knowledge, skills and behaviours necessary to meet the professional standards. Your assessment of applicants’ capability to meet the academic standards of the course should contribute to providing assurance of this potential.

Assessed preparation for direct practice

Prior to starting their first placement, alongside assessing students’ ability to practice safely, you should consider where you are beginning to see students’ development of early knowledge and skills in key areas. You may wish to include a focus upon the knowledge and skills statements that you have identified as being necessary to support early practice through your curriculum content.

End of 200 days in practice learning environments

Students should develop the knowledge and skills associated with practice learning throughout their 200 days in practice. You may wish to consider their progression at key points within their placement journey, using feedback from practice educators and other professionals involved in placements.

You may see that students show competency in different areas and at different rates as a result of their placement environment or experiences (for example, students who have worked in a multidisciplinary setting may have a stronger understanding of multi-agency working). Students may have also had more opportunities to practise specific skills earlier in their practice experiences which could be different to others in their cohort. You should ensure that the assessment of competency is specific to the individual and considers their own learning journey.

At the end of 200 days in practice, you should ensure that all students are assessed as being competent across the knowledge and skills statements associated with practice learning. This should be supported by contrasting placement experiences, exposure to statutory social work tasks and engagement with different professionals, services and people with lived experience. Students should have also received a greater variety of academic teaching to support their increased knowledge, understanding and application of skills.

Prior to award

Following completion of practice learning, your curriculum content will have ensured that any gaps in knowledge and skills have been addressed. Ahead of award board, final year assessment must confirm that all knowledge and skills have been met competently and consistently through engagement with both practice-based learning and academic components of the course. Course providers will be assured that students can meet the professional standards in order to apply to join the Social Work England register.

Practice domain 1: Anti-discriminatory practice

Anti-discriminatory practice is fundamental to all areas of social work practice and is at the core of social work values and inclusive practice.

In line with the professional standards, all social workers are expected to embrace individuality and diversity. They are required to demonstrate a sound understanding of how people’s backgrounds and identities impact upon their lives and the communities within which they live.

The social work profession, with its values and principles of anti-discriminatory, anti-oppressive practice and inclusive practice is uniquely placed to lead the way in promoting equality in all aspects of society.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• understand the principles of anti-discriminatory practice and recognise the importance of applying these principles in social work practice
• regularly reflect upon their own practice, seeking to promote social justice and confront issues of inequality and inclusion

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.1: How to positively explore the cultural identities and beliefs of the people, families and communities that social workers work with.
• 2.2: How identity and intersectionality can impact on the lives of people, families and communities.
• 2.3: The social context in which people live and how multiple and intersecting oppressions and disadvantages impact people, families and communities.
• 2.4: The impact of poverty and economic disadvantage, including the cumulative impact of intergenerational poverty on people, families and communities.
• 2.5: The role of social work in promoting social justice and pursuing positive change in partnership with people who are at risk of harm.
• 2.6: The importance of inclusive practice, including anti-oppressive, anti-racist and anti-discriminatory practice from both historical and contemporary perspectives.
• 2.7: How to recognise the impact of individual, organisational and structural discrimination and oppression.
• 2.8: That social work is an international and global profession, and how social work practice can vary based on national or regional contexts, including within the UK.

Skills:

• 3.1: Practice in an anti-discriminatory, anti-racist and anti-oppressive manner, applying principles of equality, diversity and inclusivity.
• 3.2: Reflect on own biases and prejudices to ensure that practice is anti-discriminatory, anti-racist and anti-oppressive.
• 3.3: Demonstrate appropriate use of power and professional authority whilst upholding people’s human and equality rights, advocating where appropriate.

Development of this range of knowledge and skills throughout the course

Social workers are expected to champion people’s rights and support those that are often marginalised. Anyone choosing to pursue a career in social work should be able to demonstrate a commitment to addressing social inequality. You may begin to explore applicants’ motivations for choosing social work as a career through your admission process, for example by asking values-based questions. While responses to such questions may offer an indication of an applicant’s commitment and suitability, we expect that their knowledge and understanding of the variety of influences on people’s lives and how to practice inclusively will strengthen as students progress through their course.

Students’ knowledge of anti-discriminatory, anti-oppressive and inclusive practice should develop as they commence their study, as we expect that they will be exposed to its key principles from the start of the course. We would expect that students are able to articulate their understanding of key principles more confidently as they approach readiness for practice and their first placement, which in turn will offer opportunities to demonstrate their skills in practice.

We do not expect that students’ knowledge and skills will be assessed at a single point or in isolation, but rather they should develop throughout the student journey before reaching competency.

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Practice domain 2: Working together across organisations and disciplines

There are an increasing number of social workers who work within multidisciplinary teams and, even where social workers are not part of a dedicated multidisciplinary team, it is important that they are able to collaborate with colleagues from other professions, and their own profession.

All social workers should recognise the value and purpose of working in partnership with those with lived and learned experience and with other disciplines to improve the quality of care and outcomes for people who are receiving health and social care services.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• understand the importance of multi-disciplinary working and be able to apply their knowledge to a range of social work contexts
• work collaboratively with professionals from other disciplines whilst maintaining and promoting their social work identity

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.9: The importance of multidisciplinary and multi-agency working, recognising the value and purpose of partnership working with other professionals to achieve better outcomes for people, families and communities.
• 2.10: How to maintain and advocate for their professional identity as a social worker in multidisciplinary and multi-agency contexts.
• 2.11: The principles, origin and evidence-based value of co-production and how to use and promote it within social work practise.
• 2.12: The contrasting contexts of social work practice and how contemporary social care, health, education, and specialist providers deliver services.
• 2.12: The contrasting contexts of social work practice and how contemporary social care, health, education, and specialist providers deliver services.
• 2.13: Data protection, privacy and confidentiality including information rights, appropriate access of data, use of communicative technology and knowing when and how to share information, with consideration of the potential impacts of disclosure.

Skills:

• 3.4: Work effectively with others, identifying the opportunities and challenges associated with working with others from differing settings, services, teams and professions.
• 3.5: Work in collaboration with others, acknowledging the knowledge and skills that they bring to decision-making, and recognising the boundaries of social work practice.
• 3.6: Prepare effectively for meetings and participate in a co-productive, respectful and inclusive manner.
• 3.7: Apply social work knowledge and skills to constructively manage disagreements and conflict with others.
• 3.8: Actively seek and share information with others as appropriate, taking into consideration relevant governance and legislation.
• 3.9: Appropriately use relevant information and communication technologies, platforms, or software to work in line with confidentiality and privacy principles.

Development of this range of knowledge and skills throughout the course

Applicants may bring a range of past professional experiences to the course which demonstrate their ability to work successfully with other professions. As a result, they may demonstrate a baseline understanding of multidisciplinary working and the contrasting contexts of social work practice through their admission to the course. This may also be where applicants first articulate their commitment to partnership working.

Part of your assessed preparation for direct practice may include exploration of students’ knowledge and skills in relation to multi-agency working. Students should have an understanding of the different professionals they are likely to encounter in social work practice, and the roles they play. As a result, you may wish to offer dedicated teaching on this topic to prepare students effectively.

Through their engagement in placement based learning, students will have a range of experiences of multi-agency and multidisciplinary working. They will have also received teaching about professional identity, co-production and the context of current social work practice through the course curriculum. You may also have examples of formative or summative assessments which support competency in this area.

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Practice domain 3: Building and maintaining relationships

The ability to develop and maintain effective professional relationships is central to the role of a social worker. Without appropriate interpersonal skills, the ability to communicate with a range of audiences and the skills to support others to share their views, it would not be possible for social workers to lead effective interventions which ensure the safety and wellbeing of people. As a result, the following knowledge and skills statements form an essential part of being fit to practise as a social worker.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• understand the importance of working in partnership with people to promote their well-being and achieve positive outcomes
• be able to demonstrate effective interpersonal skills for a range of audiences using different communication methods

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.14: The role of a social worker and a social worker's responsibility to empower, advocate, value, assist, safeguard and protect people.
• 2.15: How to work in partnership with people while recognising them as experts in their own lives, and how to build professional relationships founded on respect, honesty and integrity.
• 2.16: The need to value each person as an individual, recognising their strengths and abilities, and the support available within their networks and support systems.

Skills:

• 3.10: Demonstrate effective, professional and appropriate interpersonal skills, in verbal and written communication for a range of audiences.
• 3.11: Communicate the role of a social worker and the purpose of social work clearly, accurately and sensitively.
• 3.12: Communicate with and actively listen to others being respectful, inclusive, engaging, accessible, motivating and effective.
• 3.13: Demonstrate emotional intelligence, empathy and compassion as appropriate to all situations.
• 3.14: Support people to express their expectations, strengths and limitations and to understand and fully realise their rights, entitlements and responsibilities.
• 3.15: Demonstrate effective, ethical and appropriate use of digital tools, technologies, spaces and platforms.

Development of this range of knowledge and skills throughout the course

From the point of application to a social work course, you will begin to assess applicants’ ability to communicate and work effectively with others. All who join a pre-registration course will have differing past experiences which will impact upon their capabilities in relation to building and maintaining relationships. As a result, there may be a range of starting points. As students’ progress through the course, we expect that all students are given sufficient opportunity to develop their knowledge and skills in relation to communication and interaction.

As highlighted within our education and training standards guidance, the assessment of communication skills is a key element of admissions processes to social work courses. The activities used to inform selection will frequently include assessing applicants’ speaking and listening skills, interpersonal skills and their ability to communicate as part of a group. Therefore, you are likely to begin observing students’ skills in this area from the start of the course.

As students prepare for their first placement experience, they will require additional input to ensure that they understand the role and remit of a social worker as well as how to work in partnership with people. You should assess the development of their competency in this area since joining the course.

While on placement, students should have opportunities to practise implementing a range of communication strategies in real life scenarios. These interactions should be observed by experienced individuals with constructive feedback offered to improve practice. Further opportunities during placement should be used to assess a students’ progress in communication in a range of settings and circumstances, including in situations which may be challenging.

As students move through their course, they should be able to effectively implement a range of techniques to support people with lived experience of social work to share their views effectively. This should include adopting alternative communication methods where people struggle to communicate verbally or via conventional methods.

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Practice domain 4: Safe and professional practice

It is essential that all social workers understand, and can articulate, what is required to ensure safe and professional practice. This includes understanding all of the following:

• the role of ‘social worker’ as a protected title
• the requirement to uphold the professional standards as a regulated professional
• the role of Social Work England (education and training standard 5.5)

Social workers must also understand the legislation in which they operate and other policy areas which underpin their practice.

In order to maintain their ability to practise safely, social workers should be prepared to engage in critical reflection and supervision. Where there is a concern that practice has the potential to negatively impact upon those receiving services, social workers must know how to respond to maintain their safety.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• have a thorough understanding of legislation and policy relevant to social work practice and recognise the significance of ‘social worker’ as a protected title
• demonstrate an ability to critically reflect upon their practice, using supervision to inform their professional development
• recognise when to escalate concerns or challenge decisions to promote the safety and wellbeing of people

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.17: How to maintain their professional identity as a registered social worker, recognising the accountability and responsibility of the role, both in private and public life.
• 2.18: Legal literacy of relevant legislation and policy areas including human rights, equality rights, and statutory guidance that underpins social work practise.
• 2.19: How to recognise organisational wrongdoing and cultures of unsafe practice, knowing when to whistle blow, raise concerns and seek support.
• 2.20: The role and value of differing models of supervision in enabling a social worker's professional development, accountability and responsibility to reflect upon, scrutinise and challenge their practice.
• 2.21: The political and social context of social work in England, including the relationships between agencies and the impact of government policy.
• 2.22: The role of Social Work England as the regulator for social work, the status of 'social worker' as a protected title, the responsibility to meet the professional standards, and engage in continuing professional development as a registered social worker.

Skills:

• 3.16: Maintain, develop and promote their professional identity as a social worker, applying social work principles, codes of practice, ethics, and the values of social work in practice
• 3.17: Maintain and reflect upon personal and professional boundaries in all situations.
• 3.18: Demonstrate reflective practice and an ability to think critically about their work.
• 3.19: Engage in supervision to support practice.
• 3.20: Manage time and prioritise workload using available resources, seeking support when required.
• 3.21: Challenge decisions, actions or behaviours which are not in the best interests of people receiving services.
• 3.22: Promote the safety and wellbeing of people, including families, communities and other professionals.

Development of this range of knowledge and skills throughout the course

You should explore applicants’ motivation to become a social worker through your admissions process. This should include exploring their understanding of the profession.

Prior to commencing their first placement, students must undergo assessed preparation for direct practice to ensure the safety of people with lived experience who they will meet during placement. Whilst you may have started to informally assess understanding of safe and effective practice through engagement with module content, it is likely that this will be the first time that students’ knowledge and skills are formally assessed.

Students should also have an understanding of the accountability and responsibility of a social worker and statutory guidance that underpins the role. They will recognise the value of ongoing supervision and support to maintain their ability to practise safely.

Following engagement with placement experiences, there should be evidence that students are developing legal literacy of relevant legislation. They should have demonstrated their ability to practise safely within a placement environment, with supervision supporting their ability to reflect upon and scrutinise practice. They may also begin to apply these experiences through critical reflection in their academic writing as they progress through the course.

Graduates should demonstrate a robust understanding of the role of a social worker and be able to promote their own professional identity. In preparation for applying to join the Social Work England register, graduates should know that ‘social worker’ is a protected title and understand that this title, or any variation of it, cannot be used until they are successfully registered. They should understand their responsibility to meet the professional standards and the requirement to engage in continuing professional development (CPD).

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Practice domain 5: Evidence informed practice, learning and reflection

Social workers are required to make decisions which may be based upon brief interactions with people, or following an in-depth assessment of need and risk. In order to make decisions that are fair, proportionate and ethical, social workers must adopt an evidence informed approach. This includes using evidence from:

• research
• academic literature and theory
• other multi-agency teams
• local guidance
• the views and wishes of people they work with

Social workers should be able to effectively evidence why they have made decisions and articulate this clearly through written records. It is also essential for all social workers to critically reflect upon their practice, both independently and alongside other colleagues, to ensure ongoing development of their practice.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• understand the role that evidence plays in their decision making as a social worker
• demonstrate an ability to critically reflect upon, and develop, their practice showing appropriate self-awareness and adaptability

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.23: How social workers use evidence to critically inform their practice, and the strengths and limitations of different forms of evidence.
• 2.24: How social workers use theory to critically inform their practice and the interventions and models they use.
• 2.25: The use of self in social work, and how social workers may work creatively to apply different skills and interventions.

Skills:

• 3.23: Critically use social work theories, models, methods, approaches, and research methodologies in practice.
• 3.24: Critically reflect upon and analyse their practice, seeking support where necessary.
• 3.25: Synthesise and analyse complex knowledge, evidence and information from multiple sources and apply this in practice.
• 3.26: Demonstrate an evidence informed approach when making decisions.
• 3.27: Write accurate, clear, objective, and up-to-date records and reports which document assessments, decisions and actions.

Development of this range of knowledge and skills throughout the course

The entry requirements to social work courses are necessary to ensure that applicants have the capability to meet academic standards. Education and training should seek to develop professionally curious, research-minded social workers. Therefore, it is essential that the associated knowledge and skills are assessed and developed throughout the duration of the course.

As students progress through the course, the development of evidence informed practice may be achieved through student centred and independent learning and teaching and assessment strategies. Students should demonstrate an emerging understanding of the ways in which social workers use evidence to inform practice, and begin to name some of the interventions that may be used.

With experience, students should be able to provide examples of how they have used their knowledge of social work theories, models, methods and approaches in practice. They should be able to talk with increasing confidence about the value of using evidence to inform their practice, recognising the strengths and limitations of different forms of evidence.

Evidence informed practice is achieved through combining different forms of knowledge, such as research, theory, local information and lived experience. Therefore, time spent in academic study and practical experience acquired through placement is required to refine skills in this area. Prior to award board, students should have examples from practice of where evidence has been used to inform decisions. Course assessments should evidence their ability to balance, synthesise and analyse complex knowledge, evidence and information from multiple sources.

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Practice domain 6: Recognising and responding to need, risk and harm

Supporting people to share their views and feelings is an important part of social work practice, and decision making should include a strong focus on what matters to the individual person. Despite this, there are times when social workers will have to assess, and balance individual wishes and feelings against the need to act in a person’s best interests in order to promote, or ensure, their safety.

In order to do the above effectively, social workers must demonstrate a good understanding of expected human development, the range of factors that can influence health outcomes and potential signs of harm. They should also recognise the range of indicators for different types of abuse and their impacts.

When working with people, social workers must demonstrate an ability to make decisions which balance the needs and wishes of people alongside potential risk and harm. Where potential or actual harm is identified, social workers must be able to intervene to ensure safety and promote positive change.

Outcome

By the end of their pre-qualifying training, social work graduates will:

• understand how to undertake an assessment of need which considers factors such as
  • expected human development
  • physical and mental health
  • potential and actual signs of harm
• use their professional judgement to respond effectively to risk and harm, working with other professionals to implement plans and interventions
• demonstrate an ability to adapt plans where necessary

Course providers must be assured, at the point immediately prior to progressing through a final year award board or equivalent, that a student can demonstrate the following knowledge and skills:

Knowledge:

• 2.26: Assessment of need, eligibility, risk and protective factors when working with people, families and communities.
• 2.27: The social determinants of physical and mental health, including the impact of child and adult mental health issues, physical disability and learning disability.
• 2.28: Signs of harm, exploitation, neglect, abuse, domestic abuse and coercive and controlling behaviour, recognising their impact on people, families and communities.
• 2.29: Signs of substance use and dependency, recognising their impact on people, families and communities.
• 2.30: Neurodiversity and how this can impact people, families and communities.
• 2.31: Human development across the life span, inclusive of child and adolescent development, and adult life stages.
• 2.32: The impact of trauma and loss on human development across a person’s life and factors contributing towards vulnerability.

Skills:

• 3.28: Exercise professional judgment and demonstrate professional curiosity.
• 3.30: Demonstrate an ability to balance empathy and autonomy, by having courageous and difficult conversations.
• 3.31: Respond and participate in plans to address need, or likely and/or actual harm, neglect and abuse.
• 3.32: Recognise and respond to behaviour that may indicate a lack of co-operation, and take action, when necessary, particularly where this is linked to safeguarding concerns, to overcome this.
• 3.33: Undertake assessments of need and/or risk relating to others safety, and their own safety.
• 3.34: Demonstrate an ability to promote positive and planned change with people and their systems.
• 3.35: Undertake appropriate interventions safely and with adequate supervision, seeking support when required.

Development of this range of knowledge and skills throughout the course

Applicants should understand that social workers have a responsibility to promote positive outcomes, to respond to need and to keep people safe. Applicants to social work courses should recognise that the role requires an in depth understanding of need, risk and harm, alongside an ability to intervene effectively to promote safety. You should begin to explore applicants’ knowledge of the needs of those requiring social work intervention, risk and harm through interview tasks and questions.

Students will be exposed to direct teaching on topics such as human development, types of harm and abuse and the social determinants of physical and mental health within the curriculum. Therefore, their understanding of need, risk and harm should develop throughout the course. Prior to the final placement, students should be able to talk confidently about these topics and identify roles, responsibilities and when to take action. Supervision or observations of practice may provide opportunities for students to demonstrate their ability make professional judgements, as could assessments for academic modules.

Prior to award board, students should be able to demonstrate that they can recognise the different types of harm and levels of need that they may encounter in social work practice, and understand the impact these can have on people’s lives. There should be tangible evidence of where this knowledge has informed their practice to enable them to make professional judgements. This should include when to propose next steps for those requiring further support including social work intervention. Students should also be able to critically reflect upon their role and responsibility in delivering interventions safely, identifying when they would seek additional advice and support.

For further information and support on how course providers could support the development of these knowledge and skills, please see annex 2.

Assessment of the knowledge, skills and behaviour statements

As outlined in our education and training standards, it is important that your course assessments are designed to ensure that students can meet the professional standards to be eligible to apply to register with us. By demonstrating the knowledge, skills and behaviours outlined in this guidance, course providers can be assured that students can meet the professional standards.

The knowledge, skills and behaviour statements set out our expectations of what a social work student should be able to demonstrate upon completing their initial education and training. The values, ethics and professional expectations of social work outlined in the professional standards are embedded across these 3 areas. We expect that they will underpin and inform the design of the programme’s assessment tasks and strategy.

Students must understand that the knowledge, skills and behaviour statements are a core part of their initial education and training and how they relate to the professional standards. They should be clear about how and when the different aspects of the statements are assessed and the methods used to do so. There should be opportunities for students to explore their progress towards meeting the statements within each of the themes. This may be provided through:

• reflective peer discussions
• supervision
• critical reflection
• tutorials
• reviews
• feedback on assessed work

We expect that students will be assessed in a variety of ways throughout the course and that there will be opportunities for them to demonstrate their knowledge and skills in both formative and summative contexts. It is not necessary to have a dedicated assessment for each individual knowledge, skill or behaviour statement. Instead, it is possible for multiple knowledge, skills and behaviours to be assessed through a range of assessment methods. Course providers should be assured of the integration of students’ knowledge, skills and behaviours by the end of the course.

Assessment methods may include:

• presentations
• essays
• case studies
• exams
• vivas
• evidence of engagement in reflective supervision
• feedback mechanisms used during placement-based learning (for example, portfolios, observation forms)
• feedback received from people with lived experience in relation to student conduct on placement
• observations of student engagement in class-based discussions, tutorials and group work

This is not an exhaustive list, but intended to illustrate that a wide range of assessments can be used to assess competency in the knowledge, skills and behaviours.

Behaviours

How education and training providers can support students to demonstrate and develop the behaviours outlined in this guidance

• You may be able to demonstrate how applicants show the foundations of the necessary behaviours through tasks chosen as part of the admissions process. This could include content of interview tasks and questions which encourage personal reflections and responses.
• Your teaching in relation to different identities, beliefs and values could provide evidence of how you support students to practise in a way that respects and values these differences. Teaching could also offer an opportunity to evaluate students’ commitment to learning about these themes.
• Your approach to promoting anti-discriminatory, anti-racist and anti-oppressive practice within the curriculum could be used to illustrate how students are supported to learn and develop within an inclusive learning community and promote inclusivity generally.
• The ways in which you teach students to reflect upon and recognise, stereotypes, generalisations and implicit bias may support students to consider the impact of this upon their own practice and decision making.
• The provision you offer students to reflect on their own values and beliefs, both on the course and through organisational initiatives, may demonstrate how you support students to draw links and consider how this interacts with their own social work practice.
• The ways you encourage students to consider their own wellbeing during their study may support their understanding of how reflection and self-care is necessary to practise safely and effectively as a social worker.
• Your taught content in relation to conduct online and use of social media may demonstrate how you support students’ understanding of the importance of their professional behaviour online.
• The teaching you offer students about how and when to raise concerns about social work practice may evidence how students are taught that this as a core requirement of the professional standards.

Knowledge and skills

How education and training providers can support students to demonstrate and develop the knowledge and skills outlined in this guidance

Anti-discriminatory practice

Anti-discriminatory, anti-oppressive and inclusive practice should be at the heart of the social work curriculum, underpinning all areas of social work practice. Your curriculum content for social work education may provide evidence of your commitment to developing practitioners who practise in an anti-discriminatory, anti-oppressive and inclusive way.

You should consider the variety of learning experiences provided to students which support their understanding of discrimination. Specific module content should be included on the course to explore the types of discrimination that can occur towards people with different protected characteristics, and how to challenge negative behaviours.

The range of texts or literature that you select to support learning on the programme should be suitably diverse. They should reflect differing cultures and histories and demonstrate a commitment to developing student understanding of the different forms of discrimination and how this can be addressed through social work practice.

Students’ ability to practise in an anti-discriminatory, anti-oppressive and inclusive manner should develop through their placement experiences. Therefore, you should consider how you ensure opportunities for students to reflect upon practice, personal bias or prejudices are woven into supervision arrangements.

You may have other means of promoting an inclusive learning community which sit outside the confines of the course. This might include bespoke student groups, support or services. How you promote engagement in these may provide further opportunities for students to develop their knowledge and skills in this area.

Working together across organisations and disciplines

In line with the requirements of standard 4.6 in our education and training standards, course providers are required to ensure that students are given the opportunity to work with, and learn from, other professions. Therefore, your planning in this area should act as a useful guide in supporting students’ ability to achieve the requirements of the statements, as outlined above.

We are not prescriptive about the types of learning opportunities that course providers should offer. However, you may wish to consider the following within curriculum planning.

Drawing on expertise from other professions help to deliver your course

You may choose to engage or employ staff from other professions as guest lecturers, to lead seminars or support small group work to teach about their profession and their multidisciplinary work with social work. They may also support the production of resources to be used in the delivery of teaching.

Cross school/university working

Where you are part of a school or department that includes other professions from the health, care or education sector, you may decide to work with colleagues to offer cross curricular learning opportunities. Alternatively, you may wish to partner with other universities, colleges or partnerships in your local area to develop learning opportunities. Course providers may offer experiences which range from supporting students to learn about other professions, alongside opportunities to learn with and from other professions, via problem-solving or scenario- based learning.

Simulated learning opportunities

You may wish to design simulated learning opportunities with a multidisciplinary focus. These could be facilitated via classroom-based activities or through bespoke facilities (where you have access to these) such as:

• mock court rooms
• hospital wards
• flats

Practice placements

You may wish to consider how the documentation used to support placements outlines how, and when, students could undertake learning opportunities that enable them to work with other professions.

Building and maintaining relationships

Course providers should provide an environment in which students feel safe to develop their communication skills and confidence when interacting with a range of people. This may include planning workshops or seminars in which students are required to discuss their views on certain topics. It could also include planned group discussions and assessments which require students to deliver presentations (both individually and as part of a group).

If skills days are used as part of your 200 practice days (education and training standard 2.1), you may wish to dedicate some sessions to the development of effective communication skills. This may include exploring different communication methods such as:

• face to face
• telephone
• online
• written

You may also choose to include practical opportunities for students to demonstrate their skills, for example, through role play or simulated activities.

As well as demonstrating an ability to use a range of communication methods, it is important that students understand the theory and principles of good communication. Social workers who communicate effectively will often draw upon a range of skills based upon their assessment of individual needs. This includes considering non-verbal communication, how to effectively use questioning and empathy. Therefore, it is important that course providers consider how this is included through taught content on the course.

Safe and professional practice

Our education and training standards require course providers to provide applicants with the necessary information to make an informed decision about whether to accept a place on a course. This includes sufficient detail about the social work role and professional regulation. You may have a variety of methods for doing this which may include (but is not limited to):

• course open day information
• course provider website
• information packs
• course advertising

Course providers should ensure that curriculum planning considers how the requirements of safe and professional practice are interwoven throughout the course. Course content will include teaching about the importance of professional regulation and students will understand what this means for them in their future career. Students must have the opportunity to learn about professional conduct and to demonstrate an understanding of which types of behaviour are appropriate for a professional and which are not. This should include fitness to practise evaluations.

If you choose to deliver skills days, you may wish to use some of your allocation to develop students’ understanding of the professional standards for social workers. You may also wish to consider where you test students’ knowledge of the theoretical learning they have completed.

The arrangements in place to support placement, such as supervision and mid-point reviews, should also provide opportunities to review and reflect on how students’ knowledge of professional practice has developed.

The information you provide to students throughout the course may also be helpful in supporting their understanding of social work as a profession and the associated requirements of being a registered professional. This could include detail within course handbooks or online learning platforms.

Evidence informed practice, learning and reflection

The value and importance of research should be highlighted to students from the outset of the course. Course providers may choose to highlight the research interests of staff and where there are opportunities for students to become involved in research projects through course advertising. As students’ progress through the course, you may consider where there are further opportunities to develop analytical skills and an appreciation of research.

Course teaching should include opportunities for students to learn about different social work theories, which should be balanced with opportunities for students to use a theory informed approach in practice-based scenarios. The agreements you have in place with placement providers may offer details of your expectations for supervision which encourages critical reflection and use of theory and research methodologies in practice.

Course providers may also choose to use part of their skills day allocation to support with understanding different types of evidence and how it is likely to inform decision making. You may also choose to plan activities such as role plays or mock supervision sessions to encourage students to think about how they might apply different types of evidence to decision making.

Placement portfolios may also provide evidence of students’ development of skills in this area. This may be through (any of the following):

• observations from their practice educator
• written evidence of their ability to maintain clear records
• reports and examples of self-reflection

Recognising and responding to need, risk and harm

Course providers should ensure that curriculum planning includes teaching which addresses the knowledge and skills statements outlined above. Prior to placement, you should be confident that all students understand the remit of their role and know where and how to seek support and raise concerns.

Course providers should ensure that students have the opportunity to use this knowledge in different practice learning environments. This is why it is important to ensure that they have access to contrasting placement experiences, where they can be exposed to different types of risk, levels of need and potential harm. Course providers should consider the information provided to staff involved in supporting placement, such as practice educators and work-based supervisors, regarding the types of experiences students should be exposed to.

The range of assessment activities on placement may also provide further opportunities for course providers to support students in consolidating their learning within the practice environment.

Throughout the course, through planned opportunities such as group discussions, written activities or examinations, students may be able to demonstrate their knowledge of key themes.