CPD example 3: learning from a case

Type of CPD

Learning from a case

Description

Transition for a young person in our care into post 18 accommodation

Date of CPD activity

31 August 2022

Describe what you have learnt from doing this CPD activity

Standard 4.1: Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.

I met with a Young care leaver who came into our care as an unaccompanied asylum seeking young person. They were not living in our area through choice whilst a child in our care and had not lived in the desired area for long enough to allow for there to be a local connection and for them then to apply and have access to local housing resource.

This was a challenge as the young person was not given the correct information or information in a way that they understood prior to moving out of area where they wanted to remain. This impacted professionals relationship with the young person as they felt not fully informed and not aware of the implications of living out of area prior to their 18th birthday. This is a challenge to my own value base as I feel that this is an issue that effects young people in care nationally as often local placements are a challenge to source leading to young people, living out of area. I have championed within my local authority the staying close and stay put initiatives to reduce the issues the above creates. These initiatives also support my belief and value base that all our children in care and care leavers should have a lasting meaningful relationship (life long link in their life).

Standard 4.2: Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice. Unaccompanied asylum seeking children are increasing in number and I have since completed training to ensure that i and social workers are aware of triple planning and that it should be part of the statutory planning through the care plan, pathway plan and review process. I continue to promote conversations that are frank and clear with this young person to encourage relationship building and using an interpreter so that their is no miscommunication. Acknowledging that English is a second language for this young person.

Standard 4.4: Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work. In reflecting the impact of our young people being placed out of area has on their rights to access local social housing (depending on duration of time in that area). There is a need to develop our local community and local community resources to accommodate and be accepting of our care leavers and children in care who are unaccompanied. The impact for young people living out of area is forming life long links in areas some distance from the LA that have responsibility and a duty to them. Our young people can be better supported when placed in the boundaries of the LA who has responsibility for them.

Reflect on and describe the positive impact the CPD activity has had (or will have) on your practice and the people you work with

The above scenario highlighted to me the impact of poor transitions and planning around working with unaccompanied asylum seeking children as they reach and turn 18. There is a skills gap for staff as to post 18 housing and support options. This has and can lead top negatively impacting the forming and maintaining of a trusting relationship between child and professionals. As a result of this i am supporting triple track planning and encouraging where appropriate early transition planning by operational staff and reviewed via Independent reviewing officers. This will ensure that plans are well thought through and planned in a timely way. This also allows for a quality assurance review of plans that the Independent reviewing officer should be doing as a critical friend to ensure plans are well thought through a right for a child in care.This also supports the care leaving services personal advisor working with children in care from a younger age and supports developing a relationship with the PA which will support better working relationships post 18. Research shows that forming relationships early with Personal advisors supports positive outcomes post 18 for care leavers. This improved communication and expectation for the young person and professional involved. If relationships are formed and well established the young person is more likely to feel supported when maneuvering through life's challenges and milestones. Ensuring that the young person is well sighted and prepared for post 18 as a young adult.This will also reduce pressures and anxieties that may be felt by the child in care/care leaver post 18.

Describe what you have learnt from discussing this CPD with a peer

I have over the past 16 months become the senior manager running a care leaver services as part of this I have developed my knowledge around transitions and the impact for the children in care as the transition into young adults. I have reflected with a Peer as to children in care transition to adult hood.

What you have learnt from doing the CPD:

• Transition plans should start early and the significance of forming a relationship between person and PA from the age of 16.
• Developed my knowledge of staying put and staying close and how this can be used to support care leavers transition into independence without a “cliff edge” at 18. This also supports my personal values of developing lifelong links for our children in care and the new standards for children learning care having a lifelong link prior to leaving care.
• Sometimes time to forming relationships for children in our care needs to occur quickly and just prior to their 18 birthdays. We discussed the recent influx of unaccompanied asylum seeking children. Additional vulnerabilities such as past traumas, language and culture and placement out of area often at young person’s request and due to lack of local placements. All these factors compound vulnerabilities.

The positive impact the CPD activity has had (or will have) on your role, practice, and the people you work with:

• Refined practice standards in the care leaver services to ensure clear visiting patterns and expectations of our PA’s with our children in care as secondary allocated at 16 years of age and their role as primary allocation post 18.
• Submitted a growth report to senior leadership to ensure that the services is well equipped and has capacity to deliver a good services to our children in care and care leavers. I have done this by developing a clear standard of practice and requested an increase in management and PA’s within the services.
• Ensured managers and PA’s are attending relevant meetings regarding 16+ children in care to ensure any issues with transition and post 18 care is recognised early and solutions are sort at the earliest opportunity.
• Refined transition planning process in my Local Authority and developed an escalation process to ensure any issues are identified early and resolved. This also promotes working relationships across all localities and teams working with children in care.
• Continue to promote and facilitate a culture of leaning and relationships not only with our young people but amongst professionals both internal and external to the Local Authority I am working with. All of whom will have a role in supporting children in care and care leavers.

In promoting best practice around forming working meaningful relationships early. This will promote smoother transitions into adult life and the rest of their lives by forming life long links based on mutual trust and respect.

Which parts of the CPD standard have you met by doing this activity?

• Standard 4.1: Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.
• Standard 4.2: Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
• Standard 4.3: Keep my practice up to date and record how I use research, theories and frameworks to inform my practice and my professional judgement.
• Standard 4.4: Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.
• Standard 4.5: Contribute to an open and creative learning culture in the workplace to discuss, reflect on and share best practice.
• Standard 4.6: Reflect on my learning activities and evidence what impact continuing professional development has on the quality of my practice. (You will meet this by recording CPD)
• Standard 4.7: Record my learning and reflection on a regular basis and in accordance with Social Work England’s guidance on continuing professional development. (You will meet this by recording CPD)
• Standard 4.8: Reflect on my own values and challenge the impact they have on my practice.