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Institute for Apprenticeships and Technical Education

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Social Work is an exciting and fulfilling international profession. Social Workers work in partnership with adults, children, carers, and families in a range of different settings to support and promote positive change in people’s lives in order to improve their wellbeing and independence, and to reduce risk and harm. They protect and promote human rights and strive for social justice.

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CYPF Practitioner - Residential Route (Level 4)

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CYPF Practitioner - Residential Route (Level 4)

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Institute for Apprenticeships and Technical Education

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Reference Number: ST0088

Details of standard

ROLE PROFILE (what the apprentice should be able to do at the end of the Apprenticeship)

CORE: As a practitioner you will be working with children, young people and families, including carers, to achieve positive and sustainable change in their lives. You will demonstrate a passion to care for and about children, young people and families. You will be skilled in recognising and assessing the complex needs that children, young people and families often present. You will agree with the child, young person or family any specific interventions or referrals. Your approach will be one of respectful curiosity that challenges and supports children, young people and families to achieve their potential and stay safe. You will work alongside other professionals and organisations to share the responsibility for improving outcomes. Each piece of work with a child or family will be different and you will exercise judgement on a range of evidence-based approaches to inform your practice. You will regularly evaluate the effectiveness of your methods and actions. Regular supervision with an experienced practitioner will encourage reflection on your practice. At the end of the apprenticeship the high quality of your practice will be making a real difference to those that you work with.
OPTION 1: Practitioner in Children's Residential Care
You could be working in a number of settings e.g. a children's home, a residential special school or a secure children's home. The children might be living on their own or in a larger group. You will take the lead in developing and delivering the child's placement plan and will work with the child to support their health, education, social and day to day needs, playing a significant role in helping them to thrive and fulfil their potential .
OPTION 2: Children, Young People and Families Practitioner within the Community
You will understand the importance of and be skilled in, early intervention and safeguarding work. You will manage risk across the spectrum needs for children, young people and families'. You may work in settings as diverse as family homes, youth centres, early years, youth justice, children's centres, educational settings and the community. You will play a significant role in working across agencies to improve outcomes. You may work with particular age groups, across the full age range or specifically with families. By supporting the confidence and skills of children, young people and families you will help them to overcome barriers and maximise their independence.

Duration: Typically 24 months for new entrants. For those with relevant qualifications and experience in the health and social care field, 12 to 18 months

Level: 4

Entry Requirements - Undertake the Disclosure and Barring Service process and provide the result

Behaviours

The values and behaviours expected of a Children, Young People and Family Worker

Care: Respecting and valuing individuals to keep them safe, being affirming and working with them to help them make a positive difference to their lives

Compassion: Consideration and concern for children, young people and their families, combined with an understanding of the perspective of those you work with

Courage: Honesty and a positive belief in helping children, young people and families. Being confident when faced with confrontation, holding a safe space to manage and contain really difficult behaviours and working with children, young people and families to challenge and enable them to fulfil their potential Communication: Your work is based on building effective relationships, being perceptive and empathic and building good rapport

Competence: The relationships you build to effect change for children, young people and families will be informed by social care ethics and values and will be developed through reflective practice.

Commitment: Creating sustainable change in others by working alongside children, young people and families and being authentic, consistent, patient, persistent and resilient

Core Requirements - knowledge and skills

These are based on the kind of statements we would typically expect children, young people and families to make about the work that the practitioner has undertaken with them
'You listened to me, understood what has happened to me and how I feel about my life, and I am confident my voice is heard Knowledge and understanding of: ' Skills

Communication that enables the voice of the child, young person or family members to be heard

Multiple factors that contribute to uncertainty in the lives of children, young people and families

Equality, rights, diversity and cultural differences, and the values of the organisation in which you are working

'You helped me to identify risk, you made me aware when things were unsafe ' Knowledge and understanding of:

Communicates in way that enables the voice of the child, young person or family members to be heard

Encourages individuals to engage positively with their community and relevant agencies and actively participate in the way their care and support is delivered

Actively promotes respect, equality, diversity and inclusion

Skills

The range of potential safeguarding risk factors (e.g. domestic violence, membership of gangs, missing children, online activity, radicalisation and Prevent agenda), the different forms of harm to children and vulnerable adults (e.g. neglect, child sexual exploitation, physical abuse, emotional abuse) and the local and national thresholds for safeguarding

the safeguarding requirements contained within mandatory local safeguarding training or nationally accredited equivalent

'You identified my/our strengths and difficulties and helped me learn about myself/ourselves. We prepared and made plans where we agreed the next steps together' Knowledge and understanding of:

Works together with children, young people and families to keep them safe and manage risk and promoting the development of skills the family need to successfully manage risk themselves

Works with and supports other professionals to respond to safeguarding concerns

Skills

Child, adolescent and adult development

The spectrum of needs and how they may be met

The principles of effective assessment and the importance of analysis and professional judgement

'You supported me through the changes, stuck with me and checked how things were progressing and asked whether things were better for me ' Knowledge and understanding of:

Identifies the influences on the individual and the family and supports them to make informed choices

Leads on the development and recording of holistic plans, delivery of interventions and evaluates their effectiveness

Identifies and addresses barriers to accessing resources

Skills

Models for monitoring changes in a child, young person or family member's wellbeing

A range of evidence based interventions and their strengths and weaknesses

'You weren't afraid to make difficult decisions when you thought it was the right thing to do' Knowledge and understanding of:

Identifies and manages evidence-based approaches and evaluates their effectiveness

Contributes to the development of a resilient, consistent and persistent approach to practice

Skills

The duties, responsibilities, boundaries and ethical nature of the role

Theories and guidelines underpinning sound practice

'You knew what you were doing - you understood the law and knew where to find other information and helped me to form creative ideas about how to make things better' Knowledge and understanding of:

Models clarity of purpose, clear expectations and a professional approach to decision making

Appropriately challenges and/or offers alternative perspectives with the children, young person or family

Contributes to own professional development

Skills

Systems and policy frameworks for work with children, young people and families. e.g. education, health, care, employment, criminal justice, special educational needs and disabilities, first aid, safeguarding
'You thought about things' Knowledge and understanding of:

Applies knowledge of legal, economic and social justice systems and implements policy frameworks in support of positive outcomes for children, young people and families
Skills

The role of professional judgement and analysis in complex situations

The importance of considering ethics and values, challenging self and the systems in use

'You included people who were important to me or could help me' Knowledge and understanding of:

Demonstrates critical evaluation of practice and insight into own emotions, behaviour and feelings, and uses these insights to challenge own practice

Takes an active part in continuous professional development

Skills

Techniques for establishing shared goals and outcomes when building relationships with others

Sharing and agreeing goals and outcomes when building relationships with partner organisations, other workers, children, young people and families, to ensure appropriate and timely support
OPTION 1: Practitioner in Children's Residential Care
Children, Young People and Family Practitioners will need to supplement the CORE standard programme with specialist skills and knowledge, by choosing ONE of the following options:

OPTION 2: Children, Young People and Families Practitioner within the Community

1a. Working with families, carers and children to devise, deliver and evaluate the effectiveness of interventions for the care and support of individual children and young people in residential care

Knowledge and understanding of:

- The legislation and compliance requirements for residential care

- The aspirations for a child in residential care

- Group living and group dynamics

- Legislation and the Code of Practice for Special Educational Needs and Disability

Skills

- Assumes the role of professional parent

- Contributes to creating and reviewing placement plans based on individual need

- Is able to support traumatised children and young people to live together and make progress

1.b. Work within a team to promote the ethos of the home

Knowledge and understanding of:

- The ethos of the home and how to create and promote it

- Team dynamics and collaborative approach in residential environment

Skills

- Develops and promotes the ethos of the home

- Models collaborative team working and the ability to support and appropriately challenge each other

2a. Forge networks with other agencies and the community, within a specific working context (e.g. early years, youth, youth justice, family work, special educational needs and disability etc.) and build sustainable solutions together

Knowledge and understanding of:

The national systems of social welfare

Essential networks of agencies and community groups

Practice and principles of effective multi agency working

Skills

Builds networks with others and contributes to the development and evaluation of interventions

Challenges interagency non-performance

Negotiates and navigates the systems of social welfare to secure effective joint outcomes

2.b. In depth understanding of a particular age group, context or family system

Knowledge and understanding of:

Contemporary social issues that affect family life and the care of children and young people

Detailed understanding of working with a particular group e.g. U5, 5-11, 12+, young adult, parents, families, children with special educational needs and disabilities

Key ethical and professional aspects of role

Skills

Engages effectively with child, young person and/or family members

Supports children, young people or vulnerable adults to identify and take action to deal with safeguarding risk

Qualifications: Apprentices without level 2 English and Maths will need to achieve this level prior to taking their end- point assessment.

Option 1. Level 3 Diploma for Residential Childcare

Option 2. Certificate in Higher Education in working with Children Young People and Families

Crown copyright © 2020. You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

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Children, young people and families practitioner

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Reference Number: ST0088 CORE: As a practitioner you will be working with children, young people and families, including carers, to achieve positive and sustainable change in their lives. You will demonstrate a passion to care for and about children, young people and families.

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Institute for Apprenticeships and Technical Education

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Business administrators have a highly transferable set of knowledge, skills and behaviours that can be applied in all sectors. This includes small and large businesses alike; from the public sector, private sector and charitable sector. The role may involve working independently or as part of a team and will involve developing, implementing, maintaining and improving administrative services. Business administrators develop key skills and behaviours to support their own progression towards management responsibilities.

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CYPF Manager (Level 5 Residential Route)

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CYPF Manager (Level 5 Residential Route)

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Children, young people and families manager

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As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team(s), your organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change. You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice.