Child is kept the central focus of supervision may need to be supervision. increased. Challenging the depth of thinking. A guide to the supervision process in Checking/testing information sources. terms of safeguarding. For example, confirming that a child Practitioners need to be open to has actually attended an change. appointment. Senior leaders access to Regular, open discussions cases supervision (e.g. leaders in PVI, Head involving children, and informal case teachers). discussions with colleagues and line Evidence of supervision on clients file managers. when case discussion takes place and not just kept in employee’s records. What are we worried about? Share good practice and encourage positive reinforcement. Is the quality of supervision, and Solihull wide ACS case discussion to challenge in supervision, strong enough? learning across the borough and not just within single agencies. Having enough time for supervision – the time to prepare for, and reflect on Involvement of LSCB Learning Faculty to and disseminate learning. supervision. Review the supervision policy in DSLs are not always up to date with information, changes and policy. CSWS. Audits of supervision and links to MA Do practitioners act on and follow up identified actions? plans. Inconsistent quality of supervision. Include a discussion of all CP cases on team meeting agendas. In LSCB procedures there is an expectation for learning reviews’ ‘case to take place between case conferences but are these being – used? Contemporaneous recording to keep everyone informed.
Child is kept the central focus of supervision. Challenging the depth of thinking. Checking/testing information sources. For example, confirming that a child has actually attended an appointment. Regular, open discussions cases involving children, and informal case discussions with colleagues and line managers. supervision may need to be increased. A guide to the supervision process in terms of safeguarding. Practitioners need to be open to change. Senior leaders access to supervision (e.g. leaders in PVI, Head teachers). Evidence of supervision on clients file when case discussion takes place and not just kept in employee’s records. Share good practice and encourage positive reinforcement. Solihull wide ACS case discussion to learning across the borough and not just within single agencies. Involvement of LSCB Learning Faculty to and disseminate learning. Review the supervision policy in CSWS. Audits of supervision and links to MA plans. Include a discussion of all CP cases on team meeting agendas. In LSCB procedures there is an expectation for ‘case learning reviews’ to take place between case conferences – but are these being used? Contemporaneous recording to keep everyone informed. What are we worried about? Is the quality of supervision, and challenge in supervision, strong enough? Having enough time for supervision – the time to prepare for, and reflect on supervision. DSLs are not always up to date with information, changes and policy. Do practitioners act on and follow up identified actions? Inconsistent quality of supervision.
Multi-agency%20case%20audit%20report%202016-2017.docx