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Embed code for: foster_care_tsd_standards_evidence_workbook (6)
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Providing evidence 3
Evidencing knowledge and skills 3
Additional guidance 4
Standard 1: Understand the principles and values essential for fostering children and young people 5
Standard 2: Understand your role as a foster carer 7
Standard 3: Understand health and safety, and health care 10
Standard 4: Know how to communicate effectively 12
Standard 5: Understanding the development of children and young people 15
Standard 6: Keep children and young people safe from harm 19
Standard 7: Develop yourself 22
Continuation sheets 24
Certificate of Successful Completion 27
Welcome to your evidence workbook which should be used in conjunction with the Training Support and Development Standards, Guidance. It provides you with a single place to capture all of your evidence against the standards.
You should enter a summary of the evidence that you have collected to meet a particular outcome(s) in this Evidence Booklet. Try to keep these entries short. You can write or type your evidence. If you are typing your evidence, please note that the evidence boxes only allow 2,000 characters (approx. the size of the box). Continuation sheets have been provided at the end of the Evidence Booklet. It is good practice to keep a portfolio ring binder that contains your evidence for easy reference.
Evidence can include certificates from training you have undertaken, supervision notes, witness statements, records of observation (either you recording something you have observed or a colleague observing you at work), testimonials or references from current or previous employers or service users, reflective logs (something you have written reflecting on a piece of work you have done or training course you have attended), reports or records you have written, videos, photos. Copies of your annual review documentation, copy of your assessment (e.g. Form F), write ups of discussions with your supervising SW, write-ups of your reading or research on topics covered.
As a foster carer you will be demonstrating that you understand your role as a foster carer, so the evidence for the standards will be directly related to your parenting of any child in your care.
Evidencing knowledge and skills
The following words are used in the workbook:
Be aware of: to know that something exists. For example, the importance of routines for children and what it is concerned with, at a general level rather than in detail.
Know/know how to: to have a clear and practical understanding of an area of work, with enough detail to be able to carry out any tasks or procedures linked with it.
Show/demonstrate/be able to: (examples of ‘doing’ words). To be able to provide practical evidence of an area of work (e.g. in communication) at a skill level appropriate to what is required in the role.
Understand: to grasp the meaning of a concept and to grasp its broad purpose and principles (such as with child development, policies).
Guidance and supporting materials are available to help supervising social workers implement the TSD Standards with foster carers. You may find some of these materials useful, which can be downloaded from our website using the following link: Foster Care Standards The guidance factsheets may be particularly useful in helping you to understand how to complete the standards and provide examples of the type and amount of evidence required.
Please note that each box will fit approximately 1,100 characters in Arial 10 point.
Standard 1: Understand the principles and values essential for fostering children and young people
1.1 Principles and Values
Evidence (summarise your evidence below)
Supervisor sign off: Date:
1.2 Equality, inclusion and anti-discriminatory practice
Evidence (summarise your evidence below
1.3 Person centred approaches
1.4 Confidentiality and sharing information
Standard 2: Understand your role as a foster carer
2.1 Fostering role
2.2 Legislation, policies and procedures
2.3 Relationships with parents and others
Supervisor sign off: Date:
2.4 Team working
2.5 Being Organised
2.6 Complaints and compliments
Standard 3: Understand health and safety, and health care
3.1 Legislation, policies and procedures
3.3 Healthy care and medication
3.4 Personal safety and security
Standard 4: Know how to communicate effectively
4.1 Encourage communication
4.2 Knowing about communication
4.3 Communication with parents, families and friends
4.4 Communication with organisations
4.5 Principles of keeping good records
Standard 5: Understanding the development of children and young people
5.1 Attachment and stages of development
5.4 Supporting play, activities and learning
5.5 Supporting educational potential
5.6 Understanding contexts
5.7 Promoting positive health and sexuality
5.8 Supporting disabled children and children with special educational needs
Standard 6: Keep children and young people safe from harm
6.1 Legislation, policies and processes
6.2 Keeping children safe
6.3 Recognising and responding to abuse
6.4 Working with other agencies
6.5 ‘Whistle-blowing’ (reporting failures in duty)
Standard 7: Develop yourself
7.1 Your role as a foster carer
7.2 Being aware of the impact of fostering on your sons and daughters and extended family
7.3 Using support and supervision to develop your role
7.4 Meeting learning needs as part of continuing professional development (CPD)
7.5 Career progression
Continuation sheet for Standard no.
Skills and Knowledge no.
Certificate of Successful Completion
Name of foster carer:
Name of foster care provider:
Address of foster care provider:
I certify that the above named foster carer has successfully met all the outcomes in the
Training, Support and Development Standards for Foster Care
© Crown copyright 2012
You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail: firstname.lastname@example.org.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
Any enquiries regarding this publication should be sent to us at FosterCare.CIC@education.gsi.gov.uk.
This document is also available from www.gov.uk/government/publications
Training, support and development standards for foster care
Refreshed: November 2012
2.1a see statement of purpose
2.1b I have a supervision agreement and am aware of my responsibilities.
Tasks undertaken: making sure log book is kept up to date
meeting all child’s health/educational needs
working with other professions and agencies to ensure child’s needs are met.
2.1c To provide supervision and support to us as foster carers, visit monthly.
2.2a Care order
An order passed by a court that places a child or young person in the care of a public authority. It is made if the court decides that the child is suffering (or is likely to suffer) significant harm as a result of the care he or she is receiving. The order gives the public authority parental responsibility, which may or may not be shared with the parent/s. The public authority has the power to limit how a parent exercises his or her parental responsibility towards their child.
Child protection order
An order, initially limited to 8 days, which states that a child must be removed from somewhere harmful, or that he or she must stay somewhere for his or her proctection.
I would speak to either my supervising social worker or the child placed social worker in order to find out more information regarding the law or procedures relating to children placed in my care.
2.2bThe fostering services policies are currently being updated so I have not yet received them.
2.3a Maintaining contact with people who are important to them helps children hold on to a sense of continuity in their lives and helps them form a sense of identity which is important for their self-esteem
2.3b I help child E placed with me maintain contact with his family by taking them to contact, trying to make it as much a positive experience as possible, having a professional but friendly approach to his family, sharing information about child’s welfare and medical appointments. He also likes to paint pictures for his family members and take them to them which they enjoy receiving.
If no parental contact or had a negative impact on child, I would support the child by listening to the reasons why, talking through the situation, and reassuring them the situation wasn’t their fault. Child E placed with me was very nervous about going to contact initially and got quite upset that his step dad would be there, I tried to reassure him that he would be safe there, the social worker would look after him and I would be coming back to collect him in a little while after he had had a play, after a few contacts he began to relax and wasn’t as worried.
2.4a fostered child-CHILDS SOCIAL WORKER-: make sure information is passed on so child’s needs can be met. HEALTH VISITOR, DOCTOR, DENTIST, and OPTICION-make sure appointments are kept so child’s health needs are met. NURSERY/SCHOOL- ensure child reaches full potential educationally, contribute towards PEPS. GUARDIAN ADLITEM-provide info about childs disclosures/behaviours
2.4b I am accountable to Cheshire West social services. Supervising social worker offers support and child placed social worker who should support me in making sure all child’s needs are met.
2.4c see attachment
2.5a It is important to be organised, reliable and dependable to ensure all child’s needs are met and helps to make child feel safe and secure. I fill in log book daily and contact forms when child attends contact, I keep the house clean and running smoothly, ensure children are taken to all appointments on time. I make sure I remember to attend meetings. I try to ensure all child’s needs are met as they should be. See attachment.
2.5b I organised a trip to the park, making sure baby was safely strapped in pram, toddler was on reins near roads and that at park toddler was always in my sight and I was near enough to catch him should he fall back off slide steps or climbing frame.
2.6a the complaints procedure should be followed, discuss with supervising social worker or manager or OFSTED.
2.6b the organisation tries to ensure child placed are happy by having regular meetings and discussions with the child and their carers and putting care plans into place. I would support a child wanting to make a complaint by ensuring they had access to information needed and making sure they understood the complaints procedure and how to go about it in a way that felt comfortable for them to do so.
2.6c foster carer would be informed, strategy meetings may take place, discussions with manager. Would be supported by my supervising social worker and take advice from them and their manager.
significant harm as a result of the care he or she is receiving. The order gives the public authority parental responsibility, which may or may not be shared with the parent/s. The public authority has the power to limit how a parent exercises his or her parental responsibility towards their child.
2.6b the organisation tries to ensure child placed are happy by having regular meetings and discussions with the child and their carers and putting care plans into place. I would support a child wanting to make a co