Children's Services - Learning and Development Programme

Children’s Services

Learning and Development Programme

October 2009 – August 2010

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Introduction Welcome to the Children’s Services Departmental Learning and Development Programme for 2009-10. This programme offers learning and development opportunities for children’s services staff relating to children’s workforce specific topics.

This programme will be constantly evolving this year to adapt to new initiatives and to the implementation of the children’s workforce strategy (see page 6 for more details). More development opportunities, information and briefings will be advertised via email, intranet and internal communications.

The programme focuses on children’s workforce priorities. In contrast, the corporate training programme offers a wide range of generic development opportunities and is available from the intranet (click on Training). We also aim to offer more joint training opportunities across Children’s Services, in conjunction with our colleagues across the council and amongst our external partners, using a multi-agency training approach where appropriate.

Bolton Council have now attained Corporate Investors in People status and the Children’s Services Learning and Development Programme is another opportunity to ensure that effective training and development opportunities are made available to staff across the department, via the annual programme, as well as supporting and responding to the performance development review process, providing tailored support to services, contributing to the children’s workforce strategy, one-to-one coaching and mentoring, and facilitation services.

We are keen to ensure that you have the access to learning and development that fits your requirements, please do not hesitate to contact us if you do not see what you need in this booklet, as we may be able to offer bespoke interventions.

The Learning and Development Unit is situated at Paderborn House however, most events are held at various locations. Events can also be arranged locally for teams requesting specific support.

Details of booking procedures can be found on page 53 of this booklet.

A booking facility is available via email on trainingsharedservicecentre@bolton.gov.uk

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Contents 3

Introduction

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Section 1 - Children’s Workforce Development Frameworks

6 7 8 10 11

Children’s Workforce Strategy One Children’s Workforce Tool - The Rainbow Integrated Working Framework - What it means for people in the Children's Workforce Children’s Workforce Wheel Have you heard of the Integrated Qualifications Framework (IQF)?

12 Section 2 - Early Professional Development 13 One Children's Workforce Induction / Early Professional Development.

14 Early Professional Development Framework 16 Welcome to Bolton and the Children’s Workforce Event 17 Children’s Services Departmental Induction 18 Corporate Induction 19 Getting to know Common Induction Standards (CIS) 20 Section 3 - Safeguarding 21 Managing your Human Resources - Employment issues in schools 22 NCSL Safer Recruitment - NCSL Programme 23 Safeguarding Children (E-Learning Package) 24 Safeguarding Children and Young People in Bolton 26 Safeguarding Children who may have been Trafficked 27 ContactPoint Explained 28 Training and Gaining Acces to ContactPoint 29 Section 4 - People Management 30 32 33 34 35 36 37 38 39 40 41

Leadership and Management Framework The Golden Thread Performance Management for LA Employed Teachers (Refresher) Performance Management for Soulbury Paid Staff Performance Development Reviews (PDR) for New Managers Performance Development Review (PDR) - Setting Objectives Effective Supervision Skills for Managers Managers' HR Briefings Health and Well-Being in the Workplace for Managers Essential Skills for Managers - E-Learning Supervision / One-to-One Toolkit, Developmental Coaching

42 Section 5 - Leading and Managing Integrated Children’s Services 43 Championing Children Event 44 Team Development 45 Section 6 - Additional Information 46 47 48 49 50 51 52 53 54 55 56 57 4

Lunchtime Light Bites Bespoke Training, Facilitation Service Skills for Life Schools' CPD Programme and Governors' CPD Programme 2009-2010 National Vocational Qualifications (NVQ's) Information and Communication Technology (ICT), Learning Zone, E-Learning Evaluating your Learning Booking Procedures Booking Request Procedures Cancellation Procedures Request for in-house training (TSSC3) Contacts Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 1 - Children’s Workforce Development Frameworks This section provides comprehensive details of the frameworks currently used within the children’s workforce. Integrated working being a key component of these frameworks enhances individual, team and partnership working.

The frameworks are in place to support everyone who works within the children’s workforce.

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Children’s Workforce Strategy Bolton’s vision for the children’s workforce is: To recruit, develop and retain a workforce that is equipped with the skills, attitudes and behaviours required to deliver our aims and outcomes, and that: • Strive to achieve the best possible outcomes for children and young people and reduce inequalities between the most disadvantaged • Are competent, confident and safe to work with children and young people • People aspire to be part of and want to remain in - where they can develop their skills and build satisfying and rewarding careers; and parents, children and young people can trust and respect them The work will concentrate on four key areas: • Closer integration and working • Developing people • Recruitment and retention • Leadership, management and supervision The children’s workforce strategy is in the process of being disseminated, implemented, and further developed by partners across the borough.

A number of development initiatives will take place in addition to scheduled programmes this year and all the way through 2010. The format of these initiatives is yet to be decided, we will keep you informed through the ECM newsletter, team briefings and other communications and events.

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 1

One Children’s Workforce Tool The Rainbow What is the One Children’s Workforce Framework?

It’s a framework to help those delivering services for children and young people work out where they are up to on developing the Children’s Workforce – a workforce that is reformed and integrated, and making the best contribution possible to the Every Child Matters (ECM) outcomes and the Children and Young People’s Plan across all sectors.

It helps Children’s Trusts to assess and plan against the framework moving from good to world-class, by helping them work out where they want to be and how to get there.

It’s different to other assessment and improvement frameworks in that it looks at the children’s workforce across all sectors and professions of the Children’s Trust. It focuses on those aspects of workforce reform that are crucial to working together to deliver ECM outcomes.

What is a Children’s Trust?

Children’s Trusts are local partnerships which bring together organisations responsible for services for children, young people and families, in a shared commitment to improving children’s lives. It is local authorities - through their Directors of Children’s Services and lead members - which lead Children’s Trusts, but they work closely with other local agencies with a legal duty to be part of the trust i.e. strategic health authorities, primary care trusts (PCTs), police authorities, local probation boards, youth offending teams, Connexions partnerships, the Learning and Skills Council for England and district councils

identity, purpose and vis d e r io sha n values and langua n o m ge com ive outcomes for t i c s h ildre po i k n on r o g na w p d r e a t d c ra tices e nd g e s t u in e t a i l y r yo p t c o r r a ined fo un , app y w t i s l ork r g a u o n r a d d c u u e h s ildre for q cu iv o o h f c n hig roles deliver and keep ch and e ildr to y en yo ar city t n a sa ap

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The Children’s Plan sets out the government’s aim to make this the best place in the world to grow up. This means making sure that all children, wherever they live, whatever their background, whatever their age, have their needs met so that they are healthy; stay safe; enjoy life and achieve well at school and beyond; make a positive contribution to society; and achieve economic wellbeing. The role of each Children’s Trust is to turn this vision into reality. In particular, Children’s Trusts play a central role in bringing together all the services needed to ensure all children are safeguarded.

Source: Childrens Workforce Development Council 7

Integrated Working Framework What it means for people in the Child The framework below is intended to give an overview of what integrated working looks like and Who I work with

I work with both adults and children

I work in a universal service (e.g. a school, FE college, youth club, hospital, GP practice, playgroup, after-school club)

I work in a universal service, but have specific responsibility for, or have a lot of contact with, children and young people with additional needs

What I need to do

• Feel part of a children’s workforce, and that my contribution is valued • Understand the roles and responsibilities of others in the workforce • Share with the rest of the workforce a common core of skills and knowledge relevant to working with children and young people, including how to work • Share with the rest of the workforce common values and a common language • Understand and fulfil my statutory duties and responsibilities in relation to safeguarding and promoting the welfare of children and young people • Have an understanding of the local community and their needs • Understand my role in relation to corporate parenting

To do the best for children and young people and their families, I need to

• Be able to identify and work with a child with additional needs or a child in need (Children Act 1989) • Know how to raise a concern about a child’s welfare, who to do it with and have the space and support to do this • Know how and when to share information • Know broadly what support and services are available in my area and what I need to do to access them for a child or young person • Understand the common approach to assessment of need used in my local area

I may need to

• Use a pre-CAF to decide if a Common Assessment Framework (CAF) is needed and arrange for a trained colleague to initiate it • Contribute to a CAF or pre-CAF

Some of the tools that help me do this are

• Common core of skills and knowledge • Children’s workforce network statement of values for integrated working for children and young people supervision support/integrated working • A common approach to induction • Multi-agency training and development opportunities, including those focused specifically on skills for integrated working CAF, LP, engaging with famili • Legislation and regulatory frameworks • Working together to safeguard children: A guide to inter-agency working to safeguard and promote the welfare of children (HM Government, 2006) • What to do if you are worried that a child is being abused

• Know child, space • Know • Use C • Comp releva inform comp • Have in mu asses and m to neg organ • Influe line m • Unde to act action • Contribute to a CAF or pre-CAF • Contribute to assessment, planning, intervention and review for a child in need

• Health and wellbeing tools

• Use ContactPoint • Initiator contribute to a CAF or pre-CAF • Take part in multi-agency panels/ meetings to assess need, agree a support package and monitor/review progress • Be part of a virtual team around the child • Understand when it is appropriate for me to act as a lead professional and what action this entails

•C AF and e-CAF (when available), and related guidance and training • Lead Professional factsheet/guidance • Local resources and guidance: →- Websites →- Help me →- Service directory

Safeguarding working I might be a... (these lists give examples of job roles and are not intended to be comprehensive)

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Adult Mental Health Worker Allied Health Professional FE Lecturer GP Housing Officer Nurse Police Officer Sports Coach

I work i and yo needs and yo teenag

Early Years/Childcare Worker Health Visitor Playgroup Worker Teacher Teaching Assistant Youth Worker

Allied Health Professional Designated Teacher for Looked After Children Health Visitor Midwife School Nurse SENCO Teaching Assistant Youth Worker

Children’s Services Learning and Development Programme, October 2009 – August 2010

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dren’s Workforce how people in the children’s workforce can contribute to integrated working.

in a specialist role with children oung people with additional (e.g. children in care, children oung people with disabilities, ge parents, young offenders

I work closely with others to deliver a defined integrated service (e.g. targeted youth support; Sure Start children’s centre; extended school) or to support a locality or group of children and young people

I lead or manage a team or service

I am a senior strategic leader in my organisation

w how to raise a concern about a who to do it with and have the e and support to do this w how and when to share information ContactPoint plete an assessment using the ant framework and analyse mation and work with the family to plete action plan a clear understanding of my role ulti-agency panels/meetings to ss need, agree a support package monitor/review progress; be able gotiate resources from my own nisation to contribute to this package nce people for whom I do not have management responsibility erstand when it is appropriate for me t as a lead professional and what n this entails

• Create a culture that supports integrated working • Make space and time for my staff to understand and use integrated working approaches and tools • Support and encourage multi-agency training and development • Understand and manage the professional supervision and management requirements of different professions

• Create an organisational culture that supports integrated working • Ensure my children’s trust assesses its progress in integrated working, monitors the impact on outcomes,and develops and implements plans to address challenges • Set shared priorities with partners and agree allocation of resources

multi-agency panels/meetings ding those for children who are ct to a child action or care plan) art of a virtual team around the child rtake direct work with children and es to assess, plan, intervene and w the outcomes of this work s a budget-holding lead ssional, if this approach is used in cal area d child protection conferences/court ngs in respect of children in need

• Take part in multi-agency strategic groups to ensure that the development of integrated policy and strategy reflects the needs identified by my service • Work at an operational level across my children’s trust to commission and provide • Chair multi-agency meetings or conferences regarding individual children

• Contribute to the effective working of the local safeguarding children board • Act as a strategic commissioner of services across the children’s trust

• Championing children • Leadership and management professional development framework • Commissioning support programme • Lead professional guidance for managers • CAF guidance for managers • Information sharing guidance for managers

• Children’s workforce reform framework and toolkit • Commissioning support programme • Working together to safeguard children • Information sharing guidance for managers

Head of Children’s Centre Head Teacher LA Manager LA Head of Service Health Service Manager Senior Clinician Senior Police Officer Social Worker

Chief Executive of Third / Private Sector Organisation Commissioner of Children’s or Health Services Consultant Allied Health Professional Director of Children’s Services Lead Member for Children’s Services PCT Chief Executive School Governor

in partnership with parents/caregivers

ies, chair meetings, multi agency programme examples

and e-CAF (when available) and d guidance and training Professional guidance and training

Framework for Action

Health Professional S Worker and Alcohol Worker ional Psychologist g Mentor e tric Nurse worker School Head orker

/

• CAF and e-CAF, and related guidance and training • Lead Professional guidance and training • Targeted youth support toolkit • Championing children • Safeguarding children training • Information sharing guidance for practitioners • Child development training • National assessment framework training material

Information sharing guidance Drugs and Alcohol Worker Educational Psychologist Education Welfare Officer Social Worker YOT Worker Youth Worker

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• Connexions Personal Advisers • Youth workers • Youth support workers • Youth workers in voluntary, community or faith sector • Young people’s housing and accommodation support workers

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• Sports Coaches and Officials • School and FE Sport Co-ordinators • County Sports Development Officers • Sport Competition Managers • School library service

• Health and fitness providers • Outdoor education / recreation providers • Workers in cultural heritage, museums and galleries • Performers in visual and literary arts • Teachers of music and performing arts • Library staff

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• GPs • Primary and community health practitioners • Clinical practitioners • General medical and dental practitioners • Hospitals • Dentists • Community health services • Sexual health services • Drugs and alcohol services • Adult mental health services

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Children’s Services Learning and Development Programme, October 2009 – August 2010

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• Strategic, senior and middle managers in all Children’s Trust partner organisations • All commissioners of services for children and / or young people

Ed uc • Planners, Housing and Transport providers / commissioners • HR in organisations that provide services to children / young people

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ild C d si lc o w on • Health visiting teams Su en atio ng oho ple or ers • School Nurses p tr n O l te ke p • Community Children’s Nurses o e S ffic wo a rs r t A Plus upp ers rke ms • Children’s Nurses • Ch rs ge A or • Child Psychologists rs t n • s ild f • CAMHS cy dvis wo he CA oc ren af ac s st ed • Paediatricians and • w er rke F ia Te her ort end o • P • F C l w an sub-specialists A d r rk s rs i o O v ad ac pp xt ies s al s S or fa er r n a e Community • He Te su f vit to io • s utr te te S a ke m s • • ol rs o acti en cat in Ma upp eac fos r ca dv rs ilie paediatricians : s r i ho e ls m du s rs • Children’s allied c fa na or h an ter ers sers m t Sc vid o ng E am e e g • Pro cho rni r & t Te vid al health ch ntr ily ers wo d f care ild es, ce a rke am rs • s Lea iou or Pro ion ts professionals n • av pp 9 at is al • ren res ntre d s rs ily Teenage • h u ’ - 1 uc log on wo Por s h ide s, d taff Be S 14 Ed ho ati e pregnancy • • rke tag om ntia ay • yc uc r a • s f workers w Ps Ed el er ol or Pla rs e es l • W ffic ho l ke y O Sc ea rs • m taff s

Sport & culture

Children’s Workforce Wheel

The Children’s Workforce Wheel has been devised to show everyone who works with children, young people and families, how they fit into integrated working.

Where do you fit within the wheel?

ers & leaders Manag

cr i

Youth

Have you heard of the Integrated Qualifications Framework (IQF)?

An explanation of the IQF....

Qualifications at the moment are run in silo, the IQF will show how qualifications are related. The IQF will be a set of approved qualifications that allow progression, continuous professional development and mobility across the children and young people's workforce. It will be a comprehensive set of qualifications that are agreed to be appropriate for people who work with children and young people, up to and including degrees and postgraduate qualifications. It will support shared values and learning approaches across the whole of the children and young people's workforce, and has been devised through the functional map of the children and young people’s workforce in England.

What is the functional map?

The map is a visual representation of the core activities undertaken in a workforce, it represents the core activities for the children and young people's workforce. It involves everyone who works with children and young people, part or all of the time, employed, self-employed or in a voluntary capacity.

Function A D evelop and implement responsive strategic and operational plans and systems that are outcomes-focused and provide integrated services and support for children, young people, their families and carers.

Key Purpose To plan, manage and provide comprehensive, coherent, integrated services that improve the lives of and outcomes for children and young people, and support their families and carers.

Function B

Promote equality, participation and the rights of children and young people.

Function C

Communicate and maintain effective relationships with groups and individuals.

Function D

alignment with the * Represents

Common Core.

*

Safeguard children and young people.

Function E Work in partnership with other agencies, service providers and individuals to ensure policies, services and systems are outcomesfocused and structured to facilitate integrated working.

Function F

*

Promote the wellbeing of children and young people to help them achieve their potential.

* * *

Source: Integrated Qualifications Framework Through the IQF the children’s workforce will be able to identify which qualification would best suit their job role to meet the needs of the children and young people and families they work with. For more information on the IQF see http://www.iqf.org.uk/

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Section 2 - Early Professional Development Everyone who has an impact on the lives of children, young people and families through their work, paid or unpaid, should participate in an early professional development programme in line with the common core standards for the children’s workforce, tailored appropriately to their role and setting.

This section covers early professional development frameworks and induction events appropriate for the children’s workforce.

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Section 2

One Children’s Workforce Induction / Early Professional Development Mission Statement Everyone who has an impact on the lives of children, young people and families through their work, whether paid or unpaid, should participate in a timely, agreed and planned induction programme.

Entry into Post Understanding Job Role Contributions

Early Professional Development / Flexibility / Ongoing Support / Planned Programme / Sense of Belonging

Introductory Session with Manager Completion of Induction Checklist New Managers Meeting (with Learning and Development Unit) New Managers Induction (with Corporate)

Multi Agency Working

(Welcome to Bolton) and (Children's Services Induction) and (Corporate Induction)

Integrated Working Professional and Occupational Standards

Identify Learning and Development Needs with Manager

Skills Audit

Complete PDR (Performance Development Review)

Career Progression

Common Core

Getting to know the Common Induction Standards (CIS)

Common Induction Standards (Completion of Portfolio with Manager) Integrated Working

Professional and Occupational Standards

Knowledge of Legislation

Safeguarding (as required and appropriate level) Integrated Working (as required)

Essential Skills and Knowledge and Soft Skills Supervision and Coaching Skills Professional Development for New Managers (see page ??)

Role-specific/Specialist Training Common Core (as required and as per skills audit)

Review with Manager

Career Progression

Reference Key: All Employees Managers

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Early Professional Development Framework In the children and young people’s workforce, early professional development is key to helping employees gain the knowledge, skills and behaviours required in order for them to work in safe environments with children, young people and families.

Below is a framework of some of the learning and development opportunities which the Learning and Development Unit can offer in terms of early professional development.

The framework has been devised to meet the workforce mandatory training requirements and the various sections of ‘The Rainbow', and will link with the functional map as described earlier in this programme.

Audience

Learning and Development Opportunities

Children’s Workforce

Welcome to Bolton pg 16

Children’s Services All Staff

Welcome to Bolton pg 16

Common Induction Standards pg 19

Children’s Services Induction pg 17

Corporate Induction pg 18

Multi-Agency Safeguarding (role specific) pg 24

Common Induction Standards pg 19

Championing Children pg 43

Safeguarding (role specific) pg 24

Integrated Working (role specific) pg 8

Next Steps...

Chidren's Services Managers

Supervision Skills pg 37

Health and Wellbeing pg 39

Championing Children pg 43

Coaching pg 41

Safeguarding (role specific) pg 24

Safer Recruitment pg 21/22

Integrated Working (role specific) pg 8

Performance Development Reviews (PDR’s) pg 35

Setting Objectives (PDR’s) pg 36

The learning opportunities presented within this programme cover the basic skills, knowledge and behaviours required when working with children, young people and families. The key areas covered are the Every Child Matter Outcomes, Common Core Skills and Knowledge and Common Induction Standards. The darker shadings within the tables highlights that the training meets the outcomes below Every Child Matters Everyone who works within the Children’s Workforce should be working towards the five areas 1. Be Healthy 2. Stay Safe 3. Enjoy and Achieve 4. Make a Positive Contribution 5. Achieve Economic Wellbeing

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 2

Common Core Skills and Knowledge These are often referred to as the ‘Common Core’. They support integrated working by contributing to the use of a common language and cover six key areas: 1. Effective communication and engagement with children, young people and families 2. Child and young person development 3. Safeguarding and promoting the welfare of the child 4. Supporting transitions 5. Multi-agency working 6. Sharing information Common Induction Standards There are seven key areas and these set out what new workers should know, understand, and be able to do within six months of starting work. The seven standards are: 1. Understand the principles and values essential for working with children and young people 2. Understand your role as a worker 3. Understand health and safety requirements 4. Know how to communicate effectively 5. Understand the development of children and young people 6. Safeguard children - keep them safe from harm 7. Develop yourself

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CHMA-001

Welcome to Bolton and the Children’s Workforce Event Welcome to Bolton and the children’s workforce event - A regular event which will provide an opportunity for those who have recently joined the children’s workforce in Bolton to be formally welcomed.

It will also enable new staff to gain an understanding of key issues and projects within Children’s Services in Bolton.

Audience:

New colleagues entering the children’s workforce at any level including those working in the Health and PVI sectors.

Dates: Thursday 28 January 2010

Times: 4.00pm - 7.00pm

Monday 17 May 2010

9.30am - 12.30pm followed by Children's Services Induction

Venue:

Festival Hall, Town Hall, Bolton

Presenter:

Various

Objectives:

• Understand the structure and scope of the Children's Workforce in Bolton •U nderstand the context of how the Every Child Matters (ECM) agenda is delivered in Bolton • Identify the main principle of safeguarding, integrated working

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 2

CMGEN-003

Children’s Services Departmental Induction This session is for those delegates who are new to the Children’s Services Department and will provide an overview of children’s services and their work, and give employees an insight into what it means to work with and for children and young people in Bolton.

The departmental induction is changing to reflect the way the department works and the developments in the children’s workforce.

Delegates should attend the corporate induction, for detailed information on the council’s policies and procedures (this is required for office-based staff in particular).

Audience:

New employees entering the department at any level and also employees transferring from other departments into children’s services (children and families / children’s social care colleagues should attend the C&F / social care induction).

Dates: Thursday 28 January 2010

Times: 1.30 - 3.30pm followed by Welcome to Bolton Event

Monday 17 May 2010

1.15pm - 3.15pm

Venue:

Festival Hall, Town Hall, Bolton

Presenter:

Learning & Development Unit

Objectives:

• Understand the structure and scope of Children's Services • Understand the context the department works in and the work that goes on around ECM in Bolton • Understand HR policies and procedures • Obtain information about professional learning and development opportunities

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

17

OD801

Corporate Induction This event is suitable for all new starters at Bolton Council. You will have been welcomed to Bolton Council and now introduced to the key themes of the organisation.

Audience:

All new employees within first 3 months in post Dates: 30 September 2009 9 November 2009 18 January 2010 3 March 2010

Times: 9.30am - 1.00pm 9.30am - 1.00pm 9.30am - 1.00pm 9.30am - 1.00pm

Venue:

Castle Hill Training Centre

Presenter:

Corporate Organisational Development Team and other Bolton Council Offices

Objectives:

By the end of this workshop you will be able to: • Identify key policies and how they impact on service delivery • Understand the political make-up of the Council • Appreciate the Council's Planning Cycle • Know how the Council delivers customer excellence • Build networks with people you have met from across the organisation

Cost:

TBC

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 2

CHMAN-002

Getting to Know Common Induction Standards (CIS) This event will provide an overview of the children’s induction standards and how these will be rolled out across the children’s workforce in Bolton as part of the common induction framework.

The event will also introduce delegates to development opportunities relating to the standards and the underpinning knowledge, and provide resources to use in working towards achievement of the standards.

Audience:

Managers and supervisory staff who manage staff working directly with children and families.

Dates: 25 March 2010 Dates can also be arranged to adapt to service areas.

Times: 9.30am - 12.30pm

Sessions can be available to Team Meetings and Team Briefings - upon request.

Venue:

Castle Hill

Presenter:

Learning and Development Unit

Objectives:

• I dentify the benefits of the Common Induction Standards • Recognise the seven Common Induction Standards • How to map the standards to job roles and functions • Implement the Common Induction Standards in your service / setting

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

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Section 3 - Safeguarding This section covers topics relating to Safeguarding Children including: • Managing your Human Resources - Employment issues in schools (Module 2) • NCSL Safer Recruitment - NCSL Programme (Module 3) • Safeguarding Children (E-Learning Package) • Multi Agency Training Programme - Safeguarding Children and Young People in Bolton • Safeguarding Children who may have been Trafficked • ContactPoint

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EDMAN-09-010

Managing your Human Resources - Employment issues in schools Module 2: Introduction to safer recruitment and managing allegations against staff working with children and young people.

This training provides an alternative accredited programme to the online safer recruitment provided by the National College for School Leadership (NCSL). The training was commissioned by the DCSF and developed by NCSL in response to recommendation 16 of the Bichard inquiry report (published in June 2004).

The safer recruitment training provides valuable information on a safer school culture, and advice and guidance to strengthen safeguards against employing unsuitable people in schools. The training will help schools demonstrate that they have effective recruitment and selection processes in place that ensure learners are both well-taught and protected, which OfSTED will review through a self-evaluation form.

As a minimum requirement the head teacher and a named governor must have completed this training Audience:

Head Teachers, Deputy Head Teachers and Assistant Head Teachers, Governors of Bolton schools. Senior managers within Children’s Services who are involved in the recruitment of staff who work directly with children.

Note: This is not a comprehensive workshop on staff recruitment and selection. Delegates wishing for basic recruitment training should attend Module 1. (Contact: TSS on 337600 for more information on Module 1) Dates: A) 22 October 2009 B) 26 November 2009 C) 29 January 2010 D) 24 March 2010 E) 12 May 2010

Times: 1.00pm - 4.30pm 5.00pm - 8.30pm 9.00am - 12.30pm 1.00pm - 4.30pm 5.00pm - 8.30pm

Venue:

Castle Hill Centre

Presenter:

Dawn Longworth, Deputy HR Manager, Ian Price, Education Social Worker and Jean Kilgallon, Child Protection Unit

Objectives:

To give participants an awareness and understanding of offender behaviour. This session will: • I dentify the key features of staff recruitment that help deter or prevent the appointment of unsuitable people • Consider policies and practices that minimise opportunities for abuse, or ensure its prompt reporting • Help participants begin to review their own and their organisations’ policies and practices with a view to making them safer

Cost:

£60

3

Outcomes for Modules 2 and 3 Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

21

EDMAN-09-017

NCSL Safer Recruitment - NCSL Programme Module 3: NCSL Safer Recruitment - Accredited Training This training provides an alternative accredited programme to the online safer recruitment provided by the National College for School Leadership (NCSL). The training was commissioned by the DCSF and developed by NCSL in response to recommendation 16 of the Bichard Inquiry report (published in June 2004).

The safer recruitment training provides valuable information on a safer school culture, and advice and guidance to strengthen safeguards against employing unsuitable people in schools. The training will help schools demonstrate that they have effective recruitment and selection processes in place that ensure learners are both well-taught and protected, which OFSTED will review through a self-evaluation form.

As a minimum requirement the head teacher and a named governor must have completed this training Audience:

Head Teachers, Deputy Head Teachers and Assistant Head Teachers, Governors of Bolton schools. Senior managers within Children’s Services who are involved in the recruitment of staff who work directly with children.

Note: This is not a comprehensive workshop on staff recruitment and selection.

Delegates should have completed Module 1 and 2 prior to attending this training.

Dates:

Times:

Course A (1 full day) 29 September 2009

8.45am - 5.30pm

Course B (1 full day) 16 November 2009

8.45am - 5.30pm

Course C (1 full day) 1 December 2009

8.45am - 5.30pm

Venue:

Bolton Arena

Presenter:

Human Resources and Learning and Development Teams

Objectives:

By the end of this course you should be able to: • I dentify the key features of staff recruitment that help deter or prevent the appointment of unsuitable people • Consider policies and practices that minimise opportunities for abuse, or ensure its prompt reporting • Help participants begin to review their own and their organisations’ policies and practices with a view to making them safer

Cost:

£145 Maximum of 16 delegates per course

Common Core of Skills and Knowledge

22

1

2

1/2/3

3

4

Children’s Services Learning and Development Programme, October 2009 – August 2010

5

6

N/A

Section 3

Safeguarding Children (E-Learning Package) Government legislation requires all employees of statutory and voluntary organisations to be aware of their duty to safeguard and promote the welfare of children.

The package takes between 20 and 30 minutes to complete and can be accessed from workplace PCs (via the intranet, training, learning zone) it looks at: • Increasing your awareness of the characteristics and categories of child abuse • Understanding Bolton's procedures in cases of suspected child abuse • Understanding your role and responsibilities within these procedures and the law • Fulfilling your statutory obligation to protect children and young people and promote their welfare Audience:

It is suitable for all employees, particularly those who do not work directly with children.

Note: The package is a very basic introduction to safeguarding children. Staff who work with children should attend one of the more detailed interactive courses provided in the multi-agency training programme. (See Safeguarding Children and Young People in Bolton overleaf.)

Dates: Accessible from your workplace PC on a date that suits you.

Times: Accessible from your workplace PC at a time that suits you.

Venue:

Your workplace PC

Presenter:

Not applicable

Objectives:

By the end of the package you will:

• • • • • Cost:

Recognise local requirements protecting children from abuse State what your own responsibilities are in relation to protecting children from abuse List main categories of abuse Identify how to recognise and respond to signs of abuse Know who to contact to report suspected abuse

Free

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

23

CHGEN-004

Safeguarding Children and Young People in Bolton A multi-agency training programme designed to cover all aspects around safeguarding children and young people is available (see below).

Audience:

All staff across the children’s workforce (as appropriate)

Sessions Available:

General safeguarding courses • Keeping Children Safe and the Framework for Action • Keeping Children Safe: Practitioner Level 1 • Keeping Children Safe: Practitioner Level 2 • Keeping Babies Safe from Harm • Keeping Children Safe Refresher Courses on specific issues • Safeguarding Children in whom Illness is Fabricated or Induced Level I - A Workshop by Dr Mary Eminson • Safeguarding Children in whom Illness is Fabricated or Induced Level II - A Workshop by Dr Mary Eminson • Safeguarding: The Role of the Supervisor • Neglect and the Graded Care Profile • Chairing Skills • Safeguarding the Disabled Child • Responding to an Unexpected Child Death • Working with Resistant Families • Engaging Families • Working with Children and Families from Black and Minority Ethnic Groups (Introductory) • Safeguarding Young People at Risk of Sexual Exploitation Assessment • Assessment Skills • Common Assessment Framework: Practitioner Training Domestic abuse • Domestic Abuse: Basic Awareness Mental health issues • Mental Health Awareness in Children and Young People • Introduction to Loss and Bereavement in Children and Young People • Introduction to Depression in Children and Young People • Introduction to Eating Difficulties from a Developmental Perspective • Introduction to Working with Young People who have Problems with Anger • Introduction to Attachment Theories • Introduction to Psychosis in Young People • Introduction to Anxiety in Young People • The Impact of Neglect on Child Mental Health • Working with Young People who are at Risk of Self Harm • STORM • Safeguarding Children whose Parent has a Mental Health Problem

24

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 3

Young people and substance misuse • Young People and Substance Misuse • Drug and Alcohol Awareness • Alcohol and Young People • Cannabis and Young People • Ecstasy and Young People • Solvents and Young People • Benzodiazepines and Young People • Parental Substance Misuse and its Effect on Children and Families

Contact: boltonsafeguardingchildren@bolton.gov.uk for more information

25

CHMA-005

Safeguarding children who may have been Trafficked Child trafficking is increasingly recognised as a significant safeguarding issue. ECPAT (End Child Prostitution, Child Pornography and the Trafficking of Children for Sexual Purposes) has developed an e-learning course for childcare practitioners which will: • Increase your awareness of some of the main issues relating to child trafficking • Provide guidance on how you should respond if you suspect a child has been/will be trafficked • Provide links for you to access further information.

You can access the course, free of charge on: http://course.ecpat.org.uk

26

Children’s Services Learning and Development Programme, October 2009 – August 2010

ContactPoint explained What every person working with children and young people needs to know about this new online directory, which aims to help and support the kind of multi-agency working that’s at the heart of the vision for Children’s Services.

Every Child Matters Effective communication and appropriate sharing of information is crucial to ensure children and young people get the best services possible. However, simply trying to find out if anyone else is involved and how to reach them can be hugely time consuming.

This is where ContactPoint will help; this online directory, which will replace Bolton’s Local Child Index, will provide a quick way to find out who else is working with the same child or young person.

Why we need ContactPoint ContactPoint will help to: • Save time, prevent duplication of work, reduce the number of repeat assessments and referrals • Ensure continuity of service delivery for children and young people who access services in, or move between, different local authority areas • Identify children missing education

ContactPoint will only hold the following information: • Name, contact details, gender, date of birth and an identifying number for every child or young person in England up to their 18th birthday • Name and contact details for each child’s parents / carers • Education setting (e.g. school) and health provider (e.g. GP) • Other services (e.g. social worker, youth worker) • Lead professional (where appointed) • Common Assessment Framework (CAF) ‘owner’ (if one has been undertaken) Where possible information will be updated automatically from existing systems (national and local) so that information only has to be entered once.

ContactPoint will NOT hold any case information about a child or young person.

Who will have access to the information?

Practitioners working with children and young people across education, health, social care, justice and the voluntary and community sector will need access to ContactPoint.

Security is vital - Before being given access, each and every user must have security clearance, including an enhanced Criminal Records Bureau (CRB) disclosure.

27

Training and Gaining Access to ContactPoint Every local authority in England is legally required to implement ContactPoint, in Bolton this will be managed by the Integrated Working Processes (IWP) team.

It is expected that the majority of users will be trained by the end of 2009. The IWP team started contacting departments / schools / organisations in July 2008 for the names of proposed users.

Throughout 2009 line managers will be asked to endorse individual users and confirm their enhanced CRB status.

Practitioners will then be allocated a training slot well in advance, to maximise attendance.

After completion of the mandatory training each user will be issued with a user name, password, Personal Identification Number (PIN) and a security token.

Further information Please contact: Integrated Working Processes (IWP) Team 1st Floor, Paderborn House Bolton BL1 1JW Tel: 01204 338710 Email: boltonisa@bolton.gov.uk Or visit the Every Child Matters website at www.everychildmatters.gov.uk for information on ContactPoint.

Information Sharing; Common Assessment Framework (CAF) and lead professional

You can also visit the Children’s Workforce Development Council website at: www.cwdcouncil.org.uk

28

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 4 People Management This section covers personal development and people management issues such as: • Leadership and Management Framework • The Golden Thread • Performance Management for Local Authority (LA) Employed Teachers (Refresher) • Performance Management for Soulbury Paid Staff • Performance Development Reviews for New Managers • Performance Development - Setting Objectives • Effective Supervision Skills for Managers • Health and Well-Being in the Workplace for Managers • Essential Skills for Managers - E-Learning • HR Briefings for Managers • Supervision / One-to-One Toolkit • Developmental Coaching

29

Leadership and Management Framework The Department for Children, Schools and Families (DCSF) have published a national professional development framework for leaders and managers of Children's Services to provide a basis for the professional development of leaders across all Children's Trust partners. This framework describes the knowledge, skills and behaviours relevant to all leaders and managers of Children's Services. The framework is designed so that pathways to progression can easily be identified and the core competences desired in our key leaders of the system can be shared and understood.

There are three strands of activities proposed by the Leadership & Management framework and these strands seek both to contribute collectively to the professional development of Children's Services leaders and managers; and to provide a progression path for the experiential growth of current and future Children's Services professionals.

More information can be found at: www.teachernet.gov.uk

Knowing the business Identification of development needs: • PDR • Manager • Self • Coach/Mentor

Existing programmes • Essential skills and knowledge for managers (corporate training programme) • Development centres for team leaders • Rising stars Children’s services learning and development programme opportunities: • PDRs for new managers • Setting objectives • Health and well-being • Effective supervision skills • Coaching conference • Developmental coaching • Safeguarding

30

Becoming a reflective manager Identification of development needs: • PDR • Manager • Self • Coach/Mentor • Career development/planning framework Existing programmes

• Relevant opportunities from

corporate training programme • Development centres for senior managers • Step-up managers

Strategic direction Identification of development needs: • PDR/Appraisal process • Self • Coach/Mentor • Career development/planning framework

Existing programmes

• Relevant opportunities from

corporate training programme • Development centres for chief officers • NCSL and national programmes

Children’s services learning and development programme opportunities: • Setting objectives • Health and well-being • Effective supervision skills • Coaching conference • Developmental coaching • Safeguarding

Children’s Services Learning and Development Programme, October 2009 – August 2010

Becoming a reflective manager

Section 4

Knowing the business

Strategic direction

Topics for development • Managing children’s trust arrangements • Understanding the bigger picture • Influencing independently managed providers and partners • Managing locality arrangements and services • Leading effective inter-agency teams • Commissioning for children’s services • Developing a coaching culture in the workforce • Using integrated working processes as a change tool • Managing involvement/ engagement from children, young people, families and carers

Topics for development • Strategic commissioning for children’s services • Leading children’s trusts • Influencing the political context • Influencing system-wide developments in integrated children’s services • Leading change programmes for children’s services

Accreditation opportunities: • Corporate training programme (ILM / UCLAN / University of Bolton)

Accreditation opportunities: • Corporate training programme (ILM / UCLAN / University of Bolton) • National College for Leadership of Schools and Children's Services centre for local governance programmes • Relevant local, regional and

Accreditation opportunities: • National College for Leadership of Schools and Children's Services centre for local governance programmes • Relevant regional and national programmes

Coaching and mentoring/ networking opportunities: • Mentoring scheme with senior managers and experienced colleagues • Action learning sets linked to programme modules • Job shadowing in other agencies

Coaching and mentoring / networking opportunities: • Action learning sets • Job shadowing opportunities in own and other authorities • Mentoring and coaching of colleagues in own and other local authorities • Mentoring and coaching by senior managers and DMT colleagues from own and other local authorities

Coaching and mentoring / networking opportunities: • Action learning sets • Job shadowing opportunities in own and other authorities • Mentoring and coaching of colleagues in own and other local authorities • Mentoring and coaching by colleagues from own and other local authorities

Topics for development

• Understanding locality

arrangements and services • Understanding governance structures for children’s services and the legislative context • Understanding the relationships with partners in universal and targeted services • Understanding and resolving accountability issues between services • Understanding the management of integrated working and associated processes • Managing performance against outcomes • Managing teams in multi-agency / multi-disciplinary settings Coaching:

• The manager as coach • Developmental coaching • Understanding and supporting the role of the Lead Professional

31

The Golden Thread This is a requirement to show the link between learning and development and service requirements within the corporate business planning process (CBPP) Community Strategy

The Corporate Plan

Strategic Plans

Service Improvement Action Plan (SIAP) Individual Objectives based on SIAP or Service Delivery Plan

Personal Development Plan

Other Development Activities

Key questions for evaluation

On the Job Learning

Training and Development Workshops

Has training contributed to the personal development Has training contributed to the delivery of an individual’s objectives?

Has the individual been better able to contribute to the service?

What improvements in service can be demonstrated as a result of training?

32

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 4

CHMAN-006

Refresher on Performance Management for LA Employed Teachers This session will provide all teaching staff with information on the new regulations and guidance. It provides some background to performance management for teachers, and an overview of the development and changes associated with 2006 regulations and subsequent updates. The session can be commissioned and will take up to two hours per session at a venue of your choice.

Audience:

All staff in services who will be undergoing performance management in the context of the 2006 performance management regulations, and support staff who want to find out more about the whole process and culture of performance management.

Dates: On request

Times: 2 hours as agreed

Venue:

As agreed

Presenter:

Learning and Development Unit

Objectives:

By the end of this course you should be able to: •U nderstand the key points of the 2006 performance management regulations • I dentify the main elements of performance management • Understand the impact and benefits of performance management on all staff in services •B e equipped to undertake the performance management process confidently

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

33

CHMAN-007

Performance Management for Soulbury Paid Staff This session will include process and skills training for reviewers, including setting (differentiated) objectives and performance criteria, reviewing, evaluation and monitoring, providing the participants with background information on the 2006 and subsequent updates on performance management regulations.

The workshop will be followed by some skills training around feedback, observation and objective setting for those who wish to develop these skills further. This further session will last approximately an hour.

Audience:

Heads of service, line managers and designated reviewers of staff employed under teachers pay and conditions and subject to the 2006 performance management regulations.

Dates: As agreed

Times: As agreed

Venue:

As agreed

Presenter:

Learning and Development Unit

Objectives:

By the end of this course you should be able to: •U nderstand the process of performance management in the context of the 2006 regulations and subsequent updates •S et effective performance management objectives and performance criteria •U ndertake effective review and monitoring • Where required, learn more about and practise reviewer skills such as feedback and observation

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

34

Children’s Services Learning and Development Programme, October 2009 – August 2010

Performance Development Review (PDR) for New Managers This workshop will provide all managers and team leaders responsible for undertaking the PDR process with information on conducting the PDR process, knowledge and techniques on how to carry out effective PDR's and how to maximise the impact of the process on staff development and performance management.

Audience:

All staff with supervisory or managerial responsibilities, who are new to the PDR process.

Dates: As agreed

Times: As agreed

Venue:

As agreed

Presenter:

Learning and Development Unit

Objectives:

By the end of this course you should be able to: •U nderstand your role in managing the PDR process •D evelop techniques to get the most out of the PDR discussion • Show staff where they and their role fit in the CBPP •D emonstrate how to set effective SMART objectives to improve performance • Understand people’s learning styles and how this can be utilised in developing your staff •E valuate the impact of objectives and plan or further improvement •D ocument and process a PDR

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

35

Section 4

CHMAN-008

CHMAN-009

Performance Development Review (PDR) - Setting Objectives This workshop will provide all managers and team leaders responsible for undertaking the PDR process with information on developing PDR objectives which are SMART and support the improvement of performance.

Audience:

All staff with supervisory or managerial responsibilities, new and established.

Dates: As agreed

Times: As agreed

Venue:

As agreed

Presenter:

Learning and Development Unit

Objectives:

By the end of this course you should be able to:

• Understand why it is important to set SMART Objectives • Understand how objectives link to the CBPP • Set effective SMART objectives to improve performance • Evaluate the impact of objectives and plan or further improvement Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

36

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 4

CHMAN-010

Effective Supervision Skills for Managers This session will provide managers and team leaders with the basic skills required to effectively undertake supervisions / one-to-one’s with their staff.

Audience:

All staff with supervisory or managerial responsibilities, new and established.

Times: 9.30am - 12.30pm 1.00pm - 4.00pm

Dates: a) 25 February 2010 b) 26 May 2010 Venue:

Castle Hill

Presenter:

Learning and Development Unit

Objectives:

Cost:

• Identify the purpose and benefits of supervision • Practice and develop skills and confidence in carrying out effective supervisions • Understand how to structure a session • Understand how people learn and supporting the individual • Be introduced to the supervision / one-to-one tookit Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

37

CHMAN-021

Managers' HR Briefings The Managers' HR Briefings are aimed at anyone with people management responsibilities within Children's Services. The sessions will provide both an opportunity to refresh and update your knowledge on specific policies and procedures from managing capability to effective absence management, as well as being a source of up-to-date information on new developments in employment law, legislative and statutory requirements linked to staff working with children and young people, and forthcoming changes to people management frameworks locally and nationally. More strategic people management issues will also be touched upon to help you make the most of your workforce.

The agenda for each session will be disseminated in advance of the session, with managers informing the content of each session. Delivered by the Children's Services HR Team and guest speakers as appropriate, the Managers' HR Briefings are your opportunity to keep up-to-date with and debate people issues, in a concise and informative session.

Audience:

All staff with supervisory or managerial responsibilites, new and established.

Dates: a) 26 November 2009 b) 18 March 2010 c) 15 June 2010

Times: 11am - 1pm 11am - 1pm 11am - 1pm

Venue:

Town Centre (TBC)

Presenter:

Childrens Services HR Team

Objectives:

• These briefings willl enable you to refresh and update your knowledge on specific policies, procedures and legal aspects of people management.

Cost:

38

Free

Children’s Services Learning and Development Programme, October 2009 – August 2010

CHMAN-011

Health and Well-Being in the Workplace for Managers This session will provide all managers / team leaders with knowledge, understanding, tools and techniques in order to improve health and wellbeing in their teams within the workplace.

Audience:

All staff with supervisory or managerial responsibilities, new and established.

Dates: a) 11 Feb 2010 b) 14 April 2010 c) 21 June 2010

Times: 9.30am - 4.30pm 9.30am - 4.30pm 9.30am - 4.30pm

Venue:

Castle Hill

Presenter:

Learning and Development Unit

Objectives:

• Understand what is meant by Health and Well-being • Understand reporting sickness and absence • Identify common attributes to ill-health • Understand the manager's role and responsibilities around health and well-being • Identify prevention and intervention techniques • Understand the support available • Gain an awareness of the training and development to support managers and employees with health and well-being

Cost:

Free

Every Child Matters

1

2

3

4

5

N/A

N/A

Common Core of Skills and Knowledge

1

2

3

4

5

6

N/A

Common Induction Standards

1

2

3

4

5

6

7

39

CHMAN-012

Essential Skills for Managers E-learning These online courses provide information for managers / team leaders on a number of HR policies and procedures.

• • • • • • • • •

Managing Absence Recruitment and Selection - New Discipline & Dismissal - New Managing stress in others - New Managing Capability - New Whistle blowing - New Grievance - New Managing Personal Development - New Anti-Harassment - New Audience:

Managers and team leaders Dates: Accessible from your workplace PC (via the intranet, training, learning zone) on a date that suits you.

Venue:

Your workplace PC

Cost:

Free

40

Times: Accessible from your workplace PC at a time that suits you.

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 4

Supervision / One-to-One Toolkit The aim of this toolkit is to provide staff and managers with a framework for supervisions / one-to-one’s, for those who work across the Children’s Workforce.

It sets out how staff can expect to be supervised and provides managers with the key elements needed to supervise staff effectively.

The toolkit has been produced with important information from many stakeholders and is available upon request in a PDF format.

Contact: Karen Alcock - Learning and Development Unit Tel: 01204 331426 Email: Karen.alcock@bolton.gov.uk

Developmental Coaching This is an ideal opportunity to access coaching on an individual basis.

Whether you have already identified areas you would like to develop or wish to use coaching sessions to identify further development.

All coaching sessions will be conducted by trained coaches.

The coaches have a wide range of coaching experience and hold coaching related qualifications which include:

• Certificate in Training Practice • Diploma in Performance Coaching • Certificate in Life Coaching Suitable for: All staff who have individual requirements and feel they would benefit from one-to-one development.

41

Section 5 - Leading and Managing Integrated Children’s Services This section provides details of some of the key development opportunities for managers and leaders of the children’s workforce.

42

Section 5

CHMA-013

Championing Children Event The championing children events for leaders and managers of the Children’s Workforce in Bolton focuses on good practice in relation to partnership and integrated working.

Audience:

All Leaders and Managers of the Children’s Workforce in Bolton covering all sectors including PVI sector.

Dates: Events will be advertised during the coming months.

Venue:

TBC

Presenter:

TBC

Cost:

Free

Times: TBC

43

Team Development Would your team benefit from development in a particular area?

Do you have an area of work that you want your team to focus on in a structured way?

Do you want to be involved with team activity on a team event or have a large team and need a facilitator to work with you?

If so, we can help...

Whether your team spans professions, projects, agencies, roles or work areas, the Learning and Development Unit can help you to build events that will support your team’s development and provide a worthwhile team building opportunity.

We can help you to move a piece of work forward through workshop style events, planning exercises or joint learning opportunities all at a venue, time and date of your choice.

Want to know more?

Contact Chaselle Neale or Karen Alcock to discuss your requirements and to obtain a tailored proposal that meets your objectives.

44

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 6 Additional Information This section covers additional development services and information available through the Learning and Development Unit

4545

Lunchtime Light Bites Why not join us at various locations on various dates.

Get involved, have fun, and gain knowledge!

The idiot’s guide to work life balance Venue: The Octagon Time: 12.30pm - 1.30pm Voluntary sector networking Venue: The Hub, Bold St, Bolton.

Time: 12.30pm - 1.30pm Improve your team communications through visual and written media Venue: Bolton Central Library

Friday 15 January 2010 CHGEN-015 Wednesday 24 February 2010 CHGEN-016 Wednesday 24 March 2010 CHGEN-017

Time: 12.30pm - 1.30pm Find your talent Venue: The Phoenix, Bark St, Bolton.

Time: 12.30pm - 1.30pm Jargon Buster (plain English) Venue: The Octagon Theatre Time: 12.30pm - 1.30pm Career Coaching Venue: Bolton Central Library Time: 12.30pm - 1.30pm

Thursday 22 April 2010 CHGEN-018 Thursday 20 May 2010 CHGEN-019 Monday 28 June 2010 CHGEN-020

Other topics will be developed as Performance Development Reviews (PDR’s) are completed

46

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 6

Bespoke Training The Learning and Development Unit are happy to discuss your specific requirements and create tailored training to suit your team / service area development needs and delivery plan objectives.

We have developed a wide range of service specific training, ranging from: • Inductions • Customer service • Management development • Coaching • Children’s services specific issues • Personal development • Presentation skills And many more to suit your specific needs…

We can also commission training from external providers on specialist topics, and will work to keep the costs down for you by acting as a broker.

Let us know what you require and we will aim to design an appropriate workshop or commission a suitable trainer.

Facilitation Service To provide a facilitation service for a wide range of events such as team away days, meetings or group work.

The costs are dependent upon requirements. Please contact Chaselle Neale on 01204 332290 or go to learninganddevelopmentunit.bolton.gov.uk or contact Karen Alcock on 01204 331426 to discuss further.

47

Skills for Life What is Bolton Council doing about Skills for Life?

In December 2007, Bolton Council signed up to the North West Skills Award and the National Skills Pledge. In doing so Bolton Council made a public commitment to actively support ALL employees in developing their skills in literacy, numeracy and basic ICT, and working towards relevant, valuable qualifications to at least level 2, which is the equivalent of five GCSE’s at grade A-C. Bolton Council pledged to:

• Encourage and support people to gain the skills and qualifications that will support their future work and meet the needs of the Bolton family

• Encourage and support our employees to acquire basic literacy and numeracy skills, and work towards their first level •

2 qualification, in an area that is relevant to the organisation Raise the skills and competencies of employees to improve the organisation’s performance, through investing in learning and development

What do we mean by Skills for Life?

The national definition of Skills for Life is: “The ability to read, write, speak, listen and use every day maths at a level necessary to participate and progress in work and in society in general”.

So this could mean being able to do a number of things, such as:

• • • • •

Plan and draft a formal letter Use the index of a catalogue to find an item or a local supplier Complete timesheets and work related documents Calculate your monthly household budget Understand your utility bills

Can you think of any other activities that relate to your area of work where an English or Maths qualification would help you or someone you know to move on?

A number of courses are available and on average the qualification takes 30 hours to complete.

If you complete a Skills for Life qualification in your own time there may be funding available to cover the costs incurred, upon completion of the qualification.

Contact: learninganddevelopmentunit.bolton.gov.uk or contact Karen Alcock or call 01204 331426 for more information regarding access to the training.

48

Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 6

Schools' CPD Programme 2009-2010 and Governors’ CPD Programme 2009-2010 Departmental staff are more than welcome to attend the events in the Learning and Development’s CPD programmes designed for schools staff (teaching and support) and governors. The programmes and booking forms can be found on ‘My Briefing’ or by contacting:

The Learning and Development Team, Education Improvement, 2nd Floor Castle Hill Centre, Castleton Street, Bolton BL2 2JW Tel: 01204 332551 Email: learninganddevelopmentunit.bolton.gov.uk For further information or enquiries regarding events within these programmes please contact: Pauline Baldwin / Anne Whalley Assistant Managers Learning and Development Unit Tel: 01204 332246 / 01204 332287

49

National Vocational Qualifications (NVQ’s) Introduction Vocational qualifications are qualifications for work and are evidence of a person's ability to do a job. They are gained by being competent carrying out normal work and provide recognition for the skills and experience gained. They also allow individuals to gain new knowledge and skills, and provide a unique progression route to other related qualifications as well as qualifications at a higher level.

They allow individuals to improve their job prospects, and provide a clear target to aim for in their own learning and development, and give recognition to employees who achieve excellence in their work. They can bring economic benefits to the employer and are valuable tools for business development.

Lifelong learning is the key, apart from acquiring a good basic education individuals need to continue to learn throughout their working life. A vital element is good quality qualifications that are recognised and valued by individuals and employers.

The Vocational Assessment Centre for Children’s Services provides a range of flexible qualification and training routes towards NVQ’s.

Cost - Which option will apply?

To benefit from a considerable reduction in cost, services can invest in the development and accreditation of their own staff, to assess and internally verify the competence of employees working towards a vocational qualification. Assessors and Internal Verifiers are experts in an occupational area; they have proficient skills and knowledge in the occupational area for the qualification, they are assessing or internally verifying. Assessors and Internal Verifiers must hold the relevant qualification or work towards achieving the relevant qualification, in order to support candidates on a vocational qualification.

A 50% deposit will be required when registering an employee for any vocational qualification with the final 50% due upon completion. The 50% deposit is non-refundable should the candidate wish to discontinue and not complete the full qualification. If candidates discontinue and have completed a unit(s), we will claim unit certification to ensure they receive accreditation for the unit(s) completed. This will also ensure evidence presented does not require updating or resubmitting, should the candidate continue at a later date.

For further information or details on costs, please contact learninganddevelopmentunit.bolton.gov.uk or contact Karen Alcock on 01204 331426.

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 6

Information and Communication Technology (ICT) Microsoft Applications There are a wide range of events available from basic to advanced in microsoft applications available through Fujitsu. For the current schedule of events visit the corporate intranet, click on Training, then click on ICT Training Schedules, alternatively please contact the Training Shared Service Centre, Castle Hill Centre on ext. 7600 or e-mail: trainingsharedservicecentre@bolton.gov.uk Please note: these training events are free of charge, but a charge may be applied if you fail to attend without prior notice.

Learning Zone, E-Learning To access the learning zone: • Go via the corporate intranet site • Click on training on the main menu • Then click on Learning Zone (online courses) The Learning Zone is an on-line learning tool which offers the flexibility to learn at a place and time that suits you. It offers many events including:

• • • • • • • • • • • • • •

Courses for new PC users Information management and ICT courses - e.g. Freedom of Information, Word, Excel Procurement Essential skills and knowledge for managers Team leader competency development Senior manager and chief officer competency development Corporate induction Personal development - Maximising your potential e.g. effective writing, presentation skills, self development Scils - Social care information and learning services Eils - Education information and learning services Virtual learning resource centre (opens in new window) Elected members training Health and safety Equal opportunities and diversity

All of the above events are free of charge.

• ECDL - European Computer Driving Licence

There is a charge of £250 for this event.

• Prince2

There is a charge of £175 for this event.

You will need your line manager’s authorisation for these two courses.

For information on any of the learning zone events, or for help with registration, please contact Denise Isherwood on ext: 1302 or denise.isherwood@bolton.gov.uk.

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Evaluating your Learning Evaluation is important to the performance development review process and professional development. It helps identify whether training and other learning and development opportunities, undertaken as a result of an individual’s development plan, have been of value to that individual, the service and the organisation as a whole.

Evaluation also helps inform future workforce development: what worked, what didn’t and how to improve on our practice next time.

Evaluation enables us to measure the return on investment and the effectiveness of learning and development on performance. It is also a key performance indicator in external inspections.

Evaluation works as a cycle over the 12 month performance development review (PDR) process, which is as follows:

• Evaluation immediately after the event:

The person who attended the course will complete an evaluation form which will give a quick overview of their impressions of the event / development activity.

• Three-month

evaluation:

This is sent automatically by email if the event attended has been booked through the training shared service centre.

This form is completed by a member of staff and their manager. It asks whether the member of staff has used the learning in the workplace and seen any changes in their practice as yet.

• Six-month evaluation:

This should be done through review / support meetings between the manager and member of staff.

• Twelve-month evaluation:

This is the point at which the loop comes back on itself.

During the PDR process, managers and staff members will discuss whether the learning and development activities during the year have led to an improvement in performance, and whether the objectives that were set 12 months ago have been achieved and what could be helpful in the coming year.

The key questions to ask at this point are:

• • • •

Did the learning and development activity contribute to personal development?

Did it contribute to the member of staff’s individual objectives?

Did it contribute to an improvement in service?

Is the individual better able to contribute to the service?

If you want more information or guidance about evaluation, please contact learninganddevelopmentunit.bolton.gov.uk or contact Chaselle Neale on 01204 332290 or Karen Alcock on 01204 331426.

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Children’s Services Learning and Development Programme, October 2009 – August 2010

Section 6

Booking Procedures (does not include Bolton at Home or Schools staff)

Complete a booking form for in-house training and send to the Training Shared Service Centre (TSSC). This form can be found at the back of this programme or on the intranet page within the training page or by the TSSC. 1. You will join a waiting list and we will contact you to book you onto the requested course when it is available. If your request has a specified date and this is available, you will be booked directly onto this course 2. You will receive joining instructions six weeks prior, where possible 3. You will need to contact the TSSC to confirm your attendance more than three weeks prior to the course 4. If the TSSC does not receive your confirmation of attendance you will be cancelled from the course and the place offered to another employee. However, if you still require your place please contact the TSSC 5. If you have not received joining instructions four weeks prior to the course, contact the TSSC Contact:

Training Shared Service Centre Castle Hill Centre Castleton Street Bolton BL2 2JW

Email:

trainingsharedservicecentre@bolton.gov.uk

Tel:

01204 337600

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Booking Request Procedures Select event from programme

Email: learninganddevelopmentunit.bolton.gov.uk <mailto:trainingsharedservicecentre@bolton.gov.uk> or fax: 01204 332230 enrolment form to Training Shared Service Centre (TSSC)

A place is available

If a place is not available

The Training Shared Service Centre will book your place on the event, and confirm the dates and booking by email to you or your line manager. (If you do not have an e-mail address attached to your HR record it will be sent to your line manager or designated contact)

Delegate to be placed on waiting list

Six weeks before the event, joining instructions will be emailed to you

Delegate will be notified when a place becomes available

Three weeks prior to course attendee to confirm attendance with TSSC (If this does not happen the employee will be cancelled from the course)

If no place becomes available, delegate will remain on waiting list until new dates are arranged

Attend event

54

Childrenâ&#x20AC;&#x2122;s Services Learning and Development Programme, October 2009 â&#x20AC;&#x201C; August 2010

Section 6

Cancellation Procedures You request a cancellation of your place

The event date is within two weeks

No Delegateâ&#x20AC;&#x2122;s place is cancelled No charge is applied

Yes A charge will be made to cover administration costs if cancelled within two weeks of the session Note: A charge will not apply if non-attendance is due to sickness or emergencies

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Request for in-house training (TSSC3) This application to attend an in house training event must be completed and approved by the line manager before it can be actioned by the Training Shared Service Centre.

If you cannot identify the course title you require, please speak to your departmental Training Officer for advice.

Event Details Course Title:

Start Date of Course, if known:

Recharge Cost/Project Code for Course (Mandatory): Managers Details Line Managers Name:

Contact Number:

Department:

E-mail Address:

Manager Authorised: YES/NO

Date of Application:

Employee 1 Details Name:

Job Title:

Department:

Contact Number:

E-mail Address:

Mobile Number:

Any Individual Needs?

Wherever possible we will automatically send course information to the employee’s email address. If this is not appropriate please indicate where you want joining instructions to be sent? Please tick one box.

Employees own email address

Posted to workplace

Managers email address

Posted to home address

How was this training identified? By the Manager or is it Mandatory for the job role?

Employee 2 Details Name:

Job Title:

Department:

Contact Number:

E-mail Address:

Mobile Number:

Any Individual Needs?

Wherever possible we will automatically send course information to the employee’s email address. If this is not appropriate please indicate where you want joining instructions to be sent? Please tick one box.

Employees own email address

Posted to workplace

Managers email address

Posted to home address

How was this training identified? By the Manager or is it Mandatory for the job role?

Please return the completed form to: By email: TrainingSharedServiceCentre@bolton.gov.uk By post: Training Shared Service Centre, The Castle Hill Centre, Castleton Street, Bolton BL2 2JW Training Shared Service Centre Administration Only Date OTA updated:

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TSSC Initials:

Forwarded to DTO:

Children’s Services Learning and Development Programme, October 2009 – August 2010

Contacts Should you have any further queries, please contact: Chaselle Neale Organisational Development Consultant ext 2290 chaselle.neale@bolton.gov.uk Louise Coulson HR Administrative Support Officer ext 4195 louise.coulson@bolton.gov.uk Karen Alcock Organisational Development Officer ext 1426 karen.alcock@bolton.gov.uk mobile: 07825 863760 Training Shared Service Centre 1st Floor, Castle Hill Centre Bolton BL2 2J ext 7600 trainingsharedservicecentre@ bolton.gov.uk

The Training Shared Service Centre deals with all council training administration functions including:

• • • • • • • • • •

Booking details Confirmations Joining instructions Signing in of delegates/tutors/providers (health and safety) Producing reports on attendance/non-attendance/cancellations/evaluations Administration of PDRs and evaluation materials Photocopying/reproduction of materials for sessions Promotions Notification to delegates of changes to events Notification to provider/trainer of changes to events

As part of Bolton’s commitment to a sustainable future, this document is printed (using vegetable based inks) on paper sourced from sustainable forests.

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