Supervision Policy, Standards and Guidance
Everything we do in our work should have at its heart the benefit of children, young people, and families. Supervision is fundamental to this as the principal process by which the council ensures staff are supported and motivated to deliver the best possible service to children and families, and our work to safeguard and promote the welfare of children is properly exercised in accordance with our legal obligations. Good supervision is essential to provide support and guidance for effective practice that in Southwark follows 8 Practice Principles.
This council’s Fairer Future Workforce Strategy (2019-2022) affirms, “our most valued resource is our staff. We want our staff to enjoy coming to work and to do a brilliant job. For that we have to provide a working environment that is welcoming, supportive, empowering, professional and safe.” Supervision is central to this. It is part of a comprehensive framework of managerial support, reflective space and learning opportunities alongside access to research and relevant knowledge to promote good and outstanding practice.
Supervision “…is vital for practitioners’ well-being, professional development, and management oversight. Most importantly, supervision helps you to achieve the best possible outcomes for children.”[1]
[1] Supervision and effective social work practice, Yvette Stanley, Ofsted National Director for Social Care
During November 2019 a series of workshops were held with practitioners, managers and clinicians about how supervision was experienced, and the previous Supervision Policy (Sept 2015) developed. The findings of the Social Work Health Check (Feb 2019) were considered. Various issues were discussed in further depth with the Practitioners Forum and senior managers. Learning was gathered about the impact of supervision and its recording from audit activity through to April 2020. A review of literature and research was also undertaken alongside materials produced as part of the Practice Supervisor Development Programme (PSDP). The final policy was refined during April and May 2020 and, following delays due to COVID 19, signed off by the Divisional Management Team in Jan 2021.
The following standards were considered as integral to this development and the relevant sections are set out in full in Appendix 1: Social Work England Professional Standards (2019); the Knowledge and Skills Statements (KSS) (DfE 2018) for social workers, and for practice supervisors; Standards for Children in the Youth Justice System; Restorative Justice Council National Occupational Standards; LGA Standards for Employers of Social Workers in England; What should you expect as a social worker? LGA Standards; and the Professional Capabilities Framework.
Supervision is “a process by which one worker is given responsibility by the organisation to work with another worker(s) in order to meet certain organisational, professional and personal objectives, which together promote the best outcomes for the service user.”[2]
“Supervision is an accountable process which supports and assures and develops and assures and develops the knowledge, skills and values of an individual worker or team. The purpose is to improve the quality of their work to achieve agreed objectives and outcomes. In social care and children’s services this should optimise the capacity of people who use services to lead independent and fulfilling lives.
Supervision should be open and supportive, focusing on the quality of decisions, good risk analysis and improving outcomes rather than meeting targets.” [3]
[2] Morrison, T. (2005) ‘Staff supervision in social care’, Brighton: Pavilion.
[3] Providing effective supervision, Children's Workforce Development Council (Skills for Care 2007)
Providing a safe space for workers to critically explore their work with children and families is central to supervision. This policy recognises 3 forms of supervision:
- Individual formal supervision: a one-to-one meeting between a supervisor and supervisee, typically pre-arranged with purpose and content planned;
- Individual informal supervision: a one-to-one interaction (conversation, email) between a practitioner and team manager, typically unplanned in response to an event or change of circumstances;
- Group supervision: a meeting between a group of practitioners, led by a team manager, sometimes including other professionals, using a structured approach informed by systemic knowledge, skills and tool that considers casework.
Supervision considers two groups of matters:
- Casework: considers matters relating to a particular child or young person;
- Non-casework: considers all other matters within a supervision session typically emotional support and professional development.
Casework and non-casework matters will often be considered during the same supervision session but are recorded separately.
There are many ways to understand the role and function of supervision. This policy is based on the belief that supervision has a positive impact on those who use and experience our public services and the 4x4x4 [4] model best describes how it works in Southwark. The model has three fundamental elements, which together provides an integrated framework for supervision, these are:
- 4 stakeholders in the supervisory process - staff, children and families, the council, other agencies;
- 4 functions of supervision - management, development, support, mediation;
- 4 stages of the Kolb learning cycle - experience, reflection, analysis, plans and action.
It also draws on the learning from research particularly Wilkins (2017, 2018) and Bostock (2019).
[4] Developed from Tony Morrison 'Staff Supervision in Social Care' (2005) - and endorses the approach using the Kolb Experiential Learning Cycle (adapted by Morrison, 2005) often referred to as the 4x4x4 supervision model.
Management oversight is a collective term that describes the different ways managers consider what is happening in a child or young person s life, and the nature and quality of the work being undertaken to improve that life. The most important part of management oversight is supervision; however, management oversight also includes reviews, case conferences, panels (resource, risk management, complex case, legal planning), ad hoc case decisions and file audits.
Ad hoc case decisions are likely to be needed between formal supervision on a case-by-case basis, and may result from unexpected changes of circumstances, new incidents or where a different course of action needs to be undertaken. Ad hoc decisions, especially when changing a plan, should be recorded as a Managers Decision in case notes. Decisions made that are subject to longer dialogue outside formal supervision and may be recorded as an informal supervision.
It is the manager's responsibility to ensure accurate and timely recording of all forms of management oversight. This enables visible focus to: ensure progress on improving outcomes; provide challenge; demonstrate leadership; and prevent drift and unnecessary delay. All staff are responsible for highlighting changes in circumstances or other concerns which increase risk or need through with their line manager and in these circumstances should not wait for planned supervision.
Supervision is planned and regular for all staff including protected individual time
An individual formal supervision session lasts on average 1 to 2 hours (a protected 90 mins minimum). Additional time will also be needed for preparation and recording.
For those undergoing the assessed and supported year in employment (ASYE), staff will receive formal 1-1 supervision weekly for the first six weeks, fortnightly for the duration of the first six months and a minimum of monthly supervision thereafter.
For those undergoing induction they will receive supervision within their first week and thereafter more frequently than monthly as specified and agreed in the Supervision Agreement.
Following confirmation in post, practitioners receive formal supervision, as a minimum, at monthly intervals with opportunities for informal supervision and ad hoc consultation as and when needed. In circumstances of guidance or performance plans being in place, supervision would be held more frequently in line with the agreed plan.
Group supervision should take place at a minimum of fortnightly for all practitioners but weekly in Family Early Help and Youth Offending Services.
Group supervision is essential but does not replace the need for monthly individual formal supervision. It may decrease the frequency with which some casework is considered at individual formal supervision.
Supervision of casework should take place with the frequency set out below:
| Case type or service | Minimum frequency of case supervision |
|---|---|
| Family Early Help (FEH) | Every other month |
| Assessment (A&I) | Every 4-6 weeks depending on the risks (at least once during the assessment period) |
| Child in need (CIN) | Every other month (high risk monthly) |
| Child protection (CP) | Every 6 weeks |
| Children in care (CLA) | Every other month (high risk monthly) |
| Care leavers | Every 3 months (high risk monthly) |
| Foster carers | Every other month. Instability or concerns for quality of care monthly. |
| Youth Offending Services (YOS) | High risk – monthly / Lower risk – every other month |
| Clinical Services | Monthly |
| Quality Assurance | Every 3 months and on a priority basis |
Supervision is prepared for by participants who share a responsibility for its effectiveness
Participants share a commitment to the effectiveness of supervision and responsibility for bringing relevant matters to it.
Participants attend supervision well prepared to include having identified agenda items in advance, and for Group Supervision having prepared a case summary, genogram, and being clear about a dilemma to be resolved or support sought from the team.
Arrangements should be booked in the diary/outlook calendar well in advance.
If an emergency necessitates postponement, a further time to meet must be arranged with minimum delay.
Whoever postpones has responsibility to lead arrangements to reconvene however, the supervisor has overall responsibility to ensure that supervision takes places and meets Standard 1.
Participants recognise when there is a need for informal supervision happening and creating the space necessary when circumstances require this.
Where the supervisor is absent long-term from work (because of e.g. sick leave) alternative arrangements should be made by senior management to provide supervision.
Supervision should begin punctually, take place in private (whether in person or through virtual or digital means), with minimal interruptions.
A Supervision Agreement must be in place for all supervisee relationships, an example to be amended as required can be found here. It should be reviewed: annually; if difficulties arise; or significant needs change. Both the supervisor and supervisee should have a copy, and the supervisor should save this in the designated team supervision folder in the protected OneDrive.
The Supervision Agreement format should be used as a basis; however, this needs to include reference to specific needs and learning styles of the worker and manager and be amended where appropriate to suit the specific service and workers role.
The Supervision Agreement represents a process of discussion preceding completion of the final document.
Teams should agree rules and expectations of group supervision and regularly review them based on the Southwark approach to group supervision set out below.
Supervision is a purposeful and structured activity
Both supervisor and supervisee prepare for supervision by identifying in advance issues to be addressed.
An agenda will be drawn up prior to or at the start of the supervision meeting. Both supervisor and supervisee should contribute to this.
For individual formal supervision, the following standing agenda items should be included.
- Check-in: general professional/personal welfare and wellbeing; health and safety and equality issues; leave; absence; TOIL; and also praise and exploration of what is going well;
- Workload management: priorities; targets and action required; caseload and allocation, diary/time management etc.
- Review of outstanding issues from last supervision session, and action taken;
- Case discussions: ensuring that all cases are discussed on a rolling programme in line with Standard 1, and recorded separately on the correct template (links below) for the child/young person's record. To include identifying cases for group supervision;
- Information sharing and clarification (e.g. equalities/anti-discriminatory practice issues; legal requirements, local/national policies); this may be covered already in a team meeting;
- Professional and personal development (including exploration of strengths and areas for development linked to the professional competency frameworks, and plans and support for career progression where appropriate);
- Any other business.
The Local Resources page has:
- A template for recording the overall individual supervision, including non-casework matters;
- Guidance on how discussions of casework should be recorded on either Mosaic or Capita YJ;
- A template for recording the casework discussions following the guidance above, and copy and paste the table into Mosaic or Capita YJ.
It is helpful to encourage the supervisee to draft the first three sections prior to supervision.
Supervision is recorded promptly, competently, and properly stored
Recording follows the principles of the Data Protection Act 1998, in particular ensuring any personal information held on an individual is: accurate; adequate; relevant; not excessive; available to the subject; not kept longer than necessary.
A record of supervision captures the essence of what is considered to ensure sufficient oversight and accountability. It is not a full record of the detailed discussion, which by its nature can be wide-ranging and speculative before concluding [5].
Brief information and/or bullet points are acceptable in a supervision record as long as this sufficiently supports management oversight and accountability.
Supervision of non-casework matters should be shared and agreed with the practitioner and filed electronically in the designated team supervision folder in the protected OneDrive, using the template in Local Resources. It is not expected that every supervision session will explore all sections in depth.
Any issues about the accuracy of a supervision record should be clarified as soon as possible or at the latest at the following supervision session.
Formal supervision of casework should be recorded on the child s record in the supervision workflow on Mosaic or in Capita YJ, by the end of the next working day. Informal supervision would usually be best recorded as a management oversight case note, unless the discussion has been sufficiently detailed.
Supervisors should record case supervision directly into Mosaic or Capita YJ, or alternatively use an iPad or laptop to live record notes of supervision that can be tidied up later to support a completed record by the end of the next working day.
Supervisees should make their own notes of supervision to ensure no delay in implementing any actions.
Senior managers are responsible for monitoring the quantity and quality of supervision, and for this purpose, they will need to access 1:1 supervision records. There are exceptional circumstances when senior managers at Director level may need access to supervision records on a need to know basis, for example where there are concerns relating to the public interest, the law, risk to staff or users, professional conduct, or as part of an audit.
A good case supervision record should include:
What the main purpose of our work is with the child or family in order to provide clearly articulated in one sentence. This is a frame for the rest of the conversation.
For example:
- We are aiming to prevent further incidences of physical abuse;
- We are aiming to prevent re-offending;
- We are aiming to ensure this LAC has a stable placement in which they feel loved and safe and that they are developing well physically, emotionally and educationally;
- We are aiming to ensure good enough parenting in relation to the concerns about obesity.
What the particular purpose of the supervision session is clearly articulated in one sentence. Why are we having this conversation today? For example:
- To review the plan;
- To think about how we can engage with the family;
- A new concern has arisen that would help to talk through.
An update on progress of our work with the child or young person, and the family. What has occurred since last supervision and how it relates to the progressing of our work and goals in the child and family plan. This should include: the wishes feelings, and particularly lived experience of the child (voice of the child) when they and other key people have been seen and significant updating information. It could include an updated case summary.
Discussion including clarification of current risks and/or needs relating to the child, and whether these are changing. This could be a brief note of key dilemmas, hypothesis, reflections and conclusions. See Appendix 3 for further support in how best to do this in Group Supervision.
Actions that supports the progress of our work. This should include considering those identified in the previous supervision, including any reasons for delay; further and new actions to be completed (including those to test new hypothesis), how the practitioner might undertake these, with clear timescales.
See the Local Resources for a template and guidance which can be used to record the casework discussions, and copy and pasted into Mosaic or Capita YJ. It may be helpful to encourage the supervisee to draft the first three sections prior to supervision.
The rationale for any significant decisions made during supervision should be set out in the record.
Group supervision records should include names of those present. Genograms should be saved on CareStore.
[5] This is informed by both audit and research (Wilkins 2018)
Supervision promotes and ensures competent, accountable practice and performance.
The supervisee understands their role and responsibilities. Agency policies and procedures are understood and adhered to.
The supervisee is clear on the limits and use of their personal, agency and statutory authority.
Work and progress are reviewed regularly in accordance with agency and legal requirements.
Action plans are formulated, reviewed, and carried out within the context of agency functions and statutory responsibilities, leading to positive outcomes.
The basis of decisions and professional judgments are clear to the worker and the supervisor and made explicit in agency records.
The supervisee knows when and how the supervisor should be consulted. The supervisee s workload is managed, and priorities are set.
Time management expectations of the supervisee are clear.
The supervisee understands the functions of partner agencies, and their role and responsibilities when working with partner agencies.
The overall quality of performance is assessed and supported, including recognition of the supervisee’s achievements, to include ensuring completion of workplan and appraisal in line with the performance management scheme. Should any concerns be raised to require formal capability procedures or disciplinary procedures, these are clearly recorded and support plans developed and actioned.
Supervision promotes learning and the development of professional knowledge and skills.
Supervision provides regular and constructive feedback and coaching to the supervisee on all aspects of their performance, including feedback of direct observation of practice and learning from audit.
Both 1-1 and group supervision enable the sharing of skills, knowledge, and experience, and provide both support and guidance to the practitioner.
The worker s professional competence, skills, knowledge and understanding, in line with relevant national occupational standards is developed (see page 2, and Appendix 1).
Understanding is promoted of the supervisee's value base in relation to social GGRRAAACCEEESSS and how these impact on their work. Supervision and group supervision enable the sharing of different perspectives and opinions.
Understand is gained of the supervisee's preferred learning style and any blocks to learning are explored and supported.
The supervisee's learning and development needs are identified and a plan developed to meet these, including completion and review of an annual learning plan as part of the council performance management scheme.
Discussions facilitate the supervisee to set professional goals and engage in professional development and provide support to career development.
Discussions support the supervisee to reflect on and evaluate their work, and interaction with users, colleagues, and partner agencies.
Discussions promote the supervisee's capacity for self-appraisal and enable them to learn constructively from significant experiences, or difficulties.
Supervision offers a relationship in which the supervisee also provides constructive feedback to the supervisor (and colleagues within group supervision) and all can learn from each other. This includes the feedback enabled through observation and coaching of supervision from senior managers and clinicians.
Supervision is supportive for practice and practitioners
Supervision of casework is focused on support for practice, what practitioners do with children, families and carers
Supervision creates a safe climate for the worker to look at their practice and its impact on them.
Supervision clarifies the boundaries between support, counselling, and consultation; including supporting access to external support for example through the council’s employee assistance programme.
Supervision debriefs the worker and gives them permission to talk about feelings and help the worker to explore emotional blocks to their work.
Supervision will support workers who are subject to abuse either from users or colleagues, whether this be physical, psychological or discriminatory, and ensure all relevant health and safety policies are followed, risk assessments completed, support provided and the council’s respect at work policy is followed.
Supervision supports the overall health and emotional functioning of the worker, especially about the effects of stress, and ensures policies are followed and any appropriate referrals are made (e.g. to Occupational Health).
Good supervision supports practice to improve engagement with children and families and the outcomes we and they want.
Good practice focused supervision seeks to answer three key questions:
- What is the worker going to do next?
- Why is the practitioner going to do those things?
- How is the practitioner going to do those things?
Three essential conditions for practice-focused supervision [6] are:
- Respectful curiosity when talking about children and families with a genuine desire to understand;
- Child and family focused consideration of what life is like for family members particularly children;
- Clarity about risk and/or need through explicit discussion.
[6] Adapted from Wilkins 2018 / Carpenter and Bostock 2013
Supervision recognises difference, and challenges racism, discrimination, injustice and inequality
Supervision supports fair practice, and a fairer future for all
Discussions in supervision and supervision agreements will recognise and explore the impact of difference in the supervisory relationship, both in exploration of GGRRAAACCEEESSS [7] and in acknowledging imbalance in power and authority.
Both parties will work to build and maintain a respectful relationship in supervision.
A safe space will be enabled to explore any issues of racism and discrimination experienced by the worker, and ensure appropriate actions are taken, or reflection on difficulties in colleagues relationships, to assist the work in resolving conflict.
Both 1-1 and Group Supervision will also recognise and explore the impact of difference, values and GGRRAAACCEEESSS upon the relationship of the worker with the family, upon our assessments and all forms of work, and where relevant relationships with other professionals. These explorations should also help us ensure that we continue to take a strengths-based perspective[8] that is culturally sensitive.
Workers will be supported to reflect upon the impact of racism, discrimination, injustice, and inequality relating to families, including the impact of social barriers and poverty [9], the intersectionality of factors, and will support the inclusion of this within our assessments and plans.
Oversight of work will enable rights to be upheld, including exploring and reflecting on any complaints.
Decision-making will ensure that resources are used fairly and effectively, including supporting workers to fairly allocate their own time.
Good supervision and supervision records support us in promoting our principle that "Being fair is working in an open and transparent way, understanding the difficulties children, young people and families face, promoting a just culture based on rights and accountability".
[7] Burnham, 2013
[8] Bernard and Thomas, 2016
[9] Featherstone et al, 2018
Good supervision is when supervisors are respectful, express empathy for the supervisee, are 'aware of self' themselves and use active listening in supervision sessions.
Supervisors should consider how they can give emotional support in a way that does not increase feelings of burnout but reflects on these feelings in a way that builds positive emotional outcomes. Five interrelated elements have been identified as relevant to social care practice [10] :
| Self-awareness | Self-management |
| Awareness of others | Interpersonal skills |
| Values | |
Workers need secure responsive supervision, especially if they are feeling anxious, unconfident, conflicted, or overwhelmed. This is where the supervisor's practical and emotional intelligence are crucial in picking up such clues and in building the practitioner's confidence. The nature and focus of the supervisory partnership will be determined by the supervisor's assessment of the worker, and therefore how much direction or conversely, discretion is appropriate. This lays the platform for effective supervisory planning designed to develop the practitioner's knowledge, skills and confidence [11].
Managers should openly encourage and regularly seek feedback from their supervisees as to the strength and effectiveness of the supervisory relationship, both what works well and what could be improved or needs to change.
In reflecting on and observing the overall quality of supervision, it is helpful to notice if supervision is case focussed, which usually includes the supervisor asking mainly closed questions and giving advice; or person-focussed, in which a supervisor would ask more open questions, that are about people, and about relationships.
While some closed questions are always necessary to clarify key issues, research shows that person-focussed supervision with open questions was more highly rated by social workers in supporting empathy, ensuring a focus on the child, having support for practice, and enabling clarity about risk (all factors identified as key to good supervision). [12]
In reviewing, reflecting on, and observing whether supervision is best supporting practice, the following domains and questions are helpful: [13]
| Domain | Description |
|---|---|
| Relational nature of problems | Are identified “problems” being considered within the context of a system? To what extent are the relationships between people discussed? To what extent are these linked to wider systems (community, schools, culture etc.)? How do workers see themselves in this situation? Are they thinking about their own professional position within the system, and social graces, and how this affects relationships? |
| Voice of the family | Is the family “present” in the conversation? Are the child’s needs, wishes and feelings incorporated into the conversation? Were the views of different parties considered, and if they are different, how did the worker/s discuss resolving these differences in perspective? |
| Risk talk | How is “risk” raised and discussed? Is it viewed as a static label (e.g. a person being a risk) or are risks discussed as dynamic and understood within relational context? How do actions and inactions impact on risk within the family? Was there talk about family strengths? |
| Curiosity and flexibility | In what ways do participants demonstrate curiosity about families? Do they have fixed ideas or challenge taken-for- granted assumptions? Do they explore multiple possibilities and perspectives, including those of the child and family (which may in turn not be unanimous)? How do they approach practice dilemmas or unknowns? Are new ideas or hypotheses being generated? |
| Support for practice | How do participants develop their hypotheses into clear, actionable conversations with families? Is there clarity of purpose about how these conversations will influence the family system and effect change for children? Conversely, if it was agreed not to intervene, in what way was this connected to their understanding of the family and wider systems? |
[10] Morrison, 2007
[11] Morrison and Wonnacott, 2010
[12] Wilkins 2018, webinar
[13] Adapted from Bostock et al., 2019a: 519
Group supervision, facilitated using systemic principles, knowledge and tools, has a direct relationship with higher quality practice [14]. It is more attuned to reflective practice, helpful for practitioners to rehearse thinking and dialogue with families, and thus found to be more helpful in developing risk clarity and purposeful interventions. It is valued greatly by practitioners in Southwark when undertaken well.
[14] Wilkins 2018, Bostock 2019
It is important that cases are discussed regularly in individual supervision, as well as group supervision, to best support clarity of analysis and decision-making, management oversight, and progress of the plan; alongside being able to support detailed reflection and the input of a reflective team.
If detailed reflective discussion is needed, for some cases this may be best discussed in individual supervision, however often it will be more appropriate to identify when the case will be discussed in group supervision, with the individual supervision discussion focussing on the review of risk, progress of the plan, required actions and timescales.
If a case has recently been discussed in group supervision, the discussion in individual supervision should in most cases as a result be shorter and be focused on management oversight or progress of key actions, or recording rationale for decision making.
Group supervision typically will take place with new cases to a team; stuck cases; and cases scheduled to be brought back. Cases that transfer into a team are best jointly presented but this should not delay any agreed transfer date. The manager will need to ensure that cases are scheduled to be brought to group supervision as required, with cases also being identified to be brought to group supervision during individual supervision with the practitioner.
While there are many approaches to group supervision in use by different professional disciplines and in multi-professional casework, they tend to have more similarities than differences.
Most are designed to ensure:
- The primary aims of the discussion are achieved in a manner that is respectful for the child/family/client and case presenter;
- Group processes and contributions are valued, and attended to;
- Collaboration is promoted;
- Critical reflection is enhanced;
- The facilitator models curiosity, respect, clarity, and authority [15].
Important elements include: a mutually agreed purpose, focus and structure; trusting relationships between participants and facilitator; and strong facilitation by someone with an understanding of the group processes being used. [16]
There is no one best way to structure group supervision. It depends on the service, team, and the particular needs of a practitioner or issues presenting in the case. Different methods and tools may be used within the same group supervision session.
For all cases brought to group supervision, a written case summary and a genogram should be updated or prepared in advance. (The updated case summary and genogram should also be saved to the child’s electronic file).
- The most commonly used model in Southwark is the reflective case discussion model, in which a worker presents a dilemma, the case and some existing thoughts and hypotheses, the team ask factual questions, and then engage in a team discussion which the worker observes and listens to, the worker then feeding back following the team discussion, and finishing with agreeing of action points, including if hypotheses will be tested and how. A guide for new managers in how best to plan for and facilitate this can be found in Appendix 3;
- The bells that ring model - in which roles are assigned to a presenter who presents the issue to explore, the consultant who questions the presenter, the observers who listen and then feedback, and an action.
Where a worker is presenting a dilemma, this should also be agreed in advance with the team manager and should explore a relevant question or issue that is clearly linked to the current priorities of the child’s plan or current assessment and will make best use of the group expertise to improve outcomes for the child.
When cases have been discussed previously, it is important to review the previous notes, hypotheses, and actions. Depending on the question to be brought, it may also be helpful for the group to review the current plan.
Link clinicians should attend group supervision wherever possible and have a key role in supporting reflective practice and use of systemic theories and methods, coaching participants in the use of these, and providing feedback and coaching to participants.
Some group reflective methods require a ‘consultant’ role – this could be the clinician, or manager, however, should also be fulfilled by other team members.
In some teams or instances recording may be a shared task or delegated, however it is important to consider the experience level of the worker taking notes, and their understanding of the wider case, to determine if this is the most appropriate action.
Group Supervision should not be confused with a ‘Team Meeting’. Team Meetings should either be scheduled separately, or alternatively agenda items needing to be covered as part of a team meeting should be kept to the end of the session and kept brief where possible.
Good practice in group supervision would be for a very brief check in to allow everyone’s voice to be heard in the room (physical or virtual). This increases the prospects of all participating in the later discussion.
Group Supervision is a powerful and effective opportunity for the team to learn from each other, and as such it can be helpful to regularly bring examples of good practice and to explore together what led to successful outcomes for a child, rather than only bringing cases that are ‘stuck’ and presenting dilemmas.
Good group supervision helps to develop and nurture the team as a secure base.
[15] Gibbs et al, 2014
[16] Reflective Supervision, Resource in Practice 2017
Group supervision should be recorded following the recording standard and guidance above. It is particularly important to remember:
- Recording of supervision represents the essence of a case discussion to ensure sufficient oversight and accountability. It is not a record of the actual discussion which by its nature can be wide ranging and speculative before concluding [17];
- The record is the child’s record, and that should young person or adult (or the court) request access to records then they will see supervision records. Therefore, aspects discussed in group (or individual) supervision that relates to personal feelings or experiences of the worker will not be appropriate to record. Some hypotheses and curiosities, while important to consider, may not be evidenced or may be based on assumptions. Also views expressed by team members may be impacted by a limited knowledge of the case.
[17] This is informed by both audit and research (Wilkins 2018)
This list of tools and resources is not exhaustive. The Practice Supervisor Development Programme has produced many useful tools which you should be familiar with and use, depending on the skills and experience of the supervisor, and also the needs of the worker or case.
Further information about the four functions, and ways to reflect on how well balanced they are, can be found in this self-assessment audit tool.
The five Anchor Principles are useful for thinking about what needs to be recorded, for both individual and group supervision.
The bells that ring model of group supervision assigns specific roles to a presenter who presents the issue to explore, the consultant who questions the presenter, and the observers who listen and then feedback.
The Business Manager Handbook is an important resource for all managers in Southwark and has links to key policies to be followed.
Child impact chronologies ensure that the significance of incidents is considered specifically in relation to the immediate and longer-term impact on the child.
The compass of shame is a visual tool, which can be used to explore the influence of ‘shame’ in families, including the shame and stigma that can be factor in accessing social work support, often exacerbated for families facing multiple disadvantage. It is a tool often used to support restorative practice.
Exploring diversity in supervision is a reflective tool that includes prompt questions to help explore the significant of race, culture, ethnicity, asylum seeking status and faith, and support practitioners to address the cumulative and intersectional impact of these factors. It is designed to be used in 1-1 supervision.
Genograms are simple and effective tools to best understand families – this tool is a guide to drawing genograms, and also supports us to use them well in supervision, including prompt questions to further our reflections. There is also to support use of genograms to support use of genograms.
Hearing the voices of children and families in supervision is a tool to support reflective discussions which explore and seek to understand the lived experiences of children and families more fully.
The holistic containment wheel explores the many aspects of containment for a worker, and how these can be best supported.
The integrated model of supervision (often referred to as the 4 x 4 x 4 model), brings together three distinct elements, each of which has four interdependent components: the four functions of supervision, the four key stakeholders in supervision, and the four elements of the supervisory cycle.
The intervision model- a longer version of the reflective team model, which will not be possible to use for all cases, but may support discussions of particularly complex cases, especially if the issue being explored is of relevance to many cases or workers.
KSS self-assessment tool should be used by managers as part of the development or review of the learning plan and appraisal, shared with the line manager. Other practitioner managers may also find this helpful.
Having reflective discussions in supervision is a really useful tool to guide managers in preparing for and providing a more reflective supervision style. It includes tips to support Morrison’s reflective ‘cycle’, and includes many prompt questions to support reflection, analysis, and planning.
The reflective case discussion model of group supervision, is where a worker presents a specific case and dilemma, the team ask factual questions, and then engage in a group discussion which the worker observes and listens to, feeding back later to include helpful reflections, hypotheses to be tested and how.
Safe uncertainty is a concept widely used in systemic practice, and a visual tool which helps practitioners critically analyse their work, and which can be used in supervision to aid critical reflection, and support assessment of risk.
Secure Base Model for a child is a visual tool and more detailed guidance which provides a positive, strengths-based framework for caregivers to help a child move towards greater security, and support positive interactions and relationships.
Secure Base Model for a team is an adaptation of the secure base model which provides a positive, strengths based framework to help teams both practically and emotionally support each other.
The social discipline window is a way of thinking about behaviour and communication, commonly used in restorative practice. The tool helps us explore our work, and has prompt questions, for use in either 1-1 or group supervision.
There is also a short youtube video about how the social discipline window might be helpful in performance management.
Social GGRRAAACCEEESSS is an acronym that describes aspects of personal and societal identity, which afford people different levels of power and privilege, and a key tool to support us in understanding ourselves, our families, and relationships. This tool includes various exercises, and prompt questions, that can further our use of the tool and reflexivity, either in 1-1 supervision, group exercises, or personal reflection.
A social model of child protection in supervision is a tool which helps us recognise the social determinants of harm to children and their families, and the socio-economic and cultural barriers that are faced by many families and explore these in supervision. This podcast also introduces this and explores research evidence.
The Southwark Managers Toolkit is a key council resource with links to information and support to help you and your work to improve individual and organisational performance.
Guidance in using supervision agreements that should be read by new managers, as a refresher or by staff new to supervision.
Systemic questions in supervision is a helpful tool that includes examples of circular questions, connecting questions, questions about relationships, questions about difference, questions about beliefs, and action questions, that can all be used in supervision and reflection.
Virtual Supervision is a webpage from Research in Practice that has a guide with top tips and things to consider for virtual supervision (both 1-1 and group), as well as a video clip and audio recording exploring different perspectives and ideas.
What works practice learning cycle - a method of reviewing ‘what worked well and why’, and how that can be replicated.
Social Work England Professional Standards (2019) require social workers to:
3.2 Use information from a range of appropriate sources, including supervision, to inform assessments, to analyse risk, and to make a professional decision.
4.2 Use supervision and feedback to critically reflect on, and identify my learning needs, including how I use research and evidence to inform my practice.
(Social Work England, 2019)
The Knowledge and Skills Statements (DfE 2018) for children & family social workers expects an ability to:
Recognise one’s own professional limitations and how and when to seek advice from a range of sources, including practice supervisors, senior practice leaders and other clinical practitioners from a range of disciplines such as psychiatry, paediatrics, and psychology. Discuss, debate, reflect upon and test hypotheses about what is happening within families, and with children.
Explore the potential for bias in decision-making and resolve tensions emerging from, for example, ethical dilemmas, conflicting information or differing professional positions. Identify which methods will be of help for a specific child or family and the limitations of different approaches. Make use of the best evidence from research to inform the complex judgements and decisions needed to support families and protect children.
Reflect on the emotional experience of working relationships with parents, carers and children, and consciously identify where personal triggers are affecting the quality of analysis or help. Identify strategies to build professional resilience and management of self.
(Post-qualifying standard: knowledge and skills statement for child and family practitioners, 2018)
Practice Supervisors should:
Recognise how different relationships evoke different emotional responses, which impact upon the effectiveness of social work practice and provide responsive, high quality individual supervision. Use mechanisms such as peer supervision and group case consultation to help identify bias, shift thinking and the approach to case work in order to generate better outcomes for children and families. Recognise and articulate the dilemmas and challenges faced by practitioners and use this expertise and experience to guide, assist and support the provision of services.
Identify emotional barriers affecting practice and recognise when to step in and proactively support individuals. Promote reflective thinking to drive more effective discussions so that reasoned and timely decision-making can take place.
Demonstrate a high level of resilience within pressured environments, be attuned to the effect of high emotion and stress and respond in calm, measured and pragmatic ways.
Reflect upon the confidence of practitioners and adapt management and leadership style according to the needs of individuals and the organisation. Protect practitioners from unnecessary bureaucratic or hierarchical pressures and have in place strategies to help manage the root causes of stress and anxiety. Continually energise and reaffirm commitment to support families and protect children.
(Post-qualifying standard: knowledge and skills statement for child and family practice supervisors, 2018)
The Professional Capabilities Framework standards require social workers to:
Take responsibility for obtaining regular, effective supervision from a professional supervisor/manager to ensure effective practice, reflection, continuing professional development and career opportunities.
Recognise and manage conflicting values and ethical dilemmas in practice, using supervision, team discussion and other professionally justifiable sources of support, questioning and challenging others, including those from other professions.
(BASW, Professional Capabilities Framework for Social Workers)
LGA Standards for Employers of Social Workers in England and What should you expect as a social worker? LGA Standards
Employer Standards state that:
Reflective practice is key to effective social work and high quality, regular supervision should be an integral part of social work practice. All organisations employing social workers should make a positive, unambiguous commitment to a strong culture of supervision, reflective practice and adaptive learning. Supervision should be based on a rigorous understanding of the key elements of effective social work supervision, as well as the research and evidence which underpins good social work practice. Supervision should challenge practitioners to reflect critically on their cases and should foster an inquisitive approach to social work.
(LGA Standards for Employers)
Qualified social workers will require professional social work supervision if they are supervised by a line manager who is not a social worker by discipline.
Standards for Other Qualified and Registered Professionals and Managers
Workers and supervisors will need to refer to the appropriate registration and professional standards to check any additional requirements. Supervisors should understand the professional role, framework, language and values of supervisees of other professional disciplines.
In Youth Offending Services, this includes Youth Justice Board’s Standards for Children in the Youth Justice System, related Case Management Guidance and Restorative Justice Council National Occupational Standards.
In the case of health professionals, clinical supervision will need to be provided by a person of the same profession.
Standards during probation and induction periods
When new workers start, it is very important that they have a good induction and regular supervision. The council induction policy and checklist should be followed. Additional Departmental additional induction policy and checklists can be found on My Learning Source. For permanent staff, the Council probationary policy will also need to be followed (for Newly Qualified Social Workers, the ASYE process and review formats are used for probation).
Managers should arrange weekly ‘check-ins’, and fortnightly 1:1 supervision in the first month. Following this supervision will revert to monthly and as per the standards in section 4.1 above. The induction process, work plans and learning plans will need to be completed in line the probation and appraisal policies, and reviewed at the end of 3 months, with formal probation review being further reviewed at 6 months.
Specific standards for Newly Qualified Social Workers during their Assessed and Supported Year in Employment
Managers of NQSWs will be provided with briefings and information and should meet regularly with the Professional Educators. The formats for assessment of NQSWs that need to be completed as part of the review process are regularly updated, and local templates will be provided by the Professional Educators (national templates can be accessed via the Skills for Care website).
Newly Qualified Social Workers who are undertaking their ASYE year need to have supervision at a higher frequency, both in order to best support them at this stage of their development, and to meet the Skills for Care requirements.
| Weeks 1-6 | Weekly supervision |
| From week 6 to 6 months | Fortnightly supervision |
| Months 6-12 | Monthly supervision |
If a manager is on leave, these requirements can be supported if needed by the Professional Educators, who can provide additional reflective/developmental supervision (although not case management).
Where the ASYE assessor is not the team manager, it is very important to clarify in advance how the supervision will be split. This can vary depending on the level of risk, experience of the assessor, and the views of the team manager. It may be that the assessor will provide the more frequent supervision above in the first few months. However, each case needs formal management oversight and supervision at the frequency specified under Standard 1 (page 5), either through the manager’s supervision of the assessor, direct supervision with the NQSW, or joint supervision.
Where the assessor is completing supervision of a case, this should be written up as a case note on the file and copied to the manager. The manager should complete the supervision episode as normal when they supervise the case in line with Standard 1. The supervision provided by the assessor will be advice and guidance about how best to complete the previously identified work under the current plan.
Any management decisions remain with the manager.
Specific standards for supervision of students
Practice Educators who are supporting students should consult the appropriate University handbook which will be provided to them, as University requirements can vary, however most courses require weekly supervision to be provided to the student.
Similarly to the assessor role for NQSWs, where this is case specific (as opposed to wider developmental and reflective support), the Practice Educator should record their advice and guidance as a case note on Mosaic, alerting the manager. The manager will still need to provide their own formal supervision of the case in line with standard 1 (page 5), either through their supervision of the PE, direct supervision to the student, or join supervision. Supervision completed by the manager should be recorded in the Mosaic episode. Any management decisions remain with the manager.
Make sure that group supervision is booked in well in advance for all the team, and the clinical practitioner where possible, in line with the frequency standards on page 5. This time should be protected as far as possible. Managers should agree with their service managers how group supervision will be covered if any absence due to leave or illness (whether sessions will be covered by the service manager or another team manager).
Particularly while working online, sessions can become less productive if they are too long. It is better to enable quality supervision and reflection on fewer cases, than to try to cover too much. Managers should create a schedule to keep track of which cases have been identified to be brought to group supervision on which dates (using a spreadsheet, word document, on their calendar, or using support from the Practice Coordinator).
It is important to support practitioners to foster a culture of being well prepared for group supervision: knowing in advance when a case will be brought, preparing or updating a case summary, preparing or updating a genogram, and identifying a clear dilemma to explore, or aspect to seek support with. The group expertise will be best used where the dilemma or support requested is clearly linked to our primary reasons for involvement, the child’s lived experience, or the key outcome to be achieved.
To support this, a team agreement is helpful. If your team already has an agreement this can be reviewed and update annually, or when there is a change of manager or staff. An example team agreement can be found in the Local Resources.
Format for Group Supervision:
There are many different ways to structure a group supervision session, examples of which can be found in the tools section. Practitioners or Clinicians may also suggest other formats to suit a particular case discussion, or an area of development for the worker or the group. It can be helpful to have variety and try out new ways of reflecting from time to time. However the common approach used as a baseline in Southwark is below (this is an adaptation of the reflective team approach, which ensures clarity about the reason to bring the case/support requested, and also includes space for the team to ask some clarifying questions). Timings will be dependent on the relative and combined experience levels of the team, as practitioners and as participants in group supervision, as well as the complexity of the case, however the below are a guide.
Roles: A presenter, facilitator, timekeeper, and recorder should be nominated
The facilitator takes the group through each of the steps whilst:
- Ensuring the group sticks to the structure (and steering the group if it’s going ‘off task’);
- Increasing participation;
- Keeping the child as the focus;
- Rephrasing comments and questions that might be too critical of the presenter, or too directive.
Step 1: Marking the task
The presenter will identify the general focus for the reflective team, clearly identifying their dilemma to explore, key question for the team, or aspects they wish to seek support with.
Step 2: Presenting the case (5-8 minutes)
The presenter will have prepared a genogram and concise case summary. This should always include consideration of Social GGRRAACCEES [18]. In addition to information about the family, including the voice of the child, it can be helpful to also include any significant thoughts, feelings and experiences with the family, current and previous input from various services (what worked well and what did not), the progress of our current involvement or plan for involvement, and analysis of risk.
The worker may have some current or emerging hypotheses about the family, or hypotheses that have already been explored (if the case has previously been presented to group supervision, this should be mentioned to include the plan previously agreed/hypothesis to be explored, and outcome).
No interruptions or questions at this time. The facilitator should support the presented to keep to time. For cases known to the team, 5 minutes should be aimed for. New cases or particularly complex cases may need a few more minutes.
Step 3: Factual questions and other questions from the team (< 5 minutes)
These should be ‘clarifying questions’ from the group to the allocated worker, to help to clarify facts and information. There should be no hypotheses or reflections at this stage. The facilitator may need to support the group not to jump to the next stage, or to dig too deeply into details.
Step 4: Reflective team discussion (10 minutes)
The rest of the team discusses the case, providing reflections, their thoughts about what might be happening, potential hypotheses to further explore, what might be helpful in the work to be done, and what possible solutions might be. It is important to allow space for general reflection and to hear the thoughts of the group before possible solutions are suggested. Discussions are best started with questions/phrases such as:
- I wonder if…
- Could it be…
- What if…
- Is it that…
- Would it be helpful to…
The presenter observes the team and takes notes of things it will be helpful to remember, including potential hypotheses.
Step 5: Feedback from worker observing the reflective team (< 5 minutes)
The presenter should feedback about what was helpful in the discussion, their reflections, how it has changed their thinking or approach, what they think they might take forward, and one or a maximum of two hypotheses that they would like to test or actions that they will take forward into their practice.
Step 6: Clarifying action points and evaluation of risk (< 5 minutes)
This last step is usually best led by the manager, although other arrangements may be made in the managers absence, or to support team member development. If the discussion has changed our understanding of the situation for the child, especially any change to the level of risk this should be noted, with any appropriate action clearly identified. An action plan will be briefly agreed, including how any new hypotheses will be tested. Actions arising may also include, for example: direct work to be undertaken, use of any new or specific approaches or tools, team member support or joint working, information to be sought, assessment to be undertaken, changes to be made or proposed to plans, or other new steps arising from the discussion.
Recording the discussion
The recording should be in line with Standard 4 of this policy. The names of team members present should be included. Teams may prefer to review and agree the record ‘live’ using a smart screen (in the office), or screen sharing (online).
Alternatively, the minutes will be reviewed by the manager prior to uploading. Recording group supervision is a skill in itself, however the key aspects identified in standard 4 as being present in a good supervision record should be well met when:
- Step 1 is noted;
- A good written case summary is prepared. The minute taker can use this and add any further factual information from the presentation/clarifying questions (Steps 2 and 3);
- Step 4 is best summarised very broadly, with reference to the aspects identified as important to the presenter in Step 5;
- Step 6 will include both a review of the risk and an action plan. Where any significant actions are identified, or changes to plans agreed, the rationale for this should be clearly recorded.
Some further guidelines for the reflecting team
- Reflecting team members effectively deconstruct problem stories, creating space for alternative meanings;
- Avoid expert positions and strive for curiosity/explorations/reflections;
- Transparency - what's informing your thinking? Make sure to share;
- Aim to generate multiple descriptions of clients and client s context;
- Be curious also about what s not been said;
- Do not overwhelm with reflections (aim for 2 or 3 each person);
- Try to think of something that s not been said while not be afraid to add to a point if it has already been made. Maybe from a different perspective.
[18] Gender, Race, Religion, Age, Abilities, Culture, Class, Ethnicity, Spirituality, Sexual Orientation
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Last Updated: February 20, 2024
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