Results filtered by: ‘Staff learning and development’
Up to 700 newly-appointed Practice Supervisors will be participating in the Department for Education funded Practice Supervisor Development Programme. In this blog Suzi Rockett, Social Work Practice Development Manager in Barnsley Council, discusses her experience in the programme pilot.
As the first stage of the Practice Supervisor Development Programme begins, Dez Holmes shares our journey so far and emerging messages from multiple sources of knowledge.
Professional dialogue between Ofsted and practice leaders in children, young people and family services
In this blog, Research in Practice share professional dialogue from representatives across children, young people and family services, including views on permanence, planning, supervision and how best to articulate what needs to improve.
A principal aim of social work teaching partnerships is to improve the quality of teaching on pre and post-qualifying social work training programmes. This blog reflects upon the experiences of a social work teaching partnership from the perspectives of an academic and a practitioner.
The last five years or so has seen unprecedented visibility for transgender/non-binary people across the UK and indeed the globe. In this blog, Aedan Wolton discusses the role of social work in the lives of young transgender people.
In the face of rising demand and shrinking resources, local authorities are looking for new ways of delivering services for children and families. As a result, new types of delivery and relationships between the public and voluntary sectors are emerging.
Central Bedfordshire Council Children’s Services are leading an ambitious transformation programme. In this blog, the Director of Children’s Services highlights the importance of building a resilient workforce when implementing change in a complex landscape.
Supporting evidence-informed practice in Cafcass: the importance of an in-house library and information service
In this blog Jo Wood, Link Officer at Cafcass and Link Officer Award winner, discusses supporting evidence-informed practice and embedding Research in Practice into their service.
Every year the number of Gypsy, Roma and Traveller children placed in care rises. It is becoming increasingly important to examine how professionals within Children’s Services interact with these communities and how this can affect the support offered to children and their families.
Following a two-year project to examine the relative merits of traditional training versus Team-Based Learning, Research in Practice reviews the evaluation results of how well Team-Based Learning really works, and asks whether ‘no evidence is good evidence’.