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Information for education and training providers

Coronavirus (COVID-19)

Information and advice

Last updated 23 June 2020 5.54pm

Information for education and training providers

Social work students are recognised by the Department for Education and the Department of Health and Social Care as key workers supporting the national response to COVID-19. Student wellbeing, safety and the need for adequate support and supervision should always be the primary concern when considering whether placements should continue.

Placements may continue if they are appropriate to do so, be suspended, interrupted or deferred. We encourage education providers to make local arrangements for the assessment of each student’s practice learning, in conjunction with practice educators, and how any gaps in learning can be filled.

As detailed in our previous advice, in these exceptional circumstances, education providers can consider a reduction in the number of placement days. Due to the variety of local arrangements across England in the provision of placements, we are not going to set a minimum number.

However, education providers must ensure that students meet our standards at the point they wish to apply to join the register, and so any consideration of adjustments should ensure that the standards can still be met. Education providers will also be able to vary the requirements for types of evidence, such as the number of observations and feedback, as long as standards are met.

List of individual education providers' COVID-19 adjustments to courses


COVID-19 survey (closed)

Social work education and training providers have been working hard to respond and adapt to the COVID-19 pandemic over the last few months. We have heard of the continued challenges faced by course providers and employers as they continue with recruitment and admissions, and the organisation and delivery of placements. That is why we have recently undertaken the COVID-19 admissions and placements survey.

The survey ran until 23 June 2020 and was been developed in partnership with Skills for Care. We are now in the process of analysing the results and we hope that the data collected will provide us with a snapshot of current and anticipated challenges as we move into the “new normal”.

Although we do not expect to publicise the findings, we are grateful to all everyone who took the time to respond. By completing the survey, you have helped to inform our strategic approach as we strive to support the continuation of high-quality social work education and training provision for future social workers.

The PDF version of the survey questions can be accessed here.


Admissions

We currently assess course providers against our 2019 education and training standards. These standards outline our expectations of any social work education or training course in relation to admissions.

We understand that admissions processes are likely to be impacted upon by COVID-19, and where usual admissions processes are unable to take place due to COVID-19 restrictions, the education provider can consider alternative arrangements. For example:

  • Entry criteria – providers may need to use predicted rather than actual grades to help assess the academic suitability of candidates.

  • English language – where English language tests cannot take place under exam conditions, course providers may wish to carry out online testing and advise students that further testing may be carried out at a later date.

  • Selection processes – selection processes should include an assessment of applicants’ knowledge of the social work profession, as well as relevant policies and legislation and test for the values and behaviours expected of social workers in accordance with the professional standards. Where face-to-face methods of assessment can’t be used, alternative arrangements may include, for example, moving to online interview panels and tests.

  • Involvement of people with lived experience – there is flexibility within our standards and guidance around areas of a course in which people with lived experience may be involved. Course providers should consider individual needs when making adjustments in relation to admissions processes. For example, if an individual would find it difficult to participate in an online interview panel or test, then they may be able to be involved in marking written tests or by formulating or reviewing interview questions.

We encourage education providers to further consider equality and diversity for student applications when considering admissions, particularly if there is a likelihood the course will be deliver with an increase in virtual learning environments or if students are likely to have additional support requirements from studying away from campus or increased caring responsibilities during these times.

Any adjustments made to admissions processes must be clearly documented, so that they can be evidenced against our standards.

No detriment policy

We support the move by a number of education providers to reassure students that their final or year-end marks will not be negatively affected by the alternative modes of assessments that are being introduced during the current crisis.

We will be working with our education and training advisory group to consider the need for further messaging and guidance in this, and other, areas as soon as possible.

Volunteering

As society responds to COVID-19, there has been an increase in opportunities to volunteer both in community-based settings and in wider frontline and NHS support.

In these circumstances, our guidance on this in relation to placement settings will need to change. Where a student is engaged in a related employed or volunteering capacity it is important to be clear this is not a practice placement. Therefore, education providers and practice educators will be unable to offer support in the manner ordinarily expected whilst in a placement setting. Learning from volunteering opportunities could be used retrospectively in the consideration of placement days if there is a clear link to placement learning outcomes or relevance to social work models.

We recognise that students have many questions and would like to thank you for bearing with us whilst we work with partners across the country to address them.


Academic assessment

We currently assess course providers against our 2019 education and training standards. These standards outline our expectations of any social work education or training course in relation to academic assessment.

As stated in standard 6.1, ‘it’s important that your assessment strategy and design makes sure students can meet all the professional standards before completing the course. You must also make sure students who do not meet the professional standards are not allowed to complete the course’.

However, it is up to education providers to develop their own assessment strategy and determine:

  • When and in what format assessments take place during the course
  • How assessments can be co-produced with people with lived experience
  • The pass marks required for individual modules and assessments
  • The assessment requirements for progression in the course (for example, which assessments must be passed before a student may progress)

Education providers may wish to consider alternative arrangements where their planned assessments are impacted by COVID-19, and there is flexibility within the standards and guidance for them to be able to do so. However, any adjustments made to academic assessments must be clearly documented so that they can be evidenced against our standards.

We are working with our partners and a range of different agencies and networks to understand the adjustments that some providers have made and that education providers may wish to consider for their own circumstances. In those conversations, we are encouraging those who have made adaptations to academic assessments to share their plans and to work collaboratively.

Our education and training standards

We currently assess course providers against our 2019 education and training standards. These standards outline our expectations of any social work education or training course, including placements and learning outcomes, so that upon completion students are prepared to register against our professional standards.

As a response to the impact of COVID-19, providers may want to consider the following:

1. As per the standards, practice-based learning is integral to courses of social work, however the 2019 standards do not prescribe a specific number of practice days required. A higher education institute could consider a reduction in the number of days for students who have completed a significant proportion of the placement and met all the learning outcomes to the required standard.

2. We expect that providers will want to consider the viability of placements. Standard 5.3 and our guidance requires providers to ‘respond to any concerns, difficulties or incidents that could prevent a learner’s success when providing practice-based learning’. Education providers may consider the temporary suspension of placements with the days completed ‘banked’ to support an alternative placement at a later date.

3. This is a difficult time for students about to start placements, we recommend that higher education institutes consider postponing any placements due to begin in April.

We are working with our partners and a range of different agencies and networks to understand the adjustments that some providers have made and that higher education institutes may wish to consider for their own circumstances. In those conversations, we are encouraging those who have made adaptations to placements to share their plans and to work collaboratively.

Our quality assurance work

Many providers will have concerns about how their response to these unique circumstances is considered during an inspection of their course.

We are not setting out how providers should respond to the impact of COVID-19 or stipulating what measures they should adopt regarding student placements. These responses are best designed and delivered within the local context in which placements are provided. We do ask that providers consider the flexibility of our requirements and standards to adapt placements and student experiences to meet the learning outcomes in different ways, and to document those changes thoroughly.

Our approach to placements and our work with providers is in line with our commitment to minimise the regulatory burden on the profession at this difficult time. We want to support higher education institutes to consider the needs of both the social work student and the health and wellbeing of people supported by social work services. We would also expect providers to consider those providing support to the student while on placement and make sure that any responses seek to minimise disruption to the delivery social work services wherever possible at this important time.

This should provide the flexibility for providers to implement necessary adjustments that prioritise the health and wellbeing of students, as well as the safety of the student’s practice on placement while continuing to meet the required learning outcomes to meet our standards. This flexibility is crucial to allow for a needs-based response to placements and to best support to the continuation of placements and contribution of social work students wherever right to do so.