Proposed structure for the Children and Young People's Workforce ...

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2010- Workforce Strategy DraftA review focussing on frontline social workers undertaken by the Social Work Task Forcewas recently published. Building a safe, confident future.The final report of the Social Work Task Force (2009) recommended a number of reformswhich will affect the social care workforce:• a reformed system of initial education and training which should increase the numberof confident, competent professionals coming into the workforce;• the establishment of an independent national college of social work;• clear, universal and binding standards for employers. These would cover howfrontline social work should be resourced, managed and supported – including clearrequirements governing supervision.• the creation of a dedicated programme of training and support for managers offrontline social workers;• a single, nationally recognised career structure including a national framework for thecontinuing professional development of social workers which we are alsorecommending and which should incorporate the new Masters in Social WorkPractice;• a new system for forecasting levels of demand for social workers; and• a licence to practise system for social workers.In addition:• a new programme of action on public understanding of social work; and• the creation of a single national reform programme for social work.vii.Next Steps for Early Learning and Childcare: Building on the 10-year Strategy(January 2009)The Government has set out plans to establish a more professional Early Years workforce. In2007 the CWDC was tasked with introducing Early Years Professional Status (EYPS), adegree level role which is intended to be broadly equivalent to Qualified Teacher Status. Theaim is that there should be an Early Years Professional in every early years children's centreby 2010 and in every nursery and day care setting by 2015. Practitioners are beingsupported to achieve Early Years Professional Status. The Next Steps for Early Learning andChildcare: Building on the 10-year Strategy (January 2009) states that “We are also nowconsidering making a level three qualification a minimum requirement from 2015.”Settings registered on the Compulsory part of the Childcare Register require at least half ofall persons caring for children to have successfully completed a qualification at a minimum oflevel 2 in a relevant area of work. The manager must have a qualification at a minimum oflevel 3 in a relevant area of work. The registered person must ensure that at least oneperson who is caring for children has an appropriate first aid qualification. Settings andchildminders registered on the Voluntary part of the Childcare Register must ensure that atleast one person has successfully completed a qualification at a minimum of level 2 in anarea of work relevant to the childcare or training in the core skills as set out in the CommonCore of Skills and Knowledge for the Children’s Workforce.All prospective childminders must hold a Paediatric First Aid Certificate prior to Ofstedregistration and maintain this Certificate once Ofsted has confirmed registration status.Those on the Compulsory part of the Childcare Register must complete a course approvedby the local authority and designed to enable the prospective childminder meet therequirements of registration preferably before registration but within 6 months followingregistrationVersion 2.6 38
2010- Workforce Strategy Draftviii.Aiming High for Disabled ChildrenAiming High for Disabled Children (AHDC): Better Support for Families (May 2007) sets outthe Government’s agenda for transforming services for disabled children and their families. Itsets out a core offer based around:• the five elements of information, transparency, assessment, participation and feedback• a national indicator capturing parents’ experience of services in relation to the fiveelements of the core offer• an emphasis on parent forums and parental engagement as a critical driver for change.The AHDC agenda is mirrored in the 2008-09 NHS Operating Framework which requiresPCTs to identify actions and set local targets on improving services for disabled children andtheir families.This includes:- improving the quality and experience of palliative care services- improving access to therapies- supporting effective transition to adult servicesThe government’s short break implementation guidance highlights the need to develop theshort break workforce and market to deliver the Full Service Offer by 2011. It acknowledgedthat the workforce is the single most important factor in achieving the outcomes outlined inAiming High and consideration must be given to the capacity of the workforce to deliver.Account must be taken of workforce supply and the level of skills and knowledge currentlyavailable and those required to sustain services in the future.ix.“Youth Matters” and “Aiming High for Young People”In 2005, as part of the wider policy framework of Every Child Matters, the DCSF published itsYouth Matters Green Paper, which sets out a vision for integrated young people’s services.Youth Matters sets out to address four key challenges for Local Authorities and theirpartners, which are:• How to engage more young people in positive activities and empower them to shape theservices they receive• How to encourage more young people to volunteer and become involved in theircommunities• How to provide better information, advice and guidance to young people to help them makeinformed choices about their lives; and• How to provide better and more personalised intensive support for each young person whohas serious problems or gets into troubleThrough its Youth Matters reforms the Government intends to reshape services for allteenagers, with more intensive support for those who need it. Included in this vision is a shiftfrom intervention to prevention, so that teenagers receive an earlier, more personalisedresponse to any problems they face. Aiming High for Young People – A 10-year Strategy forPositive Activities (2007) further develops the Government’s plans for increasing youngpeople’s participation in constructive leisure-time activities. This includes a focus on threekey priorities:• The participation of young people in service design and review;• Development of the youth workforce;Version 2.6 39
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