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Direct work with children and young people lies at the heart of effective social work. But what counts as direct work? Is it the undertaking of certain tasks with a child, or building a relationship that matters most? Is it more about what is done with a child or about how it is done? This book explores the commitment and skill involved in listening to, understanding and being there on a regular basis that, time and again, is demanded by young people of all ages living in care. It tackles the professional skills and techniques needed to safeguard and promote the welfare of the child.

This two-day open course will provide practitioners and particularly those who may be new to undertaking, quality assuring or considering fostering assessments with an opportunity to develop knowledge, skills and practice in completing fostering assessments. This workshop may also provide a refresher for those wanting to reflect and build on knowledge skills and best practice in the completion of fostering assessments.

The responsibilities of a Chair can be considerable. Whereas some duties may be clearly outlined in related practice guidance along with the qualities that ensure effective chairing, not all Chair responsibilities are so helpfully detailed or provided. This workshop will explore general planning for and facilitation of panels and complex meetings in the children’s sector. It will explore time management and group facilitation whilst holding the child at the centre of thinking, recommendations and decision making. It will enable Chairs of meetings to consider good practice and approaches to effectively managing the flow of information, summarising and the formation of key action plans.

This open course will be an opportunity to explore personal and professional values and thresholds in respect of assessing connected persons, including tools to assist in assessing the child’s and the connected persons’ continued relationship with the birth parents and any possible risks posed to the child and carer and how these can be managed.

This two-day open course will provide practitioners and particularly those who may be new to undertaking, quality assuring or considering fostering assessments with an opportunity to develop knowledge, skills and practice in completing fostering assessments. This workshop may also provide a refresher for those wanting to reflect and build on knowledge skills and best practice in the completion of fostering assessments.

This open course will offer a comprehensive approach to undertaking sibling assessments. It will explore who the key contributors to sibling assessments are and how assessors can plan assessments and engage these contributors in the process. Most importantly it will explore how to gain the views of the children, observe sibling interactions and draw conclusions on the quality of sibling relationships as well as focusing on the individual needs of each child and of the sibling group.

Join us for a new open course which aims to challenge your understanding of the meaning of diversity and intersectionality. This training will be a highly interactive exploration of equality, diversity and inclusion. Ashley will encourage you to investigate different manifestations of unconscious bias in a safe and supportive format. This is an EDI session like no other and promises to be fun as well as thought provoking.

The role of the panel administrator is a multidimensional one. Effective adoption and fostering panels are crucial to the delivery of a good adoption and fostering service, and the provision of services for looked after children. The efficient administration of panels, including the provision of clear and accurate minutes, is a skilled and complex task that is essential to the smooth and effective operation of panels. This open course will enable adoption and fostering panel administrators to examine related legislation and share best practice through group discussion and practice application.

This half day training is aimed at professionals who are supporting children and their families and who would like to explore different ways to collaborate with schools in meeting the child’s emotional needs. We know that for many children who are in kinship or foster care, or who are adopted, education can be a challenging experience.