GRADUATE CERTIFICATE in Consolidation of Social Work Practice LEVEL 6 - 60 Credits BMPF6044 LEARNER PORTFOLIO (PORTH AGORED and UNIVERSITY OF WALES TRINITY SAINT DAVID) Learner’s name: Sarah Harrison Email address: sarah.harrison@flintshire.gov.uk Learner’s University Registration Number: 2232193 Cohort: 21 onwards   Reference List Bowlby, J. (1988) A secure base: Parent-child attachment and healthy human development. London: Routledge. Bronfenbrenner, U. (1979) The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Children Act 1989 (c.41). London: The Stationery Office. Doel, M. (2012) Social work: The basics. Abingdon: Routledge. Dominelli, L. (2002) Anti-oppressive social work theory and practice. Basingstoke: Palgrave Macmillan. Featherstone, B., Gupta, A., Morris, K. and White, S. (2018) Protecting children: A social model. Bristol: Policy Press. Fook, J. (2016) Social work: A critical approach to practice. 3rd edn. London: Sage Publications. Fook, J. and Gardner, F. (2007) Practising critical reflection: A resource handbook. Maidenhead: Open University Press. Howe, D. (2010) The emotionally intelligent social worker. Basingstoke: Palgrave Macmillan. Howe, D. (2011) Attachment across the lifecourse: A brief introduction. Basingstoke: Palgrave Macmillan. Human Rights Act 1998 (c.42). London: The Stationery Office. Luthar, S.S., Cicchetti, D. and Becker, B. (2000) ‘The construct of resilience: A critical evaluation and guidelines for future work’, Child Development, 71(3), pp. 543–562. Miller, W.R. and Rollnick, S. (2013) Motivational interviewing: Helping people change. 3rd edn. New York: Guilford Press. Munro, E. (2011) The Munro review of child protection: Final report – A child-centred system. London: Department for Education. Munro, E. (2019) Effective child protection. 3rd edn. London: Sage Publications. Rolfe, G., Freshwater, D. and Jasper, M. (2001) Critical reflection for nursing and the helping professions: A user’s guide. Basingstoke: Palgrave Macmillan. Ruch, G. (2005) ‘Relationship-based practice and reflective practice: Holistic approaches to contemporary child care social work’, Child and Family Social Work, 10(2), pp. 111–123. Ruch, G. (2009) ‘Identifying “the critical” in a relationship-based model of reflection’, European Journal of Social Work, 12(3), pp. 349–362. Ruch, G. (2010) Relationship-based social work: Getting to the heart of practice. London: Jessica Kingsley Publishers. Ruch, G. (2020) Relationship-based social work: Getting to the heart of practice. 2nd edn. London: Jessica Kingsley Publishers. Saleebey, D. (2006) The strengths perspective in social work practice. 4th edn. Boston: Allyn & Bacon. Schön, D.A. (1983) The reflective practitioner: How professionals think in action. New York: Basic Books. Social Care Institute for Excellence (SCIE) (2020) Co-production: What it is and how to do it. London: SCIE. Available at: https://www.scie.org.uk/co-production/ (Accessed: 9 September 2025). Social Care Wales (2019) Wales safeguarding procedures for children and adults at risk of abuse and neglect. Cardiff: Social Care Wales. Available at: https://www.safeguarding.wales (Accessed: 9 September 2025). Social Care Wales (2021) Code of professional practice for social care. Cardiff: Social Care Wales. Available at: https://socialcare.wales/codes-of-practice/code-of-professional-practice-for-social-care (Accessed: 3 October 2025). Social Care Wales (2023) National occupational standards for social work practice. Cardiff: Social Care Wales. Social Services and Well-being (Wales) Act 2014 (anaw 4). Cardiff: Welsh Government. Available at: https://www.legislation.gov.uk/anaw/2014/4/contents (Accessed: 3 October 2025). Thompson, N. (2016) Anti-discriminatory practice: Equality, diversity and social justice. 6th edn. London: Palgrave. Trevithick, P. (2011) Social work skills and knowledge: A practice handbook. 3rd edn. Maidenhead: Open University Press. Trevithick, P. (2012) Social work skills and knowledge: A practice handbook. 3rd edn. Maidenhead: Open University Press. Trevithick, P. (2021) Social work skills and knowledge: A practice handbook. 4th edn. London: Open University Press. United Nations (1989) Convention on the Rights of the Child (UNCRC). New York: United Nations. Van der Kolk, B. (2014) The body keeps the score: Brain, mind, and body in the healing of trauma. New York: Viking. Welsh Government (2015) Well-being of Future Generations (Wales) Act 2015. Cardiff: Welsh Government. Welsh Government (2019) Working together to safeguard people: Volume 6 – Adults at risk. Cardiff: Welsh Government. Available at: https://www.gov.wales/safeguarding-adults-risk-abuse-or-neglect (Accessed: 3 October 2025). Welsh Government (2020) Health and Social Care (Quality and Engagement) (Wales) Act 2020. Cardiff: Welsh Government. Available at: https://www.gov.wales/health-and-social-care-quality-and-engagement-wales-act-summary (Accessed: 3 October 2025). Welsh Government (2021) National action plan to prevent abuse of older people. Cardiff: Welsh Government. Available at: https://www.gov.wales/national-action-plan-prevent-abuse-older-people-html (Accessed: 3 October 2025). Welsh Government (2022) More than just words: Delivering Welsh language services in health and social care. Cardiff: Welsh Government. Available at: https://gov.wales/more-just-words (Accessed: 3 October 2025). Williams, C. (2019) ‘Language and identity in social work in Wales’, British Journal of Social Work, 49(6), pp. 1534–1551. Winter, K. (2011) ‘Understanding and supporting young children’s transitions into state care’, Children and Youth Services Review, 33(12), pp. 2512–2518. Wilson, K. and Penn, H. (2015) Exploring child welfare: A practice perspective. 2nd edn. Harlow: Pearson Education. Detail of Workshops Attended Please record in the table below the dates of each consolidation programme workshop you attended. Consolidation workshop Date Attended 1 26/11/2024 2 12/02/2025 3 06/08/2025 4 Notes I was off work for a period of time and missed the 2nd workshop, I had a catch up with Caz Armstrong following another workshop. I also went through the Power Points and work books on Moodle and had extra supervision with my manager to ensure I was fully up to speed with my learning and tasks. Mentor’s report With reference to the 3 learning outcomes please comment fully on the learner’s development over the duration of the whole programme. Reflect on information provided by the learner at the outset of the programme in Task 1 (Part a) and the later perspective given in Task 1 (Part b). Where you have seen or discussed feedback from individuals in need of care and support and/or their carers with whom the learner has worked, you are encouraged to comment on this with regard to the learner’s development and their future development. Sarah has fully engaged with regular supervision and mentoring sessions, where she has come prepared with research and theory to embed with her practice. Sarah has developed in areas identified such as critical analysis, for example her written work and conclusions of investigations where she is using strengths based approached whilst balancing risk. Sarah has attended Collaborative communication training where she was inspired to become a mentor, where she attended further training to support and mentor staff across the whole service. Sarah’s communication and relationships with both professionals and families has grown in confidence and her ability to build meaningful relationships built on trust and empathy has provided greater insight into family life. This has enabled Sarah to work alongside families, creating family plans and outcomes which has provided positive outcomes and trust, not just with Sarah but trust within the social work profession. Following the observation, it was such a pleasure to sit with the family and hear their experience and how Sarah has changed their view of social services and how we support families. The feedback came from their heart and it evidenced the positive impact Sarah has had on their family life. The family repeated that they trusted Sarah and didn’t previously trust anyone. Knowing the family history and previous involvement it was so significant to hear them say the word ‘trust’. Sarah has worked hard, not only with this family but all that she meets and supports. Her ability to engage with adults and children is a natural skill and her open and honest stance clearly builds trust and confidence in the service. Sarah is one of few within the team who is trained to complete s47 investigations, Sarah will pick up a case that she does not know and will conduct a thorough investigation and at times needing to apply professional judgement in times of crisis. Sarah has grown in confidence in this area and she is able to apply her skills in complex situations ensuring children are safe and risk is reduced. I would support Sarah in progressing within social work and her mentoring both experienced and newly qualified social workers across the service. Note for Mentor – Please ensure that you provide a signature of verification of this report in the section titled ‘Signatures and Line Manager Verification’ Learner Details Learner details, Signatures and Line manager verification. It is the learner’s responsibility to ensure that their university learner number is correctly inserted wherever requested within the portfolio. Learner Details (NB it is essential that you inform your Workforce Development/Training Unit and the University of Wales Trinity Saint David if your name or your address for correspondence changes). 1. Name of Learner: Sarah Harrison 2. Learner’s University Number: 2232193 Address for Correspondence: sarah.harrison@flintshire.gov.uk Telephone Number: 07795 929299 E-mail address: sarah.harrison@lintshire.gov.uk Date of Professional Qualification: September 2022 Date of registration with Social Care Wales: September 2022 3. Name of Learner’s Agency: Flintshire County Council Agency Contact details: 01352 701000 Name: Children’s Services Address: County Offices, Chapel Street, Flint, CH7 5BD Telephone Number: 01352 701000 E-Mail address: 4. The evidence I have provided within this portfolio is in: Welsh only  Welsh and English  English only X Mentor’s details 5. Mentor’s details Name: Kate Hinkson Address: County Offices, Chapel Street, Flint, CH7 5BD Telephone Number:01352 701161 E-Mail address: kate.hinkson@flintshire.gov.uk 6. Observer details Name: Kate Hinkson Work Address: County Offices, Chapel Street, Flint, CH7 5BD Professional Qualification and date of qualification: Social Worker. 2012 Telephone number: 01352 701161 Email address: kate.hinkson@flintshire.gov.uk Signatures and Line Manager Verification CONFIDENTIALITY and PLAGIARISM – to be completed by the learner. All information provided in this portfolio complies with guidance on confidentiality. I confirm that all work apart from comments by others (e.g. mentor, individuals in need of care and support and/or their carers) is all my original work and has not been copied. I understand that plagiarism is taken very seriously by the University and the programme. Signed: (Learner) Date: 06/10/2025_ _ _ _ _ _ _ _ _ _ Feedback and comments from an individual using services, their family and/or carers (Task 2) - to be completed by the Observer. I confirm that I am a registered social worker with knowledge of the learner’s area of practice and that the observation summary and the comments above from the individual in need of care and support and/or their carers are about the same piece of practice that I observed on the date given. Signed: (Observer) Date: 06/10/2025_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Mentors Report (to be completed by the mentor) I can confirm that I am a registered social worker and that in my role as mentor I have provided a written report of the learner’s progress over the duration of the programme. Signed_ (Mentor) Date _06/10/2025 Line manager verification. Guidance: This section must be completed and signed by the learner’s line manager and/or senior practitioner. Where the line manager is not a registered social worker, verification must also be provided by a social work practitioner in a senior position (this could be the mentor) who is familiar with the learner’s work and can verify that the learner has been involved with the safeguarding case evidenced in Task 3 of the portfolio and that the learner has met all the required criteria listed below. In this section, please confirm that you have seen sufficient evidence of the learner’s work during the period they have been undertaking the Consolidation programme. If necessary, please consult with other managers who the learner has worked with. In signing this section, you are confirming that you are content with the:  level of supervision and mentoring support received by the learner;  learning and development undertaken;  reading and personal research undertaken;  level of knowledge and skills demonstrated;  understanding shown of the Code of Professional Practice and National Occupational Standards;  core values of the learner; • work and commentary referred to within the portfolio, that it is the learner’s own work and based on current practice;  completion of accurate, cogent, coherent and analytical recording skills;  Line manager to verify the learner has been involved with safeguarding.  Mentor’s report, and that it provides evidence of observations of Professional Practice that has been undertaken over the duration of the Graduate Certificate in the Consolidation of Social Work practice pathway (work-based practice which is equivalent to 7,000 words). I confirm that this learner has achieved an appropriate level of professional practice. LINE MANAGER VERIFICATION: NAME OF LINE MANAGER: KATE HINKSON_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ SIGNATURE OF LINE MANAGER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE: _06/10/2025 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ REGISTERED SOCIAL WORKER’S VERIFICATION (WHERE THE LINE MANAGER IS NOT A REGISTERED SOCIAL WORKER, THIS CAN BE THE MENTOR). NAME OF SOCIAL WORKER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ SIGNATURE OF SOCIAL WORKER: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ POSITION: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DATE: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Learning Agreement PORTH AGORED AND UNIVERSITY OF WALES TRINITY SAINT DAVID GRADUATE CERTIFICATE IN CONSOLIDATION OF SOCIAL WORK PRACTICE LEARNER AND EMPLOYER’S LEARNING AGREEMENT Name of Learner Sarah Harrison Name of Team/Agency Targeted Support Team Name of Mentor Kate Hinkson Name of Line Manager Kate Hinkson Study Duty The learner will undertake all elements of the Graduate Certificate programme diligently, including mandatory attendance at induction, four Consolidation Workshops, and participation in an evaluation survey or focus group on completion of the programme. The learner’s full and effective participation on the Graduate Certificate is mandatory given that Social Care Wales has made completion of the programme a requirement within the first (three-year) period of registration as a Social Worker. This applies to social workers who qualified after April 2016. Study Leave The employer undertakes to support the learner by providing time within their normal contract of employment to attend all agreed mandatory elements of the programme which include; induction day and four Consolidation Workshops. Additional time may be provided for programme evaluation meetings and any training agreed as a requirement of the programme. Three further study days will be provided by the employer as a contribution towards the time involved in personal research and developing the portfolio for submission. The study days can be taken on any week-day (or combination of days) as long this is (i) appropriate to the stage of portfolio preparation at the time, and (ii) agreed with the Team Manager who will take into account team and service needs. Where the learner works less than 37 hours a week, mandatory days and study leave will be approved in accordance with the employer’s local policies. Resources Learners are able to access learning and library materials from their employer’s existing resources or as described in the Programme Handbook, from the University. The employer understands that the Graduate Certificate is to be completed by newly qualified Social Workers in their first period of registration and will support this timescale. There is also an expectation that as it is a professional development programme, learners will take responsibility for their own learning and will also use their own time for personal study and portfolio preparation. The employer’s training department agrees to:  Collect, process, store, analyse or disclose personal data in accordance with it’s obligations under the UK GDPR and Data Protection Act 2018.  arrange for eligible staff to join the programme;  pay course fees directly to the University;  pay Porth Agored partnership fees for each learner;  provide additional guidance and support by: a) facilitating access to existing learning materials or library resources; b) providing appropriate training opportunities from existing internal training programmes as agreed with the learner and mentor; c) providing programme induction and Consolidation Workshops; d) providing learners with guidance and support about programme requirements and portfolio completion; e) helping to resolve any programme difficulties encountered by the learner, mentor or service managers. The learner agrees to:  work actively towards completing the qualification within the agreed timescale of 12 months from the date of registration on the programme;  identify with manager/mentor appropriate internal training and arrange to attend these courses;  seek support from UWTSD Student Services when appropriate in relation to matters of learning support.  attend induction and four Consolidation Workshops. These are mandatory components of the programme;  produce work and evidence appropriate to the portfolio and learning outcomes within agreed timescales;  make and keep agreed appointments with mentor/line manager;  ensure they are prepared adequately and obtain all necessary consent for observed practice;  inform mentor/line manager and training department immediately of any problems or changes in circumstances while undertaking the programme, especially where this may affect completion of the programme by the agreed deadline or ability to attend a mandatory workshop;  liaise with their line manager/mentor to confirm study days and use their own time in addition for self-directed study, research and portfolio preparation;  take personal responsibility for preparing and completing all work necessary to submit their portfolio;  act at all times in accordance with the Code of Professional Practice and the employer’s and University’s policies, procedures and processes;  ensure that they understand the need to complete the programme within the first (three year) period of registration with Social Care Wales. (Qualifying after April 2016).  allow their employer and Porth Agored (or any of their commissioned providers), the University of Wales, Trinity St David and Social Care Wales (or any of their commissioned providers) to share with each other, any and all information that comprises the application form or any other data provided as and when appropriate, including, but not limited to, information about progress on the programme, results or comments about the portfolio. Such data may be processed, stored, shared, analysed and reported for administration, monitoring, review and quality assurance of the Graduate Certificate programme or ongoing professional registration purposes. NB. Data Protection: We need to process your personal data because gaining this qualification is a mandatory part of maintaining your registration with Social Care Wales. Employers have linked this to your contract of employment. Using and sharing your data between your employer, Porth Agored and the University of Wales Trinity Saint David is therefore necessary for performance of the contract between you and your employer. We will not disclose your data to any other organisation other than those mentioned above without your permission, unless we are required by law, or Social Care Wales regulations to do so. We will tell you if this happens, unless we are legally prevented from doing so. We will ensure that our collection, processing and storage of data is as transparent as possible and in accordance with Data Protection principles. We produce a comprehensive Privacy Statement which will be made available to all learners on Moodle. Line Manager/Mentor agrees to: Line-manager/mentor can be one in the same person or the role can be undertaken by two separate people. The mentor must be a registered SW with a minimum of 3 years post qualifying experience.  attend an induction meeting to become familiar with the requirements of the programme;  provide or arrange to provide sufficient assessment opportunities in order for the learner to evidence competency and undertake required observations. Where opportunities may not be immediately available within the team arrange to provide these elsewhere within the Service;  guide and support the learner for the duration of the programme;  release the learner for the programme induction and the four Consolidation Workshops, and any internal training courses agreed as being appropriate to meet agreed learning needs;  agree with the learner, use of up to 3 additional study days over the whole duration of the programme, as an employer contribution towards time needed for personal study, research or portfolio development;  ensure that regular formal supervision is provided to the learner by their line manager in line with organisational policy (line-manager);  ensure that mentoring sessions are provided in line with Social Care Wales First 3 Three Years in Practice guidelines. Mentoring sessions, where possible, should be arranged as a separate event from supervision. A full record of when mentoring sessions are undertaken must be kept. Completion and submission of portfolio Learners are expected to complete the Graduate Certificate and will normally submit their portfolio within 12 months of attending induction to the programme. Any learner anticipating any difficulty in meeting this requirement should immediately discuss the matter with their Training Manager/Co-ordinator. It is the learner’s responsibility to inform the university if they are not going to meet the submission deadlines. The portfolio submission process and dates for each programme cohort will be published on Moodle. Once registered on a programme, learners CANNOT change the due submission date without gaining agreement from the employer and University. Pressure of work is not regarded as a reason for non-attendance at any Consolidation Workshop. I understand and accept the terms and conditions of this learning agreement as stated above. Signed:… …………… Print Name: Sarah Harrison……… Date: 18/10/2024………. (Learner) Signed: ……………………….. Print Name:…Kate Hinkson……… Date: 18/10/2024………. (Line Manager/Mentor) Signed:……………………….. Print Name:………………………….Date:………. (Mentor, if different to above) PLEASE FORWARD A SIGNED COPY OF THIS LEARNING AGREEMENT TO YOUR TRAINING COORDINATOR WITHIN ONE MONTH OF YOUR INDUCTION.