Lead reviewers: Learning Together systems approach
Accreditation programme for lead reviewers of serious case reviews, significant case reviews, safeguarding adult reviews
Four day course - 23 and 24 January and 2 and 3 February 2017 - plus supervised practice review
Applications for 2017 now closed.
Learning Together is the most developed systems approach available for case reviews of multi-agency safeguarding practice. The model works across both children’s and adults’ safe guarding reviews. It is widely used across the UK and internationally.
Benefits to reviewers
As an accredited Learning Together reviewer you will:
- be authorised to conduct Learning Together case reviews. You can be commissioned to use the model, with SCIE support through supervision and quality assurance
- be eligible to be allocated commissions by SCIE. Safeguarding boards often contact us directly looking for an accredited Learning Together reviewer. We match and support reviewers through the review
- join SCIE’s lead reviewers network – a forum for on-going professional development and support for those specialising in applying systems approaches in case review.
Who can attend
The programme is aimed at:
- independent consultants who carry out safeguarding reviewers in any part of the UK
- in-house reviewers or salaried professionals in England who’s Safeguarding Board has commissioned a Learning Together Foundation course either alone or with a neighbouring Board. In this case you would need to repeat the taught course:).
- in-house reviewers or salaried professionals in Scotland with responsibilities to conduct Significant Case Reviews
The SCIE Learning Together programme for reviewers includes:
- four days of face-to-face training (two blocks of two days) at SCIE’s London offices
- a supervised practice review
- group supervision sessions (four days minimum).
Once you have successfully completed the face-to-face training, you must conduct an actual review – with support including quality assurance from SCIE. There is then an assessment process toward accreditation as a SCIE Learning Together reviewer.
Monday 23 and Tuesday 24 January 2017 – London.
Thursday 2 and Friday 3 February 2017 - London.
In these four days, trainees will cover the underpinning systems thinking and its application in the Learning Together process. A very hands-on course, there will be plenty of opportunities to practice using Learning Together’s core analytic tools.
Supervised practice Learning Together review
For the associated practice review, trainees will arrange to be commissioned by a safeguarding board (adults or children’s) to conduct a case review. Trainees are responsible for negotiating their day rate with the commissioning Board for this practice review. They will work in pairs - either with another trainee or someone already accredited in Learning Together.
Throughout the practice review, trainees will be supported by a rolling programme of group supervision sessions. They will need to participate in a minimum of four of these supervision sessions. Each session lasts a day and they will be held at SCIE’s offices in London. Trainees will also receive individual supervision which will be charged to the commissioner as part of the commission.
Trainees will need to commit time to complete the full programme. In addition to conducting the practice review (which will be paid for by the commissioning safeguarding board), trainees should allocate the following unpaid time:
- Background reading
- Taught course (4 days)
- Group supervisions (4 days minimum)
- Process logs to inform the supervision sessions and accreditation.
- Completion of assessment forms toward accreditation
The training and supervision sessions will be run by Dr Sheila Fish and Sarah Peel who lead SCIE’s Learning Together programme.
Assessment toward accreditation
The accreditation process involves an assessment of the ability of trainee reviewers to put the Learning Together model into practice, through which their understanding of it will be evidenced. As the practice review takes place outside the training sessions, evidence will come from three key sources:
- Written reports and other documents that are part of the case review process
- Input from others involved in the review process
- Input from the trainees themselves
The assessment will look at six main areas of competency. In each area of competence we will be seeking evidence of:
- Achievement in undertaking the tasks associated with that competence, underpinned by a good understanding of the model; and
- Insight in to areas of strengths and weakness, and development needs for the future.
The aim of the assessment is therefore to be both summative – to give an overall judgment about your performance, and formative – to help you identify strengths and areas that you need to work on.
Once a reviewer has become an accredited Learning Together reviewer and member of the Learning Together network, they are expected to work with fidelity to the model in any future Learning Together commissions.
SCIE supports accredited reviewers with Learning Together reviews on an ongoing basis. For example, we provide supervision and quality assurance (paid for by the commissioning board). Accredited reviewers are also required to attend a minimum of three network meetings per year. Accreditation status will be reviewed annually in line with these requirements.
The SCIE Learning Together Programme is endorsed by ILM
SCIE’s ILM provider number is 049878
£3,500 + VAT
This covers the taught course, group supervision sessions and assessment toward accreditation.
We expect that trainees will easily make this amount back in their first Learning Together review.
How to apply
Places on the programme are limited and we have a selection criteria. Please register your interest by sending a CV and supporting statement by 30 September 2016, to email@example.com.
Your supporting statement should identify how you meet the selection criteria (see below), and in particular:
- How would becoming an accredited Learning Together reviewer fit with your work plans?
- What would you most enjoy about being part of the Learning Together network?
- What would you bring to the Learning Together community?
- What do you anticipate finding the most difficult about using the Learning Together model?
- Why do you think you would make a good Learning Together reviewer?
- Give an example of learning from a review (SCR/ SAR/learning review/DHR) that you have found illuminating of a cultural or organisational issue that helps or hinders safeguarding work.
We aim to get back to you in October to confirm your place.
The programme is relevant to both adults and children’s safeguarding practice reviews.
We are looking for individuals who:
- wanting to use the Learning Together model
- will conduct reviews regularly
- are enthusiastic about systems thinking
- have an interest in the theory and methodology of reviewing
- are keen to share reviewing experiences and contribute to the on-going development of Learning Together
Conducting Learning Together review requires:
- handling complex group dynamics, including chairing and group facilitation
- strong leadership and ability to motivate others and remain impartial
- good analytic skills and appreciation of qualitative research methods, including validity of multiple perspectives
- collaborative problem solving and enthusiasm for participative approaches
- open-mindedness and curiosity
- promoting reflective learning culture
- report writing with sensitivity to tone and audience
- child or adult safeguarding and/or investigation knowledge
- openness to challenging organisational/professional norms
If you have any queries, you can email firstname.lastname@example.org to arrange a time to speak to Sheila Fish or Sarah Peel.