Practice Framework

Introduction

• The practice framework for adult social care has been developed with Trafford council practitioners and leaders.
• Three task and finish focus groups, comprising of adult social care (ASC) practitioners, the principal social worker and head of learning and development, were held over September and October 2025 to inform and edit the practice framework.
• The practice framework for adult social care builds on the vision for adult social care which has been co-produced and aligns with the ambitions introduced in the adult social care strategy for 2025- 2027.
• The practice framework for adult social care is a model and map that sets out what Trafford adult social care practitioners do and why, as individuals and as teams.
• It has been informed by value- based practice, research, evidence and practice knowledge.
• It focuses on case management practice across all teams supporting individuals through the adult social care pathway. It includes everything from initial support conversations and assessments to planning and review. It is also relevant for managers, practice team leaders, and in-house care providers.
• It is not profession specific but situated in adult social care practice that supports people in Trafford to promote wellbeing and meet outcomes.

Trafford Practice Framework – Context

• The Practice Framework for Adult Social Care outlines what Trafford Council’s adult social care practitioners do—and why—both individually and collectively, to achieve the- “Improving Lives Every Day” vision.
• The framework sets down a minimum standard for practice and lays the foundations for evidence informed practice and learning and development.
• The element statements in the practice framework are the building blocks for the Focused Practice Conversation Prompts (which form part of the learning and development plan) to help steer practice and the learning and development plan.

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Corporate Values – ‘We Standards’

The Practice Framework for adult social care values build on the Trafford council corporate values which are set out in the corporate strategy ‘Our People Plan 2024- 2027’

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Who is the practice framework aimed at?

• Social care practitioners (including unregulated practitioners).
• Specialist social workers.
• Team managers.
• Service managers.
• Leaders.
• Trafford council in-house carers and support workers including intermediate care workers at Ascot House.

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Practice Framework Summary

• The Practice Framework for Adult Social Care outlines how we work to deliver our Vision. At its core are the key values that guide Trafford council’s approach. These values underpin key practice elements: knowledge, skills, reflection and learning.
• The framework includes ‘We’ and ‘I’ statements mapped around the four elements which are commitments and standards everyone in Adult Social Care must follow. Together, these ensure high-quality, holistic support and care for individuals, families, and communities.

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Practice Framework for Adult Social Care

• At the centre of the framework are the practice values that underpin Trafford council practice.
• This forms the value base for the three other core elements of the framework:
  • Knowledge
  • Skills
  • Reflection and learning
• All elements are required, in practice, to deliver holistic, good quality engagement and services with people, families and communities.
• The practice framework consists of a series of ‘we’ and ‘I’ statements which are mapped around the four key elements. These statements are practice commitments and quality standards that practitioners in adult social care should adhere to and embed in their practice.
• The ‘We’ and ‘I’ statements also provide the foundations for the Focused Practice Conversation Prompts which set-out in more detail how the workforce can demonstrate the quality practice required to deliver the Vision for Adult Social Care.

Element 1: Values – ‘We Standards’

• We are curious and interested in the people we work with and their communities.
• We choose kindness in every interaction, treating people with respect, empathy and compassion.
• We treat people with dignity, respecting each person’s rights, responsibilities and choices.
• We actively listen to people to ensure that their voice is central to all engagement and the care and support they may receive.
• We build connections by fostering trusting relationships, working in partnership with individuals, families, and communities.
• We treat everyone with equality and without discrimination or judgement so that individuals always feel valued and supported.
• We are creative in our approach, finding new and flexible ways to support people’s aspirations, needs and independence.
• We empower people to make their own choices, build on strengths and shape their own lives and futures.
• We are honest and open so that the people we support, and their families can trust us to be fair andact with integrity.
• We value equity by ensuring that everyone has fair access to support and opportunities.
• We work together with colleagues, partners, individuals and families to facilitate coordinated, holistic and meaningful support.

Knowledge Headline

I recognise that building upon my current knowledge base is fundamental to quality and evidenced informed practice.

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Element 2: Knowledge (Evidence informed practice) – ‘I’ Standards

There are 5 key areas of knowledge:

• Practice Experience – I draw on and share skills and knowledge from practice experience and am committed to ongoing learning and self- development.
• Lived Experience – I am curious and interested to work with people to understand what truly matters to them in relation to wellbeing. I stay informed on key insights from wider engagement activities and draw on socio-economic knowledge, local expertise, and lived community experience to strengthen my understanding of the communities I work with.
• Research and theories – I have knowledge and understanding of relevant research and theories, which I draw upon to inform practice quality. I am able to recognise and apply key theoretical approaches as appropriate including strength- based practice; systems- theory; person- centred & outcome- focused practice; anti- oppressive, anti- racist & anti-discriminatory practice; trauma- informed practice and relationship-basedpractice.
• Legislation and policy process – I have knowledge and understanding of relevant legislation and policy drivers (both local and national) that underpin my practice and can apply them to support quality practice.
• Reflective practice – I recognise the importance of reflective practice in generating new understanding and experience, and I use it to support ongoing learning and professional growth.

Element 2: Knowledge – Key Theoretical Approaches

Strengths-Based Practice

Working alongside people to identify their strengths and drawing from positive psychology approaches, focussing on ‘what a person can do and would like to do’ given their needs and circumstances. This approach empowers people, fostering collaboration and self- determination.

Person-centred and outcome-focused practice

Practice that explicitly acknowledges that every person is unique and that the person must be centre of all discussions and decisions. Starts with the assumption that the individual is best placed to judge their own wellbeing and with support identify personal outcomes to meet their need and promote wellbeing.

Trauma-Informed Practice

An awareness and understanding of the possible impacts oftrauma may have on people’s present lives. Being able to create a culturally sensitive and safe space for people to reflect on their current circumstances, needs and work towards personal outcomes to support wellbeing.

Systems Theory

Emphasises a contextual perspective, viewing adults, not in isolation, but interconnected with families, communities, organisations and broader societal structures.. It helps practitioners to understand how individuals are shaped by, and interact with, the wider systems around them.

Anti-oppressive and anti-racist practice

Awareness of oppression that exists in society/ communities and aims to mitigate the effects of oppression through a human rights and equality-led approach. Identifying and challenging racism in all its forms, including adopting cultural humility, recognising biases and intersectionality.

Relationship-based practice

Acknowledgement of the importance of relationships in practice and the promotion of trusting, supportive and helpful connections to promote wellbeing and personal outcomes.

Collaborative practice

Emphasis on partnership and shared decision- making between social workers, residents, families and other professionals. It is grounded in values of respect, empowerment and mutual trust. This means working alongside individuals to identify their priorities, co- design support and coordinate with wider networks.

Skills Headline

I combine both personal and practice skills to deliver an excellent and quality engagement where I listen, engage and work with people in partnership to meet their needs and promote wellbeing.

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Element 3: Practice Skills – ‘I’ Standards

Anti-Discrimination

I actively uphold anti-oppressive, anti-racist & anti-discriminatory practice principles to ensure my practice promotes equity, inclusion, and respect for all individuals.

I actively reflect on and challenge my own biases and assumptions to help create an environment where diverse voices and experiences are recognised, valued, and respected.

I do not accept discrimination or prejudice from others and ‘call it out’ when I see or experience it in a constructive, appropriate and reflective way.

Communication and meaningful engagement.

I am skilled in expert meaningful conversations with people, focusing on what matters to them and the outcomes they wish to achieve to promote wellbeing and support preventative options.

I am attentive and listen throughout my interactions with people to ensure I accurately understand their views, feelings and wishes, recognising them as the expert in their own life.

I confidently use skilled non-verbal and verbal communication in practice conversations.

Professional Curiosity

I am professionally curious to better understand the complexities of a person’s life, identifying both potential risks and strengths that may not be immediately apparent.

I demonstrate professional curiosity through reflective questioning, openness to feedback and a willingness to learn from the diverse experiences and expertise of those we support and work with.

Outcome-Focused

I am skilled and confident to assess, plan and review people’s situation and needs in a timely and proportionate manner to ensure the best possible personal outcomes.

I make confident and accountable professional decisions, with and on behalf of people, being transparent about why and how decisions have been made with clear review milestones in place.

I consistently and proactively apply evidence-informed practice.

I apply critical thinking and analysis in all areas of practice to provide evidence of impartial professional opinions, judgements and options.

Strengths-Based and Person-Centred

I am committed to exploring individuals’ strengths and aspirations, supporting them to utilise and strengthen their existing support networks to promote greater independence.

I support positive risk-taking by carefully exploring potential risks and respecting the persons autonomy and rights to support them to lead the lives they wish and promote wellbeing.

I maintain strengths-based, person-centred and accurate records, using plain language and avoiding acronyms to ensure transparency and amplify the voices of those we support.

Legal Literacy

I ensure my practice is underpinned and evidenced by the relevant legislative framework to support confident and defensible decisions.

I am mindful of the spirit of relevant legislation, and I am curious about the relevant case law precedents and know where to access case law accordingly.

I make sure that records comply with relevant legal frameworks such as the Data Protection Act 1998, General Data Protections Regulations (GDPR) and Caldicott Principles.

I will promote legal literacy throughout my practice by ensuring I stay up-to-date with relevant legislation and ongoing training.

Safety and wellbeing

I will ensure my safeguarding practice follows the 6 principles of empowerment, prevention, proportionality, protection, partnership and accountability and make sure that safeguarding is personal and person-centred as far as possible.

Working together

I build positive, collaborative relationships with colleagues and partner agencies to ensure the people I support receive the best possible care and outcomes.

I manage the Local Authority’s financial resources thoughtfully and efficiently to the best of my ability and also consider best value options for the person.

Reflective culture

I am wholly invested in reflective practice and understand that it is fundamental to quality improvement and ensure that reflective practices are at the heart of our practice.

I am committed to reflective supervision and understand that it is a key quality improvement tool for all members of staff and ensure it is given high priority in our workload.

I work with people in a way that reflects Trafford’s EPIC Council values and apply them throughout my practice.

I am grounded and emotionally present when connecting with people and enable them to feel seen and heard.

I communicate in an inclusive and accessible way and reflect and learn from people’s feedback.

I am responsible for my own wellbeing and actively reflect on my own emotional intelligence.

I have constructive relationships with my colleagues that are built on mutual respect, trust and open communication.

I use my time in the most effective way possible and organise my workload, accordingly, seeking support with this if required.

I understand that change and flux is part of social care and I am comfortable and resilient to work in this environment.

I have a flexible and adaptive mindset, and I am guided as far as possible by the person I am working with while also being clear of my statutory roles and responsibilities.

I understand the importance of creative practice and work alongside people to identify and support creative and meaningful solutions.

Reflection and Learning Headline

I am committed to on-going reflective learning and development and understand that it is a fundamental driver for continuous quality improvement.

Element 4: Reflection and Learning Standards – ‘I’ Standards

• I regularly reflect on my practice using a basic reflective cycle (for example Gibbs (1988)) and seek to continually learn from practice.
• I actively contribute to supervision by preparing and having key issues to discuss and use a reflective model to guide discussion and professional growth.
• I ensure my supervision and reflective time are both protected and adaptable to meet evolving needs.
• I contribute to continuous professional development for myself and others through reflective practice, enhancing my own skills while supporting the growth of others.
• I value constructive feedback as an opportunity to learn, reflect and enhance my professional development.
• I use reflective supervision (peer, 1:1, team meetings) to deepen practice reflection, reflexivity and learning.
• I work collaboratively with my team and organisation to foster a reflective culture, driven by a shared commitment to supporting people to lead fulfilling lives and promote wellbeing.
• I ensure reflective practice provides a supportive and nonthreatening space that is open, allowing for honest conversation and meaningful learning.

Focused Practice Conversation Prompts

ROL1.
Do I understand the importance of reflective practice, and do I approach practice through a reflective lens so I can actively learn and develop as a result of my own experiences and that of my colleagues?

V1.
Am I confident in my knowledge and can describe the Adult Social Care (ASC) vision (what Trafford council ASC are working towards) and the values as set out in the Practice Framework (Practice Framework)?

K1.
Am I open to learn from people with lived experience and share this knowledge with colleagues?

K2.
Do I have a sound and confident working knowledge and application of the 7 key areas of theoretical approaches as set out in the Trafford Practice Framework?

K3.
Do I have a sound and working knowledge of relevant legislation?

K4.
Do I have a sound knowledge and know how to apply team and service level processes and procedures?

S1.
Do I focus enough attention on the personal skills that go ‘hand-in-hand’ with practice skills?

S2.
Do I reflect and challenge my own biases/ assumptions and am I confident to ‘call out’ discrimination and prejudice from others in a constructive, appropriate and reflective way?

S3.
Do I know and can demonstrate, in practice, the difference between process driven care management approaches and expert meaningful conversations that focus on personal outcomes by exploring needs, strengths and wellbeing?

S4.
Do I know what professional curiosity is and its importance to my role in ASC and how I demonstrate it in practice?

S5.
When I am discussing options of either care or support, am I aware of the financial implications for both the person and for Trafford council and clear about what matters to that person in terms of their wellbeing?

S6.
Do I know what good practice looks like regarding risk and am I confident when supporting people to take risks to achieve positive outcomes to promote their wellbeing?

S7.
Am I knowledgeable about safeguarding legislation, Making Safeguarding Personal (MSP)and know how to apply safeguarding practice in relation to my role and caseload?

S8.
Can I make grounded and confident professional decisions in practice?

S9.
Am I confident in the insights ASC can provide and am I able to collaborate constructively with my colleagues and members of the MDT to ensure we provide the best holistic support and care as possible for the people we work with?

S10.
Am I confident and knowledgeable about assistive technology and digital opportunities that can contribute towards prevention and supporting people’s independence?

S11.
Am I confident that my case records are up-to-date, clear, person-centred and in line with good relevant legal frameworks?

S12.
Am I curious about AI and can spot the opportunities it can bring as well as understanding the ‘human in the loop’ approach (human relational response, strengths-based thinking and a human rights lens)?

S13.
Do I make reflective supervision a priority, plan for it and aim to get the very best learning and support experience as a result for myself and others?

Resources: Publications

Burnham, J. (2012). Developments in the Social GGRRAAACCEEESSS: Visible-invisible and voiced-unvoiced in Krause, I. (ed). Culture and Reflexivity in Systemic Psychotherapy: Mutual Perspectives. Karnac.

Chipawe Cane, T. & Tedam, P. (2023). ‘We didn’t learn enough about racism and anti-racist practice’: newly-qualified social workers’ challenge in wrestling racism. Social Work Education.

Department of Health & Social Care (DHSC) Strengths-based social work: practice framework and handbook Strengths-based social work: practice framework and handbook – GOV.UK.

Earle, F., Fox, J., Webb, C. and Bowyer, S (2017). Reflective supervision Resource Pack. Research in Practice.

Farmer, T. Grandpa On A Skateboard (2020_Rethink Press.

Guthrie, L. (2021). Promoting positive approaches to risk across organisations. Research in Practice.

Guthrie, & Blood (2019). Embedding strengths-based practice: Frontline Briefing. Research in Practice.

Johnstone, L. (2017) Good recording: Practice Tool (2017) https://www.researchinpractice.org.uk/adults/
publications/2017/june/good-recording-practice-tool-2017/

Maclean, S. Reflective Practice Cards – Prompt Cards for Social Workers.

Maclean, S. Theory and Practice – A Straightforward Guide for Social Work Students (2015) Third edition.

Nosowska, G. (2022) Good Assessment Practitioners’ Handbook: Second edition (2022) https://www.researchinpractice.org.uk/adults/publications/2022/
september/good-assessment-practitioners-handbook-second-edition-2022/

Research in Practice (2022) Defensible decision-making in children’s social care – resource pack for practice supervisors: Frontline Briefing https://www.researchinpractice.org.uk/children/publications/2022/
june/defensible-decision-making-in-children-s-social-care-resource-pack/

Smith (2024). What is professional curiosity? Research in Practice. https://www.researchinpractice.org.uk/all/content-pages/
podcasts/what-is-professional-curiosity/

Sutton, J. (2020). Leading Evidence-Informed Practice: A Guide for Managers of Practice Supervisors. Practice Supervisor Development Programme https://www.researchinpractice.org.uk/media/2bcpr5d1/
sts_kb_leading_evidence_informed_practice_a_guide_for_managers
_of_practice_supervisors_final.pdf

Thacker, H., Anka, A., & Penhale, B. (2020). Professional curiosity in safeguarding adults. Dartington: Research in Practice.

Resources: Websites

Age UK Factsheets information guides and factsheets Age UK factsheets and information guides | Age UK

British Association of Social Work (BASW) News | BASW

Carers UK | Carers UK

Gloriously Ordinary Lives | Gloriously Ordinary Lives

Learning Disability England | Learning Disability England – Stronger, Louder, Together!

Mind | http://mind.org.uk

National Autistic Society | National Autistic Society

Research in Practice | Supporting evidence-informed practice with children and families, young people and adults | Research in Practice

Social Care Institute for Excellence (SCIE) | Social Care Institute for Excellence (SCIE)

Social Work England | Home – Social Work England

Think Local Act Personal | Home – TLAP

Shaping Our Lives | News and blog – Shaping Our Lives

Social Care Today | Social Care Today – The UK’s Health & Social Care Site

St Thomas Training (Law and policy library and Legal updates) | Expert Health & Social Care Training | St Thomas Training

Social Workers Tool Box | Free social work resources & tools for direct work with children and adults