This is a structured process where managers provide support, oversight, and guidance to staff. It focuses on performance management - ensuring staff meet objectives and standards.

This is a structured process that provides support, challenge, and learning for professionals dealing with safeguarding cases. It ensures staff can reflect on complex, emotionally demanding situations and make safe, informed decisions.

Responsibilities are what Supervisors and Supervisees should do.

Supervisors should:

• Teach and support
• Give feedback and guidance to help staff learn new skills

Supervisees should:

• Take part and keep learning
• Think about their work and accept advice
• Work with the supervisor to make time for supervision

Supervisors need the right training. Different jobs and settings have different standards. Just like an unqualified person should not give therapy, someone without training should not supervise new staff.

Training is important so supervisors can do their job well. It should be checked often to make sure it works. The quality of supervision should also be reviewed, using principles of caring and inclusive leadership.

Supervisors should keep building their skills through Continuing Professional Development (CPD) for as long as they are in the role.

Most people know about one-to-one supervision in an office. But supervision can take place in a quiet public place or in a group setting, as long as privacy is kept.

Group supervision helps people learn together and share skills. It also supports teamwork and better services. Many jobs value group supervision, but it does not replace one-to-one sessions.

There is also a need for quiet spaces where staff can reflect without being disturbed.

Since the Covid-19 pandemic, online or remote supervision has become more common and acceptable.

Supervision works best when both the supervisor and supervisee value it. Good supervision can lower stress and anxiety and make people happier in their jobs.

It also helps the whole team by creating a supportive workplace. This leads to better care for patients.

Providing good supervision is an important way to improve productivity, teamwork, and commitment.

The goal is not to make one rule for supervision. Instead, it is to make sure everyone follows good habits like:

• Keeping things private
• Using evidence to guide work
• Showing trust, choice, and belonging

The supervision relationship is built on a number of key factors such as a positive attitude, integrity, listening skills, critical probing and questioning, commitment, motivation, being supportive, maintaining confidentiality, objectivity, flexibility, attention to communication, and being respectful, caring and empathetic (Rothwell et al (2019)).

How often you have supervision sessions can depend on your job. For example, psychiatry and nursing usually have at least four sessions a year. Newly qualified social workers may have sessions every week.

Most jobs suggest each session should last one hour to one and a half hours.

Regular supervision is important. It helps build a good relationship between you and your supervisor. This makes it easier to have open and honest conversations.

The exact number and length of sessions will depend on the job and your experience. There should always be enough supervision to keep both staff and the public safe.

Many jobs recommend keeping private notes of supervision sessions and having a written agreement.

For example Social Care Wales says that supervision forms explain what you and your supervisor can expect.

The Health and Care Professions Council (HCPC) says you should keep clear records of your sessions. This includes what you talked about, any feedback, your reflection notes, and how you used this in your work.

The Care Council for Wales says both the supervisor and staff member should sign and date the form at the end of each session to confirm it is correct.

See Resources for examples of templates.

Barriers include lack of time and busy workloads, which affect the quality and flexibility of sessions.

Sometimes supervision is not seen as a priority and in some cases, there is no management support or resources, such as training for supervisors.

There is also confusion about what supervision is for and what the role involves. For example, the Royal College of Nursing (RCN) says there is no single clear view of what clinical supervision means, what its purpose is, or how it should work in nursing. Often, it is pushed aside for other tasks seen as more important.