This paper describes the development of a particular type of nontraditional placement setting for final year social work students: a 100 day, last practice placement based within Police Public Protection Investigation Units (PPIUs) through collaboration between the Police and Manchester Metropolitan University. It will evaluate the degree of progress made since these placements began in 2007 and consider some of the strengths and difficulties encountered in providing consistently good quality practice learning experiences for final year students within PPIU settings. The paper will summarise the learning gained from a recent evaluation of these placements and will describe some of the developments that have resulted from this evaluation. This paper will also consider whether such non-traditional placement settings can continue to provide suitable practice learning opportunities for final year social work students in the light of the newly proposed placement criteria for final placements (TCSW, 2012a) and in the increasingly challenging climate for practice learning reflected in the continuing decreased availability of 'statutory' placements.

This paper describes the development of a particular type of nontraditional placement setting for final year social work students: a 100 day, last practice placement based within Police Public Protection Investigation Units (PPIUs) through collaboration between the Police and Manchester Metropolitan University. It will evaluate the degree of progress made since these placements began in 2007 and consider some of the strengths and difficulties encountered in providing consistently good quality practice learning experiences for final year students within PPIU settings. The paper will summarise the learning gained from a recent evaluation of these placements and will describe some of the developments that have resulted from this evaluation.This paper will also consider whether such non-traditional placement settings can continue to provide suitable practice learning opportunities for final year social work students in the light of the newly proposed placement criteria for final placements (TCSW, 2012a) and in the increasingly challenging climate for practice learning reflected in the continuing decreased availability of ‘statutory’ placements.

Since the academic year 2013-14 within England, Practice Educators (PEs) have been required to assess social work students during field placements using the framework of the Professional Capabilities Framework (PCF) and according to the principles of holistic assessment. Whilst the adoption of the PCF as part of the national change agenda is currently being scrutinised and debated, there has been little research or analysis regarding the practice assessment of social work students on placement and in particular, the views and experiences of PEs charged with this responsibility. This article will discuss the implementation of the PCF in relation to PEs practice assessment, based on a small scale study of PEs (n=43) from two UK universities, University of Central Lancashire (UCLan) and Manchester Metropolitan University (MMU). The article will consider some of the complexities and challenges involved in holistic assessment using the PCF and posit areas for further consideration and debate.

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