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{{org_field_name}}

Registration Number: {{org_field_registration_no}}

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Staff Support and Development Policy

Introduction and Scope

This policy outlines how {{org_field_name}} supports and develops all its staff to ensure high-quality domiciliary care services. It applies to all employees – including care workers, administrative staff, ancillary staff, and volunteers – and describes our approach to induction, training, supervision, and staff wellbeing. The policy is written in compliance with Care Inspectorate Wales (CIW) requirements and Regulation 36 of the Regulated Services (Service Providers and Responsible Individuals) (Wales) Regulations 2017. It is intended to be professional in tone yet accessible to both care and non-care staff.

Scope: This policy covers staff support and development from recruitment through ongoing employment. It addresses induction, training, supervision, appraisal, wellbeing, equality and inclusion, responsibilities of personnel, record-keeping, and quality assurance. Performance management, disciplinary procedures, and whistleblowing are outside the scope of this policy and are covered in separate policies (e.g. Performance Management Policy, Disciplinary Policy, Whistleblowing Policy). All staff are expected to be familiar with this Support and Development Policy and related policies.

Purpose: The purpose of this policy is to ensure that {{org_field_name}} provides a supportive environment where staff are trained, supervised, and encouraged to develop professionally. By investing in our workforce, we aim to deliver safe, person-centred care and meet all regulatory standards. This policy will also be used as part of our CIW registration and ongoing compliance evidence, demonstrating that we have appropriate arrangements in place for staff support and development – careinspectorate.wales.

For any questions about this policy or its implementation, staff may contact the Registered Manager at {{org_field_registered_manager_email}}. This policy will be readily available to all employees and will be reviewed regularly to remain up-to-date with best practice and legislation changes.

Legal and Regulatory Context

This Staff Support and Development Policy is written in the context of Welsh laws, regulations, and guidance governing social care services. Key frameworks informing this policy include:

• Regulation and Inspection of Social Care (Wales) Act 2016: The primary legislation reforming social care regulation in Wales. It requires providers to meet certain standards for staff competence and training as part of service quality. Section 27 of this Act enabled the Regulated Services (Service Providers and Responsible Individuals) (Wales) Regulations 2017, which set out specific requirements for providers.
• Regulation 36 of the 2017 Regulations – Supporting and Developing Staff: Regulation 36 mandates that service providers “must have a policy in place for the support and development of staff”. It requires providers to ensure that all persons working in the service (including volunteers) receive:
  • An appropriate induction for their role.
  • Clear information on their responsibilities and those of others.
  • Supervision and appraisal appropriate to their role.
  • Core training relevant to their work (e.g. mandatory/basic training).
  • Specialist training as needed to effectively perform their duties.
  • Support and assistance to obtain further training and qualifications relevant to their role.
  • Ongoing support to maintain professional registration where applicable (e.g. Social Care Wales, NMC).
• Welsh Government Statutory Guidance (service providers and responsible individuals): The Welsh Government has issued statutory guidance (under section 29 of the 2016 Act) that elaborates on how providers can comply with requirements, including staff competence and development. This policy aligns with that guidance. For example, the guidance emphasizes that all new care staff complete the Social Care Wales induction programme within defined timescales, that staff receive supervision at least quarterly and annual appraisals, and that providers maintain records of training and supervision for each staff member. These specific expectations are reflected throughout this policy.
• Social Care Wales – Code of Professional Practice for Social Care (2017): All care staff are expected to work in accordance with the Social Care Wales Code of Professional Practice. This Code sets out the standards of professional conduct and practice for social care workers in Wales. It includes duties such as undertaking relevant learning and development to maintain and improve knowledge and skills and contributing to the learning and development of others. Compliance with this Code is a condition of employment for care staff at {{org_field_name}}, and our support and development processes aim to enable staff to meet these standards.
• Social Care Wales – Code of Practice for Employers of Social Care Workers: {{org_field_name}} also adheres to the employer’s code of practice, as required by Regulation 37 of the 2017 Regulations. This code describes the standards expected of social care employers, including providing training, supervision, and support to staff. We recognise our responsibility to uphold these standards, ensuring that induction, learning opportunities, and supervision enable staff to develop their skills and deliver high-quality care.
• Mandatory Registration of Domiciliary Care Workers: It is a legal requirement in Wales that all domiciliary care workers are registered with Social Care Wales – gov.uk. {{org_field_name}} complies with this requirement. New care workers must apply for registration within the required timeframe (currently within 6 months of starting in post). We support our staff in the registration process and ensure that we do not employ unregistered care workers beyond the legal grace period. Maintaining registration also entails meeting ongoing training and professional development requirements (e.g. completion of the All Wales Induction Framework and relevant qualifications), which this policy addresses.
• Social Services and Well-being (Wales) Act 2014 and Welsh Language Standards: While primarily focused on individuals’ care, these frameworks underscore the importance of a skilled, responsive workforce. {{org_field_name}} is committed to the principles of well-being, person-centred care, and the “Active Offer” of the Welsh language in service delivery. This means staff are supported to understand and respect individuals’ language preferences and cultural needs. Where applicable, we include Welsh language awareness in staff training and ensure our development opportunities promote equality and cultural sensitivity (see the Equality, Diversity, and Inclusion section).

By adhering to the above laws, regulations, and codes of practice, {{org_field_name}} ensures that our Staff Support and Development Policy meets CIW standards for registration and inspection. This policy will be kept up to date with any changes in legislation or statutory guidance. All references to laws and standards in this document are correct as of the date of issue.

Recruitment and Induction

Recruitment: Our commitment to staff development begins at recruitment. We follow safer recruitment procedures to hire staff with the right values, qualifications, and potential to provide compassionate, competent care. Recruitment is based on equal opportunities (see Equality and Inclusion section) and involves robust pre-employment checks. Whilst recruitment itself is covered in detail by our Recruitment Policy, it is relevant here that we consider the training and support needs of candidates at the hiring stage. We identify whether new employees have the necessary qualifications or will need specific development (for example, whether a care worker already holds the required QCF Level 2 qualification or will need to work towards it). We also ensure that new recruits understand the expectations of the role and are committed to continuous learning and adherence to the Social Care Wales professional Code.

Induction Programme: All new staff, including care staff, administrative staff, ancillary staff, and volunteers, must complete an induction programme appropriate to their role. Induction at {{org_field_name}} is designed to equip new employees with the knowledge and confidence to perform their duties safely and effectively. Key elements of our induction include:

• Mandatory Induction Framework: Care workers follow the All Wales Induction Framework (AWIF) for Health and Social Care, as required by Social Care Wales. This structured induction covers the principles of care, safe working practices, role of the care worker, and core knowledge needed. The induction framework’s workbooks and outcomes must be completed typically within the first 12 weeks of employment – cityandguilds.com, which is a statutory requirement for social care in Wales. {{org_field_name}} provides the necessary support (time, resources, and guidance) for new care staff to complete this induction within the required timeframe.
• Organisation-specific Orientation: Every new employee is introduced to {{org_field_name}}’s own mission, values, policies, and procedures. We give each new starter a thorough orientation that includes:
  • The Statement of Purpose of our service and the ethos and culture we promote.
  • A briefing on our key policies and procedures, especially those related to their role (e.g. safeguarding, health and safety, confidentiality, and this Staff Development Policy itself).
  • Clarity on the roles and responsibilities of the new staff member and their colleagues. New staff are provided with up-to-date job descriptions and introduced to the team structure so they understand who does what and who to approach for support.
  • Information on expected standards of conduct (e.g. professional boundaries, Code of Professional Practice, appearance, punctuality).
  • Health and Safety information, including fire safety, infection control, manual handling basics, and any risks specific to their job.
  • Record-keeping requirements relevant to their role (for care staff this includes how to document care notes, for office staff how to handle personal data, etc.).
  • Data protection and confidentiality protocols that must be followed.
  • Introduction to any IT or recording systems used by {{org_field_name}} (for example, electronic call monitoring or care planning systems for domiciliary care).
  • For care staff, an overview of the individuals we support, their needs and care plans (maintaining confidentiality), and how we uphold person-centred care and the Social Care Wales values of dignity, respect, and voice-and-control in daily practice.
• Shadowing and Buddying: As part of induction, new care workers will normally shadow experienced staff members before working independently. We pair newcomers with a “buddy” or mentor (an experienced colleague) for initial shifts or tasks. This allows new staff to observe best practices, ask questions, and gradually build confidence. The duration of shadowing will depend on the new starter’s experience and competence, but it will be for a minimum period (e.g. first few calls or first week of shifts) or until both the new worker and supervisor feel comfortable. Administrative and ancillary staff also receive on-the-job orientation and shadowing relevant to their duties (for example, an administrator might initially work closely with an experienced office staff member to learn our scheduling or billing systems).
• Volunteer and Agency Staff Induction: Any volunteers or temporary/agency staff working with {{org_field_name}} are given a proportionate induction. Even if they are short-term, we ensure they receive an introduction that covers at least the statement of purpose, core policies and procedures, and management/supervision arrangements. Agency care staff are expected to provide evidence of their training and registration; nevertheless, we will brief them on our specific service users’ needs, our reporting protocols, and whom to contact for support. Volunteers will be supervised closely and given training appropriate to the activities they undertake.
• Probationary Period: All new employees typically undergo a probationary period (e.g. 3 or 6 months depending on role). During this time, their performance and learning needs are closely reviewed. Induction is not considered complete until the employee has demonstrated basic competence in their role. We conduct an initial review (usually at the end of the first 4 weeks) to discuss how the induction is progressing and to identify any additional support needed. By the end of probation, a formal review meeting/appraisal is held to confirm the staff member’s suitability and to plan ongoing development beyond induction.

By the end of the induction process, new staff will be aware of their responsibilities and those of their colleagues, will have received training in core areas, and will feel supported in transitioning into their role. We require both the new starter and their line manager to sign off on an induction checklist or workbook, as evidence that all necessary induction topics have been covered. This induction record is kept on the individual’s file for audit and compliance purposes.

Ongoing Training and Professional Development

{{org_field_name}} is committed to the continuous professional development (CPD) of all its employees. Beyond initial induction, we provide a structured programme of training, learning opportunities, and career development for staff to maintain and enhance their skills. This ensures that our workforce remains competent, confident, and up-to-date with best practices, which in turn ensures high-quality care for our service users.

Core Training: All staff receive core (mandatory) training appropriate to their role, and regular refreshers thereafter. Core training topics for care staff typically include (but are not limited to):

• Safeguarding Adults and Children: Understanding signs of abuse, reporting procedures, and Welsh safeguarding protocols.
• Manual Handling and Moving People: Safe techniques and use of equipment to prevent injury.
• First Aid and Basic Life Support: So staff can respond to medical emergencies.
• Medication Management: Safe administration of medicines (if part of role), including our Medication Policy procedures.
• Health and Safety: General workplace safety, infection control, food hygiene (for those preparing food), and fire safety.
• Dementia Awareness, Mental Capacity Act and DoLS (Deprivation of Liberty Safeguards), and Person-Centred Care principles.
• Equality, Diversity, and Inclusion: Training to ensure staff understand and embrace inclusive practices and anti-discriminatory conduct.
• Data Protection (GDPR) and confidentiality in care.
• Welsh Language Awareness: Basic understanding of the importance of offering services in Welsh (“Active Offer”), including common phrases, to support individuals who prefer Welsh.

Administrative and ancillary staff also undergo core training relevant to their duties (for example, office staff must do data protection and health and safety; kitchen or cleaning staff do food hygiene, infection control, etc.). All core training is aligned with any regulatory or Social Care Wales guidance on essential training for care settings.

We ensure core training is completed in a timely manner when someone starts employment (usually within their first 2-3 months after induction, if not already covered in induction). Many of these courses require periodic refresher sessions (for instance, manual handling and safeguarding are typically refreshed annually or every 3 years as per best practice). {{org_field_name}} keeps track of training expiry dates and arranges refresher training in advance so that staff knowledge remains current.

Specialist Training: Depending on the needs of individuals using our service and the specific responsibilities of each staff member, we provide specialist training. This training is targeted to ensure staff have the competence to meet specific needs as identified in our Statement of Purpose. Examples include:

• Condition-specific training: e.g. dementia care, autism, mental health, learning disabilities, or other relevant conditions of service users.
• Clinical or complex care tasks: If staff are expected to perform delegated healthcare tasks (such as peg feeding, stoma care, administering insulin, etc.), they will receive appropriate training from qualified professionals (e.g. training by a district nurse or competency assessment) and ongoing support. Staff undertaking such delegated healthcare activities are made aware of and must adhere to any specific professional guidance or protocols related to those tasks. We also ensure that the professional autonomy of registered practitioners (e.g. nurses) is respected in line with guidance – nurses only delegate tasks to care staff when it is safe and appropriate, and they provide supervision as needed.
• Assistive equipment training: e.g. safe use of hoists, specialist baths, mobility aids, or telecare devices, beyond basic manual handling.
• Communication methods: e.g. training in using Makaton, British Sign Language, or other communication aids if we support individuals with such needs.
• Advanced care topics: e.g. end-of-life care, positive behavior support, trauma-informed care – as relevant to our client group.

Specialist training will be arranged when a need is identified – such as a new individual with specific needs joining our service, or if a staff member takes on new duties. Staff are encouraged to request or express interest in additional training that would help them in their role or prepare them for future roles.

Ongoing Professional Development: We view learning as an ongoing process. Each staff member has a Personal Development Plan (PDP), which is initially created during induction/probation and then updated at supervision and appraisal meetings. The PDP outlines the training completed, development goals (short and long-term), and any planned future training or qualifications. As part of professional development, we support the following:

• Qualifications: We support care staff to attain relevant qualifications, such as the Level 2 or 3 Health and Social Care (Adults) QCF/QCE qualification (or any successor qualification) if they have not already achieved this. Achieving a Level 2 qualification is often necessary for ongoing registration as a domiciliary care worker. {{org_field_name}} may assist by arranging training programs or collaborating with local training providers/colleges. We may provide study time or contribute to course fees where feasible. Similarly, administrative staff are supported if they pursue qualifications relevant to their roles (for example, an administrator might pursue an NVQ in Business Administration).
• Continuing Professional Development (CPD) and Registration Requirements: For registered practitioners (e.g. social workers, nurses, or registered managers), we ensure they have opportunities to fulfill their CPD hours and any specific training needed to maintain their professional registration. For example, Social Care Wales requires registered care workers to complete ongoing training and maintain a record of CPD. We assist by providing access to relevant learning and by allowing days off to attend necessary courses or conferences. All staff are encouraged to maintain a learning log of training and reflective practice in line with professional best practice.
• External and Advanced Training Opportunities: We inform staff about external training, workshops or seminars (for instance, those offered by Social Care Wales, local authorities, or training consortia). Where possible, we schedule staff to attend and then share their learning with the team (“cascade training”). We also encourage membership in professional networks or online learning (e.g. Social Care Wales online modules) as part of development.
• Promoting a Learning Culture: Managers at {{org_field_name}} strive to create a positive learning culture. Good practice and learning are regularly shared in team meetings. Staff are encouraged to reflect on their work and discuss lessons learned from any incidents or feedback, without blame. We celebrate achievements (such as completion of qualifications or excellent training attendance) to motivate continued development. Constructive feedback is given to help individuals improve, and mistakes are treated as opportunities to learn and improve practice, in a supportive environment.

Identifying Training Needs: Training and development needs are identified through several mechanisms:

• Initial assessment: Within a new employee’s first month, we assess any additional learning needs beyond the induction (e.g. if someone needs extra support with a certain skill).
• Supervision and Appraisal: Regular one-to-one supervisions and annual appraisals (see next section) are key forums for discussing and reviewing training needs. During these meetings, employees and their supervisors can identify gaps in knowledge, new areas of interest, or requirements for upskilling, and update the personal development plan accordingly.
• Observation and feedback: Day-to-day, if a supervisor or senior staff observes that a staff member would benefit from particular training (for example, if a care worker struggles with a certain procedure or a new policy is introduced), they will arrange that training. Likewise, feedback from individuals using our service or their families might highlight areas for staff development (for instance, communication skills or specific cultural awareness).
• Changes in services or regulation: If we expand services or if new legislation/standards emerge, we conduct a needs assessment to cover any new skills required. For example, if a new assistive technology is implemented, we ensure all relevant staff are trained in its use.
• Annual Training Needs Analysis: Senior management (with the Responsible Individual and Registered Manager) conducts an annual training needs analysis. This review looks at the collective needs of the staff group in line with our Statement of Purpose and service user needs. We evaluate whether staff skills match the current and upcoming needs of the service. The analysis informs our training plan (for instance, planning how many sessions of medication training or manual handling are needed in the year, or if new training topics should be introduced). If the needs analysis identifies gaps (e.g. needing more dementia champions or advanced clinical skills), we formulate a plan to address them, possibly in the form of targeted recruitment or additional training programs.

Training Methods: We use a variety of training methods to accommodate different learning styles and operational constraints:

• Classroom and Workshop Training: Many core and specialist topics are taught in-person by qualified trainers (e.g. first aid by a certified instructor, safeguarding by the local authority or a training consultant).
• E-learning: We subscribe to accredited e-learning modules for certain subjects (like data protection or basic infection control) which staff can complete online at their own pace. E-learning is always supplemented with opportunities to ask questions or discuss in supervision, to ensure understanding.
• On-the-Job Training: Particularly for practical skills, experienced staff or external professionals provide on-the-job coaching. For example, a nurse might train care staff on how to assist with catheter care in a real scenario.
• Team Meetings and Peer Learning: Development also happens informally through team meetings, peer shadowing, and debrief sessions. We encourage staff to share knowledge; for instance, someone who attended an external course might present key points to colleagues.
• Professional Reading and Self-Study: We maintain a small resource library (or online links) of relevant guidance, articles, and videos. Staff are encouraged to use quiet periods or allotted development time to study these materials, especially if preparing for a qualification. Managers may assign specific reading (for example, updated CIW guidance or Social Care Wales practice guides) as part of development.

{{org_field_name}} ensures that time spent in training is paid and counted as working time. We schedule training sessions in a way that is fair and does not overburden staff – for example, rotating staff attendance to maintain service coverage, paying overtime or providing time off in lieu if training occurs outside normal hours. We maintain appropriate training budgets to cover external course fees and related expenses, as part of our investment in service quality – careinspectorate.wales.

Ultimately, by providing comprehensive ongoing training and professional development, we ensure that staff have the knowledge, competence, skills, and qualifications to provide care and support in accordance with our service objectives. This not only fulfills regulatory requirements but also contributes to staff morale, confidence, and career satisfaction.

Supervision and Appraisal

Supervision: {{org_field_name}} provides regular supervision to all staff as a key part of our support and development framework. Supervision is a one-to-one meeting (formally structured) between each staff member and their line manager or supervisor, aimed at reflecting on practice, reviewing workload, and supporting the staff member’s development.

• Frequency: Formal supervision meetings occur at least quarterly (every 3 months) for every staff member. In many cases – especially for front-line care workers – supervision may be held more frequently (e.g. every 4-6 weeks or bi-monthly), particularly for new staff or those who need additional support. The minimum standard is quarterly, but our policy is to offer supervision as often as needed. Additionally, new employees may have fortnightly or monthly supervisions during their probationary period, to ensure they are settling in and to address early development needs.
• Format: Supervision meetings are usually face-to-face in a private, comfortable setting. If staff work remotely or in the field (as domiciliary care staff do), arrangements are made for them to come into the office or have a dedicated time when a supervisor can meet them. In some cases, virtual supervision (via video or phone) can supplement but not fully replace in-person meetings. Each supervision is planned in advance and lasts approximately one hour (adjusted as appropriate to cover necessary topics).
• Content: During supervision, the discussion may cover:
  • Reflection on recent work experiences, including what went well and any challenges. Staff are encouraged to reflect on their practice and outcomes for service users.
  • Review of how the staff member is upholding the values and standards (e.g. Social Care Wales Code) in their work. Any ethical or practice dilemmas can be explored.
  • Follow-up on any issues from the last supervision or actions agreed.
  • Feedback on performance, including any compliments, complaints, or incidents involving the staff member. We include feedback from individuals using the service where available – for example, if a service user has praised or raised concern about something, this will be discussed constructively.
  • Wellbeing check-in: The supervisor will ask how the staff member is coping, address any work-related stress, and remind them of support available (linking to the Wellbeing section of this policy).
  • Case discussions or scenario analysis: particularly for care staff, to facilitate learning from specific situations (maintaining confidentiality).
  • Training and development: review of the staff member’s Personal Development Plan. Check what training has been completed since last meeting, what is pending, and what new development needs or interests have arisen. This links supervision closely with the Training section above.
  • Goals and action planning: setting goals or tasks for the staff member (and/or supervisor) before the next meeting. This might include completing a certain training module, improving a particular skill, or undertaking a piece of work (like updating care plans) to develop competence.
  • Administrative points if needed: e.g. checking that the staff member’s registration (with Social Care Wales or other bodies) is up to date and if they need any support with renewal or meeting conditions of registration.
• Recording: Each supervision is documented on a standard Supervision Record Form. The record includes the date, duration, topics discussed, any agreed actions or outcomes, and is signed by both supervisor and supervisee (to confirm it is an accurate reflection). These records are kept confidentially in the staff file, but are accessible to the staff member and relevant management. They also serve as evidence to CIW or Social Care Wales that supervision is being conducted as required.
• Additional Supervision and Open Door Policy: Outside of formal scheduled supervisions, supervisors and managers maintain an “open door” policy. Staff are encouraged to seek advice or support whenever needed. Informal supervisions or brief check-in meetings may be conducted in between formal sessions, especially if any issues arise. For example, following a challenging incident, a debrief session with a manager would be provided rather than waiting for the next scheduled supervision. We aim to be responsive to staff needs in real-time.
• Group Supervision/Team Meetings: In addition to one-to-one supervision, we hold regular team meetings (for care staff, typically quarterly or more often). These serve as a form of group supervision where team-wide issues, general updates, and peer support can occur. Group sessions do not replace individual supervision but complement it. Topics such as lessons from feedback, policy updates, and best practice refreshers are often covered. Staff can share experiences and solutions, fostering a supportive team environment.

Appraisal: {{org_field_name}} conducts a formal performance appraisal for each staff member once a year (typically annually, e.g. around the work anniversary or a set month for all staff). The annual appraisal is a more comprehensive review of performance and development over the previous year and planning for the year ahead.

• Content of Appraisal: The appraisal meeting involves the staff member and their line manager (and sometimes a senior manager or the Registered Manager for care staff, if appropriate). We review the employee’s overall performance against their role requirements and objectives, celebrating successes and identifying any areas for improvement. Crucially, the appraisal provides feedback on the staff member’s performance and achievements over the year. It also is a forward-looking discussion to identify areas for training and development to support the staff member in their role and career aspirations. Together, we update the Personal Development Plan: setting new learning objectives, scheduling required training refreshers, and planning for any new responsibilities or career progression steps (for instance, if a care worker aims to become a senior carer or coordinator, we map out development needed).
• 360-Degree Input: When possible, appraisals may include input from others – for example, feedback from colleagues, or even structured feedback from service users or families (with consent). This gives a broader view of performance. Staff are also asked to self-reflect on their own strengths and challenges over the year.
• Documentation: The appraisal is documented on an Appraisal Form, capturing the discussion summary, key points of feedback, and agreed goals/training for the coming year. The employee and manager both sign the appraisal document. A copy is given to the employee for their own reference, and the original is kept on file.
• Outcome and Follow-up: The appraisal might result in specific outcomes such as:
  • An updated job objective or performance targets.
  • A plan to undertake a qualification (e.g. “complete QCF Level 3 by next year”) or specific training courses.
  • Consideration for promotion or role expansion (if applicable and if performance is strong).
  • If performance issues are noted, a supportive performance improvement plan (though minor issues are handled through normal supervision; serious performance issues may trigger the Performance Management or Disciplinary procedure, but those are outside this policy’s scope).
  • Noting the staff member’s career interests so the company can try to provide relevant opportunities (for example, if a care worker is interested in nursing in future, we might offer them more responsibilities in medication management to build experience).

Supervision and Appraisal for Different Staff Groups: All levels of staff receive supervision and appraisal:

• Care Support Workers: supervised by their team leaders or the Registered Manager, focusing on care practice.
• Office/Administrative Staff: supervised by the Registered Manager or a senior administrator, focusing on their administrative performance and development.
• Ancillary Staff (e.g. cleaners, maintenance): supervised by the Registered Manager or designated supervisor, focusing on their job performance and any training like COSHH or safety updates.
• Supervision of Supervisors: Those who supervise others (like senior care workers or coordinators) also receive supervision, often from the Registered Manager or RI, that covers both their own work and their effectiveness as supervisors.
• Responsible Individual (RI): The RI, who is accountable for service quality, also engages in professional development and can have appraisals via the provider’s governance structure (e.g. by the board or owner). While the RI may not have a “supervisor” in the traditional sense, they routinely review their practice and knowledge, attend relevant training (like RI workshops by CIW or SCW), and ensure they remain fit for their role.

Clinical Supervision: If we employ registered professionals (e.g. a nurse or social worker in a supervisory role), we ensure they have access to clinical or professional supervision in addition to managerial supervision. For example, a registered nurse on staff would be supported to receive clinical supervision (which might be via an external mentor or peer group) in line with their professional requirements. This helps them reflect on clinical practice and maintain professional standards.

Regular supervision and annual appraisals are essential to ensure each staff member is supported, guided, and motivated. These processes help maintain accountability while also demonstrating our genuine commitment to each employee’s development and well-being.

Wellbeing and Support

At {{org_field_name}}, we recognize that supporting our staff’s wellbeing is integral to their performance and development. Caring for others can be a demanding job, and we are committed to fostering a positive, healthy work environment where employees feel valued, safe, and supported both professionally and personally.

Work Environment: We strive to maintain a workplace culture that is open, inclusive, and supportive. Managers promote a positive team spirit and lead by example in treating everyone with respect. Bullying, harassment, or any form of discrimination are not tolerated (see our Equality and Diversity policies). We encourage teamwork and mutual support among staff – colleagues are urged to help one another and share knowledge rather than working in isolation.

Emotional Support: Employees are encouraged to speak up if they are experiencing work-related stress or any difficulties. We operate an open-door policy, meaning staff can approach their line managers, the Registered Manager, or the Responsible Individual to discuss any concerns at any time. These conversations are taken seriously and confidentially. For example, if a care worker feels overwhelmed by certain client situations (such as end-of-life cases or challenging behavior), management will provide a listening ear and practical support (such as adjusting their workload, offering additional training or debriefing sessions).

We also provide debriefs and counseling support after particularly challenging incidents. If a staff member is involved in a distressing event (for instance, a medical emergency or a safeguarding incident), we ensure they have time to talk it through with a manager or a trained peer supporter. In some cases, we may refer staff to external counseling or support services. While {{org_field_name}} may not be large enough to have an in-house Employee Assistance Programme, we do maintain information on local support resources (e.g. wellbeing helplines, stress management workshops, or charities that support care workers). Staff will be signposted to professional help if needed, and any critical incident will be managed with attention to staff emotional health as well as service user care.

Work-Life Balance: We try to organize work schedules in a way that promotes a healthy balance. This includes:

• Giving staff adequate rest periods between shifts as per working time regulations.
• Being open to flexible working requests where feasible (for example, adjusting hours for those with childcare needs or offering part-time roles).
• Ensuring that employees take their entitled annual leave. Managers monitor annual leave uptake to prevent burnout. We encourage staff to use their holidays to rest and re-energize.
• Limiting excessive overtime. If a staff member has been covering many extra shifts, we will intervene to redistribute workload or bring in additional staff (including relief or agency workers) to protect everyone’s wellbeing.

Health and Safety: Protecting staff’s physical wellbeing is also paramount. We maintain safe working conditions and comply with health and safety laws. Regular risk assessments are conducted for work activities (including lone working risk assessments for domiciliary care staff going into the community). Staff are provided with any necessary personal protective equipment (PPE) and training on safe practices (e.g. safe driving guidelines if they use vehicles for work, infection control to protect against illnesses, etc.). If a staff member is pregnant or has a health condition, we adapt their duties as needed to ensure their safety at work.

Wellbeing Initiatives: We aim to actively promote wellbeing:

• We encourage open discussion of mental health to remove stigma. Management might occasionally have informal “how are you doing” check-ins aside from formal supervision.
• Team-building activities or social events (when possible) are organized to strengthen peer support and reduce stress.
• We acknowledge and reward good performance (even if just verbally or with an employee of the month recognition) which boosts morale.
• During difficult times (for instance, a pandemic or an unusually busy period), the management will acknowledge the pressure on staff and look for ways to alleviate it – such as providing free refreshments, additional breaks, or tokens of appreciation.
• We provide information to staff about healthy lifestyle choices and self-care, as part of induction or ongoing newsletters (e.g. tips on managing stress, importance of sleep, etc.).

Support During Personal Difficulties: If an employee experiences personal issues (e.g. bereavement, illness, financial hardship), we encourage them to inform management in confidence. Where possible, we try to accommodate their needs – for example, compassionate leave, a temporary reduction in hours, or referral to support organizations. The policy and company approach is one of compassion and flexibility, within the limits of maintaining service delivery.

Return to Work Support: After any extended absence (such as sick leave or maternity leave), we provide a reintegration support. A return-to-work meeting is held to discuss any adjustments needed, and we may offer a refresher training or a lighter workload initially to help the employee get back up to speed comfortably.

By nurturing staff wellbeing, we not only care for our employees as individuals but also ensure they can perform their roles effectively. A well-supported worker is better able to support service users. Therefore, wellbeing is seen as a shared responsibility – employees are encouraged to take care of themselves and each other, and {{org_field_name}} commits to providing a work environment that facilitates this.

Equality, Diversity, and Inclusion in Workforce Development

{{org_field_name}} is committed to equality, diversity, and inclusion (EDI) in all aspects of employment, including training and development. We believe that a diverse and inclusive workforce is stronger and that every staff member should have equal opportunity to grow and succeed. This section outlines how we ensure fairness and embrace diversity in our staff support and development practices.

Equal Access to Training and Promotion: All employees, regardless of their background or protected characteristics (such as age, sex, race, disability, religion, sexual orientation, gender identity, etc.), have equal access to training and development opportunities. Decisions about who receives training, who is promoted, or who is assigned certain duties are made based on role requirements and merit – not on personal characteristics unrelated to the job. We actively monitor training records to ensure that no staff members are being overlooked for development. If any discrepancies are found (for example, if part-time staff or those on night shifts have less access to training), we take corrective action, such as scheduling extra sessions at times accessible to all.

Non-Discriminatory Practice: Our induction and ongoing training include content on anti-discriminatory practice and cultural competence. Staff are trained to treat colleagues and service users with respect and to recognize and challenge discrimination. Within the staff team, we encourage an environment where everyone’s contributions are valued. Harassment or bullying related to any personal attribute is addressed swiftly via our disciplinary procedures. Managers receive training on inclusive leadership, so they are aware of unconscious bias and can support all team members fairly.

Reasonable Adjustments: We provide reasonable adjustments in training and work processes to accommodate staff who have disabilities or specific learning needs. For example:

• If a staff member has a learning difficulty (like dyslexia), we will adapt training materials (provide audio recordings or coloured overlays for text, etc.) and be mindful of their needs during written exams or e-learning.
• If someone has a physical disability, we ensure training venues are accessible (wheelchair access, hearing loops, etc.), and adjust any physical training (like manual handling techniques) to suit their abilities or provide alternate roles in certain tasks if needed.
• For staff whose first language is not English or who use sign language, we attempt to provide key information in a way they understand – this could include translation of critical documents, use of simple English, or occasional interpretation support. In Wales, we also acknowledge the needs of Welsh speakers: while our primary business language is English, we accommodate Welsh language in communication per staff preference and make key documents available in Welsh where reasonably practicable.

Welsh Language and Cultural Inclusion: As part of our commitment to the Welsh context, we encourage Welsh speakers on our staff to use the language in the workplace and with service users who prefer Welsh. We comply with the Welsh Government’s “Active Offer” initiative, meaning we don’t wait for someone to ask for services in Welsh – we strive to offer them proactively. For staff development:

• We may offer or arrange Welsh language training or resources for staff who wish to learn or improve their Welsh, particularly if it will help in their role.
• Training about culturally appropriate care is provided so staff can sensitively meet the cultural, religious, or linguistic needs of individuals we support. This also helps staff from diverse backgrounds feel respected and understood.
• We celebrate diversity in the workforce by acknowledging various cultural events or festivals (for instance, encouraging staff to share celebrations like Diwali, Eid, or Pride, which fosters mutual understanding within the team).

Inclusive Leadership and Representation: The management at {{org_field_name}} aims to lead in an inclusive manner. We seek input from staff when planning training – for example, asking if there are any specific topics they feel they need more support with, or if the timing/format of training suits everyone. When updating policies, we might involve staff representatives or get feedback to ensure policies work for all. We also are conscious of representation: where possible, we highlight role models and ensure positive images of diversity (e.g. using training videos that reflect a diverse care workforce).

Monitoring and Accountability: We keep records and monitor our employment practices for fairness. This can include analyzing training completion by different staff demographics, and ensuring no pattern of exclusion. The Responsible Individual and management review EDI matters periodically, and any findings lead to actions (this might be formalized through our Equality and Diversity Policy and annual reports). Staff are encouraged to raise any concerns regarding inequality or exclusion – such concerns will be taken seriously and addressed without victimization.

By embedding EDI into our staff support and development, we create a workforce where everyone feels valued and empowered to develop. This not only benefits our staff but also improves the quality of care we provide, as a diverse workforce can better understand and meet the varied needs of our clients.

Roles and Responsibilities

Ensuring effective staff support and development is a shared responsibility across the organisation. This section clarifies the expectations for different roles: individual staff members, managers (including the Registered Manager), and the Responsible Individual (nominated individual).

Responsibilities of All Staff

Every employee at {{org_field_name}} has a responsibility to engage with and benefit from the support and development opportunities provided. Key expectations of all staff include:

• Active Participation: Staff must take an active role in their own development. This means attending all required training sessions (induction, refresher courses, etc.), coming prepared for supervision and appraisal meetings, and completing any learning activities or workbooks assigned. If a staff member is unable to attend scheduled training (due to illness or emergency), they must inform their manager in advance and arrange to catch up on that training at the earliest opportunity.
• Professional Conduct and Improvement: Staff are expected to uphold the Social Care Wales Code of Professional Practice at all times, which includes maintaining and improving their knowledge and skills. Employees should apply what they learn in training to their daily work, striving to provide high-quality care and support. They should also follow all organisational policies and procedures learned in training (for example, if trained in the medication policy, they must implement that correctly in practice).
• Reflection and Learning: We encourage staff to be reflective practitioners. They should take time to think about their experiences and be honest about any difficulties or mistakes. In supervision, they should be open about challenges or training needs. Staff are also encouraged to keep a record of their own CPD – noting courses attended or situations that taught them something – which can be used in appraisals or registration renewals.
• Seeking Guidance: If an employee feels uncertain about a task or believes they need more training in a particular area, they have a responsibility to speak up and seek guidance. This could be asking a colleague or supervisor for help, requesting additional training, or using resources provided (manuals, online tools) to find information. We promote a culture where asking questions is welcomed as a sign of proactiveness, not a weakness.
• Compliance with Registration and Qualifications: For staff who are required to be registered (e.g. domiciliary care workers with Social Care Wales, nurses with NMC), it is the staff member’s responsibility to maintain their registration in good standing. However, the organisation supports them in this (see managers’ responsibilities below). Staff must ensure they complete any registration renewal applications on time, pay their registration fees (the organisation may assist financially in some cases), and meet any conditions (like completing a qualification within a certain timeframe). If a staff member is undertaking a required qualification (like QCF Level 2 for care), they should commit to the study and complete assignments on schedule, taking advantage of the support offered.
• Contributing to Others’ Development: Experienced staff have a responsibility to support the learning of newer or less experienced colleagues. This aligns with the professional Code which encourages workers to contribute to the development of others. In practical terms, this could mean serving as a “buddy” during induction, sharing knowledge and tips in team meetings, or demonstrating procedures correctly to a colleague. A positive learning culture depends on employees not only focusing on their own development but also helping each other.
• Feedback and Improvement: Staff should feel responsible for providing constructive feedback to the organisation on training and support. If a training session was hard to understand or a policy is unclear, we want staff to let us know so we can improve it. Similarly, if they have ideas for better ways to support development (like a useful course or resource they found), they should share these ideas. All employees play a part in continuous improvement of our support systems.

In summary, each staff member should take ownership of their growth, adhere to professional standards, and actively collaborate with the organisation’s efforts to build a skilled team.

Responsibilities of Managers and Supervisors (Including the Registered Manager)

Managers and supervisors (this includes team leaders, the Registered Manager ({{org_field_registered_manager_name}}), and any staff with delegated supervisory duties) carry significant responsibility for implementing this policy day-to-day. Their key responsibilities include:

• Providing Induction and Training: Managers ensure that every new starter receives a proper induction as outlined in this policy. This involves scheduling induction sessions, assigning a buddy/mentor, and reviewing the new starter’s progress. They also coordinate ongoing training for their team: e.g., making sure staff are booked onto mandatory courses, reminding staff of upcoming refreshers, and sourcing specialist training when needed. If using external trainers, managers liaise to organize convenient training times. Essentially, managers must verify that staff receive the core and role-specific training they need, and that they complete it within expected timeframes.
• Supervision and Appraisal: Line managers conduct regular supervisions and annual appraisals with their staff as described in this policy. They prepare for these meetings (reviewing performance, gathering feedback) and use the time to support and guide the staff member. Managers should be skilled in giving constructive feedback and in listening to the staff member’s perspective. They must document these discussions and follow up on any actions (for example, if during supervision a training need is identified, the manager should arrange that training). The Registered Manager holds overall responsibility to ensure that the supervision/appraisal schedule is maintained – they might maintain a supervision log or calendar to track that every staff member has sessions at the required frequency.
• Mentoring and Coaching: Good managers don’t just supervise, they also mentor their staff. This means being approachable for questions, demonstrating best practices, and encouraging staff to learn. A supervisor might do spot checks or observations of practice (for instance, observe a care worker doing a call, with the individual’s consent, to give feedback). If staff struggle with something, managers should provide or arrange coaching (e.g. one-on-one teaching of a skill). The Code of Professional Practice for Social Care (for employers/managers) expects managers to guide, support and motivate staff to meet their responsibilities. Managers at {{org_field_name}} take that seriously and aim to be positive role models.
• Assessing Competence: Managers are responsible for verifying that training translates into competent practice. It’s not enough that a care worker attended medication training; their line manager should observe them administering medicines to ensure they follow procedures correctly. Where competence is not yet sufficient, the staff member is not allowed to perform the task unsupervised. Managers maintain a system of workplace assessments, especially for critical tasks (e.g. manual handling technique checks, or spot audits of record-keeping quality). This helps identify if additional support or re-training is required.
• Supporting Wellbeing: As part of staff support, managers must also be attentive to their team’s wellbeing (linking with the Wellbeing section). They should watch for signs of stress or burnout, encourage work-life balance, and foster a supportive atmosphere. If a staff member shows signs of struggling, the manager should intervene early – have a private chat, adjust duties if possible, or suggest professional support. The Registered Manager should ensure fairness in rotas and that staff are not overburdened. Essentially, managers have a duty of care towards their staff.
• Promoting EDI: Managers lead on implementing equality and diversity in development. They must ensure no staff member is being discriminated against or left out regarding opportunities. They handle any requests for reasonable adjustments in training or work. If a staff member from a minority background raises a concern, managers address it sensitively and effectively. The Registered Manager monitors that our policy of equal opportunity is being carried out in practice.
• Communication and Information: Managers ensure that staff are kept informed about any changes that affect their work or development. For example, if there is a new policy or a change in regulation, managers will communicate this to their teams and arrange any necessary briefing or training (Regulation 38 requires that staff be informed of changes and have access to codes of practice). Managers also must make sure that staff have access to relevant professional guidance and codes – e.g., having a copy of the Social Care Wales Code available, or distributing key guidance documents. They should actively promote the standards expected, integrating them into team discussions.
• Record-Keeping: Managers maintain up-to-date records of each staff member’s training and supervision (often in collaboration with administrative support). This might be a training matrix or individual training logs. The Registered Manager often holds a central training database. These records are important for internal monitoring and for demonstrating compliance to CIW. Managers must ensure that when staff complete training, the records are updated, and that certificates are filed. Similarly, they ensure supervision notes and appraisal forms are filed correctly. If CIW or commissioners request evidence of staff training, managers should be able to produce it readily.
• Resource Allocation: While the Responsible Individual typically controls the budget, managers have a role in allocating resources for staff development. This can include proposing the training budget needs, scheduling work so that staff can attend training (like arranging cover), and perhaps sourcing free or low-cost training opportunities (e.g. via local authority programs). The Registered Manager in particular acts as the link between staff needs and the organisation’s resources – if more training is needed than budgeted, the RM will advocate for additional resources with the RI.
• Identifying Future Needs: Managers contribute to the annual training needs analysis by providing insight into their team’s capabilities and upcoming service changes. They might notice trends (like an increase in clients with a certain condition) and report that more specialised training is required. They also keep succession planning in mind: for instance, if a senior staff might retire or leave, the manager should be preparing other staff to step up by developing their skills in advance.
• Compliance and Improvement: If at any point a manager finds that some aspect of staff development is not up to standard (e.g. a lapse in training renewals or supervisions falling behind schedule), they must take prompt action to address it. They should also inform the Registered Manager or RI of significant issues. Managers are expected to continuously seek ways to improve how we support staff – they might suggest updates to this policy, new training methods, or improved scheduling to better support their team.

In summary, managers and supervisors are the enablers of this policy – they provide guidance, ensure opportunities are given, and create an environment where staff can flourish. The Registered Manager, {{org_field_registered_manager_name}}, has overall operational responsibility for staff development, ensuring that all these managerial duties are carried out consistently.

Responsibilities of the Responsible Individual (RI)

The Responsible Individual (RI) (sometimes referred to as the nominated individual for CIW purposes) holds strategic oversight and accountability for the service’s compliance with regulations, including those related to staffing. The RI’s responsibilities in the context of staff support and development include:

• Policy Implementation and Compliance: The RI must ensure that a suitable Staff Support and Development Policy is not only in place (as required by Regulation 36) but also that it is effectively implemented. They are accountable to CIW for the service’s performance. This means the RI should regularly check that managers are carrying out the induction, training, supervision, etc., and that the service remains compliant with all elements of Reg 36. The RI should be familiar with the content of this policy and promote its importance.
• Providing Resources and Support: It is the RI’s role to ensure that adequate resources (financial, human, time) are allocated for staff training and development. The RI approves training budgets and investments in workforce development. They should ensure that the service provider (company/owners) prioritizes funding for mandatory training, certifications, and any necessary staff support programs. If, for instance, new regulatory training requirements arise, the RI must facilitate the resources to meet them. They also ensure staffing levels are sufficient so that employees can be released for training without compromising service delivery – careinspectorate.wales.
• Strategic Workforce Planning: The RI looks at the “big picture” of workforce development. They consider current and future service needs based on the Statement of Purpose and strategic direction of the organisation. The RI spearheads or approves the annual training needs analysis and workforce development plan. If the service is expanding or changing client groups, the RI plans for recruitment of appropriately skilled staff or upskilling of the existing workforce. They set expectations, for example, that all care staff should achieve a certain qualification by a deadline, and monitor progress toward such goals.
• Monitoring and Quality Assurance: In line with the regulations, the RI undertakes regular quality assurance visits and reports (Regulation 73 in RISCA requires RIs to visit the service and meet with staff). During RI visits or reviews, a key area is to talk to staff about whether they feel supported and to examine records of training and supervision. The RI might sample a few staff files to verify that supervisions are happening quarterly, or check the training matrix to see if anyone is overdue on mandatory training. They may also solicit staff views on the quality of training and supervision they receive. This information is used in the RI’s quarterly reports and the six-monthly quality of care review report that the RI must produce. Any shortcomings identified (e.g. staff saying they haven’t had an appraisal, or records showing expired training) must be addressed by the RI in action plans.
• Encouraging a Learning Culture: The RI, being in a senior leadership position, sets the tone for organisational culture. By championing staff development, the RI ensures that the value of learning is embedded at all levels. For example, the RI may establish recognition programs (like congratulating staff who achieve qualifications at staff meetings or newsletters), and ensure that achievements are acknowledged by upper management. The RI should also ensure that the Code of Practice for Employers of Social Care is being followed at the organisational level – for instance, by having fair HR policies, support systems for staff, and mechanisms for staff to voice concerns (whistleblowing policies, etc. even though that’s separate, it complements support).
• Policy Review and Updates: The RI is responsible for ensuring that this policy (and related workforce policies) remain current and effective. At least annually, and whenever there are changes in legislation or guidance, the RI should trigger a policy review. They may delegate the drafting to the Registered Manager or a policy lead, but the RI will approve the final policy. If CIW or Social Care Wales issues new guidance (say, a new training requirement or an updated Code), the RI makes sure those changes are incorporated into our policies and practices promptly.
• Responding to Inspections or Audits: If CIW inspection feedback or any audit points out issues related to staff development (for example, an inspector notes that some staff lacked training in a certain area), the RI will take that feedback seriously and ensure an action plan is implemented swiftly. The RI is the primary point of accountability to CIW, so they will communicate what improvements are being made and oversee their completion.
• Supporting Management: The RI also supports the Registered Manager and other managers in fulfilling their responsibilities. This might involve providing mentorship to the Registered Manager, ensuring they themselves receive training (for example, the RI might ensure the manager goes on management training courses or network meetings). The RI does not micromanage but is there as a higher-level support – for instance, if the Registered Manager identifies a need for an expensive training resource, the RI would consider and approve it if justified.

In summary, the Responsible Individual ensures that the structures, resources, and oversight needed for effective staff development are in place. They hold the organisation accountable to high standards and act as the link between the frontline and the governing body/ownership in matters of workforce development. The RI for {{org_field_name}} is {{org_field_responsible_individual_name}}, who will sign off this policy and ensure its enforcement.

Record Keeping and Evidence of Training

Accurate record-keeping is essential to monitor staff development and to provide evidence of compliance with regulatory requirements. {{org_field_name}} maintains comprehensive records regarding each employee’s recruitment, training, supervision, and qualifications. These records enable us to track progress, plan future training, and demonstrate to inspectors or auditors that we are meeting our obligations.

Training Records: For every staff member, we maintain an individual training log or matrix entry that lists:

• All training courses and learning modules completed (with dates of completion).
• Certificates achieved (copies of certificates are kept on file, either in physical form or scanned into our electronic system).
• Expiry or renewal dates for time-limited training (e.g. first aid certificate expiry).
• Upcoming planned training (for example, if someone is booked onto a course next month or needs to complete a qualification by a certain date).

The Registered Manager (or a designated training coordinator) keeps an overall training matrix for the service, which allows easy identification of who has completed which mandatory training and who is due for updates. This matrix is typically reviewed monthly to prompt any needed refresher bookings. According to statutory guidance, service providers must maintain a written record of all training completed or planned for staff – our training matrix and individual logs fulfill this requirement.

Supervision and Appraisal Records: Every formal supervision session has a corresponding supervision record (sometimes called a supervision note or form), signed by both parties. These records are stored in the staff member’s confidential HR file. They typically include date, length of meeting, key discussion points, and agreed actions. Similarly, annual appraisal records, including the completed appraisal form and development plan, are kept on file. We also record the date an appraisal was held (or if deferred, the reason and new date). These documents not only evidence compliance with our policy (e.g. that quarterly supervision took place) but also serve as reference for future meetings and decisions (like promotions or training requests).

Personal Development Plans (PDPs): Many of the above records feed into an individual’s PDP. The PDP document (which may be part of the appraisal form or separate) is updated to reflect completed training and new goals. Having this documented ensures continuity – if a new supervisor takes over managing someone, they can quickly get up to speed on that person’s development history.

Registration and Qualification Records: We securely store information about each staff member’s professional registration status (where applicable). For care workers, we record their Social Care Wales registration number, renewal date, and any conditions on their registration. We also note their current qualification status – e.g. “Level 2 in Health & Social Care – completed” or “Working towards Level 3, due by [date].” If a staff member is a registered nurse or social worker, we also keep a copy of their professional PIN and check its validity on the relevant register. The Registered Manager or admin performs periodic checks of professional registers to ensure no lapse (for SCW, we may use the online portal to verify registration status, and for NMC, the NMC Register). Supporting staff to maintain registration (Reg 36(3)) includes making sure these records are monitored.

Attendance and Evaluation Records: We keep track of attendance for in-house training sessions via sign-in sheets. For external courses, we require staff to provide proof of attendance or completion (certificate or email confirmation). Additionally, we may gather training evaluation feedback from staff – for example, after a training session, staff might fill a brief feedback form about its usefulness. These evaluation records help in quality assuring our training provision, though they may be kept separately from personnel files.

Data Protection and Confidentiality of Records: All staff development records are handled in line with data protection laws. Staff have the right to access their own records (and indeed we encourage transparency, sharing supervision notes with them). However, training/supervision records are management tools and remain the property of the organisation. They are kept confidential and only shared with those who have a legitimate need to know (e.g. a CIW inspector, or internal managers). Digital records, if used, are password-protected and backed up. Physical records are stored in locked cabinets. We retain training and supervision records for a suitable period as required by law and our retention policy – generally at least during the person’s employment and for some years after, in case of any future reference or investigation needs.

Evidence for Inspection: When CIW conducts inspections or when we apply for registration, these records serve as evidence that:

• All staff have received appropriate induction and training (we can show the matrix and some certificates) – careinspectorate.wales.
• Supervisions and appraisals are happening regularly (we can present a schedule or sample supervision files).
• Our workforce is suitably qualified and registered (we can provide a staff list with qualifications and registration IDs).

We are prepared to present such evidence upon request. In CIW’s registration application or inspection framework, having this documentation is crucial for demonstrating compliance with Regulation 36 and related standards.

Recording Informal Development: In addition to formal training, we sometimes log significant informal development activities – e.g., if a staff member spent a day shadowing in a different service for experience, we might note that in their file. This ensures the full picture of their development is recorded.

Monitoring and Audit of Records: The Registered Manager and RI periodically audit these records for completeness and accuracy. For instance, they may review a sample of staff files each quarter to ensure supervision records are up to date and signed, or double-check that our training matrix matches the certificates on file. If any discrepancies are found (like missing paperwork or an oversight where someone missed a training renewal), we correct them promptly. Accurate record keeping is not just bureaucracy – it directly supports planning (e.g. seeing at a glance what training is due) and protects both staff and service users by ensuring no training need is forgotten.

In summary, {{org_field_name}} maintains diligent records as part of being a transparent and accountable service provider. These records underpin our commitment to staff development and allow us to demonstrate that commitment to regulators, stakeholders, and the staff themselves.

Quality Assurance, Audit, and Continuous Improvement

Our approach to staff support and development is not static. Continuous improvement is central to how {{org_field_name}} operates. We regularly evaluate the effectiveness of this policy and the associated practices (induction, training, supervision, etc.), to ensure they are achieving the desired outcomes: a skilled, satisfied workforce and high-quality care provision. Below are the ways we assure quality and drive improvement:

Policy Review: This Staff Support and Development Policy will be reviewed at least annually, or sooner if there are significant changes in legislation, guidance, or the service’s needs. The next scheduled review date is {{org_field_policy_review_date}}. Reviews will involve checking compliance with current CIW and Social Care Wales requirements and considering feedback from managers and staff on how the policy is working. If any aspect of the policy is found lacking or unclear, we will update it. Changes will be approved by the Responsible Individual and communicated to all staff (with training or briefing on the updates if necessary). We keep a version history so we know what changes were made when.

Internal Audits: We conduct periodic internal audits of our staff support and development processes. For example:

• A training audit might check: Are all staff up-to-date on mandatory training? Is there evidence of competence checks after training? Have new staff completed induction in required time? We might use a simple RAG (Red-Amber-Green) rating on the training matrix to flag any gaps and then address them.
• A supervision audit might check: Has each staff member had supervisions at least quarterly? Are the supervision records properly completed? We might also gauge quality by spot-checking if action items from one supervision were followed up by the next.
• An appraisal audit annually to ensure all staff due an appraisal have received one, and that appraisal documentation includes development plans.
• The RI or a delegated senior might also audit compliance with specific Regulation 36 points using a checklist (for example: “Is there a policy in place? (yes); Are volunteers receiving induction? (evidence); Are staff aware of responsibilities? (perhaps verified by interviewing a few staff); etc.).

Findings from these audits are used to improve practices. If we discover, say, that some staff felt their supervision was not very useful, we’d provide additional training to supervisors on effective supervision skills.

Feedback Mechanisms: We actively seek feedback from our staff about our support and development program:

• Staff Surveys: We may run an annual staff survey that includes questions on whether staff feel supported, whether training is effective, and suggestions for improvement.
• Staff Meetings: We allocate time in some meetings to discuss training needs and get input. For example, after a batch of training sessions, we might ask, “What did you think of the new e-learning system? Any issues?”
• Exit Interviews: When staff leave the organisation, we ask them about their experience with training and support. If, for instance, someone says they felt a lack of development opportunities, we treat that as valuable feedback to address for current and future staff.

All feedback is considered by management. Positive feedback tells us what to continue; constructive criticism tells us what to change.

Incident Analysis: We link our development program with our incident management. If there’s an incident or complaint and we find it had a training-related cause (for example, a medication error by a staff member who was late getting a refresher training), we treat it very seriously. We would investigate why that training was missed and fix the gap (like improving our tracking system or retraining multiple staff if needed). We then monitor to ensure similar incidents don’t recur. Likewise, if an incident suggests staff were not following procedure, we might implement an urgent training update or a focused supervision topic for all staff to reinforce that procedure.

External Inputs: We stay abreast of external developments. If CIW, Social Care Wales, or the Welsh Government issue new guidance or if there are sector-wide learnings (for example, lessons from another provider’s failings published in an inspection report or practice reviews), we integrate those lessons. The Registered Manager and RI may attend local provider forums or training managers networks to share best practice and bring back new ideas. We also might invite external consultants or training professionals to review our training program and suggest improvements periodically.

Outcome Measurement: Ultimately, we measure success of staff development by looking at outcomes such as:

• Quality of care indicators (are service users safe, satisfied, achieving their outcomes?). While many factors influence this, staff competency and morale are key, so we correlate any changes in care outcomes with training interventions.
• Staff performance and retention (are we retaining staff longer due, perhaps, to better support? Do we see improved performance appraisals over time? Are internal promotions happening, showing people develop?).
• Compliance results (e.g. CIW inspection reports with positive comments on staff knowledge, or no breaches of Reg 36).
• Fewer incidents or errors attributable to staff knowledge gaps (like reductions in medication errors after introducing a new training module).

We also celebrate improvements – for instance, if our audit shows 100% compliance with supervision frequency or if more staff gained qualifications this year than last, we recognise this as a success.

Continuous Improvement Plan: We maintain a simple workforce development action plan as part of our service improvement plan. This might include goals like “implement a mentorship program for new staff by Q3” or “increase percentage of staff with Level 3 qualification to 50% by next year” or “introduce a new online training system by X date”. Progress is tracked in management meetings, and the Responsible Individual oversees that these improvements are moving forward.

Staff Involvement: As per statutory guidance, we even involve staff (and where practical, service users) in developing and reviewing policies and procedures. For this policy, that could mean when we review it annually, we might ask a couple of staff from different roles to read the draft and give input from their perspective. Their involvement ensures the policy is grounded in reality and staff feel ownership.

By rigorously assuring quality and embracing improvement, we ensure that our staff support and development practices remain effective, innovative, and aligned with the best in the sector. This in turn helps {{org_field_name}} deliver safe and excellent care, as our staff are our greatest asset.

Appendix 1: Training and Development Framework Overview

The following provides an overview of {{org_field_name}}’s training and development framework for all staff. It outlines key components and expectations. (This is a summary; detailed procedures and the full training matrix are maintained separately.)

• Induction: All new employees (including care workers, admin staff, ancillary staff, volunteers, and agency personnel) complete a structured induction. The induction covers our service’s values and Statement of Purpose, role expectations, essential policies (safeguarding, health and safety, etc.), and basic training required before unsupervised work. Care staff follow the All Wales Induction Framework (to be finished within 12 weeks) – cityandguilds.com. Induction includes shadowing experienced staff and a probationary review. By the end of induction, each staff member should understand their duties, who their supervisors are, and how to work in line with care standards and our policies.
• Mandatory/Core Training: We ensure all staff undertake core mandatory training relevant to their role within the initial months of employment and attend refresher training as required. Core training modules for care staff include (but are not limited to): safeguarding, manual handling, first aid, medication management, infection control, fire safety, health and safety, food hygiene, dementia awareness, Mental Capacity Act, and equality & diversity. Office/ancillary staff complete appropriate modules (e.g. data protection for office staff, COSHH for cleaning staff). These core subjects form the foundation for safe practice and are renewed at set intervals (e.g. annually or every 2-3 years, depending on topic and regulation).
• Specialist and Ongoing Training: Based on service user needs and staff roles, we provide additional specialist training. Examples include training in managing specific health conditions (stroke care, diabetes), positive behaviour support, end-of-life care, communication methods (sign language, Makaton), or use of specialized equipment. When a new need arises (new client group or technology), relevant training is incorporated. All staff are encouraged to expand their knowledge – we maintain a schedule of workshops, e-learning courses, and toolbox talks to continuously build skills. Staff and managers identify further training needs during supervisions/appraisals, and we update the training plan accordingly. We also conduct an annual training needs analysis to adjust our training offerings to emerging needs.
• Qualifications and Professional Development: We support staff in achieving and maintaining qualifications. All care workers are either qualified to at least QCF Level 2 (or working towards it) in Health and Social Care, in line with Social Care Wales registration requirements. We provide support such as study time, assessor visits, and funding assistance for those pursuing Level 2, 3, or higher care qualifications. If higher qualifications (Level 4/5 in management for senior staff, for instance) are needed for roles like supervisors or managers, we encourage and support those as well. Additionally, we facilitate staff in meeting any professional CPD requirements – e.g. providing opportunities for the required CPD hours for registered social care workers or nurses. Staff maintain CPD logs and we offer relevant activities (conferences, e-learning modules, etc.) to help fulfill these. We aim to create career pathways so that staff can progress (e.g. a care assistant can train to become a senior, then a care coordinator, etc.), with clear development milestones at each stage.
• Supervision and Appraisal: Regular supervision (one-to-one meetings at least quarterly) and annual appraisals are integral to our framework. These forums ensure continuous support and feedback. Each staff member has a named supervisor. Supervisions focus on reflective practice, addressing concerns, and updating personal development plans. Appraisals evaluate past performance and set objectives for the future, including identifying new training needs or aspirations. We ensure that every staff member receives this dedicated time for their development, and records are kept to track compliance and outcomes of these meetings.
• Wellbeing and Support Initiatives: Recognizing that development is most effective when staff are well, we incorporate wellbeing into our framework. This includes providing mentoring/buddy systems for new hires, stress management resources, fair scheduling practices, and an open-door policy for any personal or professional support needed. We periodically run wellbeing workshops or information sessions (for example, on resilience or work-life balance) as part of staff development days. A supported staff member is more likely to engage in learning and provide better care, so we monitor wellbeing indicators (like staff satisfaction survey results, sick leave rates) as part of our overall workforce development evaluation.
• Record-Keeping and Monitoring: We maintain a Training Matrix and individual training records to monitor completion and expiry of training. The Registered Manager (or designated training lead) reviews these records at least monthly to plan upcoming training sessions and ensure compliance. A supervision/appraisal schedule is also tracked to guarantee that every staff member receives timely support. The Responsible Individual and management review training and supervision reports regularly, ensuring that our staff development framework remains effective and meets regulatory standards.
• Continuous Improvement: The framework is subject to ongoing evaluation. We gather feedback from staff on training quality and relevance, audit our supervision files, and stay updated with CIW and Social Care Wales guidance to improve our practices. Any lessons learned (internal or sector-wide) are fed back into updating training content or frequency. We also celebrate achievements – such as qualification completions or exemplary practice – which reinforces a positive learning culture.

This overview serves as a guide to how {{org_field_name}} structures staff support and development. It ensures that from day one and throughout their career with us, staff are given the knowledge, skills, and encouragement to excel in their roles, in full compliance with Welsh regulatory requirements and the high standards we set for our service.

Sources: This policy is informed by the Regulated Services (Service Providers and Responsible Individuals) (Wales) Regulations 2017, including Regulation 36 on supporting and developing staff, the accompanying statutory guidance issued under the Regulation and Inspection of Social Care (Wales) Act 2016, the Social Care Wales Codes of Practice for social care workers and employers, and other relevant Welsh Government policies on staff competence and development. This ensures our approach not only meets legal requirements but reflects best practice in social care workforce development.

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Responsible Person: {{org_field_registered_manager_first_name}} {{org_field_registered_manager_last_name}}
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