{{org_field_logo}}

{{org_field_name}}

Registration Number: {{org_field_registration_no}}

---

Professional Development Policy

1. Purpose

The purpose of this policy is to ensure that {{org_field_name}} provides structured, high-quality professional development and training opportunities to all employees, enabling them to deliver outstanding, person-centred care in compliance with CQC regulations.

This policy ensures:

• All staff receive continuous learning and career progression opportunities.
• Employees meet the competency and regulatory requirements for their roles.
• The care home maintains a skilled, knowledgeable, and confident workforce.
• Training is aligned with CQC Fundamental Standards and best practice guidelines.
• Workforce development supports staff retention, motivation, and career progression.

2. Scope

This policy applies to:

• All employees, including full-time, part-time, agency, and volunteer workers.
• Line managers and senior staff, responsible for overseeing development plans.
• HR and Training Coordinators, ensuring compliance with training requirements.
• External training providers and professional bodies supporting staff development.

3. Legal and Regulatory Compliance

This policy is implemented in accordance with the legal and regulatory requirements applicable to CQC-registered adult social care services in England.

Health and Social Care Act 2008 and the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014

The service will comply with the Health and Social Care Act 2008 and the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, including, where relevant to staff learning, development and competence:

• Regulation 9 – Person-centred care: staff must have the knowledge, skills and competence necessary to provide care and treatment that is appropriate, meets people’s needs and reflects their preferences.
• Regulation 10 – Dignity and respect: staff must be appropriately supported and competent to deliver care in a manner that respects people’s dignity, privacy, autonomy, equality and individual needs.
• Regulation 12 – Safe care and treatment: staff involved in providing care and treatment must have the qualifications, competence, skills and experience necessary to provide that care safely. Training and competency assessment must reflect the risks associated with the person’s role and the care and treatment being provided.
• Regulation 13 – Safeguarding service users from abuse and improper treatment: staff must understand their safeguarding responsibilities and must receive appropriate training, support and supervision to recognise, prevent and respond to abuse, neglect, improper treatment and unlawful or inappropriate restraint.
• Regulation 17 – Good governance: the service must operate effective systems and processes to assess, monitor and improve the quality and safety of the service. This includes maintaining accurate and appropriate records concerning staff training, qualifications, competence, supervision and professional development and using this information to identify and address gaps.
• Regulation 18 – Staffing: persons employed in the provision of a regulated activity must receive the support, training, professional development, supervision and appraisal necessary to enable them to carry out the duties they are employed to perform. Where appropriate, employees must be enabled to obtain further qualifications relevant to their work. Staff who are registered health, social care or other regulated professionals must be supported, where applicable, to demonstrate that they continue to meet the standards required by their professional regulator.
• Regulation 19 – Fit and proper persons employed: staff deployed in the service must have the qualifications, competence, skills and experience necessary for the work they are required to perform. Recruitment, induction, training, supervision and competency processes must support continued compliance with this requirement.

Statutory Learning Disability and Autism Training

In accordance with section 181 of the Health and Care Act 2022, which amended section 20 of the Health and Social Care Act 2008, the service must ensure that persons working for the purpose of the regulated activities receive training on learning disability and autism that is appropriate to their role.

The service will have regard to the Oliver McGowan Code of Practice on Statutory Learning Disability and Autism Training, which became final on 6 September 2025. The Code sets standards concerning the content and delivery of learning disability and autism training and must be taken into account when determining how the statutory training requirement is met.

The service will:

• assess the level of learning disability and autism training required for relevant staff according to their role and responsibilities;
• ensure that the training includes appropriate knowledge and skills for interacting with and supporting autistic people and people with a learning disability;
• ensure that training arrangements meet the applicable standards set out in the Oliver McGowan Code of Practice;
• maintain records of training-needs assessments, training plans, training booked and training completed;
• provide appropriate supervision so that staff demonstrate and maintain competence in understanding and responding to the needs of autistic people and people with a learning disability; and
• where a decision is made that a particular person does not require specific training, maintain a clear documented rationale demonstrating how that decision was reached and how the statutory requirement continues to be met.

The legislation does not require the service to use a particular named training package. The Oliver McGowan Mandatory Training on Learning Disability and Autism is the Government’s preferred and recommended programme, but the service may use alternative training only where it can demonstrate that the applicable statutory requirement and standards in the Code of Practice are met.

Other Relevant Legislation and Standards

The service will also have regard to, and comply with, other legislation relevant to staff learning and development, including:

• Care Act 2014, including responsibilities relevant to adult safeguarding and wellbeing.
• Equality Act 2010, including the duty to avoid unlawful discrimination and to make reasonable adjustments for disabled employees where required.
• Health and Safety at Work etc. Act 1974 and associated regulations, including requirements to provide information, instruction, training and supervision necessary to protect health and safety.
• Regulatory Reform (Fire Safety) Order 2005, including requirements for appropriate fire safety instruction and training.
• Mental Capacity Act 2005, where staff duties involve supporting people who may lack capacity to make particular decisions.
• UK General Data Protection Regulation and Data Protection Act 2018, in relation to the lawful, secure and confidential handling of staff training, supervision, appraisal and professional development records.

Care Certificate Standards

The Care Certificate standards are a nationally recognised induction and development framework for health and adult social care workers but are not, in themselves, a statutory qualification or universal legal requirement.

Where the Care Certificate is used as part of induction or staff development, the service will use the current 2025 Care Certificate standards, consisting of 16 standards, and will ensure that knowledge is supported by appropriate practical assessment and evidence of competence where required.

4. Professional Development Structure

4.1. Induction Training for New Employees

All new employees will complete an induction programme appropriate to their role, experience, responsibilities and the needs of people using the service.

The induction programme must prepare each employee to carry out their duties safely, effectively and in accordance with the service’s policies, procedures and CQC regulatory requirements.

Before employees undertake duties without appropriate supervision, the service will assess whether they have the required knowledge, skills and competence for those duties. Where competence has not yet been demonstrated, appropriate supervision must remain in place.

Induction will include, where relevant to the person’s role:

• the service’s values, policies, procedures and expected standards of conduct;
• person-centred care;
• dignity, privacy, equality, diversity, inclusion and human rights;
• communication and accessible communication;
• safeguarding adults and, where relevant to the role or service, safeguarding children;
• health and safety;
• fire safety and emergency procedures;
• infection prevention and control;
• safe moving and handling;
• medicines management where the employee has medicines-related responsibilities;
• the Mental Capacity Act 2005 and deprivation of liberty requirements where relevant to the person’s duties;
• information governance, confidentiality and data protection;
• basic life support or first aid requirements appropriate to the person’s role;
• learning disability and autism training appropriate to the person’s role in accordance with the statutory requirement and the Oliver McGowan Code of Practice; and
• any other knowledge or competency required to meet the assessed needs of people using the service.

Training and competency requirements must be determined according to the individual’s duties and must not be based solely on completion of an e-learning module or attendance at a training course where practical competence is required.

For employees who are new to health or adult social care, the service will use the current 2025 Care Certificate standards, where appropriate, as a framework to support induction, learning and assessment.

The Care Certificate must not be treated as a substitute for role-specific induction, mandatory learning, competency assessment, professional requirements or any additional training required to meet the individual needs of people using the service.

Where a new employee has previously completed relevant training or qualifications, the manager will assess the evidence provided, its currency, its relevance to the new role and the employee’s competence before determining whether any part of the induction may be recognised as prior learning.

A record of induction, training, assessment and demonstrated competence will be maintained in accordance with the service’s record-keeping requirements.

4.2. Mandatory and Statutory Training Compliance

The service will identify the statutory, mandatory and role-specific training required for each employee according to:

• applicable legislation and regulations;
• CQC requirements and statutory guidance;
• the person’s role and responsibilities;
• the activities the person is authorised to undertake;
• the assessed needs, risks and circumstances of people using the service;
• the individual’s qualifications, experience and demonstrated competence;
• professional regulatory requirements where applicable;
• findings from incidents, complaints, safeguarding concerns, audits and other quality monitoring;
• changes in legislation, guidance, equipment, medicines, procedures or recognised practice; and
• any additional training identified through supervision, appraisal, competency assessment or performance management.

Training requirements may include, according to the employee’s role:

• adult safeguarding;
• safeguarding children where applicable to the service or role;
• health and safety;
• fire safety and emergency procedures;
• moving and handling;
• infection prevention and control;
• first aid, basic life support or emergency response appropriate to the role;
• medicines management for staff whose duties include medicines;
• Mental Capacity Act 2005 and deprivation of liberty requirements;
• food safety where the employee’s duties require it;
• information governance and data protection;
• equality, diversity, inclusion and human rights;
• any clinical or care-specific competency necessary to meet people’s assessed needs; and
• learning disability and autism training appropriate to the employee’s role.

The service will not apply a blanket annual refresher requirement to all subjects unless an annual interval is required by applicable legislation, authoritative guidance, professional requirements, the training provider’s competency framework or the service’s documented risk assessment.

Refresher and repeat training intervals will instead be determined according to legal requirements, recognised guidance, risk, the person’s role, the needs of people using the service and evidence that competence is being maintained.

Regardless of the normal refresher interval, training or reassessment will be brought forward where there is evidence that competence has deteriorated or where this is necessary following:

• a change in duties or responsibilities;
• a change in a person’s needs;
• an incident, accident or near miss;
• a safeguarding concern;
• a medicines error;
• a complaint or investigation;
• introduction of new equipment or procedures;
• a change in legislation or recognised guidance; or
• an identified learning, supervision or competency need.

Learning Disability and Autism Training

All persons within the scope of the statutory requirement must receive learning disability and autism training appropriate to their role.

The service will assess the training level required and ensure that the training meets the applicable standards set out in the Oliver McGowan Code of Practice on Statutory Learning Disability and Autism Training.

Completion of generic equality, dementia, mental health or disability-awareness training must not be treated as automatically satisfying the statutory learning disability and autism training requirement.

Managers must ensure that staff receive appropriate supervision and that they demonstrate and maintain competence in understanding and responding appropriately to the needs of autistic people and people with a learning disability.

Competency and Compliance

Completion or attendance alone will not be regarded as sufficient evidence of competence where the activity requires practical skills or judgement.

Where appropriate to the role, competence will be assessed through methods such as:

• direct observation;
• practical assessment;
• questioning or discussion;
• supervised practice;
• review of practice and records;
• simulation;
• reflective learning; and
• competency sign-off by a suitably qualified or competent assessor.

Staff must not undertake tasks for which they have not been trained, assessed as competent or appropriately supervised.

Managers will monitor training and competency requirements and take timely action where training is overdue, incomplete or where competence has not been demonstrated. Appropriate action may include additional supervision, removal or restriction of particular duties, retraining, reassessment or other management action necessary to protect people from avoidable harm.

4.3. Specialist Training for Advanced Care Roles

Staff involved in specialist care areas receive additional training, including:

• Dementia care and person-centred approaches.
• End-of-life care (palliative and bereavement training).
• Mental health awareness and suicide prevention.
• Catheter and stoma care.
• Diabetes management and nutritional care.

This ensures that staff develop advanced competencies and meet the complex care needs of the people we support.

4.4. Ongoing Learning and Career Progression

{{org_field_name}} supports employees in career development, offering:

• Opportunities to complete NVQs (RQF Levels 2-5) in Health and Social Care.
• Access to Skills for Care and CPD-accredited training courses.
• Mentoring and coaching programmes for leadership roles.
• Support for professional registration (e.g., NMC revalidation for nurses).
• Workshops and external conferences to enhance knowledge and skills.

4.5. Staff Supervision, Appraisals, and Development Plans

• Supervision meetings occur every 6-8 weeks to discuss performance, training needs, and career goals.
• Annual appraisals assess individual development and identify training opportunities.
• Personal Development Plans (PDPs) are tailored for each employee, ensuring their career growth aligns with service needs.

4.6. Leadership and Management Training

Aspiring senior care staff and managers receive training in:

• Leadership and team management.
• Regulatory compliance and CQC inspections.
• Workforce planning and staff development.
• Handling disciplinary procedures and conflict resolution.

This prepares employees for progression into leadership roles, enhancing workforce stability.

4.7. Digital Learning and Flexible Training Options

To accommodate different learning styles and work schedules, {{org_field_name}} provides:

• E-learning modules accessible 24/7.
• On-the-job training and shadowing opportunities.
• Webinars and remote training sessions for knowledge updates.

5. Managing Professional Development Efficiently

5.1. Workforce Planning and Training Resources

The Registered Manager and other responsible managers will ensure that workforce learning and development arrangements support the deployment of sufficient numbers of suitably qualified, competent, skilled and experienced staff.

Training and development resources will be planned according to:

• the needs and risks of people using the service;
• staff roles and responsibilities;
• statutory and regulatory requirements;
• identified gaps in qualifications, skills or competence;
• supervision and appraisal findings;
• incidents, complaints, safeguarding concerns and lessons learned;
• service developments and changes in people’s needs; and
• changes in legislation, regulatory guidance and recognised professional practice.

The service will maintain an appropriate training and competency monitoring system so that managers can identify outstanding, expired or upcoming requirements and take action before these affect safe care or regulatory compliance.

Internal audits of training, competency and professional development records will be undertaken at intervals determined by the service’s governance arrangements.

The service recognises that CQC may review training-needs assessments, induction records, training records, competency assessments, supervision records, appraisals and associated workforce information when assessing whether the service complies with the Regulations.

Where gaps are identified, an action plan will be implemented, with responsibilities and timescales recorded and progress monitored through the service’s governance arrangements.

5.2. Monitoring and Compliance

The service will maintain accurate and up-to-date records of staff learning, development, supervision, appraisal, qualifications and competency appropriate to each person’s role.

The monitoring system will record, where applicable:

• induction requirements and completion;
• training required for the person’s role;
• dates training was completed;
• refresher or reassessment dates where applicable;
• qualifications and relevant professional registration;
• competency assessments and sign-off;
• supervision and appraisal;
• identified learning and development needs;
• training booked or planned;
• actions taken where requirements have not been met; and
• evidence relating to statutory learning disability and autism training.

Managers will regularly review training and competency information to identify:

• overdue or outstanding training;
• expiring qualifications or competency assessments;
• gaps in knowledge, skills or competence;
• requirements arising from changes in people’s needs;
• themes arising from incidents, complaints, safeguarding concerns or audits; and
• any individual who requires additional training, support, supervision or reassessment.

Where required training has not been completed, or where competence has not been demonstrated or maintained, the manager will assess the potential risk to people using the service and take proportionate action without unnecessary delay.

This may include:

• arranging priority training or reassessment;
• increasing supervision;
• restricting particular duties;
• temporarily removing the employee from a task for which competence is required;
• providing mentoring or additional support; or
• taking formal management action where appropriate.

For statutory learning disability and autism training, the service will maintain evidence sufficient to demonstrate compliance with the applicable statutory requirement and the Oliver McGowan Code of Practice. This will include, as appropriate:

• assessments of individual training needs;
• the level of training considered appropriate to each role;
• training plans;
• schedules or records of booked training;
• records of completed training;
• evidence of supervision and maintained competence; and
• where applicable, a documented rationale for any decision that a particular member of staff does not require specific training.

Training compliance will not be measured solely by attendance percentages. The service will also assess whether learning has been understood, applied in practice and resulted in staff maintaining the competence necessary to perform their duties safely and effectively.

The findings of training and competency monitoring will inform supervision, appraisal, workforce planning, quality assurance and continuous improvement.

5.3. Staff Feedback and Continuous Improvement

• Training evaluation forms are collected to assess course effectiveness.
• Staff are encouraged to suggest training topics based on their roles and career goals.
• Learning and development committees review feedback and update training programmes accordingly.

6. Supporting Equality and Accessibility in Training

{{org_field_name}} ensures that professional development is accessible to all staff, regardless of:

• Disability or learning difficulties – Adjustments such as accessible training materials and flexible learning options are provided.
• Work schedules – Training is scheduled around shift patterns to ensure fair access.
• Cultural and language needs – Translated materials and culturally sensitive training are available when needed.

7. Related Policies

This policy should be read alongside:

• CH07 – Person-Centred Care Policy​.
• CH16 – Health and Safety at Work Policy​.
• CH17 – Infection Prevention and Control Policy​.
• CH27 – Staff Supervision, Training, and Development Policy​.
• CH28 – Staff Conduct and Code of Ethics Policy​.

8. Policy Review

This policy will be reviewed annually, or sooner if:

• CQC regulations change.
• Feedback suggests improvements are needed.
• New training requirements arise due to industry advancements.

---

Responsible Person: {{org_field_registered_manager_first_name}} {{org_field_registered_manager_last_name}}
Reviewed on: {{last_update_date}}
Next Review Date: {{next_review_date}}
Copyright © {{current_year}} – {{org_field_name}}. All rights reserved.