DC27-Staff Supervision, Training, and Development Policy

Registration Number: {{org_field_registration_no}}

Staff Supervision, Training, and Development Policy

1. Introduction

At {{org_field_name}}, we believe that our employees are the foundation of the high-quality domiciliary care services we provide. Their competence, confidence, and commitment to personal and professional growth directly impact the well-being of the individuals we support. This policy sets out our approach to staff supervision, training, and development, ensuring that all employees have the skills, knowledge, and support needed to deliver exceptional care.

This policy aligns with Regulation 18 (Staffing) and Regulation 19 (Fit and Proper Persons Employed) and is mapped to the CQC Single Assessment Framework quality statements (for example: Safe and effective staffing, Medicines optimisation, Learning culture, and Well-led). It explains how {{org_field_name}} assures competence and ongoing development so people consistently receive safe, effective, person-centred care.

2. Purpose and Scope

The purpose of this policy is to establish clear procedures for the supervision, training, and ongoing development of all employees. It applies to every staff member within {{org_field_name}}, including care workers, team leaders, and managers.

Our approach ensures that all staff are equipped with the necessary skills and knowledge from the outset of their employment and that they receive ongoing training and support to keep their expertise up to date. By fostering a culture of continuous learning, we create an environment where employees feel valued, supported, and empowered to provide the highest standard of care.

3. Staff Induction and Initial Training

All new employees undergo a structured induction programme to familiarise them with {{org_field_name}}, its policies, procedures and the expectations of their role.

The induction process is designed in line with the current Care Certificate Standards and the training, supervision and competency requirements applicable to the individual’s role.

During the induction period, staff receive mandatory and role-specific training in key areas, including but not limited to:

Safeguarding Adults and Children – Employees are trained to recognise, respond to and report safeguarding concerns in accordance with Regulation 13 – Safeguarding service users from abuse and improper treatment, relevant safeguarding legislation and organisational procedures.
Health and Safety – Staff receive appropriate training concerning risk assessment, infection prevention and control, safe working practices and other health and safety responsibilities relevant to their role, supporting compliance with Regulation 12 – Safe care and treatment.
Duty of Candour – Staff understand the organisation’s duty to act openly and transparently and the additional statutory requirements that apply where an incident meets the definition of a notifiable safety incident under Regulation 20.
Learning Disability and Autism – In accordance with Regulation 18 and the statutory learning disability and autism training requirement introduced by the Health and Care Act 2022, {{org_field_name}} ensures that staff receive learning disability and autism training appropriate to their role.

The training provided must meet the standards contained within the current Oliver McGowan Code of Practice on statutory learning disability and autism training.

{{org_field_name}} will assess the appropriate level of training required for each role and ensure that training arrangements meet the applicable requirements of the Code, including:

Training content appropriate to the person’s role and responsibilities.
The minimum capabilities specified within the relevant learning disability and autism core capabilities frameworks.
Training that enables staff to understand how learning applies to their own work and to the people they support.
The required e-learning component.
The required live and interactive component.
Meaningful involvement of people with a learning disability and autistic people in the co-production and co-delivery of training.
Appropriate evidence-based content, quality assurance and accreditation.
Monitoring and evaluation of the impact of training on staff knowledge, skills and practice.

Staff whose role requires general awareness must receive training meeting the applicable Tier 1 requirements and the minimum live and interactive training requirements contained within the Code.

Staff who provide direct care or support to autistic people or people with a learning disability, or whose role involves a higher degree of autonomy or responsibility, must receive the higher level of training appropriate to their role, including the applicable in-person training requirements set out in the Code.

Training completion, training level, competency and any identified further learning requirements will be recorded and monitored.

The Oliver McGowan Mandatory Training on Learning Disability and Autism is the Government’s preferred and recommended training package for meeting this requirement. Where {{org_field_name}} uses another training package, the organisation must be able to demonstrate that the chosen training meets all applicable standards contained within the Oliver McGowan Code of Practice.

Accessible Information Standard (AIS) – Staff understand how to identify, record, flag, share and meet people’s information and communication needs where the Accessible Information Standard applies.
Data Protection, Information Governance and Cyber Security – Staff receive appropriate training on the UK General Data Protection Regulation (UK GDPR), the Data Protection Act 2018, information security and confidentiality. Where {{org_field_name}} processes or accesses applicable NHS data, relevant NHS information governance requirements, including the Data Security and Protection Toolkit and National Data Opt-out, will also be addressed where applicable.
Moving and Handling – Staff whose roles involve moving and handling receive appropriate practical training and competency assessment to ensure they can support individuals safely and use relevant equipment correctly.
Medicines Support and Administration – Where applicable, employees receive appropriate training and observed competency assessment before providing medicines support or administration. Competence is reassessed at appropriate intervals and where concerns, changes in practice or incidents indicate that reassessment is required.
Dementia, Mental Capacity and Liberty – Training addresses person-centred support, the Mental Capacity Act 2005, assessment of capacity, best-interest decision-making and the legal framework governing deprivation of liberty applicable at the relevant time.

The induction period is appropriately supervised and monitored. Staff must demonstrate the competence required for their role before undertaking relevant care activities without appropriate supervision.

Induction includes observed practice where appropriate, reflective discussion and documented competency sign-off for activities that may significantly affect safety, including medicines support, moving and handling and delegated healthcare activities.

Training requirements will be determined according to the member of staff’s role, responsibilities, previous knowledge and experience and the needs of the people they support.

4. Ongoing Training and Professional Development

Continuous training is essential to maintaining high standards of care. {{org_field_name}} maintains a live training matrix and records of competence (not just attendance). Refresher frequencies are set by role and risk (not blanket “annual” refreshers) and follow our clinical governance plan—for example, periodic reassessment for medicines support and moving and handling, and immediate refreshers when practice gaps are identified.
We encourage and fund progression routes. This includes supporting staff to complete the new Level 2 Adult Social Care Certificate (transferable qualification) and, where appropriate, higher diplomas/apprenticeships. Recognition of prior learning is applied to avoid unnecessary repeat assessment.

We encourage all staff to pursue further qualifications, such as NVQs or Diplomas in Health and Social Care, and offer financial support or study leave for those undertaking additional learning. By investing in our employees’ professional growth, we improve staff retention, motivation, and the overall quality of care provided.

Where healthcare tasks are delegated to care workers (for example, blood glucose monitoring or supporting insulin administration), we follow national guiding principles: documented decision-making, training by a competent clinician, competency assessment, clear care plans, and ongoing supervision/review. Staff must not perform delegated tasks until they are individually signed off as competent.

5. Supervision and Performance Monitoring

Regular supervision is a key part of our approach to staff support and professional development. Supervision sessions are held at least every eight weeks for all care staff, with more frequent meetings arranged if needed. Supervision includes regular observed practice/spot checks in people’s homes and reflective learning following incidents, complaints or near misses (linking to Duty of Candour where applicable). Supervisors receive training in effective supervision, feedback and coaching. These sessions provide a structured opportunity for employees to reflect on their practice, discuss challenges, and receive constructive feedback from their supervisors.

Supervision meetings cover a range of topics, including:

Performance feedback and recognition of achievements.
Discussion of any concerns, including safeguarding issues or work-related stress.
Support with personal development goals and career progression.
Identification of any additional training needs.
Review of observed practice findings (including any medicines errors or moving and handling issues) and agreed actions to sustain safe practice.

In addition to one-on-one supervision, we conduct annual performance appraisals, where employees and their managers set development goals and review progress over the past year. These appraisals ensure that staff are meeting the necessary standards while identifying areas where they may need further training or support.

6. Mentorship and Peer Support

To strengthen learning and support networks within the organisation, we operate a mentorship programme, pairing new or less experienced employees with experienced mentors. Mentors provide guidance, share best practices, and offer reassurance during the early stages of employment or when staff transition into new roles.

Peer support groups are also encouraged, allowing staff to discuss challenges and share knowledge with colleagues in a supportive environment. This approach fosters a strong team culture where employees feel valued and engaged.

We also run structured reflective practice groups (peer supervision) aligned to the Single Assessment Framework’s learning culture, promoting continuous improvement and psychological safety.

7. Leadership Development and Career Progression

For employees aspiring to progress into senior roles, we provide leadership development opportunities. This includes:

Advanced training in management and leadership skills to prepare employees for team leader or managerial positions.
Opportunities for shadowing experienced managers to gain first-hand insights into leadership responsibilities.
Access to accredited leadership courses to enhance career progression.
Access to development aligned with the Single Assessment Framework’s Well-led expectations (e.g., inclusive leadership, quality improvement methods, and using feedback and data to drive learning).

Our approach ensures that we develop future leaders from within, creating a workforce that is both skilled and motivated.

8. Support for Employee Well-being

We recognise that working in domiciliary care can be physically and emotionally demanding. To support our staff, we offer:

Employee Assistance Programmes, providing confidential counselling and mental health support.
Regular well-being check-ins, particularly for employees managing stressful situations.
Flexible working arrangements, where possible, to promote a healthy work-life balance.
Reasonable adjustments and inclusive communication training so leaders can meet staff members’ needs (e.g., neurodiversity, sensory loss) and support them to comply with the Accessible Information Standard when communicating with people who use services.

By prioritising staff well-being, we help maintain a happy and resilient workforce, which in turn leads to better outcomes for service users.

9. Compliance and Policy Review

This policy will be reviewed at least annually, or sooner where necessary, to ensure that it remains accurate, effective and compliant with current legislation, regulatory requirements, CQC guidance and workforce-development requirements.

An earlier review will be undertaken where:

Regulation 18 or Regulation 19 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 is amended.
The statutory requirements concerning learning disability and autism training change.
The Oliver McGowan Code of Practice is revised or replaced.
CQC changes its requirements or guidance concerning staffing, training, supervision, appraisal or competency.
The Care Certificate Standards or nationally recognised adult social care workforce standards materially change.
Relevant safeguarding, medicines, moving and handling, Mental Capacity Act, information governance or other statutory training requirements change.
CQC inspection or assessment findings identify weaknesses in staff competence, supervision or training.
Audits, incidents, safeguarding concerns, complaints or feedback identify training or competency gaps.
New care activities, delegated healthcare tasks, equipment or service-user needs create additional competency requirements.
The policy is found to be unclear, ineffective or no longer reflective of current practice.

The Registered Manager is responsible for ensuring that appropriate systems are maintained for staff induction, training, supervision, competency assessment, appraisal and professional development.

As part of the review process, {{org_field_name}} will consider:

Staff induction records and competency sign-offs.
The organisational training matrix.
Training compliance and overdue training.
Learning disability and autism training records and evidence that the training provided meets the current statutory Code of Practice.
Staff supervision and appraisal records.
Observed practice and spot-check findings.
Medicines competency assessments.
Moving and handling competency assessments.
Delegated healthcare task competency records.
Safeguarding and Mental Capacity Act training.
Accessible Information Standard awareness where applicable.
Data protection and information governance training.
Findings from incidents, near misses, complaints and safeguarding concerns.
CQC findings and other regulatory feedback.
Changes in legislation, regulatory guidance and nationally recognised workforce standards.

{{org_field_name}} will ensure that learning disability and autism training remains appropriate to each staff member’s role and meets the standards contained within the current Oliver McGowan Code of Practice.

Where the Government’s Oliver McGowan Mandatory Training package is used, completion of the appropriate tier and any required refresher or reassessment will be recorded.

Where another training package is used, {{org_field_name}} must retain sufficient evidence to demonstrate how the training meets all applicable standards contained within the statutory Code of Practice.

Managers must maintain accurate and current records of:

Induction.
Mandatory and role-specific training.
Training expiry or review dates where applicable.
Competency assessments.
Observed practice.
Supervision.
Appraisals.
Professional development.
Delegated healthcare task authorisations and competencies where applicable.

Where training, supervision or competency requirements are not met, appropriate action must be taken promptly. Staff must not undertake tasks for which they have not been appropriately trained and assessed as competent.

Any amendments made to this policy will be:

Recorded with the date of review and, where appropriate, a summary of changes.
Approved by the appropriate responsible person within {{org_field_name}}.
Communicated to relevant staff.
Reflected in training plans, the training matrix, competency documentation and supervision arrangements where necessary.

{{org_field_name}} will use training data, competency findings, incidents, complaints, staff feedback and regulatory findings to continuously improve workforce competence and the quality and safety of care.

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}}
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