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{{org_field_name}}

Registration Number: {{org_field_registration_no}}

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Supporting People Living with Autism Policy

1. Purpose and Scope

The purpose of this policy is to outline how {{org_field_name}} provides effective, compassionate, and person-centred support for people living with autism. Our aim is to ensure that individuals receive high-quality care tailored to their unique needs, promoting independence, dignity, and well-being.

This policy applies to all staff members, including care workers, managers, administrators, and volunteers, who are involved in delivering or supporting care for individuals with autism. It covers all aspects of service delivery, from initial assessment to ongoing care and support.

2. Policy Statement

{{org_field_name}} is committed to:

• Providing inclusive, person-centred care that respects the unique needs of individuals with autism.
• Promoting independence and self-advocacy.
• Ensuring staff receive comprehensive training on autism awareness and best practices.
• Creating an inclusive, sensory-friendly environment.
• Engaging families, carers, and healthcare professionals in collaborative care planning.

We believe that people with autism deserve to lead fulfilling lives with the right support, understanding, and opportunities.

3. Legal and Regulatory Framework

This policy aligns with the following legislation, regulations and national guidance (all as amended):

• Autism Act 2009
• Care Act 2014
• Equality Act 2010
• Mental Capacity Act 2005 and associated Code of Practice
• Health and Social Care Act 2008 and the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 (the CQC “fundamental standards”)
• Health and Care Act 2022 – including the statutory requirements for learning disability and autism training for CQC-registered providers
• The Oliver McGowan code of practice on statutory learning disability and autism training (issued under sections 21 and 21A of the Health and Social Care Act 2008)
• CQC guidance on the fundamental standards, including:
  • Regulation 9: Person-centred care
  • Regulation 10: Dignity and respect
  • Regulation 11: Need for consent
  • Regulation 12: Safe care and treatment
  • Regulation 13: Safeguarding service users from abuse and improper treatment
  • Regulation 17: Good governance
  • Regulation 18: Staffing
  • Regulation 20: Duty of candour
• NICE guidance on autism in adults and children, and on challenging behaviour
• The Accessible Information Standard for publicly-funded health and adult social care services
• CQC guidance “Right support, right care, right culture” for services supporting autistic people and people with a learning disability.

Statutory learning disability and autism training
{{org_field_name}} recognises that, as a CQC-registered provider of regulated activities, we are legally required to ensure that all staff receive training on learning disability and autism that is appropriate to their role. This duty arises from the Health and Care Act 2022, which amended the Health and Social Care Act 2008, and from the Oliver McGowan code of practice on statutory learning disability and autism training. We will plan, deliver, monitor and record training in line with the code of practice and CQC’s expectations, and we will be able to demonstrate to CQC that all staff – including managers, care workers, administrative staff and volunteers – have completed and maintain the required level of training.

4. Understanding Autism

Autism is a lifelong developmental condition that affects how people perceive the world and interact with others. It is a spectrum condition, meaning individuals experience varying levels of challenges and strengths. Key areas of difficulty include:

• Social communication and interaction
• Repetitive behaviours and routines
• Sensory sensitivities
• Emotional regulation

However, people with autism also possess unique strengths, such as attention to detail, creativity, and problem-solving abilities.

5. Person-Centred Care Planning

We adopt a person-centred approach to care planning, ensuring that support is tailored to each individual’s needs, preferences, and goals. This includes:

• Comprehensive Assessment: Identifying strengths, challenges, communication styles, sensory preferences, and health needs.
• Individual Care Plan: Developing a personalised support plan with input from the individual, their family, and healthcare professionals.
• Regular Reviews: Updating care plans regularly to reflect changes in needs and preferences.
• Promoting Independence: Encouraging individuals to develop life skills, make choices, and engage in their community.

6. Communication and Interaction

Effective communication is essential for supporting individuals with autism. We ensure that staff:

• Use clear, simple language and visual aids.
• Allow extra time for processing information and responses.
• Respect non-verbal communication methods, such as gestures and picture cards.
• Encourage self-expression while maintaining a calm, patient approach.

We provide training on augmentative and alternative communication (AAC) methods to enhance staff skills.

To comply with the Accessible Information Standard and CQC’s fundamental standards on person-centred care and dignity, we ask each person (and, where appropriate, their family or advocate) about their information and communication needs, record these clearly in the care plan, and share them with relevant staff. We provide information and correspondence in formats that the person can understand, such as easy-read, large print, visual schedules, social stories or digital formats, and we review these arrangements regularly with the person.

Human Rights, Equality and Reasonable Adjustments
{{org_field_name}} provides support in a way that promotes and protects people’s human rights, in line with the Human Rights Act 1998, the Equality Act 2010 and CQC’s human rights-based approach to regulation. We recognise autism as a disability for the purposes of the Equality Act and will make reasonable adjustments so that autistic people can access our services on an equal basis with others. Reasonable adjustments may include changes to the physical environment, communication methods, scheduling, staffing, sensory adaptations, or the way care is organised and delivered. We will identify and record individual reasonable adjustments in each person’s care plan and ensure staff understand their responsibility to implement them in everyday practice.

7. Sensory Support and Environment

Many individuals with autism experience sensory sensitivities. To create a supportive environment, we:

• Conduct sensory assessments to identify triggers and preferences.
• Adapt care environments to reduce sensory overload (e.g., dimming lights, reducing noise).
• Provide sensory tools, such as weighted blankets and fidget toys.
• Encourage individuals to communicate sensory needs and preferences.

8. Promoting Positive Behaviour

Our approach to supporting positive behaviour includes:

• Understanding the triggers behind challenging behaviour.
• Using proactive strategies, such as visual schedules and social stories.
• Implementing positive reinforcement to encourage desired behaviours.
• Avoiding punitive measures and using de-escalation techniques.

Staff receive training on positive behaviour support (PBS) to ensure compassionate, effective responses.

Any use of restrictive practices (including physical restraint, medication used as a form of restraint, restrictions on movement, or environmental restrictions) must be:

• clearly justified as necessary and proportionate to prevent harm
• the least restrictive option available
• time-limited and subject to continuous review
• recorded in detail, including the reason, duration, people involved and the person’s experience and views.

Restrictive practices are never used as punishment or for staff convenience. Wherever possible, we agree proactive strategies and crisis plans with the person and those important to them, and we review any incident as part of learning and quality improvement, in line with CQC’s expectations under Regulation 13 (safeguarding people from abuse and improper treatment).

9. Health and Well-Being

We prioritise the physical and mental well-being of individuals with autism by:

• Supporting access to healthcare services, including annual health checks.
• Encouraging healthy lifestyle choices, such as balanced nutrition and exercise.
• Promoting mental health through emotional support and counselling referrals.
• Monitoring medication management in collaboration with healthcare professionals.

10. Education, Employment, and Community Inclusion

We support individuals with autism in achieving their educational, vocational, and social goals by:

• Assisting with school, college, or workplace transitions.
• Encouraging participation in community activities and social groups.
• Providing travel training and support for independent living skills.
• Collaborating with educational institutions and employers to promote inclusivity.

11. Family and Carer Involvement

We believe in collaborative care and actively involve families and carers by:

• Including them in care planning and decision-making.
• Providing regular updates on progress and challenges.
• Offering emotional support and respite care.
• Signposting to local support groups and resources.

12. Staff Training and Competency

{{org_field_name}} ensures that all staff, including managers, care workers, administrative staff, volunteers and agency workers, receive training on learning disability and autism that is appropriate to their role, in line with the Health and Care Act 2022, the Health and Social Care Act 2008 and the Oliver McGowan code of practice on statutory learning disability and autism training.

As a minimum, staff will:

• complete an approved learning disability and autism training package that meets the standards set out in the Oliver McGowan code of practice
• receive role-specific training on autism and any co-occurring conditions relevant to the people we support
• refresh their training at intervals consistent with the code of practice, best practice and CQC expectations.

Training will cover:

• understanding autism, learning disability and the spectrum of needs and strengths
• communication strategies, the Accessible Information Standard and reasonable adjustments
• sensory processing and adapting environments and routines
• positive behaviour support (PBS), de-escalation and trauma-informed practice
• safeguarding, mental capacity and consent, including best interests decision-making
• human rights, equality and tackling discrimination and health inequalities.

Training will, wherever possible, be designed and delivered with autistic people and people with a learning disability and their families, in line with the Oliver McGowan code of practice. We maintain up-to-date records of all training completed, levels achieved, expiry dates and planned refreshers so that we can demonstrate compliance with CQC Regulations 17 (good governance), 18 (staffing) and 19 (fit and proper persons employed). Supervision, appraisal and direct observation are used to assess and develop staff competence in applying their training in everyday practice.

13. Safeguarding and Advocacy

We are committed to safeguarding individuals with autism from abuse, neglect, and exploitation. This includes:

• Regular safeguarding training for staff.
• Clear reporting procedures for concerns.
• Promoting self-advocacy and access to independent advocates.
• Ensuring decisions are made in the individual’s best interests.

14. Monitoring and Quality Assurance

We ensure continuous improvement through:

• Regular audits of care plans and service delivery.
• Feedback from individuals, families, and staff.
• Incident reporting and lessons learned.
• Annual policy reviews and updates.

We specifically monitor compliance with:

• the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, including Regulations 9, 10, 11, 12, 13, 17, 18 and 20
• the statutory learning disability and autism training requirements and the Oliver McGowan code of practice
• CQC guidance for services supporting autistic people and people with a learning disability, including “Right support, right care, right culture”.

Our quality assurance processes include regular review of training records, supervision notes, incident reports and feedback from autistic people and their families about whether they feel safe, respected, listened to and able to exercise choice and control.

15. Complaints and Feedback

We welcome feedback and address complaints promptly and fairly. Our process includes:

1. Recording the complaint in detail.
2. Investigating and identifying solutions.
3. Communicating outcomes to the complainant.
4. Implementing changes to prevent recurrence.

{{org_field_name}} is dedicated to supporting people living with autism through compassionate, person-centred care. By understanding individual needs, promoting independence, and fostering an inclusive environment, we empower individuals to lead fulfilling lives. All staff must adhere to this policy and champion best practices in autism support

16. Policy Review and Updates

This policy is reviewed at least annually, and sooner if there are changes in legislation, CQC regulations or guidance, the Oliver McGowan code of practice on statutory learning disability and autism training, or recognised best practice in supporting autistic people. Updates are communicated to staff, and additional training or briefings are provided where required.

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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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