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{{org_field_name}}

Registration Number: {{org_field_registration_no}}

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Support for People with Learning Disabilities and Autism Policy

1. Purpose

The purpose of this policy is to ensure that {{org_field_name}} provides safe, person-centred, and empowering care and support for individuals with learning disabilities and autism. Our approach aligns with the Health and Social Care Standards, the Scottish Government’s “Keys to Life” strategy, and Care Inspectorate guidance. The policy promotes dignity, choice, and independence while safeguarding service users’ rights.

2. Scope

This policy applies to all staff, volunteers, service users, families, and external partners involved in providing or receiving care and support from {{org_field_name}}. It covers assessment, care planning, service delivery, staff training, and monitoring of outcomes for individuals with learning disabilities and autism.

3. Related Policies

This policy should be read alongside the following policies:

• Personal Plans Policy
• Positive Behaviour Support Policy
• Safeguarding and Adult Protection Policy
• Health and Safety Policy
• Communication and Engagement Policy​​.

4. Principles of Support

{{org_field_name}} is committed to delivering high-quality care for individuals with learning disabilities and autism, guided by the following core principles:

1. Person-Centred Approach:
   • Support is tailored to the unique needs, preferences, and aspirations of each service user.
   • Care plans are developed in collaboration with the individual, their family, and relevant professionals.
   • Emphasis is placed on what matters to the person, including their goals, strengths, and areas requiring support.
2. Empowerment:
   • Service users are encouraged and supported to make choices about their lives, from daily activities to long-term goals.
   • Where capacity is limited, decisions are made in line with the principles of the Adults with Incapacity (Scotland) Act 2000, ensuring the individual’s best interests are prioritised.
3. Inclusion:
   • Social inclusion is promoted by supporting service users to participate in community activities, employment, education, and leisure opportunities.
   • Staff advocate for accessible services and environments to ensure equal participation.
4. Respect and Dignity:
   • All support is delivered with dignity and respect, ensuring privacy, confidentiality, and choice.
   • Staff use inclusive language and ensure the individual feels valued and heard.
5. Health and Wellbeing:
   • Service users are supported to maintain physical and mental wellbeing through regular health checks, healthy lifestyle promotion, and access to mental health support.

5. Assessment and Personalised Support Planning

Comprehensive, person-centred assessments are the foundation of high-quality care at {{org_field_name}}:

1. Initial Assessment:
   • Upon referral, each service user undergoes a detailed assessment covering health, communication, daily living skills, sensory needs, social interests, and risk factors.
   • The assessment includes input from the individual, family, and relevant professionals.
2. Collaborative Planning:
   • A personalised support plan is developed, setting out the individual’s needs, preferences, strengths, and desired outcomes.
   • Plans are developed using the principles of the Health and Social Care Standards and the Scottish Government’s Keys to Life strategy.
3. Health and Risk Assessments:
   • Health assessments identify medical conditions, medication requirements, allergies, and specific health needs.
   • Risk assessments address personal safety, environmental hazards, and behaviours that may pose a risk to the individual or others.
4. Personal Outcomes:
   • Each support plan includes personal outcomes focused on promoting independence, wellbeing, and inclusion.
   • Outcomes are reviewed regularly, and support is adjusted based on the individual’s progress and changing needs.

Legal requirement – personal plan timescale: In line with the Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210), a personal plan will be in place within 28 days of the person starting to use the service. The person, and those important to them (where appropriate), will be involved in developing the plan, and the plan will be available in a format the person can understand.

6. Communication and Sensory Support

Effective communication is essential for delivering high-quality, person-centred care. {{org_field_name}} ensures that each individual’s communication needs are understood and met:

1. Communication Plans:
   • Every service user has a personalised communication plan outlining their preferred communication methods, including verbal, Makaton, British Sign Language (BSL), Picture Exchange Communication System (PECS), or assistive technology.
   • Staff are trained to use the individual’s preferred communication method and adapt their approach based on the person’s needs.
2. Sensory Considerations:
   • Staff consider sensory sensitivities and preferences when planning care.
   • Environments are adapted to reduce stress and anxiety, such as by controlling lighting, noise levels, and tactile stimulation.
   • Where necessary, sensory assessments are conducted in collaboration with occupational therapists.
3. Accessible Information:
   • Information about care, rights, and daily activities is provided in accessible formats, including easy-read, large print, audio, or visual aids.
   • Staff ensure that service users understand their rights, choices, and responsibilities.
4. Promoting Self-Advocacy:
   • Service users are supported to express their views and preferences in meetings and care planning.
   • Advocacy services are offered to individuals who require additional support to communicate their wishes.

7. Promoting Independence and Daily Living Skills

{{org_field_name}} supports individuals with learning disabilities and autism to develop and maintain independence through skill-building and personalised support:

1. Skill Development:
   • Care plans include goals for developing life skills such as cooking, cleaning, shopping, budgeting, and personal care.
   • Support is provided using a “step-by-step” approach, allowing individuals to build confidence and competence at their own pace.
2. Promoting Choice:
   • Service users are encouraged to make choices about their daily routines, meals, clothing, leisure activities, and social engagement.
   • Staff respect personal preferences and ensure individuals are empowered to exercise control over their lives.
3. Assistive Technology:
   • Where appropriate, assistive devices and technology are introduced to promote independence, such as communication aids, reminder apps, and adaptive kitchen equipment.
   • Staff are trained to support the safe use of assistive technology.
4. Regular Progress Reviews:
   • Progress toward independence goals is monitored regularly, with care plans updated to reflect achievements and changing needs.
   • Successes are celebrated, and additional support is provided where challenges arise.

8. Health and Wellbeing Support

{{org_field_name}} is committed to promoting the health and wellbeing of individuals with learning disabilities and autism through proactive and person-centred support:

1. Health Monitoring:
   • Staff support service users to attend regular health checks, dental appointments, and specialist reviews.
   • Medication management is conducted in line with MAR (Medication Administration Record) procedures, ensuring accurate administration and documentation.
   • Any health concerns are promptly reported to the GP or relevant healthcare professional.
2. Nutritional Support:
   • Service users are encouraged to maintain a balanced diet, with meal planning adapted to individual preferences, cultural requirements, and dietary needs.
   • Staff provide support with grocery shopping, meal preparation, and understanding healthy food choices.
3. Mental Wellbeing:
   • Emotional wellbeing is promoted through structured routines, meaningful activities, and access to mental health services.
   • Staff are trained to recognise signs of mental distress and respond appropriately, promoting resilience and self-care.
4. Health Education:
   • Service users receive education about personal health, including hygiene, exercise, and sexual health, in accessible formats.
   • Where appropriate, families and carers are involved in promoting health and wellbeing.

9. Positive Behaviour Support (PBS)

{{org_field_name}} adopts Positive Behaviour Support (PBS) approaches to promote positive outcomes for individuals with learning disabilities and autism:

1. Understanding Behaviour:
   • Staff conduct functional assessments to understand the reasons behind behaviours, considering communication challenges, sensory sensitivities, and environmental factors.
   • Behavioural support plans are developed based on assessment findings.
2. Proactive Strategies:
   • Emphasis is placed on preventing challenging behaviours through structured routines, positive reinforcement, and environmental adjustments.
   • Staff use positive language, visual prompts, and calm communication techniques.
3. Crisis Management:
   • When challenging behaviours occur, staff follow de-escalation techniques and PBS strategies to ensure safety while maintaining the individual’s dignity and rights.
   • Any restrictive practice will be lawful, necessary, proportionate, and the least restrictive option, used only to prevent harm and for the shortest time possible. Where restrictive practice may be requiagreed through a multi-disciplinary approach where appropriate, and reviewed regularly with the person and those important to them.
   • Every episode of restrictive practice will be recorded promptly, including: the trigger/antecedents; de-escalation attempts; the type and duration of restriction used; who was involved; outcome/any injury; post-incident debrief with the person and staff; and any learning/actions required (including whether the plan needs updated). Staff will only use techniques they have been trained and assessed as competent to use.
4. Behaviour Monitoring:
   • Behaviour incidents are recorded and reviewed, with strategies adjusted as needed to promote positive outcomes.
   • Regular PBS training ensures staff maintain competence and confidence in managing behaviours safely.

10. Social Inclusion and Community Engagement

{{org_field_name}} promotes social inclusion and community engagement to enhance the quality of life for individuals with learning disabilities and autism:

1. Activity Planning:
   • Care plans include personalised activity schedules that reflect the individual’s interests, hobbies, and social goals.
   • Activities may include leisure outings, volunteering, education, or employment opportunities.
2. Community Access:
   • Service users are supported to access local services, including shops, libraries, sports centres, and social clubs.
   • Transport arrangements are made to ensure safe and accessible travel.
3. Building Relationships:
   • Staff encourage the development of friendships and social networks while respecting personal boundaries.
   • Group activities and social events are organised, promoting peer interaction and community belonging.
4. Cultural and Religious Inclusion:
   • Staff support service users to participate in cultural, spiritual, or religious activities of their choice.
   • Respect for diversity and inclusion is promoted throughout service delivery.

11. Safeguarding and Risk Management

{{org_field_name}} prioritises the safety and wellbeing of individuals with learning disabilities and autism through robust safeguarding and risk management practices:

1. Risk Assessments:
   • Comprehensive risk assessments are conducted for all activities, environments, and personal care tasks.
   • Risk assessments are reviewed regularly and after any incident or change in the individual’s circumstances.
2. Safeguarding Procedures:
   • Staff are trained to recognise signs of abuse, neglect, or exploitation and respond in line with the Adult Support and Protection (Scotland) Act 2007.
   • Any safeguarding concerns are reported immediately to the Care Manager and appropriate authorities.
3. Promoting Safety:
   • Environmental safety checks are conducted regularly in service users’ homes.
   • Assistive devices, such as grab rails and alarms, are installed as needed to promote safety while maintaining independence.
4. Whistleblowing:
   • Staff are encouraged to report any concerns about poor practice, abuse, or neglect through the organisation’s whistleblowing procedure.

12. Staff Training and Competence

All staff will work in line with the SSSC Codes of Practice for Social Service Workers and Employers (effective from 1 May 2024), and we will support workers to meet their professional responsibilities.

{{org_field_name}} ensures that all staff are equipped with the knowledge and skills to provide high-quality support for individuals with learning disabilities and autism:

1. Mandatory Training:
   • Staff complete induction training covering autism awareness, learning disability support, communication strategies, and safeguarding.
   • All staff must pass competency assessments before working independently with service users.
2. Continuous Professional Development:
   • Ongoing training is provided, including courses on Positive Behaviour Support, sensory integration, and mental health awareness.
   • Staff are encouraged to pursue further qualifications in health and social care.
3. Supervision and Support:
   • Regular supervision meetings provide staff with opportunities to discuss challenges, reflect on practice, and receive guidance.
   • Annual appraisals identify training needs and professional development goals.
4. Competency Assessments:
   • Staff competency is assessed through observation, feedback, and knowledge checks.
   • Non-compliance with policies or procedures results in retraining and, if necessary, disciplinary action.

13. Monitoring, Evaluation, and Quality Assurance

{{org_field_name}} ensures continuous improvement in service delivery through robust monitoring, evaluation, and quality assurance processes:

1. Personal Plan Reviews:
   • Each service user’s personal plan will be reviewed with the person (and, where appropriate, those important to them and relevant professionals) at least every six months, and sooner where there is a significant change in needs, risks, capacity, health, communication, or outcomes. A record of each review, decisions taken, and actions agreed will be kept.
   • Reviews involve the service user, family, and relevant professionals.
2. Service User Feedback:
   • Feedback is regularly sought from service users, families, and advocates.
   • Surveys, one-to-one meetings, and suggestion boxes are used to gather input.
3. Audits:
   • Regular audits assess adherence to care plans, risk management procedures, and communication strategies.
   • Findings are documented, and action plans are implemented to address any gaps.
4. Quality Monitoring:
   • The Care Manager conducts spot checks, supervision visits, and competency assessments.
   • Any issues identified are addressed through training, policy updates, or corrective actions.

14. Partnership Working

{{org_field_name}} collaborates with external professionals and agencies to ensure holistic, coordinated support for individuals with learning disabilities and autism:

1. Healthcare Professionals:
   • Close collaboration with GPs, district nurses, speech and language therapists, occupational therapists, and psychologists ensures integrated healthcare support.
2. Advocacy Services:
   • Individuals are supported to access independent advocacy services when making decisions about their care and support.
3. Social Services:
   • {{org_field_name}} works closely with care managers, social workers, and community support teams to coordinate services and share information (with consent).
4. Community Organisations:
   • Partnerships with local charities, education providers, and leisure centres promote social inclusion and community participation.

15. Communication and Reporting

Clear communication and accurate reporting are essential for ensuring safe and effective care delivery:

1. Handover Meetings:
   • Daily handovers highlight any changes in service users’ needs, behaviours, or wellbeing.
   • Care staff are updated on risk assessments, medication changes, and care plan adjustments.
2. Incident Reporting:
   • All incidents, including accidents, near misses, and safeguarding concerns, are documented using the organisation’s incident reporting system.
   • Incident reports are reviewed by the Care Manager, and necessary actions are taken to prevent recurrence.
3. Family Involvement:
   • Families and carers are kept informed of significant changes in the individual’s care, health, or support needs.
   • Regular family meetings provide opportunities to discuss progress and address concerns.
4. Confidentiality and GDPR:
   • All communication and documentation adhere to the General Data Protection Regulation (GDPR) and organisational confidentiality policies.

15.1 Complaints, concerns and independent advocacy

Complaints and concerns

People using the service and those important to them can raise concerns or make a complaint at any time, verbally or in writing, without fear of negative impact on the support they receive. We will provide help to make a complaint where needed, including accessible formats and communication support.

How to complain to us (the provider):

Complaints can be made to any member of staff, or directly to the Registered Manager. We will acknowledge, investigate and respond within the timescales set out in our Complaints Policy, and we will record the complaint, actions taken and outcomes.

If someone is not comfortable complaining to us, or remains unhappy:
People can contact the Care Inspectorate directly to share concerns about the service:

• Email: concerns@careinspectorate.gov.scot
• Phone: 0345 600 9527
• The Care Inspectorate also offers an online complaints form (details available on their website).

Independent advocacy (support to speak up):
People can access independent advocacy to help them express their views, understand options, and be supported through meetings/complaints. Advocacy can be found through the Scottish Independent Advocacy Alliance (SIAA) “Find an advocate” directory, or by contacting SIAA:

• Phone: 0131 510 9410
• Email: enquiry@siaa.org.uk

Staff must support and signpost people to advocacy on request, and record that the person was offered advocacy/signposting (and whether it was taken up).

Where the matter is also a complaint or concern raised by the person/family, staff must follow the Complaints and concerns process in this policy.

16. Statutory Notifications to the Care Inspectorate

{{org_field_name}} will comply with Care Inspectorate statutory notification requirements. The Registered Manager (or delegated senior person) is responsible for ensuring that required notifications are submitted promptly using the Care Inspectorate’s notification system and that we retain a clear audit trail.

Notifications include (but are not limited to): death of a person using the service; accidents/incidents/injuries; outbreak of infectious disease; protection concerns/allegations of abuse; significant equipment failure; serious staff misconduct; changes affecting the fitness/availability of the manager; and other events specified by the Care Inspectorate.

All staff must report notifiable events immediately to the Registered Manager and record the event in the service incident/protection concern system on the same day, so that external notification and follow-up actions are not delayed.

17. Records management

{{org_field_name}} will maintain the records required for registered care services, in line with Care Inspectorate provider guidance on records services must keep. Records will be accurate, contemporaneous, signed/attributed, stored securely, and made available for inspection when required.

Records include, as applicable: personal plans and reviews; risk assessments and risk enablement decisions; medication support records (including MAR); staff recruitment and training/competence records; supervision/appraisal records; incident/accident and protection concern records; complaints and outcomes; audits and quality assurance activity; and statutory notification logs/copies and follow-up actions.

18. Duty of Candour

{{org_field_name}} will apply the organisational Duty of Candour when a serious adverse event occurs, in line e Inspectorate guidance.

Where the duty applies, we will: inform the person (and/or relevant representative) as soon as reasonably practicable; provide an apology; offer a meeting; carry out a review to establish what happened and what learning/improvement is required; provide a written account of the incident and actions taken; and maintain a complete written record of all steps, correspondence and outcomes.

Staff must escalate any incident that may meet the Duty of Candour threshold to the Registered Manager immediately so that the procedure, supports, and any required external notifications can be actioned without delay.

19. Policy Review

This policy will be reviewed annually or sooner if there are changes in legislation, best practices, or organisational needs. Updates will be communicated to all staff, and relevant training will be provided to ensure continued compliance.

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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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