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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

The purpose of this policy is to ensure that {{org_field_name}} provides safe, effective, caring, responsive and well-led support to autistic people in supported living services in England. The policy sets out how the organisation meets its responsibilities under the Health and Social Care Act 2008, the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, the Care Quality Commission (Registration) Regulations 2009, the Autism Act 2009, the Equality Act 2010, the Mental Capacity Act 2005, the Care Act 2014, the Health and Care Act 2022, the Oliver McGowan Code of Practice on statutory learning disability and autism training, relevant NICE guidance and CQC guidance, including Right Support, Right Care, Right Culture.

The policy supports autistic people to live ordinary, meaningful and self-directed lives, with the same rights, choices, dignity, independence, community access and opportunities as other citizens. Support must be personalised, strengths-based, least restrictive, trauma-informed and based on each person’s communication needs, sensory profile, wishes, preferences, risks, goals and outcomes.

2. Scope

This policy applies to all staff, including care workers, managers, administrative personnel, and external contractors who interact with service users. It covers:

• Person-centred care for autistic individuals
• Sensory and environmental considerations
• Communication strategies
• Behavioural support and crisis management
• Staff training and competency development
• Partnerships with families and external agencies

Where {{org_field_name}} provides support that amounts to a CQC-regulated activity, including personal care, this policy applies to all staff involved in the planning, delivery, management, monitoring and review of that regulated activity. The policy must be read alongside the organisation’s Statement of Purpose, CQC registration conditions and any local authority contractual requirements. Where housing or tenancy-related support is provided separately from regulated personal care, staff must maintain clear boundaries between care/support, tenancy rights and housing management responsibilities.

3. Legal, Regulatory and Best Practice Framework

3.1 CQC Regulations

{{org_field_name}} will comply with all applicable CQC fundamental standards and registration requirements, including:

• Regulation 9 – Person-centred care: support must be designed with the person and reflect their needs, preferences, communication, sensory profile, routines, strengths, goals and desired outcomes.
• Regulation 10 – Dignity and respect: autistic people must be treated with dignity, respect, privacy and equality, including respect for identity, relationships, culture, sexuality, personal space and preferred routines.
• Regulation 11 – Need for consent: care and support must only be provided with the person’s valid consent, or where the person lacks capacity for a specific decision, in accordance with the Mental Capacity Act 2005 and best interests requirements.
• Regulation 12 – Safe care and treatment: risks must be assessed, planned for, reviewed and managed in the least restrictive way, including risks relating to health, sensory distress, communication breakdown, anxiety, medication, nutrition, community access, exploitation, self-neglect, behaviours of concern and environmental triggers.
• Regulation 13 – Safeguarding service users from abuse and improper treatment: autistic people must be protected from abuse, neglect, discrimination, degrading treatment, unlawful restraint, inappropriate restrictions and closed cultures.
• Regulation 14 – Meeting nutritional and hydration needs, where applicable: support must reflect individual eating, drinking, sensory, cultural, health and communication needs.
• Regulation 15 – Premises and equipment, where applicable: any premises, equipment or assistive technology used by the service must be safe, suitable, clean and adapted to the person’s needs.
• Regulation 16 – Receiving and acting on complaints: complaints, concerns and feedback must be accessible, taken seriously, investigated and used to improve the service.
• Regulation 17 – Good governance: records, audits, risk management, quality assurance, learning, staff competence, incidents, complaints and feedback must be monitored effectively.
• Regulation 18 – Staffing: staff must be suitably deployed, trained, supervised and competent to meet autistic people’s needs, including statutory learning disability and autism training appropriate to their role.
• Regulation 19 – Fit and proper persons employed: safe recruitment checks, references, identity checks, DBS checks where required, employment history and values-based recruitment must be completed before staff work with people.
• Regulation 20 – Duty of candour: the organisation must act in an open and transparent way when a notifiable safety incident occurs.
• Regulation 20A – Display of performance assessments: where applicable, CQC ratings must be displayed in line with CQC requirements.

3.2 Autism Act 2009 and NICE Guidelines

{{org_field_name}} recognises autism as a lifelong neurodevelopmental difference and will ensure that autistic people are supported in line with the Autism Act 2009, the adult autism strategy, relevant NICE guidance and nationally recognised good practice. Support must be personalised and must not be based on assumptions, stereotypes, diagnostic labels or a “one size fits all” model.

In accordance with the Health and Care Act 2022 and the Health and Social Care Act 2008, all staff working for the purpose of regulated activities must receive learning disability and autism training appropriate to their role. {{org_field_name}} will follow the Oliver McGowan Code of Practice on statutory learning disability and autism training, including requirements relating to role-appropriate training, involvement of autistic people and people with a learning disability in training, training evaluation, monitoring and record keeping.

The organisation will use NICE guidance and evidence-based practice to inform assessment, support planning, communication approaches, environmental adjustments, support for mental health and anxiety, prevention of distress and responses to behaviour that communicates unmet need.

3.3 CQC Right Support, Right Care, Right Culture

{{org_field_name}} will apply CQC’s Right Support, Right Care, Right Culture principles when supporting autistic people. This means:

• Right Support: support must maximise the person’s choice, control, independence and inclusion. People must be supported to live in their own home or chosen accommodation, access local communities, build relationships, develop skills and take positive risks.
• Right Care: care and support must be person-centred, planned with the person, evidence-based and focused on dignity, privacy, equality, human rights, communication, sensory needs, health needs and emotional wellbeing.
• Right Culture: managers and staff must promote inclusion, listen to people, respect neurodiversity, challenge discrimination, prevent closed cultures, support least restrictive practice and continuously learn from people’s experiences.

3.4 Equality, Human Rights and Reasonable Adjustments

{{org_field_name}} will make reasonable adjustments to ensure autistic people can access, understand and participate in their care and support. Reasonable adjustments may include accessible information, visual communication, easy read information, additional processing time, reduced sensory demands, adapted routines, preferred communication methods, quiet spaces, changes to meeting formats, advocacy support, flexible appointment times and support to express views.

Staff must respect each person’s rights under the Human Rights Act 1998, Equality Act 2010 and Mental Capacity Act 2005. Restrictions must never be used for staff convenience, organisational routine or blanket risk avoidance. Any restriction must be lawful, necessary, proportionate, time-limited, reviewed and the least restrictive option available.

3.5 Mental Capacity, Consent and Advocacy

Staff must presume that each person has capacity to make their own decisions unless there is evidence that they may lack capacity for a specific decision at a specific time. Autistic people must be supported to make decisions using their preferred communication method and with reasonable adjustments, including accessible information, visual aids, extra processing time, familiar environments and support from people who know them well where appropriate.

Where there is reason to believe that a person may lack capacity for a specific decision, a Mental Capacity Act assessment must be completed and recorded. Any best interests decision must involve the person as far as possible, consider their past and present wishes, feelings, beliefs and values, consult relevant others where appropriate, and choose the least restrictive option.

Where a person has substantial difficulty being involved and has no appropriate person to support them, staff must consider referral for independent advocacy under the Care Act 2014. Where deprivation of liberty may be occurring or proposed, the registered manager must seek appropriate legal advice and ensure that lawful authorisation is in place.

4. Person-Centred Support

4.1 Individualised Care Plans

Each autistic service user has a tailored support plan that is developed in collaboration with the individual, their families, and professionals involved in their care. These care plans are designed to highlight the service user’s strengths, needs, preferences, and goals. The plans include strategies for managing anxiety, sensory preferences, preferred communication methods, and social interactions. Care plans are reviewed regularly to ensure they remain relevant to the service user’s evolving needs.

Each support plan must clearly record what matters to the person, what good support looks like for them, what staff must do and avoid, the person’s preferred communication methods, sensory preferences, routines, strengths, interests, health needs, emotional wellbeing needs, relationships, cultural needs, risks, reasonable adjustments and outcomes. Plans must distinguish between what is important to the person and what is important for the person, and must include how the person has been involved. Where family members, advocates or professionals contribute, this must be with the person’s consent or lawful authority.

4.2 Promoting Independence and Choice

We believe in empowering individuals with autism to take an active role in making decisions about their lives. This involves supporting them to develop life skills, including cooking, budgeting, and travel training. Autonomy is encouraged through structured choices, visual aids, and task breakdowns, ensuring that service users can participate in everyday decision-making at a pace that suits them.

Staff must support positive risk-taking and avoid unnecessary restrictions. Risk assessments must enable people to do the things that matter to them, including community activities, relationships, employment, education, travel, hobbies and daily living tasks. In supported living, staff must respect the person’s home, tenancy or occupancy rights, privacy and right to control who enters their home. Staff must not use tenancy, accommodation or access to support as a means of control.

5. Sensory and Environmental Considerations

5.1 Creating an Autism-Friendly Environment

We acknowledge that many autistic individuals experience sensory sensitivities, which can impact their daily lives. To address this, we adapt the environment by minimising excessive noise, ensuring appropriate lighting, and providing quiet spaces. Structured routines and predictability are implemented to create a sense of security and comfort. Staff are also trained to recognise environmental triggers and adjust conditions to support service user well-being.

Because supported living is the person’s own home, environmental changes must be discussed and agreed with the person, and where relevant with those lawfully involved in decisions. Staff must not impose standardised décor, routines or house rules that override individual choice. Environmental assessments must consider lighting, noise, smells, temperature, clutter, shared spaces, privacy, transitions, visitors, assistive technology, fire safety and the person’s sensory profile.

5.2 Minimising Sensory Overload

Sensory overload can cause distress and anxiety for autistic individuals. Our approach includes:

• Using low-stimulation decor to create calming spaces.
• Providing noise-cancelling headphones or quiet areas for service users who are sensitive to sound.
• Using sensory tools and equipment, such as weighted blankets or fidget items, to support self-regulation.
• Allowing flexibility in routines and activities to accommodate individual sensory preferences.

6. Communication Strategies

6.1 Understanding Communication Needs

Communication needs and preferences vary between autistic people. Staff must not assume that a person’s spoken language, eye contact, facial expression, tone of voice or body language accurately reflects their understanding, capacity, emotions or wishes.

To ensure effective communication:

• Staff are trained in alternative communication methods, including visual schedules, Makaton, and Picture Exchange Communication System (PECS).
• Written, visual, or digital aids are used to enhance understanding and reduce anxiety.
• Staff adopt clear, simple language and allow extra processing time for service users to respond.

Each person’s communication plan must record how they communicate choices, consent, refusal, pain, distress, anxiety, sensory overload, enjoyment and disagreement. Staff must recognise that behaviour may be communication and must look for unmet needs, environmental triggers, health issues, pain, trauma, communication barriers or changes in routine before describing behaviour as “challenging”.

6.2 Supporting Social Interaction

Social interactions can be challenging for autistic individuals. We create safe and structured opportunities for social engagement, recognising the need for personal space and gradual integration. Activities are designed to promote positive interactions in a way that respects the service user’s preferences. Staff facilitate social skills development in small, supportive settings, allowing service users to build confidence at their own pace.

7. Positive Behaviour Support, Distress and Least Restrictive Practice

7.1 Positive Behavioural Support (PBS)

Our approach to behaviour that may challenge services is based on Positive Behaviour Support, human rights and least restrictive practice. Staff must understand behaviour as communication and must seek to identify unmet need, distress, pain, trauma, sensory overload, communication barriers, environmental triggers or inappropriate support before considering restrictive responses.

This involves:

• Identifying triggers and early warning signs.
• Implementing personalised coping strategies to manage distress.
• Encouraging self-regulation through sensory activities or relaxation techniques.
• Engaging in multi-disciplinary collaboration with behavioural specialists where required.

7.2 Crisis Prevention and Intervention

When a crisis situation arises, our staff are trained in de-escalation techniques to manage distress effectively. This includes:

• Using calm, reassuring communication.
• Providing sensory breaks or safe spaces to help regulate emotions.
• Restrictive practice, including physical intervention, must only be used as a last resort to prevent serious harm, where it is lawful, necessary, proportionate, the least restrictive option, used for the shortest possible time and in line with the person’s assessed needs, behaviour support plan, staff training and organisational policy. It must never be used as punishment, for staff convenience, because of blanket rules, or to force compliance.
• Developing post-incident reflection plans to help service users and staff understand triggers and improve future responses.

Any incident involving restraint, restriction, seclusion, distress, injury, safeguarding concern or emergency intervention must be recorded, reported, reviewed and learned from. The review must include, where possible, the person’s experience and views, whether communication or sensory needs were met, whether staff followed the support plan, whether the intervention was avoidable, and what changes are needed to prevent recurrence. Families, advocates, commissioners, safeguarding teams, health professionals and CQC must be informed where required by law, contract or organisational policy.

7.3 Blanket Restrictions and Closed Cultures

{{org_field_name}} will not use blanket restrictions. Any restriction must be based on an individual assessment and must be lawful, necessary, proportionate, time-limited, reviewed and the least restrictive option. Examples of restrictions that must not be applied as blanket rules include restrictions on visitors, food, drinks, internet access, phones, relationships, community access, finances, personal possessions, daily routines, bedtime, privacy or access to parts of the person’s home.

Managers must monitor for signs of closed cultures, including people not being listened to, poor staff attitudes, institutional routines, lack of community access, over-reliance on restrictions, limited family or advocate involvement, poor incident reporting, weak complaints systems, or people appearing fearful, withdrawn or distressed.

8. Staff Training and Competency Development

8.1 Statutory Learning Disability and Autism Training

All staff working for the purpose of regulated activities must receive learning disability and autism training that is appropriate to their role, responsibilities and level of contact with autistic people. {{org_field_name}} will follow the Oliver McGowan Code of Practice on statutory learning disability and autism training and will use the Oliver McGowan Mandatory Training on Learning Disability and Autism as the preferred and recommended training route unless an alternative training package is demonstrably compliant with the Code of Practice.

Training must be completed during induction and refreshed in line with the organisation’s training matrix, the Code of Practice, staff role, assessed competence and service need. Training must include, as relevant to the role:

• understanding autism, neurodiversity and learning disability;
• communication differences and reasonable adjustments;
• sensory processing differences and environmental adaptations;
• person-centred and strengths-based support;
• health inequalities and diagnostic overshadowing;
• mental health, anxiety, trauma and emotional regulation;
• consent, capacity and supported decision-making;
• safeguarding, human rights and least restrictive practice;
• Positive Behaviour Support and prevention of distress;
• respectful interaction with autistic people and people with a learning disability;
• involving autistic people, people with a learning disability and family carers in training design or delivery where required by the Code of Practice.

The registered manager must maintain evidence of training completion, role-level allocation, refresher dates, competence checks and actions taken where staff have not completed required training.

8.2 Competency Assessments

Staff undergo regular competency assessments to ensure they can effectively support autistic individuals. Observational assessments and service user feedback are used to identify areas for improvement. Supervision and mentoring sessions provide opportunities for professional development and reflective practice.

Competence must not be assessed by attendance at training alone. Managers must use supervision, observation, reflective practice, spot checks, records audits, feedback from autistic people and families, incident reviews and direct practice observations to confirm that staff can apply learning in practice. Where concerns are identified, the manager must implement additional supervision, coaching, retraining or performance management.

8.3 Staffing, Recruitment and Deployment

{{org_field_name}} will ensure that enough suitably skilled, competent and experienced staff are deployed to meet each person’s assessed needs, preferences, communication needs, activities, routines and risks. Staffing arrangements must take account of compatibility, continuity, gender preferences, cultural needs, sensory needs, lone working risks, community activities, sleep-in or waking night needs, and the person’s wishes.

Recruitment must be safe, values-based and in line with Regulation 19. Required checks must be completed before staff work with people, including proof of identity, right to work, employment history, references, DBS checks where required, qualifications and fitness for the role. Staff must not work unsupervised until induction, mandatory training and competence checks relevant to their role have been completed.

9. Partnership with Families and External Agencies

9.1 Working Collaboratively with Families

Families and caregivers play an essential role in the well-being of autistic individuals. We maintain open and transparent communication with families, ensuring they are actively involved in care planning. Regular family meetings and review sessions provide opportunities to share insights, update care plans, and discuss service user progress.

Family involvement must be based on the person’s consent, wishes and confidentiality rights, unless there is a lawful basis to share information or involve others. Where a person lacks capacity for a specific decision, family members and others who know the person well should be consulted as part of best interests decision-making, unless this is not practicable or appropriate. Staff must not assume that family members can make decisions on behalf of the person unless they have legal authority, such as a relevant lasting power of attorney, deputyship or other lawful role.

9.2 Multi-Agency Collaboration

We work closely with healthcare providers, social workers, therapists, and autism specialists to ensure a coordinated approach to care. Regular multi-agency meetings allow for sharing insights, updating strategies, and ensuring service users receive holistic support. Additionally, we engage with local community organisations to promote inclusivity and create opportunities for social participation.

Staff must be alert to health inequalities, diagnostic overshadowing and barriers autistic people may experience when accessing health and social care services. Concerns about pain, illness, mental health deterioration, medication side effects, changes in behaviour, eating and drinking, sleep, communication, self-neglect or increased distress must be escalated promptly to the appropriate health professional, commissioner, safeguarding team or emergency service as required. Hospital passports, communication passports or health action plans should be used where appropriate and agreed with the person.

9.3 Safeguarding, Transitions and Continuity of Support

Safeguarding concerns must be reported and managed in line with the organisation’s safeguarding policy, local authority safeguarding procedures and CQC notification requirements. Particular attention must be given to risks of exploitation, mate crime, financial abuse, coercion, neglect, self-neglect, restrictive practice, institutional routines, discrimination, online abuse and closed cultures.

Transitions, including moving into or out of supported living, changes of staff, hospital admission, discharge, change of commissioner or changes in daily routines, must be planned with the person and those lawfully involved. Transition plans must include communication needs, sensory needs, risk information, medication, health needs, distress triggers, routines, relationships and what helps the person feel safe.

10. Monitoring and Quality Assurance

10.1 Compliance Audits, Notifications and Reporting

The registered manager will maintain effective governance systems to assess, monitor and improve the quality and safety of support provided to autistic people. Audits and checks must include, where relevant, care and support plans, risk assessments, Mental Capacity Act records, consent records, safeguarding records, incidents, complaints, medication records, restrictive practice records, staff training, supervision, recruitment, health appointments, communication plans, sensory plans, environmental risks, service user feedback and family or advocate feedback.

The registered manager must ensure that statutory notifications are submitted to CQC where required, including notifications relating to serious injury, abuse or allegations of abuse, incidents reported to or investigated by the police, deaths, unauthorised absence where applicable, and other notifiable incidents. Commissioners, safeguarding teams and other agencies must be informed where required by law, contract or local procedure.

10.2 Continuous Improvement

Lessons learned from audits, feedback, and best practice research inform ongoing policy updates and training improvements. We strive to adopt innovative approaches that enhance the quality of life for autistic individuals and promote best practices in supported living.

Improvement actions must be recorded, allocated to a responsible person, given a timescale and reviewed for effectiveness. Learning must be shared with staff through supervision, team meetings, reflective practice, updated support plans, revised risk assessments and changes to training. The organisation will seek feedback in accessible formats from autistic people about whether support is safe, respectful, predictable, empowering and effective.

10.3 Accessible Complaints and Feedback

{{org_field_name}} will ensure that autistic people can raise concerns, complaints, compliments and suggestions in ways that are accessible to them. This may include easy read information, visual formats, communication aids, advocacy, family support where consent is given, informal conversations, digital communication, symbols, pictures or other agreed methods.

Staff must recognise that distress, withdrawal, refusal, changes in behaviour or repeated questions may indicate dissatisfaction or concern. Complaints must be acknowledged, investigated, responded to and used to improve the service. People must not be treated unfairly or experience any negative consequences because they raise a concern or complaint.

10.4 Duty of Candour

{{org_field_name}} will act in an open, honest and transparent way when things go wrong. Where a notifiable safety incident occurs, the registered manager will ensure that the person, and/or their relevant representative where appropriate, is informed as soon as reasonably practicable, receives a truthful account of what is known, receives an apology, is told what further enquiries or actions will take place, and receives written follow-up in line with Regulation 20 and organisational policy.

11. Related Policies

This policy should be read in conjunction with:

• SL02 – Person-Centred Care Policy
• SL07 – Behaviour Management and Positive Support Policy
• SL13 – Safeguarding Policy
• SL19 – Mental Health and Well-being Policy
• SL25 – Equality, Diversity, and Inclusion Policy
• Mental Capacity Act and Deprivation of Liberty Policy
• Consent Policy
• Restrictive Practice and Restraint Policy
• Complaints and Compliments Policy
• Duty of Candour Policy
• Incident Reporting and CQC Notifications Policy
• Medication Policy
• Recruitment and Selection Policy
• Staff Training and Supervision Policy
• Confidentiality and Data Protection Policy
• Accessible Information and Communication Policy
• Positive Risk-Taking Policy
• Supported Living Tenancy and Housing Rights Policy
• Infection Prevention and Control Policy
• Whistleblowing Policy

12. Policy Review

This policy will be reviewed at least annually, or sooner if there are changes to legislation, CQC regulations, CQC guidance, the Oliver McGowan Code of Practice, NICE guidance, safeguarding requirements, local authority requirements, organisational practice, learning from incidents, complaints, audits or feedback from autistic people, families, advocates, staff or professionals. The registered manager is responsible for ensuring that changes are communicated to staff and embedded in practice.

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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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