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How to smash Regulation 18(2)(a)


All roads seem to lead back to regulation and inspection, don’t they?


Our teams can provide consistently meaningful support, but without robust evidence of this having happened, how can we improve our CQC rating and consequently, our reputation?


CQC’s Single Assessment Framework when it arrived earlier this year, supposedly represented a significant shift in how the quality of support is now measured. The new quality statements, replacing KLOE, are intended to focus on what matters to individuals receiving services; a framework within which teams can evidence safe, personalised support. Coupled with the I-statements, which were incidentally developed with individuals with learning disabilities, the lived experience of those receiving support lies firmly at the heart of what the regulator intends to achieve.


But what does all this mean for learning and development? How do you evidence the transformative impact of training on your team’s practice? What about the perspective of those who use your service?


Regulation 18(2)(a): What you need to evidence:


We know that since the introduction of the Health and Care Act, 2022, training in learning disability and autism has been mandatory in England and Wales. This will of course need to be evidenced. But, what else needs to be in place to achieve compliance? Here’s my essential list to help you stay on track:


  • Induction that prepares each team member to carry out their role

  • That new starters are supported, skilled and assessed as competent to carry out their roles

  • An analysis of the training, learning and development needs of each team member is carried out at the start of employment and reviewed at regular intervals

  • Team members are supported to undertake training, learning and development to enable them to practice effectively

  • Staff are supported to participate in additional training to maintain their skills in meeting the needs of the individuals they support

  • All learning, training and development should be monitored, and appropriate action taken when training requirements are not met

  • Future training, learning and development needs should be identified, planned for and supported

  • Staff to demonstrate and maintain their competence in understanding the needs of people with a learning disability and autistic people, including knowing how to support them in the best way


Top Tips for Getting this Right:


  1. Complete a quarterly audit of all training and supervision records

  2. Assign more experienced team members as mentors to new starters

  3. Buddy up with other teams in your locality for joint training sessions, share good practice, and find solutions to challenges


How I can Help:


  1. I’m happy to be a fresh pair of eyes and look over your learning and development records

  2. Download my checklist for smashing Regulation 18(2)(a) right here: https://1drv.ms/b/c/15ab55fda3bfccab/EXuIzApx_WdMh1NwXsK1lzEBT3x6dBnYJv0LQVHDf8KuFg

  3. Bespoke advice on how to meet the requirement for mandatory training in learning disability and autism


It all starts with a virtual cuppa! To book in your complementary half hour, please tap on the link https://calendly.com/nicsimpson12621/30min


Now go smash Regulation 18 at your next inspection!





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