Staff Training and Competency Audit - Supported Living
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- Q1: Is there a training matrix in place covering mandatory, role-specific, and person-centred care training?
- Q2: Are all new staff trained in core subjects (e.g., safeguarding, health and safety, MCA, infection control) before working independently?
- Q3: Are training needs identified through induction, supervision, and regular performance reviews?
- Q4: Are training records accurate, up to date, and regularly audited for gaps or expiries?
- Q5: Are refresher training courses scheduled and completed within required timescales?
- Q6: Are competency assessments carried out following training to ensure staff can apply knowledge in practice?
- Q7: Are shadowing opportunities and buddy systems used to support new starters effectively?
- Q8: Are staff trained in lone working safety, managing boundaries, and tenant-led decision-making?
- Q9: Are communication and interpersonal skills part of training, particularly for working with people with learning disabilities or mental health needs?
- Q10: Are staff trained to support positive risk-taking, enablement, and promoting independence?
- Q11: Are person-specific training sessions provided where tenants have specialist needs (e.g., epilepsy, autism, diabetes, mental health)?
- Q12: Are care plans and risk assessments used as tools during training to apply learning to individual support?
- Q13: Are staff trained in trauma-informed care, behavioural support, and de-escalation techniques where appropriate?
- Q14: Are training formats accessible for staff with different learning styles, languages, or literacy levels?
- Q15: Is medication training provided where prompting, supporting, or administering medicines is part of the role?
- Q16: Are practical assessments used to validate safe moving and handling or medication practices?
- Q17: Are staff encouraged and supported to pursue qualifications (e.g., Care Certificate, NVQs)?
- Q18: Is training in data protection, confidentiality, and digital systems included in core learning?
- Q19: Are staff trained in emergency procedures, including lone working alerts and escalation processes?
- Q20: Are training outcomes discussed in supervision and used to plan professional development?
- Q21: Are team meetings or reflective sessions used to share learning, updates, or case-based discussions?
- Q22: Are incidents or feedback used to identify training needs or trends requiring targeted education?
- Q23: Are training completion and competency levels reviewed at governance level for assurance?
- Q24: Is feedback on training quality collected and used to improve learning experiences?
- Q25: Are external trainers, platforms, or materials reviewed for relevance, inclusion, and effectiveness?
- Q26: Are staff given time and support to complete training as part of their work schedule?
- Q27: Is there evidence that training directly improves outcomes, safety, or satisfaction for tenants?