Staff Training and Competency Audit - Supported Living

Evidence to check

• • Training matrix includes mandatory, role-specific and tenant-specific training
• • Matrix identifies completed, overdue and upcoming training
• • Training requirements match staff roles and the needs of tenants supported
• • Managers use the matrix to plan rotas, induction, supervision and competency checks

Evidence to check

• • Induction records show completion of core training before lone working
• • Core topics include safeguarding, MCA, health and safety, IPC, medication, confidentiality and emergency procedures
• • Staff are not allocated tasks they are not yet trained or competent to complete
• • Restrictions or additional supervision are recorded until competence is confirmed

Evidence to check

• • Induction and probation records identify learning needs
• • Supervision and appraisal records include training and development discussions
• • Incidents, complaints, audits and spot checks lead to targeted training where needed
• • Training plans are personalised to staff knowledge, confidence and role

Evidence to check

• • Training records are up to date and match staff files
• • Expired or missing training is flagged
• • Managers take action when training gaps are identified
• • Training audits are completed and followed up

Evidence to check

• • Refresher training schedule is in place
• • Overdue training is monitored and escalated
• • Staff are restricted from higher-risk tasks where refresher training is overdue and risk requires it
• • Refresher learning reflects current guidance and service learning

Evidence to check

• • Competency assessments are completed after relevant training
• • Assessments include observation, questioning or practical demonstration
• • Competency is linked to real support tasks and tenant needs
• • Poor competence leads to supervision, retraining or restricted duties

Evidence to check

• • Shadowing records are completed
• • New staff are introduced to tenants and support plans safely
• • Buddy or mentor feedback is recorded
• • Staff are not signed off for lone work until they understand key risks, preferences and boundaries

Evidence to check

• • Training covers lone working, boundaries, tenancy rights and positive risk-taking
• • Staff can explain what to do if they feel unsafe during a visit
• • Staff understand boundaries around money, gifts, relationships, social media and confidentiality
• • Staff respect tenant choice without taking over decisions unnecessarily

Evidence to check

• • Training includes communication, active listening and accessible information
• • Staff can explain how individual tenants communicate choices, distress, consent or refusal
• • Support plans include communication strategies and staff use them
• • Tenant feedback shows staff communicate respectfully and effectively

Evidence to check

• • Training covers strengths-based support, risk enablement and least restrictive practice
• • Staff can give examples of supporting independence safely
• • Support plans and daily notes show tenants are encouraged to do what they can
• • Staff understand that a capacitous tenant can make unwise decisions

Evidence to check

• • Person-specific training records for epilepsy, diabetes, autism, mental health, behaviours of distress, PEG, catheter care or other specialist needs
• • Staff can explain the tenant’s individual risks, triggers and support strategies
• • Training is updated when the tenant’s needs change
• • Competency checks confirm staff can apply the person-specific guidance

Evidence to check

• • Induction includes reading and discussing support plans
• • Training uses real supported living scenarios and case examples
• • Staff can link training to individual risks, preferences and outcomes
• • Changes in support plans are used as learning opportunities

Evidence to check

• • Training records for trauma-informed care, PBS or de-escalation
• • Support plans identify triggers, early warning signs and calming approaches
• • Staff can explain respectful and least restrictive responses
• • Incidents of distress, aggression or restriction lead to review and learning

Evidence to check

• • Training is available in different formats where needed
• • Managers check staff understanding, not just attendance
• • Reasonable adjustments are offered where appropriate
• • Staff feedback identifies whether training is understandable and useful

Evidence to check

• • Medication training records
• • Medication competency assessments include observation or scenario checks
• • Staff understand prompting, assisting and administering
• • Staff do not support medicines beyond their training, competence or care plan authority

Evidence to check

• • Practical moving and handling assessments
• • Medication practice observations or competency records
• • Assessments are repeated after concerns, incidents or changes in guidance
• • Staff are not allocated higher-risk tasks until competence is confirmed

Evidence to check

• • Care Certificate completion records for new staff where applicable
• • Development plans include qualifications or specialist learning
• • Managers support staff progression through supervision and appraisal
• • Qualification learning is linked to better tenant support and outcomes

Evidence to check

• • GDPR, confidentiality and digital system training records
• • Staff understand secure use of mobile devices, apps and care records
• • Staff know how to protect confidentiality around visitors, co-tenants and relatives
• • Data breaches or confidentiality concerns are reported and reviewed

Evidence to check

• • Emergency procedure training records
• • Staff can answer scenario questions about emergencies
• • Staff know how to access on-call or emergency support
• • Emergency learning is reviewed after incidents or drills

Evidence to check

• • Supervision records discuss recent training and confidence
• • Development plans identify next steps
• • Managers consider competence when allocating staff to tenants
• • Staff concerns about training or confidence are acted on

Evidence to check

• • Team meeting minutes or reflective session notes
• • Case-based learning is shared while maintaining confidentiality
• • Staff discuss what worked well and what could improve
• • Learning is translated into changes in support plans or practice

Evidence to check

• • Incident and complaint reviews identify training themes
• • Safeguarding and medication incidents lead to learning where needed
• • Audit findings are linked to training actions
• • Targeted training is followed up to check practice improved

Evidence to check

• • Governance reports include training compliance and competency concerns
• • Senior managers review overdue training and high-risk gaps
• • Actions are tracked with owners and timescales
• • Training data is linked to quality, safety and tenant outcomes

Evidence to check

• • Staff training feedback forms or surveys
• • Feedback identifies whether training was useful for supported living practice
• • Training content or provider is changed where feedback shows gaps
• • Staff report feeling more confident after training

Evidence to check

• • Training provider or platform review records
• • Content reflects current guidance and supported living practice
• • Materials are inclusive and avoid institutional language
• • External training is supplemented with local, tenant-specific guidance where needed

Evidence to check

• • Training time is planned into rotas
• • Staff are paid or supported in line with organisational arrangements
• • Training does not reduce safe staffing for tenants
• • Staff feedback about time pressure or access to training is reviewed

Evidence to check

• • Audit findings show improved practice after training
• • Tenant feedback reflects improved staff confidence, respect or consistency
• • Incidents, complaints or errors reduce after targeted training
• • Managers can evidence how training has changed outcomes, not only completion rates

Evidence to check

• • Agency or bank staff training and competency evidence
• • Local induction completed before first shift
• • Staff are briefed on tenant-specific risks, preferences and support plans
• • Temporary staff are not allocated specialist tasks unless competence is confirmed

Evidence to check

• • Training includes supported living principles and rights-based practice
• • Staff understand the tenant’s home is not a care home environment
• • Staff knock, seek permission and respect privacy during support
• • Tenant feedback shows staff promote choice, independence and control

Evidence to check

• • Observed practice records or spot checks
• • Competency checks include communication, dignity, consent, boundaries and risk enablement
• • Feedback is given to staff after observation
• • Concerns identified through observation lead to coaching or further training