Staff Training and Competency Audit - Supported Living

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