# data[].attributes.attachment_link.title
Breaking Bad News Demonstration - OSCE Guide | Breast Cancer Diagnosis | UKMLA | CPSA | PLAB 2

# data[].attributes.attachment_link.title
DNACPR Discussion - OSCE Guide | Resuscitation (CPR) Counselling | UKMLA | CPSA | PLAB 2

# data[].attributes.attachment_link.title
Explaining a Medication Error - OSCE Guide | Explaining a Mistake | Communication | UKMLA CPSA | SCA

# data[].attributes.attachment_link.readable_text
In a bid to shift adult social care from analogue to digital as part of the Plan for Change, the Health and Social Care Secretary Wes Streeting has announced a new qualification that will equip care leaders with the skills to use and rapidly deploy technology across care homes and other settings.

The training will focus on tools which have been shown to improve the quality of care and reduce pressure on staff. This includes:

motion sensors that can detect and alert staff when a patient has had a fall

video telecare to allow remote appointments with doctors and carers to reduce the need to travel

artificial intelligence (AI) which can automate routine tasks like note taking or predict when a patient might need additional care

Care technologies like these will help people to receive the best possible care in the community and prevent avoidable trips to the hospital, reducing pressure on the NHS. It supports the government's 10 Year Health Plan to make health and social care fit for the future.

Health and Social Care Secretary, Wes Streeting, said:

We will harness the full potential of cutting-edge technology to transform social care, helping people to live independently in their own homes and improving the quality of care.

By investing in skills training for care workers, introducing a Fair Pay Agreement, and providing more opportunities for career progression, we will help retain the incredible professionals we need.

Our Plan for Change will make sure we have the people and the skills needed to build a national care service.

Speaking at Unison's 2025 National Health Care Conference, the Health and Social Care Secretary also outlined a series of wider measures to boost the recruitment and retention of care staff. The plans will professionalise the adult social care workforce and help staff progress in their careers, leading to better pay and recognition.

This includes:

setting up new job roles - like deputy managers, registered managers, personal assistants and a new enhanced care worker role - in recognition of increasingly complex care requirements. It will mean their skills will be recognised across the health service, so that GPs, doctors and other health professionals understand their expertise

£12 million to fund courses and qualifications for carers to develop new skills, build expertise and advance in their careers

The boost for social care careers will support the 1.59 million strong workforce which provides vital care and support to people of all ages and with diverse, complex needs, and is in recognition of the vital work they do.

The measures come as unpaid carers see the biggest rise in their earnings limit since the 1970s this month, and the first ever Fair Pay Agreement for the sector continues to progress through Parliament.

Baroness Louise Casey will soon begin her independent commission into adult social care which will look at how we recruit, retain and support the workforce as part of its focus on building a social care system fit for the future.

Background information

Care workforce pathway for adult social care

The care workforce pathway is the first universal career structure for the adult social care workforce. It focuses on direct care and support roles. The second part of the pathway includes 4 further role categories to continue to match the breadth of careers in adult social care.

The pathway provides clear guidance for progression and development for professionals in the adult social care sector by outlining the necessary knowledge, skills, values and behaviours they will need in their work or practice. It sets out how people can develop across a long-term career in adult social care with support and training, attracting people to join and remain in the sector and supporting sustainable workforce growth.

Level 5 digital leadership qualification

This new qualification will ensure adult social care leaders and managers have the skills they need to adopt digital innovations and new technology to help transform the sector. This supports the fundamental shift from analogue to digital in adult social care and will support high quality, safe, efficient and person-centred care. This shift is dependent on the adult social care workforce feeling confident, skilled and supported to embed digital ways of working.

Awarding organisations can decide which technologies to focus on and these are included, but not limited to:

smart home technologies

assistive technologies

technologies worn by staff

telecare

diagnostic tools

digital social care records

business software

AI and robotics technology

For further information, see the 'Level 5 Award in Understanding Digital Leadership in Adult Social Care' qualification specification on the Skills for Care qualifications page.

The Care Certificate Standards have been refreshed to bring the contents up to date and in line with the Level 2 Adult Social Care Certificate qualification that was launched in June 2024.

The Care Certificate Standards were developed for use in England and are the recommended minimum training, supervision and assessment that staff new to care (health and adult social care) should receive as part of induction and before they start to deliver care. It provides a foundation for healthcare support and social care worker roles, ensuring that the new worker can provide a compassionate and caring service.

International Recruitment Fund

Additionally, the government will also reduce reliance on overseas recruitment for social care. £12.5 million has been made available for the international recruitment fund to tackle the exploitation of international care workers. This will help find new employment for displaced overseas care workers, prioritising those already in the UK before hiring internationally.

Learning and Development Support Scheme

The Adult Social Care Learning and Development Support Scheme ( LDSS) will continue in financial year 2025 to 2026, backed by up to £12 million. This scheme supports adult social care employers to invest in their workforce through funded training opportunities.

The Level 5 Digital Leadership qualification is eligible for funding under the LDSS.

# data[].attributes.attachment_link.title
Cutting-edge tech introduced in social care

# data[].attributes.attachment_link.description
Care leaders will be trained to use the latest technology to improve patient care, free up staff time and help people live independently in their own homes for longer.

# data[].attributes.body
Developed by the University of Cumbria to enhance critical reflection and professional development.

It encourages individuals to analyse a situation by exploring the Problem, the Evidence, the Thoughts and feelings, the Actions taken, and the Learning outcomes, promoting deeper self-awareness and informed future actions in a structured yet flexible way.

The PETAL Framework Steps

Problem:

Describe the problem or situation you are reflecting on.

Evidence:

Identify the objective and subjective evidence that is relevant to the situation, including your role, the actions you took, and how others responded.

Thoughts & Feelings:

Explore the thoughts, feelings, and emotions you experienced during the situation, and consider how you interpreted them.

Actions:

Detail the actions you took in response to the situation and the thoughts and feelings you had.

Learning:

Determine what you have learned from the experience and how you can use this learning to improve future actions and professional development.

# data[].attributes.attachment_link.title
Record keeping for nursing staff: Three simple tips | RCN Magazine | Royal College of Nursing

# data[].attributes.attachment_link.description
Inaccurate or missing information can have serious consequences. These three Rs will keep you and your patients safe

# data[].attributes.body
Sir Keir Starmer has scrapped NHS England and said he was putting the health service under "democratic control".

The Prime Minister said it would be better served under ministerial oversight - rather than the body that's been dubbed the biggest quango in the world.

Thousands of jobs will be cut - but Sir Keir denied it signalled any return to austerity.

# data[].attributes.attachment_link.description
Sir Keir Starmer has scrapped NHS England and said he was putting the health service under “democratic control”. The Prime Minister said it would be better served under ministerial oversight -…

# data[].attributes.attachment_link.description
“NHSE was created to put distance between government and the problems of the health service. Today, the government has confirmed who owns the real problems - understaffed services, poor quality care…

# data[].attributes.attachment_link.provider_name
Tees Esk and Wear Valley NHS Foundation Trust

# data[].attributes.attachment_link.title
Learning Disability Week: Project aimed at tackling over medication is hailed as life-changing - Tees Esk and Wear Valley NHS Foundation Trust

# data[].attributes.attachment_link.description
Teesside woman finally feels she “can be me again” after taking part in Trust-backed project to tackle over medication.

# data[].attributes.attachment_link.embed_code
Learning Disability Week: Project aimed at tackling over medication is hailed as life-changing

# data[].attributes.attachment_link.title
Nursing models and contemporary nursing 1: their development, uses and limitations | Nursing Times

# data[].attributes.attachment_link.description
Abstract This two-part series explores the value of nursing models and considers whether the fundamental concepts, beliefs and values about nursing in

# data[].attributes.attachment_link.description
Nursing gives you the opportunity to make a difference to people’s lives on a daily basis. There are four key areas of nursing you can choose to specialise in, with each leading on to a wide range of rewarding roles with plenty of scope for progression.

# data[].attributes.attachment_link.title
Quiz yourself ... What kind of team player are you? | Nursing Times

# data[].attributes.attachment_link.description
1. You’re asked to buddy up with a fellow student for a piece of coursework and you discuss who’s going to do what. What do you end up doing?A. If you

# data[].attributes.body
When evaluating your own teamwork skills, consider your ability to actively listen, communicate clearly, collaborate effectively, contribute positively to problem-solving, adapt to changing situations, support team members, manage conflict constructively, and demonstrate accountability, all while maintaining a positive attitude and respect for diverse perspectives.

Key areas to self-assess:

Communication:

Do you clearly share information and updates with your team?

Are you open to feedback and actively listen to others' ideas?

Do you use appropriate communication channels for different situations?

Collaboration:

Do you actively participate in brainstorming sessions and contribute your expertise?

Are you willing to delegate tasks and support colleagues when needed?

Do you readily share credit for team achievements?

Problem-solving:

Do you identify issues promptly and actively seek solutions?

Can you analyze problems from different angles and contribute to decision-making?

Are you comfortable with constructive conflict and work towards consensus?

Adaptability:

Can you adjust to changing priorities and project requirements?

Are you flexible in your approach and open to new ideas?

Do you handle unexpected challenges with a positive attitude?

Team Support:

Do you provide encouragement and recognition to team members?

Are you willing to help colleagues who are struggling?

Do you foster a positive team environment by being approachable and supportive?

How to gather feedback:

Self-reflection:

Reflect on recent projects and situations where you demonstrated strong teamwork skills or areas where you can improve.

Ask for feedback:

Request feedback from colleagues, managers, or team members on your teamwork strengths and areas for development.

Performance reviews:

Utilize feedback provided during performance reviews to identify areas for improvement related to teamwork.

Remember that effective teamwork is a continuous process that requires self-awareness, active engagement, and a commitment to supporting your team's success.

# data[].attributes.attachment_link.description
Radiohead - In Rainbows [Special Edition] Disc 2

# data[].attributes.attachment_link.title
1.1 Outline models of team working – Care Learning

# data[].attributes.attachment_link.description
This guide will help you answer 1.1 Outline models of team working. Working in adult care often requires effective teamwork. Different models of team working ca

# data[].attributes.body
Understand the characteristics required to be a health professional making reference to the relevant professional and regulatory body's and the Professional Standards Authority standards for registration in relation to, patient-centred care and concepts of professionalism as they apply to conduct, performance and ethics of those on the relevant professional and regulatory body's register

1.1 Analyse the characteristics required to be a health professional with reference to: (a) professional values, behaviours and accountability (b) patient-centred care (c) concepts of professionalism as they apply to conduct, performance and ethics of those on the relevant professional and regulatory body's register

2. Understand effective communication and teamworking skills

2.1 Distinguish between effective and ineffective skills with reference to a relevant model for each of the following: (a) Communication (b) Teamwork

2.2 Evaluate the effectiveness of own communication skills, with reference to: (a) Verbal (b) non-verbal skills

2.3 Evaluate own team working skills.

3. Know how to manage risk and deal effectively with problems

3.1 Summarise the principles of risk management and problem solving.

3.2 Explain how to solve a problem and manage any associated risk, using an actual or hypothetical problem relevant to a healthcare setting

4. Reflect on own personal and professional practice and develop a personal and professional development plan

4.1 Evaluate their own personal and professional practice skills against those expected of a health professional, using a chosen model of reflective practice.

4.2 Identify own continuing personal and professional development (CPD) needs based on evaluations in 4.1

4.3 Produce a plan to meet personal and professional development objectives based on an evaluation of different options.

4.4 Reflect on own performance against the plan, identifying learning needs for the future throughout the duration of the Access to HE Diploma.

# data[].attributes.attachment_link.description
RevivR is a short, self-directed CPR training from British Heart Foundation, that could teach you how to save someone's life.

# data[].attributes.attachment_link.title
Tour of an ambulance :: North East Ambulance Service

# data[].attributes.attachment_link.title
How to tackle workplace bullying | RCN Magazine | Royal College of Nursing

# data[].attributes.attachment_link.description
Bullying can be tricky to spot. Discover the signs to look out for, how you can take positive action and how the RCN can help.

# data[].attributes.attachment_link.readable_text
Prioritising happiness and kindness influences how we approach everything - including our personal lives, families, communities, schools and workplaces. It also shapes our views on public policy and helps us to consider the wellbeing of future generations too.
We have no religious, political or commercial affiliations and welcome people of all faiths (or none) and all parts of society. Our members make a simple pledge: to create more happiness and less unhappiness in the world.

Our patron is The Dalai Lama.

# data[].attributes.attachment_link.description
Action for Happiness is a charity that promotes a happier and more caring society. We promote how to be happy, kindness, connection & wellbeing

# data[].attributes.attachment_link.title
The Association for Child and Adolescent Mental Health - ACAMH Learn

# data[].attributes.attachment_link.readable_text
#ShapingUs - The Princess of Wales spotlights the vital role of Health Visitors

This new film shines a much-needed spotlight on health visiting, produced by The Royal Foundation Centre for Early Childhood in partnership with the Institute of Health Visiting.
The film showcases Her Royal Highness The Princess of Wales shadowing health visitors to gain a deeper insight into their role.

# data[].attributes.attachment_link.description
iHV is a UK-wide organisation with a web-based Centre of Excellence to strengthen the quality and consistency of health visiting services for the benefit of all children, families, and communities.

# data[].attributes.attachment_link.readable_text
We use cookies on the Scope website to show us how many people our content is reaching.

It means we can:

See what content is most useful to people

Target more help where it's needed

Show relevant advertisements for our own services, no-one else's

It also means we can work more closely with partners in government, local councils and other public bodies, targeting support where it's needed most and offering a better range of services.

It's your choice whether to allow them or not, but you're helping us do more if you opt in. Thank you.

# data[].attributes.attachment_link.description
We're Scope, the disability equality charity in England and Wales

# data[].attributes.attachment_link.title
We’re Mind, the mental health charity | Mind

# data[].attributes.attachment_link.description
We're Mind, the mental health charity. We're here to make sure no one has to face a mental health problem alone.

# data[].attributes.attachment_link.title
YoungMinds | Mental Health Charity For Children And Young People

# data[].attributes.attachment_link.description
YoungMinds are a mental health charity for children, young people and their parents, making sure all young people can get the mental health support they need.

# data[].attributes.attachment_link.readable_text
Parents and carers of almost 5 million 5 to 11 year olds can now book a COVID-19 vaccination for their children.

Most appointments will be available at a local vaccination centre or community pharmacy outside school hours. You can book one via the National Booking Service or by calling 119.

You can also find convenient vaccine walk-ins across the country via www.nhs.uk/grab-a-jab, which shows which sites can vaccinate which age groups.

The NHS will be sending invitations to parents and guardians of eligible children throughout the next few weeks to let them know they can now book a vaccine.

# data[].attributes.attachment_link.description
Parents and carers of almost 5 million 5 to 11 year olds can now book a COVID-19 vaccination for their children. Most appointments will be available at a local vaccination centre or community pharmacy outside school hours. You can book one via the National Booking Service or by calling 119.

# data[].attributes.attachment_link.title
Resources for students - The Nursing and Midwifery Council

# data[].attributes.attachment_link.description
The NMC Website, NMC Online and our other online services will be unavailable from 07:15 to 10:00 on Saturday 20 January whilst we carry out essential maintenance. Apologies for any inconvenience caused.

# data[].attributes.attachment_link.title
The Health and Care Professions Council (HCPC)

# data[].attributes.attachment_link.description
We are a regulator of health and care professions in the UK. Our role is to protect the public. By law, people must be registered with us to work in the UK

# data[].attributes.attachment_link.readable_text
The standards of proficiency for physiotherapists

These standards came into effect on 1 September 2023, replacing previous versions.

These standards set out safe and effective practice in the professions we regulate. They are the threshold standards we consider necessary to protect members of the public.

Professionals must meet all the standards of proficiency to register with us and meet the standards relevant to their scope of practice to stay registered with us.

Expectations of you

A note about our expectations of you
You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us.

If your practice is called into question, we will consider these standards (and the standards of conduct, performance and ethics) in deciding what action, if any, we need to take.

The standards of proficiency complement information and guidance issued by other organisations, such as your professional body or your employer. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document.

We also expect registrants to meet the HCPC standards of conduct, performance and ethics and standards for continuing professional development.

Your scope of practice

Your scope of practice
Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets the standards and does not pose any danger to the public or to yourself.

We recognise that a registrant's scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research. Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.

Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.

As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.
More information on scope of practice

Meeting the standards

Meeting the standards
It is important that you meet these standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet the standards. There is normally more than one way in which each standard can be met and the way in which you meet the standards might change over time because of improvements in technology or changes in your practice.

We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet the standards. They are often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet the standards.

Language
We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.

Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as 'understand' and 'know'. This is so the standards remain applicable to current registrants in maintaining their fitness to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.

These standards are effective from 1 September 2023.

The standards include generic elements, which apply to all our registrants, and profession-specific elements, which are relevant to registrants belonging to one of the professions we regulate.

The standards are not hierarchical and are all equally important for practice.

The generic standards, which apply to all professions, are written in bold text.

The profession-specific standards are written in plain text.

At the point of registration, physiotherapists must be able to:

1.2 recognise the need to manage their own workload and resources safely and effectively, including managing the emotional burden that comes with working in a pressured environment

1.3 keep their skills and knowledge up to date and understand the importance of continuing professional development throughout their career

9.2 manage records and all other information in accordance with applicable legislation, protocols and guidelines

9.3 use digital record keeping tools, where required

10.2 recognise the value of multi-disciplinary reviews, case conferences and other methods of review

We first published standards of proficiency for physiotherapists when our Register opened in July 2003.

We review the standards regularly to look at how they are working and to check whether they continue to reflect current practice in the professions we regulate. Our most recent review began in 2019 and included a formal consultation and close collaboration with key stakeholders, registrants and professional bodies. The revised sets of standards for all 15 professions were formally approved by our Council in March 2022 and came into effect on 1 September 2023.

The profession-specific standards for physiotherapists were developed with the input of the relevant professional bodies and the views of stakeholders during our consultation work. We are confident that the standards are fit for purpose and reflect safe and effective professional practice in physiotherapy.

As part of our commitment to ensuring the standards remain relevant to current professional practice, will continue to listen to our stakeholders and keep the standards under regular review.

This may result in updates to the standards in future, which may include corrections, amendments or changes to ensure the standards remain relevant.

This is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence.

This document contains minor amendments to typographical errors, meaning it may differ slightly from previous versions published on our website.

The publication code for these standards is 20230901POLPUB PHSoP .

What's changed?

On 1 September 2023 the updated standards of proficiency came into in effect, which included changes to the standards for all professions and changes to profession-specific standards.

To see the changes between the previous and updated sets of standards, download the comparison table for physiotherapists.

You can also view information on the view key changes for all professions, access comparison tables for the other professions. helpful resources or

Published:

01/09/2023

Resources

Standards and guidance

Subcategory:

Professional standards

Audience

Registrants

Profession

Physiotherapists

# data[].attributes.attachment_link.description
These standards came into effect on 1 September 2023, replacing previous versions. These standards set out safe and effective practice in the professions we regulate. They are the threshold standards we consider necessary to protect members of the public.

# data[].attributes.attachment_link.readable_text
The standards of proficiency for radiographers

Expectations of you

You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

If your practice is called into question we will consider these standards (and our standards of conduct, performance and ethics) in deciding what action, if any, we need to take.

The standards set out in this document complement information and guidance issued by other organisations, such as your professional body or your employer.

We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document

Your scope of practice

Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself.

We recognise that a registrant's scope of practice will change over time and that the practice of experienced registrants often becomes more focused and specialised than that of newly registered colleagues. This might be because of specialisation in a certain area or with a particular client group, or a movement into roles in management, education or research.

Every time you renew your registration, you will be asked to sign a declaration that you continue to meet the standards of proficiency that apply to your scope of practice.

Your particular scope of practice may mean that you are unable to continue to demonstrate that you meet all of the standards that apply for the whole of your profession.

As long as you make sure that you are practising safely and effectively within your given scope of practice and do not practise in the areas where you are not proficient to do so, this will not be a problem. If you want to move outside of your scope of practice, you should be certain that you are capable of working lawfully, safely and effectively. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice.

Meeting the standards

It is important that you meet our standards and are able to practise lawfully, safely and effectively. However, we do not dictate how you should meet our standards. There is normally more than one way in which each standard can be met and the way in which you meet our standards might change over time because of improvements in technology or changes in your practice.

We often receive questions from registrants who are concerned that something they have been asked to do, a policy, or the way in which they work might mean they cannot meet our standards. They are often worried that this might have an effect on their registration.

As an autonomous professional, you need to make informed, reasoned decisions about your practice to ensure that you meet the standards that apply to you. This includes seeking advice and support from education providers, employers, colleagues, professional bodies, unions and others to ensure that the wellbeing of service users is safeguarded at all times. So long as you do this and can justify your decisions if asked to, it is very unlikely that you will not meet our standards.

We recognise that our registrants work in a range of different settings, which include direct practice, management, education, research and roles in industry. We also recognise that the use of terminology can be an emotive issue.

Our registrants work with very different people and use different terms to describe the groups that use, or are affected by, their services. Some of our registrants work with patients, others with clients and others with service users. The terms that you use will depend on how and where you work. We have used terms in these standards which we believe best reflect the groups that you work with.

In the standards of proficiency, we use phrases such as 'understand', 'know', and 'be able to'. This is so the standards remain applicable to current registrants in maintaining their fitness
to practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time.

These standards may change in the future We have produced these standards after speaking to our stakeholders and holding a formal public consultation. We will continue to listen to our stakeholders and will keep our standards under continual review. Therefore, we may make further changes in the future to take into account changes in practice.

We will always publicise any changes to the standards that we make by, for instance, publishing notices on our website and informing professional bodies.

We also expect you to keep to our standards of conduct, performance and ethics and standards for continuing professional development. We publish these in separate documents, which you can find on our website.

Registrant radiographers must:

1.1 know the limits of their practice and when to seek advice or refer to another professional

1.2 be able to manage their own workload and resources effectively and be able to practise accordingly

3.1 understand the need to maintain high standards of personal and professional conduct

3.2 understand the importance of maintaining their own health

3.3 understand both the need to keep skills and knowledge up to date and the importance of life-long learning

4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem

4.2 be able to make reasoned decisions to initiate, continue, modify or cease radiotherapy treatment or diagnostic imaging examinations and record the decisions and reasoning appropriately

4.3 be able to initiate resolution of problems and be able to exercise personal initiative

4.4 recognise that they are personally responsible for and must be able to justify their decisions

4.5 be able to make and receive appropriate referrals

4.6 understand the importance of participation in training, supervision and mentoring

5.1 understand the requirement to adapt practice to meet the needs of different groups and individuals

5.2 understand the emotions, behaviours and psychosocial needs of people undergoing radiotherapy or diagnostic imaging, as well as that of their families and carers

5.3 be able to provide appropriate information and support for service users throughout their radiotherapy treatment and care or diagnostic imaging examinations

7.1 be aware of the limits of the concept of confidentiality

7.2 understand the principles of information governance and be aware of the safe and effective use of health and social care information

7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public

10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines

10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines

11.1 understand the value of reflection on practice and the need to record the outcome of such reflection

11.2 recognise the value of multidisciplinary team reviews and other methods of review

Download the standards of proficiency document

These standards are effective from Tuesday 28 May 2013.

Reviewing the standards of proficiency

We keep our standards under continual review, to look at how they are working and check whether they continue to reflect current practice. We also conduct a periodic review of the standards every five years.

We are currently in the early stages of reviewing the Standards of proficiency for all of our professions. This means that we are seeking feedback on the standards to highlight any areas that may need updating.

We hope to hold a public consultation on the standards during Summer 2020, but this is subject to COVID-19. This will be an opportunity for anyone to provide their comments on the Standards of proficiency.

We will publicise any changes to the standards that we make by, for instance, publishing notes on our website and informing professional bodies.

# data[].attributes.attachment_link.description
Expectations of you You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. It is important that you read and understand this document.

# data[].attributes.attachment_link.description
Types of apprenticeships With more than 350 different NHS careers, there are hundreds of different jobs which can be done through an apprenticeship.

# data[].attributes.body
Communication group practical 6/2/25

# data[].attributes.attachment_link.provider_name
British Sign Language - Learn BSL Online

# data[].attributes.attachment_link.description
Online BSL course, games, information & resources. Learn British Sign Language today.

# data[].attributes.attachment_link.title
Widgit Symbol Resources | Ready-Made Teaching Materials

# data[].attributes.attachment_link.description
Widgit Symbol Resource Packs, hundreds of symbol resource packs, created in partnership with professionals

# data[].attributes.attachment_link.readable_text
Makaton uses signs and symbols to help people communicate. It is designed to support the development of spoken language.

Makaton signs are based on the gestures used in BSL (British Sign Language - the language of the Deaf community). However, unlike BSL, Makaton signs are used in conjunction with speech at all times and in English grammatical word order.

With Makaton, children and adults can communicate using signs and symbols. Many people then drop the signs or symbols naturally at their own pace, as they develop speech. Makaton is extremely flexible as it can be personalised to the individual's needs and used at a level that is suitable for them.

Who uses Makaton?

Today, over 100,000 children and adults use Makaton symbols and signs, either as their main method of communication, or as a way to support speech. Makaton is the UK's leading language programme used by adults and children with learning or communication difficulties and by everyone who shares their lives.

Increasingly, Makaton is being used in an inclusive way with all children, not just for those with communication difficulties. Lots of parents of typically-developing children and settings such as nurseries, mainstream schools and Children's Centres use it with their children too. It is beneficial for children with EAL (English as an additional language) as a way to help those children develop their spoken English skills.

Using signs can help children who are non-verbal (either because they have communication difficulties or because they are little babies/toddlers) by promoting their communication development. Many children's understanding develops ahead of their spoken language. Signing can help little children express themselves during this time and prevent or alleviate their frustrations caused by their current inability to communicate.

Makaton can help children/young people & adults to:

Communicate what they need, want, think or feel

Make themselves understood by using signs / symbols

Develop their attention, looking and listening skills

Develop their understanding of speech and promote their communication development

Develop their language & literacy skills

How to use Makaton

Use the sign/symbol for the keyword (most important information-carrying word in the sentence. E.g. Would you something to eat?

Remember to always speak at the same time as signing - the signs are there to support (augment) speech, not replace it

Use clear, short sentences

Make sure you use eye-contact, facial expression and body language to convey the meaning of your communication

Use objects of references (props/toys/pictures/photos) to give additional visual cues

You can do 'hand-over-hand' signing to help encourage your child to make the relevant gesture/sign

Reward all attempts to communicate! Even if their sign is not quite right, encourage them and then model the correct sign yourself (as you would with speech). Their signing will improve with time & practice

Have fun with signing! Sing, read stories and play games - make the learning experience as enjoyable as possible.

What does the Makaton Charity do?

The Makaton Charity is responsible for developing and sharing the Makaton Language Programme. They provide:

Training for parents, carers and professionals

Resources in a wide range of printed and electronic formats

Online 'Sign of the Week' clips #wetalkmakaton

Information to help others make information & resources accessible

Support and advice to families and professionals

Influence society by working in partnership with other organisations to empower people.

We are both licensed Regional Makaton Tutors and can provide Makaton Training in and around SW London. Please contact us on info@singinghands.co.uk or call 020 8288 1706 if you would like Makaton Training in this area.

If we are not available, then other members of our local Makaton tutor network might be able to help and we can put you in touch with them. If you are further afield, please contact the Makaton Charity for further information and to find dates and locations of training courses nearest to you.
www.makaton.org
The Makaton Charity
Westmead House
Farnborough
Hampshire
GU14 7LP
Tel: 01276 606760
Fax: 01276 36725
Email: info@makaton.org

To join in with Makaton's "Sign of the Week" #wetalkmakaton
Please visit www.wetalkmakaton.org

For more information on using Makaton signs & symbols software on iPads,
With the MyChoicePad app
Please visit http://www.mychoicepad.com/

Find out more about how to create your own materials using Widgit software with Makaton line drawings and symbols
Please visit www.widgit.com

# data[].attributes.attachment_link.description
Makaton uses signs and symbols to help people communicate. It is designed to support the development of spoken language. Makaton signs are based on the gestures used in BSL (British Sign Language - the language of the Deaf community). However, unlike BSL, Makaton signs are used in conjunction with speech at all times and in...

# data[].attributes.attachment_link.readable_text
Olaf is a three-year-old fox red Labrador therapist and a published author. He was invited to speak at the Cheltenham Literature Festival 2023. Olaf is a family pet registered with the Pets As Therapy (PAT) Charity. His job is to make people smile when, with his human mum (a specialist teacher and mindfulness coach), he visits hospitals and schools.

Every Thursday morning, Olaf goes to Battledown Special School. He enjoys his visits so much that he set his second book there! Team Olaf to the Rescue is a heartwarming story about his classroom adventures (it very cleverly rhymes!). With help from his merry band of canine mates, Olaf saves the school's Christmas celebrations and gives the children a party they will never forget. All the dogs in Team Olaf are Olaf's real friends whom he sees every day on his walks. They all play a vital role in the story, showing kindness, creativity, and bravery. Fun activities are added to stimulate the reader's imagination and memory.

Battledown School uses Makaton as part of their teaching and learning, so we included their symbols in the book to enable more of Olaf's human friends to enjoy it. We were delighted Makaton wanted to be involved in our project and are grateful to the Team for their expertise and patience. They provided symbols for the concepts/story words and explained where to place them on the page, so that the story makes sense to the Makaton reader.

Olaf's first book, Mr. Olaf the Therapist, is a mindfulness scrapbook, diarying his experiences in a mainstream school and his work in the NHS. As a PAT dog, Olaf visits Cheltenham General Hospital where he is a valued member of the Knightsbridge (Gastric) and Critical Care Teams. He has been doing this for over two years but is still banned from the staff rooms because of the doughnuts... It is a privilege and humbling to be welcomed so warmly by patients, their families, and Olaf's NHS colleagues. Olaf also shares his lifestyle wisdom with self-care activities and mindfulness questions to help us reflect on our own work/life balance.

Olaf gives all the proceeds from his books to the Pets as Therapy charity. He attends promotional PAT events e.g., Crufts and Goodwuff.

For more information about PAT and/or to buy Olaf's books, please visit Pets as Therapy.

# data[].attributes.attachment_link.description
Makaton is a unique language programme that uses symbols, signs and speech to enable people to communicate. It supports the development of essential communication skills such as attention and listening, comprehension, memory, recall and organisation

# data[].attributes.attachment_link.title
National paediatric early warning system (PEWS) observation and escalation charts

# data[].attributes.attachment_link.description
PEWS chart have been collaboratively developed by clinical teams across England to standardised the approach of tracking the deterioration of children in hospital and are to be used on general children's wards.

# data[].attributes.headline
Challenging perceptions - Netflix series “You Can’t Ask That”

# data[].attributes.subject
Challenging perceptions - Netflix series “You Can’t Ask That”

# data[].attributes.attachment_link.description
In this award-winning documentary series, people from marginalized groups respond candidly to questions about their identities and experiences.

# data[].attributes.attachment_link.description
One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

# data[].attributes.attachment_link.readable_text
Driscoll (1994) developed this model of reflection based on the three simple questions - What? So what? Now what? - originally asked by Terry Borton (1970). The model provides one of the simplest frameworks for reflection. In practice you should ask yourself the three questions after a critical incident that has taken place and you want to extract learning from.

'What?' helps you describe the situation you want to learn from. You should identify the facts and feelings of the situation.

'So What?' allows you to extract the meaning of 'What?'. Moreover, you should question what knowledge you and others had in the situation, and what knowledge or theories that could help you make sense of the situation.

'Now what?' allows you to create an action plan for the future based on the previous questions.

Below is further information on the model - each stage includes guiding questions to ask yourself and a couple of examples of how this might look in a reflection.

This is just one model of reflection. Test it out and see how it works for you. If you find that only some of the outlined questions are helpful, focus on those. However, by thinking about each stage you are likely to engage more critically with your learning experience.

# data[].attributes.attachment_link.description
One of the simplest frameworks of reflection - by moving through three reflective stages, you will think about an experience, its implications, and what that means for the future.

# data[].attributes.attachment_link.description
The 5R framework for reflection will guide you through Reporting, Responding, Relating, Reasoning, and Reconstructing to make sense of a learning experience.