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Department for Work and Pensions, Access to Work.

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The Disability Confident Scheme - guidance about signing up for the scheme and how it can help your business.

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The Disability Confident scheme supports employers to make the most of the talents disabled people can bring to your workplace.

Disability Confident employers of all sizes are:

challenging attitudes towards disability

increasing understanding of disability

removing barriers to disabled people and those with long-term health conditions

ensuring that disabled people have the opportunities to fulfil their potential and realise their aspirations

Sign up to the Disability Confident scheme

Disability Confident organisations play a leading role in changing attitudes for the better. They're changing behaviour and cultures in their own businesses, networks and communities, and reaping the benefits of inclusive recruitment practices.

Signing up to Disability Confident Committed (Level 1) is straightforward and will only take a few minutes.
Sign up to become Disability Confident Committed
Why you should become Disability Confident

Being Disability Confident could help you discover someone your business just can't do without.

Whether an employee has become disabled during their working life, or you're looking for new recruits, being Disability Confident can help your people fulfil their potential and contribute fully to your team's success.

By being Disability Confident, you'll also be seen as leading the way in your business sector and beyond, helping to positively change attitudes, behaviours and cultures.

Disability Confident helps businesses:

draw from the widest possible pool of talent

secure and retain high quality staff who are skilled, loyal and hard working

save time and money on the costs of recruitment and training by reducing staff turnover

keep valuable skills and experience

reduce the levels and costs of sickness absences

improve employee morale and commitment by demonstrating that they treat all employees fairly

How to become Disability Confident

The scheme has 3 levels designed to support you at every step on your Disability Confident journey. You must complete each level before moving on to the next.

Our guidance explains which commitments you must agree to and which actions you need to take at each level.

Level 1: Disability Confident Committed

To be recognised as Disability Confident Committed, you must agree to the Disability Confident commitments and identify at least one action that you'll carry out to make a difference for disabled people.

The commitments are:

inclusive and accessible recruitment

communicating vacancies

offering an interview to disabled people

providing reasonable adjustments

supporting existing employees

The activities include (you must identify at least one):

work experience

work trials

paid employment

apprenticeships

job shadowing

traineeships

internships

student placements

sector-based work academy placements

Your business may be doing these things already. If so, the scheme is a great way of letting everyone know that you're serious about equal opportunities for disabled people.

Once you've signed up as Disability Confident Committed you'll receive:

confirmation of your membership and a Disability Confident certificate in recognition of your achievement

a Disability Confident Committed (level 1) badge that you can use on your business stationery, social media and communications for 3 years

information to help you continue your journey to becoming a Disability Confident Employer

Level 2: Disability Confident Employer

Once you've signed up for level 1 you can progress to level 2, a Disability Confident Employer, by self-assessing your organisation around 2 themes:

getting the right people for your business

keeping and developing your people

Disability Confident Employers are recognised as going the extra mile to make sure disabled people get a fair chance.

Having confirmed you've completed your online self-assessment, you'll be registered as a Disability Confident Employer for 3 years. You'll receive:

confirmation of the completion of your self-assessment to become a Disability Confident Employer

a certificate in recognition of your achievement

a Disability Confident Employer (level 2) badge that you can use on your business stationery, social media and communications for 3 years

information on how to become a Disability Confident Leader

Level 3: Disability Confident Leader

By becoming a Disability Confident Leader, you'll be acting as a champion within your local and business communities.

To reach this level you'll need to:

have your self-assessment validated by someone outside of your business (not including DWP employees in jobcentres)

provide a short narrative to show what you have done or will be doing to support your status as a Disability Confident Leader

confirm you are employing disabled people

report on disability, mental health and wellbeing, by referring to the Voluntary Reporting Framework

Once you're recognised as a Disability Confident Leader, you'll be sent:

confirmation of the completion and validation of your self-assessment to become a Disability Confident Leader

a certificate in recognition of your achievement

a Disability Confident Leader (level 3) badge that you can use on your business stationery, social media and communications for 3 years

Advice on employing disabled people

Read our guidance on employing disabled people and people with health conditions.

Discover the help and support for young disabled people to find and stay in work.

Read help and advice from ACAS for employers and employees on disability discrimination.

Get advice on creating inclusive communications.

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How to sign up to the Disability Confident employer scheme

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Guidance about signing up for the Disability Confident scheme, and how it can help your business.

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Diversify your Team - as a business, employing people with SEND (special educational needs and disabilities) could be one of the most rewarding and valuable decisions you can make as an employer.

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Diversify Your team

As a business, employing learning Disabilities and additional needs could be one of the most rewarding and valuable decisions you can make as an employer.

Nationally there is a skills shortage in the labour market, so employers are increasingly looking to sectors of the labour market that they would not have previously considered to meet their recruitment needs.

As a business, employing learning Disabilities and/or additional needs could be one of the most rewarding and valuable decisions you can make as an employer.

By making small yet significant changes to your recruitment and HR processes, you could be accessing a significant resource that brings many benefits to your business.

People with a learning disability can make great employees:

Generally, they have lower sickness levels

They tend to stay in entry-level jobs longer so they can save employers money on recruitment.

Many employers also report that their staff team morale increases due to working with their colleagues with a learning disability

It will also help to ensure your company is compliant with the Equality Act 2010 and to be part of the government's Disability Confident campaign.

Many employers are anxious about employing people with a learning disability as they don't know what to expect, what they might need to do or perhaps not know how to act around someone with a learning disability.

If you are an employer considering employing people with SEND, this page will tell you how and why to do it.

"What's not to like about hiring exceptional candidates? We've quickly learned that there can be a fabulous overlap between candidates with learning difficulties and exceptional employees - and any employer that isn't interested in that overlap is missing out in a big way."

Disability Confident Employer

Meet Harvey

Centre Assistant - The Pavillion by Mytime Active completed a supported Internship at London South East Colleges

Meet Brandon

Brandon, 19, is currently taking part in our Supported Internship Programme. Before this, Brandon also took part in our Employment Preparation Pathway course, where he learned to develop his customer service, communication, teamwork, and employability skills. Once on the Supported Internship Programme, Brandon was vocationally profiled by our job coaches, and his interests and previous experience in bar work were discovered alongside his acting skills. His work placement at the Bridge House Theatre in Penge was a perfect match.

Brandon has been working at the Bridge House since November 2022 and has lots to say about his experience so far.

Meet Jonathan

Jonathan has been working at Kobe Jones Bromley and has much to say about his experience.

To find out more email Karen at This email address is being protected from spambots. You need JavaScript enabled to view it.

Our Job Coaches have compiled valuable tips and reasonable adjustments you can make to your workplace to accommodate a person with a learning disability or additional needs.

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Be An Inclusive Employer | London South East Colleges

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Learn about being an inclusive employer with London South East Colleges

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The Government aims to kick-start growth, build an inclusive and thriving labour market, and achieve an 80% employment rate.

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Achieving the Government’s new employment rate target will require a fully inclusive employment system

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The independent policy, research and development organisation dedicated to lifelong learning, full employment and inclusion.

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The Recruitment Industry Disability Initiative (RIDI) video.

We help recruiters and employers to become disability confident and offer more job opportunities to people with disabilities.

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RIDI Awards 2015 - 5 Steps to Disability Confidence

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Information about employing disabled people and how the Disability Confident Employer Scheme can help your business.

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How your business can benefit from being disability confident

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Find out about the different supported employment services we offer people with a learning disability.

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Our supported programmes help people with a and to develop skills for the workplace and try to find a job.

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London South East Colleges - Employer's Toolkit.

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LSEC - SEND Employment Matters- Employers Toolkit

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Understanding Autism

Free level 2 online course for adults 19+ (subject to eligibility).

Throughout this qualification, you will gain an understanding of autism and how it affects people in a variety of ways, as well as exploring a person-centred approach to provide support.

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Autism is a condition which presents itself as a wide spectrum of disorders and is prevalent through the UK. People who are on the autistic spectrum can be affected differently, with cases ranging from mild to severe. Throughout this qualification, you will gain an understanding of autism and how they can affect people in a variety of ways, as well as exploring the importance of using a person-centred approach to provide support. You will also understand how to use appropriate communication skills and positive behaviour to encourage individuals with autistic spectrum conditions to live fulfilling and independent lives.

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Empowering global organisations with measurable cultural change.

Invest in your company's future with diversity and inclusion.

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Inclusion and Diversity Consultancy

Invest in your company's future with diversity and inclusion.

Enhancing performance through people and culture

The EA Group has a global focus upon embracing the power of diversity and creation of positive inclusive cultures, to produce maximum impact for people, their engagement and output, and ultimately the financial performance of its customers.
EA are the authors of globally recognised tools including the 'Return on Inclusion' audit, with over 20 years of experience within the space of culture change and measurable outcomes to create inclusive environments.

We provide the best solutions for your organisation

Supporting organisations across the globe

Personally I learned alot from being a mentee. It helps me to develop as an HR Leader to get new perspectives on our strategic topics like how to attract tomorrow's talents to Sandvik, what is a great Employee Experience and how to improve it in my reverse mentor's eyes. I really encourage all senior leaders to have a reverse mentor.

Vice President Human Resources, Sandvik Machining Solutions

I do not normally post this kind of updates, but the Global Mentoring Program that we ran at Sandvik with the support of our friends from EA Inclusion was by far one of the best growth journeys that I've taken part in my entire career. I am proud for having been selected for the first wave and thankful for the opportunity it gave me to meet wonderful people and to - hopefully - become a better individual myself.

Global Web Business Analyst, Sandvik Coromant

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Inclusion and diversity consultancy - EA Inclusion

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EA Inclusion are inclusion and diversity consultants creating positive inclusive cultures leading to maximum impact for people.

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Mencap's job coaching agency provides disabled people with a trained job coach who will support them with employment matters such as support at interviews, inductions, travel training, performance at work and training.

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Job Coaching for the disabled - Bromley Mencap

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Our Job Coaching Agency provides disabled people with a trained job coach who will support them with any employment matter, eg interviews.

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Reasonable adjustments for interviews and the workplace.

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Neuro-diversity and the workplace.

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Internships Work - resources for employers.

Diversify your workforce while supporting young people with SEND to thrive in the workplace.

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Internships Work: Resources for Employers

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Resources for employers wanting to get started with supported internships. Find support, information, resources, tools, free trainings and more.

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Advice for employees and employers on dealing with discrimination and bullying.

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Advice for employees and employers on dealing with discrimination and bullying.

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Access to Work - factsheet for employers.

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Overview

Access to Work is a publicly funded employment support grant scheme that aims to support disabled people start or stay in work. It can provide practical and financial support for people who have a disability or long term physical or mental health condition. Support can be provided where someone needs support or adaptations beyond reasonable adjustments.

An Access to Work grant can pay for practical support to enable your employee to start or stay in work, or to support you if you are self-employed. The Channel Islands and the Isle of Man are not covered by Access to Work and there is a different service in Northern Ireland.

How can it help me?

Access to Work can support you to:

hire disabled people with the skills you need

retain an employee who develops a disability or long term condition (keeping their valuable skills and saving both time and money recruiting a replacement)

show that you value and will support your employees by having good employment policies and practices

Your employee can get support with the extra costs of working they may have because of their disability or long term health condition, for example:

aid and equipment in the workplace

adapting equipment to make it easier for them to use

money towards any extra travel costs to and from work if they can't use available public transport

money towards any extra travel costs for travel costs within work

an interpreter or other support at a job interview where there are difficulties in communicating

a wide variety of support workers

the Access to Work Mental Health Support Service

other practical help at work, such as a job coach or a sign language interpreter

If your staff member has a mental health condition, they will be offered assistance to develop a support plan. This may include steps to support them remaining in or returning to work and suggestions for reasonable adjustments in the workplace.

Examples of assistance to develop a support plan:

flexible working patterns to accommodate changes in mood and impact of medication

providing a mentor to give additional support at work

arranging additional time to complete certain tasks

providing additional training

regular meetings between you and your employee to talk about their concerns

a phased return to work, such as reduced hours or less days

Access to Work does not provide the support itself, but provides a grant to reimburse the agreed cost of the support that is needed.

Mental Health Support Service

The Access to Work Mental Health Support Service:

gives advice and guidance to help employers understand mental ill health and how they can support employees

offers eligible people an assessment to find out their needs at work and develop a support plan

Who can get Access to Work

To be eligible for support, a person must:

have a disability or long term health condition that means they need an aid, adaptation or financial or human support to do their job

have a mental health condition and need support in work

be 16 or over

be in, or about to start, paid employment (including self-employment)

normally resident in, and working in, England, Scotland or Wales - there is a different system in Northern Ireland

not be claiming Incapacity Benefit or Employment Support Allowance once they are in work

However, they may get it for a limited time if they are doing certain types of 'permitted work' to help them move off benefits completely.

If the person is a civil servant, their employer will provide support instead of Access to Work.

Their condition

If their disability or health condition affects their ability to do the job or they have to pay work-related costs. For example, special computer equipment or extra travel costs because they can't use public transport.

If an employee has a mental health condition that affects their ability to do the job, and support is required to:

start a new job

reduce absence from work

stay in work

Universal Credit

Universal Credit is a single benefit paid to those in or out of employment. If your employee is claiming Universal Credit and has a disability or health condition, they will be able to apply for Access to Work for any paid work they do.

Changing jobs

If an individual changes employer, they may be able to transfer equipment to their new employer, but they cannot automatically transfer awards for support workers or travel - they would need to contact the Access to Work team to discuss their new arrangements.

Working out of the country

If you have a member of staff whose job is normally based in England, Scotland or Wales, but you ask them to travel out of the country as part of their duties, Access to Work support may be available, but any support may be limited.

Supported internships/traineeships

Young people who start a work placement with an employer as part of the Department for Education supported internship programme or a traineeship will be able to apply for Access to Work support for the time of their work placement only.

Access to Work will fund additional travel, job coach and other support, including costs of equipment if appropriate, and promote the smooth transition into paid employment.

No other types of unpaid internships/traineeships will qualify for Access to Work support.

Members of the clergy

Applications from members of the clergy, no matter what their religious denomination is, can be accepted. However, they must be in paid employment, for example, Church of England clergy receive a salary or stipend whereas some other religious denominations work in a different way.

Company directors

Company directors can apply to get Access to Work support. However, they must prove that the company is registered with Companies House in Cardiff.

How much will this cost me?

As an employer, you may have to share the cost with Access to Work if the person has been working for you for more than 6 weeks when they apply for Access to Work.

You will only have to share the cost for:

special aids and equipment

adaptations to premises or equipment

Cost share does not apply to self-employed applicants or to the Mental Health Support Service.

How much will the grant be for?

Access to Work will consider paying grants of up to 100% for:

self-employed people

people who have been working for less than 6 weeks when they first apply for Access to Work

the Mental Health Support Service

support workers

additional travel to work and travel in work costs

communication support at interviews

The level of grant will depend on:

whether the person is employed or self-employed

how long they have been in their job

the type of help required

When cost sharing applies, Access to Work will refund up to 80% of the approved costs between a threshold and £10,000. As the employer, you will contribute 100% of costs up to the threshold level and 20% of the costs between the threshold and £10,000.

The amount of the threshold is determined by the number of employees you have.

Any balance above £10,000 will normally be met by Access to Work.

If the support also provides a general business benefit, a contribution will be sought in addition to any compulsory cost share.

Maximum amount of grants

Access to Work grants awarded on or after 1 October 2015 are capped. The amount of the cap depends on when the grant was awarded or reviewed.

Access to Work grants awarded before 1 October 2015 are not capped. They will be capped from 1 April 2018.

How someone can claim

Your employee can apply for Access to Work if they need support to get them back to work.

Apply by phone

They can also apply by phoning the Access to Work helpline on:

Relay UK (if you cannot hear or speak on the phone): 18001 then 0800 121 7479

Monday to Friday, 9am to 5pm.
Find out about call charges
British Sign Language (BSL) video relay service

British Sign Language ( BSL) video relay service if you're on a computer - find out how to use the service on mobile or tablet

Monday to Friday, 9am to 5pm.

Further information

Your employee will be asked what support they need when they apply, Access to Work will also contact you for more information.

When your employee contacts the Access to Work team, they may need:

their National Insurance number

the workplace address, including postcode

the name, email address and work phone number of a workplace contact, for example their manager or yourself

a unique tax reference number (if self-employed)

the name of their New Enterprise Allowance mentor (if they have one)

How we can communicate with you

If you find it hard to read our letters, complete our forms or use a phone we have many different ways we can communicate with you.

If you would like us to communicate with you by braille, British Sign Language, a hearing loop, translations, large print, audio, email or something else please contact us.

You can contact us Monday to Friday, 9am to 5pm by:

Relay UK (if you cannot hear or speak on the phone): 18001 then 0800 121 7479

Monday to Friday, 9am to 5pm
Find out about call charges
Or write to us at:

Find more information about getting help with benefits and pensions if you have accessibility needs.

After making an application

Assessments

After your employee makes an application for Access to Work, an adviser will contact you and your employee to discuss what help might be available. Your employee may need an assessment of the workplace to assess their needs.

If your employee knows what support is needed, they do not need to have an assessment. An Access to Work adviser will discuss the award with you and your employee to develop a tailored package of support.

If your employee needs to have an assessment, it will be carried out by telephone during the coronavirus outbreak.

If your employee cannot use the telephone, contact the organisation that is arranging the assessment to agree another way to have the assessment. This could be through an online British Sign Language ( BSL) interpreting service or an online video service.

If your employee needs to rearrange or cancel an assessment, contact the organisation that has arranged the assessment with your employee.

During the coronavirus (COVID-19) outbreak, your employees can still get help from Access to Work if they have a disability or a physical or mental health condition where they need help or adaptations beyond reasonable adjustments.

Your employee may be able to get support if they are working from home, in the workplace, or a combination of both.

If your employee cannot use public transport safely because of their disability or health condition, and their doctor or healthcare professional supports this, funding may be available for extra travel costs. For example, if your employee is blind and because of this they are unable to stay apart from other people.

If you are self-employed, employ your own support worker and have additional costs for personal protective equipment ( PPE), Access to Work may be able to provide funding.

Access to Work can also provide funding for remote support services, such as video remote interpreting or British Sign Language interpreting.

Your employee cannot claim support from Access to Work if they are no longer working. If your employee already has an Access to Work award, they can start using it again when they return to work.

DWP is prioritising making grants for new claims from people due to start work within 4 weeks.

Support workers

Your employee can continue to use their existing support worker while working from home.

If your employee needs to cancel a support worker at short notice and are charged a fee, Access to Work may be able to meet those costs.

Interpreters

If your employee uses a BSL interpreter and they cannot visit their home, Access to Work could help pay for an online BSL interpreting service.

Your employee needs to tell Access to Work if they change the type of support they are using. For example, if your employee starts using an online interpreting service instead of a BSL support worker.

If your employee's interpreter can provide interpreting services online, they can still be paid for this. Access to Work will not be able to pay for any travel time, if they are not travelling to support your employee.

If your employee's support worker cannot support them at the moment

If your employee's support worker cannot support them because they are sick, your employee may still be able to claim payment for them. Your employee's Access to Work award will need to include payment for their support worker while they are off sick.

Your employee cannot get support from Access to Work to pay for their support worker if they are sick but payment for their sickness is not included in your employee's Access to Work award. They may be able to claim Statutory Sick Pay, Employment and Support Allowance or Universal Credit.

Travel costs

Access to Work can only pay towards travel costs needed because of your employee's disability or health condition.

If your employee is no longer travelling to work, your employee should not claim for any travel support. Your employee can start receiving support towards travel when they start travelling to work again.

Claiming for costs

Your employee has 9 months to claim for costs. This has increased from 6 months because of coronavirus (COVID-19).

If your employee cannot get you or their support worker to sign the claim for costs, your employee can ask you to send confirmation by email instead. The email should confirm that the costs your employee is claiming for are correct. Your employee will need to print the email and send it to DWP with their claim.

If your employee cannot leave their home or ask someone else to post their claim for costs, they should contact DWP Access to Work adviser and ask if the claim can be sent by email. The DWP Access to Work adviser will advise your employee what they need to do. You can also send this confirmation directly to DWP via email.

Supported internships

If your employee is on a Department for Education supported internship, Access to Work can continue to provide support for any work-related support they need. It cannot fund any educational support your employee needs.

If your employees support needs change

If the support your employee needs has changed, for example because they have started to work from home and need extra support, they need to tell Access to Work.

To report a change, your employee needs to contact the Access to Work helpline.

An Access to Work adviser will discuss working from home with you and your employee to understand what support is needed. If they cannot identify the support needed, they will put your employee in touch with a workplace assessor. They will work with you and your employee to recommend how to overcome the in work barriers.

Your employee will need to continue reporting any changes to their circumstances during and after the coronavirus outbreak as the amount of their grant award may be affected.

If your employee needs extra support but have reached or have nearly reached the maximum amount of the grant awarded, they will need to speak to an Access to Work adviser. Your employee can continue to get a grant of up to £65,180 a year. If your employee has not yet spent all the award, an Access to Work adviser can work with them to agree how to spend the rest of the money.

Reconsideration, review and complaints procedure

What if your employee does not agree with the level of their award?

Access to Work is decided on a case to case level and the amount awarded is based on discussions with you and with your employee. This means that it is not possible to appeal against the level of an award.

However, the Access to Work scheme does have a reconsideration policy. Everybody is entitled to one reconsideration of an award by a different Access to Work adviser. Please ask your employee to use the contact details at the top of their award letter if they want to arrange this.

What if things change?

If your employee's job role has changed, they can ask for their award to be reviewed. This can take place as many times as their situation changes, and they will still be able to get their award looked at again if they do not agree with the level of the reviewed award.

How do I or my employee complain?

Not agreeing with the level of the award and the results of reconsideration does not, on its own, give enough reason for a complaint. However, if you or your employee have had poor customer service or think the Access to Work claim has not been handled correctly, a complaint can be made using our complaints procedure.

This factsheet gives general information only and is not a complete and authoritative statement of the law.

Renewals

Access to Work will contact your employee 12 weeks before their support is due to end. If your employee would like support to continue, your employee will need to apply to renew it.

This factsheet gives general information only and is not a complete and authoritative statement of the law.

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Access to Work is a publicly funded employment support grant scheme that aims to support disabled people start or stay in work. It can provide practical and financial support for people who have a disability or long term physical or mental health condition. Support can be provided where someone needs support or adaptations beyond reasonable adjustments.

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Apprenticeships, 14 to 19 education and training for work. Includes finding a course, finding an apprenticeship and information for employers.

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We'd like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services.

We also use cookies set by other sites to help us deliver content from their services.

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This guidance sets out what education providers need to know in order to set up a supported internship programme.

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This guidance sets out what education providers need to know in order to set up a supported internship programme. It provides practical guidance on developing and delivering supported internships, including information on:

The guidance draws on the 2020 Cooper Gibson research on supported internships as well as the experiences of providers and local authorities who have been running successful supported internships programmes to support young people with education, health and care plans into employment.

Introduction

The National Disability Strategy sets out the actions the government will take to improve the everyday lives of all disabled people. We want all children and young people, no matter what their special educational needs or disability ( SEND), to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life.

With the right preparation, the overwhelming majority of young people with SEND are capable of sustainable paid employment. All professionals working with them should share that presumption and provide the career advice and support that help young people to develop the skills and experience that they need to succeed in their careers. However, evidence in post-16 education and labour market activities, pathways and outcomes shows that pupils with SEND are less likely to be in sustained employment 15 years after key stage 4 than their peers.

Supported internships are a great opportunity to improve the life chances of young people with SEND by supporting them into sustained, paid employment. Achieving paid employment not only brings young people financial independence, but it can be key to:

There are also benefits for the economy, employers, families, the local community and wider society.

What's involved

Supported internships are a structured, work-based study programme for 16 to 24-year-olds with SEND, who have an education, health and care ( EHC) plan. The core aim of a supported internship study programme is a substantial work placement, facilitated by the support of an expert job coach.

Supported interns are enrolled and supported by a learning provider, for example, a school or college, but spend most of their learning time - typically around 70% - in a workplace.

The internships provide the opportunity for young people to achieve sustained, paid employment by equipping them with the skills they need for work, through learning in the workplace.

Supported interns are in full-time education and their supported internship work placements are part of their course. There is no legal requirement or expectation that the supported intern will be paid. Supported internships are exempt from the National Minimum Wage regulation.

Supported internships last for a minimum of 6 months, and up to a year.

The supported internship should contribute to the long-term career goals of the young person and match their capabilities. Alongside their time with the employer, supported interns complete a personalised study programme delivered by the school or college, which includes the chance to study for relevant qualifications, if appropriate, and English and maths at an appropriate level.

Every young person is supported in the work placement by a trained job coach, put in place by their education provider. The job coach provides in-work support that tapers off, if appropriate, as the supported intern becomes familiar with their role. Job coaches also work with employers, increasing their confidence in employing individuals with additional needs and helping them to create and support a diverse workforce.

Aims of a supported internship

The aim of supported internships is to support young people with EHC plans to gain paid employment by:

The measure of success of a supported internship is a transition to sustained and paid employment.

Difference between a supported internship and a traineeship or apprenticeship

Supported internships and traineeships are work-based study programmes that aim to support young people into employment. Apprenticeships are paid jobs that include off-the-job training.

Supported internships are specifically for young people with an EHC plan, and as such, they are expected to require a different level of support compared to a trainee or apprentice. They will have a job coach to support them in their workplace learning.

Supported interns are expected to need a longer programme than a trainee. Traineeships usually last between 6 weeks and 6 months with the aim of progressing people to an apprenticeship or employment as quickly as possible. Supported internships last for at least 6 months, and up to a year.

There are no entry or completion requirements for supported internships, and each learning provider will work with their supported interns to develop a personalised programme that meets their needs and provides progression and stretch.

Benefits of offering supported internships

Offering supported internships to young people with EHC plans, can help learning providers to:

offer a positive progression route to employment from their existing provision in order to support young people with SEND into paid, sustainable work

evidence that their provision is personalised and outcome-focused, in line with Ofsted expectations

demonstrate their responsiveness to the full range of learners in the local community

address the issue of 'learner churn' or 'revolving door syndrome', where learners complete one programme and re-enrol on another programme at the same level, rather than achieving positive progression

show their commitment to equality and diversity

The Children and Families Act 2014 required local authorities to work in co-production with children and young people with SEND and their parents and carers to develop a Local Offer of the services they expect to be available. This means that local authorities must find out what children, young people and parents want from the Local Offer. The Local Offer sets out the range of services available and supported internships are expected to be a key part of this.

Planning and designing supported internships

Key principles

Education providers are free to design their supported internship programme to fit their local circumstances and to meet the needs of their learners. However, we have set out the following principles, which should be followed.

Principle 1

A significant majority of the supported intern's time is spent at the employer's premises in a work placement. Whilst at the employer, the young person will be expected to comply with real job conditions, such as timekeeping, shift patterns and dress code.

Principle 2

Supported interns follow a personalised study curriculum alongside their time at the employer, including relevant aspects of English and maths.

This will be a bespoke package that is delivered by the provider and should support their progression to paid employment. It should give the supported intern the opportunity to reflect on their learning journey.

Principle 3

Job coaches are central to the study programme and provide support to both the young person and employer. They should be trained in line with the national occupational standards for supported employment.

Principle 4

The primary goal of the programme for the young person is paid employment. Work placements must work for both the young person and the employer.

For the young person, the job must fit with their vocational profile, contribute to their long-term career goal and be flexible enough to address barriers where necessary.

For the employer, they should meet a real business need. The employer should be committed to supporting the young person towards paid employment.

Laying the foundations for a successful supported internship

Successful completion of a supported internship should lead to paid employment, and therefore the ceasing of the EHC plan. It is therefore important that the supported internship follows on from high-quality education provision with a focus on preparation for employment, including tailored advice and guidance, and prior experience of the world of work.

The statutory careers guidance sets out that all young people in secondary school get a programme of careers advice and guidance that is stable, structured and delivered by individuals with the right skills and experience. This includes those with special educational needs and disabilities. We recognise the importance of work placements in supporting all young people to prepare for employment.

The SEND code of practice explicitly states that all children and young people with SEND should be prepared for adulthood and that this preparation should start early. This includes preparing for employment, but also for:

independent living, including choice and control over:

housing options

good health in adult life

participating in society, including:

having friends and supportive relationships

contributing to the local community

For this to happen, there needs to be an explicit focus on preparation for adulthood within the EHC plan from year 9 annual reviews onwards.

Key planning considerations and delivery models

This section focuses on the key issues providers will need to think through when shaping the supported internship programme.

Length of programme

A supported internship normally lasts for at least 6 months, and up to a year. Providers will not be penalised if supported interns complete a supported internship earlier than originally planned to take up paid employment.

The first supported internship principle requires interns to spend a substantial majority of their learning time in the workplace.

Number of placements and employer involvement

The number of work placements and the number of employers involved can vary for each supported internship. Providers can operate a variety of models to fit their local circumstances, as long as they meet the 4 principles. Ideally, the work placement will be with an offsite employer.

Providers should agree the start and end dates of the placements with the employer, as well as whether the young person will be available during the holidays.

A supported intern can rotate between work placements. This could mean a provider works with a single, large employer who can offer internships to several young people by rotating them between different placements. Or supported interns can move from a placement with one employer to a placement at a different employer. Supported interns can also stay in a single placement, with one employer, which may be developed and extended over the period of the supported internship.

A key consideration for providers should be matching the needs of the intern to a suitable employer and placement. Whatever your model, it is about securing work placements of substantial duration and that are appropriate for the needs of the supported interns, who spend the majority of their time with the employer.

A personalised study curriculum

The second supported internship principle requires providers to offer supported interns a personalised study curriculum outside their workplace, which should start from the beginning of the study programme. This learning is most valuable and best engages interns when it:

Learning will typically include employability skills and, as per the 16 to 19 condition of funding, must include study towards English and maths qualifications at the appropriate level for the individual. Some students with EHC plans are exempt from the condition of funding. This must be assessed and agreed by the provider. These students should still have appropriate and relevant literacy and numeracy in their study programme.

Off-the-job employability learning may also include specific areas of vocational learning that have been identified by employers as increasing the supported intern's employability in a specific sector. This may include small qualifications in areas such as food hygiene, health and safety, lifting and handling, or pesticide handling. It can also focus on improving independence and teamwork skills.

Providers should also utilise this time to complete any actions that would enable supported interns to take up employment on completion, such as setting up a bank account or applying for a passport. Off-the-job employability learning can be delivered at the employer, a community venue or at the learning provider.

Learning outside the workplace can also enable supported interns to come together and build up a group identity and this peer support helps to prevent them from feeling isolated in their separate workplaces. This can also be a good opportunity for interns to reflect on their learning journey as they progress in their internship.

Effective ways of ensuring that the personalised study curriculum complements workplace learning include:

Supported employment agencies

Some learning providers may also choose to engage external agencies, such as supported employment agencies, to support the delivery of their programme. Supported employment agencies can provide both employer engagement and liaison and job coaching services.

Learning providers who have entered into a partnership with a supported employment agency do so for a number of reasons including:

Supported employment agencies may also be able to offer support to interns after their internship.

Staffing and job coaching

Staffing

Providers need to ensure that all staff share a can-do attitude and a strong belief in the young people's ability and right to work. This enables the team to engage with and inspire supported interns and their families to aspire to paid work and demonstrate to employers the value of these young people in their paid workforce.

The supported internship team should have a designated member of the senior leadership team with responsibility for the programme, to ensure that they are properly resourced, trained and supported.

Providers will need to ensure that all core functions are met by their supported internship team to provide effective support for young people during their internships.

These functions include, but are not limited to:

coordination, for example:

employer engagement and liaison

liaison with parents, carers or agencies

administrative roles such as:

record keeping

learner tracking

supporting Access to Work applications and related processes

job coaching including:

mentoring

in-work support

job matching

progress reviews

out-of-work employability learning from a tutor or learning support assistant

The job coach

The core role of the job coach is to provide tailored support to both the supported intern and employers so that the young person can make a positive progression to paid employment. It is a distinct role within the team that requires specialised training. Job coaches should be trained in supported employment and systematic instruction, a structured approach to teaching decision-making and new skills to people with intellectual disabilities

The job coach will support the intern to learn from, develop in and maintain their supported internship work placement.

The job coach will support the employer to offer meaningful work placements that match the skills and needs of interns, adapting roles and tasks where possible and appropriate. They will also help employers to develop their confidence in employing people with a disability.

Access to Work funding is available for job coach support, to support interns directly in their work placements. Where job coaches are also involved in the pre-placement activity and off-the-job learning, this activity should be funded using study programme funds (or high needs funding, if appropriate).

Pre-work placement activity

The pre-work placement activity is best delivered by job coaches, given their training. This work falls under the following categories:

vocational profiling and assessment

sourcing potential employers and identifying possible internship placements

creating productive links between the intern and employer through job analysis, job matches, negotiating and 'carving' job roles

practical support such as sourcing and gathering relevant documentation for work, understanding the dress code and workplace culture

helping interns to sort out travel arrangements (for example, planning routes or getting bus passes) and accompanying them on visits to the workplace prior to starting a job

Workplace support

The support a job coach provides for a supported intern in the workplace includes:

learning the job role in readiness for training the supported intern, and attending workplace inductions

training the supported intern to master tasks by breaking them down and applying systematic instruction techniques

checking supported interns' understanding of tasks and re-phrasing or repeating employer instructions when necessary

producing visual or written aids (for example, a step-by-step task list) and ensuring any assistive technology is provided

encouraging supported intern self-assessment and reflection as part of target-setting, monitoring and reviewing progress

modelling workplace behaviours

mentoring and confidence-building, including supporting interns to try out new ways to do things if they are not successful at first

negotiating an increase in responsibilities or new activities

trouble-shooting or advocating for supported interns when things go wrong

identifying skills development needs and either addressing them or referring to other staff

if the need for support tapers off, regular workplace visits and observation of supported interns

Support for employers

A job coach can support an employer by:

explaining a supported intern's strengths, support needs and successful communication strategies

providing information about a particular condition or impairment and advising on reasonable adjustments

suggesting appropriate ways to explain tasks, developing supporting accessible resources of use to the wider workforce

introducing the supported intern to their colleagues and offering colleagues advice on how to best support and include the intern

being a first point of call if issues or problems arise and negotiating solutions

identifying additional or more challenging tasks or roles that a supported intern could take on

ensuring supported interns are on task and meeting workplace standards and expectations (for example, time-keeping and attendance)

Supporting positive progression

During the course of the supported internship, the job coach plays an important role in helping the supported intern to secure paid employment or meaningful progression by:

negotiating opportunities for paid employment with the employer providing internship

where that is not possible, supporting interns with job searches and signposting to other work opportunities

supporting job applications, including CV development and revisions

helping interns prepare for and accompanying them to job interviews

signposting interns to other services (for example, Access to Work or local supported employment services) and if necessary, liaising with these agencies

Recruiting and engaging supported interns

Eligibility

To be eligible for a supported internship, a young person must be aged between 16 and 24 and have an education health and care plan.

Suitability

Supported interns should have already experienced the world of work through their careers provision in secondary and post-16 education. They should have a strong motivation to work and want to spend the majority of their time in the workplace. Parents and carers sharing their aspirations for employment is also an important factor.

During the course of the programme, providers can work on:

The section on working with parents and carers provides more details.

Young people should also be reassured that full support will be available to them to help them succeed on the programme.

Recruitment and engagement practices

Providers need to work closely with the following key partners:

local SEND employment forums (also known as supported internship forums)

other learning providers such as neighbouring 16+ providers and feeder schools

parent and carer groups

progression partners such as:

Department for Work and Pensions (DWP) advisors

adult services

the Disability Employment Advisor at Jobcentre Plus

Local authorities should ensure that the supported internship programme is clearly described as an option within their Local Offer, so young people are aware of this pathway to employment.

Early discussion of supported internships as a pathway allows for preparation and learning of essential skills that increase the likelihood of a successful internship, such as independent travel. When speaking to prospective supported interns and discussing the course with parents and carers, providers will need to:

determine the young person's commitment to achieving employment

make it clear that they will be required to comply with workplace conditions, for example:

attendance

time-keeping

appropriate workplace behaviours

dress code

Providing support to interns

The high level of individualised support provided to supported interns is a key distinguishing feature of the supported internship programme. The amount and nature of the support provided will differ from one supported intern to the next, depending on their needs. However, as a general principle, the support provided should enable the supported intern to be as independent as possible.

The level of support required may change if:

Most supported interns will need intensive support at the start of their supported internship, decreasing over time as the supported intern becomes more confident in the workplace.

For many supported interns, direct job coach support may have been withdrawn altogether in the latter stages of their supported internship and they will be successfully supported by their line manager and colleagues. In these cases, providers can consider supporting interns into paid employment earlier, rather than keeping them on the programme.

For other supported interns, formal support may always be needed and it will be a case of reducing that to the minimal level required by the young person in order to do their job effectively.

The job coach will normally be the key provider of support to interns, although learning support staff, personal care staff and professionals with specific expertise (such as an interpreter, counsellor or speech and language therapist) may also be providing complementary forms of support. Supported interns may also need support in the form of specialist equipment, including assistive technology that may reduce their need for support from job coaches or other people.

Examples of some of the different kinds of support provided by job coaches are available.

Reviewing progress and support needs

Providers should operate a formal review process to check whether the:

Progress checks should happen at regular intervals and involve all the key partners:

It can also be helpful to invite parents and carers to participate in a review, with the supported intern's permission.

Findings from a progress check can help providers and interns to:

recognise and celebrate progress and achievement

identify skills that they need to work on

identify barriers to progress and work out together how to address them

reshape the support package (to include different support strategies or to reduce or increase support)

negotiate new responsibilities at work for the supported intern

identify if further health and social care support is needed to support their placement

help parents and carers understand how they can support their young person

Working with parents and carers

As the supported interns will be approaching adulthood or already be young adults, providers should seek their permission to involve their parents and carers.

It is important that parent or carer involvement is not perceived by the young people as undermining their independence or diminishing their role in the decision-making process, as set out in the SEND code of practice.

If you are concerned that the young person lacks the capacity to make all or some decisions for themselves, you should speak to the local authority's SEND team in accordance with the Mental Capacity Act 2005.

At the start of the programme

Parents and carers can be involved, with the supported intern's agreement, from the start of their programme.

Inviting them to participate at the engagement and recruitment stage can help ensure they understand that the primary aim of the programme is to find paid employment.

Providers can hold open evenings, invite parents and carers in for sessions at the provider or even arrange home visits. This gives providers the chance to refer parents and carers to other agencies or sources of information for benefits eligibility advice if this is a concern for them.

Parents and carers can also be invited to discussions in the induction and initial assessment stage, where they can set out their hopes and ambitions for their young person.

During the programme

Throughout the programme, parents and carers can be kept informed, with the young person's permission, of the young person's progress. This could be through a formal review process or more informal communication.

Towards a positive progression

Parents and carers can sometimes offer support in job search and application and interview preparation.

Where a young person has not been able to gain paid employment following an internship or where they need continued in-work support, they, and their parents and carers if appropriate, should be informed about agencies that can provide further support. Providers can broker meetings where appropriate.

Working with employers

Successful internship programmes are dependent on the learning provider working in partnership with one or more employers across a number of key stages:

Engagement and recruitment of employers

Effective employer engagement is a key success factor in establishing a supported internship programme. Promoting the business case of supported internships to employers is critical to securing their engagement.

Resources are available that set out the evidence base relating to the benefits of employing disabled people that can help conversations with employers as part of the engagement process, for example, DWP's guidance on employing disabled people and people with health conditions.

Other successful strategies for targeting employers include:

working with employers who already have a relationship with the college and extending that to include supported internships

engagement via local supported employment forums

identifying employers who have experience of working with people with SEND, or who are Disability Confident employers

working in partnership with other learning providers and liaising within their own organisation to share the load and to prevent the same employers from being approached repeatedly

approaching employer groups (for example, through presenting at an existing meeting) and using provider membership on existing groups

setting up business breakfasts

creating and distributing marketing material to promote supported internships

once the supported internship programme is established, drawing on success stories - this can include inviting employers to meet interns who are now employed and employers who have benefitted from taking part

It is also helpful to be prepared to address an employer's potential concerns, some of which may be based on misunderstandings about employing people with disabilities. Sharing all insights gained through good vocational profiling of the young person with the employer is helpful here.

Employer engagement is often a 2-tier process, where the learning provider begins by securing the interest and willingness to be involved from a wide range of employers before negotiating specific internships for particular young people.

Job matching

Key to the success of an individual internship is the business of getting the right young person into the right work placement with the right employer.

Job matching enables providers to ensure that the individual supported intern is placed in a job role that matches their abilities, interests and ambitions in a working environment that suits their needs. Successful job matching relies on the effective vocational profiling of the young person as well as thorough job analysis of the potential role. This process is usually undertaken by the job coach.

Vocational profiling

Vocational profiling is a young-person centred approach to gathering information specifically related to work. It is a way of understanding what a young person's experience, skills, abilities, interests, aspirations and needs are to support them to find a job. It is an active process that involves:

Vocational profiling will identify areas for development as well as the support a young person may need in the workplace. It also identifies any financial factors that need consideration, such as travel costs or workplace adjustments.

Preparing for Adulthood has guidance on creating a vocational profile.

Job analysis

Job analysis will include:

an investigation of the job description

understanding the tasks involved

understanding the workplace context such as:

the extent to which a role is customer-facing

what interactions with colleagues are required

the physical environment

the workplace culture

Providers will need to use their findings from the job analysis and vocational profiling to determine the fit between a specific job role and an individual. This may involve an element of job carving, whereby the learning provider works with the employer to shape a role for a particular individual which is suited to their strengths with consideration of reasonable adjustments that may be needed. This process will result in greater productivity, ability to offer more flexibility to other staff or to free them up from tasks they are ill-suited to.

Providers should assure themselves that work placements:

Induction and settling in

The job coach should agree an induction and settling in period to the workplace, where both the supported intern and employer are offered extensive support. It is often appropriate to begin the induction period before a supported intern formally starts their work placement.

Induction activities can include:

The job coach will have to ensure that all induction and training is accessible for the supported intern. They may support the intern through a training programme led by the employer or undertake the training themselves and devise an approach to deliver it to the supported intern.

During this induction period, the job coach will also play an important role in negotiating between the employer and supported intern if any 'teething problems' occur.

While any reasonable adjustments will have been determined at the job matching stage, the job coach may need to provide the employer with support in implementing these in the first few weeks of a placement. This also provides the opportunity for the job coach to support the intern's colleagues and manager to understand the needs and abilities of the supported intern.

Job coaches should remind employers of any other expectations - such as a monthly contribution to a progress review and employer-specific health and safety briefings - during the first few weeks, and ensure processes are in place from the start.

During the supported internship

Employers will be supported by the learning provider throughout the supported internship.

Employers should be involved in reflecting on a supported intern's progress, both informally through conversations with a job coach and by more formal contributions to a review process.

Supporting the development of the supported intern is a shared responsibility between staff from the learning provider, including the job coach, and the employer and relies on effective communication.

Job coaches may need to negotiate with employers where they feel that a supported intern needs new challenges and could be offered greater responsibilities. Equally, it may be necessary for a job coach to agree on a reduced or different role for a supported intern where appropriate. Employers are encouraged to flag learning opportunities that would enable the supported intern to extend their range of responsibilities.

Securing employment for the intern

The primary goal of a supported internship is to secure paid employment for the supported intern. This may be with the host employer if a suitable vacancy is available. However, if this is not possible, host employers can still play an important part in helping a supported intern to achieve employment elsewhere.

Positive actions an employer can take include:

Achieving positive progression

Achieving sustainable paid employment for the supported intern is the primary goal of a supported internship.

While soft skills and independence development are welcome gains, where paid employment with the host employer is not achieved, the provider should support the young person to an alternative destination, and ideally paid employment.

Providers should build in time throughout a supported internship to ensure a positive transition occurs.

Planning for progression: recruitment

Providers should plan early for a positive outcome by:

recruiting suitable interns who understand that the goal is paid, sustained employment

selecting employers and placements that have the real possibility of leading to paid employment, as far as possible

tackling low aspirations early, including those of parents and carers

using vocational profiling and job analysis techniques to identify jobs that draw on the strengths of a supported intern

appointing staff, including job coaches who are trained in supported employment, who believe in the programme and its values, including the right and ability of disabled people to work

drawing on the employers' experience to understand the key skills and knowledge a supported intern will need to secure paid employment in their sector

Planning for progression: during the internship

Providers should build in time throughout a supported internship to ensure a positive transition occurs by:

Planning for progression: moving into employment

Providers should work with the supported intern to ensure that a transition plan is in place so that each young person has a positive progression route planned.

This will include:

facilitating a conversation with the host employer to establish if there is a suitable vacancy and how to apply for that

developing the skills supported interns need to apply for jobs, including:

job searching

building CVs

filling in application forms

interview skills

practising these skills

Funding

Supported internships are funded as a 16 to 19 study programme, and as such the main source of funding is from the Education and Skills Funding Agency ( ESFA).

Supported interns can also apply for Access to Work funding to cover the costs of practical support in the workplace.

High needs funding arrangements may also apply where the support costs of establishing and running the supported internship in line with this guidance exceed £6000 (avoiding double funding with Access to Work). Local authorities have the prime responsibility for planning and commissioning funding for high needs students. Further information on the funding system for 16 to 25 high needs students is available.

It is essential that learning providers currently delivering supported internships, and those considering doing so, discuss their plans at the earliest opportunity with commissioning local authorities. This will enable authorities to:

agree and plan their budgets for young people with high needs

consider changes in demand for and supply of new and emerging provision

Local authorities can record supported internship participation on their SEN2 data return.

Education and Skills Funding Agency funding

A supported internship is a full-time study programme, with a substantial work placement as the core aim.

To attract ESFA funding, the provider needs to timetable at least 540 planned learning hours.

The English and maths condition of funding applies to students on supported internships. Providers should ensure study towards an English and maths qualification at the appropriate level is included, such as:

If a student is exempt from the English and maths condition of funding, they should still pursue appropriate literacy and numeracy.

Providers should indicate on the individualised learning record ( ILR) that the young person is on a supported internship programme.

Access to Work

Access to Work is a discretionary grant scheme delivered by DWP which can assist in paying for practical support to enable disabled people or those with health conditions to overcome workplace barriers.

Access to Work can pay for things such as:

specialist equipment

adaptations to equipment and workplace

a support worker or job coach

communication support

additional travel costs of getting to work if someone is unable to use public transport or drive themselves

disability awareness training for employers about the employee's specific condition

For supported interns, this means Access to Work can fund:

Access to Work awards are tailored to the needs of the individual, which means awards will vary depending on the supported interns' circumstances.

How to apply

Supported interns (or their learning provider on their behalf) can get an application form for supported internships by calling the Access to Work helpline number on 0800 121 7479.

It is important all applications are signed, allowing permission for the supported internship team to arrange for a support plan to be sent to the learning provider to complete and return.

Where the supported intern has a DWP appointee, the appointee will need to sign the application form.

Completed paper applications must be signed by the supported intern or their DWP appointee and sent to:

16 to 19 Bursary fund

The 16 to 19 Bursary Fund is to support 16 to 19-year-olds who are the most financially disadvantaged and those who most need help with the costs of staying in education. Students aged over 19 can apply for the discretionary bursary if they have an EHC plan.

Providers can use the bursary as a source of funding to help meet costs for travel, meals and equipment for young people participating in supported internships.

Free meals for disadvantaged young people

To be eligible for a free meal, young people must have enrolled in further education provision funded via ESFA.

Exactly what an institution provides for the free meal is a decision for the individual institution. The expectation is that a meal, voucher or credit will be provided to eligible students. Where this is not practical, institutions will be able to offer cash in certain exceptional circumstances.

Funding for free meals is allocated directly to institutions. More information is in the free meals guidance.

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This guidance sets out what education providers need to know in order to set up a supported internship programme. It provides practical guidance on developing and delivering supported internships, including information on: The guidance draws on the 2020 Cooper Gibson research on supported internships as well as the experiences of providers and local authorities who have been running successful supported internships programmes to support young people with education, health and care plans into employment.

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People who are neurodiverse will benefit from better employment prospects and more inclusive workplaces thanks to the work and advice of a new expert panel launched on 29th January 2025.

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Employment prospects for neurodiverse people set to be boosted with launch of new expert panel

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People who are neurodiverse will benefit from better employment prospects and more inclusive workplaces thanks to the work and advice of a new expert panel launched today [Wednesday 29 January].

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Work Trials - a way for you and a jobseeker to see if the job is a good fit for you both.

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Support from Jobcentre Plus if you’re recruiting - including work trials, recruitment advice, Youth Contract and other employment schemes

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The government's recommended training package to support providers to meet the new legal requirement for learning disability and autism training.

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Ministerial foreword

The introduction of the requirement for learning disability and autism training by the Health and Care Act 2022 and publication of this code of practice represent a significant moment in the journey towards improving the care and treatment of people with a learning disability and autistic people. I have heard from people with a learning disability and autistic people and their families and carers about how care is often not good enough and how this can lead to poorer health outcomes and, in some cases, premature death.

Every person with a learning disability and autistic person has the right to excellent care and service from wherever they choose to access it. Services must treat people equitably but should also acknowledge and adapt to the individual needs of people with a learning disability and autistic people.

The Learning from lives and deaths - people with a learning disability and autistic people (LeDeR) programme remains a crucial source of evidence that enables us to build up a detailed picture of the key improvements needed, both locally and at a national level, to tackle existing health disparities faced by people with a learning disability and autistic people. The annual LeDeR reports have consistently recommended the introduction of mandatory training on learning disability for health and social care staff.

As a minister, I have had the privilege of engaging and meeting with many people with a learning disability, autistic people, and their families, carers and with many dedicated health and social care staff. It deeply saddens me to hear some of the stories they have shared of poor health and care service provision and the premature loss of their loved ones. These stories remind us why this legal requirement is so crucial and why failing to take into account individual needs can have serious and sometimes fatal consequences.

In 2016, Oliver McGowan, a young autistic teenager with a mild learning disability, sadly died after having a severe reaction to medication which he and his family had asked for him not to receive. Oliver's parents, Paula and Tom McGowan, have since tirelessly campaigned for better training for health and care staff. In 2019 the government responded to the LeDeR recommendations by committing to develop and test a learning disability and autism training package to be made available to all health and social care staff. The training is named in Oliver's memory, in recognition of his story, his family's tireless campaigning for better training for staff, and to remember him and others whose lives were cut tragically short.

The government invested in a new training package to provide all health and social care staff with the skills and knowledge needed to provide safe and compassionate care for people with a learning disability and autistic people. This package, The Oliver McGowan Mandatory Training on Learning Disability and Autism, represents and clearly demonstrates the standard that the government expects training in this area to meet as set out in further detail in this code of practice. This is the government's recommended training package to support providers to meet the new legal requirement for learning disability and autism training.

The training has been trialled with over 8,000 participants and independently evaluated to ensure the final package is robust and high quality. Most importantly, people with a learning disability and autistic people have been involved throughout the development, trial, evaluation and now delivery of the training, ensuring that personal experience is always reflected. Co-production and co-delivery are at the heart of the training, and this is what sets Oliver's training apart.

One problem is that some decision makers within health and social care providers are unaware of the presence of discriminatory and poorly informed practice in their own services, due to the lack of adequate training and face to face contact with people with a learning disability and autistic people during their own professional development.

Care Quality Commission ( CQC) registered health and social care providers must ensure that all staff, regardless of role or level of seniority, have the right attitude and skills to support people with a learning disability and autistic people. Providers will need to demonstrate to the CQC how their training meets or exceeds the standards set out in this code of practice.

In developing this code, we have consulted with people with a learning disability, autistic people and their families and carers, the charitable sector, health and social care stakeholders, and CQC. It has been important to hear from all those who will benefit from and be impacted by the training requirement and the code, and I would like to thank those people who shared their personal experience of giving and receiving care. The code provides the detail of how we expect registered health and care providers to meet the new requirement for training and lets people with a learning disability and autistic people and their families know what to expect from their service providers.

I must also pay tribute to Baroness Sheila Hollins, whose amendment in the House of Lords enabled the inclusion of the requirement for learning disability and autism training in the Health and Care Act 2022 and whose expertise has helped to shape this code. The legislative requirement and the code must be the catalyst for positive cultural change. With them we can deliver a real step change in approach, making sure that staff have the right attitudes, skills and behaviours to support people with learning disabilities and autistic people safely, confidently and respectfully.

Maria Caulfield
Parliamentary Under Secretary of State (Minister for Mental Health and Women's Health Strategy)

Oliver's story

As told by Oliver's mother, Paula McGowan OBE

The Oliver McGowan Mandatory Training on Learning Disability and Autism is named after my teenage son Oliver. Therefore, I would like to tell you about who Oliver was as a person, what happened to him, and exactly why his training is so important. From the moment Oliver was born we knew he was special and our love for him was overwhelming. Oliver was born premature and at 3 weeks of age he developed bacterial meningitis. As a result of an infarction, Oliver was left with a mild hemiplegia, focal partial epilepsy and later a diagnosis of a mild learning disability and autism.

Oliver's disabilities did not hold him back. He had a can-do attitude. He played for the England Development football squads. He was a registered athlete and was ranked third best in the UK for track 200 metres and was being trained to become a Paralympian.

Oliver was a natural leader and became a prefect at school. He attained and passed many higher examinations. He went on to attend National Star College. Their opinions of Oliver were very complimentary, writing how friendly and kind he was, supporting students who were less able than himself, his wicked sense of humour, and the aspirations they had for him to start a sports course at a local ski centre.

Oliver brought so much fun and happiness to our lives; he always saw the best in everything and taught us to challenge our own unconscious biases. He never failed to light up a room with the sound of his laughter. He wanted to make everybody happy and did his best to achieve that. Despite his limitations, he never complained or asked, "Why me?" His courage and enthusiasm were inspirational. Importantly we were told by his neurologist that Oliver had a full life expectancy, and it was expected he would live an independent life with a little support.

In October 2015 Oliver was admitted to a children's hospital, having a focal or 'partial' seizure. This caused Oliver to be scared and confused. After several weeks of tests Oliver was discharged home and for the first time in his life, was administered antidepressant medication. We were told this was to help treat anxiety when in seizure. We were surprised as Oliver was not depressed. He loved life and life seemed to love him. Nobody discussed this medication with Oliver, who had full capacity, or us. An increased dose caused a change in Oliver's mood and increased his seizure activity greatly - a known side effect of this medication. As a result, Oliver's seizures dramatically increased and he was re-admitted to the same hospital in December 2015, but this time Oliver was prescribed antipsychotic medications.

Oliver did not have a diagnosis of psychosis or a mental illness; he had cerebral palsy, epilepsy, a mild learning disability and autism. We strongly believed that doctors were misunderstanding Oliver's normal autistic behaviour. We tried many times to explain this to them, but they would not listen. The effects on Oliver were catastrophic. Oliver's seizure threshold and agitation deteriorated; we did not recognise our once vibrant son. We were terrified at the sudden changes in Oliver. Because of these medications, he was eventually held against his will under section 2 of the Mental Health Act for assessment. We challenged this on numerous occasions stating we felt it was the drugs that were causing the changes to Oliver's mood and increase of seizures.

A mental health bed could not be found and doctors decided to remove the antipsychotic medications. Within days Oliver's mood and seizure activity returned to normal and he was discharged back home into our care. The discharging consultant psychiatrist wrote that Oliver was sensitive to antipsychotic medications. In April 2015, Oliver was readmitted back to the same hospital, having simple partial seizures. Unbelievably Oliver was again prescribed antipsychotic medications. Lessons from his previous admission to this children's ward had not been learned. We walked into Oliver's room one day and found him having an oculogyric crisis, a serious dystonic side effect causing his eyes to roll upwards. He was left like this for 6 hours as the doctor at first believed it was behavioural. Procyclidine had to be administered to counteract this reaction.

Again, Oliver's mood changed significantly. He was hallucinating, having up to 30 seizures a day which we had never seen happen, problems urinating, extreme high blood pressure readings, sweating, all of which was linked to his medication. We strongly believed the drugs were the cause of decline in Oliver's mood difficulties. It was obvious that doctors and nurses had little to no understanding of autism and how autistic behaviours could present in a person with ongoing seizure.

At my request, Oliver was transferred to a specialist adult hospital who I thought would have understood Oliver's epilepsy better. Oliver was provided with a letter stating his reactions to previous medications. This hospital was very intolerant of Oliver's autistic and learning-disabled behaviours. They had no understanding of sensory crisis or overload. They refused to take any direction from us or the learning disability nurse.

Horrifically, the use of physical restraint was increased with up to 8 staff being involved. Oliver was suddenly not allowed any privacy with his personal care. He had 3 staff members sit around his bed and he was kept in a darkened room. Back in the children's hospital, Oliver had been allowed to shower and go to the toilet without any supervision; we were taking him out to the local museum and shops to help break up his day. (Can I ask you to imagine what it would feel like to have 3 men standing over you while you are using the toilet.) How degrading and humiliating that must have been for Oliver. Oliver was very frightened, and he told me just how scared the staff were making him feel. Remember this was a young teenager who always accepted everything and went with the flow, so it was very unusual for him to be telling me this.

Oliver was again given different antipsychotic medications and because of the effects it had on him, he was consequently detained against his will under section 2 of the Mental Health Act for assessment and transferred to a specialist mental health hospital. Oliver was now beyond scared, as were we. Nobody thought to take any time to explain to him what to expect and where he was going. Instead, he was escorted into a black van with people he was not familiar with. We were not allowed to travel with him. Remember Oliver was autistic, can you imagine how traumatising this must have been for him?

The different approach from skilled staff allowed Oliver to improve almost instantly. They were following the law and making reasonable adjustments for him. The words from staff including doctors from the unit were that Oliver was not psychotic or mentally ill and that his placement there was a total misuse of the Mental Health Act. They immediately reduced all antipsychotic medications and Oliver was discharged after a few days into the care of a specialist learning disability team, again with a letter saying that he was sensitive to antipsychotic medications and this time, benzodiazepine.

The community learning disability team was very supportive and specialised in people with autism and learning disabilities. The community consultant psychiatrist in learning disability wrote that Oliver was not psychotic or mentally ill. He believed Oliver's behaviours were a result of autism, a mild learning disability and a busy environment that was not adapted to meet his needs. It is important to remember that reasonable adjustments are a requirement under the Equality Act 2010 and form part of the autism strategy issued under section 1 of the Autism Act 2009.

In October 2016, Oliver had a cluster of partial seizures and was admitted to a different general hospital. This time we thought we were prepared, we gave the doctors a small file of supporting letters including a hospital passport, stating Oliver's previous reaction to antipsychotic medications and this was subsequently written in bold red ink on Oliver's medical care and drug charts that he was intolerant to all antipsychotic medications. The neurologist treating Oliver in A&E followed it up in an email to all doctors treating him.

Oliver was intubated to facilitate an MRI scan. The safeguarding officer was consulted on how to manage Oliver's anxiety when sedation was reduced. His advice to the doctors was a non-pharmaceutical approach, to use soft handcuffs, and we were told we should be present as we would be able to reassure and comfort him. This advice was not listened to, and sedation was reduced without our presence. He would have been terrified waking to find tubes in his throat and in unfamiliar surroundings without familiar faces. This was the last opportunity I would have had to tell Oliver how much we loved him and that he was safe, but he was not safe at all.

We were consulted by a neuropsychiatrist who had met Oliver for two 10-minute appointments in the community. They asked us about giving Oliver an antipsychotic medication. We made it very clear about Oliver's previous reactions to this type of medication and she did not have our permission to administer any antipsychotic medications. Oliver had made an advance verbal decision to ambulance staff and to doctors in A&E that he did not want to be given antipsychotic medications giving good reason, saying, "They mess with my brain and make my eyes roll up." He had the capacity to remember the dystonic reaction back in the children's hospital several months earlier.

Despite this, Oliver was given an antipsychotic medication that evening. We again made it clear to all doctors and nurses that they did not have our or Oliver's permission to administer this medication.

Over the next few days Oliver developed a temperature of 42°C. Because doctors said his liver function was elevated, he was not given any medication to control the temperature other than a blow-up mattress filled with cold air. This was not effective. Doctors could not understand the decline in Oliver's condition. They sent him for a scan of his liver and lungs. Oliver was now having tonic-clonic seizures despite heavy sedation and paralysis drugs. We were very worried because Oliver did not have these types of seizures and it was at this point that we begged doctors to do a scan of his brain, explaining that Oliver could not afford any further damage to it, but we were told that they were not concerned.

Two days later, doctors told us they were sending Oliver for an emergency MRI scan of his brain as one of his pupils was very slow to react. When Oliver returned, we instantly saw the worried expression on the ICU consultant's face. We were then taken to the side room nobody wanted to enter and we were told that Oliver's brain was badly swollen; it was bulging out the base of his skull. The neurosurgeons and emergency doctors suspected neuroleptic malignant syndrome, a serious side effect of antipsychotic medications.

We were told that Oliver's brain was now so badly damaged that he would be profoundly disabled, have no speech or understanding of language, and no way of communicating. He would need a tracheotomy and would be tube-fed for the rest of his life. Oliver was now paralysed, blind and could no longer represent his country in athletics or football. That beautiful smile, sense of humour and words of wisdom were gone forever.

A week later the decision was made to turn Oliver's life support machines off. Oliver passed away several days later on Armistice Day, 11 November 2016 - poignant, given Oliver was a military child and had lived his life as part of the Royal Air Force Family.

An independent learning disability mortality review ( LeDeR) unanimously concluded that Oliver's death was potentially avoidable. The review made 31 recommendations. Oliver was given excessive drugs due to medical staff not understanding learning disability and autism, impacted by seizure activity. They did not ever try to adapt the environment to meet his needs but used excessive restraint methods. They failed to make any communication with community-based professionals who were working with Oliver daily and knew him well.

Oliver died because clinicians did not understand learning disability, autism and how this affects a person. They did not understand how to make reasonable adjustments for Oliver or read his hospital passport which would have told them exactly how to do this. Clinicians did not follow the relevant laws: the Human Rights Act 1998, the Autism Act 2009, the Equality Act 2010, the Mental Health Act 1983 and the Mental Capacity Act 2009. They were misunderstanding Oliver's autism which resulted in diagnostic overshadowing. They were not familiar with STOMP (stopping over medication of people with a learning disability, autism or both with psychotropic medicines) or Ask Listen Do. These are all core ingredients that are at the heart of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

I believed that all health and social care staff should receive appropriate and meaningful training to help them understand people who have a learning disability or are autistic or both. During the inquest into Oliver's death, it became apparent that health and social care staff did not receive this training. I felt so strongly this was wrong, firstly for patient safety, but also that clinicians are not given the skills to help and support people like Oliver when they are in sensory crisis and overload, especially when they are ill.

As a result, I launched a parliamentary petition. This was subsequently debated and gained cross-party support. In November 2019, Right to be heard, the government's response to the consultation on learning disability and autism training for health and care staff, confirmed overwhelming support for the principle of mandatory training for health and social care staff, and committed £1.4 million to develop and test a learning disability and autism training package, named in Oliver's memory. Importantly, it would be co-designed and delivered by people with a learning disability and autistic people. The response to The Oliver McGowan Mandatory Training on Learning Disability and Autism has been outstanding, with many attendees saying it has empowered them to change their practices.

A video version of Oliver's story is available.

Introduction

The case for improved training on learning disability and autism for health and social care staff is clear. The LeDeR programme provides the largest body of evidence of deaths of people with a learning disability at an individual level anywhere in the world. It was expanded in 2022 to include deaths of autistic people. Learning from LeDeR reviews has helped to inform and shape what further action is required to reduce avoidable deaths. One of the commonly reported learning points in local LeDeR reviews, and a consistent theme in annual LeDeR reports, is the need for mandatory learning disability awareness training for staff in health and social care settings. The current provision of training across health and social care has failed to make the improvements required as evidenced by the ongoing poor outcomes, experiences and lost lives of people with a learning disability and autistic people.

According to LeDeR data, on average, males with a learning disability die 22 years younger than males from the general population, and females 26 years younger than females from the general population. In 2021, 49% of deaths of people with a learning disability were rated as avoidable in comparison to 22% for the general population. Evidence from Premature mortality in autism spectrum disorder also suggests that autistic adults on average die 16 years earlier than non-autistic adults. The health disparities and premature mortality experienced by people with a learning disability and autistic people can be reduced when staff are equipped with the right skills and knowledge to care for them. With a growing number of people receiving an autism diagnosis each year, the case for training is even stronger. All the evidence points to a need for culture change among health and social care staff - a shift in attitudes and approach to support people with a learning disability and autistic people safely, respectfully and confidently. The desire among staff for additional training and a better understanding of learning disability and autism was also clearly reflected in the response to the consultation on introducing learning disability and autism training.

The introduction of the statutory requirement for training on learning disability and autism is an important lever in achieving this culture change. The requirement aims to ensure that staff working at all levels across the diverse settings that make up our health and social care sectors receive high quality and appropriate training on learning disability and autism.

The legislation aims to improve the knowledge and skills of staff and the code of practice (the code) supports implementation of the legislation by setting out the standards that training needs to meet, in terms of both content and delivery. The code supports registered providers and their staff to understand their training needs, identify the right level and content of training to meet those needs, and to understand what excellent learning disability and autism training looks like.

Evidence and learning from the trial and evaluation of the Oliver McGowan Mandatory Training has been used to inform and set the standards contained in the code. The training was trialled in 2021 with over 8,000 participants from across health and social care and the government accepted the findings of the independent evaluation of the trial. This evidence builds on existing knowledge about effective training and the importance of involving people with personal experience in shaping and delivering training, as outlined in the guidance that accompanies each standard.

All health and social care staff must receive training that meets the 4 standards set out in the code. The Oliver McGowan Mandatory Training on Learning Disability and Autism is the government's preferred and recommended package to support registered providers to meet the legislative requirement. The knowledge gained through the development, trial and evaluation of the Oliver McGowan Mandatory Training has been used to inform and set the standards in the code. The training sets the bar high as a package which covers the essential capabilities required by all staff, has been tried and tested, and meaningfully involves people with a learning disability and autistic people in the design and delivery of the training. The code includes a section dedicated specifically to the Oliver McGowan Mandatory Training as well as references to it throughout the code. It is the government's expectation that all health and care staff will undertake one of the 2 tiers of the training package, whichever tier being most appropriate to their role.

Ensuring that staff understand the needs of people with a learning disability and autistic people, and how to make adjustments to their care, is not only good practice, but will improve health outcomes. Building the skills and capability of staff should also lead to increased confidence and better job satisfaction for individuals and teams.

The Health and Care Act 2022

Section 181 of the Health and Care Act 2022 (2022 Act) introduces a requirement into the Health and Social Care Act 2008 (the 2008 Act) and regulation 18 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 (the 2014 Regulations) that, from 1 July 2022, service providers registered with the CQC must ensure their staff receive training on learning disability and autism appropriate to their role. It applies to all registered providers of all health and adult social care in England. We will refer to the Health and Care Act 2022 (the 2022 Act) throughout the rest of the code.

This requirement builds on the existing staffing requirements set out in regulation 18 of the 2014 Regulations which require registered providers to ensure staff receive such appropriate support, training, professional development, supervision and appraisal as is necessary to enable them to carry out the duties they are employed to perform. CQC's website sets out further details on regulation 18.

Because NHS trusts (as an entity), primary medical and dental care, independent healthcare, independent sector ambulance providers and adult social care providers are all required to register with the  CQC  as providers of health or social care, they are referred to in this document as 'registered providers'.

The 2014 Regulations describe the health and adult social care activities that may only be carried out by providers that are registered with the CQC and set out the registration requirements that these providers must meet to become and stay registered. The 2008 Act and the 2014 Regulations are law and must be complied with. The CQC has enforcement powers that it may use if registered providers do not comply with the law. More information about enforcement can be found in section 3, 'How to use the code to meet the training requirement'.

Section 21A of the 2008 Act, as inserted by the 2022 Act, places a duty on the Secretary of State for Health and Social Care to issue a code of practice about compliance with the requirement for staff of registered providers to receive training on learning disability and autism. While following the code is not mandatory, if a provider has not followed the relevant guidance contained in the code then they will be expected to give good reasons why they have departed from it and be able to demonstrate that it meets the requirement in a different way.

Who the code of practice is for

The 2022 Act sets out a requirement for registered providers to ensure their staff receive learning disability and autism training that is 'appropriate to the person's role'. The Act also introduces a requirement for the Secretary of State for Health and Social Care to issue a code of practice about compliance with this requirement.

The purpose of the code is to explain what is meant by training that is 'appropriate to the person's role' and to provide guidance on how to ensure all staff receive such training. As set out in section 21A(2) of the 2008 Act, the code must make provision about a number of areas relating to learning disability and autism training. This provision is captured in the standards and accompanying guidance set out in the code. The standards and guidance are intended to support practical implementation of the legislation.

Compliance with the standards is expected to ensure that every person receives high quality learning disability and autism training that meets their learning needs and is appropriate to their role. This means that registered providers must ensure that they provide each member of staff with training that meets the standards set out below in order to deliver the best possible outcomes.

Evidence and learning from the trial and evaluation of The Oliver McGowan Mandatory Training on Learning Disability and Autism has been used to inform and set the standards in the code, set out below. These standards have been developed in consultation with relevant stakeholders and by drawing on additional evidence from a range of sources, including responses to the consultation on introducing mandatory learning disability and autism training in 2019 and the government's response ( Right to be heard, 2019), data from the LeDeR programme and the National Development Team for Inclusion's evaluation report (2022) from the trial of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

For guidance on how to meet these standards see 'Guidance for meeting training standards' in section 1 below.

Some staff may require further training in addition to The Oliver McGowan Mandatory Training on Learning Disability and Autism in order to meet all of their learning requirements. Further guidance on assessing the right level of training is provided at annex A.

Compliance with the 2022 Act

Providers of registered health and social care services in England must comply with the requirements in the 2022 Act, the 2008 Act and the 2014 Regulations. The code may be used in the following ways:

CQC staff may take compliance with the code into account when making an assessment about compliance with the requirements on statutory learning disability and autism training. CQC staff may also use the code as a prompt to understand the overall culture of an organisation, with regard to their attitude toward and knowledge of people with a learning disability and autistic people and the reasonable adjustments they have in place for care and support

the code may provide information to the general public, including people with a learning disability and autistic people and their families

people who use the services of a registered provider may refer to the code to understand how much training the staff employed by service providers should have

national delivery partners and training providers should refer to the code when developing training

health and social care providers who are not CQC registered should use the code to understand the optimum way to ensure their staff are trained to care for and support people with a learning disability and autistic people

commissioners of services should use the code to understand what they should expect of their providers and to help set standards for non-regulated commissioned services through contracts, for example

What the code of practice covers

The code explains the requirement for statutory training on learning disability and autism as set out in the 2008 Act, as amended by the 2022 Act, and how it interacts with existing requirements for registered providers. The Secretary of State for Health and Social Care has determined standards which training on learning disability and autism must meet in order to comply with the legislation. The code sets out these standards and provides guidance on how registered providers must meet those standards.

The code also provides information about The Oliver McGowan Mandatory Training on Learning Disability and Autism which is the preferred and recommended training package developed by the government to support registered providers to meet the legal requirement. Additional training beyond the curriculum covered by the Oliver McGowan Mandatory Training may be required for some people to ensure that all staff have all of the skills and knowledge appropriate for their role.

The code also explains how a registered provider should use the code and what would happen if they fail to comply with the code.

Section 1 sets out the standards for learning disability and autism training and related guidance. As required by section 21A of the 2022 Act, the code must make provision about the following elements which are set out in this section:

the content of training

training appropriate to different roles

circumstances in which it is appropriate for training to be delivered in person

the involvement of people with learning disability, autistic people, or their carers, in the provision of training

accreditation of training

procurement of training

monitoring and evaluation of the impact of training

Section 2 outlines The Oliver McGowan Mandatory Training on Learning Disability and Autism package, who it is for and how to access it.

Section 3 explains how the code should be used by registered providers.

Section 4 explains how often the code will be reviewed.

The CQC must take the code into account when assessing whether providers have met the relevant registration requirements, particularly whether they have provided their staff with learning disability and autism training that is appropriate to their role and that meets the following standards. Guidance on how to meet these standards is set out below, in 'Guidance for meeting training standards' to the end of section 1.

Evidence and learning from the trial and evaluation of The Oliver McGowan Mandatory Training on Learning Disability and Autism has been used to inform and set the standards in the code.

Standards 1 to 4

Standard 1

All staff receive training that covers a minimum curriculum of capabilities from the 'Core capabilities framework for supporting people with a learning disability' and the 'Core capabilities framework for supporting autistic people' on the Skills for Health Supporting autistic people and/or people with a learning disability page. Further training beyond this minimum curriculum is proportionate and tailored to the requirements of staff at different levels and in different roles, taking into account the tiers and capabilities set out in the core capabilities frameworks.

Standard 2

All staff receive training that enables them to explore how they will put their learning into practice. Examples include tailored materials and learning tools to help staff understand how to apply their learning to their specific work setting and the people they work with.

Standard 3

All staff receive a minimum amount of live and interactive training that is co-produced and co-delivered by people with a learning disability and autistic people. For staff who require a general awareness of learning disability and autism, this is a minimum of one hour of live and interactive training with a person with a learning disability and an autistic person. For staff with responsibility for providing care and support for a person or people with a learning disability or autistic people and for staff with a higher level of autonomy, who manage complex care or lead on learning disability and autism services, this is a minimum of one day of in-person training. This is in addition to a compulsory e-learning module of at least 90 minutes covering the tier 1 capabilities set out in Standard 1 which all staff must complete.

Standard 4

All staff receive training that is based on evidence and is quality-assured through trialling, ongoing evaluation and accreditation. People with a learning disability and autistic people must be meaningfully involved in these processes.

Guidance for meeting training standards

To achieve compliance with the requirement for learning disability and autism training, registered providers must demonstrate how their training arrangements meet all of the standards listed below. The standards for training represent the minimum steps that registered providers must take and were developed using evidence and learning from the trial and evaluation of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Standard 1

All staff receive training that covers a minimum curriculum of capabilities from the 'Core capabilities framework for supporting people with a learning disability' and the 'Core capabilities framework for supporting autistic people' on the Skills for Health Supporting autistic people and/or people with a learning disability page. Further training beyond this minimum curriculum is proportionate and tailored to the requirements of staff at different levels and in different roles, taking into account the tiers and capabilities set out in the core capabilities frameworks.

In response to the consultation for mandatory learning disability and autism training (2019), the vast majority of respondents agreed that training should reflect the different levels of training in the 'Core capabilities framework for supporting people with a learning disability'and the 'Core capabilities framework for supporting autistic people' (hereafter the core capabilities frameworks). In Right to be heard (2019), the government proposed to amend the 2014 Regulations to require all regulated health and social care providers to ensure that their staff have achieved the learning outcomes relevant to their role as described in the core capabilities frameworks. The 2022 Act introduces the requirement for learning disability and autism training while the code sets the standard that all staff receive training on the capabilities from the core capabilities frameworks most appropriate for their role, including a minimum curriculum of essential capabilities.

Staff must receive training that covers a minimum curriculum of essential capabilities. The trial of The Oliver McGowan Mandatory Training on Learning Disability and Autism provided an opportunity to test and refine the most important and universal capabilities and learning outcomes for staff working across health and social care. Different packages were trialled by over 8,000 participants from health and social care. Evidence from the trial evaluation and the consultation on mandatory learning disability and autism training, plus conversations with stakeholders across health and social care organisations and with people with a learning disability and autistic people, supports a curriculum of essential tier 1 and tier 2 capabilities. This is a minimum curriculum and registered providers are responsible for ensuring that staff are trained and equipped with all the skills and knowledge required to carry out their role. The minimum capabilities that all staff employed by registered providers must develop from learning disability and autism training are set out in the guidance on meeting the standard below.

Each person working for a registered provider who carries out regulated activities must have the necessary skills and knowledge to interact with and support people with a learning disability and autistic people, even if their role does not ordinarily include caring for people with a learning disability and autistic people. This is because people with a learning disability and autistic people access a range of services throughout their lifetime and all services should be set up to meet their needs. Staff may interact with someone with a learning disability or an autistic person without realising it. Appropriate training will enable staff to recognise learning disability and autism and make the necessary adjustments to care and service provision.

The core capabilities frameworks are nationally recognised frameworks that have been developed to capture the skills, knowledge and behaviours needed for staff working across health and social care to support people with a learning disability and autistic people. The capabilities (skills, knowledge and behaviours) in the frameworks are relevant to staff working in any setting and role because people with a learning disability and autistic people, like everyone else, will access a range of services across their lifetime, not just specialist services.

The core capabilities frameworks defines 3 tiers of capabilities for health and social care staff:

Tier 1: for staff who require a general awareness of people with a learning disability and autistic people and the support they need.

Tier 2: for health and social care staff and others with responsibility for providing care and support for a person or people with a learning disability or autistic people, but who would seek support from others for complex management or complex decision-making.

Tier 3: for health and social care staff and other professionals with a high degree of autonomy, able to provide care in complex situations and may also lead services for people with a learning disability and autistic people.

The core capabilities frameworks are incremental. This means that someone acquiring a tier 3 capability must already possess the relevant tier 1 and tier 2 capabilities. Further information about the tiers and how they relate to different job roles can be found in section 2 and annex A of this document, and in the core capabilities frameworks on the Skills for Health Supporting autistic people and/or people with a learning disability page.

Guidance on meeting Standard 1

Capabilities for staff who require a general awareness of people with a learning disability and autistic people and the support they need (tier 1)

The person will know basic facts including:

what is a learning disability?

what is autism?

how do they affect people?

how do you see invisible disability?

The person will have:

an understanding of reasonable adjustments, what they are and how to make them

an opportunity for self-reflection of own attitudes and behaviour

This list captures all of the tier 1 capabilities from the core capabilities frameworks.

Capabilities for all other staff, including people who are responsible for providing care and support, professionals with a higher degree of autonomy, who provide care in complex situations and who may lead service design and delivery (tier 2 and 3)

The person will have an understanding of all tier 1 learning outcomes plus the following:

avoiding diagnostic overshadowing

frequently co-occurring conditions (co-morbidities)

the laws: Mental Capacity Act 2005, Human Rights Act 1998, Autism Act 2009, Equality Act 2010, Accessible Information Standard

reasonable adjustments: what they are in health, including hospital passports

Ask Listen Do, which is about making it easier for people, families and paid carers to give feedback, raise concerns and complain, and supporting organisations to learn from that feedback.

Stopping over medication of people with a learning disability, autism or both (STOMP) and Supporting treatment and appropriate medication in paediatrics (STAMP)

The person will also consider:

the impact of culture (professional bias and subconscious beliefs) and professional behaviour on outcomes and on other people's behaviour

how to communicate in an accessible way and how to understand what the person (and their family) is saying

learning from LeDeR

appropriate application of do not attempt cardiopulmonary resuscitation (DNACPR) decisions

Registered providers with staff who require additional tier 2 or tier 3 capabilities beyond those outlined here, must procure further training to fulfil this. Providers are responsible for ensuring that their staff receive sufficient and appropriate training on learning disability and autism, even where this goes beyond the standards set out in the code.

To support compliance with the requirement for learning disability and autism training, registered providers must carry out regular skills assessments for all staff to understand the level of learning disability and autism training required and to ensure that learning from training is put into practice. These assessments should form part of wider learning and development plans for staff, teams and departments.

The Oliver McGowan Mandatory Training on Learning Disability and Autism meets, represents and clearly demonstrates the standard as the content of the training covers all of the minimum sets of capabilities listed above. The government recommends that all health and social care staff undertake either the tier 1 or tier 2 package of the Oliver McGowan Mandatory Training, with further training as appropriate to their role covering additional tier 2 or tier 3 capabilities as needed.

The tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism is suitable for staff who require a general awareness of people with a learning disability and autistic people and the support they need. The tier 2 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism is suitable for all other staff, however additional training must be provided where additional capabilities are needed (for example, for staff who lead on complex care or service delivery).

The Oliver McGowan Mandatory Training is intended to cover key capabilities and does not include training on areas such as diagnosis, interventions, or treatments. Registered providers must consider the appropriate routes for tier 3 training including apprenticeships, vocational or subject-specific training.

Other training frameworks

In addition to the core capabilities frameworks, registered providers may wish to refer to other frameworks when assessing the training needs of their staff and how to meet them. Some examples are provided at annex B.

Standard 2

All staff receive training that enables them to explore how they will put their learning into practice. Examples include tailored materials and learning tools to help staff understand how to apply their learning to their specific work setting and the people they work with.

For training to be effective, learners need to see the connection between training content and the work that they perform. Training must have a practical, problem-solving focus, where each learner can see how the content applies to their own role and responsibilities, understand how to put their learning into practice, and identify the real-world benefits for them and their service. This particularly applies to training content which seeks to address unconscious bias (stereotypes and assumptions), where without careful thought it is possible for learners to avoid confronting the biases in their own work.

An evidence scan by the Health Foundation (2012) of quality improvement training for healthcare professionals showed that "to be most effective, training should examine the needs of learners, target content appropriately and illustrate how the content applies to the participants' work environment". Evidence from the trial of The Oliver McGowan Mandatory Training on Learning Disability and Autism showed that content should be tailored in relation to the setting where staff work, with a particular focus on ensuring there is sufficient content relevant to social care staff. Generic content can also be applied to different settings by using case studies, through small group discussions and by encouraging self-reflection and further learning.

Guidance on meeting Standard 2

Registered providers must ensure that all staff receive training on learning disability and autism which allows staff to apply learning to their own setting, role and responsibilities. Registered providers should look for training that includes elements which enable learners to apply their learning in practice such as:

use of material that is most suited to or tailored to each cohort of learners

small group or one to one discussion to understand how content applies to different settings

prompts for learners to carry out self-reflection or self-directed learning with other staff to explore improvements to their service and practice

At an organisational level, managers of service providers must ensure there are genuine opportunities for staff to put their learning into practice by challenging and improving the way that services for people with a learning disability and autistic people are designed and delivered. Learning can be shared and consolidated through peer support, team meetings and supervision sessions.

The Oliver McGowan Mandatory Training on Learning Disability and Autism meets, represents and clearly demonstrates this standard as the content has been designed with a range of settings and job roles in mind. The interactive elements of the training package, particularly the use of case studies and the co-delivery by trainers with a learning disability and autistic trainers, also allow learners to discuss and examine how learning is applicable to different settings.

Standard 3

All staff receive a minimum amount of live and interactive training which is co-produced and co-delivered by people with a learning disability and autistic people. For staff who require a general awareness of learning disability and autism this is a minimum of one hour of live and interactive training with a person with a learning disability and an autistic person. For staff with responsibility for providing care and support for a person or people with a learning disability or autistic people require and for staff with a higher level of autonomy, who manage complex care or lead on learning disability and autism services, this is a minimum one day of in-person training. In addition to the live and interactive training sessions, all staff must complete an e-learning module which covers the tier 1 capabilities set out in Standard 1.

Involving people with a learning disability, autistic people, and their families and carers in the production and delivery of training is vital. Co-production and co-delivery refer to the meaningful involvement of people with personal experience in the design and delivery of a service or product. People with personal experience include people with a learning disability and autistic people, as well as their family members and carers.

Co-production and co-delivery ensure that people with a learning disability and autistic people can contribute their knowledge and perspectives to both the design and delivery of the training. In response to the consultation on introducing mandatory learning disability and autism training for health and care staff, there was a clear consensus in people's responses that it was essential to involve people with a learning disability and autistic people in delivering training.

Evidence from the trial of The Oliver McGowan Mandatory Training on Learning Disability and Autism (National Development Team for Inclusion, 2022) showed that the involvement of people with a learning disability and autistic people, and their families and carers, was a clear strength of the training; it made the training feel real and authentic and enabled better discussion and learning among the group. Trial evidence also showed that people with a learning disability and autistic people valued being fully involved in co-production and co-delivery.

Receiving interactive or face to face training which is co-delivered by people with a learning disability and autistic people is crucial for learning and for changing attitudes. It enables staff to hear first-hand the challenges and barriers that people with a learning disability and autistic people face as well as real world examples of both poor and excellent quality care and support.

Right to be heard (2019), the government's response to the consultation on learning disability and autism training for health and care staff, showed that there was consistent recognition among consultation respondents of the importance of face to face training which involved autistic people and people with a learning disability and autistic people, and potentially carers and family members. The consultation proposed that only people who had regular contact with people with a learning disability and autistic people as part of their job should have face to face training. Of those providing a clear answer to the question, 48% disagreed. This reflects the strong concern that emerged through the consultation that as many people as possible receive effective training, and that face to face encounters with a person with a learning disability or an autistic person, was the best means to developing understanding.

The evaluation report from the trial of the Oliver McGowan Mandatory Training highlighted that having direct contact with people with a learning disability and autistic people was a clear strength of the training, as reported by many trial participants. A literature review by the Royal College for Psychiatry in 2021 also concluded that working in collaboration with people with personal experience to deliver training can "significantly enhance the learning process for medical students and provide important authentic insights into the delivery of a holistic person-centred approach".

The required amount of live and interactive training required will depend on the skills and capabilities required by staff, and the level of interaction with people with a learning disability and autistic people that they have in their job. Staff who require a general awareness of people with a learning disability and autistic people and the support they need must receive a minimum of one hour of interactive training to meet the standard. As is the case with tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism, the 90-minute learning may take place online but must be supplemented with a one-hour live interaction with a person with a learning disability and an autistic person.

Staff with responsibility for providing care and support for a person or people with a learning disability or autistic people and staff with a high degree of autotomy, able to provide care in complex situations and who may also lead services for people with a learning disability and autistic people must receive a minimum of one day of interactive, in-person training which is co-delivered by people with a learning disability and autistic people to meet the standard. All trainers, including trainers with a learning disability and autistic trainers, must also deliver the training in person. This is relevant to staff who require tier 2 and tier 3 capabilities from the core capabilities frameworks.

As a minimum, at least one person with a learning disability and one autistic person must be involved in the co-production and co-delivery of this live and interactive learning disability and autism training.

In addition to the live and interactive training sessions, all staff must complete an e-learning module which covers the tier 1 capabilities set out in Standard 1.

Guidance on meeting Standard 3

The standard is that all health and social care staff must receive a minimum amount of live and interactive training which is co-produced and co-delivered by people with a learning disability and autistic people. The one-hour training can be delivered online but both the trainees and the trainers must attend in person for the one day training. This is in addition to an e-learning module which must cover the tier 1 capabilities set out in Standard 1.

Registered providers must consider whether training is co-designed and co-delivered by people with a learning disability and autistic people when procuring training for their staff. Ideally, a wide range of people would be involved in the co-production of training, to ensure that diverse voices are reflected in the training. Family members and carers are also valuable in co-production and co-delivery and may be able to represent people with profound and multiple learning disabilities and people who have difficulty communicating. However, family members and carers cannot take the place of a person with a learning disability or autistic person. For guidance on how to fairly and sustainably recruit and support people with a learning disability and autistic people to deliver training see Standard 4 below.

The Oliver McGowan Mandatory Training on Learning Disability and Autism meets, represents and clearly demonstrates this standard. The training materials have been co-produced by people with a learning disability and autistic people and they will continue to be involved as the training materials are reviewed and revised. At least one person with a learning disability and one autistic person must be involved in the delivery of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

The tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism includes a one-hour online interactive session with at least one person with a learning disability and one autistic person. The tier 2 package includes a one-day face to face training which is co-delivered by at least one person with a learning disability and one autistic person. The tier 1 andtTier 2 packages also include a 90-minute e-learning which covers tier 1 capabilities from the core capabilities frameworks. Further detail about these 2 packages is covered in section 2.

Where practically possible, people with a learning disability and autistic people must always be meaningfully involved in both the production and delivery of learning disability and autism training.

Standard 4

All staff receive training that is based on evidence and is quality assured through trialling, ongoing evaluation, and accreditation. People with a learning disability and autistic people must be meaningfully involved in these processes.

As set out in Right to be heard (2019), ensuring training has the right content is crucial to ensure that training is worthwhile. As well as aligning to the core capabilities frameworks, excellent training will draw on existing best practice and academic expertise, while taking into account the views of people with a learning disability and autistic people and the needs of health and social care staff. This is why the government invested in the development, testing and evaluation of The Oliver McGowan Mandatory Training on Learning Disability and Autism as a standardised training package drawing on existing best practice and academic expertise.

Accreditation refers to a quality assurance process and, in the case of training, must apply to both training content and training providers. Training content must be quality assured and subject to review and revision to ensure it reflects the latest available evidence and meets the needs of health and social care staff. This may take place through a formal accreditation body and through a quality assurance process as determined by the training provider. Training providers must also accredit the individuals or organisations responsible for delivering training, to ensure that they are delivering it to a consistently high standard.

Without good evaluation it will not be possible to establish that needs are being met, the methods of learning are effective, and that positive change is resulting from the training.

Guidance on meeting Standard 4

Registered providers must ensure that all staff receive training that is evidence based. This means training that draws on best practice, current research and the expertise of relevant academic and people with a learning disability and autistic people, and that has been trialled or tested.

To ensure ongoing quality assurance of training content and delivery, training must be subject to an accreditation process. The government also expects that any such accreditation and quality assurance process will use the standards set out in the code in addition to other quality standards as determined by the accreditation or quality assurance body.

Registered providers must source training that has been independently accredited and quality assured, ensuring that any training meets the expected standards set out in the code.

All staff must also receive training that is subject to ongoing evaluation by training recipients and by an independent body or group. Evaluation of training providers may form part of an accreditation process, as is the case with The Oliver McGowan Mandatory Training on Learning Disability and Autism. For further information on record keeping and how this supports evaluation see 'Record keeping' in the section below 'Further guidance on recruiting and supporting people with a learning disability and autistic people, procurement and record keeping'.

The Oliver McGowan Mandatory Training on Learning Disability and Autism meets, represents and clearly demonstrates this standard. The training was trialled over a year with more than 8,000 participants to ensure the content and delivery were right. The training content will be reviewed and refreshed at regular intervals to account for legislative changes, new research, and ensure the training covers the most essential capabilities for health and social care staff. Training providers also need to be accredited in order to deliver the Oliver McGowan Mandatory Training. More information on this accreditation process is covered in section 2. The tight quality control applied to the training materials and the trainers provides assurance that the training will always be delivered to a high standard.

As set out in Standard 3, people with a learning disability and autistic people must be meaningfully involved in the design, delivery and evaluation of any learning disability and autism training. Registered providers must seek out training which meets this standard, such as The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Further guidance on recruiting and supporting people with a learning disability and autistic people, procurement and record keeping

Recruitment and support

People with a learning disability and autistic people must be treated fairly and equitably and may also require tailored support during co-production and co-delivery of training. This was strongly reflected in the responses to the consultation on introducing mandatory learning disability and autism training for health and care staff. The following guidance draws on good practice for working with people with personal experience, in this case people with a learning disability and autistic people.

When registered providers engage people with a learning disability and autistic people in co-production, co-delivery, and involvement, and participation activities, they must ensure that:

as a minimum they meet their responsibilities and duty of care under UK employment law, and the Equality Act 2010, including the Public Sector Equality Duty where appropriate

people are recruited fairly and equitably, and reasonable adjustments are anticipated and met, including during the interview process

their workforce is representative of their local population and service users, including people with a learning disability and autistic people who may experience intersectionality

appropriate independent welfare rights and tax advice is clearly signposted to people who may need it

trainers with a learning disability and autistic trainers are appropriately remunerated for their time associated with training activity and no distinction is made to levels of pay because the person has a learning disability or is autistic

people with a learning disability and autistic people have been properly trained on how to deliver training

the emotional and practical support needs of trainers who have a learning disability or are autistic (before, during and after training delivery) are recognised and addressed appropriately to meet their personal needs

Registered providers should also consult the published guidance on Involving people with a learning disability and autistic people in delivering The Oliver McGowan Mandatory Training on Learning Disability and Autism. This guidance sets out best practice for the employment and payment of people with a learning disability and autistic people to co-deliver training.

Procurement

Registered providers must source or develop appropriate training to meet the training needs of their staff in line with the standards set out above. Procuring appropriate training should be considered as part of a wider approach to staff and team skills and training assessments. Registered providers must ensure that staff are supported to complete training and must assess their learning after training to ensure learning is embedded.

Registered providers are responsible for ensuring that their staff undertake training on learning disability and autism at least every 3 years or more regularly if a member of staff requires it. This may be, for instance, if a staff member's role or responsibilities change or to address an identified learning need. It is the responsibility of registered providers to identify if staff need to access training more regularly than 3 years and to support them to access it.

The development of The Oliver McGowan Mandatory Training on Learning Disability and Autism as a standardised package, complete with quality accreditation processes, provides the opportunity for registered providers to be assured that staff who change employers are all trained to the same standards and do not require additional training until the 3-year time limit is reached.

Record keeping

Registered providers should continue to use their existing staff record management systems to record and monitor their staff's completion of learning disability and autism training unless otherwise specified by the training provider. Registered providers and training providers are expected to make training data available to the relevant monitoring body (for example, their integrated care board or local authority) and collaborate in any future impact evaluation activity.

The CQC will look at how registered providers are ensuring that staff are appropriately trained to meet the requirements of the regulations.

Registered providers and commissioners should also monitor uptake and analyse the impact of learning disability and autism training within their organisations.

2. The Oliver McGowan Mandatory Training on Learning Disability and Autism

The Oliver McGowan Mandatory Training on Learning Disability and Autism is the government's preferred and recommended training for health and social care staff. The training, which was trialled with over 8,000 participants, has been developed to capture the most important skills needed by all staff working across health and social care. Evidence and learning from the trial and evaluation of the training has been used to inform and sets the standards contained in the code, including the duration and delivery mode of the training, which aims to suit the learning styles of different people while being cost-effective to deliver. Section 2 sets out in detail the curriculum and delivery requirements of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Training curriculum

Two training packages have been co-designed with people with a learning disability, autistic people and their family members and carers. The curriculum has been developed to incorporate the essential tier 1 and tier 2 capabilities from the core capabilities frameworks which make up the minimum curriculum in Standard 1. Each capability is made up of key learning or performance outcomes.

Tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism - for people who require a general awareness of the support that autistic people or people with a learning disability may need.

Tier 2 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism - for people who may need to provide care and support for autistic people or people with a learning disability.

Tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism

All staff who require a general awareness of the support that autistic people or people with a learning disability may need are expected to receive training that covers all tier 1 capabilities from the core capabilities frameworks. The tier 1 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism covers all tier 1 capabilities from the core capabilities frameworks and consists of the e-learning for healthcare e-learning module and a one-hour online interactive session.

Tier 1 package content covers:

understanding learning disability

understanding autism

reasonable adjustments

self-reflection on our own attitudes and behaviours

Tier 2 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism

Health and social care staff with responsibility for providing direct treatment, care, or support, and other professionals working in health and care settings with a high degree of autonomy are expected to complete the tier 2 package of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

This should include, but is not limited to, regulated health professionals, registered managers, team leaders, students and trainees, care assistants, support workers, educators and staff such as those allied health professionals conducting functional assessments and those that conduct capacity, best interest and Mental Health Act assessments.

The tier 2 package consists of the e-learning for healthcare module and a one-day face to face training session. The tier 2 package covers all tier 1 capabilities from the core capabilities frameworks and maps to an essential selection of key learning outcomes from tier 2 capabilities in the core capabilities frameworks, including the following:

avoiding diagnostic overshadowing

frequently co-occurring conditions (co-morbidities)

the laws: Mental Capacity Act 2005, Human Rights Act 1998, Autism Act 2009, Equality Act 2010, Accessible Information Standard

reasonable adjustments including hospital passports

culture (professional bias and subconscious beliefs) and professional behaviour and its impact on outcomes and other people's behaviour

how to communicate in accessible ways

how to understand what the person (and their family) is saying

Ask Listen Do, which is about making it easier for people, families and paid carers to give feedback, raise concerns and complain and supporting organisations to learn from that feedback.

Stopping over medication of people with a learning disability, autism or both (STOMP) and Supporting treatment and appropriate medication in paediatrics (STAMP)

learning from LeDeR

appropriate application of DNACPR

Both training packages include training materials which have been developed to account for the diversity of roles and responsibilities across health and social care. They also include opportunities to reflect on the materials and test how learning would be applied to different settings. Trainers are supported to understand how to tailor the materials and delivery to suit a variety of learners. In this way, The Oliver McGowan Mandatory Training on Learning Disability and Autism meets Standard 2 set out in the code.

Figure 1: tier 1 and tier 2 packages of the training

The image shows the 2 tiers of the training:

Tier 1 for people who require a general awareness of the support autistic people or people with a learning disability may need.

The training is 90 minutes e-learning with handbook and a one-hour online interactive session.

or

Tier 2 for people who may need to provide care and support for autistic people and people with a learning disability.

The training is 90 minutes e-learning with handbook and a one-day face to face training.

Involving people with a learning disability and autistic people in the training

It is vital that people with a learning disability and autistic people contribute their knowledge and perspectives to the relevant subjects within the training. The Oliver McGowan Mandatory Training on Learning Disability and Autism must be co-delivered by at least one person with a learning disability and one autistic person. As such, The Oliver McGowan Mandatory Training on Learning Disability and Autism meets Standard 3 in the code.

The tier 1 online interactive session requires a facilitator and the live contribution of at least one person with a learning disability and one autistic person, as a minimum.

The tier 2 face to face training is delivered in 2 parts - one on learning disability and one on autism. Each part requires in-person delivery from both a facilitator and a trainer who has a learning disability or is autistic as a minimum. In some cases, the facilitator may have a learning disability or be autistic, in which case they must be joined by another person with a learning disability or autistic person.

Family members who do not have a learning disability or are not autistic cannot take the place of people who have a learning disability or are autistic in the co-delivery of training, but are encouraged to be involved with the co-production, co-delivery and co-evaluation of the training. They may also provide support to their family members who have a learning disability or are autistic who are co-delivering the training. Family members may also provide the valuable perspective of their family members with profound or multiple learning disabilities who are unable to communicate for themselves.

It is essential to the success of The Oliver McGowan Mandatory Training on Learning Disability and Autism that trainers with a learning disability and autistic trainers are supported before, during and after training. There are also a number of considerations with regard to remuneration and employment support which registered providers and training providers must take into account. These are detailed in section 1 and in the published guidance on Involving people with a learning disability and autistic people in delivering The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Delivery requirements for the training

The Oliver McGowan Mandatory Training on Learning Disability and Autism is designed to be re-taken at least every 3 years or more regularly if needed. This may be, for instance, if a staff member's role or responsibilities change, if they are promoted or move teams, or to address an identified learning need.

Registered providers should identify if staff need to access The Oliver McGowan Mandatory Training on Learning Disability and Autism earlier than 3 years and to support them to access it, for example by releasing staff from work and providing access to a computer and the internet.

The e-learning with handbook

The Oliver McGowan Mandatory Training on Learning Disability and Autism e-learning and handbook are hosted on the e-learning for healthcare hub. Registered providers should make arrangements for their staff to access the e-learning directly from the e-learning for healthcare hub or through a learning management system that plays the source material. Technical support can be found on the hub.

Accreditation

The Oliver McGowan Mandatory Training must be delivered to a consistently high standard and training providers must be able to ensure that trainers with a learning disability and autistic trainers are being appropriately supported in their roles. Therefore, organisations or individuals providing the training must undergo a quality assurance process to become an accredited provider of The Oliver McGowan Mandatory Training on Learning Disability and Autism. As such, the training meets Standard 4 in the code.

Only accredited training providers are allowed to deliver The Oliver McGowan Mandatory Training on Learning Disability and Autism. Accreditation here does not refer to the quality assurance of the training materials (which is managed through a separate process) or to a qualification gained by the recipient of The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Registered providers must either procure the training from an accredited training provider or become an accredited training provider to delivery directly to staff. For further information on the accreditation process see The Oliver McGowan Mandatory Training on Learning Disability and Autism programme page.

Data collection and monitoring training

As the government-backed training package on learning disability and autism, it is important that the government understands how and where The Oliver McGowan Mandatory Training on Learning Disability and Autism is being adopted and whether any changes are needed to ensure the widest uptake.

Registered providers and training providers are expected to ask staff to complete the standardised pre- and post- training surveys and make such feedback available to DHSC or its delivery partners when requested. This data will help identify areas for improvement and how staff are putting their learning into practice.

DHSC is committed to evaluating the impact of The Oliver McGowan Mandatory Training on Learning Disability and Autism on the knowledge, skills and confidence of health and social care staff. The evaluation will be done in co-operation with people with a learning disability and autistic people, their families and carers.

3. How to use the code to meet the training requirement

Applying the code of practice

As the regulator of health and adult social care in England, CQC makes sure that health and social care services provide people with safe, effective, compassionate, high-quality care and encourages these services to continuously improve.

CQC monitors, inspects and regulates services and when CQC registers services it checks whether they are likely to meet the fundamental standards of quality and safety. These standards are set out in the 2014 Regulations. The CQC must take the code into account when making certain decisions, including about whether the registration requirements, for example, staff training requirements set out in regulation 18 of the 2014 Regulations, are met.

Section 1 of the code sets out the 4 standards for training that must be met by registered providers. To ensure that health and social care staff receive training appropriate for their role, it is essential that all registered providers read and consider the whole document and its application to their staff and not just selective parts.

By following the code, registered providers will be able to show how they meet the requirement for learning disability and autism training.

Registered providers must be prepared to demonstrate to CQC how their chosen approach meets the code. Providers of regulated activities need to recognise that ensuring their staff have the right level of skills is an important service-user safety issue for people with a learning disability and autistic people.

How compliance is judged

CQC is responsible for assessing compliance with the registration requirements set out in the 2014 Regulations. CQC will take into account the code and how registered providers are doing what it says. It will do this in a way which considers the risk of inappropriate care or treatment (in all its forms) of, and the improper interaction with, people with a learning disability and autistic people.

All registered providers will need to ensure that staff receive training appropriate to their role in order to comply with the law.

Commissioning organisations

Commissioning organisations may wish to assure themselves that the services they commission are meeting expected requirements. They may do this by commissioners robustly testing provider compliance with the code at the point of tender and again at every contract review. In doing so, commissioners must make it clear to the provider that this does not replace or duplicate the regulatory role of the  CQC.

What happens if a registered provider does not meet the requirements in the code of practice

The CQC may use its enforcement powers or take other action where it decides that a registered provider is not meeting its legal obligations as set out in the 2014 Regulations. In making this decision, CQC must take account of the code and will consider the extent to which the registered provider complies with it.

If a registered provider is not following the code, then CQC will consider whether that is because it is not appropriate to the type of service being provided. The onus will be on the provider to explain its rationale for not following the code. If it is appropriate, CQC will consider whether a registered provider is still protecting people with a learning disability and autistic people from the risk of inappropriate care or treatment in another, equally effective way. CQC has the power to take civil enforcement action against a provider who fails to meet the registration requirements.

Further information about how the CQC will assess registered providers and what action it can take if a registered provider does not comply with the regulation can be found on its website.

Where to find out out more

CQC has published guidance about how to comply with all the requirements other than the requirement on statutory learning disability and autism training. This guidance is contained in the  CQC  guidance for providers on meeting the regulations.

4. Reviewing the code

Section 21A(4) of the Health and Social Care Act 2008 places a duty on the Secretary of State for Health and Social Care to review the code and lay before Parliament a report setting out the findings of the review at least once every 5 years.

This review may include findings from the ongoing monitoring and evaluation of the government's recommended package for meeting the legislative requirement, The Oliver McGowan Mandatory Training on Learning Disability and Autism.

Annex A: examples of roles mapped to tiers in the core capabilities frameworks

The following are illustrative examples to help employers understand which tier of capabilities their staff may need (see Standard 1). Some staff may need a combination of capabilities from across different tiers.

Example 1

In a local authority, all adult and children's social care staff who have contact with the public (such as those answering first contact calls and social workers) including front of service reception staff or those who make service decisions about services for people with a learning disability and autistic people (such as commissioners and social workers) are likely to need tier 2 capabilities. This is because they will need to make their service accessible and effective for people who are autistic or have a learning disability. Staff who do not meet the public, such as a person working in finance, may only need tier 1 capabilities.

Example 2

In an acute hospital trust, all clinical and support staff are likely to need tier 2 capabilities because they may need to provide care and support to autistic people or people with a learning disability or autistic people. This includes front of service reception staff who may have significant interaction with or impact on a patient journey. Administrators and scientists who do not have patient-facing roles, such as accountants or microbiologists, may only need tier 1 capabilities.

Example 3

In a trust offering mental health and learning disability services, everyone who offers care and support to people, including front of service reception staff, are likely to need tier 2 capabilities. Senior managers and board members who do not routinely meet the public but are involved in service decision making about services are likely to need tier 2 capabilities. Other staff who do not make decisions about services or meet people who use the trust's services may only need tier 1 capabilities.

Example 4

In a wheelchair services team within a community trust, any member of the team who meets the public, including front of service reception staff, is likely to need tier 2 capabilities. Staff who do not meet the public, such as a person employed to maintain wheelchairs or the facilities and estates electricians, may only need tier 1 capabilities.

Example 5

Care home staff are likely to need tier 2 capabilities so that they can make their service accessible to current and potential residents and visitors who are autistic or have a learning disability or may be undiagnosed. Staff who do not meet the public, such as a person employed to do laundry or maintain gardens, may only need tier 1 capabilities. People responsible for making service decisions about the home are likely to need tier 2 capabilities since they will need to make their service accessible to residents and visitors who are autistic or have a learning disability.

Example 6

In a domiciliary care agency, which is frequently asked to provide support for people at short notice, all staff who have contact with the public are likely to need tier 2 capabilities so that they are ready to support people who have a learning disability and autistic people.

Example 7

Tier 3 capabilities are likely to be relevant to staff working intensively with people with a learning disability and autistic people including those who take a lead in decision-making and developing or disseminating good practice. For example, this may include (but is not limited to) learning disability nurses, clinical psychologists, psychiatrists, GPs with special interest in learning disability, allied health professionals and social workers. It may also include registered managers and other social care leaders including operational managers who have responsibility for services which provide care and support to people with a learning disability and autistic people.

Annex B: other training frameworks

In addition to the core capabilities frameworks, providers may wish to refer to other frameworks when assessing the training needs of their staff. Examples include, but are not limited to, the following list.

Advanced clinical practice capabilities framework when working with people who have a learning disability and autistic people

The 'Advanced clinical practice capabilities framework' (on the Skills for Health Supporting autistic people and/or people with a learning disability page) describes advanced clinical practice for allied health professionals and nursing staff working with people who have a learning disability or are autistic. The purpose of the framework is to support development and planning of the current and future workforce, to inform the design of curricula and the delivery of education and training programmes - working in partnership with people who have a learning disability and autistic people. It has been developed to sit alongside the core capabilities frameworks.

Skills for Care's developing your workforce framework

Skills for Care provides tools to invest in staff expertise. The Developing your workforce website provides tools for providing induction training and support for new starters, and guidance on providing opportunities for more experienced staff to develop new skills. There is guidance on qualifications and apprenticeship options plus a list of endorsed training providers. There are also guides on different care topics to help develop capabilities to support care of people with a learning disability and autistic people.

Core skills training framework

The Skills for Health core skills training framework sets out minimum learning outcomes, the frequency of refresher training and links to relevant legislation or expert guidance. It is designed for healthcare providers across the NHS, independent and voluntary sectors. The framework includes a subject guide and mapping tool.

Annex C: consultation questions

Introduction

Question

Please share any other thoughts you have on Standard 1 (maximum 250 words)

Question

Please share any other thoughts you have on Standard 2 (maximum 250 words)

Question

Please share any other thoughts you have on Standard 3 (maximum 250 words)

Question

Please share any other thoughts you have on Standard 4 (maximum 250 words)

Further guidance on recruiting and supporting people with a learning disability and autistic people, procurement and record keeping

Question

Further guidance on procurement sets out that registered providers are responsible for ensuring that their staff undertake training on learning disability and autism at least every 3 years or more regularly if a member of staff requires it.

Do you agree or disagree with this approach?

Question

Please share any other thoughts you have on the section in the draft code on 'Further guidance on recruiting and supporting people with a learning disability and autistic people, procurement and record keeping' (maximum 250 words)

Section 2: The Oliver McGowan Mandatory Training on Learning Disability and Autism

Question

Please share any other thoughts you have on section 2 of the draft code (maximum 250 words)

Section 3: how to use the code to meet the training requirement

Impact assessment questions

Question

Approximately what proportion of your staff would you say would need the Tier 1 package of the Oliver McGowan Mandatory Training?

Question

Approximately what proportion of your staff would you say would need the Tier 2 package of the Oliver McGowan Mandatory Training?

Question

Approximately what proportion of your staff would you say would need training on tier 3 capabilities from the core capabilities frameworks on supporting people with a learning disability and supporting autistic people?

Question

We would like to understand how to define and measure the value of positive service experiences and the value of better overall health and wellbeing for people with a learning disability and autistic people.

Please share any ideas, information and evidence you may have here (for example, web links, titles of papers or reports, useful contacts). This will inform the final impact assessment (maximum 250 words)

Question

In the impact assessment, we made an assumption about how much effect staff training will have on outcomes for patients and service users (for example, participation in cancer screening will increase by 6%). We are looking for evidence to refine this assumption.

If you have tried to link any staff training to the impacts on patients and service users or know of such attempts, please share the information with us (maximum 250 words)

Privacy notice

Summary of initiative or policy

There is a new legal requirement introduced by section 181 of the Health and Care Act 2022 that service providers registered with the CQC are required to ensure their staff receive training on learning disability and autism, appropriate to their role.

Under section 21a of the Health and Social Care Act 2008, the Secretary of State for Health and Social Care is required to issue a code of practice for CQC registered providers setting out how they can comply with this legislative requirement. Section 22 of the Health and Social Care Act 2008 also outlines that the Secretary of State must consult such persons as they consider appropriate about the draft code of practice.

The consultation will provide an opportunity for all interested individuals and groups to provide their views on the draft Oliver McGowan code of practice on statutory learning disability and autism training (the code). As part of this consultation, we will be collecting responses which will contain data that we need to keep safe. This notice explains how we will do that.

Data controller

Department of Health and Social Care ( DHSC) is the data controller for data you provide through our online form (hosted by a company we work with called SurveyOptic).

What personal data we collect

At the beginning of the survey consulting on the draft code, we will ask you whether you are responding as an individual sharing personal views and experiences (such as a patient, carer or member of the public), an individual sharing professional views, or someone responding on behalf of an organisation. If responding as an individual sharing personal views and experiences, we will ask whether you are:

person with a learning disability

an autistic person without a learning disability

an autistic person with a learning disability

a parent or carer of a person with a learning disability or an autistic person

other

prefer not to say

If you are responding on behalf of an organisation, or an individual sharing professional views we will ask you:

what sector you work in

wat is the main focus of your work

You will also be asked about your sex, age, gender identity, ethnicity, and the region of England you live in. You can select 'prefer not to say' or leave a question blank if you do not want to provide this information. We only collect this data to analyse any trends and to make sure we have received responses from a broad range of people and organisations. We will not use this data to identify you for any other purpose.

We will also be asking some other open questions related to the draft code and impact assessment with free text answer boxes. Please do not include any information that could directly identify you in these boxes. If we receive any responses which include information which we think may identify you we will seek to remove this information where possible.

How we use your data (purposes)

We are collecting this data to inform our consultation on the draft code and the final impact assessment. All data will be treated in the strictest confidence.

We are collecting personal data for statistical purposes to help us understand how representative the results of the consultation are, and to identify any different views and experiences which may vary across demographic groups.

We may use data, including quotes, in future government publications relating to this consultation. Such publications may include the names of organisations that responded, but not people's personal names, addresses or other contact details.

Legal basis for processing personal data

Under Article 6 of the United Kingdom General Data Protection Regulation (UK GDPR), the lawful bases we rely on for processing this information are:

we have a legal obligation

health or social care (with a basis in law)

Data processors and other recipients of personal data

All responses to the consultation will be seen by people working in DHSC either in a policy team or as an analyst working on developing the draft code. They will also be seen by SurveyOptic who are responsible for hosting and running the online survey on behalf of DHSC.

If we receive a large number of responses to the consultation we may need help from another organisation to analyse the responses, such as NHS England. If we do need the help of another organisation we will only share anonymised data; we will ensure you are not identifiable from this data.

International data transfers and storage locations

Your data will be stored in the United Kingdom (UK). We have security procedures in place to make sure your data is safe and to make sure it does not get lost or accessed by anyone who does not need to see it.

Storage of data by SurveyOptic is provided through secure servers located in the UK.

Retention and disposal policy

Personal data will be held for up to 6 months following the closure of the consultation. This will enable us to use the data to inform any changes to the draft code and the final impact assessment.

How we keep your data secure

Both DHSC and SurveyOptic have security procedures in place to make sure your information is safe and to make sure it does not get lost, accessed or misused by anyone who doesn't need to see it.

This includes only allowing authorised persons access to your data through methods like password protection, encryption and making sure the servers we use are secure. We have written procedures and policies in place which are regularly audited and reviewed by senior members of staff.

Your rights as a data subject

By law, data subjects have a number of rights and this processing does not take away or reduce these rights under the EU General Data Protection Regulation (2016/679) and the UK Data Protection Act 2018 applies.

These rights are:

the right to get copies of information - individuals have the right to ask for a copy of any information about them that is used

the right to get information corrected - individuals have the right to ask for any information held about them that they think is inaccurate, to be corrected

the right to limit how the information is used - individuals have the right to ask for any of the information held about them to be restricted, for example, if they think inaccurate information is being used

the right to object to the information being used - individuals can ask for any information held about them to not be used. However, this is not an absolute right, and continued use of the information may be necessary, with individuals being advised if this is the case

the right to get information deleted - this is not an absolute right, and continued use of the information may be necessary, with individuals being advised if this is the case

Anyone unhappy or wishing to complain about how personal data is used as part of this programme, should contact data_protection@dhsc.gov.uk in the first instance or write to:

Anyone who is still not satisfied can complain to the Information Commissioners Office. Their postal address is:

Automated decision-making or profiling

No decision will be made about individuals solely based on automated decision-making (where a decision is taken about them using an electronic system without human involvement) which has a significant impact on them.

Changes to this policy

This privacy notice is kept under regular review, and new versions will be available on our privacy notice page on our website. This privacy notice was last updated on 27 June 2023.

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Oliver McGowan draft code of practice on statutory learning disability and autism training

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The introduction of the requirement for learning disability and autism training by the Health and Care Act 2022 and publication of this code of practice represent a significant moment in the journey towards improving the care and treatment of people with a learning disability and autistic people.

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Careers and work advice for disabled people.

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Careers and work for disabled people | Disability Rights UK

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Support for mental health in the workplace.

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Need support to make your workplace happier? Or struggling with your mental health at work? Want your workplace to partner with Mind? We can help.

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The British Association for Supported Employment is the membership association for organisations that provide, or have an interest in, specialist employment support for people with a disability or other economic disadvantage.

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The Supported Employment National Occupational Standards (NOS) describe the describe the skills and knowledge needed by the supported employment sector and are based on the internationally agreed 5-stage model of Supported Employment.

Individuals and organisations who enable people with disabilities and/or disadvantages to find, access and stay in employment through specialist employment support use a variety of job titles to describe these job support roles.

BASE uses the descriptor of job coach to describe this role but others may refer to this role as an employment support specialist, employability coach, inclusive employment support officer, employment adviser or employment consultant.

SKA SE01: Apply values and ethical practice as a practitioner within supported employment

This standard is about ensuring own practice adheres to the relevant ethical principles, values and codes of ethical practice that apply within supported employment.
View full standard
Welsh Language Version

SKA SE02: Assist prospective job seekers who aspire to paid employment

This standard is about enabling those people who have disabilities and/or disadvantages to raise their aspirations and to make informed decisions about employment.

It also identifies how the supported employment practitioner works with families, communities and other partners to address their concerns and to enable prospective job seekers to raise their aspirations for work.

In the context of this standard the term "job seeker" applies to an individual seeking some form of supported employment.
View full standard Welsh Language Version
SKA SE03: Identify the needs of job seekers to enable a good job match

This standard is about the supported employment practitioner identifying the needs of the individual in terms of their skills, abilities and experiences to enable a good job match.

It includes finding ways to address any difficulties in their personal circumstances that might create a barrier to paid employment.
View full standard Welsh Language Version
SKA E04: Create and agree development plans for job seekers to gain and maintain employment

This standard is about working with job seekers to develop and agree development plans that meets their employment, personal and financial needs.
View full standard Welsh Language Version
SKA SE05: Advise employers about the benefits processes and practices to recruit and retain a diverse workforce

This standard is about engaging with employers to enable them to understand the benefits of developing processes and practices to recruit and retain a diverse workforce.

It includes providing support to the employer to review their employment practices, to facilitate workforce diversity, while at the same time meeting their business needs.
View full standard Welsh Language Version
SKA SE06: Work with job seekers and employers to match individuals to jobs

This standard is about working with job seekers and employers to match individuals to jobs based on the job seeker's needs, skills and abilities, and available employment opportunities. It includes carrying out job analyses and assessments to ensure that employment opportunities are suitable and reflect the aspirations of the job seeker, their health, safety and wellbeing is addressed and that there are support structures in place.
View full standard Welsh Language Version
SKA SE07: Enable individuals in supported employment to be productive and integrated in their workplace

This standard is about enabling individuals in paid employment and their employers to have the support and resources they require to be productive in work and do a job which meets the employer's requirements. It enables the practitioner to explore and use proven techniques to support task training, problem solving and coaching in the workplace. It includes working with the employer and employee to identify and obtain any special resources or assistive technologies to enable the individual to do their job and become as independent as possible in the workplace. This also includes identification of funding sources that may be available to enable the job seeker to enter and perform productively within the workplace. The standard also identifies help to those employed to play a full role in the social life of the workplace.

View the full standard
Welsh Language Version
SKA SE08: Develop yourself as a reflective supported employment practitioner

This standard is about the way in which the supported employment practitioner develops their own competence and practice through supervised guidance, communities of practice, review and reflection.
View full standard Welsh Language Version

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The Supported Employment National Occupational Standards (NOS) describe the describe the skills and knowledge needed by the supported employment sector and are based on the internationally agreed 5-stage model of Supported Employment.Individuals and organisations who enable people with disabilities and/or disadvantages to find, access and stay in employment through specialist

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A practical guide for line managers on recruiting, managing and developing people with a disability or health condition.

The guidance is part of the Disability Confident campaign.

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Use this form to support employees with what help and changes are available to help them move into employment.

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A standard for maximising the legibility of printed documents such as leaflets, brochures, guidebooks and maps. They can also be applied to other forms of written communication such as letters and forms.

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Clear and Large Print guidelines provide a standard for maximising the legibility of printed documents such as leaflets, brochures, guidebooks and maps. They can also be applied to other forms of written communication such as letters and forms.

The guidelines were developed by the RNIB based on its own research. As with all accessible information it is impossible to cater for all individual needs but Clear and Large Print are a good starting point.

Clear Print

Clear Print requires a minimum font size of 12pt Arial

The font that you use should be clear in its design, without too many flourishes. Avoid 'handwriting' or 'fancy' fonts

Space between the lines (leading) should be at least single spacing, preferably more

Text should be left aligned. Text that is centred or aligned on the right could be missed

Do not hyphenate words at the end of lines

Avoid using text on top of images; it is difficult to read and can be completely missed

Avoid using words that are all in capital letters, this can be hard for people with visual impairments or dyslexia to read

Producing Clear Print

When designing a document, leaflet or brochure it is important to remember that not all fonts have letters that are the same size. For example, 12 point text in Arial will appear larger than 12 point text in Calibri. If you are using a font other than Arial compare a paragraph or text in both the fonts and adjust your font size accordingly.

Develop a house style for the main text of documents that conforms to Clear Print guidelines

If you use external suppliers develop an accessible information brief that includes directions to conform to Clear Print guidelines.

Large Print

Whereas Clear Print is appropriate as a standard for all printed information Large Print is an alternative format and is beneficial for people with visual impairments.

Large print is defined by the RNIB as being 16pt Arial or bigger. You should not refer to a document as being Large Print unless it conforms with this standard.

Large print documents should also conform to other Clear Print guidelines concerning layout, use of fonts and images.

Producing Large Print

Reading long documents, even in Large Print can be tiring for people with low vision. You should therefore reduce the length of the text as much as possible.

If you are promoting a Large Print version of a leaflet or a brochure ensure that this is clearly displayed at the beginning or on front, in text that conforms to Large Print standards.

Further reading

For information about font sizes for signs and interpretation panels the Sign Design Guide, Peter Barker and June Fraser, JMU and Sign Design Society (ISBN 1 85878 412 3) is available from the RNIB and the Sign Design Society.

Clear Print guidelines should be adopted as a standard for all printed materials

Always check your text design against the same text in 12 point Arial to see how it
compares for size and clarity

Include accessible information guidelines as a part of your organisation's commitment to
accessibility

As well as font size and style ensure that your materials display good colour and contrast

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Clear and Large Print guidelines provide a standard for maximising the legibility of printed documents such as leaflets, brochures, guidebooks and maps. They can also be applied to other forms of written communication such as letters and forms. The guidelines were developed by the RNIB based on its own research.

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Principles that can help ensure that written material considers the difficulties experienced by some dyslexic people and allows for the use of text to speech to facilitate ease of reading.

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Dyslexia friendly style guide - British Dyslexia Association

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This Style Guide provides principles that can help ensure that written material considers the difficulties experienced by some dyslexic people and allows...

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UK Association for Accessible Formats

Helping to make every document an accessible document for millions of people worldwide who are either blind or partially sighted.

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Thriving at Work Review

What employers can do to better support mental health.

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Striving to provide innovative skills-based training that better prepares learners with additional needs and disabilities for the workplace whilst opening the door to a wide variety of employment opportunities.

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People with disabilities who want to and are able to work are one of the country’s most under-recognised and under-utilised assets.

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Reasonable adjustments at interviews with examples.

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Asking for adjustments at interview | Disability charity Scope UK

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Job interviews and tests should not put you at a disadvantage because you are disabled. Ask for reasonable adjustments.

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Royal National Institute for Blind People

A range of support for people affected by sight loss including looking for employment, reasonable adjustments to help stay in work or for employers supporting colleagues.

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We can help you whether you're looking for employment or need support to stay in your job, if you are an employer with a colleague with sight loss or someone helping others to look for work.

We're here for you

If you have a question about living with sight loss we're here to offer support.

Call 0303 123 9999

"Alexa, call RNIB Helpline" on Alexa-enabled devices

Living with sight loss

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This navigation page signposts employees to our resources to help find employment or stay in their current job after a sight loss diagnosis.

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New guidance offering advice to managers on how to better support employees with disabilities by the Department for Work and Pensions (DWP) and the Chartered Institute of Personnel and Development (CIPD) was published in April 2024.

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New advice on hiring people with disabilities: an employer’s guide

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Experts highlight that recruiting disabled workers isn’t just ‘ticking legal boxes’ as new CIPD and DWP guidance aims to encourage businesses to make better use of ‘huge’ untapped talent pool

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Why workplace reasonable adjustments, tailored to individual needs, improves the overall working experience for disabled employees, enhancing their engagement and productivity while reducing absenteeism.

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Navigating disability legislation in the workplace | theHRD

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In Q2 2023, 5.1 million disabled people were employed in the UK, driven by increased reporting of mental health conditions. Employment Tribunal claims for disability discrimination also rose, with record compensation awards. Reasonable adjustments in the workplace are crucial. These adjustments, tailored to individual needs, improve the overall experience for disabled employees, enhancing their engagement and productivity while reducing absenteeism. Beyond physical changes, adjustments can foster an inclusive culture, making the workplace more attractive to potential employees and reducing turnover and hiring costs.

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Mencap deliver supported internships to people aged 16-24 with a learning disability, to make the transition from education into work.

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Mencap Training Academy is a specialist post 16 provider delivering . Mencap’s supported internship programme delivers and training to 16–24-year-olds with a who have an education, health and care plan.

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With more than 118,000 unfilled roles in hospitality, changes to company culture - such as more inclusive hiring practices and a greater emphasis on staff wellbeing - will enable hospitality leaders to draw on large pools of potential recruits that are currently underutilised, including the neurodivergent.

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Inclusive workplaces can solve the hospitality sector’s staffing problems

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The number of vacancies in the industry is at a record high, but employers need to make better use of underused talent pools to plug the gaps, argues Giles Fuchs

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Useful Microsoft accessibility settings.

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How to Find and Enjoy Your Computer’s Accessibility Settings | Microsoft Windows

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earn how to find and edit your computer’s accessibility settings for a better Windows experience. Explore the different vision, hearing, and interaction options.

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Useful Apple accessibility settings.

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Magnifier works like a digital magnifying glass, using the camera on your iPhone or iPad to increase the size of anything you point it at - from a prescription bottle to a candlelit menu. For those who are blind or have low vision and want more information about their physical surroundings, Detection Mode in Magnifier combines input from the camera, LiDAR Scanner, and on-device machine learning to offer intelligent tools like People Detection, Door Detection, Image Descriptions, Text Detection, and Point and Speak.

If you're standing in line, you can use People Detection to determine a person's proximity to you. Door Detection can help you navigate by identifying doors, text, and the presence of symbols - such as a restroom symbol, a no smoking symbol, or an accessible-entrance symbol - within a few feet of you. Image Descriptions and Text Detection let you hear more about people, objects, landscapes, and text in your camera's field of view. And Point and Speak makes it easier to interact with physical objects that have text, like household appliances, keypads, or labels on files. As you point and move your finger over or under different buttons or elements, your iPhone or iPad reads the text out loud, so you can perform everyday activities and tasks with more ease and independence.

Put moments into words.

Match your levels to your location.

Look down for a heads‑up.

Pinch.
Pinch.
Chat.

AssistiveTouch for Apple Watch lets people with upper-body limb differences use their Apple Watch without ever having to touch the display or controls. Using built-in motion sensors and on-device learning, Apple Watch detects subtle differences in muscle movements and tendon activity, letting you control the display through hand gestures like a pinch or a clench. Answer incoming calls, control an onscreen motion pointer, and access Notification Center, Control Center, and more. You can also use AssistiveTouch for Apple Watch to run shortcuts with Siri to complete tasks or modify VoiceOver and Switch Control settings on your iPhone.

AssistiveTouch for iOS and iPadOS helps you adapt standard gestures - like pinch, rotate, or swipe - to make them more comfortable for you. You can make other actions, like changing volume, accessible from the AssistiveTouch menu.

Cue
magic
here.

Let your voice call the shots.

Make your own calm.

This feature speaks for itself.

Assistive Access makes it easy for people with cognitive disabilities to tailor iPhone and iPad to reduce cognitive load and suit their specific needs. Designed with feedback from individuals with cognitive disabilities and their trusted supporters, this feature helps people focus on the activities they enjoy most and that are foundational to iPhone and iPad - connecting with friends and family, taking and sharing photos, and listening to music.

Assistive Access offers a distinctive interface with high-contrast buttons and large text labels, as well as tools to help individuals and trusted supporters focus the experience in specific apps - Phone and FaceTime (which have been combined into a single Calls app), Messages, Camera, Photos, and Music. You can also choose a more visual, grid-based layout for your Home Screen and apps, or a row-based layout if you prefer text.

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Apple products and services have built-in accessibility features to help you connect, create, and do what you love in the ways that work best for you.

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Useful Samsung accessibility settings.

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Discover our mobile assistive features tailored to support a range of needs, including vision, hearing, mobility, and cognitive assistance.

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e-brochure to accompany the workshop held on Wednesday 26th March at 2pm.

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Inclusive Employment in the Quick Service Restaurant Industry Workshop

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Amazingly Simple Graphic Design Software - Canva

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Guest speaker: Caroline Kandaya, Integration Hub Coordinator, Local London

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QSR Ability NOT Disability - Final Version

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Guest speaker: Giles Delamare, Curriculum Manager SEND Bromley Campus, London South East Colleges

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LSEC Supported Internship Programme Presentation 25 - GD

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Guest speaker: Sally Bateman, Supported Internships Manager, Bromley MENCAP

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Guest speaker: George Pickersgill, Programme Specialist, DFN Project SEARCH

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Guest speaker: Liezel Kuhn Keyser, Chief Operating Officer, CASPA

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Guest speaker: Tricia Hamilton, Head of People and Culture, Chopstix