social care staff
This website provides specially designed tools to help social care workers. The tools are quick, easy to use, and do not require any specialist skills expertise. All social care staff use information and communicate in their jobs. To do this they need: speaking and listening skills; reading and writing skills; number skills. Care Skillsbase helps managers in the care sector take constructive action on communication & number skills.
Video resource that examines the achievement of outcomes in social care and how they work.
Video resource that examines some of the challenges that the social care profession faces in terms of outcomes.
It is vital to tackle discrimination and inequality of access for people with learning disabilities so that this population has comparable access to health initiatives and services used by non-disabled people.
Document setting out a constitution for social care in England designed to make social care services simpler, fairer and more equal for all. It is based on principles such as citizenship, equality, access and eligibility, independence and choice and control.
Laura-Jayne explains to Edwina an innovative care and education planning process for young people Filmed at Ballikinrain School, 13 April 2010.
Document explaining the End of Life Care Strategy for England which aims to improve the provision of care for all adults at the end of life, as well as their families and carers.
Report presenting and analysing the results of research into the number and skills requirements of migrant workers in the Scottish social services sector.
Document detailing competences and principles applicable to all workers involved in caring for and supporting people at the end of life regardless of whether their role is healthcare related or social care related. These competences and principles are intended to support workforce development.
This At a glance summary presents a new ‘systems’ model for serious case reviews. The model provides a method for getting to the bottom of professional practice and exploring why actions or decisions that later turned out to be mistaken, or to have led to an unwanted outcome, seemed to those involved, to be the sensible thing to do at the time. The answers can generate new ideas about how to improve practice and so help keep children safe.