Transcript The Care Act Learning and Development

The Care Act Learning and
Development Programme
November 25TH 2014
Lynda Tarpey - Hasca Ltd
The Care Act 20142014
Workforce – capacity and capability
 Implementation of the Act will have significant
implications for the adult social care workforce in
England
 Skills for Care commissioned to deliver:
− Workforce Capacity Planning Programme
− Learning and Development Programme
 Other tools and products: www.local.gov.uk/caresupport-reform
Introduction
 The Care Act received Royal Assent on 14 May 2014
 The Act is in three parts:
1. Care and support
2. Care standards
3. Health
 Part 1 of the Act consolidates and modernises the framework of care
and support law:
 New duties for local authorities
 New rights for service users and carers
3
New responsibilities of local
authorities towards all local people
 Arranging services or taking other steps to prevent, reduce or delay
peoples’ needs for care and support
 Provision of information and advice, including independent financial
advice
 Promoting diversity and quality in the market of care providers so
that there are services/supports for people to choose from
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New duties – integration and
market oversight
 A statutory requirement to collaborate and cooperate with other public
authorities, including duty to promote integration with NHS and other
services
 Duty for local authorities to step in to ensure that no one is left without
the care they need if their service closes because of business failure
 CQC oversight of financial health of providers most difficult to
replace were they to fail and to provide assistance to local authorities if
providers do fail
5
New duties – advocacy,
safeguarding and transitions
 A duty to arrange independent advocacy if a person would otherwise
be unable to participate in or understand the care and support system
 New statutory framework for protecting adults from neglect and
abuse. Duty on local authorities to investigate suspected abuse or
neglect, past or present, experienced by adults still living and deceased
 Duty to assess young people and their carers in advance of transition
from children’s to adult services, where likely to
need care and support as an adult
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What does this mean for carers?
 The Care Act strengthens the rights and recognition of carers:
 Improved access to information and advocacy should make it easier
for carers to access support and plan for their future needs
 The emphasis on prevention will mean that carers should receive
support early on and before reaching crisis point
 Adults and carers have the same rights to an assessment on the
appearance of needs
 A local authority must meet eligible needs of carers and prepare a
support plan
 A carer should be kept informed of the care and support plan of the
person they care for
 Children and Families Act 2014
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What might this mean for local
authority partners and care
organisations?
 NHS, housing and children’s services share the duty to integrate
 Partners and providers will find:
- They may need to respond to the wellbeing principle
- Greater local authority focus on promoting diversity and quality in
the market and market intelligence about self-funders needed
- Greater local authority involvement in services focused on
prevention and delay
- National, not local, eligibility criteria
- New, statutory safeguarding arrangements
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The suite
• Launch Events
• Support Events
• Cross cutting
themes
• Links to other
resources
• Care and support
in prisons
• Safeguarding
• Role of the Police
in safeguarding
• Overview
• Navigation
• Links
• Further
information
The
Programme
The Guide
Specialist
Briefings
Topic areas
• Slides
• Workbooks
• Case studies
• Videos
• Videoscribe
Finding the right level
• Starting point
• Anyone who needs to
navigate the whole suite
• L&D planners
• Self directed learners
The Guide
• Aimed to deliver a
broad base of
information
• Individuals with a
strategic brief or a need
to know about the Act
without need for detailed
technical information
Brief or
Overview
Materials
Finding the right level
• Detailed information
referenced to the
legislation
• Individuals with
leadership, professional,
or financial
responsibilities for
implementation
• Activities and
materials to stimulate
discussion and
learning
• L&D Planners
• Self-directed learners
• Frontline workers
Technical
Expertise
Learning and
Reference
Materials
Coverage and content
1. Introduction
and overview
5. Person
centred care
& support
planning
2. Information
and advice
3. First contact
and identifying
needs
4. Charging and
financial
assessment
Personal
budgets
Direct
payments
Review
Assessment
and eligibility
Independent
Advocacy
Deferred
Payments
6. Transitions to
adulthood
7. Partnerships
co-operation
and integration
Types of materials
Handouts
Examples of other
materials
Seven workbooks
Briefings
SCIE good practice
resources
A set of
PowerPoint slides
that match the
workbook
Short, overview
PowerPoint slides
Materials on
personalisation
from TLAP
Videos
Animation
Short, overview
PowerPoint slides
with audio
Glossary
Developing Care
Markets for
Quality and Choice
from IPC
How to use the materials
The purpose behind the individual elements
• The presentations, hand-outs, and briefings are designed to increase a
learner’s knowledge of the Act.
• The questions in the workbook are designed to stimulate thinking and
discussions that encourage learners to reflect on their own attitudes
and the attitudes of others. The questions also aim to provide a safe
way of challenging attitudes that go against good practice.
• The case studies and exercises in the workbook provide an opportunity
for learners to analyse and practice their knowledge skills.
• Use other materials from SCIE and local policies etc as appropriate
Delivery
Facilitator Competence
• Have read and understood the relevant sections of the Act, the
Statutory Guidance and the Regulations.
• Have a good understanding of best practice in the topic area. (Drawing
on materials from SCIE and Think Local Act Personal (TLAP)
• Be familiar with the employing organisations policies and procedures
relevant to the session content
• Choose the most suitable version of the slide packs for the learning
event, noting that there are various slide packs available
• ‘Pick and mix’ questions, exercises and case studies from the workbook
and other materials choosing the most suitable ones for the session
• Can design the sessions in a way that provides a range of activities so
as to maximize the experience and learning outcomes for participants.
Thank You