Thursday, June 12 · 10 - 11am GMT

This short workshop looks at the challenges faced by connected carers in the transition to taking over the care of relative children who enter foster care, as well as some ways that carers can support both the child and themselves to navigate these challenges.

The cost of this is £7.99 per person but if you book before 29th May 2025, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, December 11 · 10 - 11am GMT

Adolescence is a critical time for mental health, with many young people facing challenges that can affect their emotional wellbeing, relationships, and development.

In this one-hour webinar, we will explore how professionals in children’s services can support adolescents during this pivotal stage of life.

Understanding the unique mental health challenges faced by adolescents, including anxiety, depression, and identity issues. Recognising warning signs and knowing when to intervene.

Building trusting relationships to create safe spaces for open conversations.

Practical strategies to promote resilience, self-esteem, and positive coping mechanisms.

This session will provide actionable insights and tools to help you better support adolescents’ mental health, equipping them with the skills to thrive both now and in the future. Join us to make a meaningful impact in their lives.

The cost of this is £7.99 per person but if you book before 27th November, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, November 13 · 10 - 11am GMT

Listening to the voice of the child is central to effective safeguarding and foster care practice. Its significance is reflected in the Fostering Minimum Standards, the Children Act 1989 and Article 12 of the UN Convention on the Rights of the Child.

When listening to children, social workers and foster carers need to think about all of the different ways in which children and young people express themselves.

Through what they say, the pictures they make and what they do, their behaviour. These are all the voices of the child and help to create a narrative or narratives which express something of their experience.

Social Workers teachers and Foster carers have positions of power and responsibility and can add voice, which is the root of the word advocacy. This has always been a part of social work practice and is a precious opportunity to redress balances which are often weighed against children, young people, and the communities they come from.

The cost of this is £7.99 per person but if you book before 30th October, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Tuesday, October 14 · 10 - 11am GMT

This short webinar will explore the experience of birth children in families who foster.

The research on the impact of being a foster sibling shows both benefits and challenges in that the experience can promote the development of empathy and life skills whilst presenting birth children with challenges of living with another child or children who have experienced adversity and trauma.

The webinar will offer ideas for ways of supporting birth children with the challenges.

The cost of this is £7.99 per person but if you book before 30th September, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, September 18 · 10 - 11am GMT

Emotionally Based School Avoidance (EBSA) can significantly impact a young person’s education, wellbeing, and future opportunities. In this webinar, we will explore the causes of EBSA, how to recognise it, and practical ways to support children in overcoming this challenge.

Recognising the signs of EBSA and understanding its emotional and psychological roots.
Identifying the factors contributing to school avoidance, including anxiety and unmet needs.

Strategies for re-engaging young people with education in a compassionate and effective way.

This webinar will provide you with the tools and insights to approach EBSA with confidence, ensuring young people feel heard, supported, and empowered to re-engage with learning at their own pace.

The cost of this is £7.99 per person but if you book before 4th September, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, July 10 · 10 - 11am GMT

This session will explore the facts and statistics about vaping, vaping and the law, physical & social implications of vaping for young people, and talking about vaping with young people.

The session will include 'input' but also some discussion about strategies carers can use when talking to young people about this topic.

The cost of this is £7.99 per person but if you book before 26th June, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Wednesday, June 25 · 3:30 - 5pm GMT

Webinar overview

The last few years have seen the meteoric rise of charismatic male social media influencers whose hugely popular content and advice on everything from politics to intimate relationships has attracted millions of loyal followers, particularly young men.

Easily accessible and free of charge across multiple platforms, their confidence in sharing personal journeys that overcome multiple obstacles can be inspirational.

But look deeper, beyond the posts promoting freedom of speech, health, goal-setting and mental wellbeing, and there is a questionable ideology about a specific type of masculinity, that rejects anything perceived as feminine or weak and equates strength to money and power over others.

With the Netflix series Adolescence sparking a national conversation about this issue, many are calling on schools to educate, challenge and safeguard pupils through high quality PSHE.

To support and equip teachers and other school staff, this workshop goes behind the algorithms to explore the ‘cultural wallpaper’ young people grow up with to better understand the rising influence of online misogyny and how this links to other online harm and misinformation, including grooming for extremism.

Finally, it considers the needs fulfilled by this brand of ‘toxic masculinity’ and ways to boost confidence, promote healthy masculinity, and foster gender equality.

Learning outcomes

• What the terms ‘Alpha’, ‘Beta’ and ‘toxic masculinity’ mean and the narrow ideals of masculinity they promote.
• The impact and influence of online influencers and the monetization of misogyny.
• Reasons that some young people are more vulnerable to adopting this ideology
• How this can lead to grooming for radicalisation by extremist groups.
• Positive ways to challenge and educate all young people, without shaming, blaming or alienating boys and young men.

The cost of this is £7.99 per person but if you book before 5th June, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Adult social care encompasses a wide range of roles, each designed to support individuals in maintaining their independence and quality of life. Care providers should have onboarding and ongoing training for staff, as well as role and service-specific training. We’ve listed these below, with suggested training to help individuals progress in the different types of roles.

Although there isn’t one specific list of mandatory training courses for the whole adult social care sector, there are certain areas and subjects which care providers are responsible for ensuring their staff are trained in. These are based around legislation like the Health and Safety at Work Act, and CQC and Local Authority requirements.

The most common mandatory training courses in adult social care include

• Health & safety awareness
• Fire safety
• Moving and handling
• Infection prevention and control
• Safeguarding adults
• Safeguarding children
• Basic first aid and life support
• Medication administration
• Equality, diversity, inclusion and unconscious bias
• Mental health, dementia, and learning disabilities
• Autism awareness
• GDPR, Data security and information handling
• Fluids and nutrition
• Oliver McGowan training
• COSHH – hazardous substances

There are also training modules and topics which are required or helpful for specific roles:

Direct Care Roles

Care Worker/Support Worker

Provides day-to-day support with personal care, mobility, meals, and social activities.

Recommended training:

• Care Certificate
• Level 2 Care Certificate (only available in London)
• Level 2 Diploma in Care
• Level 3 Diploma in Care
• Basic life support
• End of life care
• Positive behaviour support
• Food safety and hygiene
• Mental Capacity Act/DOLS

Personal Assistant

Offers personalised support to an individual, often in their own home.

Recommended training:

• Level 2 Care Certificate (only available in London)
• Level 2-3 Diploma in Care
• Mental health awareness
• Person-centred care
• Food safety and hygiene
• Communication skills
• Falls prevention
• Personal care
• Wellbeing

Advocacy Worker

Supports vulnerable people to ensure their voices are heard.

Recommended training:

• Independent advocacy practice
• Peer advocacy

Management and Support Roles

Team Leader/Supervisor

Oversees and supports a team of care workers.

Recommended training:

• Lead to Succeed – Skills for Care
• Well Led – Skills for Care
• Level 4-5 Diploma in Adult Care
• Leadership skills
• Team building skills
• Understanding Self-management skills – Skills for Care
• Understanding Workplace Culture
• Understanding Performance management
• Reflective practice
• Supervision skills
• Care planning
• Conflict management

Practice Manager

Responsible for the overall management and operation of a care home.

Recommended training:

• Well Led – Skills for Care
• Leading Change Improving Care – Skills for Care
• Lead to Succeed – Skills for Care (if not undertaken previously, or as a leadership CPD update)
• Leading Change Improving Care – Skills for Care
• Level 5-7 Diploma in Adult Social Care
• Mentorship, coaching and challenging conversations

Administrative Staff

Handles essential administrative tasks.

Recommended training:

• Administrative support
• Communication and customer service
• Dealing with challenging behaviours

Key Training Considerations

• The Care Certificate: A set of standards that define the knowledge, skills, and behaviours expected of care workers.
• Diplomas in Health and Social Care: Provide in-depth knowledge and skills for various social care roles.
• Specialised Training: Depending on the role, additional training may be required in areas such as dementia care, safeguarding, and first aid.
• Continuing Professional Development (CPD): Ongoing learning is essential for all social care professionals to stay up-to-date with best practices and legislation.
• Digital Skills: Skills for Care encourage uptake of digital skills within the sector, and have developed an Adult Social Care Digital Skills Framework.

It's important to note that specific training requirements may vary depending on the employer and the specific role. Resources like Skills for Care provide comprehensive information on social care roles and training.

For help understanding what funding is available for carer training, please click here.

At Flourish, we believe every young person deserves to feel safe, respected and supported at school. But in today’s digital world, toxic content and harmful influencers are reaching students faster than ever - and their impact is being felt in classrooms across the country.

That’s why we’re proud to be working with education providers like Beacon Hill Academy, a secondary school in the West Midlands that’s taking steps to proactively tackle these issues head-on. The school recently made headlines, as students and staff spoke to BBC news about the impact misogyny is having on their everyday lives.

The Challenge: Toxic Narratives Taking Root

Schools are facing a rising tide of misogyny (generally defined as prejudice against women), online radicalisation and gender-based harm. Influencers like the self-proclaimed misogynist Andrew Tate are being quoted in class. Girls report feeling unsafe or silenced, and boys are being fed narratives that harm their mental health and relationships with others. Teachers say they’re seeing more sexist behaviour, but don’t always feel equipped to address it.

Recent data paints a stark picture:

• One in five pupils were persistently absent in 2023/24 (DfE)
• Ofsted reports rising incidents of gender-based violence and harassment
• Staff are asking for more support with complex, emotionally charged situations

These aren’t just headlines - they’re real challenges, happening in real schools.

Beacon Hill’s Response: Act Early, Support Everyone

Beacon Hill students and staff recently spoke to the BBC about the pressure they’re under - from peer expectations to harmful online content.

The school partnered with Flourish to deliver our Attachment & Trauma (A&T) training, giving all staff the tools to:

• Recognise early warning signs
• Understand the link between behaviour and trauma
• Respond with empathy and confidence
• Create a culture of emotional safety

Shifting the Culture, Not Just the Behaviour

Beacon Hill Academy has developed a clear, whole-school approach to safeguarding. Their strategy includes:

• A firm, zero-tolerance stance on hate speech
• A proactive safeguarding team, working closely with staff across the school
• Ongoing work to promote student safety, respect and inclusion

Following the release of Netflix’s Adolescence, which resonated strongly with many parents, teachers and young people, the school has also stepped up its engagement with parents and carers - offering sessions and clear communication to help families navigate the complex issues raised by the drama.

Beacon Hill’s approach is making a difference. Staff now have a clearer framework to handle complex issues, backed by a zero-tolerance stance on hate speech and a commitment to early intervention.

One teacher told the BBC that he's "extremely worried" about how easily young people can access online spaces where hate is normalised.

But with strong leadership, whole-school training, and a focus on wellbeing, Beacon Hill is navigating those challenges with clarity and compassion.

Training That Goes Beyond the Classroom

Flourish’s Attachment & Trauma programme isn’t just about safeguarding - it’s about building whole-school capacity. It’s designed specifically for educational settings - giving staff the skills to support students who may be processing trauma, experiencing emotional distress, or echoing harmful views they've picked up online.

Apart from the A&T programme, Flourish also provides access to:

• Click Learning – our eLearning platform for staff
• Wellbeing Bundle – supporting staff mental health and resilience
• Parenting Bundle – helping families nurture healthy attitudes at home

Building a Movement of Trauma-Informed Schools

Beacon Hill is one of over 300 schools across the UK working with Flourish to become Trauma-Informed and Attachment Aware. It’s vital that schools are prepared to support their students and staff in a complex, changing world.

And as calls grow louder for more support in schools - both for students and for the teachers supporting them - we’re here to help make that possible.

I still have the fridge magnet one of our teenage foster children gave me which proclaimed: ‘Consult a teenager while they still know everything!’ It made me smile at the time – but on one issue, at least, I am now having to admit that they were probably right and I was wrong.

Research that was published last month showed that upbeat instrumental music (the sort that some teens listen to while they are doing their homework – and insist that it helps them to concentrate) appears to boost cognitive functioning – so increasing capacity for focus and output, along with the speed at which the listener can work. Apparently, vocals or the sort of soothing music that I would have imagined might help, don’t impact in the same way. It has to be instrumental tracks with strong rhythms and simple melodies.

Those participants in the research who listened to such music completed tests about 7% faster than those who listened to typical pop songs, soothing music, or just background noise. And they were just as accurate. They also reported an improvement in mood; the senior author of the study, Pablo Ripolles, of New York University, stated, ‘There was a correlation between how much their mood improved and how fast they were providing correct answers.’ The researchers considered that the key to the music’s impact lay in its inherent capacity to get the participant tapping their foot or nodding their head.

The research concluded that music is most effective for cognitive performance when it both enhances mood and makes people feel more energised. Thus music that makes your teenager feel good has the potential to improve his or her cognitive state.

So next time you are on the receiving end of a teenage pronouncement, it could just be possible that they are once again ahead of the research – and right!

The Background

Walfinch is dedicated to delivering high-quality, person-centred care that helps people live with dignity as independently and comfortably as possible. With a strong local focus, Walfinch’s Managing Directors and carers are based within the communities they serve, to help provide a personalised, compassionate approach. All of Walfinch’s carers pass the mum test – as CEO Amrit Dhaliwal puts it: “When we’re hiring carers, we always ask ourselves, ‘Is this the sort of person we would be happy to have looking after our mums?’”

Walfinch prides itself on providing high-quality, bespoke care. But even the most committed providers face challenges. In 2022, Walfinch Edinburgh South encountered a critical hurdle.

The Challenge

The Walfinch office in Edinburgh South is led by Managing Director Bunmi Ganiyu. Since opening in June 2021, Bunmi’s team has provided both state-funded and private care services. However, like many care providers, they faced difficulties in staying fully up to date with regulatory training requirements.

An inspection from Scotland’s Care Inspectorate flagged concerns about staff training and adherence to procedures. The team was given just four weeks to make significant improvements - or risk serious financial and operational consequences.

That’s where Flourish came in.

The Flourish Solution

Walfinch had already been using Flourish’s Adult Social Care course bundle via the Click eLearning platform, and it quickly became clear that this digital training platform could provide the urgent support they needed. With a comprehensive suite of 130+ eLearning modules, carers could complete the required training quickly and efficiently - without disrupting their work.

With instant access to essential courses covering safeguarding, medication administration, infection control, and person-centred care, Walfinch was able to:

• Enrol all staff in the necessary training in a matter of days
• Track progress in real time using Flourish’s training matrix
• Provide verifiable evidence of compliance to the inspectorate
• Ensure all carers had up-to-date best practices at their fingertips

The Impact

"Flourish saved my business," says Bunmi. "If we didn’t have Flourish, there’s no way we would have met this deadline. The inspectors were shocked. They asked, ‘How did you manage to do that?’

Because they had access to the Flourish training, all of our staff completed it very quickly and we could evidence this through the training matrix.

If we hadn’t met that deadline, it would have cost a lot of money for us”

Not only did Walfinch Edinburgh South meet the inspection requirements, but they also went beyond compliance, ensuring staff had access to ongoing professional development. When inspectors later recommended Parkinson’s-specific training, the team were able to access and complete the relevant courses straight away through Flourish’s Click Learning platform.

A Long-Term Partnership

Today, every new Walfinch Edinburgh South carer completes Flourish training before starting work. The result? A confident, capable workforce and a consistently high standard of care for clients.

"As I speak to you today, my inspector is happy with our training. Even the clients – the people we support – when you go to them and ask if they feel satisfied with their carer’s level of training, they’re all very happy.

I know my carers are getting the right training. My mind is at peace – I have so much confidence in the training. It’s a guide for professionalism, and this has been so helpful to them – it’s such a good guide for them, they’re doing well.”

Beyond the training itself, Walfinch has also benefited from Flourish’s responsive support team:

"The support team is great and really effective too. I’d definitely recommend Flourish and Click Learning to other providers."

Why Flourish?

Flourish and Click Learning offer flexible, high-quality eLearning to help care providers stay ahead of regulatory demands while delivering outstanding care. Whether it’s supporting new businesses, helping providers respond to inspections, or empowering teams with ongoing professional development, there’s a simple reason why we do what we do: when carers thrive, the people they support do too.

Tuesday, May 20 · 3:30 - 5pm GMT

In 2023, over 20% of children in the UK had tried vaping and e-cigarettes, showing a sharp rise over the last decade whilst the numbers of traditional tobacco smokers across all demographics continues to fall. Not just attracted to the bright colours and fruit flavours available in water-based disposable vapes, the rise of Cannabis CBD and THC products easy to buy online and social media, has become a growing public health concern, making it more important than ever for educators and other school based staff to understand both the attraction and the risks.

This introductory workshop considers:

• The rise in popularity of vaping amongst young people and it’s place in youth culture.
• The current laws in place to ensure that only safe products are placed on the market and restrict the sale of vapes, tobacco and cannabis-based products.
• The potential risks to health, including mental health and emotional wellbeing.
• DfE guidance for schools and links to safeguarding.
• Tips for educating young people and having positive conversations that build the skills to make healthier choices.

The cost of this is £7.99 per person but if you book before 2nd May, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, May 8 · 10 - 11am GMT

Children come into care typically suffering from the effects of early trauma and insecure attachments. Neuroscientific research has demonstrated how the thinking brain responds to the crisis of abuse or neglect by pressing the pause button in the developmental phase – or just going off-line in later childhood years.

Either response means the essential processing of past experience can’t happen. A carer’s ability to help a child in their care make sense of their past is therefore a critical task and this webinar has been developed to help you to do just that.

We will explore a range of strategies and how you can support your children to use words to express their feelings in the face of a past that has left them in the care system, rather than resort to destructive behaviours to communicate their emotions.

The cost of this is £7.99 per person but if you book before 24th April 2025, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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Thursday, April 10 · 10 - 11am GMT

Eating disorders and body dysmorphia are complex mental health challenges that can profoundly affect the lives of children and young people.

In this webinar, designed for professionals in children’s services, we will explore:

• How to recognise these issues early and provide effective support to those affected.
• Understanding the signs and symptoms of eating disorders and body dysmorphia in young people.
• Exploring the underlying causes and triggers, including societal and cultural influences.
• Strategies for having sensitive and effective conversations about body image and self-esteem.
• Practical approaches to supporting recovery and accessing appropriate interventions.

This session will equip you with essential knowledge and practical tools to better support the young people in your care, helping them build healthier relationships with food, body image, and self-worth.

The cost of this is £7.99 per person but if you book before 27th March 2025, you will receive our early bird price of £5.99. We hope that you will join us for this session.

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We love hearing how Click Learning is making a real impact! Our award-winning eLearning platform is designed to make training simple, effective, and affordable for organisations across social care, education, and beyond. But don’t just take our word for it—here’s what some of our amazing customers have to say:

London Borough of Redbridge

London Borough of Redbridge provides essential services to communities across Redbridge, this local authority is committed to delivering top-quality care and support.

“All of the staff love the great content that it has on there.” – Anthony Pardoe-Matthews, Head of Service

Care Providers Voice

Care Providers Voice is all about supporting and empowering people in the care sector, helping them grow and succeed in their careers.

“Working with Click has enabled us to get the cost of a course down to just 56p—less than a Mars bar!” – Mike Armstrong, Co-Chair

Apasen

Apasen is a UK Registered Charity providing a wide range of social care and community support services to vulnerable people living in East London.

“Click Learning has been fantastic in presenting a really professional training portal that really does engage the learners.” – Mark Foulds, Chief Operating Officer

Watch the Full Video

🚀 Want to see how Click Learning can transform your training? Watch the full testimonial video here!

In schools and educational settings, relationship-centred approaches make students feel seen, heard, and at the heart of their own learning journey. But, although many in the education sector know this is the way forward, it can be hard to cut through the noise and find practical ways to make it happen.

Positive, healthy relationships between students and staff create a truly supportive learning environment. They boost a deeper understand of each learner as an individual, helping staff recognise and prioritise their unique needs, learning styles, perspectives and goals.

A real-life example of how well this approach works is the dramatic reduction in exclusions in Scotland following a shift in policy in the early 2000’s. In 2014/15, permanent exclusions hit an all time low of just five cases.

Scotland's national guidance, "Included, Engaged and Involved Part 2," emphasises prevention, early intervention, and positive relationships, and is believed to be a major factor in reducing exclusions. The policy prioritises addressing the underlying causes of challenging behaviour and using exclusion as a last resort. This contrasts with the English model, perceived as more punitive and less supportive, which has seen high exclusion rates continue to rise.

By embedding relational, student-centred values, schools naturally adopt a strengths-based approach, building confidence and motivation. This, in turn, plays a key role in improving students’ engagement, interest and attendance.

So, practically speaking, how can educational settings start embedding relational approaches? We’ve put together a checklist of steps to help you get started. Use it to track your progress and see how far you’ve come!

Download the checklist here

What’s more, relational approaches don’t just benefit students – they support teachers, school staff, parents and families, and the wider community. Read on to learn how!

How person-centred values support: Families

Communication and participation

Educators treat families as partners in the education process, listening to their concerns and valuing their knowledge.

“Involving parents in the school community is linked to higher levels of belonging, highlighting the importance of strong home-school partnerships.” – National Children’s Bureau

How person-centred values support: School staff

Positive and productive working

Improved communication and collaboration with the pupil and their wider network help staff directly contribute to students’ successes. This can increase job satisfaction and contribute to a more inclusive school environment.

“Substantial research literature indicates that positive teacher-student relationships promote students' academic achievement.”  - Xintong Li, Christi Bergin, Amanda A. Olsen, Positive teacher-student relationships may lead to better teaching

How person-centred values support: Students

Engaged and motivated learners

Pupils learn better in a learning environment tailored for their unique needs. By helping them celebrate their strengths and abilities, build healthy relationships with school staff and contribute to their learning goals, person-centred approaches help every child to flourish.

“Research links higher levels of engagement in school with improved performance… regardless of socioeconomic status” - Adena M. Klem, James P. Connell, Relationships Matter: Linking Teacher Support to Student Engagement and Achievement

How person-centred values support: The wider community

A supportive network

Person-centred approaches set students up for long-term success. Students who are engaged in school are less likely to engage in anti-social behaviour, and are more likely to go on to contribute to their communities and the economy.

“Research has demonstrated that investing time and resources into improving relationships in schools leads to community safety and cohesion in the longer term”  - Behaviour in Scottish Schools Research (BISSR)

Download our checklist for a whole-school relational approach here

Mental wellbeing remains one of biggest causes of short-term sickness absence in the UK, costing 18 million workdays annually. Social care lost more than 1.6 million days to sickness absence in 2022-2023, with almost one-third of these due to mental health, stress or work-related stress. That’s to say nothing of the people struggling in silence, masking their stress and returning too soon.

Skills for Care’s 2024 Workforce report highlights the issue: “Stress and burnout are prominent issues for adult social care staff and workforce wellbeing is paramount”.

As a provider of wellbeing training, we would be expected to say that wellbeing training is key to supporting good mental and physical health. But our years of experience working closely with the adult social care sector have led us to understand the significant effects organisations can see from embedding wellbeing into their learning and development.

You don’t have to just believe us - Skills for Care have identified learning and development as one of their four pillars of workforce productivity. Empowering care workers with the skills to maintain good wellbeing helps them to feel confident and competent, and to feel that their workplace is dedicated to investing in them.

This is true across sectors - a 2023 study by the Open University found that 96% of respondents saw a link between learning and development activity and wellbeing. A survey by United Healthcare shows that 62%of employees using wellness programmes report productivity rises, and that 56% have fewer sick days. And research from the World Health Organisation shows that companies which prioritise health and wellbeing programmes can see a boost in productivity of up to 20%.

Wellbeing Training That Works

Courses on resilience, stress management, and self-care are everywhere—but are they actually helping? Too often, they’re generic, rushed, or irrelevant. Many feel like tick-box exercises rather than meaningful learning experiences.

At Flourish, we take a different approach. We believe that learning about wellbeing should feel like a wellbeing-enhancing experience. Because if training is overwhelming, rushed, or detached from real-life challenges, how can it make a real difference?

The Science: Why Learning and Wellbeing Go Hand in Hand

It’s no secret that stress affects how we think. Anxiety and low mood make it harder to concentrate, retain information, and problem-solve. In contrast, a positive mental state helps us absorb knowledge, stay engaged, and apply learning effectively.

This is particularly important in adult social care, with professionals working in emotionally and physically demanding roles. Training shouldn’t just outline strategies for wellbeing - it should teach them: demonstrating their value, how they work and help create a supportive environment.

But wellbeing training isn’t just about personal resilience - it’s also about community. When staff understand wellbeing, they become better equipped to spot the early signs of stress, burnout, or mental health struggles in their colleagues. Social care is built on compassion, and that should extend to those providing the care just as much as those receiving it.

Why Wellbeing Training Matters in Adult Social Care

The Reality of Burnout

Social care professionals are dedicated and resilient – but they’re also at high risk of burnout. Long hours, heavy caseloads, and the emotional toll of supporting vulnerable individuals can lead to stress and compassion fatigue. In this context, wellbeing training is essential for sustaining a workforce that can continue to care for others.

Spotting the Signs

Stress, exhaustion, and poor mental health can become routine without people even realising. Unhealthy habits like skipping breaks, overworking and neglecting sleep can feel like just ‘part of the job’ when they shouldn’t be. Often, learning about wellbeing helps people take a step back and recognise when they or their colleagues need support. When teams have the knowledge and confidence to check in on each other, it creates a culture where no one suffers in silence.

Beyond a Checkbox: Creating a Culture of Wellbeing

Too often, wellbeing initiatives are treated as standalone sessions rather than an ongoing commitment. But real change happens when wellbeing is woven into workplace culture, with managers leading by example and employees feeling empowered to prioritise their own mental health.

Wellbeing is More Than Just Mental Health

Another important point: when we talk about wellbeing, we’re not just talking about stress management. True wellbeing is holistic. It includes physical health, emotional resilience, financial stability, and confidence. These elements are interconnected, and meaningful training should reflect this.

Our bundle of wellbeing courses, designed specifically for those in high-stress environments cover a range of crucial topics designed specifically for the social care workforce. It’s about building the base level knowledge to help care staff support themselves in all of the most important ways.

Wellbeing training also helps break the silence around difficult topics. Knowledge gives people the language to discuss things they may otherwise feel uncomfortable addressing—whether that’s gender identity, sexual wellbeing, menopause or suicide awareness. When staff and managers understand these issues, they can have more open, constructive conversations that lead to real support, rather than stigma or avoidance.

The Future of Wellbeing Training

As the World Health Organisation puts it, health is more than the absence of disease. To build a truly healthy workforce, we need to empower people across the range of factors that contribute to truly good health. To do this, we need to start by rethinking how we teach wellbeing. That means creating training experiences that feel empowering, engaging, and genuinely useful – not just another task on a never-ending to-do list.

The Fostering Network recently published their latest State of the Nations’ Foster Care report. The report summarises the responses from a UK-wide survey of over 3,000 fostering services and current and former foster carers. Painting a stark yet all-too-familiar picture, the results show that the demand for foster carers continues to grow, but so does the number of carers leaving the sector.

At Flourish, we know that foster carers are the backbone of the sector, offering vulnerable children the stability, care and support they urgently need. That’s why we are committed to championing meaningful, systemic improvements that provide the resources and recognition they need.

With over 100,000 children in care in the UK - and three-quarters of these in foster care - foster carers provide an essential lifeline, providing stability and care. This latest report, however, shows that existing pressures in the system have continued to grow, alongside the cost of living and the challenges children and young people face. While these findings are concerning, we echo The Fostering Network’s call to action: now is not the time to lose hope, but to push for greater investment in this vital sector.

The report reinforces the importance of recognising foster carers as essential members of the team around a child, ensuring they have the tools, training, and support to continue making a difference.

Empowering Foster Carers Through Training

A key insight from the report is the widely agreed consensus for enhanced, standardised training and development opportunities for foster carers.

As in the previous report in 2021, the latest findings show that the top three factors attracting people to a fostering service are the quality of support, the opportunity to care for local children in their community, and the training available.

A well-defined learning and development (L&D) plan is crucial for foster carers to provide appropriate, trauma-informed support. However, only 53% of foster carers report having an agreed L&D plan, and the number of responses ranking their training as excellent or good has decreased since 2021 – highlighting a gap that urgently needs addressing.

Training for foster carers varies across different services and regions in the UK, yet the appetite for specialised training is clear. Many survey responses to the survey called for more advanced training or formal qualifications. These were particularly related to training around children’s needs, including around therapeutic care, mental health, communication needs, and equality, diversity and inclusion.

While many responses highlighted gaps in training, the biggest challenge was access. Even when training is available, many foster carers find it difficult to attend due to schedule conflicts. The respondents called for a blend of face-to-face and online formats, allowing them to continue their learning journeys at the times which suit them, while also benefiting from in-person training and networking when possible.

At Flourish, we fully support The Fostering Network’s call for a standardised, accredited training framework – ensuring all foster carers receive high-quality training tailored to their needs. Furthermore, we believe that training must be accessible and flexible, so that it can be truly supportive.

From handing allegations and safeguarding to supporting mental health and neurodiversity awareness, all foster care training must be accessible, inclusive and rooted in an attachment-aware, therapeutic approach.

Recognising and Appreciating Foster Carers

Despite the challenges of the role, 89% of foster carers said their main motivation was to make a difference in children’s lives. This dedication to supporting vulnerable children is truly inspiring, and should be met with an equal investment in carer wellbeing and development.

It’s essential that foster carers receive greater recognition for their vital role in society, along with the resources and support needed to manage the challenges they face. Investing in their wellbeing not only helps them navigate these pressures but also ensures they can continue providing the best possible care for the young people they support.

Opportunities for the Future

While this latest State of the Nation’s Foster Care report presents real challenges, it also highlights the current moment of opportunity. With new policies and legislation surrounding children’s social care on the horizon, now is the time to advocate for the sector more than ever before.

The Fostering Network’s 2021 report played a key role in securing increased government investment in foster care across the UK. We hope that this latest survey will have a similar impact, driving meaningful change and ensuring foster carers receive the support they urgently need.

Why Social Care Funding Needs Urgent Action

The King's Fund's latest Social Care 360 review reveals a worrying but familiar cycle: when social care isn’t properly funded, the people who need it most pay the price. It’s a pattern we’ve seen play out time and time again - rising costs put pressure on providers, local authorities struggle to keep up, and access to support shrinks. This impact on budgets has very real detrimental effects - care workers, managers, and organisations are stretched far too thin. While recent investment has helped, without a long-term funding plan, the sector risks slipping back into crisis mode.

At Flourish, we will always advocate for a social care system that works for everyone, because we know it’s possible - one where care workers are valued, providers are supported, and the people relying on care services get the help they need, when they need it. The Social Care 360 review highlights just how fragile the current system is and why urgent action is needed to secure its future.

The Impact of Unfunded Costs on Social Care

One of the key findings of the report is that the introduction of the National Living Wage in 2016 - while a positive step for care workers - wasn’t backed up with sufficient funding. This meant that providers had to absorb rising costs, leading to higher fees for local authorities and, ultimately, a reduction in the number of people receiving care. Between 2015/16 and 2021/22, the number of individuals receiving long-term care fell from 873,000 to 818,000, with older people particularly affected.

For years, the review shows, local authorities have worked hard to stretch their budgets, prioritising social care despite financial constraints. But, without enough funding, they’ve had to make difficult choices, leading to tighter eligibility criteria and fewer people getting the support they need.

It was only in 2023/24, thanks to a significant boost in local authority spending power, that we saw an increase in the number of people receiving care. But that progress, while positive, is fragile, and without continued investment, we risk sliding backwards again.

A Workforce Under Pressure

The social care workforce is the backbone of the sector, yet recruitment and retention remain significant challenges. While median care worker pay has increased by 17% in real terms since 2016, it still lags behind other sectors. Many workers can earn similar wages in retail or hospitality, and NHS roles often offer better pay. It’s no surprise, then, that social care vacancy rates remain stubbornly high.

Recent changes to immigration policies have also impacted the workforce. In February 2022, overseas care workers were able to take up UK roles under a sponsored visa scheme, which helped ease shortages. But new visa regulations introduced in December 2023 have now slowed this pipeline of workers, raising concerns about future staffing levels.

We need a workforce strategy that ensures social care is an attractive, sustainable career choice. That means fair pay, career development opportunities, and the recognition care workers deserve.

Growing Demand, Uneven Support

Demand for social care is rising—particularly among working-age adults, where requests for support have increased by 31% since 2015/16. And yet, access to care remains deeply uneven, with financial means and postcode lotteries determining the level of support people receive. Despite social care spending rising to £32 billion, it still isn’t enough to meet demand, and gaps in provision continue to widen.

As Kathryn Smith, CEO of the Social Care Institute for Excellence, puts it: "The report lays bare the stark reality of unmet need in adult social care. With 2.1 million new requests for support in 2023/24, it is clear that demand is rising rapidly."

The Case for Sustainable Funding

The Local Government Association, the Royal College of Nursing, and leading providers all agree—without long-term investment, social care will remain at crisis point. The system needs sustainable funding that keeps pace with rising demand, ensures fair pay for care workers, and enables providers to offer high-quality, consistent support.

Councils have done what they can, but as Cllr David Fothergill from the LGA warns: "Without immediate government action, care services will remain at risk, with devastating consequences for individuals and families who rely on them."

At Flourish, we work every day to support and upskill the social care workforce because we know that high-quality care transforms lives. But training and development can only go so far without the right investment in place.

The government has an opportunity to break this cycle for good—by committing to long-term, sustainable funding that gives the sector the stability it needs. The alternative? More uncertainty, more workforce shortages, and more people left without the care they deserve.

The choice is clear. Let’s make the right one.

If you Google “Difference between leadership and management in adult social care”, you’ll get about 295,000,000 results. While there’s broad agreement on what the two terms mean, there’s also plenty of discussion (and sometimes debate) about how they should be applied in practice.

Leadership has been in the spotlight in adult social care lately – and for good reason. Strong leadership is key to inspiring teams, driving better outcomes and keeping services running smoothly. But effective management is just as essential.

People often says that managers keep things running, while leaders inspire change – but in social care, the lines aren’t always so clear. In my own experience as a support worker, ‘leadership’ was often used to refer to office-based senior staff, while ‘management’ refers to those actually leading teams on the ground. Some might argue that calling frontline care managers leaders could boost morale, progression, and retention. Others might see it as a quick fix rather than real change.

How important is it to draw a clear line between the two? And what would that even look like in practice? Do leadership and management need to be distinct roles, or can a great manager also be a great leader—and vice versa?

Defining Management and Leadership

Broadly speaking, management and leadership are accepted to go hand in hand, but to serve different but complementary roles:

• Management is typically associated with structure and stability—organising work, implementing processes, and ensuring everything runs smoothly. Managers are seen as those who oversee daily operations, allocate tasks, and enforce policies and procedures.

• Leadership, on the other hand, is commonly linked to vision and change—boosting collaboration, and driving progress. Leaders are often described as people who motivate, develop and guide teams.

In short, it’s often said that managers keep things running, while leaders inspire and transform. But in social care, the reality is rarely that straightforward.

The Overlapping Roles of Managers and Leaders

In practice, the lines between management and leadership often blur. A manager may be responsible for coordinating staff but not necessarily have leadership skills, while a leader might inspire change without directly managing a team. For example:

• Some leaders in social care focus on advocacy - championing the sector, representing care professionals, and influencing policy.
• Other leaders may take a more hands-on approach, empowering their teams by onboarding, motivating, and upskilling staff to deliver high-quality care.
• Meanwhile, roles like payroll, property management, or IT may carry the manager title, despite having no direct oversight of staff.

Perhaps, then, leadership and management aren’t always tied to job titles - but might be more about the impact individuals have within their organisations.

The Misconceptions Around These Terms

There’s a sense that the term ‘leadership’ has, in some ways, become simply a rebrand of ‘management’, the latter carrying certain negative connotations.

Over time, “manager” has come to become associated with bureaucracy, often linked to rigid, top-down decision-making. In contrast, “leader” is often seen as a more dynamic, aspirational term. But leadership isn’t always framed positively either - some might see it as self-promotional, or even elitist.

In reality, both roles are essential, and the debate over the terminology can sometimes overshadow the real issue: ensuring that professionals in social care, whether they identify as managers or leaders, are properly supported, trained, and empowered to succeed.

A Personal Perspective

From my own experience in social care, I’ve seen firsthand how these roles overlap. My manager is also a leader - she motivates her team, helps us through the challenges of the job, and makes sure we have the training and resources to do our best work. She takes the organisation's vision and makes it practical, always asking what we need to make it a reality.

She’s never, to my knowledge, referred to herself a leader, but by many definitions, she is one. Would embracing the term change anything? Quite possibly. But what matters most to us as the people who work under her is that she has the skills, knowledge, and support to do her job effectively. And that’s what the sector really needs - not just new terminology, but meaningful investment in people.

Addressing the Real Issues

Alongside the push for leadership, it’s worth looking at what’s missing in management.

• Unlike other industries, management in adult social care doesn’t always come with structured training in people management, change management, or new technologies.
• Due to high turnover, managers may be more likely to be promoted based on merit, experience, or enthusiasm rather than leadership experience and skills. Whilst this is a good thing in many ways, enabling people to progress and succeed in their roles, it’s vital to support them in developing essential management and leadership skills.
• As Matt Aldridge-Russell, Head of L&D at the Order of St John’s Care Trust, noted in our recent webinar, The Future of Care Leadership: people don’t leave organisations—they leave managers.

Before focusing solely on leadership, organisations should consider examining their management training pathways. It may be that many aspiring leaders could benefit from the confidence gained by first strengthening their management skills.

The Bottom Line

Ultimately, both leadership and management are vital in social care, however they are defined. More than anything, both roles need proper support—through training, funding, and professional development—to create a sector where people are empowered to step into the roles that suit them best.

Whether we call them managers or leaders, what really matters is how we equip them to make a difference.

At Flourish, we firmly believe that optimism is a driving force in the care sector. Throughout our 17 years of experience, we’ve seen first-hand how a positive outlook and genuine enthusiasm can transform obstacles into opportunities for growth.

That’s why we’re so proud to sponsor the Optimism Award at this year’s Nugent iACCORD Awards – an event dedicated to recognising the incredible people who embody Nugent’s values in their daily work.

Nugent Care offer a wide range of services for vulnerable people across education, care, community and social work, including care homes, family services and outreach initiatives. They’ve been supporting children, young people, adults and families for 140 years – we only hope to someday have that kind of impact.

At Flourish, we firmly champion Nugent’s values - centred around compassion, empowerment and the belief that every individual deserves the support to reach their full potential. Nugent’s work in social care, adoption and community support has transformed countless lives, and we’re honoured to help celebrate the incredible people and teams making a real difference in the sector.

The iACCORD Awards are all about celebrating Nugent’s heroes – and we know that, now more than ever, care heroes deserve to be given their due praise. This sponsorship is our way of giving back to those who uplift, inspire and spread positivity in the face of adversity. We can’t wait to celebrate all the nominees and their incredible achievements.

We’re over the moon to announce that Flourish has been awarded the new Quality Assured Care accreditation by Skills for Care!

This recognition underlines our commitment to delivering high-quality, impactful training that truly supports the adult social care workforce.

Quality Assured Care Learning Service: Elevating Training Standards in Social Care

The Quality Assured Care Learning Service, launched by the Department of Health and Social Care, is a new initiative designed to assess and improve the quality of training courses and qualifications provided by social care training providers. This service ensures that training and development are high-quality, accessible, and aligned with workforce needs, ultimately benefiting both care professionals and those who rely on social care services.

The UK Government remains committed to fostering a skilled, well-supported social care workforce, placing a strong emphasis on high-standard training and professional development. The Quality Assured Care Learning Service plays a vital role in ensuring that learning opportunities are effective, relevant, and of the highest quality.

As part of this commitment, the Government has introduced the Quality Assured Care Accreditation, a newly launched accreditation designed to recognise and endorse excellence in social care training.

What is the Quality Assured Care Accreditation?

Quality Assured Care accreditation is a newly launched accreditation for social care training. Launched by Skills for Care and backed by the UK government’s Department of Health and Social Care (DHSC), this initiative ensures that training providers offer top-tier, accessible, and relevant learning experiences. The accreditation badge certifies the quality and relevance of training programmes for the social care sector, checked against nine standards.

In short, this accreditation tells employers and learners: “This training is top quality, meets sector needs, and delivers real impact.”

This new accreditation is part of a boost in investment from the DHSC in staff retention. High turnover sees care providers replacing almost a third of their workers every year, with negative impacts on quality of care.

In the coming years, training will need to meet the Quality Assured Care standards to be eligible for funding through the Learning & Development Support Scheme.

Why is the Quality Assured Care accreditation important?

The Quality Assured Care accreditation is a significant step forward for social care training. It plays a vital role in:

• Enhancing workforce skills – Ensuring care professionals receive training that equips them with the latest best practices.
• Improving career progression – Providing learners with qualifications that are widely recognised and valued in the sector.
• Supporting staff retention – Quality training has been proven to lead to greater job satisfaction and reduces turnover in the sector.
• Ensuring funding eligibility – By 2026/27, only accredited courses will be eligible for funding through the Learning & Development Support Scheme, making accreditation a vital requirement for training providers.

The Future of Quality Assured Care

This accreditation is a big step on the road to a consistent level of professional skills across the workforce. The sector is shifting towards higher training standards, and this accreditation is rolling out in three key phases:

• 2024 – 2025: Training providers can apply for accreditation. Employers can still claim funding for non-accredited courses—for now.
• 2025 – 2026: Accredited courses will become preferred options for funding.
• 2026 – 2027: Only accredited courses will be eligible for funding, ensuring every funded training programme meets quality benchmarks.

What does this mean for you?

• For employers: You can now easily identify high-quality training that’s backed by Skills for Care—giving your team the skills they need to thrive.
• For learners: You’ll gain qualifications that boost your career, are widely recognised, and genuinely enhance the quality of care you provide.
• For care providers: You’ll have to have your training accredited in order for it to be fundable. You will need to provide evidence it meets standards. The Quality Assured Care Learning Service is funded by DHSC.

Flourish: Always striving for excellence

At Flourish, we’re dedicated to raising the bar in adult social care training. This accreditation is proof of our ongoing mission to equip care professionals with the very best learning opportunities.

Flourish’s Accredited Courses

We’re proud to say that our training has been quality assured for:

• Well Led
• Leading Change Improving Care (LCIC)
• Lead to Succeed

This stamp of approval means our courses meet the highest standards set by Skills for Care and DHSC—giving our learners and employers confidence that they’re getting the very best.

Across Europe, the USA, and Canada, schools are grappling with rising non-attendance and exclusion rates - trends that have only accelerated since the pandemic. The UK is no exception. Not unrelated, I believe, is the teacher recruitment and retention crisis -  where unfilled posts remain empty and schools spend huge amounts from dwindling budgets trying to attract quality staff.

At a recent recruitment process I attended, four out of six candidates withdrew mid-process, stating that the school’s culture wasn’t the right fit for them. Furthermore, the shocking data from the latest Teacher Wellbeing Index highlights that 50% of respondents felt that they worked ‘in a negative school culture’.

As a Specialist Educator working with trauma informed practice, it is clear to me that, if we are going to successfully tackle these inter-related issues, the time is now. Shifting culture and practice in schools towards a more relational approach is vital. Attendance, exclusions, retention, and recruitment are different sides of the same dice. Far from being isolated problems, they all stem from the same fundamental issue: the need for a more relational approach in schools.

What is Relational Practice?

Relational practice refers to an approach to education that prioritises building positive, trusting relationships between students, school staff, and the wider school community. Far from being a ‘soft approach’, as some critics suggest, relational practice demands significant strength. By fostering a supportive and inclusive environment where students feel valued and understood, schools can create a culture where non-attendance and exclusions are significantly reduced and, in some cases, prevented altogether. And, vitally, teachers actually enjoy coming to work!

Now, I have worked in and with schools for over thirty years and there is no school in this land that would say that they don’t prioritise relationships. However, there are children in these schools who do not feel seen, understood or connected to their educational experience. What we think is relational is often not being felt as relational by our pupils.

The Science Behind Relational Practice

Relational Practice is, by design, trauma informed practice. For the past seventeen years I’ve worked with schools and school leaders to better understand and implement a trauma-responsive approach to teaching, learning and behaviour. The neuroscience supporting this approach is unequivocable - children learn and behave best when they feel safe and valued. Yet, the dominant educational culture in England has been increasingly behaviourist, particularly in the growing academy sector, where ‘mechanistic teaching’ is prevalent.

But children are not machines. Their behaviour tells us when approaches aren’t working. When they feel disconnected, they disengage. In extreme cases, they stop attending school altogether or become subject to exclusions.

Why Disconnection Drives Absence and Exclusion

While the various barriers to successful school attendance are myriad and complex, it is fair to say that one major factor is the disconnection many students feel from their school community. Years of attachment research confirm that when students lack a sense of belonging, disengagement follows. Traditional disciplinary measures, especially exclusion, often exacerbate the problem by creating a cycle of alienation and resentment.

Relational practice, on the other hand, offers an alternative approach by building healthy connections between students and school staff. When educators build these relationships, students feel more invested in their education, thereby improving attendance and reducing the likelihood of exclusion.

Understanding the Bigger Picture

A relational approach acknowledges the complexity of students’ lives beyond the school gates. Many students who struggle with attendance or behaviour issues come from challenging backgrounds, such as poverty, family instability, or trauma. These external factors can significantly affect behaviour and engagement in school. Rather than punishing these pupils for the skills they have not yet been able to develop, a relational approach focuses on understanding their circumstances and adapting our level of attunement to offer support.

Teachers and school staff serve as mentors, providing emotional and social support that addresses the root causes of non-attendance and behavioural difficulties. This holistic approach, something I call ‘coaching with kindness’, helps to mitigate feelings of isolation and frustration.

The Role of the Whole School Community

Relational practice also encourages collaboration between all members of the school community—students, teachers, parents, and even the broader local community. The Teacher Wellbeing Index highlighted that problematic relationships with parents and caregivers are another key reason teachers leave the profession.

When schools adopt a relational approach, they work toward creating an environment of shared responsibility and collective problem-solving. Parents are seen as partners in their child’s education, and there is an emphasis on communication and transparency. This creates a sense of continuity and support that extends beyond the classroom, which is especially important for students who may feel disconnected or unsupported in other areas of their lives. Where there is disconnection at home, relational practice in school enhances learning and behavioural outcomes significantly.

A Culture Shift, Not a Passing Trend

We all know that, in education, things go in and out of fashion. However, our biological needs remain constant. We are hard wired for connection and relationship; they are intrinsic to our survival. Schools that embrace relational practice move away from punitive discipline and towards restorative approaches—ones that align with human development rather than working against it.

When implemented well, restorative practices help students reflect on their actions, understand their impact, and take responsibility—fostering empathy, accountability, and long-term behavioural change.

The Wider Impact: Wellbeing, Performance, and Retention

When schools prioritise relational practice, they create a positive school climate that enhances both students’ and staffs’ overall well-being. Students and staff who feel safe, respected, and valued are more likely to attend school regularly and engage in their teaching and learning. Positive relationships also contribute to a sense of community and belonging, which can reduce feelings of alienation and improve mental health outcomes for everyone. In turn, a positive school climate is linked to better academic performance, greater emotional resilience, and a reduction in risky behaviours. What’s not to like?

The Future of Education

A shift towards relational practice in schools offers a proactive, supportive approach to addressing the challenges of non-attendance and exclusions. By fostering strong, trusting relationships, understanding the individual needs of students, and creating a positive, inclusive school environment, schools can reduce the factors that contribute to disengagement, Emotionally Based Non-Attendance and behavioural difficulties rooted in early life trauma and attachment disruption.

This shift not only improves attendance and reduces exclusions but also helps build a more compassionate, supportive educational system that better serves all students and the adults they will become.

I know where I’d rather work!

As the education sector evolves, relationship-centred approaches are transforming school cultures by prioritising healthy, meaningful connections. These approaches can enhance educational, occupational, emotional and social student outcomes through trauma-informed and attachment-aware practices.

Research shows that, by embedding approaches which support even the most vulnerable children, educators can create learning environments that don’t only accommodate student’s unique needs, but actively embrace them.

Why Relationships Matter in Education

In challenging and fast-moving sectors like education, relationship-building often takes a back seat to academic targets and administrative demands, despite studies showing that relational practices are not a “nice-to-have” – they are essential.

A 2023 study by Hinze et al. found that students’ perception of their school climate is a strong predictor of mental health in early adolescence, highlighting the power of a supportive environment.

Similarly, evidence from HM Inspectorate of Probation shows that the most consistent factor in improving outcomes for at-risk children is their healthy connections with adults in their community.

Relational Approaches – the Evidence

Constructive relationships support effective education. As Roffey (2012) states:

“Positive relationships in schools are central to the wellbeing of both students and teachers and underpin an effective learning environment.”

One example of the impact of relationship-focused frameworks is the University of Edinburgh’s work on social, emotional and behavioural challenges in education settings. Their research has influenced a national shift from punitive discipline models to restorative practices, prioritising building and maintaining healthy relationships. As a result, school exclusion rates have fallen, demonstrating the potential successes to be gained.

Core Principles of Relationship-Centred Approaches

Relational approaches are built on a foundation of principles which build trust, enable stability and encourage academic and personal growth:

Creating Trust and Safety

Sankalaite et al. found that emotionally supportive teacher-student interactions can alleviate stress, protecting mental processes like working memory. When students feel emotionally safe, their anxiety decreases, and they can engage in class, learn and retain new information more easily.

Clear Boundaries and Expectations

When students know what is required and expected from them, they are more likely to succeed. Clear and consistent boundaries and expectations help students to feel stable, and they create a learning environment that is conducive to growth.

Conflict Resolution and Restoring Relationships

Restorative practices (conflict resolution approaches focused on repairing harm) are central to managing behavioural challenges. Rather than excluding or disengaging students, these practices mend relationships and keep students in the classroom, helping to build emotional resilience and reduce learning disruptions.

Implementing Relationship-Centred Practices in Schools

Incorporating a relationship-centred ethos isn’t just beneficial – it’s vital for creating caring and responsive environments where both students and teachers thrive.

Relationship-centred education starts with a strong foundation of comprehensive, whole-school training in trauma-informed approaches, attachment theory and emotional development.

Establishing cohesive support across a child’s ecosystem can also help to set them up for long-term success. Research consistently shows that, when educators and parents/ caregivers work collaboratively, children’s work habits, academic performance, social skills and attitudes towards school improve. They also adapt better to new and challenging situations and have fewer behavioural issues.

Parents and teachers benefit from this partnership too. By working together, educators and parental figures can share valuable insights into children’s behaviour and learning needs. As Pirchio et al. (2013) observed, such collaboration positively influences a child’s social orientation, emotional well-being, and overall adjustment in educational settings.

Flourish’s Empowered Parenting Course Bundle complements school-based strategies by equipping families with practical tools to build resilience and maintain positive connections at home. This reinforcement helps to embed relational practices across all aspects of a child’s life.

Building a Relationship-Centred School Culture

Implementing a relational school culture starts with small, everyday actions that make students feel seen, appreciated and connected with their educators and school staff.

The Power of Everyday Interactions

Research by Sandstrom shows how greeting students as they enter the classroom can help to build a relationship between student and teacher, even if it’s not feasible to learn every student’s name.

Recognising Individual Needs

A relationship-centred culture acknowledges that every student is unique. Tailored support helps educators to understand each child’s distinct strengths and challenges. An important aspect of this approach is the recognition of behaviour as a form of communication, and addressing underlying needs rather than simply managing surface behaviours.

Flexibility with Consistency

While consistency in relational practice is essential, taking a flexible approach is equally important, as different strategies work for different students. The key is to consistently commit to relationship-focused principles, while remaining adaptable enough to meet individual needs.

The Academic Case for Relationship-Centred Approaches

Some critics and sceptics may argue that relational approaches distract from academic priorities – far from it, they actively drive student success. Evidence shows us that when students feel genuinely supported, their attendance improves, their focus sharpens and their willingness to tackle challenges grows.

Students who feel understood and valued are more likely to actively participate in class and persist through academic difficulties. They are also less likely to be disruptive, improving learning time for all students.

Relationship-centred approaches also help at-risk students, such as those with histories of trauma or attachment difficulties. By addressing these challenges, and providing emotional support and stability, relational practices help learners facing the steepest barriers to academic success to still achieve their potential.

These approaches can also aid schools in reducing exclusions, increasing regular attendance and improving academic outcomes – helping to meet key performance metrics whilst creating resilient learners who excel in and beyond the classroom.

Building Bridges to Brighter Futures

Relational strategies drive academic, social and relational success. By building positive connections between teachers, students, parents and colleagues, schools can create inclusive and supportive environments where both academic and personal growth can flourish.

Making Learning Work for a Stretched Workforce

It’s no secret that children’s social workers are under more pressure than ever. A recent study by Community Care Inform officially confirms what is already well-known: time for learning is being squeezed even further. With heavy caseloads, staff shortages, ever-growing and ever-complicating demands, it’s easy to see why professional development is often the first thing to drop off the to-do list.

The challenge is clear. Social workers need ongoing training to keep up with best practice, stay compliant, and tackle emerging challenges facing children and young people. Yet, the reality of frontline work means many simply don’t have the capacity to take time away from their cases. This creates a difficult cycle: without opportunities to develop skills and reflect on practice, stress levels rise, retention drops, and ultimately, social care workers and the children and families they support feel the impact.

So, how do we break this cycle? The answer may lie partly in rethinking how we approach learning. Traditional training models, where teams step away from work for full days of in-person learning, aren’t always practical. A more flexible, embedded approach is needed—one that meets social workers where they are, rather than adding to their workload.

It's important to note that restructuring training formats alone won’t fix the issue. Structural change and investment is needed to address the issue, the onus cannot be solely on individuals and organisations in the sector. An increase in recruitment, monitored protected time for training and better provisions for frontline social care staff are all needed to help resolve the issues facing the industry.

However, in the interim, flexible training solutions are vital to over-stretched professionals. Digital and blended learning options can work around busy schedules, rather than forcing social workers to carve out time in their busy calendars. This means staff don’t have to choose between managing their caseload and developing their skills—they can do both in a way that works for them.

This isn’t just about convenience; it’s about sustainability. When learning is flexible and accessible, it becomes an integral part of practice rather than an extra burden. It also plays a vital role in staff retention. Social workers who feel invested in, who see a pathway for their own development, are more likely to stay. And in a sector where stability and continuity are key, that matters.

Another important factor is ensuring training remains relevant. The landscape of children’s social care is constantly shifting, and training needs to keep pace. From the impact of social media on safeguarding to rising mental health concerns, the issues social workers face today are different from those of a decade ago. High-quality, adaptable training ensures professionals have the knowledge and skills they need to respond effectively.

Training in Children’s Social Care

At Flourish, we see these challenges first-hand. We know the demands social workers are up against, and we believe training should be designed to work for them, not against them. That’s why our approach focuses on flexibility—whether that’s through eLearning, live webinars, or tailored programmes that fit around teams’ schedules. We work with organisations to shape training that meets their needs, budget, and time constraints because we know that one size doesn’t fit all.

The conversation about learning in children’s social care needs to change. Training isn’t an optional extra—it’s a crucial part of building a resilient, well-supported workforce. The challenge now is finding ways to make it work in a way that truly supports those on the frontline. By rethinking how learning is delivered, we can ensure professional development remains not just possible, but essential, for those who need it most.

Investing in learning isn’t just about ticking boxes—it’s about making sure social workers feel supported, confident, and equipped to do their jobs well.

How to Talk to Your Child About Difficult Topics

Talking to children and teens about serious topics can feel daunting. Research shows that less than half of worried parents discuss difficult topics with their child – even though children find it helpful when they do.

In today’s world – with advances in technology, social media, shifts in social values and identities and endless parenting advice - raising children is complex.

The good news: communication is a skill, and like any skill, it gets better with practice.

The key to these discussions is taking an open and patient approach. It’s not about having a perfect conversation, it’s about creating an ongoing exchange.

We know having important conversations with your child or teenager can be hard. To help, we’ve put together a list of conversation prompts to help spark meaningful discussions. We’ve also put together some tips on talking about the different aspects of today’s teens’ lives.

Tips For Having a Conversation

Pick the Right Moment (or Let Them Pick)

Trying to have a deep conversation when your child is already stressed, tired, or distracted isn’t likely to go well. And be flexible: sometimes, the best conversations happen when they choose a time to open up.

Find the Right Setting

Everyone is different. Some may prefer a quiet, one-on-one talk, while others might open up more when they’re engaged in an activity, like going for a walk. If in doubt, just ask them: “Is now a good time to talk?”

Use Open-Ended Questions and Active Listening

The best conversations come from asking the right kind of questions. Instead of asking “Did you have a good day?” try “What was the best part of your day?” Open-ended questions encourage deeper responses.

And, when they do share, show that you’re listening - research shows that using engaged listening techniques like eye contact, nodding and praising their openness makes teens more likely to listen and open up.

Listening More, Lecture Less

When you feel a strong urge to make a point, pause. Often, that instinct leads to a lecture, which can make children tune out.

Instead of treating the conversation like a lesson, approach it as an opportunity to listen and understand.

Be Honest, Don’t Panic

Children often know more than we assume. If we avoid difficult subjects, they might think that the topic is too scary or overwhelming - even for adults.

If your child sees you staying calm, they’re more likely to feel secure. Of course, staying composed isn’t always easy. Taking deep breaths, pausing before responding, or even admitting, “This is a tough topic for me too, but I’m glad we’re talking about it” can all help set the right tone.

Respect Their Growing Perspectives

As children grow, their ideas and opinions evolve. They’ll be influenced by their peers, social media, and their own experiences. You may not always agree with them—and that’s okay. Keep an open mind, and engage with curiosity rather than judgment.

Make It an Ongoing Conversation

Big topics don’t have to be tackled in one sitting. In fact, spacing conversations out over time can help process information better. Let them know that they can come back to the topic anytime.

There’s no perfect formula for talking to your child about tough subjects, but every effort you make helps. Keep conversations open, be willing to listen, and most importantly, let them know they can always come to you.

Looking for conversation starters? You can download our free list of prompts to help spark meaningful discussions with your child or teenager.

📌 Download our Conversation Prompts for Parents here

Things to bear in mind when talking to your teen

On Stress, Anxiety and Mental Health

Young people are more aware of mental health, but the information they find isn’t always reliable. They face new challenges like cyberbullying and social media comparison, and they aren’t always best equipped to handle them.

As a parent or caregiver, you play an essential role in your child’s life. Encouraging healthy habits, upholding routines and boundaries, and looking after your own wellbeing can all set a strong foundation. But sometimes, the most powerful thing you can do is simply listen, talk, and reassure them that they can always come to you. However, if you’re worried they might be struggling more seriously, don’t hesitate to speak to your GP.

Technology and internet safety

The online world can be intense, even for tech-savvy teens. With apps, filters and news feeds shaping their experiences of the world, the pressure to present perfectly can be huge.

Many young people explore their identities online, learning about topics like culture, race, religion, sexuality, gender and neurodivergence. While the internet can be a place of learning and connection, it can also be confusing.

On Future Planning

With new industries and technologies bringing continuous change, it’s hard for today’s children and young people to know what the future job market will look like. While innovation can bring opportunity, it may be difficult for them to know where to focus their skills. Combine that with economic uncertainty and environmental concerns, and future planning can feel overwhelming.

On Emotional Health

Anxiety and depression are rising, and while children who face adversity are at increased risk, anybody can struggle with mental health. But there’s hope – a 2022 study of young teenagers found that building self-regulation skills and self-esteem boosts mental health and resilience. It doesn’t have to be complicated – just talking openly about mental health and finding ways to boost wellbeing is a great start.

On Friendships and Interactions

Childhood and adolescence mould how we navigate relationships. As children grow, life transitions, identity changes and shifting interests can impact their friendships. Issues like peer pressure, bullying – both online and off – and the influence of social media, all add to the challenge.

It’s not always easy to know what to say, but children look to adults for guidance in relationships. Letting them know their values, identities and needs are valid, and that they should feel appreciated in their relationships can make a world of difference.

Body image

More than a third of teenagers are unhappy with their appearance. With social media, celebrity culture and the booming beauty industry, body image pressure is everywhere.

Body image isn’t just about weight or looks – it’s complex and deeply personal. Young people face pressures from all directions, but the good news is that parents can make a big difference. Gently challenging negative self-talk, talking kindly about your own appearance and encouraging them to talk about themselves as they would a friend can help them shift to a more positive perspective of themselves.

Identity

Figuring out who we are is a lifelong process, but things accelerate in our teen years. Identity can mean lots of different things – from beliefs and interests to gender identity and sexuality. For some young people, this includes exploring their LGBTQIA+ identity, which can come with its own challenges and questions. Exploring this can sometimes look like acting out, rebelling, or seeking validation from questionable sources.

While it can be tough to witness, it’s important that your child feels safe talking to you. Showing empathy and authenticity can make them more likely to tell you when they’re worried.

📌 Download our Conversation Prompts for Parents here

If you joined us live for our Step Up: The Future of Care Leadership webinar—thank you! We had an incredible discussion about the evolving landscape of social care leadership, the skills that truly make a difference, and the strategies that can help leaders build stronger teams and improve care quality.

If you couldn’t make it, don’t worry—you can watch the recording below.

Webinar recording

Our expert panel brought deep insight and real-world experience to the table, covering the biggest challenges and opportunities facing today’s care leaders.

We hope you find this as interesting and informative as we did. To learn more about how we can help you level up your leadership, please see our Leadership eLearning course bundle, our Leadership training programmes, or get in touch! Below are some links and sources referenced in the webinar which we hope you find helpful:

Flourish Leadership training

• Leadership Online Course Bundle – 21 online courses, accessed through our Click Learning platform. Tailored for the health and social care sector, these online leadership courses cover all the essentials, keeping leaders motivated, engaged, and ready to tackle the challenges they face.
• Click Academy Leadership Training – Created by Skills for Care, these expert-led training courses support the development of leadership skills in social care. The programmes are fully fundable using the Learning and Development Support Scheme (LDSS).

Resources

• Learning and development resources for managers
• Skills for Care The state of the adult social care sector and workforce in England, 2024
• Recruitment and retention in adult social care: secrets of success report - Skills for Care
• The Leadership Qualities Framework – Skills for Care
• Support for Leaders and Managers - Skills for Care

Networks within the sector

• Association of Directors of Adult Social Services (ADASS) – A membership charity and a leading, independent voice of adult social care.
• National Care Association - A trade association for small and medium-sized care providers, liaises with national Government at a political and departmental level; Local Government and key stakeholder groups including the NHS and CQC.
• Care Providers Voice - A free hub that represents North East London in creating a better environment for the care sector.
• Care Provider Alliance - Brings together the ten main national associations which represent independent and voluntary adult social care providers in England.
• Care England - A representative body for independent care services in England.
• Homecare Association - A professional association of homecare providers. Helps organisations that provide care, including nursing services, to people in their own homes, promoting high standards of care.
• National Association of Care and Support Workers (NCAS)- An independent professional body and membership organisation for all care and support workers in the UK.
• Care Association Alliance (CAA) - A national body which brings together local care associations supporting SME care providers across England.
• Association for Real Change - A third sector and membership organisation supporting providers of services to people with a learning disability and/or autism.
• Association of Mental Health Providers - A representative body for voluntary, community and social enterprise mental health organisations in England and Wales
• National Care Forum - A membership organisation for not-for-profit organisations in the care and support sector.

We’re Improving! After 17 years as Grey Matter Learning and our transition to Flourish last September, we’ve been working hard to make learning smarter, faster, and more effective for you. Here's everything that's coming in 2025 - including the next evolution of our eLearning platform Click.

What’s New & Improved?

✅ A Completely Rebuilt LMS Interface – Smoother, faster, and designed for adult social care professionals.

✅ Upgraded Manager Dashboards – Track compliance, manage learning, and create custom training sessions with ease.

✅ Enhanced Learner Dashboards – Everything in one place for simpler, more effective training.

✅ A Fresh, Modern Look – Better UI, improved accessibility, and a future-proofed system.

✅ More Support Than Ever – Dedicated account managers and a world-class support team for learners and managers.

✅ Proven Impact – Helping providers improve CQC ratings, boost staff retention, and give carers the confidence to deliver outstanding care.

🎥 The Click eLearning Platform Evolution

New Courses Coming in 2025

We're adding a tonne of new adult social care courses to our platform in 2025, including:

📌 Post-Traumatic Stress Disorder (PTSD)

📌 Learning Difficulties Awareness (Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia)

📌 Huntington's Disease (Collaboration with experts)

📌 Foot & Nail Care

📌 Handling Information – GDPR & Data Protection for Managers

📌 Borderline Personality Disorder

📌 Hoarding Awareness

📌 Personal Hygiene & Personal Care

📌 Acquired Brain Injury Awareness

📌 HIV Awareness

📌 Equality & Diversity for Managers (Level 3)

📌 CPAP (Continuous Positive Airway Pressure) Training

📌 Pain Management

📌 Prader-Willi Syndrome Awareness

PLUS, a whole collection of courses for your wider non-care staff, helping you training your wider business support team:

📌 Digital Confidence: Social Media Awareness and Digital Etiquette

📌 Effective Communication: Customer Service Skills

📌 Effective Communication: Active Listening and Overcoming Barriers

📌 Organisation, Problem Solving and Adapting Skills

📌 Embracing Change, Motivation and Ethics

📌 Organisational Culture, Team Working and Building Relationships

📌 Essential Life Skills: Emotional Intelligence and Time Management

When a foster placement succeeds, it’s because the right support, preparation, and mindset were in place from the start. But too often, placements break down - leading to disruption, distress, and instability for children who have already experienced significant trauma. So, what makes the difference? A key factor is therapeutic parenting—an approach that underpins the Becoming a Fostering Family (BFF) programme and is vital to ensuring sustained, successful placements.

Understanding the Challenge

Fostering isn’t just about providing a home; it’s about creating an environment where a child can feel safe, understood, and supported. Yet, many foster carers withdraw during the assessment process or resign after placement due to the emotional demands of the role. OFSTED’s 2020 findings revealed that 60% of fostering applications were withdrawn before approval - two-thirds of these by applicants themselves and one-third by agencies.

Why? Some found the process too lengthy and frustrating. Others felt unprepared for the level of personal reflection required. And, in rare cases, there were applicants who sought to obscure vital personal history - something that puts both children and placements at risk.

How BFF Supports Therapeutic Parenting

Therapeutic parenting requires deep self-awareness, resilience, and an ability to form strong, secure relationships with children who are more likely to struggle with attachment and trust. The BFF programme is designed to cultivate these skills from the very beginning.

An Interactive and Reflective Assessment Process

Unlike traditional assessments, which can feel fragmented and overly procedural, BFF integrates interactive, reflective learning into its preparation course. The first six online sessions help applicants recognise and begin to develop the self-awareness and relational skills they’ll need to become successful foster carers. This ensures that only those ready for the demands of fostering progress to the next stage - the BFF face-to-face group sessions led by experienced social workers and psychological support teams.

This approach safeguards against the common issue of applicants withdrawing late in the process, having realised only then what fostering truly entails.

Preparing Applicants for Open and Honest Reflection

Fostering assessments require applicants to explore their own histories, relationships, and motivations. While this level of personal scrutiny is essential, it can be daunting. Many applicants struggle with the idea of such openness, but failing to engage transparently can hinder their ability to care effectively and can obstruct agencies from being able to offer the right support.

BFF’s structured reflection process helps applicants understand why honesty and self-awareness are key. By the time they reach the in-depth, face-to-face group sessions, they are prepared for the deeper discussions that will shape their fostering journey.

Reducing Placement Disruptions and Withdrawals

One of the most distressing experiences for care-experienced children is placement breakdown. Sudden moves disrupt their sense of security and belonging, often reinforcing past trauma. Unfortunately, many foster carers resign due to emotional exhaustion, secondary trauma, or feeling unsupported.

BFF proactively mitigates these risks by equipping carers with:

• An introduction to mindfulness-based resilience practices, taught by experts with over 30 years of experience.
• An introduction to therapeutic approaches like Dyadic Developmental Practice (DDP), Mentalisation, and Mindful Mentoring.
• Preparation for the ongoing psychological / wellbeing support and reflective practice, ensuring carers are not left to navigate challenges alone.

Why BFF Is Different

BFF isn’t just another fostering preparation course. It’s a carefully designed programme built by experienced practitioners who understand the realities of fostering. Our approach ensures that by the time an applicant reaches approval, they are not only assessed but truly prepared for the challenges ahead.

The result? Foster carers who are:

• More resilient in the face of emotional challenges.
• Better prepared to build secure relationships with children.
• Less likely to withdraw from fostering, reducing placement breakdowns and ensuring stability for vulnerable children.

Therapeutic parenting isn’t just a technique based on theories of attachment and relational resilience — it’s a mindset, a way of being, and the key to long-term success in fostering. With the right preparation, it can transform not just placements, but lives.

Staffing issues are a well-known challenge across adult social care, with over 250,000 vacant posts across the sector. While a lot of attention is rightly given to the impact on frontline workers, the strain on managers is equally important.

Every day, social care managers juggle the competing demands of patient care and the logistics that keep services running. They balance operational, administrative and emotional needs for themselves, their staff and the people they support. But when the pressure starts to take its toll, who’s there to support the supporters?

The Pressure on the Sector

Despite an increase in recruitment spending and an increase in international recruitment in particular, vacancies remain high, showing that a quick-fix approach is not enough to create sustainable change.

Although temporary and bank staff are vital to the sector, it is worth noting that turnover is higher for staff on zero-hours contracts. It’s also higher for staff who don’t receive regular training, and those without social care qualifications, showing that staff are more likely to remain in role when they feel that their careers are being invested in.

Statistics also show that care workers are less likely to leave when they’re paid above the minimum wage, demonstrating a need for investment from a government level to resolve the issue.

The Weight of Responsibility

Challenges for managers include:

• Balancing shift and staffing shortages with patient care needs.
• Administrative and operational demands.
• Emotional strain – including workplace stress, burnout, personal issues and compassion fatigue.

The consequences of these include:

• Long working hours, missed breaks and opportunities to eat, reflect and relax.
• Guilt in feeling unable to deliver to the best of their ability.
• Anxiety over maintaining care with fewer resources.
• Heightened stress levels.
• Rising sickness absence and difficulties with staffing and retention.

The Health Impact

When we’re under pressure, our fight-or-flight response is triggered, and our body is flooded with stress hormones. This can weaken our immune systems, and cause health issues such as high blood pressure, digestive problems, and symptoms like headaches, pounding heartbeat and rapid breathing.

Stress can have a big effect on mental and emotional health too. It can cause depression, anxiety and insomnia. It can also harm our relationships and how much we enjoy life outside of work. It can also impact sex drive and fertility.

We spend a big proportion of our time in work, and it influences our quality of life. If our workplace isn’t somewhere we can grow, learn and feel motivated and supported, how can we thrive?

Addressing the Crisis

It’s not enough to know that stress carries risks for you, your team and the people you dedicate your time to supporting. It’s vital to take action to support yourself and your team.

Short term strategies for managers:

• Open communication within and between teams, to see where burdens can be shared and where tasks are being duplicated.
• Use mental health and wellbeing resources available, including mental health EAP services, educational resources and wellbeing resources.
• Use digital solutions, like shift-matching platforms, to fill last-minute gaps efficiently.
• Make the most of your time off – whatever that looks like. Be gentle with yourself and try not to engage in negative self-thoughts.

Long-term organisational solutions:

• Invest in robust wellbeing resources.
• Invest in workforce development, building a network of skilled workers.
• Implement flexible ways of working, such as compressed work weeks, job-sharing, flextime, digitised onboarding and training, and making working from home accessible where possible - for example for administrative duties.
• Explore recruitment and retention strategies, including accessible training and onboarding, flexible working, regular pay and performance reviews and investment in CPD.
• Build a diverse pool of full-time, part-time, bank and external staff, and a streamlined process for filling staffing gaps.
• Provide managers with opportunities to share their experiences and concerns.
• Advocate for system-wide reform and investment in social care, including a sector-specific minimum wage.

Innovative approaches making a difference:

• Digital staffing solutions streamlining and bolstering staff shortage issues.
• Flexible, digital training and learning and development opportunities for staff, such as eLearning and webinars.
• Platforms for staff to easily access wellbeing resources, EAPs and financial support.
• Skills for Care promotes and recommends adjustments for flexible working, where possible, to improve retention and job satisfaction. Their guide on understanding and implementing formal and informal flexible working arrangements can be found here.

Building a Resilient Future

The impact of staffing issues are far-reaching and complex, but working to resolve them is key to the long-term future for the social care workforce and the sector as a whole.

What could the future of care look like if we prioritise the wellbeing of everyone involved in social care – the people supported, staff, and those who support and manage both?

Teenage Kicks Podcast

Charlotte Gordon, a youth worker, trainer, mother, founder of Kit Education and contributor to our new Empowered Parenting Course Bundle, recently appeared on the Teenage Kicks podcast with Helen Wills! Charlotte’s 30-year career has been a mission to support young people who fall through the cracks of traditional education.

In this episode of Teenage Kicks, she discusses the Empowered Parenting Bundle, covering vital topics like exam stress, mental health and digital safety. She shares insights on stress management, communicating with young people, and the challenges of parenting teens in today’s fast-changing world. For practical advice and a fresh perspective on parenting, don’t miss this!

The episode video

Here at Flourish, we’re dedicated to equipping educators and school staff with the knowledge, understanding and confidence they need to support every learner. We’re incredibly proud of our long-standing partnership with The Virtual School, Gloucestershire – delivering high-quality training that makes a real difference to educators, school staff and students.

Through our Click Academy, we provide expert-led training designed to tackle the real challenges faced in education today. Our recent session with The Virtual School in Gloucestershire, titled ‘Managing the Unmanageable – A Toolkit to Support Dysregulated and Impulsive Behaviour’, was a stand-out success.

Over 300 colleagues across the county attended the online session – triple the usual number – highlighting the demand for practical, insightful training on supporting and managing behaviour. Schools across the UK are currently facing a ‘behaviour crisis’, with violence, abuse and school suspensions on the rise.

The feedback spoke for itself. Attendees found the training highly engaging and relevant, praising the trainer’s expert, relatable delivery, and their depth of knowledge and real-world experience. Participants left feeling more confident and better equipped to support students with behavioural challenges.

Lindsay Evans, Assistant Head at Gloucestershire Virtual School, shared her thoughts on the session:

“The topics Flourish covers are relevant, engaging, and well presented. They are also tailored to our needs and demographic. The success of this session and how it was delivered has meant we have rebooked the presenter to deliver for us again on another behaviour-based session.”

This collaboration is one of many that drive us to keep innovating and refining our training to meet the evolving needs of schools. Our goal is to empower school communities to Flourish.

Looking for impactful training that truly makes a difference? Get in touch with us today!

Background:   

The Orders of St John Care Trust, referred to as ‘the Trust,’ is one of the UK’s leading not-for-profit care providers, renowned for delivering reliable and trusted care, support, and housing services to residents and tenants in over 60 locations throughout Gloucestershire, Lincolnshire, Oxfordshire, Suffolk, West Sussex and Wiltshire.  

The Trust chose Flourish as their training provider in 2021 for various courses, including Mandatory Training, such as Infection Control, General Data Protection Regulation (GDPR), Medication, and Control of Substances Hazardous to Health (COSHH). In addition to this, Flourish also delivered the Lead to Succeed (LTS) programme through its Click Academy.  

This case study explores the Trust's experience with Flourish and the impact of using their eLearning platform, Click Learning, for training purposes.  

The Challenge:  

The Trust faced several challenges in their training processes prior to partnering with Flourish. The primary challenges revolved around providing easy access to training materials and mandatory courses and managing accounts and password resets for new users.  

Operating across multiple geographical locations, another challenge for the Trust was offering all colleagues equal access to training, regardless of their location.  

The Solution:  

In 2021, the Trust initiated a partnership with Flourish. This partnership marked a pivotal turning point in their training journey. Flourish provided a comprehensive and tailored solution to their specific training needs with their online learning management system, Click Learning.  

Click Learning offers easy access for all colleagues to a wide variety of statutory and mandatory training, including the Care Certificate and other expert-led accredited courses, addressing the challenge of accessibility and ensuring that training materials are readily available to all users. To date, approximately 170 colleagues in Oxfordshire have completed these courses.  

The Click eLearning platform also streamlined the process of setting up accounts for new users. The licence recycling feature made it easy for The Trust to reallocate an account if a staff member left.   

In addition to providing online training, Flourish facilitated the delivery of the Lead to Succeed (LTS) programme, specifically structured to align with the Trust's unique processes, procedures, and organisational culture. Up to 400 colleagues across Wiltshire, Oxfordshire, Gloucestershire, and Lincolnshire have participated in this programme, benefiting from the tailored content.  

The Result:  

The impact of partnering with Flourish has been significant for The Orders of St John Care Trust, with employees responding positively.  

Colleagues have praised the user-friendly Click Learning platform for its ease of access and intuitive design. They have found the platform not only highly accessible but also remarkably straightforward to navigate, resulting in a notably enhanced training experience. The Trust commented that colleagues have become very competitive in completing their training online, empowered by the ease of access.  

The LTS programme, delivered by Flourish, also garnered excellent colleague feedback. They found the programme highly valuable and relevant to their roles and the organisation's culture.

The Trust itself noted Flourish’s support and responsiveness. They stated that the facilitators of the LTS course provided ‘valuable guidance’ and demonstrated ‘extensive experience’, lending additional credibility to the training offerings.  

Peter Humphreys, Head of Customer Engagement at Flourish, also shared his thoughts on the partnership with The Orders of St John Care Trust:  

"Working with OSJCT on their Leadership Development has been a real pleasure. OSJCT is committed to developing their leaders' knowledge and skills, enabling them to pass on their experience and expertise to colleagues; this, in turn, has a positive impact on the people they support."  

The Orders of St John Care Trust wholeheartedly recommends Flourish to other organisations needing effective, tailored eLearning solutions.  

There may be more routes to hitting your CPD targets than you know – download our CPD sheet to learn all the different ways you can stay on your path to lifelong learning!

Download here

What is CPD?

CPD is any kind of learning activity that helps you to grow, learn and develop professionally. It’s beneficial for all job roles, but it’s key for social care managers and leaders.

CPD fits into 2 categories:

• Formal CPD: Structured activities like training courses. These are usually accredited and grant you CPD points.
• Informal CPD: Self-directed learning through everyday experience, like conversations and listening to podcasts.

So, whilst you may have a minimum number of formal CPD hours/ points you need to hit, the opportunities for informal CPD are never-ending.

Why is CPD Important?

CPD is important because it helps you stay informed about innovations and updates in your field. By staying on the ball, you’re helping to ensure that you and your team stay compliant and deliver the best possible care.

Try not to look at CPD as something you have to do– having an open mindset towards learning enables you to keep growing, adapting and learning. At its heart, CPD follows the 'Know, Understand, Do' approach we champion here at Flourish: helping you gain knowledge, deepen your understanding, and apply what you’ve learned in practice. It’s about more than learning — it’s about turning insights into action.

CPD is also vital for your leadership skills, which will have a positive impact on your practice, your team and the people you support.

Download here: find new ways to keep learning!

How to find CPD activities:

• CPD Certification Service: A hub for accredited CPD opportunities. Explore courses at CPDUK.co.uk.
• Course sites: Search for topics to deepen your knowledge or browse sector-specific training.
• Skills for Care: The workforce development body for adult social care in England offers courses and endorses trusted course providers.
• Your employer: Tap into your manager or HR department to help find CPD opportunities.
• Local universities and colleges: Check out courses and connect with student liaison teams to meet your learning goals.
• Professional bodies: Role-specific or development-focused organisations can provide expert advice, support, and tailored training.

Recording CPD Activities

• Use your workplace system, an e-portfolio, or a simple log to track:
  • What: The learning objectives, method and subject area.
  • When: Date and duration.
  • Why: Learning outcomes—what you gained.
• Keep evidence like notes, certificates, or receipts to document your progress.

Pro tip: Record your activities as you go to stay on top of your CPD and make compliance a breeze!

At Flourish, we understand the ripple effect of exceptional leadership. When care leaders create a supportive and inclusive working culture, it transforms outcomes for the people they support. That’s why we work so hard to support the care leaders of today and tomorrow, helping to develop the skills they need to spark success.

Great leaders can inspire their teams to work collaboratively and creatively, and to find better ways of delivering care. Studies clearly and consistently show the impact of high-quality leadership on outcomes in health and care settings. This includes research from the King’s Fund and King’s College London.

Leadership also plays a vital role in making staff feel their efforts are recognised and valued. In challenging and ever-developing sectors like adult social care, passionate and efficient staff can make all the difference.

Leadership skills and styles also have a significant impact on staff satisfaction and retention. Research from 2021 found a significant positive link between leadership skills and talent retention. Whether you’re a current or aspiring care leader, by investing in your leadership skills, you support your whole team.

Perhaps most importantly, leadership isn’t about doing it all alone. Great care leaders set a positive example which encourages all staff to take ownership for delivering in their roles to the best of their abilities.

Want to learn more about how leadership qualities directly impact care quality? We’ve created a poster showing the impact of care leadership skills, based on a study reviewing 36 papers on leadership in complex teams.

Click here for our free poster!

The Demands of Working in Education

Like all demanding sectors, teaching and educating can take its toll. Long hours, curriculum pressures, student welfare responsibilities and administrative demands often leave little room for educators to focus on their own mental health.

The Education Support 2024 Teacher Wellbeing Index reveals that over three-quarters of educators report experiencing mental health symptoms linked to their work, including anxiety, depression, stress, and burnout.

The cliché solutions are the ones that work best – more fresh air, more movement, more social interaction – but if you know you’re not your usual self, it’s vital you take action. There are more resources and support systems than ever before, but if no one knows what’s going on, they can’t help. Below are some suggestions for how to seek and access mental health support safely.

Accessing mental health support for teachers and educators

• Your GP is the best place to start if you don’t quite know what’s wrong, or where to find the right type of support. They will be able to help identify your needs and signpost you to trusted resources. They will also be able to let you know about any specialist services commissioned by your Local Authority.
• School/Employer-provided support: Check whether your workplace can offer any support. Many schools offer Employee Assistance Programmes (EAPs), which often include counselling or mental health training.

External resources

There are charities and helplines dedicated to supporting teachers:

• Education Support is the only UK charity dedicated to improving the mental health and well-being of teachers and education staff. They offer a free 24/7 helpline (08000 562 561), as well as guides and resources.
• Now and Beyond is a charity providing access for educators to vital resources – this page lists resources for teachers and educators.
• Mentally Health Schools from The Anna Freud foundation offers information and guidance for educators.
• Many teachers’ unions also offer support and resources for mental health.

Accessing online resources safely

Look for trusted sources, verified by a range of legitimate bodies such as the NHS. Do your research before trying any wellbeing solutions suggested by non-professionals.

Digital tools and apps

There are many apps for stress management, meditation, sleep and mood tracking.

Looking for safe mental health apps can be tricky – check that they have:

1. Recent updates: Check that the app has been updated within the last 6–12 months, showing the developer is actively maintaining it.
2. Legitimate reviews: Look for reviews from multiple reliable sources. Avoid apps with overwhelmingly glowing reviews that seem sponsored or unverified.
3. Professional backing: Choose apps developed with input from a medical professional involved in their development – look for endorsements and logos on their website and branding
4. Trusted endorsements: Many high-quality apps will have been recommended or commissioned by NHS/ healthcare services – again, check their website and promotional materials for logos and endorsements.

Talking therapies

If you feel that talking therapies could be helpful, there are a number of options:

NHS: A low-cost option is seeking therapy and mental health support through the NHS – although waiting lists may be longer in your area, there may be interim support you can access in the meantime.

Private counselling and talking therapy. This can be a faster route to accessing support. As counselling is an unregulated industry, it’s a good idea to search directories that only accredited professionals can join, including:

• Counselling Directory - A comprehensive platform listing accredited counsellors and psychotherapists.
• The UK Council for Psychotherapy (UKCP) – Only accredited psychotherapists can join the UKCP.
• The British Association for Counselling and Psychotherapy (BACP) - Lists practitioners who adhere to the BACP’s ethical framework.
• Hub of Hope - Find local, in-person, online & telephone support.
• Mind – Access tips, resources and access to support.

Other options

Holistic therapies: Many people prefer to improve their mental health through holistic therapies. When exploring these options, make sure you’re seeking services from people with credible experience, genuine reviews, and up-to-date qualifications showing they take their CPD and your health seriously.

Online training opportunities: For a deeper dive into building good mental health and resilience, Flourish's wellbeing bundle offers targeted, expert-led training – but there are also lots of free courses available.

(You didn’t hear it from us, but there are a lot more free, high-quality courses on supporting others than for yourself, and that’s transferrable knowledge!)

• Mind’s free online mental health course: Supporting Other People – This course provides valuable insights into mental health, offering tools and strategies that can benefit you and those around you.
• Mental Health First Aid courses – This page lists courses which are free for eligible learners, offering training to be able to provide initial help to those experiencing mental health issues.
• MindEd – A free educational resource hosted by NHS England in emotional and behavioural ‘first aid’ for children and young people, adults and older people in the UK.

Working in a demanding sector like education means you’re used to solving problems - but your mental health isn’t a problem, it’s a priority. Start small: take a walk, reach out to a friend, or schedule a GP appointment. You don’t have to tackle everything at once, but that first step can make all the difference.

According to recruitment experts Michael Page, January and February usually see a surge in job postings, as budgets have been updated and HR managers have a better idea of how many new roles they can fill.

It’s no surprise, then, that so many people see the new year as a fresh start. In fact, over half of UK workers see the new year as a time to reset their goals - and for almost a quarter, this includes finding a new job.

If you’re feeling nervous or apprehensive about applying for a new job, you’re not alone. Taking the plunge can be daunting, but if your CV and cover letter need updating, we’ve got you covered.

With our helpful tips and free CV template, we’re here to help your applications showcase your skills and make a lasting impression.

Download our CV template

Tips for a great CV

Keep it clear and professional:

• Use simple language, a clear layout and readable font.
• Use headings and bullet points to break up the text.
• Keep it snappy - stick to 2 pages maximum.
• Don’t include a photo or personal info like marital status.

Tailor your CV:

• If you’re applying to jobs in different sectors, creating different versions focusing on relevant experience can help your application to shine.
• Include relevant job info, training & qualifications. Don’t give a job description – outline how you went above and beyond.

Show your impact:

• Only include relevant experience and jobs, or those that have transferable skills.
• Use action verbs like "created," "analysed," and "devised" to describe how you made a difference.

Check the details:

• Proofread carefully, checking for spelling and grammatical errors.
• Make sure your contact details are correct and up to date.
• Don't lie or exaggerate – at best, being found out will be embarrassing, at worst this can be considered fraud.

Add a personal touch:

• Sound human – it can be tempting to use AI or copy and paste examples online, but workplaces want you!
• Including some hobbies and interests can help you stand out.

Finish strong:

• Include a cover letter, where you can go into more detail about your experience and how it has made you suitable for the role you are applying for. Like your CV, it’s a good idea to have a different version for different sectors. Read on for our cover letter tips!

Download our CV template

Tips for a great cover letter

Your cover letter isn’t a replacement or repetition of your CV – it’s a chance to expand on your relevant experience, show off your communication skills, and add depth and personality to your application.

A good format for a cover letter is:

1. Greeting – If you know the hiring manager, use it! Otherwise, “Dear hiring manager” works well.
2. Introduction – This is your chance to grab their attention with your enthusiasm for the role and company. Mention the position you’ve applied for, and a standout accomplishment or achievement relevant to the job. Avoid clichés and generic statements.
3. Main body – Highlight your relevant experience, skills and achievements, linking them to the job requirements. Use concise, readable paragraphs (3-4 sentences).
4. Conclusion – Thank the hiring manager for considering your application. You can also reiterate your enthusiasm for the role, and let them know they can contact you for any further information. Sign off professionally with “Yours sincerely” and your full name.

Some tips for writing your cover letter:

• Use the STAR method to describe your achievements – this stands for:
  • Situation: Describe the situation and context.
  • Task: Explain what you needed to accomplish.
  • Action: Describe the steps you took to complete the task.
  • Result: Explain the outcome and what you learned.

• Keep it professional - avoid slang and abbreviations, and explain any acronyms. Use the same tense (e.g. past, present) throughout the cover letter.
• Describe a balanced combination of your hard skills (like your technical abilities) and soft skills (e.g. communication).
• Show your personality – be authentic and specific, and try to avoid cliches.
• Tailor your cover letter slightly for each role by adding one or two sentences specific to the job or company.
• Proofread carefully, checking for spelling, grammar and tone.

Remember, a great CV and cover letter are vital to your job application – they’re your first chance to make a great first impression. Ready to get applying? Download our free CV template and take the first step towards your fresh start today.

We’re rooting for you!

Download our CV template

Have you heard? It’s the most wonderful time of the year!

Whether you’re dressing to impress, winding down or working through the festive season, we’ve put together the ultimate Christmas playlist to get even the Grinchiest Scrooges up for a boogie.

From feel-good classics to pop hits, heartfelt ballads to jolly jingles, we’ve got covers, originals and anthems for every Christmassy occasion. So, whether you’re wrapping presents, tucking into a minced pie or frantically searching “Thoughtful gifts for mother-in-law”, hit play on our Flourish Christmas playlist – from us to you.

Plus, we’ve left you a little message – take a look at the first letter of each song!

Click here for the full playlist

Have yourself a merry little Christmas – Michael Bublé A classic – we’ve gone for the Bublé version, but it’s rare to find a bad cover of this one.

All I Want for Christmas is You – Mariah Carey How could we not? It’s not Christmas without a bit of Mariah.

Please come home for Christmas - Eagles

Paul McCartney – Wonderful Christmastime Ok, so we’ve cheated a bit here - but it was that or Parade of the Tin Soldiers. Plus our HQ is in Liverpool, so we had to get a Beatle in there somewhere!

You’re a mean one, Mr Grinch A tune for the Scrooge at every Christmas party.

Christmas (baby please come home) – Darlene Love One for the yearners.

Hard Candy Christmas – Dolly Parton Is it Christmas without at least one country song?

Rockin’ Around the Christmas Tree – Brenda Lee

It’s the Most Wonderful Time of the Year – Andy Williams

Santa Baby – Eartha Kitt  Another classic. We’re sure this is the year we’ll find a yacht under the tree.

The Happiest Christmas Tree - Nat King Cole One for when you’re feeling silly!

Merry Christmas Everyone – Shakin Stevens Need we say more?

All I Want for Christmas is My Two Front Teeth – Nat King Cole Again, one for the (big) kids

Sleigh Ride by The Ronettes

Feliz Navidad – José Feliciano Possibly the most cheery Christmas song of all time.

Rudolph the Red Nosed Reindeer – Gene Autry Of course. Bonus points to the intro for also being a pub quiz answer.

O’ Christmas Tree – Aretha Franklin

Mary’s Boy Child – Boney M Who says Christmas can’t be disco?

Frosty the Snowman – Bing Crosby

Let It Snow! Let It Snow! Let It Snow! - Frank Sinatra Just not on any motorways!

O’ Come All Ye Faithful – Nat King Cole

Underneath the Tree – Kelly Clarkson Last-minute-shopping-centre-dash nostalgia in one song.

Run Rudolph Run – Chuck Berry One for the rock and roll lovers!

I Saw Mommy Kissing Santa Claus – Jackson 5

Step Into Christmas – Elton John An absolute cracker (get it?) – bouncy and cheerful, just as Christmas should be

Here Comes Santa Claus – Gene Autry

And there we have it! With a few more songs below that didn’t fit in our very clever acrostic Christmas playlist.

On a slightly more serious note, 2024 has been huge for us. We’ve rebranded from Grey Matter Learning, AC Education and MyWorkMode into one company, dedicated to helping the health and social care sector to flourish. It’s been a lot of work and a huge learning  experience – we’re so grateful to every single member of our Flourish family.

We hope this playlist adds a little sparkle to your holiday season – here’s to a very Happy Christmas!

Plus a few extras!

Santa Tell Me – Ariana Grande

Last Christmas – Wham!

I Wish It Could Be Christmas Everyday – Wizzard

Happy Holiday / The Holiday Season - Andy Williams

Driving Home for Christmas – Chris Rea

Lonely This Christmas - Mud

DJ Play a Christmas Song – Cher

 Jingle Bell Rock – Bobby Helms

Holly Christmas – Michael Bublé

It’s Beginning to Look a Lot Like Christmas – Bing Crosby

Fairytale of New York – The Pogues

Happy Xmas (War is Over) – John Lennon & Yoko Ono

Thank God It’s Christmas – Queen

My Only Wish This Year – Britney Spears

Baby It’s Cold Outside – Idina Menzel & Michael Bublé

8 Days of Christmas – Destiny’s Child

One More Sleep – Leona Lewis

Do They Know It’s Ch ristmas – Band Aid

From all of us at Flourish have a wonderful holiday season and we look forward 2025!

We’re over the moon to announce that Flourish has been nominated for the 2025 Tomorrow’s Care Awards! This recognition feels extra-special for us, coming so soon after our recent rebrand from Grey Matter Learning. It’s a welcome nod to the journey we’ve been on in 2024 and a sign of the amazing things yet to come.

The Tomorrow’s Care Awards shine a spotlight on the most innovative products and services in the care sector. We’re honoured to play our part in supporting the people, teams and companies who keep the industry going. From our award-winning eLearning platform Click Learning, and our comprehensive, expert-led training programmes through Click Academy, to our game-changing shift cover platform Click Shifts, it’s our privilege to deliver solutions for care.

At Flourish, our mission has always been clear: to drive excellence by giving every individual the tools and knowledge to truly thrive. This nomination recognises the heart of what we do - helping care workers and providers to work smarter, not harder, so they can focus on what really matters: supporting the people who rely on them.

Voting for the 2025 Tomorrow’s Care Awards is now open until 10am Monday 17th March, and we’d love your support. We’re grateful for every single vote – recognitions like this inspire us to keep pushing for a care sector where everyone can truly flourish.

We'd love if you have a spare minute to vote for us here: https://www.surveymonkey.com/r/TCareAwards25vote

To our fellow finalists: congratulations! We’re so proud to be in such amazing company, and excited to celebrate the determination and creativity that makes our industry so special. Here’s to the amazing work being done across the sector to build a brighter future for care. Thank you for being part of our journey – this is only the beginning!

Finding reliable, high-quality care support that works on your schedule can be a challenge, to say the least. Whether you’re a care provider, a family carer or you’re seeking support for yourself, you may have encountered a care staffing agency or two in your time.

Staffing agencies play a valuable role in filling shift gaps and providing support to overstretched care teams, but they aren’t the only solution out there. That’s where Click Shifts comes in. We offer an affordable staffing solution for individuals and care providers, that can be used alongside or instead of an agency. But because we’re often mistaken for yet another care staffing agency, we thought we’d clarify some of the key differences.

Click Shifts – what is it?

Click Shifts is a revolutionary care staffing platform that connects you directly with available local care staff who meet your exact needs. It was born from real-life experience; originally launched as MyWorkMode, the platform was created by a team with decades of hands-on experience in healthcare. It’s completely free to sign up, and we charge one flat booking fee per shift, and don’t take any commission from the carer.

All of the care workers on the platform are fully vetted before joining – we check their qualifications, right to work in the UK, professional references and work histories for you. Carers must have at least 6 months’ UK work experience, and nurses need a minimum of two years.

This due diligence works both ways. When providers join to the platform, we verify their company information, and for individual and family carer clients, we check identities, contact details and ask for personal references. We do this because we’re committed to increasing safety and quality of care for all.

Let’s explore some of the key differences between Click Shifts and traditional care staffing agencies:

Predictable costs

Agencies can be an expensive solution, and this doesn’t always lead to more money for carers. Rates are often much higher at weekends and on bank holidays, which can make it more of a financial burden to cover shifts at times when regular staff might want to book holidays, and family carers may wish to take a well-earned break.

With one flat booking fee per shift and no price hikes on weekends or holidays, Click Shifts can save providers and families up to 30% per shift compared to traditional agencies.

Transparency

Care agencies often don’t offer much insight or control over which carers will show up. There’s limited information available about the carer’s background, specialist skills and qualifications.

Click Shifts puts the person booking in control – to find a care worker, you add your shift requirements, including any specific healthcare skills, and select the best worker for your needs. You can view their qualifications and the types of support they can provide, and even read reviews from previous bookings. After each shift, both the client and the carer can leave a review of their honest experience.

Flexibility

Using a care agency often includes a lengthy sign-up process, contracts and in-person assessments, which can delay access to care by days or even weeks. It can be difficult to find quality staff last-minute, despite the fact that often agency staff are needed to cover for regular carers who are unwell or have an emergency.

Click Shifts offers the flexibility to book as many or as few care shifts as you need.  Once you are registered and your profile is live, you can use the platform for last-minute cover or rotating shifts for up to 14 days in advance. Even if you only need one shift, or you have very infrequent or inconsistent care needs, Click Shifts meets your exact requirements. No contracts, no penalties for inactivity, just quality care that works for you. 

Continuity of Care

With staffing agencies, it’s often a different carer at the door every time, making it difficult to build trust or ensure continuity of care for the people they are supporting. This also makes it harder for the care workers to connect with the people they work with.

With Click Shifts, you can book the same professional repeatedly, building trust and consistency.

Why it’s time to switch to Shifts

The care sector needs a revolution, and digitised, personalised experiences that prioritise affordability, quality of care and trust will lead the charge. Click Shifts addresses the key pain points of traditional staffing agencies, providing a modern, user-friendly solution.

Whether you’re a family seeking quality care for a loved one or a provider looking for reliable staffing solutions, Click Shifts puts you in control. Rooted in real-world healthcare experience, this platform isn’t just about booking carers—it’s about transforming care itself. With over 1000 shifts already covered and 900+ registered workers, our community of care workers is ready to support you.

Ready to take the stress out of staffing? Explore Click Shifts today and experience the difference.

The National Care Awards will take place on Friday 29^th November at ExCeL London. Now in its 26^th year, it’s a chance to celebrate the care sector, and we’re so excited to be a part of it. With over 25 categories celebrating the incredible individuals, teams and organisations that keep the sector going, it will be an evening of inspiration and recognition in equal parts.

Being shortlisted is a huge honour for us here at Flourish, and we’re thrilled to see our work on Click Learning being recognised. Click is our eLearning platform, offering online courses designed to empower care professionals with the learning, training and tools to deliver the very best support. Our fast-growing team’s dedication, sector expertise and passion are at the heart of every single course.

But for us, this isn’t just about celebrating our own success – it’s about spotlighting the incredible work being done throughout the sector.

At Flourish, we’re deeply committed to supporting the care industry, and we see the National Care Awards as an opportunity to reflect on its far-reaching impact. Every nominee represents the compassion, innovation and drive to improve lives which sits at the heart of the care sector.

Our Managing Director, Rachel Houlden, summed up what this moment means for us:

“We’re absolutely delighted to have been recognised with this nomination, which truly reflects the passion, hard work, and commitment of the entire Flourish team. Our goal has always been to deliver high-quality, innovative solutions that make a real difference in the care sector, and it’s an honour to see our efforts acknowledged.

We’re beyond excited to be in a room filled with so much passion and dedication. It’s not every day you get to celebrate alongside the best and brightest in care, and we can’t wait to swap stories, share ideas, and applaud the inspiring work happening across the sector.”

This nomination marks an exciting milestone in Flourish’s journey as we continue to innovate and champion care professionals. It’s a reminder of why we do what we do: to make a real difference in people’s lives.

Here’s to a fantastic evening and to a bright future for care. Wish us luck!

Recent data reveals an alarming rise in suspensions among primary school pupils across England. According to analysis by the BBC, the rate of suspensions has more than doubled in the last decade, with over 37,000 suspensions recorded in the autumn term of 2022 alone — almost as many as in the entirety of the 2012/13 school year.

While suspensions are often associated with secondary schools, the increase among younger children is raising concerns across the education sector. The rate of permanent exclusions for primary-aged pupils has surged by nearly 70% during the same period. These trends highlight the growing pressures schools face, particularly in supporting children with special educational needs and disabilities (SEND).

The Human Impact: A Child’s Story

Jo, the mother of 10-year-old Jacob, understands these challenges all too well. Jacob, diagnosed with ADHD and awaiting an autism assessment, was suspended several times before being permanently excluded for persistent disruptive behaviour. While his school provided one-to-one support and access to specialist resources, Jo felt that the environment lacked the space her son needed to manage his sensory needs effectively.

Now attending Perryfields Primary Pupil Referral Unit in Worcester, Jacob is thriving in an environment designed to meet the needs of children like him. Perryfields supports children on short-term placements while maintaining strong links with their mainstream schools. Its headteacher, Pete Hines, emphasises that such units should act as “an intervention, not a destination,” helping children rebuild confidence and achieve success they may not have thought possible.

A System Under Strain

The data highlights a concerning pattern: nearly 90% of permanently excluded primary pupils in the past five years had SEND. Campaigners argue that these children often face long-term challenges, including lower self-esteem and poor academic outcomes. Research cited by the children’s charity Chance UK indicates that 90% of children excluded at the primary level fail to achieve a pass in GCSE English and maths.

Vanessa Longley, the charity's CEO, is calling for more government investment in early intervention strategies. She notes that children struggling with undiagnosed or unsupported needs were disproportionately affected by the COVID-19 pandemic, exacerbating existing inequalities.

Balancing Support and Standards

The rise in exclusions is reflective of broader challenges. Former Children’s Commissioner Anne Longfield highlights that one-third of children starting primary school are considered “not school-ready,” placing additional pressures on staff who are already overstretched. Longfield suggests that schools’ focus on academic achievement has fostered a “culture of exclusions,” where behavioural challenges are increasingly met with suspensions or expulsions.

The Department for Education has acknowledged the situation, with Education Minister Stephen Morgan outlining plans to invest £1 billion in SEND support and expand access to mental health professionals in schools. Additionally, upcoming changes to Ofsted inspections could see schools evaluated on their inclusivity and support for vulnerable children, marking a potential shift in how success is defined.

A Call to Action

For schools, educators, and policymakers, these findings underline the urgent need for change. Early intervention, smaller class sizes, tailored teaching strategies, and a more inclusive culture are key to addressing the rising exclusion rates.

As educators and school leaders, the challenge is clear: to create environments where all children, regardless of their needs, feel supported and valued. Initiatives like Perryfields serve as powerful examples of what’s possible when resources and expertise align to prioritise the wellbeing and success of every child.

To support schools facing these challenges, Flourish is committed to providing tools and resources that empower teachers. Our expert-led training programmes, like Reducing Exclusions, help educators to create inclusive, supportive learning environments.

Source: https://bbc.co.uk/news/articles/cz0m2x30p4eo

Situation

Aspens Charities provides high-quality care and support to people on the autism spectrum and with learning disabilities, as well as their families and support networks. Working across the South East, Aspens supports children, adults and families. It offers specialist services designed to increase knowledge and understanding, challenge societal perceptions and encourage acceptance in society.

As a charity committed to supporting both adult’s social care and children’s services, Aspens prioritises comprehensive staff training. Every team member completes mandatory and additional, condition-specific training, tailored to the needs of their service.

Challenge

The charity faced multiple challenges with their previous eLearning provider, which lacked the adaptability needed for their diverse teams. The platform’s training delivery, consisting mostly of spoken presentations with slides, didn’t engage staff, and its complex navigation caused frustration. Managing the system was time-consuming, inefficient and costly, with a pricing structure that increased overall expenses.

The COVID-19 pandemic highlighted the need for a more flexible and engaging training solution. After researching alternatives, Aspens found that Flourish (formally known as Grey Matter Learning) and their ‘Click’ eLearning platform, was the perfect fit.

Solution

Aspens needed a training platform which could offer an individualised, user-friendly experience for both staff and management. Click Learning stood out, with its clear progress tracking to support compliance, its cost-efficiency, ensuring they could offer high-quality training sustainably, and the platform’s interactive and stimulating content, keeping staff engaged and motivated. The leadership-focused courses have been especially valuable for Aspens ’s senior teams.

Together, these factors made Click Learning the ideal eLearning choice as Aspens shifted to prioritising online learning.

Implementation and Support

Aspens partnered with Flourish to engage Click Learning in 2021. The charity was attracted to working with Flourish because they were able to offer the kind of tailored support they needed – and they weren’t disappointed.

Tracy Wilkins, Learning and Development Manager at Aspens Charities commented on Click Learning’s comprehensive support, including set-up and training, saying:

 “Peter Humphreys from Click Learning provided outstanding support from the start.”

The Aspens Charities team was equally impressed with Click Learning’s collaborative approach and overall customer service. Tracy commented:

“The customer service provided by Click Learning is the best I have come across in my 14 years of working in Learning and Development. Their responsiveness and dedication to our needs have been exemplary”, adding “they resolve issues incredibly quickly.”

Results

Technical set-up

Aspens quickly discovered the benefits of the Click Learning platform’s technical set up. The Recite Me tool, which translates the courses into over 100 languages and offers a wide range of accessibility tools, has made training much more inclusive, especially for neurodivergent learners. The easy-to-use Click Learning mobile app allows staff to fit training into their busy days more easily.

Furthermore, Click’s efficient learning management system (LMS) seamlessly integrates with Aspens ’s HR system, streamlining processes by simplifying the management of training data. The platform’s ability to prepopulate a list of mandatory training when enrolling new staff has been a significant time-saver.

Aspens also commented on their improved ability to track and evidence compliance. Click Learning’s RAG-rated manager matrix allows the monitoring of staff progress at a glance, ensuring training is up to date.  The charity is currently changing their reporting on service KPIs. Click’s enhanced reporting has supported the charity’s transition phase, offering valuable insights, improved effectiveness and compliance.

Cost savings

Click Learning has also brought the charity considerable cost savings; for example, through the unlimited course licensing model, combined with license recycling, which allows licenses to be transferred from leaving staff to new hires. As Tracy put it:

“(We’ve) saved a significant amount of money over the years.”

She also highlighted the advantages of being able to reinstate accounts and training history for returning staff in the ever-changing social care sector.

Course quality

Tracy shared that feedback from staff has been overwhelmingly positive:

“New staff find the platform easy and fun to use. Many staff members with previous eLearning experience find the layout of content and activities refreshing and engaging.”

The courses themselves are a major improvement. The online Care Certificate, for example, has simplified the assessment process for both staff and managers, enabling more efficient completion and assessment. Additionally, Click’s ability to provide access to the Oliver McGowan Mandatory Training has also simplified monitoring and compliance.

To date, Aspens Charities staff have completed over 34,000 Flourish courses, with First Aid Skills as the most popular course. There has also been significantly high completion of courses on safeguarding adults and children, infection prevention and control and moving and handling of people, as well as other courses included in the 15 Care Certificate standards, demonstrating how the Click Learning platform is helping Aspens Charities with Care Certificate compliance.

“The online Care Certificate course has allowed us to move away from paper-based versions which were impractical for both staff and managers.” – Tracy Wilkins

The Aspens team have particularly valued Flourish for their support in training their social care leaders. They enjoyed significant time savings by accessing the Well Led Programme for managers in social care through Flourish, who managed the Workforce Development Fund for them. The varied management courses provided by Click Learning have also been key to enhancing leadership and management capabilities. Tracy noted:

“Flourish offers an incredible variety of courses that are constantly updated based on customer demand. This includes management courses that support our Management Framework.”

Click Learning offers an Adult Care Leadership Course Bundle, covering the essential skills needed for social care leaders to stay engaged, motivated and ready to tackle challenges whilst driving improvement in their teams.

When asked if they would recommend Click Learning, Tract answered:

“Absolutely, without hesitation. We would 100% recommend Flourish and their Click products—they are brilliant.”

The speech focused on his vision for an education system which emphasises supportive relationships for students, particularly at-risk and in-need children, and advocated for stronger collaboration across services. In 2024, almost 1 in 30 children were classified as in-need.

By utilising Ofsted’s uniquely broad insights into education, childcare and children’s services, this has the potential to enable a more comprehensive, holistic view of each child’s life.

A Holistic View of Children’s Lives

In every school, educators and staff play a key part in creating spaces where children and young people feel safe, valued and supported, especially the most vulnerable students. Studies show that positive relationships with teachers and other adults can have a significant impact on students’ wellbeing.

It is, however, important to acknowledge that they cannot do this alone, and we welcome Sir Martyn’s acknowledgement of the need for a collaborative approach, within and beyond the school setting.

Sir Martyn’s speech also recognised that schools don’t have enough insight into children’s lives outside of school, and that parents and guardians may struggle to access out-of-school support. We hope this will encourage educators and school staff to consider the provision available outside of their schools, and how they can support parents and carers to access these.

Sir Martyn’s emphasis on understanding the “whole picture” of a child’s life offers a vital shift within the sector. By updating the standards set by Ofsted and the definition of school success to include a greater focus on inclusion, wellbeing and promoting improvement, we hope to see the sector continue towards a more supportive approach for both schools and students.

The Need for Comprehensive Pastoral Care

We fully endorse Sir Martyn’s reminder that schools must understand the complex backgrounds and needs of looked-after children. Providing staff with the tools and strategies to support vulnerable young people isn’t just beneficial – it’s essential. Jack’s story, shared in the speech, is a moving example of how empathetic, well-trained staff make a significant impact on looked-after children’s lives.

Jack’s journey underlines the importance of consistent, trauma-informed care and a joined-up support network. At Flourish, we’re committed to this approach, and we’re glad to hear that Ofsted will play a greater role in supporting schools to provide this level of care for all students.

Safeguarding and Inclusion – Schools’ Evolving Role

Safeguarding is an absolute priority, one that goes far beyond box-ticking and “paperwork”. It is, as Sir Martyn stated, the foundation of supporting children’s welfare in schools. His emphasis on safeguarding as a proactive, practical commitment highlights the need for a comprehensive approach which extends beyond traditional frameworks to ensure the protection of all children. The introduction of a standalone safeguarding report will help schools to clearly demonstrate clearly how they are keeping children safe, and to identify areas for improvement.

UNESCO have highlighted inclusive education as a key contributor to academic achievement, social skills and self-esteem for children and young people. It’s encouraging to see that Ofsted will recognise the pivotal role schools play in helping children to belong and thrive, as well as succeed academically. We welcome this opportunity to move towards a more positive, collaborative approach that recognises schools’ contribution towards children’s social and emotional lives.

Schools as Community Anchors

Sir Martyn’s acknowledgement of the essential role schools play in their communities, helping young people to develop a sense of belonging and resilience, underscores both the impact schools have on children’s wellbeing, and the pressure they are under. Teachers and school staff significantly influence children’s wellbeing, and need the right support and training to carry this responsibility.

At Flourish, we believe that inclusion in schools is an essential focus area. When schools are equipped to meet a diverse range of needs, children who are at greater risk of exclusion or slipping through the cracks are more likely to get the support they need. We hope Sir Martyn’s call for a greater focus on specialist and alternative provision will help to enable an education system tailored to children’s individual needs.

A Collaborative Commitment to Improvement

Flourish is wholeheartedly committed to creating better outcomes for children and young people, especially those who are most vulnerable. Through child-centred, trauma-informed training for educators and children’s services, we focus on social and emotional wellbeing, aiming to equip every adult in a child’s life with the skills and knowledge to provide truly meaningful support. We are encouraged by this more nuanced and supportive direction from Ofsted, focusing on resources, support and advocacy.

19th November: The Attachment Research Community (ARC) Annual Conference

Kicking things off on the 19th, we’ll join the Attachment Research Community (ARC) Annual Conference again as proud sponsors. We’ll be sharing insights into our Gold Pathway for our Attachment and Trauma Programme and how we’re supporting schools to use relational practices. Our whole school Attachment and Trauma programme aligns with ARC’s campaign to raise awareness of Attachment and Trauma needs within schools across England. We’re looking forward to connecting with leading researchers, practitioners, and educators who are as passionate about creating attachment-aware schools as we are.

The theme this year is Creating a Relational Solution - Improving outcomes for children and young people through connecting the Education, Health, Social Care and Criminal Justice systems. Our team will be discussing how high-quality, trauma informed training can support those working with young people to improve outcomes.

We can’t wait to engage with experts and discuss insights on supporting secure attachment and holistic approaches to learning.

20th November: Schools and Academies Show

The very next day, you’ll find us exhibiting at of the Schools and Academies Show (SAAS), where we cannot wait to meet with leaders in education and discuss new ways to enhance children’s education.

We’ll be sharing our best and latest resources for educators, specifically designed to empower schools with high-quality training that make a genuine impact on pupils and staff alike.

Excitingly, our team will be launching our brand new Empowered Parenting Bundle of online Click Learning courses for parents, and offering free trials – and a range of goodies – at Stand K4. Come and have a chat about how we’re helping schools and the educators that keep them going.

See you there!

If you’re attending either event, be sure to come say hello! We’re excited to connect, share ideas, and see how we can all play a part in transforming education.

At the end of an intense yet rewarding day, mentoring individuals working in the front line of our social care world, I found myself replaying something that had come up for one of my mentees.

We had been considering our autonomic nervous system and the way in which we all have a very personal reaction to triggers. These may have been based on an experience so far back in our lives that we cannot pinpoint when our response was first programmed into us via experience. We were talking of our implicit memories.

In previous sessions we had explored our own childhood attachment experience that shapes our behaviour and our relationships. It had been easier to locate explicit childhood memories from our own memory, from family anecdotes and photos to piece together a journey through life that pinpointed how our attachment appeared to have been shaped. This was helpful when we began to identify our stress reactions to work related issues and to begin to reflect on how we care for ourselves once we notice our nervous system shifting up a gear.

As typical solution focused social care professionals, who work in a highly reflective profession, we try to learn more about our triggers and to understand the childhood experience that has shaped our response to them.  Why does my body think that this situation is a threat when my rational brain is telling me that I have no memory of any reasonable reason to be so triggered? And this is where we can find ourselves going down the rabbit hole of self-analysis and of self-criticism.  The rabbit hole of implicit memory.

On this occasion, this is where my brain did continue down that rabbit hole and end up in the entire rabbit warren with curiosity.  We are not just going back into our own implicit memory bank to problem solve why certain elements of our demanding jobs seem more challenging than others.

The neuroscientist, Dan Seigel, tells us in his book ‘mindsight’:  The New Science of Personal Transformation, the autonomic nervous system - which regulates bodily functions that we are not conscious of such as breathing, the heartbeat, and digestive process - is older than our physical form

‘the nervous system begins in the embryo as the ectoderm; the outer layer of cells becomes the skin. Certain clusters of these outer cells then fold inward to form a neural tube - the spinal cord... The whole nervous system sets up its basic scaffolding, its core architecture, during development in the womb. Genetics are important for determining how neurons will migrate and then connect to each other.’

So, simply put, down there in that wonderful rabbit warren I was contemplating that we inherit our ancestors DNA and are hardwired to their nervous system.  The heart of our relational well-being is literally the skin that shapes and defines what we typically refer to as ‘self’. It is hard wired with cellular memory from our ancestors. This is taking implicit memory to another level entirely and is telling us that the very structure and cells of our being, including our nervous system, were passed down from our ancestors that we have never met.

So - have you joined me down in my rabbit warren or are you being very sensible and choosing to just peer in from the entrance hole above?   If the way that I respond to the challenges of my demanding role in social care is, to a degree, shaped by, not just my experience, or even my parents experience, but also my grandparents, my great grandparents and their great grandparents’ experience ….  Do you get where I’m going with this?   Delving too far in to the causes and triggers may be my new stress factor and not be conducive to my wellbeing after all.

Insight is helpful.  Reflective practice and critical thinking are essential in our world of social care. But finding ways to hold us safe and steady in the here and now is also essential.

It’s a bit like holding these two things in our two hands. In one hand we are holding our awareness of traumatic situations and of challenging explicit and implicit memories ( both ours and our mentees).  In the other hand we are holding our deep core sense of OKness.

Finding ways to authentically hold these two things in balance is the key to mental health and wellbeing in the demanding profession of social care.  It is also the key to healthy relational practice in support of others.  For one hand we create our bespoke scaffolding using mindful techniques that gently bring us back to the here and now.  I wonder whether those of you that consider the science behind our amazing autonomic nervous system but choose to settle comfortably at the entrance to my rabbit warren, are actually already practicing a bit of mindfulness and are just sitting with what IS right here, with both hands nicely in balance, right now instead of chasing implicit memories back up their family tree.

The message from my evening reflection on my day supporting others:

We have two proverbial hands. If we always give a little time in our day to filling one hand with wellness, practices that develop a deep core sense of OKness, it will balance out the weight in the other hand that holds all of the heavy emotional knowing of things that we cannot unknow and that we hold for others.

Personally, I practice mindful meditation in its many forms. I don’t sit in formal meditation every single day and can be easily distracted, but I do practice enough, both formally and with mini mindful moments and mini emergency breath practices, that I instinctively go to one of my learned techniques to settle my mind as soon as I notice my nervous system telling me that I have been triggered. Now that I have pondered on how far back this nervous system of mine began to be shaped, I think I might add a little smile and a nod to my ancestors at the end of my next meditation practice.

What an exciting start to our journey as Flourish! We’re delighted to announce that we’ve been named finalists for not one, but two prestigious care awards. These recognitions highlight the work we’ve done—formerly as Grey Matter Learning—and the impact we’re continuing to make as Flourish in the care sector.

Our first exciting nomination is for The Social Care Premier Supplier Awards in the Workforce Development Category. We’ve had the honour of winning this award twice before and being nominated several times, recognising our commitment to supporting the social care workforce. This year, the award, which will be announced on the 15th of October, celebrates organisations driving innovation in workforce development while improving outcomes for care providers and their teams.

In the past year alone, we’ve introduced 15 new adult social care courses, as well as Leadership and Wellbeing bundles, each with 20 courses, supporting over 105,555 active users across 4,000 customers. With over 3 million courses completed through our 'Click' platform, we’ve delivered £7,764,000 of social value, achieving a £17.25 social return on every £1 spent. As the demand for forward-thinking solutions in social care continues to grow, we’re proud to play a part in supporting those who work so tirelessly to care for others.

But that’s not all! We’ve also landed a spot as finalists for the Tech and Learning Award at the National Care Awards, with the winners being announced on the 29th of November. This nomination celebrates the innovation behind our Click Learning platform, showcasing how it’s revolutionising professional development for care professionals. With hundreds of CPD-accredited courses designed to sharpen skills and improve care standards, Click Learning is empowering care professionals to deliver the very best support and we’re pretty proud of that!

Our Managing Director, Rachel Houlden said:

 ‘We’re absolutely delighted to have been recognised with these nominations, which truly reflect the passion, hard work, and commitment of the entire Flourish team. Our goal has always been to deliver high-quality, innovative solutions that make a real difference in the care sector, and it’s an honour to see our efforts acknowledged.’

Both nominations come at a pivotal moment for us as we start our new chapter as Flourish, and we couldn’t be prouder to be a leading supplier for the social care sector. This recognition is a testament to the passion, innovation, and dedication we bring to everything we do, from workforce training to advancing the use of technology in care. And this is just the beginning—there’s plenty more to come!

Follow us on LinkedIn and X to be the first to hear if we swoop the awards.

Earlier this year I moved house and am now comfortably at home in my new abode – a perfect fit, meeting all my needs and greeds.  The garden remained a project-to-be-tackled over the summer holidays – a small but unruly wilderness of wild poppies and willowherb, bindweed and ground elder, all protected by the natural barbed wire of brambles and nettles.  I spent a lot of time with my secateurs and garden fork, clearing and pulling out deep tap roots, and turning over the soil.  It was very satisfying.  I realised as I worked that I was unconsciously making judgments, taking sides – so the two foxgloves I found were not consigned to the garden waste sacks with the other weeds but carefully lifted and planted in the cleared soil – protected species.  Worms that I disturbed and saw wriggling their distress signals, I would rescue and put back in ground that I had already turned … until a robin arrived, perched close by, with his head on one side, clearly waiting for his lunch.  His needs took precedence and a couple of worms would be sacrificed – left on the soil’s surface for him to feed on.  Slugs were also laid out for lunch – but ignored.

I tell you this, not because I think you are interested in my gardening, but because I realised as I gardened that I often take sides without even being aware of it.  At the time I was updating some training around the issues birth children experience in fostering families, and was reflecting on my own family’s experience, as we had started fostering when our birth children were quite young.  The research clearly demonstrates that birth children are resentful at having to compete with their foster sibs for parental time and attention, along with being expected to share toys and space – and sometimes even friends.(eg . Adams, E., Hassett, A. R., & Lumsden, V. (2018). ‘They needed the attention more than I did’: How do the birth children of foster carers experience the relationship with their parents? Adoption & Fostering, 42(2), 135–150).

In the conversations I have had with our birth children, who are now adult, they can acknowledge the gains (our family comprised a rich culture of social and ethnic diversity – and our children are now comfortable mixing with people from all walks of life and have embedded tolerances that many of their peers may lack) but they have also made it clear that there were times that they felt that their needs were being ignored as we focused more on the demands of our foster children.  I am sure I made choices instinctively  - based on need – so our foster children would often take precedence, one way or another, because I knew something of their earlier traumas and what they had survived.  Unconsciously, perhaps, I expected our birth children to understand that, even though they were so young.  I certainly told them – probably at least once a day - how much I loved them – but never shared with them the details of our foster children’s histories.

The self-awareness I now have, as I garden, I wish I had had when we first started fostering.  Children’s sense of hurt – and sometimes rage – at their parents taking sides with a foster sibling needs to be more sensitively validated and addressed than I think I managed to achieve with our children.

It’s the time of year when families gather – usually around a table filled with food, and surrounded by seasonal songs and decorations. Although this is something that many enjoy and look forward to, it may create confusion and anxiety to someone who is suffering with dementia. If you’re caring for a loved one with dementia, or plan on visiting a loved one at a care home, you might be wondering how to make their holiday mealtime experience as enjoyable as possible, in the midst of all the seasonal tumult.

Sharing meals with family can provide structure to the day, but when caring for someone with dementia, meal times can often become stressful events. Not only does the carer have to keep tabs on whether the person is eating a well balanced diet and is staying hydrated, but that their meal time experience is also associated with good feelings. If the person with dementia is stressed, anxious, or experiencing negative emotions in any way, it may hinder their intake of food, or trigger a disdain for sitting down to eat altogether.

So how do we support someone with dementia during mealtimes – especially holiday meals? It all starts with investigating the persons habits and routines from their pre-dementia lives. When you understand the eating habits someone has had for decades, you can decipher why they might be doing something like refusing to eat. Try asking questions to help you decide what the best approach would be to support an individual with their mealtime experience.

Questions to Consider:

**Lists are sourced from Alzheimers.ca & wales.gov.**

About the person:

• Is the person’s mouth ok? (sores, dry mouth, denture fit, tooth ache etc)
• Medication list – could some cause loss of appetite?
• Medical conditions – could some cause loss of appetite?
• Restless or anxious – perhaps sitting still is causing some anxiety and making them less hungry
• Eye sight – can the person see what they’re eating? Can they see their fork or drinking glass?
• Smell & Taste – perhaps their sense of smell and taste have changed due to a condition/medication/dementia
• Food – is this food that the person recognises?
• Physical limits – does the person have a physical barrier in regards to using the items on the table (fork, condiments, napkin)
• Confusion – maybe they think they’ve already eaten

About the setting

• Is there too much noise?
• Are there too many people?
• Is something distracting you?
• Is the table too cluttered?
• Is the lighting bright enough? Is the lighting too bright?
• Do you feel rushed or anxious by external sources?

How to Address Decreased Eating for Someone With Dementia

When you see the questions above, you can see how easy it is for mealtime to become stressful for someone with dementia. As a result a person may lose weight due to the loss of appetite or general difficulty eating. So how can you help in this case? Firstly, ask your GP to refer you to a dietitian. Secondly, take a look at the tips below to help with mealtimes for someone with dementia.

Tips to Improve Mealtimes For People With Dementia

The setting & table

• Get rid of distractions – turn off the T.V. or radio. Provide a calm and unhurried atmosphere.
• Make sure the lighting is adequate.
• Serve meals at a time when the person is calmer and more alert.
• Eat together to keep meal times a social event.
• Keep the table simple – serve one food at a time, one utensil.
• No sharp knives.
• Colour contrast is good between plate, utensil, and table, but avoid patterns.
• Easy to hold cutlery and dishes.
• Stable plates – use non-slip mats to keep dishes in place.

The food itself plays a big role

• Is possible let them help in food prep.
• Healthy finger foods – like bite size snacks that can be picked up with fingers, but still provide good nutritional value.
• Nutritious foods that can be taken from a cup or a mug: Healthy shakes or liquid food might be able to take the place of a full meal *speak to your GP*
• Frequent snacking/small meals instead of 3 large meals.
• Colourful food that is easy to see on the plate.
• Favourite foods before dementia will probably continue to be favourite foods after. Eating them might also bring joy and serve as a reminder of good times.
• Difficulty chewing? Grind or mash foods and choose soft foods like eggs and cheese.
• If there is a concern about choking or difficulty swallowing, consult a physician. Take a look at our blog about dysphagia for some more information about this.
• Update your first aid knowledge on how to deal with choking.
• Food temp – not too hot or too cold.

Giving instructions

• Cues: words or actions – they might mimic your actions.
• Simple instructions – 1 step instructions, or break up bigger tasks into small steps.
• Speak with a calm, soothing tone, with slow and steady instruction. No rushing.
• Hands on guidance if necessary to initiate eating.
• Narrate what food you are giving to the person.
• Spilled food? No problem. Avoid commenting on it since it might cause some shame. Read our blog about dignity bibs (not actually bibs in the usual sense). Aprons could also work well if the person is used to wearing one in the past.
• Encourage the person to feed themselves even if they’re not neat.
• Not interested at the moment? Take a break, do an activity. Then lead back to the meal later.

One day at a time

As a carer for someone with dementia, it can be hard to tackle the issue of difficult eating. Just remember that the person is not trying to be difficult and it’s not personal. By setting up routines, eating rituals, and a safe familiar environment, someone with dementia can be encouraged to eat and enjoy their meal time as well. Even though the same approaches may vary day by day, just remember that you are doing the best that you can and that’s absolutely enough.

So how do I Approach a Holiday Dinner for Someone with Dementia?

Ultimately, if you as the carer know that an event will likely be too intense for someone with dementia, we would suggest you sit the event out. Perhaps organise smaller, more personal dinners to catch up with family and friends in a location that is familiar and controlled for the person with dementia. At your home, or at the care home you can control the music and decorations, or the way the table is set. When you visit a family member’s or friend’s home, even if the person with dementia has been there in the past, the overwhelming sense of a disrupted routine, new sounds and distractions, and many voices, can lead to anxiety and a negative eating experience.

There is no single answer to why elderly people may experience depression, as there can be various factors that contribute to this condition. Here are some possible reasons:

1. Biological factors: Changes in brain chemistry or hormone levels may increase the risk of depression in older adults.
2. Health conditions: Elderly individuals may experience chronic illnesses, pain, or disability, which can lead to feelings of hopelessness and helplessness.
3. Life transitions: Aging can bring about significant changes in a person’s life, such as retirement, loss of a spouse or loved one, or physical limitations, which can be challenging to adjust to and may trigger depression.
4. Social isolation: As people age, they may become more socially isolated, which can lead to loneliness and feelings of worthlessness.
5. Medications: Certain medications that are commonly prescribed to elderly individuals, such as blood pressure or cholesterol-lowering drugs, can have side effects that may contribute to depression.
6. Genetics: Depression may run in families, and older adults who have a family history of depression may be more likely to experience it themselves.

What can someone do to fight back on Depression?

It’s essential to remember that depression is a treatable condition, and seeking help from a healthcare provider is critical in managing and improving symptoms.

There are several ways an elderly person can fight back against depression. Here are some strategies that may help:

1. Seek professional help: The first step in addressing depression is to talk to a healthcare provider, who can assess the severity of the depression and recommend treatment options. Treatment may include psychotherapy, medication, or a combination of both.
2. Stay socially connected: Maintaining social connections is crucial in combating depression. An elderly person can reach out to friends and family members, participate in community events, or join a local senior centre.
3. Engage in physical activity: Exercise has been shown to have a positive impact on mood and overall well-being. An elderly person can engage in low-impact activities such as walking, swimming, or yoga.
4. Practice relaxation techniques: Relaxation techniques such as deep breathing, meditation, or progressive muscle relaxation can help reduce stress and anxiety.
5. Volunteer: Volunteering can provide a sense of purpose and fullfillment, which can help combat depression. An elderly person can consider volunteering at a local charity or organization.
6. Get enough sleep: Lack of sleep can exacerbate symptoms of depression. It’s essential to maintain a regular sleep schedule and practice good sleep hygiene.

It’s important to remember that everyone’s experience with depression is unique, and what works for one person may not work for another. Seeking professional help and being open to trying different strategies is key to finding a treatment that works.

What can friends or Family do to help support an Elderly loved one who may be struggling with depression?

Friends and family members can play an essential role in helping an elderly loved one who is suffering from depression. The first step is to encourage your loved one to seek professional help. Depression is a treatable condition, and a healthcare provider can assess the severity of the depression and recommend appropriate treatment options, which may include medication, psychotherapy, or a combination of both.

Listening without judgment is also crucial in providing support to your loved one. Let your loved one know that you are there for them and willing to listen. Avoid judging or criticizing their feelings and validate their emotions. Providing practical support, such as running errands, doing household chores, or cooking meals, can also help alleviate some of the stress and burdens that come with depression.

Depression can make it challenging for an elderly person to maintain social connections, so encourage your loved one to stay connected with friends and family. You can invite them to social events, introduce them to new people, or take them to community events. Providing emotional support is also essential. Let your loved one know that you care about them and that they are not alone. Regularly checking in on them, sending cards or letters, or offering to spend time with them can help show your support.

It’s also helpful to educate yourself about depression in older adults. Learning about symptoms, risk factors, and treatment options can help you provide better support to your loved one. Remember that supporting a loved one with depression can be challenging and may require patience and persistence. Taking care of yourself is also essential, so seek support from others if needed. By working together and supporting each other, you can help your loved one overcome depression and improve their overall quality of life.

Moving from the comfort of a home where you have spent many happy years, into a care setting might be terrifying. The many changes, including a new way of life, new people, and new routines and procedures – it is a huge shift, which is why many individuals struggle to adjust to care home living.

Personalising your space can help you maintain your individuality while making the major step of moving into a care facility less daunting. Making your room as comfortable as possible by decorating and furnishing it with familiar items may provide comfort, assist you in settling in, and make you feel better about the situation. (Carehome.co.uk)

Take a look at this list to learn a few tips and tricks on how to make your care home feel more like home.

Bedding From Home

Allowing new residents to bring their own bedding is a simple yet effective method to help them feel at home. Ideally, this should be something one-of-a-kind, and recognisable that helps them relax and quiet down. If they do not want to bring something from home, offer them the option to choose a new design instead. It is amazing how a throw or blanket on the bed can make your residents’ rooms appear and feel cosier. Matching curtains and throw cushions can also help personalise the space.

Lighting, Colours and Décor

The décor of a care setting is important in making it feel less clinical. Recent studies have indicated that having a nostalgic décor in facilities that accept elderly citizens may be very calming since it is an aesthetic that the inhabitants are familiar with. Care settings may make individuals feel more at ease by taking modest actions like these.

Lighting has also been found to impact an individual’s mental state and capacity to remain mobile. Natural lighting should be used wherever feasible to make the space feel more welcoming.

Pictures of Family & Friends:

Having reminders of family and friends, both past and present, may help residents feel more at ease. It is also a good idea to display photos of the individual when they were younger. Make the photographs the focal point of the room’s décor.

Homely Smell

Care homes will undoubtedly not smell the same as someone’s own home. Try bringing perfumes, air fresheners, or washing powders from home, to help mimic the comfortable scents that a resident is partial to. Every home has a distinct fragrance, even if we do not always notice it. Your home’s scent is probably so familiar to you that you do not even notice it when you walk in. Try to recreate that sense of familiarity in your care home with scents from home.

Furniture

Whether at all feasible, measure the room ahead of time to see if any of your furniture may be carried along. It is conceivable that you or a loved one has an emotional attachment to a certain chair since it was “theirs.” Take it with you if it will fit.

Keep in mind that any furnishings must be fire retardant for reasons of health and safety.

Bring your Favourite Books and Music

Books, music, films, and other forms of media remain unchanged no matter where we are or how long it has been since they were created. Memories can be firmly tied to a certain song or album, and it’s actually been proven that music has a positive impact on those suffering with dementia.

As much Autonomy as possible

A care facility should not merely take away a person’s independence. Their duty is to assist the individual in achieving the greatest amount of autonomy and independence feasible. This might mean that a resident may have hobby materials or a kettle in their room to prepare a hot drink for oneself or when family members arrive. When a resident is able to continue living their life to their fullest independent capacity, they feel empowered and more likely to feel comfortable and happy in their new care home setting.

To be a great nurse or caregiver, several traits are essential. These traits can greatly contribute to providing compassionate care, building strong relationships with patients, and ensuring their well-being. Here are some of the traits that are important for someone in these roles, as well as case study example’s of each trait in action:

Empathy

The ability to understand and share the feelings of others is crucial in nursing and caregiving. Being empathetic allows you to connect with patients on a deeper level, providing comfort and support during challenging times.

The nurse actively listens to the patient’s concerns, asking open-ended questions to encourage them to express their feelings. The nurse acknowledges the patient’s emotions and validates their experiences, saying things like, “I can understand how difficult it must be for you to be away from your loved ones during this challenging time. It’s completely normal to feel lonely and scared.”

The nurse demonstrates empathy by not only recognizing the patient’s emotional state but also by showing genuine care and compassion. They offer words of comfort and support, saying, “I’m here for you, and I’ll do my best to provide the care you need. If there’s anything specific you’d like to talk about or any way I can make your stay more comfortable, please let me know.”

The nurse’s empathetic approach helps the patient feel understood and valued as an individual. It creates a connection between them, providing emotional support and reassurance during their hospitalization. By demonstrating empathy, the nurse goes beyond their medical duties, addressing the patient’s emotional needs and enhancing their overall well-being.

Compassion

Having a genuine concern for the well-being of others and showing kindness and understanding is vital. Compassionate nurses and caregivers go above and beyond to alleviate suffering and improve the quality of life for their patients.

Situation: Imagine a caregiver working in a residential facility for elderly individuals with varying degrees of cognitive impairment. One day, the caregiver notices a resident who has been withdrawn and visibly upset for several days. The resident, who usually engages in activities and socializes with others, has been isolating themselves in their room.

Recognizing the change in behaviour, the caregiver approaches the resident with compassion. They sit down next to the resident, providing a comforting presence, and gently ask if everything is alright. The resident initially hesitates but eventually opens up about feeling lonely and missing their family, who rarely visits.

The caregiver responds with empathy and compassion, validating the resident’s feelings. They take the time to listen attentively, offering words of comfort and understanding. Instead of dismissing the resident’s concerns, the caregiver acknowledges the impact of loneliness and separation from loved ones, saying, “I can imagine how challenging it must be for you to be away from your family. It’s natural to feel lonely and miss them.”

The caregiver goes the extra mile to address the resident’s emotional needs. They suggest arranging a video call with the resident’s family, coordinating the schedule and ensuring a comfortable space for the conversation. Additionally, they involve the resident in activities that promote socialization, encouraging interaction with other residents who may be experiencing similar feelings of isolation.

Through their compassionate approach, the caregiver not only acknowledges the resident’s emotions but also takes proactive steps to alleviate their distress. They provide emotional support, make an effort to fulfil the resident’s need for connection, and create a sense of belonging within the residential facility. By demonstrating compassion, the caregiver shows genuine care and empathy, improving the resident’s well-being and fostering a sense of community.

Patience

Nursing and caregiving often involve working with individuals who may be in pain, have cognitive impairments, or require assistance with daily activities. Patience is necessary to provide care at the individual’s pace and to handle difficult situations with composure.

Situation: Imagine a nurse working in a busy emergency department. It’s a hectic shift, with a high influx of patients requiring urgent care. The nurse is assigned to a patient who arrived with a minor injury but has been waiting for a while to be seen by a doctor. The patient is visibly frustrated, expressing their dissatisfaction and impatience.

Instead of becoming defensive or dismissive, the nurse demonstrates patience. They approach the patient with a calm demeanour and apologize for the wait, acknowledging the patient’s concerns. The nurse takes the time to listen to the patient’s frustrations, allowing them to vent their feelings.

The nurse patiently explains the situation, saying, “I understand that waiting can be frustrating, and I apologize for the delay. We have a high volume of patients right now, and we’re doing our best to see everyone as quickly as possible. I’ll check on the status of your examination and provide updates.”

Throughout the interaction, the nurse remains composed and attentive. They engage in active listening, allowing the patient to express their concerns fully. The nurse maintains a respectful and understanding attitude, refraining from rushing or interrupting the patient.

Additionally, the nurse periodically checks in with the patient, providing updates on their status and assuring them that they have not been forgotten. They answer any questions the patient may have and address their needs to the best of their ability.

By displaying patience, the nurse acknowledges the patient’s frustration and shows understanding. They handle the situation with composure and professionalism, putting the patient at ease and validating their concerns. Despite the demanding environment, the nurse’s patience helps diffuse tension and maintain a positive rapport with the patient, ensuring they receive the care they need.

Communication skills

Effective communication is key in nursing and caregiving. It involves active listening, clear and concise verbal communication, and the ability to convey complex medical information in a way that patients and their families can understand.

Situation: Imagine a nurse interacting with a patient who has recently undergone a complex surgical procedure. The patient is experiencing pain and discomfort, and they have concerns about their recovery process. The nurse approaches the patient with excellent communication skills to address their needs effectively.

The nurse begins by actively listening to the patient, allowing them to express their concerns and share their experience. They maintain eye contact, nod affirmatively, and provide verbal cues to show that they are fully engaged in the conversation.

Using clear and concise language, the nurse explains the patient’s condition, the expected recovery timeline, and the various strategies in place to manage pain. They use non-technical terms and avoid medical jargon to ensure the patient understands the information being conveyed.

The nurse also encourages the patient to ask questions and actively seeks their input, saying, “I want to make sure you have all the information you need. Is there anything specific you would like to know about your recovery or any concerns you’d like to discuss?”

Throughout the conversation, the nurse demonstrates empathy and shows sensitivity to the patient’s emotions. They validate the patient’s experiences and provide reassurance, saying, “I understand that you’re feeling anxious about the pain. It’s normal to have concerns after surgery. We have a team dedicated to managing your pain effectively, and we’ll work closely with you to ensure your comfort.”

Additionally, the nurse provides written materials, such as pamphlets or instructions, to reinforce the information discussed verbally. They may also offer additional resources, such as contact information for support groups or educational websites, to further assist the patient in their recovery journey.

Critical thinking

Nurses and caregivers must be able to think critically and make sound decisions in high-pressure situations. They need to assess patients’ conditions, analyse information, and determine the best course of action for their care.

Situation: Imagine a nurse caring for an elderly patient who has been experiencing frequent falls. The nurse recognizes the importance of critical thinking to assess the situation, identify potential risk factors, and develop a plan to mitigate future falls.

First, the nurse gathers information by reviewing the patient’s medical history, conducting a comprehensive assessment, and interviewing the patient and their family. They explore various factors that may contribute to the falls, such as medication side effects, balance issues, or environmental hazards.

Next, the nurse engages in critical analysis. They evaluate the patient’s physical and cognitive abilities, identify any underlying medical conditions that may increase fall risk, and assess the patient’s home environment for potential safety hazards. They also consider any recent changes in the patient’s medication regimen or physical functioning.

Through critical thinking, the nurse identifies potential interventions to address the issue. They collaborate with the healthcare team, including physicians, therapists, and social workers, to develop a comprehensive care plan. The nurse considers various strategies, such as implementing fall prevention exercises, modifying the patient’s environment to remove hazards, recommending assistive devices, and providing education to the patient and their family about fall prevention.

Additionally, the nurse anticipates potential challenges and risks associated with each intervention. They critically evaluate the feasibility and effectiveness of the proposed strategies based on the patient’s specific needs and resources available. They consider the patient’s preferences and values to ensure a person-centred approach to care.

Based on their critical analysis, the nurse implements the agreed-upon interventions and continuously evaluates their effectiveness. They monitor the patient’s progress, adjust the care plan as needed, and communicate with the healthcare team to ensure a coordinated approach to fall prevention.

In this example, critical thinking as a nurse or caregiver involves thorough assessment, analysis of risk factors, and the development of a tailored plan of care. It requires the ability to think critically, consider multiple factors and perspectives, and make informed decisions to enhance patient safety and well-being.

Flexibility

Healthcare environments can be unpredictable, with varying patient needs and unexpected challenges. Being adaptable and flexible allows nurses and caregivers to adjust to changing circumstances, prioritize tasks, and provide optimal care.

Situation: Imagine a nurse working in a busy hospital where patient needs and staffing levels can change rapidly. The nurse demonstrates flexibility by adapting to the evolving circumstances and adjusting their approach to meet the needs of the patients and the healthcare team.

One day, the nurse begins their shift with a planned patient assignment. However, a sudden influx of new admissions and an unexpected staff shortage occur, causing a significant increase in workload. Instead of becoming overwhelmed or rigidly adhering to the original plan, the nurse demonstrates flexibility.

The nurse also adjusts their approach to provide care efficiently. They streamline their workflow, find creative solutions to manage their time effectively, and maintain open lines of communication with patients and their families to manage expectations.

Furthermore, the nurse adapts their communication style to accommodate individual patient preferences and needs. They may provide additional explanations, offer reassurance, or employ different techniques to ensure effective understanding and engagement.

Throughout the shift, the nurse remains adaptable and responsive to changes in patient conditions, care plans, and priorities. They maintain a positive attitude, remain calm under pressure, and continue to provide quality care despite the challenging circumstances.

By demonstrating flexibility, the nurse contributes to maintaining a safe and efficient healthcare environment. Their willingness to adapt and adjust their approach allows them to effectively manage unexpected situations and provide optimal care to their patients.

Attention to detail

Paying close attention to detail is crucial to ensure that medications are administered correctly, treatments are carried out accurately, and patients’ conditions are monitored effectively. Small details can have a significant impact on patient outcomes.

Situation: Imagine a carer working with an elderly client who requires assistance with daily activities and medication management. The carer demonstrates attention to detail by paying close attention to the client’s needs, preferences, and specific care requirements.

When assisting the client with personal hygiene, the carer carefully observes any changes in the client’s skin condition, such as redness or sores. They take note of any new bruises or marks that may indicate potential falls or injuries. They promptly report any concerning observations to the healthcare team, ensuring appropriate action is taken to address the client’s well-being.

In medication management, the carer meticulously follows the prescribed medication schedule, ensuring the correct dosages and timing. They double-check the medication labels, confirm the client’s name and dosage requirements, and record the administration accurately. They are mindful of potential medication interactions, allergies, or adverse reactions, and promptly notify the healthcare team of any concerns or changes in the client’s condition.

In meal preparation, the carer pays attention to the client’s dietary restrictions, preferences, and nutritional needs. They carefully review meal plans, follow portion sizes, and consider any allergies or sensitivities. They take note of any changes in appetite, weight, or hydration levels, reporting these details to the healthcare team for further evaluation.

Moreover, the carer is attentive to the client’s emotional well-being. They actively listen to the client’s concerns, engage in meaningful conversations, and provide emotional support. They observe any changes in mood, behavior, or social engagement, ensuring appropriate interventions are in place to address the client’s psychological needs.

By demonstrating attention to detail, the carer ensures that every aspect of the client’s care is thorough and accurate. They proactively identify any potential issues, actively monitor the client’s health and well-being, and maintain open lines of communication with the healthcare team. Their meticulous approach promotes the client’s safety, comfort, and overall quality of life.

Emotional Resilience

Nursing and caregiving can be emotionally demanding. Emotional resilience helps professionals cope with stress, handle difficult situations, and maintain their well-being while providing care to others.

In their role, the carer frequently encounters challenging and emotionally charged situations. They witness the pain and suffering of patients, as well as the grief and distress of their families. Despite these difficult circumstances, the carer remains emotionally resilient.

The carer recognizes the importance of self-care and regularly engages in activities that replenish their emotional well-being. They practice stress management techniques, such as meditation or exercise, to reduce their own emotional burden and maintain a healthy balance in their own lives.

When faced with emotional situations, the carer acknowledges their own feelings while maintaining a professional and compassionate approach. They validate the emotions of patients and families, allowing them to express their grief, anger, or fear without judgment. The carer actively listens, offers comfort, and provides a safe space for individuals to share their thoughts and emotions.

The carer also seeks support from their colleagues and supervisors, engaging in debriefing sessions or seeking counselling when needed. They actively participate in educational opportunities to enhance their understanding of grief and loss, further strengthening their emotional resilience.

Furthermore, the carer establishes boundaries to protect their emotional well-being. They recognize the importance of balancing empathy with maintaining a healthy emotional distance to avoid burnout. They practice self-reflection, continuously assessing their own emotional state and seeking support when necessary.

By demonstrating emotional resilience, the carer provides a stable and supportive presence for patients and their families. They navigate challenging emotional situations with empathy and compassion while also prioritizing their own emotional well-being. Their resilience allows them to continue providing high-quality care, even in the face of difficult circumstances, helping to foster a nurturing environment for all involved.

Teamwork

Collaboration with other healthcare professionals, such as doctors, therapists, and support staff, is essential. Working effectively as part of a team ensures coordinated and comprehensive care for patients.

Situation: Imagine a nurse working in a hospital where teamwork is essential for providing efficient and effective care. The nurse demonstrates teamwork by collaborating with colleagues from different disciplines to ensure the best possible outcomes for their patients.

In a complex case involving a patient with multiple chronic conditions, the nurse actively engages in teamwork to coordinate care. They collaborate with physicians, pharmacists, physical therapists, and social workers to develop a comprehensive care plan that addresses the patient’s medical, physical, and psychosocial needs.

During interdisciplinary team meetings, the nurse actively contributes their expertise and shares relevant patient information. They listen to the perspectives of other team members, consider their insights, and offer their own input based on their knowledge of the patient’s condition and progress.

The nurse also engages in effective communication with the team to ensure seamless coordination. They provide timely updates on the patient’s status, relay important information from the patient and their family, and discuss any changes or concerns. They actively listen to their colleagues’ input and provide constructive feedback when needed.

Additionally, the nurse demonstrates a willingness to support their colleagues and collaborate in delivering patient care. For example, they assist nursing assistants in their tasks, lend a hand during procedures, or offer to cover for colleagues when needed. They recognize the importance of shared responsibilities and the benefits of working together as a team to provide optimal care.

By demonstrating teamwork, the nurse contributes to a collaborative and supportive work environment. They foster effective communication, respect the expertise of others, and actively work towards shared goals. Through teamwork, they enhance the coordination of care, promote patient safety, and improve the overall quality of care provided to their patients.

Continuous Learning

The field of healthcare is constantly evolving, and nurses and caregivers must be willing to learn and adapt. Keeping up with the latest medical advancements and best practices ensures that patients receive the highest standard of care.

Situation: Imagine a carer working in a residential care facility for individuals with cognitive impairments, such as Alzheimer’s disease. The carer demonstrates a commitment to continuous learning by actively seeking opportunities to expand their knowledge and skills in providing care for individuals with dementia.

The carer recognizes the importance of staying up to date with the latest research, best practices, and developments in dementia care. They regularly engage in professional development activities, such as attending workshops, seminars, or conferences focused on dementia care. By participating in these events, the carer gains insights into innovative care approaches, evidence-based interventions, and emerging therapies.

Additionally, the carer takes advantage of online learning platforms, educational resources, and reputable websites dedicated to dementia care. They explore topics related to person-centred care, communication strategies, behaviour management, and creating dementia-friendly environments. They actively seek out research articles, books, and journals to deepen their understanding of dementia and related caregiving practices.

The carer also participates in internal training programs offered by their organization. They attend sessions on topics specific to dementia care, such as validation therapy, reminiscence therapy, or sensory stimulation techniques. They engage in simulations or role-playing exercises to practice new skills and enhance their ability to respond effectively to the unique needs and challenges of individuals with dementia.

Furthermore, the carer seeks opportunities to learn from experienced colleagues. They actively engage in mentorship relationships, seeking guidance and feedback from senior carers who have extensive experience in dementia care. They value the wisdom and insights shared by their peers, recognizing the importance of learning from others’ practical experiences.

By prioritizing continuous learning, the carer enhances their knowledge, skills, and understanding of dementia care. They strive to provide the most current and effective interventions for individuals with cognitive impairments, promoting their well-being, comfort, and quality of life. Through continuous learning, the carer remains adaptable, open-minded, and committed to delivering the highest standard of care to those they support.

It’s Not for Everyone!

Not everyone is cut out to be a nurse or carer due to the emotional demands, physical demands, communication skills required, stress and pressure, and the need for physical and mental resilience in these professions. It’s important for individuals to assess their own strengths and suitability before pursuing a career in nursing or caregiving.

Are you a Nurse or Carer in the UK looking for some extra hours? Are you thinking about becoming a self employed carer or nurse? Sign up with Flourish to gain access to vetted local clients, looking to fill shifts with someone reliable and hardworking just like you! Keep 100% of your earnings (no commission), set your own rate of pay and your own hours too.

Care home managers in the UK today face a range of challenges related to staffing. These issues are rampant across the board, and at every step of the staffing related process. Right from the get-go at recruitment, down to scheduling, training and development, and compliance, the challenges are many and always seem to be multiplying.

Carer & Nurse Recruitment

Challenge: Finding and retaining enough qualified and reliable staff can be a significant challenge, particularly in areas with high living costs or where the care industry is less valued.

Solution: Flourish’s Click Shifts platform can help care homes find and attract qualified staff by matching them with available shifts. Care home managers can create a profile on the platform, post vacancies, and receive applications from suitable candidates.

Carer & Nurse Staff Scheduling

Challenge: Care home managers need to ensure that there are enough staff available to cover shifts at all times, while also managing staff absences and ensuring that staff are working within their contract terms.

Solution: Flourish's platform, Click Shifts, can help care home managers manage staff schedules and availability in real-time, ensuring that there are enough staff available to cover shifts at all times.

Training and Development of Care Staff

Challenge: Care home managers need to ensure that staff receive adequate training and development opportunities to provide high-quality care, while also managing the costs and time involved in providing training.

Solution: Flourish's Click Learning platform can provide access to training and development resources for care home staff, including online courses and other resources. Care home managers can use the platform to manage staff training and development plans and track progress.

CQC Compliance

Challenge: Care homes need to meet a range of regulatory requirements, including those related to staffing levels, training, and safety. Care home managers need to ensure that they are meeting these requirements at all times

Solution: Flourish’s platform can help care home managers ensure compliance with regulatory requirements by providing real-time data on staffing levels, training, and safety. This can help managers identify areas of non-compliance and take action to address them.

Overall, a tech-led staffing platform like Click Shifts can help care home managers address the challenges of staffing in the care industry by providing a flexible, responsive, and data-driven solution to recruitment, scheduling, training, and compliance.

About 1 in 10 nursing home falls results in serious injury. Between 2%-6% of nursing home falls result in some type of fracture. On average, a nursing home with 100 residents reports about 100-200 falls yearly, according to recent studies.

So why does this happen so frequently, and what can someone or a care home do in order to make sure that falls can be avoided as much as possible.

Why are elderly people more likely to fall?

There are several factors that can contribute to making an elderly person more prone to falling. Some of the most common factors include:

1. Reduced mobility and balance: As we age, our muscles and bones become weaker and our sense of balance may decline, making it more difficult to maintain stability when walking or standing.
2. Chronic health conditions: Certain health conditions such as arthritis, Parkinson’s disease, and vision problems can increase the risk of falling in older adults.
3. Medications: Some medications can cause dizziness or drowsiness, which can increase the risk of falling.
4. Environmental hazards: Slippery floors, poor lighting, and obstacles in walkways can all contribute to falls.
5. Cognitive impairment: Older adults with dementia or other cognitive impairments may be more prone to falling due to difficulties with balance and coordination.
6. Inactivity: A lack of physical activity and exercise can weaken muscles and decrease balance, making an elderly person more susceptible to falling.

It’s important to note that each person’s risk factors may vary depending on their individual health status and circumstances, and falls can have serious consequences for older adults, including fractures and head injuries. Therefore, it’s important to take steps to prevent falls, such as staying active, removing hazards from the environment, and working with healthcare professionals to manage chronic health conditions and medications.

What can be done to prevent falls for the elderly?

There are several steps that can be taken in a care home to help reduce the risk of falls for the elderly. Some of these include:

1. Regular assessments: Regular assessments of residents’ mobility, balance, and risk of falling can help identify those who are most at risk and ensure that appropriate interventions are in place.
2. Environmental modifications: Making modifications to the physical environment, such as removing tripping hazards, improving lighting, and installing handrails and grab bars can help reduce the risk of falls.
3. Staff training: Staff members should be trained on how to identify and manage fall risks, as well as how to assist residents with mobility and transfers.
4. Exercise programs: Implementing exercise programs, such as strength training and balance exercises, can help improve residents’ mobility and reduce the risk of falls.
5. Medication management: Ensuring that residents are on appropriate medications and monitoring for potential side effects, such as dizziness or drowsiness, can help reduce the risk of falls.
6. Assistive devices: Providing residents with appropriate assistive devices, such as walkers or canes, can help improve mobility and reduce the risk of falls.
7. Communication: Encouraging open communication between staff, residents, and families can help identify and address fall risks in a timely manner.

It’s important to note that reducing the risk of falls in a care home requires a multidisciplinary approach and may involve input from healthcare professionals, staff members, and family members.

Why are Environmental Modifications so important when it comes to preventing elderly falls?

Environmental modifications are an important aspect of fall prevention in care homes. Making modifications to the physical environment can help reduce tripping hazards and improve the safety of the living space. Here are some specific examples of environmental modifications that can help reduce the risk of falls in a care home:

1. Removing tripping hazards: Any items that can cause residents to trip or stumble, such as loose rugs or electrical cords, should be removed or secured.
2. Improving lighting: Adequate lighting is essential to help residents navigate the living space safely. Ensuring that there is sufficient lighting in all areas, including hallways, bathrooms, and bedrooms, can help reduce the risk of falls.
3. Installing handrails and grab bars: Handrails and grab bars provide support and stability for residents and can help prevent falls. They should be installed in key areas such as bathrooms, bedrooms, and along stairs.
4. Ensuring proper flooring: Flooring that is uneven, slippery, or worn can increase the risk of falls. Ensuring that flooring is even, slip-resistant, and in good condition can help reduce the risk of falls.
5. Arranging furniture: Furniture should be arranged in a way that allows for easy navigation and does not create obstacles or barriers for residents.

These are just a few examples of environmental modifications that can help reduce the risk of falls in a care home. Each care home should conduct a thorough assessment of the living space to identify potential fall risks and take appropriate action to address them.

Learnings from Lynda, Insights and valuable information for care home managers in the UK.

I have some very strong rules I have learned over the years, in completing duty rotas. The most important thing is to be as fair as possible while providing the cover the residents need to receive their care.

Request Books

One of the essential things that staff have to know is the request book is for SPECIAL requests only. This is because the most important thing is to provide care. If a minority of staff are essentially doing their own duty rota through requests, it can quickly upset the rest of the team whose rotas are amended to fit in the requests. Tempting as it is to try and keep everyone happy, having clear boundaries around requests gives the team stability and trust in the person doing the rota.

Fixed Weekend Rota Patterns

Weekend challenges come when weekends are fixed. We are all quick to learn to book holidays on the weekend we are on duty, thus getting more weekend time. This is particularly challenging if the rota pattern gives your staff every other weekend off. Fixed patterns are wonderful for giving staff certainty to make plans. They come unstuck if the holiday allocations don’t take account of which team is covering which weekend and too many on one rota get their holidays, which leads us to the next issue.

Approving Too Many Holidays In One Week

The solid base of a good duty rota is an effective holiday booking system. This applies across the whole year and not just key holiday periods. In the interests of fairness and not overworking the carers on duty, most care homes have zero holidays approved during the 2 week Christmas period. It has lots of benefits. It’s fair to everyone and it saves on any agency costs used to cover holidays. Agency care is very expensive at Christmas.

I used to have a holiday request diary; 1^st come first served. All entry requests had to be signed and dated for the day they were entered. Once the set number were entered no more could be booked. This was supported by a holiday request form which was approved by the manager. The manager checked the diary and either approved or denied the holiday request. Simple but effective.

The difficulty occasionally arises when a new team member has pre-booked holiday. This is when Flourish comes into play.

Playing Favourites

One of the oldest and most annoying aspects of planning a rota is when the person doing the rota gives their friends and favourites the best shifts! I can vouch, when there is no fixed weekend rota, staff are very aware of who gets the most weekend shifts or the most early shifts.

This has to be balanced by managing the work/life balance of staff to meet the needs of any care situation – School holidays, helping elderly relatives or a special celebration. The duty rota is where the crossover happens between your teams work life and their home life. This is where fairness and good boundaries come into play.

This was most evident at Christmas. I used to put up a blank rota at the end of November and ask the team to fill their preferred rota. This system relies on staff understanding they are employed to cover 24/7, 52 weeks a year. Many times it was easy, as someone who wants Xmas off accepts they cover new year. On rare occasions I would have to check the previous years rota and allocate a fair rota to ensure all the shifts were covered.

Rota Done Too Late

Not getting the rota out till the week before impacts the work life balance. It also shows a lack of respect for your team and an inability to manage your work time. It’s easy in the everyday challenges of running the home to become overwhelmed meeting the immediate needs of your residents’ and your team. There are several ways to overcome this, one of them is delegating the job to someone else who has more time than you. Rotas should be up at least two weeks in advance to allow people to plan their lives and to identify where you may need bank or agency cover. Then there is the opposite mistake as well…

Rota is Done Too Early

This might seem impossible, but if it does happen I can assure you the next issue will be people wanting to swap shifts because they’ve not entered a request into the diary, or someone goes on long term sickness or leaves. Then you have to amend the whole rota again. This is frustrating if your team have already made plans. So my guidance is to keep only a months rota on the wall.

I wish you all well in finding out the best way to meet your residents and your teams needs. Keeping the home team happy to cover is one of the greatest gifts a manager can have.

All the Best,

Lynda

The factors surrounding working in any sector seem to be changing all the time, and at record pace especially now. Fields that may have been the same for decades are now shifting monumentally due to many variables, including new tech, automation, economic pressure on employers, and population demographic shifts. As such the factors that may contribute to carers leaving the workforce in the UK may constantly be shifting, however one outcome seems to be constant: Carers and other health care professionals are leaving the sector. Why? How can we stop this from happening? Read to learn more:

Why are Carers leaving the Care sector?

1. Low pay: Caregiving jobs, particularly in sectors such as social care, often have relatively low wages. Many carers find it financially challenging to sustain themselves and their families on such wages, which can lead to dissatisfaction and attrition. Recent studies show that 1 in 5 Carers in the UK hold multiple jobs just to make ends meet.
2. High workload and stress: Carers often face demanding work environments that require physical and emotional stamina. They may need to care for multiple individuals with complex needs, work irregular hours, and experience high levels of stress. The demanding nature of the job can lead to burnout and job dissatisfaction, especially when the compensation is subpar, and carers face financial hardship on top of their job stress.
3. Lack of career progression: Some carers may perceive limited opportunities for career advancement and professional development in the caregiving sector. This can be demotivating for those who aspire to grow in their careers and seek better prospects.
4. Insufficient support and resources: Inadequate support from employers, including limited training opportunities and lack of necessary resources, can affect carers’ ability to perform their jobs effectively. This can contribute to job dissatisfaction and the decision to leave the workforce. Many times carers feel stuck because they don’t hold or effectively “own” their own training documents, even though they have completed the training. This makes it harder for them to switch work places or look for better work opportunities.
5. Work-life balance: Balancing caregiving responsibilities with personal life can be challenging, particularly for those with families or other commitments. The lack of flexible working arrangements and the difficulties in managing personal and professional obligations can influence carers’ decisions to leave the workforce.
6. Emotional toll and compassion fatigue: Caring for individuals with chronic illnesses, disabilities, or elderly individuals can be emotionally challenging. Carers may experience compassion fatigue, a state of physical, emotional, and mental exhaustion, which can impact their well-being and job retention. Read about Gabby’s story to get a raw insight on the importance that a carer can play in someone's life and even death. Although Gabby is a champion, and her compassion and love keeps her emotionally strong to keep helping those who need her, this level of need and support is exhausting and mentally taxing for many.

How can we keep Carers in the Sector?

We can all agree that keeping health care professionals in the healthcare sector is important. So how do we make it work? How can we stop Carers from leaving the sector when it seems that we’ve let the issues run amok too long. Is it too little too late? The answer to that is not simple, and unfortunately if we don’t take action it might be too late. But not all hope is lost! Let’s take a look at the ways that we can foster a better future for workers in care.

1. Higher Wages & Income Stability: Plain and simple – Carers need higher wages so they can make a liveable wage. It will only be ok when we reach a point that carers can work 35 to 40 hours a week, and make ends meet financially. Employers need to prioritise creating this environment for their carers, as as well as the temp carers they source through agencies or through online marketplace platforms like Click Shifts. Read more about why it’s important to avoid low cost agencies here.
2. Training & Career Progression Opportunities: When carers feel that they have a real possibility at an upward trajectory in terms of their career, whether its higher pay, continuing education, or promotions, they will choose to stay in the care sector even if the job is tough. Employers need to foster environments that support and promote these opportunities for their staff.
3. More supports physically and emotionally: Being a carer is a tough job, mentally and physically. We need to create systems that prevent burn-out and injuries on a more personal level. Less “this procedure is in place to appease insurance purposes” and more “we care deeply about your well-being as our employee and as a person”. When carers feel that someone is looking out for them – that someone is caring for them while they are on the front line, they will be more efficient and happy in their role.
4. Easy Digital Access to documents and certificates: Imagine doing an apprenticeship where you were trained on the job, and then when you were given an opportunity elsewhere, you couldn’t take proof with you about your previous training. Having a national digital database that lists your trainings & certifications would be a tremendous boost to the autonomy that professional carers would have when it comes to their own career and data. Sure you can own these certificates as manual cards and keep tabs on everything yourself…but why should this still be an obstacle when we have the tech options we have available today. Not to mention it seems that the Nurses and other health professionals have this kind of a digital system in place already. Why is the care sector so archaic?

New Tech is the Answer to the Care Sectors Shortcomings

It seems daunting to look at a list like the one above. The suggestions impossible, far away, and not applicable to the situation at ground level.

“It’s not in the budget to pay carers a higher wage”

“I will opt for the cheap cost care agencies because that’s all we can afford”

Let’s take a step back and think innovatively. If the old system is broken and unsustainable, it needs to be reworked. Enter Flourish. Exactly designed for this purpose, born out of necessity, Flourish's 'Click Shifts' is an online platform designed to be a marketplace that brings together Employers and Carers. Carers stay in control of their hours, rate of pay, & travel radius, and Clients can offer jobs to carers of their choice. Negotiations can take place of course, and this is a great example of the organic way in which the platform fosters a new structure in staffing. No more agencies dictating prices and underpaying Carers.

All the points for improving the care sector are met with Flourish.

1. Higher wages and income stability: Carers can set the rate they want, and choose the hours they want. With a little bit of hustle and organization, Carers can essentially create a dream work schedule with clients of their liking. Work as much or as little as you want. Take vacation when you need.
2. Training and Career Progression Opportunities: Flourish has an extensive choice of training programs, courses, and learning opportunities for both Carers and Clients through Click Learning. When you join the Flourish bubble, you will have access to an abundant source of information that can accelerate your career in care and beyond. What’s more, once you earn your certifications, you immediately have access to them so you can put them towards new employment opportunities if need be.
3. More support: Flourish is a network, and with that network comes a large support system that is in place to hold you up when you feel down. We want nothing but success for all Health & Social Care Employees and Employers – after all, you keep the cogs turning in this behemoth of a Care sector. Join the Flourish family and find out what it means to work together to make care work for all.

New surroundings, people, or routines, can be difficult for someone with dementia. Here are some steps you can take to help anyone with dementia feel more comfortable in new situations and new surroundings.

New Clothing Might Agitate: Keep Them Comfortable and in Preferred Style Clothing

Clothing styles that are simple, comfortable, and easy to put on and take off are recommended for people with dementia. Some specific features to consider include:

• Velcro closures instead of buttons or zippers
• Elastic waistbands or drawstring pants
• Slip-on shoes or shoes with Velcro closures
• Avoiding clothing with small, fiddly parts like ties or belts

It’s also important to keep in mind the individual’s personal preferences and to choose colours and styles that they like and feel comfortable in. Comfort is key, as people with dementia may become agitated or distressed if they feel uncomfortable or unfamiliar with their clothing.

Redecorating? Keep Familiar Furniture: Keep their physical surroundings recognizable and safe for them

When choosing furniture for a person with dementia, safety and comfort should be the primary considerations. Some specific features to consider include:

• Sturdy and stable construction to prevent tipping or falling
• Armrests and non-slip surfaces for added safety and support
• Adjustable heights for chairs and beds to accommodate changing mobility needs
• Easy-to-grip handles on doors and drawers
• Non-toxic finishes and materials to reduce the risk of ingestion

In addition to safety and comfort, furniture should also be chosen with the person’s individual preferences and needs in mind. For example, a person who likes to read might benefit from a comfortable reading chair, while someone who likes to spend time outdoors might benefit from a sturdy outdoor rocking chair.

It’s also important to create a homelike and familiar environment, using familiar items and familiar colours and patterns to help create a sense of comfort and stability for the person with dementia.

Home Features That Can Help Keep Someone with Dementia Safe

There are several home features that can be installed to help support someone with dementia, including:

1. Non-slip flooring: Installing non-slip flooring can help prevent falls and improve safety.
2. Grab bars: Installing grab bars in the bathroom and other key areas can help provide support and stability.
3. Stairlifts: Installing a stairlift can help someone with dementia safely navigate stairs and maintain independence.
4. Illuminated light switches: Installing illuminated light switches can help a person with dementia locate them more easily.
5. Large-print or digital clocks: Installing large-print or digital clocks can help a person with dementia keep track of time.
6. Door alarms: Installing door alarms can help prevent wandering and ensure the safety of a person with dementia.
7. Door locks: Installing locks or latches on doors can help prevent wandering and ensure the safety of a person with dementia.

It’s important to consider the individual’s abilities and limitations, as well as their home environment, when choosing and installing home features to help someone with dementia. The goal should be to create a safe, comfortable, and familiar environment that promotes independence and well-being.

Hiring External Care? How to Introduce a New Carer to Someone with Dementia

Introducing a new carer to someone with dementia can be a challenging process, but there are several steps you can take to make it as smooth as possible:

1. Prepare the person with dementia: Before the introduction, explain to the person with dementia that a new carer will be joining them and provide them with some basic information about the new carer, such as their name and role.
2. Make the introduction in a familiar setting: Choose a familiar setting, such as the person’s home or a community room, to make the introduction.
3. Encourage the person with dementia to be involved: Ask the person with dementia if they would like to participate in the introduction, such as shaking hands or offering a smile.
4. Allow the person with dementia to take the lead: Let the person with dementia take the lead in the introduction, and try to respond to their cues and actions.
5. Provide a sense of comfort: Offer the person with dementia a familiar item or a snack to help provide a sense of comfort and security.
6. Introduce slowly: Take your time and allow the person with dementia to get to know the new carer gradually. Start with short visits or activities and gradually increase the amount of time spent together.
7. Encourage the person with dementia to share: Encourage the person with dementia to share their preferences, likes, and dislikes with the new carer.

It’s important to be patient and understanding during the introduction process, as it can take time for a person with dementia to build trust and form a relationship with a new carer. A positive and supportive introduction can help ensure a smooth transition and improve the quality of care for the person with dementia.

Every case is different, since every person’s experience with dementia is a different journey. Ideally, you need to take into account the individual’s specific needs and make changes as needed. Take it one day at a time, and don’t be discouraged!

Dealing with a terminal diagnosis can be a difficult and overwhelming experience. It’s natural to feel a range of emotions, including sadness, fear, and hopelessness. However, there are ways to cope with these feelings and maintain a sense of hope and purpose.

Roselock Ltd is a dedicated care provider committed to offering high-quality support to its residents. To ensure this continued support, Roselock Ltd needed a comprehensive, flexible training solution to equip staff with essential knowledge and skills. In June 2022, they partnered with Flourish to enhance their training processes via their eLearning platform, Click Learning.

Identifying the Need for Change

Prior to using Click Learning, Roselock Ltd predominantly relied on face-to-face training sessions. While effective in some respects, this approach had significant limitations. Only 12 candidates could be trained at a time, which was not cost-effective for a staff size of up to 70. Additionally, new staff members often had to wait extended periods before the necessary training was available.

Recognising these challenges, they sought a training provider that could offer a diverse set of courses, accessible on-demand, to meet both mandatory requirements and specific needs as they arose.

The Shift to Click Learning

The transition to Click Learning significantly enhanced Roselock Ltd's training capabilities. Click Learning was recommended by the Care Providers Voice (CPV), an organisation we have proudly worked with for many years, and which currently has 8,183 active users.

With Click Learning, Roselock Ltd has accessed a wide range of courses essential for their staff's development. Mandatory courses are readily available for all staff, and optional courses are allocated based on specific needs.

An example of when this flexibility was particularly useful occurred when a resident was discharged from the hospital with a catheter. Louise Brian, Care Home Manager, was able to allocate Catheter Care training immediately to all her staff so that they had the knowledge to support the resident. This immediate access to specialised training ensured staff could provide high-quality care without delay.

Another significant advantage of Click's courses is their interactive nature. Louise Brian highlighted, "It's very interactive and not just written text; this helps staff to stay focused. Staff members appreciate the engaging content, which helps them retain information better."

Managerial Insights and Benefits

For managers, Click Learning offers invaluable tools for tracking and managing staff progress. Louise highlighted the platform's efficiency: "From a manager's point of view, I like Click Learning as I have a weekly update sent to my email so I can keep up to date with the staff progress. It also colour codes the staff progress as an easy guide."

This feature has empowered managers to tailor their training matrix to suit individual staff and resident needs. Louise further noted, "Being able to allocate training as needs lead and to tailor the training matrix to suit my individual staff and residents has been transformative."

Positive Feedback and Impact

The feedback from Roselock Ltd's staff has been overwhelmingly positive. The platform's user-friendly design and comprehensive content have transformed their approach to training and development. "I like that the information is very detailed," said one support worker, illustrating the depth and quality of the courses.

Another support worker shared, "I can access the training in my own time," highlighting the convenience and flexibility offered by Click Learning.

Staff members have embraced the flexibility and depth of training provided by Click Learning, resulting in enhanced competence and confidence in their roles.

Conclusion

Roselock Ltd's experience with Click Learning showcases the transformative impact of tailored and engaging eLearning solutions in the health and social care sector. The team at Roselock Ltd highly recommends Click Learning to other organisations. The flexibility, range of courses, and user-friendly platform have significantly improved their service delivery.

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Over the past few years, the education sector has been facing significant recruitment and retention challenges. In fact, recent reports show a significant rise in the number of teachers leaving education, with an estimated increase of 44% in 2022/23 compared to the previous year.

Exacerbated by increased workload pressures post-pandemic, teachers' working hours have significantly increased, and despite the government supposedly prioritising workload reduction, the rising hours suggest a challenging road ahead.

The increased workload and extended hours, alongside other factors, have had a huge impact on teachers' mental health and wellbeing. The pressures of the job have intensified, leading to higher levels of stress, burnout, and even mental health issues among educators. It is crucial to address these challenges not only to support teachers and improve recruitment and retention but also because of the impact their wellbeing has on their ability to effectively teach and support their students.

Why is the education sector facing recruitment and retention challenges?

There are several key recruitment and retention challenges facing the education sector.

High Levels of Stress and Burnout:

The pressures associated with teaching, especially in the context of behaviour management and pastoral care, are leading to high-stress levels and burnout. Fewer than 40% of school staff feel confident in their roles, a dramatic decrease from 79% in 2020. The relentless demands of the job are taking a toll on educators' mental health, driving many to leave the profession prematurely. In fact, 91% of teachers felt their mental health had been negatively affected by their jobs in the past 12 months, highlighting the urgent need for changes to address these challenges.

Classroom Behaviour:

Disruptive classroom behaviour is a significant factor contributing to teacher stress and burnout. A recent survey shows that a shocking 62% of teachers said that they are currently, or have previously, considered leaving the profession because of poor pupil behaviour.

Long Working Hours:

Teachers in England also consistently work longer hours than people in other professions. In fact, recent reports show that teachers' workload and working hours are the main reasons for the increasing number of those considering leaving the profession. With rising demands and insufficient compensation, the education sector is struggling to maintain a reliable workforce.

Salary:

Salary is another factor affecting recruitment and retention. Teachers’ pay has grown more slowly than pay in the rest of the labour market since 2010/11, making the profession less competitive. In 2023/24, teachers' pay was 12 percent lower in real terms than in 2010/11. This was 15 percentage points lower than average UK earnings growth over the same period, a wider gap than in 2018/19, just before the pandemic. The lack of competitive pay makes it challenging to attract and retain talented educators.

Inadequate Training and Professional Development:

Teachers have also reported inadequate training and ongoing professional development, exacerbating feelings of inadequacy and stress. Without robust support systems to help teachers cope with the demands of their roles, they struggle to manage their responsibilities effectively, further contributing to the retention crisis.

The Effect on Teacher Wellbeing and Mental Health

With teachers facing so many challenges within their roles, it's no surprise that many of them are reporting mental health challenges. A third of teachers are experiencing burnout, with more than half having difficulty sleeping and almost four in five saying they are stressed.

These high-stress levels and burnout are directly linked to recruitment and retention issues. Excessive workloads, combined with the pressures of behaviour management and pastoral care, are leading to significant mental health challenges.

However, not only are the teachers negatively affected by the sector's issues, but they are also impacting students. Teacher wellbeing is crucial for maintaining high teaching standards. Stressed, overwhelmed teachers are less able to engage effectively with students, impacting the quality of education. In a study conducted by Leeds Beckett University, most teachers admitted that their mental wellbeing affects their performance as an educator, especially their classroom teaching ability.

Creating an environment where teachers feel supported and valued is essential for the success of our education system. This need for change is to protect teachers and their mental health and prevent adverse effects on students.

Impact on Vulnerable Children

The implications of teacher wellbeing and retention are particularly significant for vulnerable children. The constant changes in teaching staff result in a lack of continuity in education, which is particularly detrimental to vulnerable children who require stable and consistent support to thrive academically.

The relationship between pupils and teachers is central to school life and pupil outcomes in terms of attainment, classroom behaviour, teachers' sense of fulfilment and commitment, and pupils' emotional health. Pupils learn through social interaction, not just knowledge transfer. Social interaction in the classroom of a stressed, overwhelmed, unsupported teacher is distinctly different from that of a supported teacher with a strong sense of professional autonomy and self-efficacy.

In the long term, disruptions can have severe consequences for vulnerable children, including lower educational attainment, increased behavioural issues, and a higher risk of mental health problems. These outcomes not only affect individuals but also have broader societal implications. We risk continuing cycles of disadvantage and underachievement among the most vulnerable by failing to provide a stable educational environment.

Research by the Centre for Economic Performance (CEP) has shown that the influence of individual teachers on pupils' mental health is as significant as their influence on academic test scores. This highlights the impact a teacher's mental health has on their effectiveness in the classroom and in turn, the wellbeing of students.

Trauma-Informed Training as a Key Solution

Disruptive behaviour in the classroom is both challenging for teachers and detrimental to students. Given its significant impact on teachers' wellbeing, it is crucial to address the underlying reasons behind it. If teachers can recognise and address the causes of disruption more comprehensively and feel equipped to do so, then that will help improve classroom behavioural management and, therefore, reduce stress and workload.

We often assume that disruptive pupils are simply being naughty. However, it is rarely that simple. This behaviour often stems from underlying issues such as attachment problems and trauma. Recognising this complexity is key to addressing the problem effectively.

One effective strategy to support teachers and manage classroom disruptions is through trauma-informed training. Understanding that disruptive actions often indicate trauma can transform behaviour management. By equipping teachers with the skills to identify and respond appropriately, we can improve classroom dynamics and reduce teacher stress.

Flourish offers trauma-informed training led by specialists. The training covers essential areas attachment and trauma, strategies for reducing exclusions, and emotionally-based school avoidance.  These courses provide a comprehensive approach to addressing the challenges faced by educators today. By understanding and addressing the root causes of disruptive behaviour, teachers can create a more supportive and stable classroom environment, helping vulnerable students to thrive academically and emotionally.

While trauma-informed training is not a solution for every issue related to recruitment and retention, it can significantly alleviate the challenges that drive many teachers to leave due to student behaviour. Reducing the daily stresses associated with managing challenging situations supports teachers' mental health, contributing to their job satisfaction and retention.

Government and Policy Support

The government has introduced several measures aimed at improving teacher recruitment and retention. On 15 January 2024, the new measures announced set out how they would initially tackle this problem. These include £1.5 million of new investment to deliver a three-year mental health and wellbeing support package for school and college leaders, providing professional supervision and counselling to at least 2,500 leaders.

The government is also committed to publishing new guidance for schools—expected to be completed this year—on how to prevent and tackle bullying and harassment of school staff. These measures have been announced after extensive consultation with school leaders and teachers around the improvements they believe will ensure that teaching remains an attractive and rewarding profession.

Separately, the Workload Reduction Taskforce has agreed on early recommendations to help reduce teacher workload and encourage education staff wellbeing. The task force aims to reduce teachers' and leaders' working weeks by five hours within the next three years.

Recommendations

Whilst the government has provided some funding to help staff wellbeing, significant gaps remain. More comprehensive and sustained policy support is needed to address the root causes of the recruitment and retention crisis. This includes better school funding, more robust support systems for teachers, and systemic changes to reduce workload and improve working conditions.

Research has shown that excessive workload and lack of work-life balance are critical drivers of poor mental health among teachers. Addressing teacher workload would lead to better retention in the sector, creating a more stable learning environment for students.

While it is encouraging that the Workload Reduction Taskforce has made early recommendations to help reduce teacher workload and promote staff wellbeing, more needs to be done from a government perspective such as:

• Mandating a cap on the number of hours teachers can work each week.
• Providing additional funding for schools to enable senior leaders to properly resource schools with staff such as administrative staff and teaching assistants to reduce the burden on teachers.
• Providing increased school funding to enable senior leaders to properly resource schools with staff and
• Investing in technology and training that streamline administrative tasks and improve efficiency.
• Boosting funds for teacher CPD to support them to feel better equipped to deal with the increasing levels of complex student need and disruptive behaviour.

One of the most important recommendations for supporting teachers' mental wellbeing and in turn, reducing the recruitment and retention issues within the sector is establishing robust mental health support systems. Senior leaders in schools need to be supporting staff and putting measures in place to reduce burnout and enhance wellbeing. Fostering an environment where teachers feel valued and supported is essential for their wellbeing and retention. A suggestion would be that schools assign a senior leader whose responsibility is to improve wellbeing and reduce workload.

Conclusion

The recruitment and retention crisis in education is a complex issue with significant implications for teachers and children. Addressing this crisis requires comprehensive and sustained efforts at both the policy and school levels.

We can significantly improve teacher wellbeing by implementing effective policy-level solutions and fostering supportive school environments. This, in turn, creates a stable and nurturing educational setting, essential for the development and success of all students, particularly vulnerable children, ensuring a brighter future for the entire education sector.

A looked-after child is one that their local authority has cared for over 24 hours. This care can be due to neglect, abuse, or other challenging family circumstances. These children often face unique challenges that require specialised support and intervention.

In this blog, we will talk about looked after children. We will discuss the types of care they can receive. We will also explore how trauma affects them. Additionally, we will explain why education and training are important for those who work with them.

What are Looked After Children?

Looked after children, also referred to as children looked after, are those whom local authorities have taken into the care system. This usually occurs because their birth family cannot provide a safe and nurturing environment.

A child stops being 'looked after' when they are adopted, return home, or turn 18. However, local authorities across the UK must support children leaving care at 18 until they are at the age of 21. This support may include allowing them to continue living with their foster family or offering other forms of assistance to help them transition into independent living.

Types of Looked After Children

Looked after children and young people come from a wide range of backgrounds and have diverse needs. Understanding these differences is crucial for providing the right support. Here, we outline the various types of looked after children:

Children Who Have Experienced Abuse or Neglect

Authorities have removed many looked after children from their homes due to severe neglect or abuse. These children often have complex emotional and psychological needs as a result of their experiences. Children in these situations may experience long-term mental health issues and require ongoing support.

Children with Challenging Behaviour

Some looked after children exhibit challenging behaviours, such as aggression or defiance, stemming from past trauma or behavioural conditions. Specialised care and intervention are crucial for supporting these children effectively and improving their long-term outcomes.

Children with Disabilities or Special Educational Needs

A subset of looked after children have physical disabilities, learning disabilities, or special educational needs. These children require tailored care plans that accommodate their specific requirements and support their educational and developmental progress, often involving multiple education settings and relevant child services.

Children from Ethnic Minority Backgrounds

Looked after children come from diverse ethnic backgrounds, each with its cultural and religious needs. Providing culturally sensitive care that respects and incorporates their heritage is essential for their sense of identity and belonging and is part of effective corporate parenting.

Unaccompanied Asylum-Seeking Children (UASC)

Unaccompanied asylum-seeking children are those who have arrived in the country without a guardian. These children face unique challenges, including language barriers, trauma from their journey, and the need for legal and social support. Their care often involves creating a pathway plan to help them navigate the care system and their new environment.

Types of Care for Children

Several types of care are available for children who are in foster care. We designed these options to meet the diverse needs of looked after children and ensure their well-being. The most common types of care include:

Foster Care

Foster care is the most common form of care for looked after children. In this setting, children live with foster carers who provide a family-like environment. Foster care can be short-term or long-term, depending on the child's needs and the goal of their care plan. Foster carers play a crucial role in offering stability and support, helping children achieve better outcomes.

Residential Care

Residential care involves children living in a residential home with professional staff. Social workers often use these settings for children with complex needs or challenging behaviour that may be difficult to manage in a foster home. Residential care provides a structured environment with access to specialised support services, which is vital for addressing mental health and behavioural issues.

Kinship Care

Relatives or close family friends look after children in kinship care, also known as family and friends care. This type of care helps maintain familial bonds and provides a sense of continuity and familiarity for the child.

Adoption

Families legally adopt children as a long-term solution. This provides a permanent and stable home for the child. Adoptive families take on all parental responsibilities and rights, ensuring the child has a stable and supportive environment to grow up in.

Short-Term and Emergency Care

Short-term and emergency care provide immediate and temporary placements for children who need urgent care. This type of care ensures the child's safety and well-being while we make long-term arrangements. It includes respite care, which offers short breaks for existing carers.

Therapeutic Care

Therapeutic care caters to children with significant emotional or behavioural issues, often stemming from trauma. This type of care involves specialised therapeutic interventions and support, often provided in a residential or foster care setting. Therapeutic care aims to address the child's mental health needs and support their overall development.

Supported Lodgings

Supported lodgings are a type of care for older looked after children, usually aged 16-21, who are preparing for independence. In supported lodgings, young people live in a supportive environment where they can develop life skills and transition gradually to independent living. This support extends to the age of 25 if they are in education or training.

Where Might Looked After Children be Living?

Looked after children may live in various environments depending on their individual needs and circumstances. These can include:

• Foster Homes: Providing a family setting with foster carers.
• Residential Homes: Offering structured environments with professional care.
• With Relatives: Sometimes children live with family members under a kinship care arrangement.

How does Trauma Affect Looked After Children?

Trauma can profoundly affect looked after children. Experiences of abuse, neglect, or instability can lead to a range of mental health issues, including anxiety, depression, and post-traumatic stress disorder (PTSD). These issues can significantly impact their behaviour, relationships, and educational outcomes. Addressing trauma through mental health services is crucial for helping these children heal and thrive.

Looked After Children in Education

Education plays a vital role in the lives of looked after children. Schools and other education settings provide not just academic learning but also stability and routine. However, these children often face barriers such as frequent school changes, gaps in their education, and emotional difficulties. Specialised support and tailored educational plans are essential to help them succeed.

What is a Care Leaver?

A care leaver is someone who was in care on their 16th birthday and has been under care for at least 13 weeks since turning 14. For those aged 16 and 17, local authorities or Health and Social Care Trusts cover the costs of accommodation, food, utility bills, other living expenses, and travel expenses for education and training. For care leavers aged 18 to 21, they are eligible for UK welfare benefits, such as housing benefit.

What Happens When Looked After Children Leave Care?

When looked after children leave care at 18, they often require continued support to help them transition to independent living. Local authorities provide this support, which may include helping them find housing, employment, or further education opportunities. This support, part of corporate parenting responsibilities, is crucial for helping young people build a successful future.

A personal adviser helps develop a pathway plan to navigate this transition, ensuring that they have the necessary resources and guidance until they turn 21 or up to 25 if they are in education or training. This continued support is vital for helping young people thrive after they have left care.

Looked After Children Training

Looked after children training enhances understanding of the challenges faced by vulnerable children in social care. Whether you are a social worker, foster parent, or another care professional, this training equips you with the essential knowledge and skills you will need when working with looked after children to achieve positive outcomes for looked after children effectively.

Flourish meticulously crafts its children's services training to create a nurturing and supportive environment where children can heal, recover, and flourish. Our expert-led training programmes are ideal for professionals in child social care, foster care, adoption, and residential childcare who are providing support for looked after children.

Thank you for to everyone who joined the Flourish 'Making Care Work: Recruitment & Retention Webinar' in June 2024.

We heard from leading experts in social care, Neil Eastwood, Mark Topps, and Damien Wilkins, as they provided a masterclass on practical solutions for addressing the sector's issues with recruitment and retention. You can watch the full 'Making Care Work: Recruitment & Retention Webinar'
below.

The Speakers

Neil Eastwood

CEO Care Friends

Damien Wilkins

Manager, Care Character

Phil Hitchcox

Director Flourish

Mark Topps

Co-Founder, The Caring View

Residential childcare is a form of group care provided for children who cannot live with their families. These settings can include foster care, children's homes and residential schools. These facilities aim to provide a therapeutic environment where vulnerable children receive individual attention, support, and education tailored to their personal experiences and challenges. Moreover, the goal is to create a stable and nurturing environment that helps prepare children for a successful transition to adulthood.

What is a Looked After Child?

A "looked after child" refers to a child placed in the care of the local authority. Whether through voluntary agreement with parents or by a court order. This term encompasses those in foster care, living in children's homes, or also those receiving care under other residential settings. Many of these children have experienced significant trauma. This includes physical and sexual abuse, neglect, or other forms of maltreatment. Therefore meaning they require support from well-trained, compassionate residential childcare workers.

What is a Residential Childcare Worker?

A residential childcare worker is a trained professional who cares and supports children and young people living in a residential care setting.

Residential Child Care Workers' Roles and Responsibilities

Residential childcare workers play a crucial role in the lives of children staying in residential care facilities.

Their responsibilities range from daily care activities, such as meal preparation and supervision, to more complex tasks like implementing individual care plans and conducting therapeutic interventions. Building positive relationships with children is a core aspect of their role, helping to create a supportive and trusting environment. They also work closely with children face to face to build trust and provide a sense of stability and safety.

What Makes a Good Residential Child Care Worker?

A good residential childcare worker meets the fundamental care needs of children but also plays a pivotal role in their overall development and emotional well-being.

The best residential youth workers exhibit a combination of compassion, resilience, and patience. They tend to be naturally empathetic, communicative and supportive. These qualities are essential for dealing with the complex issues faced by looked after children. They focus on promoting positive behaviour among the children. Therefore helping them develop healthy coping mechanisms and social skills.

Professional training, such as a Level 3 Diploma for Residential Childcare, equips these workers with the skills needed to provide high-quality care and support effectively.

Aims and Objectives of a Residential Childcare Service

A residential childcare service aims to safeguard vulnerable children, providing them with safety, protection, stability and continuity. These services also aim to foster education and skill development for children and young people in their care. They do this by providing a homelike environment that supports the health, education, and emotional development of each child. As well as preparing them for adulthood; and, whenever possible, reintegrating them with their families or preparing them for adoption.

Types of Residential Childcare

There are various types of residential care for children. Furthermore, professionals use different interventions to assist children with specific needs. These interventions provide customised support to help children develop and integrate into society. They include:

• Children's Homes/Group Care: General care homes accommodating children of various ages and needs.
• Boarding School Residential Houses: Living and socialising spaces for pupils located within their school premises.
• Specially Commissioned Provision: Provides individual placements for children who cannot be safely housed with peers or when no suitable facility is available.
• Therapeutic/High Support Units: Facilities for children with complex needs who require specialised support such as therapy and tailored education.
• Secure Care: Facilities for children who pose a risk to themselves or others, or have committed offences, featuring secure, locked environments.
• Supported Accommodation for Independence: Living arrangements designed to prepare older adolescents for independent living, often with group settings and supportive resident or non-resident staff.

What is a Compulsory Supervision Order?

A compulsory supervision order is a legal order in the UK that places a child under local authority's supervision for their own safety. It can dictate that the child remains at their current residence, lives with a relative, or moves to a residential care setting. Local authorities use these orders when a child needs additional protection or support.

What is a Children's Home?

A children’s home is a residential home that provides care for children who do not live with their families. These homes offer a safe, stable and supportive environment where highly trained staff members including social workers and support workers work closely with each child to ensure their emotional, educational and physical development. children can grow and thrive. Staff in children's homes closely work with each child to ensure they comprehensively meet their specific needs—whether educational, health-related, or emotional.

What is Kinship Care?

Kinship care, also known as connected persons or family and friends care, is where children are looked after by people they already know. This could be other relatives or family friends that are not their biological parents. People consider this form of care when it is in the best interest of the child to live with someone they know and trust. Rather than in traditional residential care settings.

What is Foster Care?

Foster care is a way of offering children and young people a home if their own family cannot look after them. Foster carers offer a family-like setting, which helps in maintaining a sense of normality and security for the child. The goal is to support the child until they can return home or move to a permanent solution.

What is a Houseparent?

A houseparent is a live-in care provider at a residential school or group home facility. They act as a ‘parental figure’ within residential settings, managing the day-to-day operations of a home while providing care, supervision, and support to the children. Houseparents play a crucial role in creating a familial atmosphere and are central to the emotional and physical well-being of the children.

What is a Residential School?

Residential schools are a place that provides both education and living accommodation for children and young people. These schools are particularly beneficial for looked after children. Offering a stable environment that integrates education with life skills training to prepare them for the future.

Group Living in Residential Childcare

Group living in residential childcare is where a group of children or young people live together in a residential setting under the supervision and care of residential care workers.

This type of care offers unique opportunities for children to form relationships with others who have similar backgrounds. Furthermore, this communal living helps develop social skills. As well as provides a network of support, mimicking a family-like structure which is essential for emotional development.

CARE Model (Children and Residential Experiences)

The CARE model is a research-based framework developed at the Residential Child Care Project at Cornell University. Caregivers use it in residential care for children to improve interactions with them. It focuses on 6 principles:

• Developmentally focused
• Family involved
• Relationship based
• Competence centred
• Trauma informed
• Ecologically oriented

Residential Childcare Courses

Residential childcare courses equip individuals with the knowledge and skills necessary to work effectively in residential care settings for children.

At Flourish, we offer courses tailored for individuals in social care who are working with children and young people in residential care. These courses enhance your understanding of the development of vulnerable children. As well as, equip you with the skills to provide better support, and help promote positive behaviours.

Expert practitioners deliver our residential childcare training, specifically designed for those caring for children and young people in residential settings. This training supports the attainment of the mandatory Level 3 Diploma in Residential Childcare. Therefore, ensuring caregivers are well-prepared to meet the needs of their charges effectively.

Some of the courses available include:

• Promote Effective Communication in Residential Childcare
• Conflict Management
• Managing Allegations
• Promoting a Therapeutic Environment in Children's Residential Care Homes
• Risk Management in Residential Childcare
• Safeguarding Children & Young People in Residential Childcare

Conclusion

Ultimately, the impact of a highly trained and compassionate residential child care worker can be life-changing for a child or young person.

If you’re interested in developing your knowledge and contributing to the well-being and future success of looked after children, then explore our selection of residential training courses.

How Flourish is supporting you with the New Level 2 Care Certificate Qualification

Things are changing in the world of adult social care! With 54% of direct care workers currently lacking a qualification at Level 2 or higher, the upcoming launch of the new Level 2 Adult Social Care Certificate qualification will establish a baseline standard across the industry. Fully accredited to ensure quality and recognition by employers, this new qualification aims to support care workers in gaining valuable skills and knowledge in adult social care.

In line with this news, Flourish is excited to introduce our new fully remote Level 2 Care Certificate qualification and accompanying eLearning courses. Our courses aim to equip care professionals with advanced skills and a formal qualification that reflects the latest standards and best practices in adult social care.

Background on the Care Certificate

The Care Certificate was first introduced in 2015 by Skills for Care, Health Education England, and Skills for Health. It set out to establish a unified standard of training for new workers in the health and social care sectors, covering 15 essential standards. However, recent developments have seen the Care Certificate evolve into a formally recognised Level 2 qualification.

The Transition to the Level 2 Certificate

In 2021, The Department of Health and Social Care (DHSC) committed to reviewing the current Care Certificate delivery model, addressing its challenges, and defining its future role in the sector. In 2022, they engaged PA Consulting, Skills for Care, and the Social Care Institute of Excellence to begin this review. After a thorough discovery and engagement process, it was decided that the Care Certificate would be established as a formal Level 2 qualification in adult social care.

In March 2023, DHSC recommended that the content be developed to reflect best practices without significantly altering existing standards.

The transition to the new Level 2 qualification is part of a broader initiative to enhance the quality and consistency of training within the sector. It addresses the need for a standardised approach that reduces redundancy in training and recognises the professional career path within adult social care. The updated certificate covers critical areas such as personal well-being, equality, diversity, digital skills, and more—ensuring a well-rounded foundation for all care workers. It is open to all eligible direct care staff aged 19+.

What's involved in the Level 2 Qualification?

The new Level 2 Adult Social Care Certificate qualification covers a wide range of essential standards for effective practice in the sector. Learners will need to demonstrate proficiency in key areas, including:

• Standard 1: Role comprehension
• Standard 2: Personal growth
• Standard 3: Duty of care
• Standard 4: Promoting equality, diversity, inclusion, and human rights
• Standard 5: Person-centred approaches
• Standard 6: Effective communication
• Standard 7: Upholding privacy and dignity
• Standard 8: Nutrition and hydration management
• Standard 9: Understanding mental health, including dementia
• Standard 10: Adult safeguarding principles
• Standard 11: Child safeguarding protocols
• Standard 12: Health and safety, including basic life support
• Standard 13: Information management
• Standard 14: Infection prevention and control
• Standard 15: Insight into learning disabilities and autism

To successfully achieve the Level 2 Certificate, learners must complete 30-36 credits and dedicate up to a maximum of 369 Total Qualification Time (TQT) hours. The qualification will take about 6-8 months to complete.

Why is this new qualification important?

In the past, the delivery of the Care Certificate standards has varied significantly across different organisations, leading to inconsistencies in how training and assessments are administered. This lack of uniformity often meant that new staff, who had already completed the Care Certificate, were required to redo their training when moving to a new employer. The new Level 2 Adult Social Care Certificate qualification aims to standardise training delivery and enhance the portability of credentials across the sector.

Launch and funding

The Department of Health and Social Care will allocate up to £53.91 million to support 37,000 individuals in completing this qualification, with up to £1,500 available per learner and reimbursements available for adult social care employers. This initiative emphasises the value of the new qualification and significantly mitigates the cost burden on employers.

However, a recent update from DHSC on the 29^th of May, has confirmed that this funding will be put on pause during the General Election period.

While we’re disappointed that the funding won’t be available as planned at the beginning of June, we're still planning to launch our qualification on this date as we firmly believe that the Adult Care Certificate will be a valuable tool in helping to raise standards and professional outcomes within the care workforce.

When the funding for the Level 2 Adult Social Care Certificate qualification does become available, it can be accessed via the Adult Social Care Training and Development Fund. Employers can apply for reimbursement up to a maximum of £1,500 per learner towards training course costs through a new, user-friendly digital service.

The Digital Skills Framework, a free resource funded and strategically led by the NHS Transformation Directorate, supports the enhancement of digital skills across the sector. This streamlined process ensures employers can easily access funding in regulated or non-regulated settings and register on the Adult Social Care Workforce Data Set.

Eligibility for funding extends to adult social care employers in regulated and non-regulated settings. However, employers must be registered on the Adult Social Care Workforce Data Set to benefit from the funding. Upskilling is essential for enhancing the standards and capabilities of our care workforce, making this an ideal time for employers to do so.

For 2024, eligible adult social care (ASC) employers in England can claim staff training costs from the Adult Social Care Training and Development Fund.

To be eligible providers must:

• Provide an adult social care service
• Directly employ care staff in England
• Have completed the Adult Social Care Workforce Data Set (ASC-WDS).

How will the qualification align with other mandatory training requirements, competency sign-off, recommendations and developments in the sector?

The Level 2 Adult Social Care Certificate is designed to enhance employer support, training, professional development, supervision, appraisal, and induction.

The learning outcomes in this qualification have been updated to include greater awareness of learning disabilities and autism.

These updates align with the Core Capabilities Frameworks for supporting people with a learning disability and autistic people. Additionally, the final Oliver McGowan Code of Practice will provide guidance for CQC-regulated employers on meeting the statutory requirements for learning disability and autism training.

What are the expectations for this qualification?

Valid recognition of prior learning (RPL) and other reliable learning and assessments, whether from induction or time spent in the role, can be used as evidence towards completing the qualification.

The learning journey will vary depending on the individual's needs and experience:

• Experienced individuals may already have evidence supporting many knowledge and skills requirements.
• An assessor must verify this evidence, potentially reducing the need for time away from daily tasks.

Learners will be assessed to ensure competence in the skills and knowledge required by the qualification. The assessor will collaborate with the learner to determine the best methods to provide evidence.

Some elements of the Level 2 Adult Social Care Certificate require direct observation, necessitating an assessor visit to the learner's workplace.

How will assessment work?

The assessment process ensures learners are competent in the required knowledge and skills. Qualified assessors conduct regular, formal assessment sessions to track progress and meet criteria.

Assessors work with learners to plan the best ways to demonstrate their knowledge and skills, using reflective accounts, professional discussions, observations, work product evidence, and written or verbal responses. If needed, assessment methods can be adapted to suit individual preferences.

The assessment cycle includes planning, review, and feedback meetings to discuss needs and progress. The submitted evidence is reviewed against qualification standards, and constructive feedback is provided to support improvement. Our goal is to help learners confidently meet all necessary qualifications.

What is the registered manager's role in this?

Registered managers will collaborate with Flourish to understand qualification requirements and determine the best teaching, learning, assessment, and delivery methods. They will also support assessors in planning observation visits to minimise disruption to care and support services.

Managers and experienced staff can play a valuable role in the assessment process by sharing relevant workplace evidence, providing statements, and supporting learners. Additionally, those with experience in Care Certificate standards delivery may have opportunities to become formally qualified assessors if appropriate.

Flourish is here to support your learning

At Flourish, we are dedicated to supporting each individual's health and social care journey through our award-winning eLearning solutions.

Our courses are designed to provide the knowledge necessary to meet the Care Certificate standards. Additionally, we provide support for the practical assessment components, which are conducted within workplace settings. These practical assessments are overseen by suitable assessors and expert witnesses, ensuring learners understand the theory and are competent in applying their skills in real-world care settings.

The new Level 2 Care Certificate qualification represents a significant step forward in the professionalisation and standardisation of training within the adult social care sector. We are excited to offer this enhanced qualification and look forward to contributing to the development of skilled care professionals.

Stay tuned for more updates and prepare to elevate your career with Flourish!

In today's competitive job market, finding and attracting the right talent is crucial for your organisation's success. Social media can be a powerful tool in your recruitment strategy. This guide will provide you with valuable insights and strategies for effectively using social media to attract top talent.

Set objectives

Define clear recruitment goals: To maximize the benefits of social media for talent attraction, it's crucial to establish clear and measurable objectives. Objectives may include increasing the number of qualified applicants, reducing time-to-hire, or enhancing employer brand recognition.

Align objectives with company culture: Effective recruitment via social media aligns with the company's culture and values. This alignment fosters an authentic employer brand that resonates with potential candidates.

Define your target audience

Understand your ideal candidates: To attract the right talent, organisations must identify and understand their ideal candidates. This involves creating candidate personas that encompass demographics, job preferences, and motivations.

Use data analytics for audience insights: Leverage data analytics tools to gain insights into the behaviour and preferences of potential candidates. This data-driven approach helps in crafting tailored recruitment campaigns.

Choose the right platforms

Analyse platform demographics: Different social media platforms attract distinct user demographics. Understanding these demographics is crucial for selecting the most appropriate platforms for job postings.

LinkedIn: The professional network: LinkedIn is a powerful platform for reaching professionals in the UK. It is ideal for posting job vacancies, networking, and showcasing company culture.

Twitter: Real-time engagement: Twitter's real-time nature allows for immediate engagement with potential candidates. It's effective for sharing job updates and industry news.

Facebook: Building company culture: Facebook can be utilised to provide a glimpse into the company's culture through photos, videos, and employee stories.

Instagram: Visual storytelling: Instagram's visual focus is perfect for showcasing workplace culture, events, and behind-the-scenes content.

TikTok: Emerging trends: TikTok's short-form video format can be used creatively to engage a younger audience and generate interest in job opportunities.

Use multiple platforms effectively: A multi-platform strategy allows broader reach and caters to diverse audiences. However, it's essential to tailor content to each platform's strengths and demographics.

Content creation and sharing

Craft engaging job posts: Job postings should be concise, informative, and engaging. Highlight the unique aspects of the role and emphasise what sets the company apart.

Showcase company culture: Share content that reflects the company's values, workplace culture, and employee experiences. Authenticity is key.

Share employee stories: Employee testimonials and success stories add a personal touch to recruitment efforts, giving potential candidates a glimpse into their future at the organisation.

Utilise user-generated content: Encourage employees and followers to create and share content related to the company. User-generated content can provide authentic insights into the workplace.

Engage with the audience

Respond to comments and messages: Engage promptly with comments and messages from potential candidates. Address questions and provide information efficiently.

Encourage employee advocacy: Encourage employees to share job postings and company updates on their personal social media profiles, expanding the reach of your recruitment efforts.

Measure success

Key performance indicators (KPIs): Define KPIs such as the number of applicants sourced from social media, engagement rates, and conversion rates to assess the effectiveness of social media recruitment.

Track applicant sources: Implement tracking methods to identify which social media platforms are most successful in attracting quality candidates.

Analytics tools and reports: Leverage built-in analytics tools and third-party software to gather data and generate reports for ongoing assessment and improvement.

Conclusion

The strategic use of social media for talent attraction in the UK is indispensable in today's competitive job market. By setting clear objectives, identifying target audiences, selecting the right platforms, creating compelling content, and measuring success, organisations can gain a competitive edge in attracting and retaining top talent. Continuous adaptation to emerging trends and adherence to legal and ethical considerations are vital for sustained success in social media recruitment.

Strategy versus spending

Addressing the recruitment and retention crisis within social care goes beyond the good use of job boards. Putting aside the wider challenges faced by providers because of factors such as under-funding and lower pay rates for frontline roles – there are alternative ways to achieve better recruitment outcomes, that don’t require higher advertising spending.

Many companies, grappling with high vacancy and turnover rates, mistakenly invest more and more in job boards. However, this approach is not a sustainable solution. Instead, it often leads to a drain on budgets and increased time spent screening out unsuitable applications.

More does not always mean better

The misconception lies in assuming that more applications equate to better quality hires. In reality, this strategy fails to address underlying issues.

Greater job board investment might well be justified when backed by a high-performing recruitment process and strategy. If your recruitment process excels in finding suitable candidates, engages effectively, reports low cycle times, and offers compelling onboarding experiences, then investing more in advertising may be beneficial. However, if your organisation experiences low interview attendance, offer, acceptance and start rates, and high turnover – time and cost may be better diverted to looking at your ways of working, and the offering taken to market.

Arguably a more strategic approach to improving recruitment and retention can involve exploring innovative tools and positive interventions, which often yield a positive return on investment. These can support organisations in better informed hiring decisions and enhancing the overall candidate experience.

Innovation in recruitment

Innovation does exist, but some organisations are unaware of their potential benefits. In the attraction space, utilising employee referral apps, for instance, is a powerful method to attract new talent and has been proven to improve tenure of hires.

Other well-established technology such as Applicant tracking systems (ATS) enable the creation of engaging content throughout the recruitment and onboarding process, reducing cycle times and improving response rates. Even better, a good ATS will integrate any tools you deploy. Support interventions such as Employee Assistance Programmes and better benefit packages further contribute to nurturing and retaining new hires.

Values-based recruitment and its many benefits

There is also the option of utilising values-based recruitment either alone or ideally alongside these innovations. With the current recruitment and retention crisis in the sector we find ourselves in a position where we need to attract more people to our sector as there are currently more vacancies than workers with experience available to the hire. As a result, values-based recruitment is a way for us to not only attract new people with the right values into organisations, values-based recruitment also has other benefits versus traditional recruitment methods. Skills for Care show that 72% of the people recruited through a values-based approach align better with the values of a care worker showing better compassion and empathy, also 62% of people recruited this way also have lower levels of absenteeism, this approach also reduces staff turnover, these outputs all support better care outcomes and higher CQC ratings.

Care Character completed a PhD study on the values of a carer to support values-based recruitment alongside their psychometric assessment tool designed specifically for the care sector, the care qualities that were defined are as follows:

• Communication
• Compassion and Empathy
• Dutifulness
• Teamworking
• Inclusivity and Respect
• Adaptable and Resilient
• Procedural Compliance

When implementing a values-based approach these are the core values for you to assess in your recruitment process to find the right people for the care sector.

While innovation and automation play a significant role in enhancing recruitment functions, the true strength ultimately lies in the recruitment experience. A passionate and empowered recruitment function, equipped with the right tools, can significantly elevate recruitment outcomes. The care sector must not only adapt to changes in the candidate market but also embrace technological advancements to avoid falling behind other sectors. Continuous exploration of new tools will play a key role in overcoming the challenges in the recruitment and retention landscape in what continues to be a very challenging outlook.

So next time you’re reviewing your job board spend – don’t fall into the trap of thinking that more cost equals better results. Be sure to consider wider interventions that can truly make a difference.

Adult social care has navigated the challenges of poor recruitment and retention for decades. I joined the sector 18 years ago when I was 17, and I thought it was bad then having to cover many shifts due to lack of staffing, but I think its worse now as we combat the ageing population and their increasing care needs.

Government announced their Adult Care Workforce Pathway with the aim to provide a clear and consistent structure for the workforce. It aims to recognise the skills, knowledge, values and behaviours that people working in the sector need to deliver high quality, personalised and compassionate care.

In this blog I dive into how having defined career pathways, combined with the new training that is planned to be introduced can help improve recruitment and aid retention in the sector.

What is a career pathway?

Career pathways are structured roadmaps that layout the progression of an individual's career. These pathways typically include various stages/levels/roles, each with its own set of skills, responsibilities and opportunities for advancement.

I worked for Bluebird Care approximately 6 years ago, and I remember them introducing their career pathway. I remember a big launch with the message ‘You might prefer to remain with your customers providing their care and support in their homes, or you may choose to move into an office role where your passion for care can combine with your commercial ability to drive the business forward. Whatever you choose, there is an opportunity to develop your career.’ I have yet to see a better visual career pathway tool or see a better career embedded pathway in social care. You can find out more information here.

Career Pathway Benefits

We know the current challenges in the sector include the growing demand for frontline care workers, the challenges faced by care workers due to the increased complexities of social care, poor recruitment and retention and burnout.

There are some clear benefits of having a defined pathway and this is evident based on studies and research in other sectors. The benefits include:

• Continuous growth and development - defined pathways encourage ongoing professional development with staff members being able to see a clear trajectory for their career, with opportunities for skill development, training and advancement.
• Improved retention and reduced turnover - we know that by providing staff with training and careers helps to retain them for longer.
• Aids recruitment - a well-defined career pathway provides clear steps and milestones for individuals entering the sector. This clarity can attract new talent, especially those who seek a sense of direction and purpose in their careers.
• Increased job satisfaction and in turn increased motivation
• Cost savings – the cost per hire is more expensive than ever before and through reducing the turnover of staff, you will save on recruitment and induction costs, with this money going back to the business in other areas (such as for other incentives to further aid retention)
• Improved care outcomes – through improving the skillset and quality of the frontline staff, you will ensure that the workforce is able to meet the needs and preferences of the people they support.

In summary, we know from other sectors that a well-defined career pathway is a powerful tool for attracting, retaining and developing a skilled and dedicated workforce.

Enhanced Training

One of the fundamental parts of an effective career pathway is the training and upskilling of staff. I have not been the biggest fan of the Care Certificate, due to the ability to self-download the certificate, it not being mandatory and I was pleased to see the Department of Health and Social Care (DHSC) commission a specification for the development of a new Care Certificate qualification based on the existing Care Certificate standards and that awarding organisations are now developing the Level 2.

Training in the sector has improved since I joined although the pandemic saw a huge shift to e-learning and I really hope we come out the other side with a blended learning approach.

We know that effective training can:

• ensure the workforce has the knowledge and skills to perform in their roles.
• increase confidence and motivation.
• improve the delivery of care.
• increases staff satisfaction.
• improves retention.

Final Thoughts

I am a big advocate for training and career pathways and have seen first hand how the two combined can be the most powerful tool in your toolkit. There are many questions that still need answering, but my top five to leave you pondering too are:

4. How will the new adult care workforce pathway be integrated with the existing frameworks and regulations for adult social care such as the Care Quality Commission and the Health and Social Care Act 2008?
5. How will the new Level 2 Adult Social Care Certificate qualification be delivered and assessed? What will be the content and standards of the qualification?
6. How will the government ensure that the funding for apprenticeships, training and qualifications is sufficient and sustainable, and that it reaches the providers and workers who need it most?
7. What does funding look like after the Level 2 Care Certificate?
8. How will the government monitor and evaluate the impact of the reforms on the recruitment, retention and quality of the workforce.

Mark Topps - Regional Business Manager

At Flourish, we believe that walking to school is more than just a mode of transportation. It's also an opportunity for children to develop healthy habits, learn about their environment, and start their day with a positive boost. That’s why we are thrilled to support Walk to School Week with a suite of free resources designed for parents, carers, and schools.

Why Walk to School?

Walking to school has numerous benefits:

• Health: Regular walking helps children stay active, promoting physical health and well-being.
• Environmental Impact: Walking reduces traffic congestion and pollution around schools, contributing to a cleaner environment.
• Safety and Awareness: Walking teaches children road safety skills and increases their awareness of the local community.

Free Downloadable Resources

To make this week as effective and enjoyable as possible, we’ve created a range of free resources for parents, carers and schools.

Walking to School: Be Safe, Be Seen

Walk to School Week Challenge

How to Get Involved

1. Download the Resources: Access our resources above. Whether you’re a parent, carer, or educator, you’ll find valuable tools to support your Walk to School Week efforts.
2. Plan Your Walk: Use our tips to plan a safe and enjoyable walking route. Make sure your child is prepared with comfortable footwear and appropriate clothing for the weather.
3. Engage and Share: Encourage your child to participate in the daily challenges and share your walking adventures with us on social media.

Walk to School Week is a wonderful opportunity to foster a love for walking and to instil important safety habits in children. By taking part, you’re contributing to a healthier, happier, and more environmentally friendly community.

Let’s make every step count this Walk to School Week! Download your free resources today and join us in celebrating the joys and benefits of walking to school.

Whether you’re already working in care in an entry-level position, or you’re planning your future career, the path to becoming a senior care worker is a fulfilling one, that offers the opportunity to make a significant difference in the lives of individuals requiring care. This role involves not only providing essential personal care but also enhancing the quality of life for those you support. In this guide, we'll explore the steps and qualifications necessary to become a senior care worker, and why this career path can be so rewarding.

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What is a senior care worker

A senior care worker holds a pivotal role in health and social care settings. They are responsible for supporting people, often elderly or those with disabilities, in their daily activities and personal care. This role goes beyond the duties of a care assistant; it involves taking a senior position where you oversee care plans, lead a team of carers, and ensure the delivery of high-quality care. Senior carers play a crucial role in not just maintaining but enhancing the physical and emotional well-being of those they care for.

Why become a care worker?

Choosing a career in care can be immensely rewarding. It offers the chance to make a real difference in people's lives, providing support to those who need it most. Care workers help maintain the dignity and independence of individuals, often forming close bonds with those they care for and their family members. This career path is ideal for compassionate individuals who find satisfaction in helping others and want to contribute positively to their community.

How to become a senior care worker

To become a senior care worker, you’ll typically need to start your journey as a care assistant and gain experience in the field. Once you have developed a solid understanding of the intricacies of caregiving, the next step is to enhance your qualifications. Most employers require a Level 3 Diploma in Health and Social Care or equivalent qualifications. This NVQ level qualification will equip you with the essential skills and knowledge necessary for a senior role, ensuring you are well-prepared to take on increased responsibilities and make a meaningful contribution to the well-being of those in your care.

Work in different care settings. Gain experience in various care settings by trying temporary opportunities using staffing platforms such as Click Shifts. Additionally, finding a good mentor can help you get the best advice from those who have 'been there and done it'.

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Senior care worker training

In addition to obtaining a Level 3 or 4 qualification in Health and Social Care, senior care workers should also partake in additional training in areas such as leadership, managing care plans, and specialised care techniques. Continuous professional development is also key, as it ensures that senior care workers are up to date with the latest best practices in health and social care.

High-quality care and skilled, confident leaders and managers go hand in hand. Over 90% of services rated good or outstanding for being well-led by the Care Quality Commission (CQC) were also rated good or outstanding overall. Programmes like Well Led, Lead to Succeed, and LCIC, support the development of leadership skills in social care.

Elevate your knowledge with Flourish

If you are looking to enhance your professional skills and advance your career in health and social care, Flourish offers a range of expertly created and CPD accredited courses. These courses cover all statutory and mandatory training for social care, ensuring that you meet essential requirements while also providing avenues for growth in various development pathways. Whether you are aiming to deepen your understanding of care leadership, master advanced care planning, or specialise in particular care techniques, Flourish's courses are tailored to meet the diverse needs of senior care workers.

In addition to our Health and Social Care online training courses, we also offer a Care Leadership Package. Comprising of 20+ transformative online courses, this package focuses on equipping leaders with advanced skills and knowledge essential for excellence in a leadership role.

Becoming a senior care worker is a journey of personal and professional growth. It requires dedication, a passion for helping others, and a commitment to continuous learning. By following these steps and embracing the challenges and rewards of this career, you can make a significant impact on the lives of those you care for and find great fulfilment in your work.

Explore Our Care Leadership Package

The Care Leadership Package is a collection of 20+ transformative online leadership courses, designed exclusively for social care. The online courses focus on creating confident, compassionate care leaders to support a Well Led organisation.

Ashridge Home Care is a leading provider of personalised home care services dedicated to offering exceptional support to individuals in their homes. They approached Flourish back in 2020 with a commitment to strengthening their carer's knowledge base.

Before partnering with Flourish they utilised training resources from Care Skills Academy. However, it became apparent that they needed to offer their learners a more diverse and extensive range of training courses, leading them to Flourish.

The Solution:

The partnership with Flourish in 2020 marked a significant enhancement in Ashridge Home Care's approach to training. Through Flourish's 'Click Learning' eLearning platform, their learners gained access to an extensive library of over 100 health and social care courses.

Flourish offered a tailored and comprehensive training, addressing Ashridge Home Care's need for a more extensive selection of training materials. This includes expertly created and CPD accredited courses covering all statutory and mandatory training for social care, as well as many other development pathways.

The 'Click Learning' platform, with its wide range of accessibility features, is perfectly suited to Ashridge Home Care's diverse needs. Its innovative toolbar, capable of reading course content and translating it into multiple languages, proved to be an invaluable asset. This functionality ensures that all learners can fully engage with and benefit from the training courses regardless of their background or learning. This commitment to accessibility and inclusivity is reflected in the wider usage of similar technologies across the educational sector. Over the past year, an impressive total of 686,457 individuals have activated the Recite Me toolbar to navigate educational websites and training platforms, including Flourish.

Louisa Pope, Training Coordinator at Ashridge Home Care, praised the platform's extensive course selection and accessibility, stating,

"The range of courses available for my learners is impressive. The accessibility toolbar has been particularly beneficial, allowing courses to be read out and translated, enhancing our carers' learning experience."

Impact and Results:

The feedback has been overwhelmingly positive, with over 103 learners completing various courses. Learners and trainers alike commend the platform for its user-friendly interface and the practical applicability of the content.

Louisa commented,

"The feedback I've received about Flourish from my learners is overwhelmingly positive. It's easy to use, and the reminders for course completion are incredibly helpful. I'm confident in the quality of the content, which empowers us to uphold a high standard of care."

A particularly inspiring example of our training's real-life impact involved a carer who, after completing the Stroke Awareness course, could swiftly identify the signs of a stroke in a client. This crucial knowledge allowed the carer to act immediately, conducting a stroke assessment that led to prompt medical intervention.

The carer's quick thinking and application of the course material ensured the client was rushed to the hospital, where they were diagnosed with a Transient Ischemic Attack (TIA). The client recovered at home, thanks to the carer's actions.

This story highlights the vital role that comprehensive training plays in empowering carers to deliver exceptional care. It's a testament to how our 'Click Learning' platform educates and prepares carers to make a significant difference in critical moments.

Conclusion:

Ashridge Home Care's experience with Flourish showcases the transformative power of quality training in the care sector. The extensive course range, coupled with the accessibility and interactivity of Click Learning, has significantly enhanced the knowledge and skills of Ashridge's carers, improving the quality of care provided to clients.

Ashridge Home Care wholeheartedly recommends Flourish to other organisations striving for excellence in care.

Explore Our Training Courses

Care providers can access over 130 health and social care courses and certificates on our easy-to-use ‘Click Learning’ eLearning platform. Digitalise your learning and development to make significant time and cost savings.

We worked with Founder and Director of Xceed Care Compliance Lisa Hitchcox to create this 13-page CQC Inspection Guide through the eyes and ears of a CQC mock inspector. Lisa walks us through the new single assessment framework and gives her top tips for leadership, person-centred care, and much more.

Lisa has over 25 years experience in delivering quality compliance and assurance projects in both the Adult Social Care & Support sectors, operating & performing under quality assurance and regulatory frameworks such as the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, the Care Quality Commission (CQC) and the inspection areas of services being Safe, Caring, Responsive, Effective and Well Led.

Download the free CQC resource

Lisa says: "Having had the benefit of working with a range of providers across the social care sector and implementing the revised Care Quality Commission’s new Single Assessment Framework, I thought it would be a good time to share some of the top tips which have been highlighted, throughout the revised regulatory inspection framework process."

What thing(s) must every school have? A head teacher? Certainly. Policies? Yes! How about a roof? Well, maybe not! But one thing they all must have is a Designated Teacher. This is a person in the school who has the responsibility to promote the achievement of a vulnerable group of children. These are the children who are in the care system or were previously in it and those who have a social worker.

When you think about how well this group of children do in their journey through school it is clear why the role is necessary. It’s not easy being a child in this group and so it is right that they have someone extra in school who has their back and looks out for them.

Schools come in all shapes and sizes, and so there isn’t one way of doing this. In a small school for instance, where they may not be huge numbers of children falling into those categories, it might be a role carried out by the school headteacher. In a larger school it could be a role shared by more than one person. Whoever does it and however it is organised, one thing is clear from all the guidance – it is an important role that has to be taken seriously. The person needs training and extra ‘non-contact’ time so they can be effective, and ultimately make a difference to the outcomes for the child. The person also needs to have some authority in the school because their job is to stand up and fight for the children as if they were their own.

What should you expect of the person in this role? Well, for a start, you should be able to find out who they are and how to contact them easily because they will often be the first person you approach if you have issues and concerns, other than, perhaps, the class teacher in a primary school. If you do contact them, you should expect a response later that day, or early the next day and they should have information about the child at their fingertips. Remember, though, they might have to get back to you with more information if you need them to investigate something for you. Please also remember, if you arrange a meeting in school, always stick to the time. Schools run on a rigid timetable. Chances are the teacher will allocate a time to meet you and then they will have to go off to teach. If you are late – they still have to go off to teach!

But their job isn’t just to be there for the carer or social worker and pop up in PEP meetings. They have an important role in making sure that all the other teachers and support staff know the children well and understand their needs. They might have to organise, or run, training for staff and keep them informed about changes in the life of the young person as well as keep everyone up to date with the latest legislation. They are also important in making a smooth transition for the child moving from one stage to the next.

Designated Teachers don’t work in isolation – or at least, they shouldn’t. They should have a good relationship with the local Virtual School, and they should attend local network meetings for designated teachers across the authority. This is a great way to share good practice and to pick up tips on making a difference for the children.

Ultimately, their role is to make sure that all the children in the school know that they are truly “seen, safe and secure”. It is only then that the child will understand they are loved and that this school is a place where they can achieve and be successful.

When I reflect on my 40 years of social work I notice how much has changed over these decades. I find myself following a thread through my early years in a residential setting, the kick start into qualified social work in children and families teams, onwards into multidisciplinary teams supporting foster carers, to training and consultancy, and arriving in the middle of the pandemic as an independent social worker with the freedom to combine all that I have experienced and learned in to something new and a little unique.

At twenty years old I hadn’t planned to enter social work. I was destined for life in ballet shoes and was already teaching ballet in a little stage school before I had left school myself. I had danced since I was two years old. It was my burning passion. I became distracted from this path whilst volunteering in a residential school for ‘maladjusted’ boys (An awful term no longer used). I was horrified by the institutional care and lack of nurture of the boys and decided to be part of the change that I believed these children needed.  It has taken 40 years to become aware that the thread that led me into my long social care journey didn’t start with this first residential role as you might expect.  Maybe it started with the experience of, and my love of dance many years before.

Let me try to explain….

Our work in all areas of social care is centred around relational practice, connections, communication, the ebb and flow of all relationships, and the genograms of the wider web that is systemic practice.  In a recent live legacy interview, the inspiring Dr Ruth Feldman, professor of developmental social neuroscience at Yale Child Study Centre, introduced me to the Bio Behavioural Synchrony Model using phrases that were new to me and struck a chord with my familiar thread that seems to link all aspects off my career together. Her description of a child’s first nine months of life and our human capacity to create a complex biology with another human through our behaviour caught my attention. She used the words “a perfect dance…. the dance of synchrony”.  In order to help us to visualise, and get a feel for this relational ebb and flow, push and pull, movement towards and away, rise and fall, and the fluidity of the connections between us all that are essential to our healthy development and our professional roles, she had used the image of dance…… and I found the golden thread that runs through my whole career linking my Social Work, Mindfulness, DDP and my personal life story together.

Without this dance from birth - where there is no dance between us and our parent carer, or where the dance is erratic and lacks safety - we cannot develop a healthy brain and body. The social brain does not mature.

We move in and out of synchronicity all the time, as children, in adulthood and in our roles within the world of social care. We are not perfect at this dance but if we are good enough, we quite literally ease our minds, and experience joy and a sense of safety. We experience connection.

With this in mind, I now began to contemplate on how many of the other areas of my social care experience and training became clearer with the same imagery. I found a fresh new language for the relational world of therapeutic parenting that I support, for the relational world of support between professionals, and of this relational thing we call ‘being human’.  The visual image of this ‘dance of synchrony’ helps us to smile and be a little kinder to ourselves when we have experienced the ebb rather than the flow, a period when an erratic dance lacked safety, and a tricky moment with someone we hope to feel a connection with.

I’m off to book tickets for a friend and I to the ballet. I wonder what you might be thinking of doing to feel a sense of connection with someone you care for? A little dance around the kitchen may be enough. Enjoy!

Elspeth Soutar

Person-centred care means that the focus is placed on the individual receiving the care.

This approach acknowledges that each person is unique, with their own set of needs and preferences. It moves away from a one-size-fits-all approach. Instead, it offers care tailored to each person's circumstances. This ensures individuals stay at the centre of all care decisions and actions.

What is person-centred care?

Person-centred care involves treating individuals as active participants in the planning and delivery of their care. Working in a person-centred way means considering the emotional, social, and practical aspects of a person's life, not just their medical or physical needs.

It's a holistic approach. It allows individuals to manage their health and wellbeing with dignity. This method emphasises their strengths and abilities instead of just focusing on their condition.

Different regulatory bodies in the UK govern person-centred care, depending on the location of the care. For example, in England, the Care Quality Commission (CQC) outlines the concept of person-centred care within Regulation 9 of the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, stating:

Providers must consider the individual's capacity to consent and ensure that they, or someone legally representing them, actively participate in planning, managing, and evaluating their care and treatment.

Although the CQC can't take legal action for breaking this rule, it can take steps that often impact a care provider's rating with the CQC.

Why is person-centred care important?

Person-centred care is important because it ultimately leads to better health outcomes, elevated patient satisfaction, and more efficient use of healthcare resources. Individuals are more likely to follow to treatment plans, engage in healthy behaviours, and feel empowered to manage their condition.

This approach improves the quality of care for those receiving care, fostering a sense of dignity and compassion in the care process.

Care Certificate Standard 5 highlights the importance of adopting a person-centred approach as a key element in delivering high-quality healthcare. Care workers must consider each individual's unique needs, preferences, and values in their care approach through person-centred practices.

Examples of person-centred care

Examples of person-centred care in action include:

• Creating personalised care plans that reflect the individual's preferences.
• Involving them in decision-making processes.
• Providing coordinated care support that addresses their holistic needs.

Person-centred care values

Person-centred values in care are key principles that guide how a service is provided.

Individuals feel valued, understood and empowered in a person-centred care environment.

The key person-centred values include:

• Individuality: Recognising each person's unique combination of identity, beliefs, needs, and preferences is crucial.
• Choice: Providing individuals with the power to make decisions about their care.
• Independence: It is key to assist individuals in achieving as much independence as possible. This means supporting them to do what they can on their own rather than leaving them to manage themselves.
• Dignity: Everyone deserves care that preserves their dignity, considering their ethical and moral beliefs without making assumptions about their preferences. This is particularly important in sensitive areas of personal care.
• Respect: Acknowledging and valuing each person's opinions and feelings as valid, even in the face of disagreement, is fundamental to showing respect.
• Rights: The protection of every person’s rights, as defined in The Human Rights Act 1998, including the right to life, safety from harm, liberty, security, and equality, should be a key part of care practices.
• Privacy: Ensuring individuals' right to privacy, mainly concerning personal hygiene and intimate procedures, is essential. Carers should carefully manage access to personal information, requiring consent and consideration on a need-to-know basis.
• Partnership: Care should be a collaborative process involving individuals and their families as partners in decision-making. This encourages shared decisions that recognise and develop the individual's preferences and needs.

The person-centred care framework

The person-centred care framework outlines the principles and practices that underpin effective person-centred care. It emphasises the importance of understanding the individual, their priorities, and their goals.

The framework guides healthcare professionals to work in a care-centred way. It ensures that care plans are flexible, responsive, and designed to meet each person's unique needs. This supports their health and well-being over the long term.

Person-centred care is about treating people with respect, acknowledging their value as individuals, and recognising their capacity to make choices about their care.

By using these values in healthcare, we make sure care meets physical needs and helps with emotional and social well-being. This greatly improves the overall quality of life for service users.

4 Principles of person-centred care

The Health Foundation has developed four principles of person-centred care.

These principles are key rules for providing care services that meets each patient's unique needs and wants. They are:

1. Respecting and valuing individuality: This principle emphasises recognising and honouring each person's unique qualities, preferences, and life experiences.
2. Empowering choice: Central to person-centred care, is empowering individuals to make informed choices about their care and treatment.
3. Ensuring participation in care planning: This involves individuals actively participating in developing and reviewing their care plans.
4. Promoting independence: The key is to enhance individuals' ability to manage their care and maintain their independence.

Person-centred care training

Adapting person-centred care doesn’t just require intention. It requires knowledge, understanding and the correct tools. This is why we have developed a comprehensive eLearning course on the fundamentals of person-centred care.

Our course delves into the core values of effective person-centred care, emphasising respect for individuality and the importance of treating people with dignity. It teaches learners to work with a focus on person-centred care. It also gives them practical strategies to customise care for each person's unique needs and preferences.

As an award-winning training provider, our aim is to work with health care professionals to create a healthcare system that listens, responds, and adapts to every individual's unique needs. Join us in working towards a future where person-centred care is the standard.

Explore our Person-Centred Care Course

This Person-Centred Care training course looks at the values underpinning social care work that promote wellbeing and forms part of the online care certificate.

Alternative Education Provider, Progress Schools, Champions Specialist Education Training

At Flourish, we are dedicated to providing high-quality online and in-person education courses specifically designed to address the complex needs of vulnerable children in educational settings. This case study explores Progress Schools’ experience with our Attachment and Trauma Training Programme, and our live, interactive Emotionally Based School Avoidance (EBSA) Webinar.

Why Progress Schools chose Flourish

Choosing Flourish as their training provider was a strategic decision for Progress Schools. Our unique position, with extensive expertise in supporting both the educational and the children’s residential care sectors, set us apart. This comprehensive understanding of the issues and challenges that young people face, especially those who are vulnerable and have complex needs, made us the ideal choice for Progress Schools. Their cohort, often comprising young people with intricate challenges, required a provider who could offer deep, actionable insights into attachment and trauma-informed care.

Attachment and Trauma training programme

The Attachment and Trauma Training Programme was rolled out across all 13 sites of Progress Schools, underlining a significant commitment to enhancing the capabilities of their staff in supporting vulnerable young people. Progress Schools, with a staff base of 80, required a training solution that could be effectively delivered on a large scale, catering to multiple sites simultaneously. Flourish met this need head-on, providing a training programme that was both scalable and impactful, tailored to meet the needs of a multi-site educational organisation.

Progress Schools chose this training programme to deepen their understanding and enhance their skills in supporting young people who require attachment and trauma-informed care. They sought to complement their existing policies with specialised training that introduces advanced, practical techniques tailored to the unique needs of their students. A key outcome for the team was recognising the importance of identifying the root causes of students' behaviours. The understanding gained from the training is already being deeply embedded by the provider, clearly evident in how teaching and support staff approach their roles with renewed confidence and insight.

Reflecting on this, one teacher from Progress Schools in Toxteth said:

“I learnt about how trauma can change how our brain functions, which can impact on how our students see situations and people. This understanding is crucial for us to tailor our support to truly meet the needs of our students."

Similarly, a staff member from Lilford Centre in Tyldesley shared:

"Strategies on how to deal with challenging behaviour and paying more attention to why the behaviour is being displayed has been eye-opening. It's about looking beyond the behaviour and understanding the root cause."

Attachment & Trauma Training Programme

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From training into practice

The Attachment and Trauma training has led to significant shifts in the approach taken by Progress Schools staff in supporting their students. Following the training, participants have outlined clear, actionable steps they intend to take to enhance their support strategies.

A teacher from Progress Schools in Thrapston said:

"After the training, we've agreed to enhance our teamwork and communication about each student's situation, aiming to tailor our support to meet individual needs better.”

Incorporating the training's insights on trauma into everyday interactions is another key change.

"We'll apply what we've learned, especially in challenging situations, opting for more understanding and less direct instruction."

Shared a staff member from Progress Schools in Stockport.

ESBA Webinar

For Progress Schools, the decision to attend the EBSA Webinar stemmed from a significant rise in cases of emotional-based school avoidance. This a trend that is echoed nationally with an estimated 30,000 children in England missing school in 2022 because of EBSA.

The webinar offered an opportunity for staff members to update their practices with the latest insights and strategies. The biggest takeaway for the team was the comprehensive understanding of emotional avoidance challenges and anxiety-led behaviours, equipping them with enhanced approaches to support students effectively.

Sean O'Dell, Advanced Practitioner at Progress Schools commented:

“Liza delivered an engaging and informative CPD session with a focus on anxiety-led behaviours and how to manage these. Her extensive industry experience provided a thought-provoking and inspirational CPD session that will have an impact on our students, schools and staff teams.”

Emotionally Based School Avoidance (EBSA) Training Course

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If you're seeking comprehensive training for your staff on supporting vulnerable children and young people in education, our expert-led courses offer the resources and expertise you need to make a significant difference. For more information, get in touch today.

This case study explores Middlesbrough Virtual School’s experience with Flourish's eLearning courses, face-to-face training and webinars. It highlights the council's decision to select Flourish as their training provider, the specific courses utilised, and the impact these programmes have had on educational professionals across Middlesbrough and, ultimately, the children they work with.

Background:

Middlesbrough has encountered significant issues related to socioeconomic deprivation. Ranking third highest on the national deprivation scale, they face challenges, particularly in supporting the educational needs of its most deprived children. Recognising the need for advanced professional development, Middlesbrough Virtual School wanted to ensure educators in the region have the necessary skills to tackle these challenges head-on.

The council sought a provider capable of delivering comprehensive, impactful training tailored to the unique demands of its educators and support staff. Before partnering with Flourish, the Virtual School led the charge in professional development, with Educational Psychologists (EPs) later joining. However, it quickly became apparent that the demand for training far exceeded the team's capacity to deliver, highlighting the need for a more scalable solution.

Middlesbrough Virtual School chose Flourish for our wide range and depth of training programmes. We offer courses addressing the critical needs of vulnerable children in schools, including how to prevent exclusions and handle school avoidance through hands-on activities. These courses are developed by experts who have deep knowledge in their fields and real-world experience, ensuring that our training is both relevant and effective.

Implementation and Outcomes:

Our partnership with Middlesbrough Council’s Virtual School began in 2019, with a comprehensive rollout of our online training programmes to key stakeholders across Middlesbrough's educational settings, so far, we have provided online training to over 100 school professionals. In addition to this, we have provided whole-setting training in attachment, trauma, and emotion coaching, areas identified as crucial for addressing the needs of the city's most deprived children. Flourish has been an integral part of the PROCLAIM project in terms of our Attachment and Trauma programme, we are working with over 25 settings currently and this year will be the third year we have provided keynote speakers for their annual conference. This training is delivered either face-to-face or via webinar.

The scope of this initiative expanded significantly, with plans to include all schools in Middlesbrough, Middlesbrough College, and two Local Authority (LA) service areas by 2025. Feedback from educational settings has been overwhelmingly positive, highlighting the significant impact of Flourish's training on professionals and the children they support.

Victoria Banks, Virtual school head at Middlesbrough Council, commented:

"Flourish's approach has been impressively responsive and showcases a high level of skill. They work alongside leading experts in the field, bringing a depth of knowledge. We have received some fantastic feedback from teachers and support staff alike. It's clear that Flourish's programmes are making a real difference in how we support our most vulnerable children."

Middlesbrough Virtual School’s experience with Flourish showcases the powerful impact of expert-led training in overcoming significant educational challenges. By partnering with Flourish, the council has not only enhanced the capabilities of its educators and support staff but has also taken a crucial step toward addressing the broader needs of its most vulnerable children.

“Flourish are proud of our association with Middlesbrough Virtual School.  They are a beacon of innovation and quality as well as being committed to ensuring all schools adopt relational practices with children and young people at the heart of all they do.” commented Karen Beach, Head of Educational Development at Flourish.

As we continue to work closely with the council, our goal remains to equip educators and support staff with the necessary skills and knowledge to make a lasting difference in the lives of their students. We are committed to developing and delivering training programmes that meet the educational community's current demands and anticipate future challenges.

Explore our Education Training

The adult social care pathway is a structured framework that outlines the various roles, competencies, and progression opportunities within the sector. It serves as a roadmap, guiding both employers and employees through the potential career journeys in social care.

This guide offers practical steps and strategies for employers to use the adult social care pathway as a tool for discussing career development and progression with their staff.

1. Navigating the Pathway: A Step-by-Step Approach

• Understanding the Pathway: Begin by familiarising yourself with the adult social care pathway. Understand the various roles, responsibilities, and progression routes it outlines.

2. Conducting Values-Based Recruitment Conversations:

• Identifying Core Values: Use the pathway to identify the core values essential for roles in your organisation. Prepare interview questions and scenarios that explore these values.
• Training for Interviewers: Provide training for your recruitment team on how to assess values alignment during interviews, using the pathway as a reference.

3. Discussing Career Development Opportunities:

• Career Mapping Sessions: Hold career mapping sessions with potential recruits, using the pathway to illustrate career progression opportunities within your organisation.
• Showcasing Success Stories: Share success stories of current employees who have progressed along the pathway, highlighting the support and opportunities provided by your organisation.

4. Tailoring Learning and Development Plans:

• Individual Development Plans: Create individual development plans for each staff member, using the pathway to identify relevant training and development opportunities.
• Regular Check-Ins: Schedule regular check-ins to discuss progress on the pathway, address challenges, and adjust plans as needed.

5. Effective Staff Development and Support:

• Mentoring Programmes: Establish mentoring programmes where experienced staff guide newer employees along the pathway.
• Feedback Mechanisms: Implement regular feedback mechanisms to ensure staff feel supported and their development needs are being met.

6. Resources and Tools:

• Pathway Workshops: Organise workshops to train managers and team leaders on how to effectively use the pathway in career conversations.
• Online Resources: Provide access to online resources, including webinars, eLearning modules, and interactive tools that align with the pathway.

The adult social care pathway is a valuable tool for guiding career development and progression conversations. By integrating this pathway into your recruitment, development, and support strategies, you can build a more skilled, motivated, and committed workforce.

In the complex world of UK legislation, the Regulation of Investigatory Powers Act 2000 (RIPA), stands as an essential framework for local authorities and law enforcement agencies.

RIPA provides the legal basis for surveillance and investigative powers. It balances security needs with protecting the privacy rights of individuals. As digital technology advances, it is increasingly important for organisations to understand the framework and ensure that their methods are data protected.

What is the Regulation of Investigatory Powers Act?

RIPA, The Regulation of Investigatory Powers Act 2000 is a legal framework. It outlines the authorisation requirements for covert surveillance carried out by public authorities. Particularly where the surveillance might lead to gathering private information about an individual. This includes the role of authorising officers who are responsible for overseeing these activities.

RIPA highlights the importance of responsible surveillance. Including intercepting communications and using covert human intelligence sources (CHIS) for various activities. It ensures that any surveillance obtained adheres to strict human rights and privacy standards. This is in line with the Human Rights Act 1998, and the European Convention on Human Rights.

What is RIPSA: The Regulation of Investigatory Powers (Scotland)?

The Regulation of Investigatory Powers (Scotland) Act 2000 (RIP(S)A) complements the Regulation of Investigatory Powers Act 2000 (RIPA) by providing a legal framework for the use of surveillance and covert human intelligence sources specifically in Scotland. While RIPA covers surveillance across the UK, RIP(S)A governs how public authorities in Scotland—such as local councils and law enforcement—can lawfully conduct covert investigations. Both acts ensure that surveillance activities are conducted with proper authorisation, balancing the need for public safety with individual privacy rights. These laws play a crucial role in protecting civil liberties while empowering authorities to prevent crime and safeguard national security.

What does the Investigatory Powers Act do?

RIPA authorises various forms of surveillance and information gathering, including communications data, to support crime prevention and counter-terrorism efforts. It establishes a solid legal framework, overseen by the Investigatory Powers Commissioner and Surveillance Commissioners, ensuring that the rights of members of the public are safeguarded.

The act plays a crucial role in setting the standards and procedures for carrying out surveillance, balancing the need for security with the protection of individual privacy. This includes the use of covert techniques and surveillance powers under strict regulatory oversight.

RIPA Benefits

The benefits of RIPA are significant. It provides a clear legal basis for public authorities, including local authorities, law enforcement agencies, and security and intelligence services, thereby maintaining a balance between national security and individual privacy rights.

1. Legal Framework for Surveillance

The Regulation of Investigatory Powers Act provides a clear and structured legal framework for the lawful conduct of surveillance activities, ensuring that authorities have the power to monitor and investigate criminal activity while respecting the rule of law. It ensures that when law enforcement or public bodies conduct surveillance, they do so under strict legal guidelines, preventing abuse of power.

2. Protection of Privacy Rights

RIPA places safeguards on the use of surveillance techniques, helping to protect individual privacy rights by ensuring that any intrusion is justified and proportionate. Surveillance cannot be arbitrary; it must be authorised and necessary for crime prevention, public safety, or national security. This limits unnecessary intrusions into personal privacy.

3. Accountability and Oversight

The act requires that all surveillance activities be authorised by a senior official and, in certain cases, independent judicial oversight. This provides a check and balance system, where every use of investigatory powers must be justified and reviewed to ensure legality and proportionality, reducing the risk of misuse.

4. Combatting Serious Crime and Terrorism

It allows authorities the ability for prevention of serious crime, including terrorism, by allowing authorities to intercept communications, conduct covert surveillance, and gather intelligence on criminal organisations. Law enforcement agencies and intelligence services can use RIPA to intercept phone calls, monitor online communications, and deploy undercover agents to thwart criminal activities, thus enhancing public safety.

5. Regulated Access to Communications Data

The act allows law enforcement agencies to access communications data (e.g., phone records, internet usage) in a regulated manner, providing necessary tools for investigations without excessive privacy invasion. While communications data is useful in solving crimes, its use under RIPA is subject to stringent regulations, ensuring that it’s only accessed when necessary for lawful investigations.

6. Covert Human Intelligence Sources (CHIS) Regulation

RIPA provides rules for the use of undercover agents and informants (CHIS), ensuring that their deployment is legally justified, safe, and ethical. This ensures that human intelligence sources operate within a legal and ethical framework, reducing risks of harm and ensuring compliance with human rights laws.

7. Balance Between Security and Civil Liberties

The codes of practice strikes a balance between empowering authorities to protect national security and ensuring that individual freedoms and civil liberties are not unnecessarily compromised. By putting checks, oversight, and limits in place, RIPA allows for the protection of public safety while minimising the impact on personal freedoms.

8. Enhanced Public Confidence

By establishing clear rules and oversight mechanisms for surveillance and investigation, RIPA helps foster public confidence in the authorities’ ability to protect them while respecting their privacy. When people know there is a legal process governing surveillance, they are more likely to trust that investigations are being carried out fairly and lawfully.

9. Improved Intelligence Gathering

The Regulation of Investigatory Powers Act improves the effectiveness of intelligence gathering by enabling authorities to use advanced techniques like intercepting communications and deploying undercover agents. These tools are vital for preventing serious crimes, dismantling criminal organiSations, and preventing terrorism, ultimately keeping the public safer.

10. Proportionality and Necessity

RIPA enforces the principle that any investigatory action taken by authorities must be proportionate to the intended outcome and necessary for the investigation. This ensures that surveillance activities are only undertaken when absolutely required and that the scope of surveillance is limited to what is necessary to achieve legitimate law enforcement or national security goals.

How can Local Authorities use the RIPA Act?

Local authorities can use the RIPA act primarily for three key purposes:

• Crime Prevention: to gather evidence and monitor individuals involved in criminal activities, especially when there's a potential threat to public safety.
• Public Safety: to identify and address threats to public safety, such as organised crime or potential acts of terrorism.
• Regulation Enforcement: to enforce regulations, including licensing, environmental protection, and public health. This involves surveillance to gather evidence of non-compliance or unlawful activities.

RIPA Local Authority Requirements

Local authorities must demonstrate that any surveillance or data interception is both necessary and proportionate. They are only authorised to conduct surveillance under RIPA to prevent or detect criminal offences punishable by a prison sentence of at least six months, primarily through directed covert surveillance. Authorising officers within these authorities play a crucial role in ensuring that the surveillance is justified and lawful.

A key aspect of RIPA is the requirement for magistrate approval before initiating surveillance operations, ensuring greater oversight and accountability. This process is crucial for authorising officers in these authorities.

The obtaining of private information is a critical aspect of surveillance activities under RIPA. It's essential that such information is collected and handled in accordance with the law and established procedures to protect the privacy rights of individuals.

RIPA Guidance for Local Authorities

The government website, the Home Office, and the Investigatory Powers Commissioner's Office provide essential guidance and resources, including codes of practice. They offer a roadmap for using covert surveillance and CHIS, ensuring local authorities stay compliant with regulations.

Changes to Local Authority use of RIPA

The introduction of the Investigatory Powers Act 2016 added another layer of complexity to these requirements. While RIPA set the initial framework, the Investigatory Powers Bill, updated and expanded these powers. It introduced new regulations for the retention and access to internet connection records and established the Investigatory Powers Commissioner for oversight. Under this act, more types of data can be collected and used under certain conditions.

In addition to the framework, it's important to be aware of the Investigatory Powers Tribunal and the role of the Interception of Communications Commissioner. These entities play vital roles in overseeing and regulating surveillance activities to protect the rights of individuals.

Regulation of Investigatory Powers Act and PREVENT training

The Regulation of Investigatory Powers Act links to PREVENT training by providing the legal framework for conducting surveillance and gathering intelligence on individuals who may be involved in or vulnerable to extremist activities. The PREVENT strategy, part of the UK’s Counter-Terrorism Strategy (CONTEST), aims to stop people from becoming terrorists or supporting terrorism. This often requires law enforcement, intelligence services, and public bodies to monitor communications, conduct covert operations, or gather intelligence.

Key Ways RIPA Links to PREVENT Training:

1. Legal Use of Surveillance: Under RIPA, authorities involved in PREVENT activities can use covert surveillance (e.g., monitoring communications, using undercover officers) to identify individuals at risk of radicalisation. RIPA ensures this is done legally, with the necessary authorisations, protecting both public safety and individual privacy.
2. Covert Human Intelligence Sources (CHIS): RIPA regulates the use of undercover agents or informants (CHIS) in terrorism-related investigations, a tactic often discussed in PREVENT training as a way to gather intelligence on potential threats in communities.
3. Data Gathering: In line with RIPA, authorities can lawfully gather and access communications data (e.g., phone or internet records) to identify individuals who might pose a risk. PREVENT training equips individuals to understand the importance of this data in preventing terrorism while adhering to the legal frameworks set by RIPA.

Foster carers play a crucial role in the lives of the children they care for, particularly when it comes to their mental health. With 1 in 10 children and young people in the UK experiencing mental health problems, Children's Mental Health Week serves as a reminder about the importance of awareness and understanding of mental health issues among children. Therefore, it's also the perfect time for foster carers to reflect on how they can provide young people in their care with the best emotional and psychological support.

The significance of Children's Mental Health Week

Children's Mental Health Week is an annual event from 5 to 11 February. It aims to encourage more open conversations about mental health issues among children. Furthermore, this helps promote understanding, and provide young people, parents, caregivers, and teachers with the knowledge and resources to support children's mental well-being.

Understanding the importance of mental health in foster care

Understanding the importance of mental health in foster care is vital for the well-being and development of foster children. Moreover, these children often come from backgrounds of trauma, uncertainty, and frequent changes, which can significantly impact their mental and emotional health. Therefore, this means that recognising the signs of mental health issues and understanding how to address them is crucial.

Recognising the signs of mental distress in foster children

Recognising the signs of mental distress in foster children is a critical aspect of providing effective care and support. However, these signs can be subtle and vary greatly, but intuition and observation are key in recognising them. Some common indicators include:

• Changes in behaviour: Look for shifts in behaviour patterns, such as increased withdrawal, aggression, or mood swings.
• Altered sleeping or eating habits: Significant changes in sleep patterns or appetite can indicate underlying distress.
• Decline in academic performance: A sudden drop in grades or loss of interest in schoolwork can indicate emotional turmoil.
• Social withdrawal: If a child becomes increasingly isolated or loses interest in activities they once enjoyed, it could be a cause for concern.
• Physical symptoms: Unexplained headaches, stomach aches, or other physical complaints can sometimes be manifestations of psychological stress.

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Supporting children in care

Once potential signs of mental distress are identified, there are several ways foster carers can provide support:

• Create a safe and open environment: Foster an atmosphere where children feel safe to express their feelings without judgment.
• Maintain routine and stability: Consistent routines provide a sense of security and comfort, especially for children who have experienced instability.
• Encourage healthy expression: Provide outlets for children to express themselves, such as through art, music, or physical activities.
• Educate themselves: Staying informed about children's mental health enables foster carers to respond more effectively to their needs.
• Seek professional help: Foster carers should not hesitate to seek support from mental health professionals when necessary. Collaborating with therapists or counsellors can provide the children with comprehensive care and support.
• Promote positive relationships: Encourage the child to build healthy relationships with peers and other supportive adults. Positive social interactions can greatly enhance their emotional well-being.
• Be patient and reassuring: Healing and emotional growth take time. Foster carers should offer reassurance, celebrate small victories, and be patient as the child navigates their emotions.

The role of education and training in understanding children's mental health

Flourish has developed a course tailored to people who want to know more about supporting looked after children who are experiencing mental health problems. This course has been designed to equip individuals, including foster carers, with the knowledge and skills necessary to effectively support the mental health of children in their care.

The course covers a range of topics crucial for foster carers, including:

• Understanding what mental health is and how it affects children.
• Recognising various mental health issues, such as anxiety, depression, and behavioural disorders.
• Practical strategies for supporting children with mental health needs.
• Communication techniques to encourage children to express their feelings and thoughts.
• Guidance on when and how to seek professional help.

By participating in this course, foster carers can enhance their ability to provide effective and empathetic support to looked-after children, ensuring they receive the care and understanding they need.

Flourish is committed to providing the resources and training necessary to ensure foster carers can offer the best possible care. By enhancing their understanding and skills through our specialised course, they can make a significant difference in the lives of the children they care for.

Supporting The Mental Health Needs Of Looked After Children

Building a strong, healthy attachment with a foster child is a vital aspect of their care and development. Thereby, understanding the different attachment styles that children may exhibit is key to this process. These attachment styles are formed in early childhood. Therefore, they have a profound impact on a child's future relationships and mental health. In this blog, we'll explore the various attachment styles and provide practical guidance for caregivers and social workers on how to nurture a positive attachment with foster children.

What are attachment styles?

Before delving into how to build attachment with a foster child, it's important to understand what attachment styles are. Moreover, these are patterns of emotional bonding that develop in early childhood. It's influenced by the child's interactions with their primary caregivers, often referred to as attachment figures. Therefore, these styles lay the foundation for how individuals form close relationships throughout their lives.

Research suggests that John Bowlby, was a key figure in the development of attachment theory. Furthermore, he made significant contributions to our understanding of the emotional bond between children and their parents or caregivers. With how these early attachment experiences influence an individual's emotional and relational development throughout their life. However, for foster children, who may have experienced disruptions in these early relationships, understanding these styles is crucial for their emotional and mental well-being.

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Ambivalent attachment

The ambivalent attachment style, also known as anxious ambivalent attachment, refers to a pattern where children often exhibit anxiety and uncertainty. In a foster care setting, these children may display clinginess and a fear of abandonment. Therefore, to build a secure attachment with children exhibiting this style, it's important to provide consistent, nurturing support and to patiently reinforce the stability of their environment.

Avoidant attachment

Children with an avoidant and disorganised attachment style, sometimes referred to as anxious avoidant, often maintain emotional distance as a self-protective mechanism. In foster care, children with avoidant attachment style might seem independent, however they struggle internally with trust and closeness. Thereby, building a stronger attachment with these children involves encouraging emotional openness. Therefore, resulting in creating a safe space for them to express their feelings.

Anxious attachment

Children with an anxious attachment style, often referred to as anxious-ambivalent, tend to exhibit heightened levels of insecurity and anxiety within their relationships. In a foster care setting, the child's behaviour may demonstrate a deep-seated fear of abandonment and rejection. However, this can lead to behaviours that are overly dependent and clingy. Therefore, to foster a sense of security in children with an anxious attachment style, it's crucial to provide consistent, reassuring, and nurturing care.

Disorganised attachment

Children with a disorganised attachment often have backgrounds of trauma or instability in their early relationships. Although, this can manifest as a mix of avoidant and ambivalent behaviours. In addition to this, the child will often show confusion or apprehension in forming close bonds. For these children, a stable and structured environment is crucial. Therefore, foster carers should focus on creating a sense of safety and predictability. While also being sensitive to the child’s nonverbal cues, and seeking professional support when necessary for therapeutic interventions.

Secure attachment

A secure attachment style is one of the four main attachment styles identified in attachment theory. It is also the healthiest form of attachment a child can develop. It is characterised by the child feeling a deep sense of comfort and security in the presence of their caregiver. Furthermore, children who have formed a secure attachment view their caregiver as a reliable source of comfort and protection. Thereby, they typically show a preference for their caregiver over strangers and actively seek comfort from them when distressed.

Foster carers play a pivotal role in nurturing this kind of attachment. By providing consistent, responsive care, and a stable environment, they can help foster children develop a sense of trust and safety. Therefore, encouraging exploration while being a dependable presence allows children to build confidence in their relationships and their own abilities. This nurturing approach is fundamental in helping foster children feel valued, secure, and understood, laying the groundwork for their healthy emotional and social development.

Attachment styles in foster care

Foster care presents unique challenges in navigating attachment styles, requiring a blend of sensitivity, knowledge, and adaptability from foster parents and social workers. Furthermore, each child comes with their own history and experiences that shape their way of connecting with others. Therefore, understanding and effectively responding to these varied attachment styles is key to providing the right support and intervention.

Attachment styles in children

In children, attachment styles are crucial indicators of emotional and social development. Therefore, early recognition and targeted support can ensure that each child develops healthy future relationships. For instance, a young child at 18 months may already exhibit signs of a particular attachment style, which can guide caregivers in their approach.

Understanding attachment styles

A solid understanding of different attachment styles is key to providing appropriate and effective support to the child. As a caregiver, this knowledge enables you to tailor your care approach, addressing each child's unique emotional and developmental needs effectively. Such understanding is crucial in building stronger, more secure relationships, preparing you for potential challenges, and positively influencing a child's long-term emotional and social development.

Understanding attachment disorders

While discussing attachment styles, it's also crucial to acknowledge the existence of attachment disorders, which are different and more severe than attachment styles. Attachment disorders are clinical conditions that arise from significant issues in forming emotional attachments, usually due to extremely adverse experiences in early childhood, such as severe neglect, abuse, or abrupt separation from primary caregivers.

Attachment in foster care

Building attachment in foster care requires a collaborative effort between foster parents, social workers, and mental health professionals. Each contributes uniquely to creating a nurturing environment that supports the development of healthy attachments, considering both physical and emotional aspects of the child's well-being.

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How to build attachment with a foster child

Building a healthy attachment with a foster child is a delicate process that requires empathy, patience, and consistent care. Key strategies include:

• Creating a safe environment: Foster children need to feel safe and valued in their new home. This involves not only physical safety but also emotional security, where they feel free to express themselves without fear of judgment or rejection.
• Prioritising mental health: Addressing the mental health needs of foster children is crucial. This may involve therapy, counselling, and regular check-ins to ensure their emotional well-being.
• Consistent and responsive care: Consistency in caregiving helps build trust. Being responsive to the child’s needs, whether they are seeking comfort, independence, or guidance, reinforces their sense of security.
• Building trust through routine: Establishing predictable routines helps children feel more in control and secure in their environment.
• Encouraging open communication: Foster an atmosphere where children feel comfortable sharing their thoughts and feelings. This helps in understanding their needs and addressing any concerns they may have.

Preparing foster carers for successful fostering

Flourish has developed the ‘Becoming a Fostering Family’ course to better prepare and qualify potential foster parents and allow for an enhanced understanding of attachment and therapeutic parenting.

The course offers participants the opportunity to embrace a therapeutic parenting style, incorporating practical real-life examples and chances for individual reflection. It aims to enhance their abilities and understanding necessary for effective fostering.

Aims of the Becoming a Fostering Family course

• Offers a structured route to becoming an approved foster parent, integral to the official validation process.
• Prepares participants with vital knowledge and skills for implementing therapeutic parenting techniques, contributing to more stable and nurturing foster placements.
• Supports participants through their approval journey by imparting essential foundational knowledge and therapeutic abilities.
• Motivates and empowers aspiring foster parents to progress in their application process by building their confidence in assuming the role.
• Aids in maintaining long-term foster placements by equipping foster parents with the necessary tools to effectively address challenges.
• Streamlines the selection of appropriate foster carers, thereby saving local authorities time and resources in screening candidates unlikely to succeed in the approval process.

By participating in this course, you're not just developing your knowledge; you're preparing to make a lasting difference in the lives of children in need. Take the first step towards a rewarding fostering journey.

Becoming a Fostering Family

This case study explores Lorraine Prentice, Practice Lead for Fostering and Adoption at Argyll and Bute Council and Kirsty Hunter, Supervising Social Worker within the Family Placement Team at Argyll and Bute Council, experience with the Reflection on Childhood Attachment Tool course and assessment tool. It focuses on the overall impact of this training programme on their professional practices.

Background:

Lorraine Prentice approached Flourish, looking for a training solution that would enhance their team's understanding and application of childhood attachment theories. Her input was crucial in shaping a course that addresses the real-world challenges faced by professionals in this field.

In response, Elspeth Soutar, Course Lead, drew on her qualified social work experience and training in dyadic developmental approaches and mindful parenting to develop the Reflection on Childhood Attachment Tool Course. Her broad combination of training and qualifications in therapeutic and mindful approaches ensured the course was grounded in expert knowledge. While also tailored to address the practical challenges faced by professionals in fostering and adoption. The use of a reflective activity that was designed to feel interactive, colourful, and dynamic enabled previous learning to be brought to life and theory to be consolidated into practice. It had a dual purpose as an example of how mindfulness practices enhance our well-being and professional skills.

Q. What initially attracted you to the Reflection on Childhood Attachment Tool?

A. Kirsty:

Our family placement team is quite small, and although we were all getting the theory of 'slowing down', we weren't sure how to put it into practice. There was a gap in our learning as an assessing team that we wanted to fill.

A. Lorraine:

Firstly, a key thing for us was recruitment. We had people coming forward who were unsure what would be asked of them as a carer. Their decision was often driven by emotions rather than having the skills and traits to become a foster carer or adopter. We wanted to learn how to have those conversions about suitability better so that it was a mutual agreement. The course gave us a language to use and some legitimacy to have this conversation better.

Another big thing for us was disruptions. We wanted to be better at preventing arrangements from falling apart, and we also wanted to improve our communication with both parties if an arrangement does go wrong.

Finally, we wanted to refine the matching process. We wanted to firm it up and ensure we were clear about what each child needed before being matched with a carer.

Q. Did you find the mindfulness session useful?

A. Kirsty:

We found the mindfulness session, along with the tips how to slow down particularly helpful. This has allowed us to get a sense of ourselves before we try to look at what is going on for an individual family. As social workers, many of us are rescuers, and we go into a situation and immediately want to help. However, sometimes, we can be so focused on this that we miss so much. So, the mindfulness techniques surrounding 'slowing down' have been really helpful.

A. Lorraine:

The mindfulness exercise was something that some of us were familiar with, and others were not. It was a wonderful experience and a great way to start the session. It was something that we also did on our foster carer day. The feedback was that people were surprised that they could relax in a room full of people they didn't know very well. We encouraged them to think about how they could use it when dealing with difficult situations rather than just jumping straight in.

Q. Did you find the follow-up session valuable?

A. Kirsty:

The follow-up session was useful because it allowed us to reflect on what we have learned and how we have been implementing it.

A. Lorraine:

The follow-up session was really valuable because it got the theory back in our heads again and reminded us to slow down and properly assess the situations we are dealing with.

Q. How have you implemented what you have learned in a real-life situation?

A. Kirsty:

I recently had a call with a mother who was in crisis, and she had a daughter who was in crisis. It was important for me to slow down and gather my thoughts to better help. I introduced the theory of the boxes (representing Maslow's Hierarchy of needs). Without even having them physically there, it helped me understand, slow down my thinking, and ground me in the moment.

I was also recently doing some work with a foster carer, and we were talking about that young person's life and how we could help them. The young person joined us for this session and talked about school. During that conversation, I took a step back as I sensed we were missing the basics. Yes, there were issues with the young person missing school, but I wanted to know whether she felt safe. We did this by using the theory of the boxes, and from this, we realised that actually she didn't feel safe, and we needed to look at this before we addressed anything else.

Q. What is the biggest takeaway from the tool?

A. Kirsty:

We have really benefited from the experience we had. One of the biggest takeaways for the team was the importance of using the boxes. Using them has helped me stop the' busy brain' and allowed me to drop back to the basics. Reflecting on the theory through the boxes, I have begun to realise what we need to do in a crisis. The boxes are useful for yourself but also for the child or carer.

We have all used them practically in assessing individuals. They are a great way to communicate with an individual to visually see where they are at emotionally.

A. Lorraine:

A key thing we took from the tool was that we needed to know how well carers could reflect on their own experiences (and the significance of this). We learnt that we needed to add some self-reflection into the early stages of prep for becoming a foster carer or adopter.

The course has also helped give us structure to conversations that we sometimes take over. We now understand the importance of giving the opportunity back to a young person to find a way to communicate for themselves and explain what matters to them.

We've now got a 'language' to use when talking to carers about whether they are equipped to care for a child who has been through challenges. We wanted this to be a mutual conversation where they understood the reasoning behind our decisions.

Finally, we have gained a better understanding of things we need to know about ourselves so that we can look at prospective carers with 'more informed eyes': this, in turn, means that the children will have a better experience and opportunities to grow and develop.

Reflection on Childhood Attachment Tool

In the ever-evolving landscape of health and social care, the introduction of Oliver McGowan training marked a significant step forward. This training is named in honour of Oliver McGowan, a young autistic man who tragically lost his life.

The training aligns closely with the Health and Care Act 2022, it aims to equip the Health and Social Care workforce with the necessary skills and understanding to provide informed care to autistic individuals and those with learning disabilities.

What is the Oliver McGowan mandatory training?

Oliver McGowan mandatory training is designed to enhance the capabilities of health and social care staff in aiding individuals with autism and learning disabilities.

Unlike conventional training, this programme focuses on transforming attitudes and practices to ensure dignified and appropriate care. It is deeply rooted in real-life experiences, offering insights beyond academic learning.

The training provides essential knowledge on learning disability and autism, from understanding the specific needs of autistic individuals to practical strategies for providing effective support.

Is Oliver McGowan training mandatory?

All regulated health providers have a statutory requirement to provide training on Learning Disability and Autism. The Oliver McGowen training is the governments preferred and recommended provider for health and social care staff.

Oliver McGowan Training Tiers

This mandatory training on Learning Disability and Autism is structured into tiers, catering to the varied levels of involvement and responsibility within the social care sector. This tiered approach ensures that each professional receives relevant and appropriate training to their specific role, enhancing the overall effectiveness of the care provided.

Tier 1

Tier 1 is the foundational level, focusing on general awareness about Learning Disability and Autism. This tier is crucial for the entire health and social care workforce, including those in administrative and support roles, not just those providing direct care and support.

The training covers the essential knowledge around Learning Disability and Autism including communication skills and reasonable adjustments including family and carers. It also addresses common misconceptions and promotes a positive, respectful approach to care.

Participants will learn about the principles of person-centred support, and the value of promoting independence for autistic people and people with a learning disability. By completing this tier, staff across the social care sector will be better equipped to understand the support needed by autistic people and those with learning disabilities, contributing to a more inclusive and understanding care environment.

Tier 2

Tier 2 is more targeted for professionals in direct patient facing roles. This tier is essential for social care staff, nurses, care assistants and anyone who provides direct care and support to individuals with learning disability and autism.

Participants will gain in-depth insights into the lived experiences of individuals with a learning disability.

The training emphasises the importance of informed, empathetic interaction and equips staff with key knowledge and understanding for delivering personalised care. It fosters a deeper understanding of the unique challenges and strengths autistic people and people with a learning disability face, leading to more effective and compassionate care delivery.

How do you complete Oliver McGowan Training?

The training for Oliver McGowan is in two tiers. Both tiers consist of 2 parts:

The eLearning is part of both tiers. Everyone needs to do this regardless of what tier training they need to complete. Part 2 of the training is either a 1-hour online interactive session (Tier 1) or a 1-day face to face training session (Tier 2).

The eLearning on Learning Disability and Autism is available through our online platform, Click Learning, in collaboration with NHS England - eLearning for Health. Experts with experience deliver the online interactive session and face-to-face training.

The course is available free of charge as an additional resource for anyone with a Click Learning account. Users accessing the course agree to comply with the e-LfH Terms and Conditions. Colleagues who are eligible should be allocated the course through the eLearning for Health Website.

How long does Oliver McGowan training take?

The Tier 1 training comprises a 90-minute e-learning module and a 1-hour online interactive session. Meanwhile, Tier 2 training also includes a 90-minute e-learning module, followed by full day of face-to-face training.

The Oliver McGowan training is more than a regulatory requirement; it's a crucial step towards a more inclusive and understanding social care environment in the UK.

Oliver McGowan training is more than a regulatory requirement; it's a crucial step towards a more inclusive and understanding social care environment in the UK.

At Flourish, we support this initiative wholeheartedly, offering resources and training that resonate with informed, empathetic care principles.

We urge all social care professionals to embrace this preferred and recommended training, not just as an obligation but as an opportunity change culture and reduce health inequalities.

Navigating the complexities of mental health in educational settings, particularly within secondary schools and colleges, is a critical challenge facing today's educators. Teachers play a pivotal role in identifying and addressing the mental health needs of their pupils. Therefore, this responsibility is integral to creating a learning environment where every student can thrive academically and emotionally.

What are mental health issues?

Mental health issues refer to a wide range of conditions that affect people's emotional, psychological, and sometimes physical wellbeing. Furthermore, it impacts how individuals feel, think, behave, and interact with others. However, the spectrum of mental health difficulties is broad and diverse. It reflects on the complex nature of mental health and its impact on different aspects of life. Therefore, recognising and addressing these issues in pupils is crucial for educators to support their students effectively.

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Signs of mental health issues

Recognising the signs of mental health struggles in children and young people is crucial for both their family members and teachers. Therefore, early identification by those closest to the young person – in both home and school environments – is critical to providing timely and appropriate support. Although, these signs can be diverse, ranging from changes in behaviour and mood to declining academic performance.

Furthermore, understanding these issues requires an evidence-based approach. This ensures the strategies and interventions are grounded in scientific research and proven effective. Moreover, this approach is crucial for educators to support their students effectively, particularly when it comes to recognising and addressing signs of mental illness.

Mental health issues in schools

The prevalence of mental health issues in schools is an increasingly recognised concern, with 1 in 5 pupils aged seven to sixteen thought to suffer from mental health difficulties. This highlights the urgent need for comprehensive mental health support in schools across the UK, particularly within the higher education sector.

Every school or college's approach to mental health will naturally differ, reflecting their students' unique needs and circumstances. However, all educational institutions should consider a dedicated support service as part of their mental health strategy. These services, ideally staffed by mental health professionals, are essential in providing tailored support to each student. Educators can offer more focused and effective support by ensuring that these services are an integral part of the school or college environment, fostering a culture where every student feels safe, understood, and well-cared for.

Supporting student mental health

Supporting student mental health and wellbeing in schools requires a genuine understanding of how to assist them with their mental health challenges. Educators need to foster an environment where every student, regardless of their mental health status, feels valued and understood. This includes promoting a culture of students supporting each other, where peers are encouraged to be empathetic and understanding towards those facing mental health challenges.

Enhancing your understanding and skills in supporting mental health is crucial if you're an educator, school administrator, or involved in any capacity with student welfare. At Flourish, we offer a 'Supporting Pupils With Mental Health Difficulties' course to equip educators with the knowledge and tools necessary to identify, understand, and effectively support students facing mental health challenges, ensuring they can provide the best possible care and guidance.

The course content covers the following:

• What is mental health
• Mental health and adolescence
• Physical, psychological, emotional and social mental health
• Spotting the signs of a mental health problem
• Types of mental health problems including depression, stress anxiety, eating disorders and self-harming
• Suicidal feelings
• How to help
• Having meaningful conversations
• Creating a communication plan
• Child protection and risk assessment
• Referring, concerns and crisis situations

How to promote positive mental health in schools

Promoting positive mental health in schools involves adopting a proactive and preventive approach, focusing on creating an environment that not only addresses mental health issues as they arise but also actively works to prevent them.

This involves several key strategies:

• Integrating mental health education: Incorporating mental health topics into the curriculum is crucial. This not only educates students about mental health but also normalises these conversations, reducing stigma. Lessons can cover various topics, from understanding emotions to managing stress and recognising when to seek help.
• Encouraging open discussions: Creating a safe space for students to discuss mental health is vital. This could be through structured classroom discussions, peer support groups, or informal conversations. Open dialogue helps students feel heard and understood and can be instrumental in identifying those who need additional support.
• Providing resources and support: Schools should have accessible resources for students seeking help with mental health issues. This could include access to mental health services. It's also important to equip teachers and staff with the necessary training to identify and support students experiencing mental health challenges.

Support for educators

Flourish offers a diverse range of courses tailored to various aspects of student wellbeing and mental health support. These courses are designed to equip you with in-depth knowledge and practical tools necessary for effectively addressing the mental health needs of students. By participating in this training, you can make a significant difference in the lives of your students.

As we approach Blue Monday, often highlighted as the most challenging day of the year, it emphasises the importance of increased awareness and understanding of mental health issues. This is particularly prevalent within health and social care. Professionals in this sector regularly encounter individuals with a variety of mental health needs. Making it essential to have a strong understanding of these issues. This knowledge is not only crucial for providing effective care but also integral in elevating the overall quality of support offered to those in need.

Understanding mental health issues

Mental health issues affect the way a person thinks and feels, as well as their mood or behaviour. Mental health can differ for everyone and represent a broad spectrum of experiences.

In health and social care settings, the ability to understand, recognise and appropriately respond to mental health issues in patients is essential. This involves more than just basic awareness. It requires a thorough understanding of mental health conditions, their impacts, and the most effective strategies for communication and support. Such knowledge is fundamental in ensuring that care professionals can offer support to those in their care.

The importance of awareness and education

Awareness and education are powerful tools in demystifying mental health issues. They play a pivotal role in breaking down the barriers of misunderstanding and stigma that often surround these conditions. By fostering a broader understanding, education paves the way for early intervention. This is critical in effectively managing and treating mental health conditions.

Awareness and education about mental health is essential in health and social care. This education forms the foundation for several critical aspects of care:

• Early Identification and Intervention: Education in mental health enables health and social care staff to identify signs of mental illness early. This early recognition is vital for timely intervention. This can significantly improve outcomes for individuals experiencing mental health issues.
• Enhanced Quality of Care: Knowledge and awareness of mental health issues allow care professionals to provide more empathetic and effective support. Understanding the complexities of these conditions means they can tailor their care approach better to meet the individual needs of their clients or patients.
• Creating Supportive Environments: Educated professionals can foster an environment of support and understanding for their clients or patients and within their teams. This supportive atmosphere is beneficial for everyone’s mental well-being, including the caregivers themselves.
• Empowering Individuals: By educating those they care for about mental health, health and social care professionals can empower individuals to take an active role in managing their mental health. This empowerment can lead to better self-care and a more proactive approach to seeking help.

The role of mental health training

Mental health awareness course:

Our Mental Health Awareness course is designed to provide an in-depth understanding of mental health issues. It delves into the different mental health conditions, their treatments, and the relevant legislation in social care. This course is particularly valuable for health and social care professionals, as it equips them with the knowledge to identify common mental health problems and understand the various treatment options available. It also offers practical strategies for supporting those affected, ensuring caregivers can provide informed and empathetic care.

Take the Mental Health Awareness course

Designed to provide health and social care professionals with an in-depth understanding of mental health issues.

Take the FREE Mental Health First Aid course

Designed to provide health and social care professionals with the skills to offer initial support and guide a person towards appropriate professional help.

Advance your mental health expertise with Flourish’s training courses

Flourish understand the importance of mental health training in health and social care. As a health and social care professional, you are at the forefront of providing care and support to those facing mental health challenges. Flourish is here to help you enhance your skills and understanding of mental health issues. Together, let’s build a more understanding and supportive community.

Foster care is when children who cannot live with their biological parents temporarily stay with other individuals or families. This is sometimes known as temporary guardianship and can happen for various reasons that make it unsafe or impossible for the child to live with their birth family. This can include neglect, abuse, parental substance abuse, or other circumstances. Child protective services oversee this arrangement and aim to ensure the safety and well-being of the child.

Fostering aims to provide children and young people with a stable and nurturing environment. Therefore, allowing time for the children's biological parents to work towards resolving the issues that led to the fostering placement. Moreover, fostering systems often involve collaboration between government agencies, supervising social workers, caregivers, and non-profit organisations dedicated to child safety and welfare.

Family reunification is always the preferred outcome, pursued when it is deemed safe and in the child's best interest. However, in situations where returning to the biological family is not possible, adoption by the foster family may be considered as a permanent solution.

Furthermore, being a foster parent requires flexibility, patience, and a genuine commitment to the foster child's well-being. Foster parents are instrumental in helping foster children navigate challenging circumstances, providing them with a foundation for a brighter future.

What is a foster carer?

A foster carer, also known as a foster mother, father, or parent, provides a temporary home for children or young people who cannot live with their biological families. These individuals step into a parental role, offering a safe and stable environment for children during challenging periods. Creating a nurturing environment is essential for the child's or young person's well-being and development.

In the latest Government Fostering report, it was revealed that in England, there were 59,380 approved mainstream foster carers as of the 31^st of March 2023. Of these, 11% were approved during the year.

Foster parents work closely with social workers, child welfare professionals, and other members of the system. They act as child advocates, ensuring the well-being and rights of the child are a priority. This role underscores the importance of foster parent responsibilities, which extend beyond providing a home to actively supporting the child's needs and rights.

They typically undergo training and evaluation to become licensed or certified. Foster parents in therapeutic care receive additional training and support. This process helps prepare them for the unique challenges of caring for vulnerable children—especially those who have experienced trauma and may require special attention and care.

When looking after children in your care, you must be adaptable and flexible. The length of a child's stay can vary, ranging from short—to long-term fostering requirements.

Fostering a child is a commitment that requires empathy, patience, and a genuine desire. Foster parent's efforts are crucial in the overall foster care system.

What is a foster care provider?

A foster care provider, or foster home provider, is either an individual or an organisation—that offers care and a temporary home to children who are unable to live with their biological families. This term broadly encompasses the components and participants within the foster care system.

What is short-term foster care?

Short-term foster care provides temporary care for children and young people in need. A social worker usually places a child or young person in short-term foster care before moving them to a longer-term placement or returning them to their own family.

What is temporary foster care?

Another way to describe short-term foster care is to call it temporary foster care. It usually happens while considering a child's long-term care.

What is long-term foster care?

Long-term foster care or permanent foster care is where a child or young person remains with their foster parent, usually until adulthood. Long-term fostering tends to happen when a child or young person cannot return to their birth family or adoption is not possible.

What is emergency foster care?

A child or young person is placed in emergency foster care to provide them with a safe, temporary living arrangement until they are ready for a longer-term placement or can return home. These short-term placements usually last between a few days and a few weeks.

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Types of foster care

There are several different types of foster care designed to meet the diverse needs of children and families. Here are some common types:

• Traditional
• Respite
• Kinship
• Therapeutic
• Emergency
• Adolescent
• Sibling
• Medically Complex
• Foster-to-Adopt

Independent fostering agencies work to match children with foster parents. They do this against those with the skills and resources to meet each child's unique needs. The main goal is to provide a safe and supportive environment while working towards the best possible outcome for the child.

Who can foster?

The criteria for eligibility to foster can vary. However, generally, individuals and couples who meet certain requirements may be eligible to become foster parents.

Foster care licensing is a formal process that individuals or families must undergo to become authorised foster parents, allowing them to care for children in the foster care system.

Here are common criteria that individuals or couples interested may need to meet:

• Age Requirement
• Health and Physical Fitness
• Background Checks
• Financial Stability
• Stable Housing
• Training and Education
• Licensing and Approval
• Parenting Experience
• Commitment to Teamwork
• Cultural Competence
• Legal Citizenship or Residency

It is a significant responsibility. Therefore, agencies want to ensure foster parents can create a safe and caring environment for their children.

What can disqualify you from becoming a foster carer?

Becoming a foster parent involves a thorough assessment process. Therefore, certain factors may disqualify individuals or couples from being eligible. Although, you should keep in mind that specific disqualifications can vary based on jurisdiction and the policies of individual agencies. Here are common factors that might disqualify someone:

• Criminal History
• History of Child Abuse or Neglect
• Substance Abuse Issues
• Domestic Violence History
• Serious Mental Health Conditions
• Financial Instability
• Lack of Adequate Housing
• Lack of Commitment or Availability
• False Information or Omissions
• Lack of Training or Preparedness

Each case is unique. Therefore, agencies make decisions on an individual basis, considering various factors to determine whether prospective foster parents are eligible. They will base disqualifications against the potential risk factors associated with the applicant.

How much do foster carers get paid?

The amount that foster carers get paid in the UK varies. Payments can depend on factors such as the fostering agency, the region, the child's age, and the level of care required.

Individuals or couples with children in their care will receive an allowance to cover the costs associated with caring for a child. In the UK, this could range from around £130 to £200 per week for a child, but these figures may vary.

Foster care training

Click Learning offers a wide range of foster care training courses designed to help people fostering vulnerable children, including:

• Attachment and Embracing Therapeutic Parenting
• Children's Rights
• Communicating with Children and Young People
• De-escalation Training
• Equality and Diversity
• Fostering and Birth Children
• Men in Foster Care
• Introduction to Reflective Practice
• Food, Nutrition and Associated Behaviours

Furthermore, our training covers areas such as Attachment and Embracing Therapeutic Parenting, Understanding Child Development and Emotion Coaching.

Access over 90 caregiver training courses as part of one simple subscription. Find out more here.

Foster Care Courses

The Care Quality Commission (CQC) inspection framework has recently undergone significant updates for 2024, offering new challenges and opportunities for UK health and social care providers. The CQC regulates a variety of healthcare organisations, including hospitals, care homes, general practices, and adult social care services. To assist providers in navigating these changes, we have compiled a CQC inspection checklist that aligns with the latest framework.

How to prepare for a CQC Inspection

To prepare for a CQC inspection under the new framework, you must thoroughly understand the CQC's updated assessment criteria and methods. The new inspection approach focuses on what matters most to people receiving care. Ensure that your care service is compliant and centred around individuals' needs and experiences. Complying with CQC standards is not only a legal requirement but also a demonstration of good practice in delivering healthcare services.

As a care provider, there are several steps you can take to prepare for an inspection:

• Familiarise yourself with the new assessment framework: Use the CQC inspection checklist to prepare your care setting for an inspect. While the five key standards (safe, effective, caring, responsive, and well-led) have been central to assessments for some time, the new framework places renewed emphasis on these standards. It also introduces a four-point rating scale (outstanding, good, requires improvement, and inadequate) and specific quality statements accompanying each key question.
• Understand the evidence categories: The Care Quality Commission has made its judgments more consistent by categorising six types of evidence. These include feedback from people using the service, staff and leaders, partners, observations, processes, and outcomes. Providers should be prepared to demonstrate compliance and quality care across these evidence categories.
• Reflect on 'I Statements': The CQC's assessment framework includes 'I statements' that reflect what people have said matters to them in their care experience. Align your services with these statements to ensure that the care delivered resonates with the needs and preferences of those you serve.
• Stay updated and engaged: Keeping informed about the latest updates and guidelines is crucial as the new assessments are rolled out.

The CQC 5 Standards

In addition to the new components of the framework, it's essential to recognise the CQC's five key standards, as they provide a solid foundation for assessing and delivering excellence in healthcare services. The CQC 5 Standards include:

• Safe: Examines how services protect individuals from abuse and harm, including environmental safety and medication management.
• Effective: This focuses on achieving good outcomes and quality of life based on evidence-based practice, involving staff competence in safe and effective care delivery.
• Caring: Assesses staff's compassion, respect, and empathy, involving dignity and involvement in care decisions.
• Responsive: Looks at how services meet people's needs, including personalisation of care, timeliness, and adaptability to changing needs.
• Well-led: Evaluates leadership, management, and governance, ensuring transparency and a culture of excellence.

What to expect from a CQC Inspection

Under the new framework, there will be significant differences in how the CQC assesses care providers. The inspection team will conduct focused inspections, extensively using information, including people's experiences, and gather evidence in various ways, not just through inspections. This approach means that inspections will contribute to a comprehensive evidence-gathering process.

The key differences from the current assessment model include:

• Gathering Evidence: The CQC will use various sources to support their judgments, making inspections part of a broader evidence-gathering process.
• Frequency of Assessments: Assessments will no longer be solely driven by the service's previous rating. Evidence collected or information received at any time can trigger an assessment.
• Assessing Quality: Judgments about quality will be made more regularly, using evidence from multiple sources. The CQC will consider quality statements more structurally and transparently, providing scores for findings. This approach will offer a more precise decision about ratings

CQC Inspection Guidance

Implementing key strategies can help you navigate the new CQC inspection checklist process successfully, ensuring comprehensive inspections of care services:

• In-depth Preparation: Immerse your service in the CQC's standards, ensuring practices are exemplary. Collaborate with local authorities and integrated care systems when necessary to achieve the highest standards of care.
• Robust Record-Keeping: Maintain comprehensive records that narrate your service's journey towards excellence.
• Active Engagement: Regularly engage with staff and service users for insights to shape your care approach.
• Highlighting Strengths: Use the inspection to showcase innovative practices and exceptional care initiatives.
• Constructive Feedback Response: View the inspection as an opportunity for growth, responding proactively to feedback.
• Focused Action Plan Post-Inspection: Develop a clear, actionable plan for any areas of improvement, regularly updated to reflect progress.

By adopting this focused approach, care providers can confidently demonstrate their dedication to delivering high quality care during CQC inspections.

The future of CQC Inspections

The CQC is gradually rolling out its new single assessment framework across England, which began in the South region in November 2023. This phased implementation will introduce a new era of assessments, focusing on flexibility and responsiveness. The new framework will assess providers based on a set of priority quality statements that reflect risks and service improvements. By mid-2024, the Commission plans to publish a detailed schedule for planned assessments, marking a significant transition in its approach to regulation.

Comprehensive training is of utmost importance for achieving and maintaining outstanding CQC ratings. Flourish provides a wide range of courses specifically designed to align with CQC standards, ensuring your team is well-prepared for inspections and equipped to deliver exceptional care every day.

Explore our health and social care courses and take a significant step towards achieving and maintaining outstanding CQC ratings.

Adoption is the process of providing a child or children with a permanent home when their birth family cannot look after them. It involves the legal transfer of all parental rights from the child's birth parents or guardians to the adoptive parents.

Adopting a Child

Adopting a child is a life-changing decision. It can mark the beginning of a lifelong relationship and responsibility for the child. Therefore, the process of adopting a child in the UK is a carefully structured pathway to ensure the young person's best interests.

Adoption agencies play a vital role in this journey. They offer guidance and support from the initial inquiry through to post-adoption. Therefore, this ensures that both the child and the adoptive family are well-prepared for their new life together.

Furthermore, in the matching process, the adoption agency will consider the diverse needs of children awaiting adoption. Including older children, who often face longer waiting times for placement. They normally require additional consideration and understanding from prospective adoptive parents.

Difference between fostering and adopting

Whilst fostering and adopting are both ways of offering a child a safe, nurturing environment, there are some significant differences. Fostering is usually a short-term temporary arrangement for a child who may return to their birth family or move on to another long-term solution. However, there are also cases of long term foster care. The child's care is shared by foster parents, the local authority, and sometimes the child's biological parents.

However, Adoption is a lifelong commitment where the parental responsibility is legally transferred to the adoptive parents. Once the final decision has been made and the adoption process is complete, the child will no longer retain any legal ties with their birth parents.

How to adopt a child in the UK

The journey to adopting a child in the UK varies slightly across England, Wales, Scotland, and Northern Ireland. Although, the core principle remains providing a loving and stable home for a child.

For detailed information, prospective adopters can refer to the UK Government's adoption guide for England and Wales, Scotland's adoption guide, and Northern Ireland's adoption information.

What is the adoption process in the UK?

The steps involved in the adoption process in the UK include:

• The initial enquiry: Contacting an adoption agency to express an interest in adopting.
• Preparation and training: Attending courses to understand the responsibilities of adoptive parents.
• Home study assessment process: A comprehensive evaluation by a social worker. Including background checks, to ensure a suitable environment for the child.
• Approval process: Review by an adoption panel to confirm suitability to adopt and become that child's legal parent.
• Matching with a child: Finding a suitable child for your family.
• Introductions and placement: Gradually introduce the child to their new home, ensuring a smooth transition.
• Legal process: Finalising the adoption by transferring all parental rights to the adoptive parents.

Who can adopt a child?

In the UK, the adoption process is to be inclusive and accessible. Therefore, the primary consideration is your ability to offer a stable and loving home to a child. You can apply to adopt regardless of marital status, ethnicity, or sexual orientation, and there is no upper age limit.

However, there are various factors that determine how suitable you are to adopt. This includes background checks and assessments of the prospective adopters' living conditions and lifestyle.

To be eligible for adoption, you must fulfil three key criteria:

1. You must be over the age of 21.
2. You should have no serious criminal record.
3. You must have lived in the British Isles for more than a year.

How long is the adoption process in the UK?

The adoption process in the UK can vary in length, from several months up to a year. However, many things can affect how long it takes, like the adopters' situation, the child's needs, and the legal process details. Therefore, this timeframe allows enough time to find the best match and prepare the adoptive family for their new responsibilities.

Support for Adoptive Families

AC Education are in partnership with Adoption UK. We offer a comprehensive range of online training courses designed for future adopters. Helping them to better understand the needs of adoptive children.

The courses cover topics such as understanding early trauma, managing the impact of social media, and addressing the mental health needs of adopted children. We tailor the training to equip people with the necessary skills and knowledge to become adoptive parents.

Whether you're new or experienced in the adoption process, our adoption training courses can support you on your journey to adopting a child in the UK.

A child or young person who can no longer live with their birth parents are in need of foster care. In the UK, if you are thinking of becoming a foster carer, you must undergo a thorough evaluation. This will ensure you are capable of providing a safe and supportive home environment. Foster care is a significant commitment, so it is important to be sure you are ready for the role. The Government have provided a detailed overview of everything you need to know about becoming a foster parent in the UK.

Here are the general steps to become a foster carer in the UK:

• Self-assessment: You should reflect on your motivation and readiness to become a foster carer. Consider your own situation, space in your home and your ability to support and care for children.
• Contact a fostering agency: Reach out to your local authority or an independent fostering agency in your area.
• Attend an information session: These sessions can provide a more in-depth overview of the fostering process and requirements.
• Formal application: If you decide to proceed, you will need to submit a formal application to the fostering agency.
• Assessment and interviews: You must complete a thorough assessment process. The assessment includes interviews, home visits, and checks on your background, health, and references.
• Training: Foster carers must complete training to prepare for their role. The training will cover topics related to fostering, child development, and how to support children with different needs.
• Approval: Your assessment will be reviewed by an approval panel, which includes social workers and other professionals. If you are approved, you will be matched with children in need of foster care based on your skills and preferences.
• Foster care placement: Once approved by a fostering panel, you can start taking in foster children. You will be responsible for their daily care, education, emotional support, and well-being.
• Assistance and evaluation: Foster parents will be provided with continuous help, oversight, and periodic assessments. This ensures that they continue to meet the needs of the children in their care.

The process can vary depending on the fostering agency or local authority you work with. However, these steps provide a general overview of what to expect. Fostering can be a rewarding but challenging experience. Therefore, you need to be fully committed and prepared for the responsibility.

Foster care requirements in the UK

In the UK, foster care requirements are designed to ensure the safety, well-being and stability of children placed in foster care. These requirements are set by the government and are implemented by local authorities and independent fostering agencies. These are in place to ensure that children in foster care are placed in safe and caring environments.

Here are some of the key foster care requirements in the UK:

• Foster carers must be at least 21 years old, and you can be single, married, in a civil partnership, or living with a partner.
• You should be in good physical and mental health to care for children effectively. You will undergo a medical examination and provide medical records as part of the assessment process.
• Foster carers and adults in the household must undergo DBS checks to confirm their eligibility for fostering. These checks are conducted to ensure that they do not have a criminal record.
• You will need to provide references from people who can vouch for your character and how suitable you are to be a foster carer. This typically includes personal and professional references.
• Your home should provide a safe and suitable environment for fostering. Foster agencies will conduct a home assessment to ensure that your living space meets the necessary standards.
• You must complete a fostering assessment, which involves interviews, background checks, and a home study. You will also need to undergo training to prepare you for the responsibilities of foster care.
• Having a support network in place, whether it is through family, friends, or the fostering agency is important. Fostering can be challenging, and having a support system is crucial.
• Foster carers should collaborate with social workers, the child's birth family, and other professionals in the care plan. This includes attending meetings, court hearings, and providing input into the child's care.
• Foster carers must be flexible and adaptable to meet the diverse needs of the children they care for. This may include children and young people from various cultural backgrounds or with specific emotional or behavioural challenges.
• Foster carers should engage in ongoing training and development to improve their skills and knowledge related to fostering.

How long does it take to become a foster carer in the UK

Becoming a foster carer in the UK can take different amounts of time. This depends on factors such as your situation, the agency or authority you choose. Along with their requirements and processes. On average, it can take 4 to 6 months or longer to become a foster carer.

Fostering takes time to make sure foster kids are safe and well. It is important to know that the process is thorough and can be long. The process also aims to assess your readiness, Along with how suitable you are for this important role to care for a child.

To become a foster carer, reach out to your local authority or a fostering agency. They can provide you with information about the process and timelines specific to your area.

Training and support to become a foster carer

AC Education have developed an interactive online course, 'Becoming a Fostering Family'. It helps foster parents understand attachment and therapeutic parenting and get ready for their fostering journey.

“I have been privileged to have an early viewing of the ‘Becoming a Fostering Family’ materials. So much work and thought has been put into this. This course will provide an important opportunity to understand and reflect on the experience of becoming a fostering family leading to much-needed preparation for the joys and challenges ahead.” Kim S Golding, CBE

If you have experience or are new to fostering, our 'Becoming a Fostering Family' programme may help. Learn more about our programme here.

Becoming a Fostering Family

Have you ever arrived at work with no memory of how you got there? That’s dissociation. That feeling you’ve uncoupled from yourself and the world around you, that you and everything around you is somehow unreal.

Dissociation is, basically, a way the mind evacuates when traumas become unbearable. According to the charity Mind, dissociation is one way the mind copes with too much stress, such as during a traumatic event. For children and young people who’ve experienced trauma, dissociation is a necessary survival mechanism, implemented by the mind in order to keep going when faced with the impossible.

Yet, when young people pour into our classrooms hour after hour, day after day, it can be difficult to recognise what that looks like in the room. How can we know a student has disconnected from themselves and disassociated from the moment – particularly when each person’s experience of dissociation is different?

It is all too easy to feel frustrated with the student who seems less keen to learn. In the classroom, a dissociating child can look very much like a child who has disengaged. Dissociation may well present as daydreaming, glazing over, or an inability to complete seemingly simple tasks and follow clear routines. They might take five minutes longer than everyone else in the room to pick up a pen and write, or veer between serenity and sadness with little warning or understanding of why they feel that way. The child most irritatingly unable to use the method you taught them only yesterday could, in fact, be a child who has simply dissociated.

Indeed, the ADHD Foundation assert that dissociation in the classroom can present as actively poor behaviour; students might deny things have happened when it is obvious they did, or experience extreme mood changes and insist “it wasn’t me!” - even when it clearly was.

So how can we, as educators, put preventative measures in place to make sure these children can succeed?

For me, the first step for interacting with young people in any classroom is to approach each person with curiosity and kindness. Make the assumption that every child has experienced trauma, and you’re one step closer to treating everyone with a little bit more care.

There’s a marked difference between “you’ve not picked your pen up yet and we’re ten minutes into the hour” and “would you like to borrow a pen?” and if a child has disassociated, your question might just bring them back into the present so they remember the one in their hand. Curiosity and questioning offers an avenue for giving gentle feedback to a student about what they did (or did not do!) without apportioning blame.

Celebrating the quirky ways we compartmentalise and cope as human beings can be a brilliant relationship-builder while allowing students to grow and change in a way that helps them move on from the dissociative behaviour they’re displaying without the need for discipline and sanction. In the classroom I make much of my tendency to daydream and find ways to laugh along with others in the room as they share their “little ways” too. This way, when I tap on the desk to bring a student back into the room, we can share a knowing smile, laugh at the little ways we cope, and then I can gently redirect them back to the task in hand.

Opportunities for redirection are crucial in classrooms where students may be dissociating, not least because a key principle of supporting these young people is getting them back in the room. Offering ways for students to access information you’ve already given again is essential here. For example, if you prepare bullet-point cheat sheets you can pull out of your pocket and push them under the nose of a glazed-over student, you’re holding them accountable for working hard while acknowledging their struggle…without even speaking at all. Many teachers are proponents of “3,2,1” countdowns to silence or similar, but adding instructional cues with these countdowns like “3 – make sure you’re listening” and “2 – it is time to look at me” could help ground and refocus a dissociating child.

Presenting your classroom as a constant and safe space will help all young people to do well, and a key component of creating safety comes from the way you choose to direct and instruct your students. I’m a huge fan of non-verbal gesturing as a way of managing the behaviours of complex young people in a gentle but firm way. The raise of a single eyebrow, or simply moving closer in proximity to a student who is not acting as you wish to enable them to sense their actions need to change.

Sometimes, children who dissociate will do so after conducting themselves in ways that are behaviourally inappropriate, rude or disruptive, denying their misdemeanours. In my practice, I choose to view such claims with sincerity and support the student by deconstructing the event with them so they can see they were involved. Some methods I’ve used have included storyboarding or creating quick comic strips with students where we explore how an event unfolded (look up social stories or comic strip conversations for those with ASD as a way into this) which helps the young person see their involvement in a new light. It is, absolutely, important that young people are held accountable for their actions, but where dissociation could be involved we must attempt to avoid the sense of punishment and blame that often accompany sanction.

As classroom practitioners we take the children we are presented with and respond to them in the moment. Treating all young people as if they may have experienced trauma ensures we support all of those who have. Even better, many of the strategies I’ve suggested above will work for those with special educational needs or behavioural struggles, ensuring a better classroom for all.

Ultimately, every young person is an individual, so no strategy will work for all. Curiosity, however, is a universal kindness; every child deserves adults that ask themselves “but why?”

Written by Jasmine Mulligan

Jasmine is a passionate educator, coach and mentor to both children and adults. Having spent more than 10 years in the educator sector, Jasmine has worked in mainstream schools and alternative provision, as well as within Further Education. She is currently a SENCO for a large multi-academy trust. Jasmine is driven by the firm belief that all children have the ability to achieve great success, and she is committed to supporting them to achieve this.

At a time of high levels of school non-attendance, it would be easy to assume that all non-attendance is the same. However, there are a group of children for whom school non-attendance is a matter of can’t not won’t.

These children are not refusing school nor avoiding school. What they are avoiding is in fact, the high levels of debilitating anxiety that attending school or even the thought of attending school brings to them. We all have that ‘Sunday night feeling’ or struggle to get back into the flow after a holiday for example. But for this group of children, the biology of their distress means that no amount of rational negotiation is going to settle their survival instinct; the school is on fire. In order to support these children to attend school and access the wide-ranging benefits that attending school brings, we need to ensure that professionals have a thorough grasp of the challenges these children face and a desire to find solutions that support both the child and the family.

Emotionally Based School Avoidance, (EBSA) sometimes called Anxiety Based School Avoidance is a broad term used to describe a situation where there are persistent barriers to a child or young person attending and fully engaging in school life and learning. These barriers may be associated with the school and its systems, situations in the family and community or challenges for the child themselves such as Special Educational Needs or Early Life Adversity for example. EBSA can be seen as a spectrum which children may move backwards and forwards along depending on particular ‘stressors’ at different times in their school journey.

Some children will not have attended school for weeks, months or even years. Some may attend sporadically, or gradually reduce attendance. Others may suddenly stop attending and be unable to go at all. It should also be noted that receiving an attendance mark is not the same as attending lessons and learning. Children may be in the building but unable to participate. These children are therefore missed from the EBSA statistics but equally need our support.

Another way to view EBSA is that it is actually ‘school focused anxiety avoidance’. It is not the learning that these children are trying to avoid, nor the routine, but rather the feelings of stress and anxiety that come from being in or around the school building, peers and/or staff. In order to find and action sustainable solutions, a whole eco-psychosocial approach will need to be taken, thereby taking the problem away from the child and avoiding language such as refusal, avoidance or truancy to a more holistic, compassionate approach which recognises the physiology of stress and distress and the full complexity of barriers to attendance.

Training to better understand experiences of EBSA as well as appropriate interventions to support positive progress and change is available through Flourish.

What is Sepsis?

Sepsis is a severe and potentially life-threatening medical condition. It occurs when the body's response to an infection leads to widespread inflammation throughout the body. It can result in organ dysfunction and failure. It can affect people of all ages, and it requires immediate medical attention and treatment.

Main Causes of Sepsis

A bacterial infection most commonly triggers sepsis, but fungal or viral infections can also cause it. Common sources of infection that can lead to sepsis include urinary tract infections, pneumonia, abdominal infections, skin infections, and bloodstream infections.

Difference Stages of Sepsis

Sepsis is the first stage when the body reacts to an infection. It causes symptoms such as fever, fast heart rate, quick breathing, and changes in mental state.

Severe sepsis occurs when it progresses, leading to organ dysfunction. Signs of organ dysfunction may include low urine output, difficulty breathing, changes in mental status, and abnormal blood clotting.

Septic shock is the worst stage of the virus. It causes a big drop in blood pressure, which can stop enough blood from reaching important organs. It is a life-threatening condition and requires immediate medical intervention.

Early Signs and Symptoms

Signs include fever or coldness. Other signs include a fast heart rate, quick breathing, confusion, low blood pressure, and less urine. Additionally, tiredness, sickness, throwing up, muscle ache, skin changes, thirst, and trouble talking are also signs. An anagram often used to aid symptom recognition is "TIME," which stands for temperature, infection, mental decline, and extremely ill.

Treatment and Management Processes

The primary treatment for sepsis involves administering antibiotics to target the infection and providing supportive care. In severe cases, hospitalisation may be necessary. Treatment also includes intravenous fluids to maintain blood pressure, oxygen therapy, and medications to support organ function. You may need surgery to remove the source of the infection, such as an abscess.

Sepsis is a serious condition triggered by infections, and it requires immediate medical attention. Recognising the main signs and symptoms, understanding its stages, and taking preventive measures are essential for both patient and healthcare provider. It is crucial for the health and social care sector to be aware of the virus and how to respond.

Sepsis Awareness Course

Our Sepsis Awareness Course gives an overview of the key symptoms and an outlines the basic response when suspecting the virus. The widespread awareness of the condition is incredibly important, in particular for those who work with high-risk individuals. Recognising the symptoms of the virus early increases that person's chance of survival, as it is life-threatening.

Our Sepsis Awareness course could help you if you are working within the health and social care sector. Learn to recognise early signs and respond promptly to care for someone with the virus.

There’s a book that’s just been published that, I think, may help us to better understand why it is that children in the care system – and adults that have been through it – generally have poorer outcomes in life, whether in relationships, health, education, or employment.

David Robson is a neuroscientist and his book, ‘The Expectation Effect’ (2022), explores how your mindset can transform your life – or otherwise. His research is robust and deals with very specific examples; so, for instance, did you know that people who believe that ageing brings wisdom, live longer and are generally more content? Thus it appears that our beliefs can influence how we cope with life’s challenges and the good outcomes that some achieve – while others falter. Our responses to difficult situations are often the product of our expectations – and our beliefs about our own capacities can influence outcomes.

He doesn’t address the issue of children who have had early adversity in their lives and have been taken into the care system – but can you see how his research can help our understanding here? Children from nurturing families who have built a secure attachment to a parental figure typically have the expectation that they will achieve and be happy in their lives. And they do and they are – even when their parents have not necessarily articulated any expectations. On the other hand, a child whose birth parent has made it clear from the outset – both by actions and by words – that they have little worth and she/he has no expectation that they will achieve, is far less likely to prove that parent wrong. Instead, the child will struggle to believe in their capacity to achieve – to the point where they are almost paralysed by that negative expectation.

A related area of research is around the ‘placebo effect’. Henry K. Beecher came up with this term when he was a doctor in the Second World War and he ran out of morphine when treating injured soldiers in a field hospital. He chose to inject them with a saline solution, telling them it was morphine. 40% of those soldiers who received the saline solution experienced pain reduction and were able to sleep. I would hypothesise that those soldiers for whom the placebo worked were ones who, as a result of their secure attachment, – and thus their trust in parental/authority figures – absolutely believed what they were told by Beecher; with the expectation of pain relief they experienced that physiological response. Those soldiers who experienced no pain relief from the placebo are likely to be those whose expectations were nowhere near as high as those in the 40% – and so were not convinced that their needs were going to be met from the outset. The children that some of us parent in the care system would almost certainly have been in that latter group. They have little expectation of feeling good, their resilience is low and they have limited experience of being given good things.

So, our task is surely to be proactive in generating positive expectations in the children we care for or people we interact with? Each individual is different in what they need from us, but we have to find ways of building their self-esteem so that they do expect good things and have the emotional six-pack they need to deal with life’s adversity.

Martha and Rachel

Following an impressive first year, Devon County Council have renewed its contract with leading social care training provider, Flourish.

In January 2022, Devon County Council (DCC) began working with Flourish. The partnership provided training for individuals and organisations across social care in Devon.

Flourish is a nationally recognised social care eLearning provider, with its Learning Management System ‘Click Learning’ boasting an impressive 125 courses. Since its inception in 2006, Flourish has worked with over 30 Local Authorities to deliver funded care training.

This unique offer enables Local Authorities to centralise training and development for social care providers in the local area.

As a Skills for Care ‘Centre for Excellence’, Flourish has supported thousands of care providers to improve the quality of care, reduce staff turnover, and enhance CQC ratings.

Before working with Flourish, Ruth Haynes, Workforce Development Advisor for Training & Education at DCC, was aware of some challenges facing care providers in the area. The absence of a centralised system meant quality and effectiveness of training varied.

Ruth said: “We needed a ‘Care Passport’, whereby social care staff could hold all their training certificates in one place and transfer training if they chose to move to a different organisation.”

Ruth was keen to see how a centralised system would support care providers and individuals working as Personal Care Assistants. The Click Learning platform does just that. It enables care providers to benchmark the learning and progression of staff, ensuring quality standards remain high.

Ruth said: “The relationship is very much a two-way partnership. The team at Flourish are always open to new course ideas and works with us to ensure our providers have access to the best training opportunities.

“We have only scratched the surface of our partnership with Flourish, and I hope this year we can level up even further and support our providers to do what they do best – deliver fantastic care.”

Head of Customer Engagement at Flourish, Peter Humphreys, said:

“It has been a pleasure to work with DCC for the last year. We have set the foundations for a thriving partnership that places the quality of care at its heart.

“Our mission has always been to drive quality standards and help those working in the sector access training and development opportunities that directly impact care quality.”

DCC serves East Devon, Exeter, Mid Devon, North Devon, South Hams, Teignbridge, Torridge, and West Devon. Access to Flourish’s platform is available to all care providers who fall within those areas. Care providers can access funded learning below.

The government has introduced a new legal requirement (through the Health and Care Act 2022) for CQC registered care providers supporting people with learning disabilities or autism. The initiative has been brought to the forefront of the agenda after the Oliver McGowan campaign grew in awareness. The requirement is that from 1st July 2022, training must be delivered that is appropriate to the worker’s role. This is about making sure social care staff have the right skills and knowledge to provide safe, compassionate and informed care.

What the Oliver McGowan Training means for care providers

The new guidelines apply to all care staff, not just specialist services. This means that many more staff members will need training appropriate to their role, even administrative staff who may have contact with service users.

There is currently no official training programme which means it is up to the health and social care providers to source. At Flourish, we have this covered through the various courses we offer. We will keep an eye on the Code of Practice which the government is planning to consult on and publish, and will make sure our courses are compliant.

What is Oliver McGowan Training?

The Oliver McGowan Mandatory Training on Learning Disability and Autism is delivered in two Tiers.

Tier 1

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

Tier 2

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

CQC guidance on Oliver McGowan Training

The CQC have published this statement on "Training staff to support autistic people and people with a learning disability". The guidance allows you to arrange your own training as long as you continue to meet the requirements of the Health and Care Act 2022 and Regulation 18 of the fundamental standards.

Meanwhile, CQC provide guidance through “Right support, right care, right culture - How CQC regulates providers supporting autistic people and people with a learning disability”. CQC say they assess and inspect to see if staff are working with people appropriately, and if not, they will consider what training and support has been provided to care staff.

How the CQC will assess

Following the introduction of this requirement, they will be looking to see whether providers have provided learning disability and autism training, and have assessed the competencies of their staff following the training. In line with current inspection procedures, CQC will not be looking at the types of learning involved.

When assessing quality, the CQC will check that staff are competent to deliver care and treatment to all people using services – including those with a learning disability and autistic people. If you decide a member of staff doesn't need training, they will expect a record of how you came to that decision.

Specialist learning disability and autism courses

You can find the specialist courses that Flourish provide to support people working with learning disabilities and autism, in line with the Oliver McGowan Training guidance below:

• Autism awareness
• Down Syndrome
• Fragile X Syndrome
• Mental Health, Dementia and Learning Disabilities Essentials

Highly recommended LD relevant courses:

• Communication Skills
• Conflict Management
• Continence Management
• Diabetes Essentials
• Dysphagia and choking
• Eating and Drinking Support
• Epilepsy Awareness
• Positive Behaviour Support and Non-Restrictive Practice

Browse our full course list here.

The Flourish and Devon County Council case study

Background

In January 2022, Devon County Council (DCC) began working with Flourish. DCC serves East Devon, Exeter, Mid Devon, North Devon, South Hams, Teignbridge, Torridge, and West Devon.

107 care providers plus many Personal Care Assistants in Devon currently access Flourish’s system. Between them they have completed over 20,900 courses.

Nicki Wright and Ruth Haynes are at the helm of training and education for the county's social care providers. They work with all social care providers across Devon, including external Private, Voluntary, and Independent (PVI) providers and individual care companies. They support the upskilling, development and running of training programmes for them.

The Challenge

Before working with Flourish, Nicki and Ruth identified several challenges affecting care providers across the county.

Given that many care providers used different training platforms, training varied, with some providers and Personal Assistants having little or no access to any training.

The variations between training and centralised systems made it difficult for care providers to benchmark staff learning and progression.

Ruth said: “We needed a ‘care passport’, whereby social care staff could hold all their training certificates in one place and transfer training if they chose to move to a different organisation.”

The duo also highlighted that much of the training on offer in the area was Healthcare focussed, with little emphasis on Social Care.

They also shared how the lasting effects of COVID-19 created a greater demand for online learning rather than face-to-face.

The Solution - Fully funded social care training in Devon

In January 2022, DCC began working with Flourish, enabling the care providers across all sectors and Personal Assistants to access Flourish’s online learning management system ‘Click Learning’.

Going into the partnership, Nicki was keen to see fair access for everyone, and to use a training platform which was bespoke to the social care sector. She was also interested to see how Flourish’s platform would support those who previously had little access to any training.

Peter Humphreys, Customer Engagement Manager at Flourish, said: “Click Learning enables providers to benchmark the learning and progression of staff, ensuring quality standards remain high.

“It was important that providers had access to a system that centralised training and enabled them to take control of courses, tailoring learning to fill knowledge gaps.

“Our partnership with local authorities is unique to our service offering. How it works is simple: Local authorities pay a set fee to us, which gives all social care providers under the borough council access to hundreds of courses via Click Learning.

“Providers can come directly to us, taking away the fuss for the council.”

Result

Since working with Flourish, Nicki and Ruth have noticed a massive difference in the feedback from providers.

Ruth said: “The relationship is very much a two-way partnership. Flourish is always open to new course ideas and work with us to ensure our providers have access to the best training opportunities.

“The flexibility of the platform means it can adapt to workforce demands. The social care industry is quality-driven, so ensuring access to high-quality training has greatly improved several aspects of care for our providers."

As an example, Ruth noted that the platform has profoundly affected social care staff and referenced one instance where a PA’s client had suffered a stroke. The PA accessed Click Learning to complete a stroke awareness course, helping them tailor support for their client.

Nicki and Ruth agreed that they would one hundred per cent recommend Flourish to others. She said: “Flourish has been fantastic. Peter [Humphreys] has had a huge impact and has been extremely helpful and supportive throughout the last year.

“We have only scratched the surface of our partnership. I hope to continue working together to support our providers to access the highest-quality training, helping them do what they do best – deliver fantastic care.”

Click here to download and read the full case study.

The Flourish and Greenwich Shared Lives case study

Background

Greenwich Council, Royal Greenwich Shared Lives are part of the ‘Shared Lives Plus’ national organisation. Shared Lives is an arrangement where individuals and families provide accommodation and support for people who need some help to live the lives they choose. A Care Quality Commission graded ‘Good’ provider, Greenwich Shared Lives offer a range of services including, long term, short term, respite, and Flexible support (day support). Individuals who are referred to the service under the scheme are carefully matched with carers and families to enable their individual needs to be met. There are currently 32 active and support Carers who support 40 individuals across different settings, including in the community.

The Challenge

Before working with Flourish, Greenwich Shared Lives main approach to training relied heavily on face-to-face training sessions, with limited e-learning options. Registered Manager, Sacha Wheatley pinpointed that this approach presented some challenges, particular for Carers who supported individuals at home.

She said: “Some of our Carers are based further afield to Greenwich, which sometimes made it difficult to achieve full attendance at training. It was especially challenging for our Carers who support individuals at home.

Sacha noted that flexibility was one of the most attractive elements of Flourish’s service offer. The easy-to-use nature of Flourish’s Learning Management System (LMS) ‘Click Learning’, would enable them to provide multiple learning and development opportunities to all staff – regardless of their location.

Sacha said: “We were really keen to give our Carers a degree of flexibility and autonomy when completing training. Flourish were the obvious choice to help us deliver this.”

Click here to download and read the full case study.

Care providers face an increasing challenge with sourcing and retaining staff to meet the growing demand for care services. In this article, Neil Eastwood shares his five favourite tips for recruitment and retention.

The labour market for frontline care staff is rapidly changing, and one of the major risks facing social care employers is the inability to respond to these changes quickly enough.

It wasn’t long ago that the care sector could pick and choose from large volumes of applicants, but those days are long gone. In the current market, we must work harder to attract new staff, including those who had previously never considered a paid care role. At the same time, we must ensure we take steps to prevent the unnecessary loss of existing workers.

Given that Registered Managers already have a full workload and little time to dedicate to researching the best approaches, here are five recommendations for improving both recruitment and retention:

1. Ensure you have a culture that people want to work for

Too often office staff and supervisors can treat their frontline colleagues with a lack of respect. Prospective employees can be dealt with brusquely or go for days without any communication. All employees must understand the value of care workers and work to create a family-like and supportive environment. Without this, sourcing and retaining staff will be incredibly hard.

Tip: If your support team could benefit from a culture change, consider arranging conflict resolution and communication skills training. Supporting team leaders to handle care staff respectfully has delivered huge retention improvements.

2. Community outreach is essential. Get out of the office!

Many of your best future staff could be sourced from seeking out high-potential groups in the community. These people are unaware of how suitable they are for a career in care – and how rewarding it would be for them unless you go and tell them.

Tip: Get your existing employees looking on your behalf and re-launch your employee referral scheme. Also, don’t forget to recontact past employees you miss and see if they would consider returning.

3. Make sure someone in your organisation wakes up every day focused on recruitment

A successful social care recruitment operation relies on multiple channels, not just Internet job board advertising. Often the best candidates have to be found in the community, which requires coordination and planning. Sustaining the flow of quality applicants cannot be undertaken as an afterthought or when a busy Registered Manager can spare time. The best care providers worldwide assign someone to own and oversee the process.

Tip: Some of the best recruiters are current or past care staff. They understand the job and can sell the role with conviction.

4. Look beyond job experience

There are simply not enough trained and experienced care staff in circulation to satisfy the recruitment needs of today, let alone the next ten years. Many of the best, most suitable qualified care workers are committed to their clients and loyal to their existing company. Therefore, providers must look beyond work experience and qualifications and delve into values, personality, and attitudes.

Tip: Concentrate on the applicant’s motivation to work in care and their values. Look for past family care experience and evidence of emotional maturity. You can find high potential applicants in all sorts of places in the community, such as informal carer groups, volunteers or those who worship a faith.

5. It's not just about the money, it's about feeling valued

Good care workers are connected emotionally to their job and the service they provide. If staff feel appreciated at work, they will be more likely to stay. For instance, when a carer has covered a shift or gone beyond their duty, verbal appreciation alongside written appreciation in the form of a letter to their home will go a long way in boosting staff retention.

Tip: Task supervisors to find a member of frontline staff doing something well and praise them publicly every day. This is a very powerful mindset change.

There are certainly enough caring and compassionate people to meet the demands of our ageing population. The trick is to reach out to the community to make them aware of the value of a paid care role, make them feel welcome and then enable them to do what they love.

Neil Eastwood is the Founder and CEO of Care Friends, the employee referral app for social care and an international speaker on care worker recruitment and retention.

The Care Quality Commission (or CQC) is England's independent regulator of Health and Social Care. Visiting services is a vital part of the inspection process, it allows the CQC to assess care providers' core services. Social Care services are evaluated across five domains; Safe, Effective, Caring, Responsive, and Well-Led.

NHS Trusts are also inspected by the CQC, although their inspection process is slightly different as they are assessed on eight core services.

Types of CQC inspection

The CQC carry out regular inspections of care and health services. The frequency of Care Quality Commission inspections and the size of the investigation team depend on the type of service in question.

There are two main types of CQC inspection:

• Comprehensive inspections
• Focused inspections - these are slightly different to comprehensive inspections. Focused CQC Inspections are completed on a much smaller scale. However, these inspections still follow a similar process to comprehensive inspections.

Focused inspections are usually carried out to take a closer look at any concerns raised during a comprehensive inspection or if a care provider's circumstances have changed.

What to expect from a CQC inspection

The start of the inspection

At the start of a CQC inspection, the inspector or inspection team will cross examine the senior leadership. They will explain the purpose of the inspection and tell them how they will communicate the findings.

The CQC inspection methodology

The CQC inspection methodology comprises six elements:

• Planning
• Gathering feedback
• Talking to people
• Observation
• Talking to staff
• Reviewing records

To structure the inspection, the CQC use key lines of enquiry and information from the planning phase.

To gather evidence, the Care Quality Commission use several inspection methods, including talking to service users, their families, and staff, observing care, and reviewing records and inspections of the premises.

Aim of a CQC inspection

The aim of inspections is to determine the answer to five key questions:

1. Is the provider safe?

   Are service users safe and protected from harm or abuse? This will determine the trust level that care receivers have with a provider.

2. Is the provider effective?

   The inspector will examine if the the care and support services achieve positive outcomes. The CQC will look at the quality of life of service users, and if their mental health and overall well-being have improved. Ultimately, they will determine if the service users receive partial or no support to downgrade the overall rating.

3. Is the provider's workforce caring?

   Service users are treated with dignity, respect, kindness, and compassion.

4. Is the service responsive to people's needs?

   CQC inspections will evaluate a care provider's ability to respond to the individual needs of those who access the service.

5. Is the organisation well-led?

   Well-led providers ensure high-quality care is delivered, they encourage staff to learn and develop their skills and knowledge and promote an open and fair culture.

How can Flourish help?

Flourish's, eLearning system 'Click Learning' provides users with access to over 115 social care courses and certificates. Our curriculum covers a wide range of training topics that up-skill and empower care staff to provide an outstanding and effective level of care. We are here to support Registered Managers and organisations to achieve an outstanding rating during CQC inspections.

You can access our whole range of CQC training courses.

Is there more to learning and development than simply training staff to be good at what they do? Does a wise employer also recognise a broader responsibility to support employees in ways that build resilience and enrich their lives too?

Going the extra mile

Employers love to see staff go the extra mile in their work, and so something employers can do to encourage this is to lead by example. One way of doing this is by proactively supporting the well-being of staff members, something that many employers already do through providing access to occupational health services and delivering training in subjects like managing stress. But there is a big difference between simply delivering mandatory and core training and accepting the responsibility of enriching employees’ lives

Staff are people, with personal lives and whilst the employer is not responsible for their lives outside of work, it may well benefit employers to offer a holistic learning and development programme that offers life enrichment, rather than just work focused knowledge, skills, and behaviours.

If an employer can offer development opportunities that support employees with personal resilience, wellbeing, and enrichment, then there will be a knock-on effect on the quality of their work.

Supporting a better ‘self-relationship’

Something central to the quality of life is our relationship with ourselves. It is funny to think we have a relationship with ourselves, but we do. We have things like self-worth, self-image and self-esteem that can be worked on and built on, enriching the relationship with ourselves. But how do we do this in social care? We have many tools at hand already, things like supervisions and appraisals, training, learning and development opportunities, access to qualifications, high-quality induction programmes and simple everyday interactions with staff and colleagues.

How many managers currently see their supervision and appraisal process as a way of offering their staff members appreciation, showing them how valued they are as an employee and as a person? If you are a line manager, when you are next preparing for a staff supervision session, ask yourself how you want that person to be feeling when the session ends. Especially those who may be seen as an issue or a problem, they may well be the ones who have the greatest need to be shown how valued they are.

Leadership and Management Training Opportunities

Discussions around topics like this often arise during the Skills for Care ‘Lead to Succeed’, ‘Well-Led’ and ‘Leading Change Improving Care’ courses. These courses offer managers, team leaders and senior staff a crucial opportunity to reflect on their services, and their practices and to network with others in similar roles. Those in leadership roles regularly feedback that the courses have given them a different perspective on how they work and on their management practice. The courses qualify for ‘Workforce Development Fund’ grants too so they won’t break the all-important Learning and Development budget.

Enriching the lives of employees is therefore so much more than just training them for their jobs. Whilst that is vital for them to be able to do their work effectively, there is an opportunity for employers to go beyond the limitations that seeing staff as resources creates, but recognise that they are people first, with their own lives and when their lives are enriched, so too is their work.

This month Flourish are delighted to host Bill Mumford as our guest blogger. Bill has worked for over 40 impressive years in the Health and Social Care industry. From being CEO at MacIntyre Care and Eden Valley Hospice to lecturing at The Tavistock and Portman NHS Foundation Trust, to building up experience at Skills for Care to taking the plunge into freelance work! Bill is also the Non-Executive Director of Cumbria Health on Call. We are lucky to have Bill share his thoughts and opinions about Recruitment and Retention in the social care industry.

The recruitment and retention of care staff are universally regarded as the single biggest issue facing the social care industry. While there are many factors which impact this vital issue, the one I wish to highlight is the role of the local manager. Individuals who receive social care support and their family members, will say that good service relies on a good local manager. I have heard this countless times and in many different settings, it doesn’t matter if the organisation is private, public or charitable, corporate or local, big or small - it is the local leader who makes the difference. The correlation is simple: good managers tend to have more fully recruited, better-trained staff who are motivated, achieve high standards and stay longer. The Care Quality Commission also agrees.

When I was CEO of MacIntyre, I focused on two strategic aims. Firstly, to ensure all interactions between colleagues and the people they supported were consistently good and, secondly, to ensure high-quality local leadership. In my view, quality of service rests on these fundamental twin pillars and we frequently ask ourselves: “Will what we are about to do help or hinder good local leadership, improve, or detract from great interactions?” I had in mind the analogy of the first-line managers being at the constriction point of an hourglass - with senior managers, CQC inspectors, social housing landlords and local government commissioners etc all pouring copious amounts of well-meaning but over-bearing sand on their heads! The best answers to those questions came directly from the managers themselves.

Given the importance of local leadership the latest Workforce Intelligence Report from Skills for Care provides some concerning facts:

In England, there are 26,400 Registered Manager posts and at the time of the survey 23,500 were in post, amounting to just over 1 in 10 services with a vacancy. Turnover was 20.7%, which although had fallen from 25.4% the previous year was attributed to the deep sense of duty of local managers during the pandemic. 76% of Registered Managers had been in the sector for 10 years or more and had served an average of 7.9 years in their current role. The qualitative feedback raised some concerns,

"Registered Managers are at risk of burn-out due to the pandemic. Sickness levels are running at double the usual level."

Taking together the vacancy, turnover, and sickness rates along with the length of time to develop good managers, I believe things won’t get better in social care until we learn how to stabilise and improve local leadership. Without this, the current initiatives to improve the recruitment and retention of care staff will fail to build traction.

What’s to be done? As a priority, we need to look after our local leaders. How many of the proposed initiatives that aim to make improvements will fall on their shoulders with nothing else taken away? As I mentioned above, they are the experts, and we need to consult and listen to them. We need to find diverse, localised, and sustained solutions, that work for individuals rather than imposing broad brush quick fixes. As part of this to place more trust in our local managers and delegate greater local decision making and financial autonomy. In doing so provide the training, mentoring, and local networks that will build their confidence and skills to be more self-directing. Registered Managers range from successful owners of their own care business to first-time appointed individuals in a large corporate organisation. The latter could learn a lot from the former.

Pay too needs to be improved in recognition of the key role they play in the sector alongside incentives for personal development. The move on to an Area Manager or Support Manager role looks too attractive to a lesser paid, overworked, permanently on-call first-line Operational Manager.

Last but not least we need to encourage our local leaders to look after their well-being. They excel at supporting others but often at a personal cost. Burn-out is an unacceptable price for anyone to pay - we must be aware that their extraordinary bravery and sense of duty may be masking serious health concerns.

To improve social care, we need to value and look after our local social care leaders.

A note from Flourish: Skills for Care Leadership and Management courses are ideally placed to support aspiring, new, and existing managers to build their skills and competence. Furthermore, where organisations commission programmes for their managers, they are then able to engage with the managers and gain the opportunity to listen and learn from them in exactly the way that Bill suggests above.

Find our upcoming Leadership and Management courses here.

It is easy to think of leadership in terms of someone standing on a pedestal metaphorically ‘banging a drum’, inspiring and influencing others to join a cause. We often think of leaders as those in positions of power, like prime ministers, presidents, royalty, chief executives, directors of companies, sports team captains, perhaps even religious leaders. Leaders can often appear to be elevated above those they are leading or influencing. Something that we don’t always associate with great leaders or good leadership is equality. However, many good leaders understand that to really engage and inspire others, treating people with equality is essential.

If you have ever attended a presentation where the speaker, presenter or teacher comes across with a sense of superiority, you may have noticed that they can be hard to listen to. None of us likes to be talked down to and an absence of equality between the speaker and the audience can be a significant barrier in getting the message across. An astute leader knows that they are more likely to be heard if they generate a sense of rapport and equality with those listening. This is a powerful understanding. The leader is one who ‘stands with’ and ‘walks beside’ those who are inspired to join their cause.

The importance of good leadership in social care

So, what has this got to do with social care? Well, everything. We need really good leaders in social care and whilst they may not be on a physical stage, the stage is the workplace. In the workplace, leaders inspire and influence those around them, while respecting equality.

Part of leading an effective team in social care is to work with the team, not in separation from them. Working in separation from the staff team can lead to an ‘us and them’ situation and this brings in an unhelpful if not destructive dynamic to the workplace. In addition, any sense of inequality or favouritism towards certain staff is likely to lead to division.

Equality is the foundation of a true team where people will work harmoniously together in a unified way. In sporting circles, this is sometimes referred to as having a good team spirit. Whilst we may not directly see this as powerful, it is in less than obvious ways. For example, a unified team sticks together and supports each other, developing resilience for when it is needed. A team built on the foundations of equality, who hold it as a critical value and a standard, will go the extra mile to work together to uphold that standard. And actually, it is just great to work harmoniously with others, and that is something worth upholding. There is a saying that ‘many hands make light work’, and teams working with equality at heart make their workload feel lighter too. A great leader then realises that they are only as good and as strong as the team they lead. Such leaders often have a sense of humility, often recognising that whilst they are the leader, they appreciate that they are in truth dependent on those around them for any kind of high-quality service or outcome.

Our Courses

At Flourish we recognise the crucial roles both leadership and equality play in the quality of social care services. Our eLearning platform ‘Click Learning’ offers an Equality and Diversity course to support staff, leaders, and managers. There are also eLearning courses specifically for managers, such as Supervision Skills for Managers and Managers Induction Standards. And for those who want to develop their leadership and management skills, we facilitate a range of face-to-face or webinar-based Skills for Care courses. They include Lead to Succeed, Well-Led and the new Leading Change Improving Care. The great news is that these courses qualify for workforce development fund funding, so they don’t need to make a big dent in your learning and development budget.

Learning and development for social care

It is no secret that the COVID-19 pandemic has intensified the staffing crisis facing the social care sector. There are no quick-fix solutions to these issues, and it is necessary for interventions at the government level to truly turn things around. But one thing we do know is that social care staff value opportunities to learn new skills and develop their practice and understanding. Offering them the chance to attend courses like these, shows them they are important and valued - this all helps with retention too. Recruiting new staff is only one end of this staffing crisis and a good leader and manager recognises that it is equally, if not more important to give focus to looking after the staff they already have.

By. Richard Mills 

If you think of a good or even great leader, who comes to mind? A politician, businessman or woman, football manager, someone in the military, historical or religious figure, the queen perhaps? Or maybe it is someone you know personally, for instance, a line manager or a colleague? What is it about them that makes them a great leader? What qualities can they demonstrate that inspire confidence and make others want to follow their lead? When real change happens, there is usually an effective leader at the helm. If we want to be an inspiring leader or a better manager, one of the things we can do is to reflect on those we admire and learn about their qualities, skills and behaviours, and develop them ourselves.

Choosing to become a manager in social care is like putting your hand up for a challenging role, and yet it is a choice that many people make because they want to make a difference to the quality of life for those in care and those working in care. It is a rewarding role that is far from just a job and more of a vocation. One of the most rewarding aspects of leadership and management is to support the development of staff members. There is something quite special about helping others to realise that they are capable of more and then supporting them to reach their full potential. Staff who work in social care value their personal and professional development highly and feel valued and appreciated when a manager actively supports them.

Learning to be a leader and or manager does not happen overnight, and it is quite normal to feel out of our depth when we first start. Few people are born leaders and those that seem to be, are usually those who have learned a lot from either their own experience or by learning from the experiences of others. The great thing is that these days there are lots of really good resources to support both new leaders and managers, those seeking to develop their skills and those with years of experience.

Skills for Care offer a range of Leadership and Management Training opportunities for individuals who want to deepen their knowledge and develop their skills. They include:

• Managers Induction Standards ~ eleven standards focusing on key and foundational topics; leadership and management, communication, person-centred practice, decision making and professional development.
• Lead To Succeed - A five-module programme aimed at new and aspiring managers that delves deeper into; successful behaviours for leaders and managers, developing a positive culture, effective supervision, managing change and managing inspections. One of the great things about Lead to Succeed is that it is offered to aspiring managers and therefore provides an opportunity for those who want to progress into first-level management positions to build a solid foundation and understanding before they do so. It is also an amazing support for those in new leadership or management roles and even those with years of experience who want a refresher.
• Well-Led - four modules aimed at supporting registered and other operational managers to develop leadership strategies, improve the quality of care, be a more effective leader, build confidence and create empowering support networks.
• Leading Change, Improving Care (LCIC) - the LCIC is a five-module course designed for new and experienced managers of social care services focusing on developing the skills required to successfully manage the inevitable changes that are constantly happening in the sector.

Good leadership and management are critical to social care services and CQC ratings reflect this. Over 90% of services that achieve good or outstanding ratings overall also achieve a good or outstanding rating in the Well-Led domain. There is a direct correlation between how well a service is led and the rating they receive. More importantly, services that have good and effective leadership and management in place, are far more likely to provide good outcomes in terms of quality of life for the people they support and the staff they employ. Great leaders and managers know the importance of looking after their staff because employees who feel valued and looked after are the individuals who then provide an outstanding service to the service users, clients, customers or residents. There is a knock-on effect.

Investing in high-quality leadership and management training is money and time well spent. The great news is that the Lead to Succeed; Well-Led; and Leading Change, Improving Care courses all qualify for funding from the Workforce Development Fund - something we can help you access so it doesn’t have to make a big hole in your learning and development budget!

Flourish is a Skills for Care ‘Centre of Excellence’ and endorsed learning provider for all of these leadership and management programmes. Click here to read more about our management training programmes.

When you support some of the most vulnerable people in our society it is vital staff training does not just become a box ticking exercise.

Training does not exist simply to satisfy the requirements of the CQC, it is fundamental to delivering the best possible social care services because we all have a duty of care to our communities.

CQC regulation 18 states that staff need to be competent and that is why the Skills for Care mandatory and core training guidance sets out that learning needs to be refreshed and knowledge and competency assessed on an annual basis. There are currently 19 mandatory social courses.

For many care providers, this  sometimes means lots of staff training expires in the same month and they are faced with tackling everyone’s training at the same time.

This is not only challenging when it comes to scheduling rotas as everyone needs to complete all their training at once, but also means staff are less likely to retain what they have learnt throughout the year.

Research has continuously shown that cramming doesn’t work, and that studying over a number of spaced-out sessions gives people time to adequately process information and a better chance of remembering it.

So how can we help?

People working in social care need to be provided with the best strategies for continually refreshing their training, to enable them to put their training into action on a daily basis.

Our eLearning platform, Click Learning, has been designed with the learning needs of front-line workers being at the front of mind. The platform is highly intuitive, and learners are able to take control of their own learning.

Click Learning provides updates with upcoming training as well as reminders when learners haven’t completed training – helping managers and learners avoid the annual panic of having to complete the 19 mandatory courses in one go.

Click Learning also helps make managers' lives as easy as possible.

The platform gives managers the ability to categorise courses for specific groups of learners, enabling managers to create “learning journeys”, which are specific for individual groups in different care settings. This functionality standardises training across an organisation and ensures training is “people centred” and relevant to those undertaking the training.  Managers can create as many groups as they wish, meeting the individual training requirements for staff across all of your settings.

Managers will receive automated updates when staff complete new training. Click Learning automatically updates our customers Carer Management Systems when individual learners have completed a new training module. This update happens in real time and ensures that our customers training data is always up to date. Crucially, managers also received notifications when staff haven’t completed training.

Click Learnign will help you manage your training so that it is managed on a more regular basis rather than peaking at a certain point in the year – helping you to flatten the annual refresher scramble.

Mental health in the care industry

Working on the front line, Social Care staff face a multitude of challenges which may impact their mental health.

Care workers in the industry have been at increased risk of COVID-19. The risk of infection, together with fear of putting family members at risk, has been linked to increased mental stress in health care workers.

Managing stress and overall wellbeing has become just as important as looking after your physical health. During the pandemic, over half of health care workers reported a worsening in their mental health, with 18-34 year old workers reported to be the hardest hit.

Not recognising when you are stressed and not taking action to manage stress, can have a serious impact on you, the people around you and the people you work with.

How can Social Care workers look after their mental health?

It’s important to find new ways of coping and minimising the impact of increased pressure to ensure yourself and your team can recover from challenges in the work place.

For example, getting into a regular routine of exercising, getting enough sleep and socialising, can give you relief from anxious thoughts and feelings whilst also boosting your mood.

While at work, it’s important to check in with team members regularly. Managers should ensure regular contact with those working remotely; scheduling time for face-to-face contact either in person or via video. Regular contact with colleagues enables managers to check on how their team is coping and gives them the chance to reflect on what issues might be causing stress.

As importantly, we all have a part to play in raising awareness around mental health. Seeking help will benefit your friends, family and colleagues and open the conversation for those who may be struggling.

Top 3 Tips for social care mental health

1. Reach out to friends or family. You don’t need to cope alone, by taking the first step and talking to others can help put a problem into perspective and make you feel less isolated.
2. Keep active and sociable. Regular exercise can help you concentrate, sleep better and boost self-confidence. Staying in touch with friends can keep you grounded and supported.
3. Regularly check in with colleagues. Managers have a responsibility to make sure the workplace is a safe and comfortable space for all. Encourage conversations around mental health with employees.

By implementing these three tips, and continuing to practice them, can help you to look after your mental health. For further advice and guidance, please refer to the resources below.

Mental Health Resources

• Flourish provides a free stress and resilience course. We support you to understand resilience and take positive action to build your own resilience. We share resources, including recent research suggesting a different approach to how we view and respond to stress. Find out more here: https://flourish.co.uk/social-care-courses/stress-resilience/
• Skills for Care resilience document available to download here: https://www.workingwellglos.nhs.uk/wp-content/uploads/2019/01/Building-your-own-Personal-Resilience.pdf

This week I am delighted to share this guest post from Neil Eastwood... As the title suggests three great tips for adding VBR to your recruitment processes.

There is little doubt that recruitment will be the top business risk for social care employers throughout the coming decade. With the increasing pressure on recruiters and managers to find staff, so another threat grows: the temptation to lower your hiring standards to fill vacancies. In many cases, falling applicant volumes coupled with a frustratingly high interview no-show rate have meant that hiring managers may only have one candidate for consideration or often none.

Against this background, it is understandable that managers might convince themselves that giving someone the benefit of the doubt is acceptable. But “If I can get six weeks out of them, it should cover my costs” is not a justifiable reason for an employment offer when considering the duty of care we have to those we support. That’s why values-based recruitment (VBR) should be at the heart of employers’ recruitment strategies. Skills for Care has championed VBR for several years and there are excellent resources on their website, so I don’t propose to repeat those here. Rather, I would suggest we can take three simple steps to significantly increase the potential for the right values amongst our applicant pool before we get to the interview.

1. Reduce our reliance on active job seeker sources

Most social care employers compete with each other for the attention of job seekers on Internet job boards. I estimate 50%-75% of all applicants for care roles are coming from this source. This is a problem when we are looking to recruit for values for several reasons. Firstly, many active job seekers’ primary motivation is to find paid employment, rather than a calling for care. Secondly, a large minority of Internet job board applicants for care roles have paid care experience. The question here is ‘why have they left the people they care for?’ There can be benign reasons, but with 10-15% of leavers being dismissed and employment references unhelpful, it presents a risk for recruiting employers. Thirdly, the time taken chasing high numbers of elusive applicants is time not spent on activating and nurturing much higher quality recruitment channels as we will discuss later.

So, one way of improving the quality of the applicant pool is to cut back on Internet job boards and increase exposure to passive job seekers. These are people who have been identified by someone, such as a member of staff, or identify themselves by their behaviours, as having the values we seek. There are many more passive applicants in any recruitment hinterland around a care setting than there are active job seekers. Typically eight to ten times as many. They are just more challenging to find.

2. Don’t shortlist using a CV alone

The CV is common currency in the job seeker market, but it is of limited use to social care recruiters. Aside from identifying job hoppers – and that is often airbrushed out – a CV gives limited or zero insight into an applicant’s values. As an example, the most common experience that brings high-performing care workers into the sector is caring for a loved one (more on that here: https://www.linkedin.com/posts/neil-eastwood-334344_care-staff-recruitment-activity-6605008492044652544-t7zk). That is rarely added to a CV, as family carers can feel this will be seen as a negative to prospective employers, whereas it is quite the opposite for our sector.

Insisting on a CV has two other downsides. With between 50-70% of applicants preferring to apply via their mobile phone, being asked to upload a CV whilst using a mobile phone is a big barrier and usually results in abandoned applications. In addition, passive job seekers are much less likely to have a CV ready or have one at all. So this dissuades some of our highest potential applicants.

3. Look for evidence of values through specific behaviours and experience

There has been a focus on VBR around the interview stage. This is logical as it is the first time you get to meet the candidate and can assess visual cues as well as probe for evidence of the behaviours you seek. But we can do much to increase the quality of the candidate pool, firstly as I mentioned, by reducing our dependence on Internet job boards and CVs, but also by being more targeted with our sourcing in the community around us. One way is to reach out to those with informal care experience; another might be to look for places where we can come into contact with those who are volunteering or giving their time for others. Both are indicators of the values we seek.

By far the best channels to reach people handpicked for their values are word of mouth - driven by your reputation locally – and employee referrals. These two channels alone brought in half of all high-performing care staff in a research I have undertaken over the past five years. By being an employer of choice, you will build your employer brand reputation and make your staff confident that recommending their friends to join them is something they will actively seek to do.

As the labour market tightens, letting values-based recruitment drive your sourcing strategy will bring you into contact with a better quality talent pool, in many cases not on the radar of other local employers, and reduce frustration processing evasive and half-hearted applicants. Quite soon afterwards, it will bring your staff turnover down and improve the quality and consistency of the care you provide.