Social Impact Report
Leading change through education in health and social care
Despite challenges faced in our sector, our service has grown by 28% since last year which has improved our reach and impact. We have seen incremental improvements in efficiency and sustainability without compromising core values.
We have grown into new areas such as mental health and well-being and extended our current provision in safeguarding including launching our first Level 5 accredited course in Safeguarding. To enable us to reach the wider community outside of the social care arena, we have utilised technology and social media platforms to collaborate broadly in the development of new resources and continue to share our resources widely.
We are privileged to witness some of the transformational work that is going on in the context of individual relationships and in organisations. We understand the challenges the workforce experience and greatly value the time given to support in the development of skills.
We have invested heavily in mechanisms for reviewing the impacts of training and this has led to important insights and the targeted development of new tools enabling the practical application of learning.
We have been fortunate to work with many inspirational and passionate trainers who have given their time generously to our work and have made measurable differences to people’s lives.
Due to the current political situation we have seen cuts in funding which has meant that services are often unable to fund training or invest in understanding the impact of training. In our community, some services have gone into liquidation, unable to maintain the sustainable balance.
Local authorities have (in some cases) rebalanced value calculations in favour of cost over quality. This has meant that critical practices that support transition from learning to practice cannot be funded. Organisations have placed barriers around joint working because of commercial sensitivity which has limited our opportunities for sharing skills and resources to improve outcomes.
As an external provider, we have experienced ongoing challenges directly monitoring the impacts on quality of life of the person in receipt of care and support. However, we have continued to work in partnership with providers to find creative workarounds to understanding client outcomes from training.
Despite these challenges we have been able to have a quantifiable impact in our work. In this report we have documented the reach of our work and highlighted some examples of the specific differences our work is having in individual lives and in communities.
Our Tier 3 Impact Assessments
Research suggests that as much as 60% of learning is not transferred to practice.
Our Tier 3 impact assessments monitor which of the expected impacts are achieved in practice. This is so we can adapt training and develop tools to support learning to practice where there are low impacts. Tier 3 impact assessments are not yet completed on all of our work streams. Where these have been completed, they have led to important insights. In this report we have highlighted areas that have been a specific focus for us.
Mental Capacity Assessments Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Have been able to recall the five principles | 55% |
Have been able to identify where Best Interest applies | 82% |
Have carried out supported decision making | 50% |
Have advocated in team meetings for the client’s rights | 32% |
Have recorded consent to care and treatment in daily records | 23% |
Have reported and/or challenged where someone’s rights have been overridden | 23% |
Medication and Health Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Have discussed the possible side effects of medication with stakeholders | 88% |
Identify individuals that are prescribed anti-psychotic medication | 13% |
Have reported and recorded possible side effects | 38% |
Have raised awareness of the importance of medication reviews (including members MD team) | 25% |
Have reported and recorded on why a person may be refusing their medication | 25% |
Have tried alternative ways of supporting a person to take their medication | 13% |
Have completed a mental capacity assessment where required | 25% |
Health and Wellbeing in Dementia Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Support a person to achieve one, or more, of the five ways to wellbeing: give, connect, keep learning, take notice. | 57% |
Raise awareness of potential impact loneliness | 71% |
Use an assessment to identify if a person is lonely | 14% |
Adopt strategies to address loneliness | 43% |
Adopt strategies to support sleep | 24% |
Raise awareness of the importance of exercise | 62% |
Identify ways to support a person to exercise | 48% |
Report early signs of delirium | 38% |
Use the STOP and WATCH tool to identify early signs of delirium | 33% |
Report potential dehydration and malnutrition concerns | 52% |
Promote healthy eating and hydration | 62% |
Adapt the physical and social environment to improve nutrition and hydration | 29% |
Raise awareness of the potential impact of incontinence upon a person | 24% |
Raise awareness of the potential impact of incontinence upon a person | 24% |
Take action to reduce the risk of falls in the workplace | 48% |
Modify the physical and/or social environment to support ADL’s | 19% |
Dementia Risk Reduction Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Raise awareness of risk reduction in own team | 71% |
Access tools to identify risk factors | 29% |
Put in place strategies to monitor factors impacting on risk e.g. diabetes, depression, loneliness and hearing loss | 36% |
Supported someone through diagnosis | 7% |
Provide information to person with dementia and/or family support available post diagnosis | 7% |
“I would recommend your training to all care providers to challenge and support staff in a very sensitive subject, enhancing working practice.”
Sexuality and Intimacy Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Raise awareness in the workplace of importance of supporting sexuality and intimacy | 60% |
Discuss the appropriate use of language to describe activities to support sexuality and intimacy in the workplace | 60% |
Develop / update a policy on supporting sexuality and intimacy | 30% |
Develop or improve assessment tools to identify potential areas of support | 30% |
Work with individuals to uphold their rights and wishes in relation to sexuality and intimacy | 20% |
Provide accessible information to individuals to enable them to make informed choices, keep safe and reduce incidences of sexual exploitation | 40% |
Put in strategies to enable individuals to express their sexuality in an appropriate and dignified manner | 30% |
Develop strategies for reporting on and dealing with inappropriate sexually explicit behaviour and/or sexual dis-inhibition | 20% |
Discuss / develop a system to highlight safeguarding concerns relating to sexuality and intimacy | 40% |
Discuss / report on situation where capacity assessment is required | 30% |
Safeguarding Managers Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Develop a system for capturing client involvement in plans and reviews | 31% |
Identify the desired outcomes of an individual’s safeguarding case (making safeguarding personal) | 50% |
Include individuals in positive risk taking | 56% |
Assessing staff competency in safeguarding | 75% |
Carry out an organization wide audit tool for safeguarding | 13% |
Carry out risk assessments | 69% |
Collate data to inform safeguarding strategy: number of MCA, DOLs, safeguarding alerts, and complaints | 19% |
Develop and/or review systems to evidence consent to care and treatment | 56% |
Collate numbers of MCA assessment | 6% |
Put in tools to support decision making | 13% |
Identify ways to use of the least restrictive approach | 38% |
Monitor any use of restraint including medication | 31% |
Review & collate data on safeguarding alerts / referrals and whistle blowing – Freedom to Speak Up | 25% |
Develop a system to monitor the implementation of Best Interest recommendations | 13% |
Develop Information Sharing Agreements | 13% |
Review how service is working with the local community to prevent and report safeguarding | 25% |
Develop links and/or relationships with the safeguarding adults board | 25% |
Review / develop quality and integrity of recordings | 44% |
Identify number and impact of protection and safeguarding plans | 38% |
Review / develop transparent relationship with partner agencies | 31% |
PBS (Positive Behaviour Support) Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Reduced frequency, duration or intensity of incidents of challenging behaviour | 22% |
Reduced use of any form of restrictive practices | 22% |
Supported better communication in daily lives | 89% |
Individuals who challenge are given opportunity to make decisions | 56% |
Greater self advocacy for people who challenge | 67% |
Improve recording that reflects on the situation in a way that includes the person who challenges | 67% |
Better staff debriefing, and reflection | 78% |
Improved quality of life through better relationships and reduced isolation | 33% |
Helped support independent living in community and engagement with meaningful activities | 67% |
Introduction to ASC (Autism) Impact Assessment
Which of the following activities did you deliver/improve upon because of the course?
Identify and report on where someone exhibits ASC traits | 35% |
Adapt communication skills to foster greater engagement for those with ASC | 85% |
Refer to the correct referral route for diagnosis | 25% |
Support someone with the process of diagnosis | 35% |
Identify and report on conditions co-morbid with autism | 40% |
Have developed a bespoke portable crisis tool kit | 15% |
Developed information leaflet | 5% |