Workforce Development in Learning Disability Services

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Workforce Development in Learning Disability
Services

• Sarah PearceWorkforce Planning and Workforce
  Development Consultant

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Planning Workforce Development

• We want to make sure that we have got the
• right staff in the right jobs with the right
• skills to support people with a learning
• disability to live their lives now and in the
• future.
• Valuing the Workforce 2005-6. Developing
• Staff for Learning Disability Services.
• East Sussex

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Work in Surrey

• Surrey SfC funding to
• Interpret the new LDQs and inform employers
• Support the LD PB to develop a workforce
  development plan for the sector
• What do strategies for commissioning and
  developing
• services tell us about the kinds of job roles and
  skills
• that will be needed?
• First step analysis of service strategies for
• commissioning, Health and Social Care,
• accommodation, autism, dementia

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Developing Services

• A key strategic objective for Surrey is to
• move individuals out of institutional settings
• and into supported living.
• - Increase supply of Supported Living and
• Supported Housing and reduce residential care
• Increasing numbers of people who are over 60 and
  over 80 yrs of age
• Increasing numbers of people who have ASD or
  dementia

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Workforce Implications
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What is Important to Service Users

• People to be kind, friendly and helpful and to be
• good listeners
• To show respect to people and their property
• To listen to their wishes and opinions and not
  judge
• To be adaptable and flexible and not too busy to
• change their plans
• To put service users first without making people
• depend on them Dont want staff who are bossy
• To help them to build relationships with local
  people and have important roles in their
  community

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Developing the Workforce

• Building on current skills base
• Training in Surrey Induction (CIS), NVQ 2,
• 3, 4, RMA, mandatory awareness raising.
• Little specific to learning disability e.g. LDQ

Qualities
Attitudes
Skills
Behaviours
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Next Steps

• Identify common areas advocacy, providing
• person-centred services measured by outcomes
• Look at new LDQs and knowledge sets
• Develop training supply side
• Support participation of people with learning
  disabilities in education and training
• Identify effective models of training and
  resources e.g.
• NW SfC packs for PAs
• Programmes for practical life skills
• Consider funding
• Understand implications of unregulated services
  for
• training requirements