PRISM Star Training
SOCIAL CARE TRAINING PATHWAYS · ENGLAND
Training built around
your care service.
Bring induction, core learning and specialist skills into a pathway shaped around your staff, their roles and the people they support.
For residential care, domiciliary care and supported living teams. Start a free training needs analysis (TNA) to explore your priorities.
The builder asks for your contact details and service information. PRISM follows up after submission to review your team’s learning needs. No obligation to book training.
Care providers, for care providers. Our directors continue to lead care services. We understand the demands on your staff, rotas and training budget.
EXPLORE THE EXAMPLES
A different service.
A different focus.
See how learning changes with people’s needs and staff responsibilities. These are starting points for discussion, not compulsory course lists for every service.
REAL EXAMPLE · MORNING STARS CARE
Morning Stars Care’s Park House Lodge
A residential care pathway shaped around the people living at Park House Lodge. Alongside the shared foundation, the programme includes mental health, condition-specific learning and positive, person-centred support.
- Mental health and individual support
- Positive support and quality of life
- Prevention and least-restrictive practice
Adapt this example. General people-handling is not included in this example. Assess any person-specific moving support and required skills. A partner programme is considered only where a training needs analysis and risk assessment identify a need.
View Park House Lodge role-specific and specialist learningCourses, time, delivery and review guidance
Add these subjects to the shared foundation below, according to staff duties and individual needs. Durations shown are for the example taught courses; confirm the time and format of your chosen programme.
Learning for this service
Match the level of learning to the work the team carries out.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Oliver McGowan Mandatory Training — Tier 2View course | 90-minute e-learning + 1 day Complete the e-learning before the in-person day with lived-experience co-trainers. Both parts are required. |
Direct-care roles in these examples; assess the appropriate tier for each role | At least every 3 years; earlier for changed roles or learning needs. Select the tier by role. |
| Medication Administration — Level 2 Non-regulated PRISM course; Level 2 describes course progression. View course |
1 day Trainer-led course. Employer assessment against local procedures is required before medicines duties. |
Staff whose duties include administering medicines | Review competence at least annually and after relevant changes. Refresh learning where needed; a full annual course repeat is not automatic. |
| Food Hygiene — Level 2 Non-regulated PRISM course; level describes course progression. View course |
½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff handling or preparing food | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
Individual needs and specialist learning
Select condition-specific and specialist learning around the people supported; these subjects are not required for every service.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Mental Health Awareness — Level 1View course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff whose support role needs this learning | Set review dates from service needs, supervision and changes in knowledge or support plans. |
| Personality Disorders AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff whose support role needs this learning | Review when needs, support plans or good-practice guidance change. |
| Schizophrenia AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff whose support role needs this learning | Review through supervision and when support needs or guidance change. |
| Ligature AwarenessView course | ½ day Face-to-face; discuss the required scope and practical elements |
Staff whose support role needs this learning | Review after incidents, changed risks, environments or plans; maintain practical competence where response skills are included. |
| Positive Behavioural Support — PBS Awareness Non-regulated PRISM training; 1 day. View course |
1 day Trainer-led learning; agree delivery and any separate workplace coaching. |
Staff whose support role needs this learning | Use ongoing coaching, observation and review of outcomes; refresh when practice or support needs indicate. |
| 3-day partner programme — RRN Training StandardsDiscuss this learning | 3 days Face-to-face. Confirm the partner, approved curriculum and certification scope before booking. |
Only where a training needs analysis and risk assessment identify a requirement | At least annual refresher and competence assessment where required by the approved RRN curriculum; confirm arrangements with the partner. |
PBS Awareness is the one-day course linked here. Person-Centred Active Support (PCAS) and workplace coaching can be discussed separately. Explore PBS & active support
ILLUSTRATIVE SERVICE EXAMPLE
Supporting older people in their own homes
A starting example for a home-care team. Build the programme around visits in people’s own homes, safe lone working, daily routines and the support each person has chosen.
- Safe, confident home visits
- Choice and independence
- Notice change and seek support
Adapt this example. Add practical people-handling training where staff provide moving support, and any further learning identified in each person’s care plan. Food hygiene learning should match the actual task; preparing meals may require Level 2.
View Domiciliary care role-specific and specialist learningCourses, time, delivery and review guidance
Add these subjects to the shared foundation below, according to staff duties and individual needs. Durations shown are for the example taught courses; confirm the time and format of your chosen programme.
Learning for home-care roles
Focus on the responsibilities carried out during visits, including consent, medicines and working alone.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Oliver McGowan Mandatory Training — Tier 2View course | 90-minute e-learning + 1 day Complete the e-learning before the in-person day with lived-experience co-trainers. Both parts are required. |
Direct-care roles in these examples; assess the appropriate tier for each role | At least every 3 years; earlier for changed roles or learning needs. Select the tier by role. |
| Lone Worker AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff visiting people’s homes or working without immediate on-site support | Review when visit arrangements, risks, communication systems or escalation procedures change. |
| Mental Capacity Act — everyday consent and decisionsView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting everyday choices, consent and decision-making | Review through supervision and when decisions, responsibilities or guidance change. |
| Medication Administration — Level 2 Non-regulated PRISM course; Level 2 describes course progression. View course |
1 day Trainer-led course. Employer assessment against local procedures is required before medicines duties. |
Staff whose duties include administering medicines | Review competence at least annually and after relevant changes. Refresh learning where needed; a full annual course repeat is not automatic. |
| Food Hygiene — Level 1 Non-regulated PRISM course; level describes course progression. View course |
½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff handling or preparing food | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
Individual needs and specialist learning
Select these topics when they match the person’s needs and support plan. Dementia and falls are learning areas to plan with us, rather than fixed courses in this example.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Dementia and individualised supportDiscuss this learning | Scope and duration to agree Agree a suitable mix of knowledge learning and practice |
Staff supporting an older person living with dementia | Review as communication, routines, distress or support needs change. |
| Falls awareness and safer daily routinesDiscuss this learning | Scope and duration to agree Agree a suitable mix of knowledge learning and practice |
Staff supporting a person whose plan identifies a falls risk | Review after falls, near misses or changes in mobility, the environment or advice. |
| Nutrition & HydrationView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting food, drink and mealtimes | Review when the person’s needs, care plan or professional advice changes. |
| Oral Healthcare AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting personal care and oral health routines | Review when support needs, equipment or the person’s oral care plan changes. |
| Communication SkillsView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting people to understand and express choices | Review alongside communication plans, feedback and changes in the person’s needs. |
ILLUSTRATIVE SERVICE EXAMPLE
Supporting people with learning disabilities to live their own lives
A starting example for a supported-living team. Plan learning around people’s rights, communication, meaningful activity, community life and the support they want to become more independent.
- Rights, consent and choice
- Active support in everyday life
- Communication and participation
Adapt this example. Specialist courses are selected from individual needs. A learning disability diagnosis alone does not establish a need for restrictive-intervention training. Add practical people-handling learning only where staff have that responsibility.
View Supported living role-specific and specialist learningCourses, time, delivery and review guidance
Add these subjects to the shared foundation below, according to staff duties and individual needs. Durations shown are for the example taught courses; confirm the time and format of your chosen programme.
Learning for supported-living roles
Translate knowledge into supported decision-making, communication and consistent daily support.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Oliver McGowan Mandatory Training — Tier 2View course | 90-minute e-learning + 1 day Complete the e-learning before the in-person day with lived-experience co-trainers. Both parts are required. |
Direct-care roles in these examples; assess the appropriate tier for each role | At least every 3 years; earlier for changed roles or learning needs. Select the tier by role. |
| Mental Capacity Act — everyday consent and decisionsView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting everyday choices, consent and decision-making | Review through supervision and when decisions, responsibilities or guidance change. |
| Communication SkillsView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting people to understand and express choices | Review alongside communication plans, feedback and changes in the person’s needs. |
| Medication Administration — Level 2 Non-regulated PRISM course; Level 2 describes course progression. View course |
1 day Trainer-led course. Employer assessment against local procedures is required before medicines duties. |
Staff whose duties include administering medicines | Review competence at least annually and after relevant changes. Refresh learning where needed; a full annual course repeat is not automatic. |
| Food Hygiene — Level 1 Non-regulated PRISM course; level describes course progression. View course |
½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff handling or preparing food | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
| Lone Worker AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff visiting people’s homes or working without immediate on-site support | Review when visit arrangements, risks, communication systems or escalation procedures change. |
Individual needs and specialist learning
Choose the subjects relevant to the individual. PBS and active support focus on quality of life; epilepsy and any partner programme depend on the needs identified.
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Person-Centred Planning for Learning DisabilitiesView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff helping people shape their own support and everyday life | Review through support-plan reviews, observation and the person’s feedback. |
| Positive Behavioural Support — PBS Awareness Non-regulated PRISM training; 1 day. View course |
1 day Trainer-led learning; agree delivery and any separate workplace coaching. |
Staff whose support role needs this learning | Use ongoing coaching, observation and review of outcomes; refresh when practice or support needs indicate. |
| Epilepsy AwarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Staff supporting a person with epilepsy | Review when seizure patterns, support plans or professional advice change. |
| 3-day partner programme — RRN Training StandardsDiscuss this learning | 3 days Face-to-face. Confirm the partner, approved curriculum and certification scope before booking. |
Only where a training needs analysis and risk assessment identify a requirement | At least annual refresher and competence assessment where required by the approved RRN curriculum; confirm arrangements with the partner. |
PBS Awareness is the one-day course linked here. Person-Centred Active Support (PCAS) and workplace coaching can be discussed separately. Explore PBS & active support
COMMON TO THE THREE EXAMPLES
A shared foundation.
Adapted to your team.
Each example starts with the Care Certificate and local induction, alongside fire safety, health and safety, infection prevention, safeguarding, handling objects and basic life support.
For staff new to care, the Care Certificate’s 16 standards provide a foundation. Review existing learning and experience for other staff, then address gaps. The employer remains responsible for assessing and signing off workplace competence.
View core learning, delivery and review guidanceInduction, core subjects and practical requirements
| Learning | Time & delivery | Who is it for? | Refresh & review |
|---|---|---|---|
| Care Certificate — 16 standardsView the standards | Tailored to prior learning and assessment needs Knowledge learning plus observed workplace practice |
New staff; review existing evidence for experienced workers | Assess prior evidence and address gaps when joining or changing roles; keep practice under review. |
| Organisation inductionDiscuss this learning | ½ day in the example Local induction and supervised practice |
All new starters, with local shadowing and role-specific support | On joining; update when policies, systems or responsibilities change. |
| Fire safetyView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Direct-care staff, matched to duties | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. Practise local fire drills at least yearly. |
| Health and safety awarenessView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Direct-care staff, matched to duties | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
| Infection prevention and controlView course | ½ day Taught course; discuss suitable e-learning or live Teams options. |
Direct-care staff, matched to duties | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
| Safeguarding adults and childrenView course | ½ day at Level 2; role-dependent depth Taught course; discuss suitable e-learning or live Teams options. |
Direct-care staff, matched to duties | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. Follow local safeguarding and commissioner requirements. |
| Manual handling — objectsView course | ½ day Taught course; discuss suitable e-learning or live Teams options. Practical assessment where required. |
Direct-care staff, matched to duties | Skills for Care guidance: 3-year refresher; earlier if risks, duties or guidance change. |
| Basic Life Support RQF qualification, subject to practical assessment; valid for 3 years. View course |
½ day Face-to-face practical skills |
Direct-care staff, matched to duties | At least annual refresher learning; earlier for a skills gap. Qualification renewal and workplace first-aider cover are separate. |
First-aider cover needs its own assessment, alongside basic life support learning for care staff.
Plan your first aid coverMAKE THE LEARNING WORK
Delivery, practice
and review.
Choose delivery around the subject. E-learning, live Teams and face-to-face options depend on the course. Practical skills need suitable hands-on learning and assessment. Oliver McGowan Tier 2 includes its e-learning prerequisite and an in-person day.
Keep course completion and competence distinct. A certificate alone does not confirm workplace competence. Certification varies: some courses are regulated qualifications; PRISM’s non-regulated Level 1, 2 or 3 course labels describe progression, not RQF qualification levels.
Review the need and the practice. Refresher learning and competence review serve different purposes. Use the subject-specific guidance above and bring learning forward when duties, equipment, guidance or support needs change, or practice identifies a gap.
Care Certificate: the 16 standards and assessment
Learning must cover knowledge and the required workplace performance. E-learning alone does not complete the Care Certificate. Review prior evidence, plan observations and address gaps; the employer retains responsibility for final sign-off. The Care Certificate is separate from the Level 2 Adult Social Care Certificate qualification.
- Understand your role
- Your personal development
- Duty of care
- Equality, diversity, inclusion and human rights
- Work in a person-centred way
- Communication
- Privacy and dignity
- Fluids and nutrition
- Awareness of mental health and dementia
- Adult safeguarding
- Safeguarding children
- Basic life support
- Health and safety
- Handling information
- Infection prevention and control
- Awareness of learning disability and autism
Sources and how to use the review guidance
Legal duties, sector guidance and PRISM’s example recommendations are different. CQC requires role-appropriate training, support and supervision; the examples are not a universal mandatory list or a guarantee of compliance.
- Statutory and mandatory learning
The employer guide informs subject-specific refresher intervals. Apply it alongside staff duties, prior relevant qualifications, assessed risks and local requirements; guidance intervals are not universal statutory expiry dates.
Read the employer guide · PDF - Competence, support and supervision
Regulation 18 requires training, support and supervision appropriate to staff responsibilities. Course attendance alone does not demonstrate competence in the service.
Read Regulation 18 - Learning disability and autism
The legal duty is role-appropriate learning disability and autism training. Oliver McGowan is the government’s preferred package; assess the tier by role and retain its required delivery components.
Read the Code of Practice - Medicines: learning into practice
Assess competence before medicines duties and review it at least annually. Refresher learning addresses identified needs; competence review does not automatically mean repeating the full course.
Explore medicines guidance - Prevention and least-restrictive support
Certification applies to approved training arrangements, including organisation, curriculum and delivery. Confirm the partner’s scope and refresher requirements before booking; a diagnosis alone does not establish a need for restrictive-intervention training.
Explore certification and standards
Guidance reviewed 25 October 2026 for adult social care in England. Apply it to your service, staff responsibilities and assessed risks. References do not imply endorsement of PRISM.
YOUR SERVICE. YOUR PEOPLE. YOUR PLAN.
Ready to plan your team’s learning?
Start with your service and priorities. After you submit your pathway, PRISM will contact you to discuss the learning and practical arrangements that fit. The TNA is free, with no obligation to book training.