1. Understanding the new CQC Framework

Module 1: Introducing the new CQC framework

Module 2: What are Quality Statements?

Module 3: SAFE Quality Statements

Module 4: EFFECTIVE Quality Statements

Module 5: CARING Quality Statements

Module 6: RESPONSIVE Quality Statements

Module 7: WELL-LED Quality Statements

Module 8: The benefits of Quality Statements

Module 9: What are ‘Priority’ Quality Statements

Module 10: What are Evidence Categories?

Module 11: Introducing ‘Feedback from staff and leaders’

Module 12: ‘Feedback from staff and leaders’ Deep Dive

Module 13: How will CQC collect evidence?

Module 14: How will CQC score and rate evidences?

Module 15: What are Evidence Category scores?

Practical Task: My Experiences

Module 16: DON’T PANIC!

2. How to speak to a CQC inspector

Module 1: How to speak to a CQC inspector introduction

Module 2: Why are CQC speaking to me?

Module 3: What if I say something wrong?

Module 4: How to avoid over thinking

Module 4.1: Let's practice speaking out loud

Module 5: Are CQC inspectors scary?

Module 6: How to feel confident

Module 7: How to give opinions

Module 7.1: Feedback from opinions task

Module 8: How to avoid rambling

Module 8.1: Feedback from how to avoid rambling task

Module 9: How to avoid ‘brain freeze’!

Module 9.1: How to avoid 'brain freeze' task

Module 10: What if I don’t understand the question?

Module 10.1: 'What if I don’t understand the question' task

Module 11: Knowing your rights

Module 12: How to respond to a CQC phone call

Module 13: Using scoring language in your answers

Module 14: Celebrate your successes

Module 14.1: Celebrate your successes task

Module 15: How to give opinions (CQC Focus)

Module 16: How to discuss issues and incidents with CQC

Module 16.1: How to discuss issues and incidents with CQC task

Module 17: When should I raise something with CQC?

Module 18: How to give mixed feedback

Module 18.1: How to give mixed feedback task

Module 19: Remember to CELEBRATE!

Additional Resources

Additional Resources Introduction

SAFE Full Quality Statements

EFFECTIVE Full Quality Statements

CARING Full Quality Statements

RESPONSIVE Full Quality Statements

WELL-LED Full Quality Statements

Practical Task: My Experiences

CQC Practice Email

Give Feedback on Care form

Giving Opinions Practice Task 1

Giving Opinions Practice Task 2

Giving Opinions Practice Task 3

Giving Opinions Practice Task 4

Avoiding Rambling Task

Avoiding Rambling CQC Focus Task

Giving Mixed Feedback Task

Practice Questions (Female Voice)

SAFE - Learning culture

SAFE - Safe systems, pathways and transitions

SAFE - Safeguarding

SAFE - Involving people to manage risks

SAFE - Safe environments

SAFE - Safe and effective staffing

SAFE - Infection prevention and control

SAFE - Medicines optimisation

EFFECTIVE - Assessing needs

EFFECTIVE - Delivering evidence-based care and treatment

EFFECTIVE - How staff, teams and services work together

EFFECTIVE - Supporting people to live healthier lives

EFFECTIVE - Monitoring and improving outcomes

EFFECTIVE - Consent to care and treatment

CARING - Kindness, compassion and dignity

CARING - Treating people as individuals

CARING - Independence, choice and control

CARING - Responding to people’s immediate needs

CARING - Workforce wellbeing and enablement

RESPONSIVE - Person-centred care

RESPONSIVE - Care provision, integration, and continuity

RESPONSIVE - Providing information

RESPONSIVE - Listening to and involving people

RESPONSIVE - Equity in access

RESPONSIVE - Equity in experiences and outcomes

RESPONSIVE - Planning for the future

WELL-LED - Shared direction and culture

WELL-LED - Capable, compassionate and inclusive leaders

WELL-LED - Freedom to speak up

WELL-LED - Workforce equality, diversity and inclusion

WELL-LED - Governance, management and sustainability

WELL-LED - Partnerships and communities

WELL-LED - Learning, improvement and innovation

WELL-LED - Environmental sustainability – sustainable development

Practice Questions (Male Voice)

SAFE - Learning culture

SAFE - Safe systems, pathways and transitions

SAFE - Safeguarding

SAFE - Involving people to manage risks

SAFE - Safe environments

SAFE - Safe and effective staffing

SAFE - Infection prevention and control

SAFE - Medicines optimisation

EFFECTIVE - Assessing needs

EFFECTIVE - Delivering evidence-based care and treatment

EFFECTIVE - How staff, teams and services work together

EFFECTIVE - Supporting people to live healthier lives

EFFECTIVE - Monitoring and improving outcomes

EFFECTIVE - Consent to care and treatment

CARING - Kindness, compassion and dignity

CARING - Treating people as individuals

CARING - Independence, choice and control

CARING - Responding to people’s immediate needs

CARING - Workforce wellbeing and enablement

RESPONSIVE - Person-centred care

RESPONSIVE - Care provision, integration, and continuity

RESPONSIVE - Providing information

RESPONSIVE - Listening to and involving people

RESPONSIVE - Equity in access

RESPONSIVE - Equity in experiences and outcomes

RESPONSIVE - Planning for the future

WELL-LED - Shared direction and culture

WELL-LED - Capable, compassionate and inclusive leaders

WELL-LED - Freedom to speak up

WELL-LED - Workforce equality, diversity and inclusion

WELL-LED - Governance, management and sustainability

WELL-LED - Partnerships and communities

WELL-LED - Learning, improvement and innovation

WELL-LED - Environmental sustainability – sustainable development

Module 9.1: How to avoid ‘brain freeze’ task

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