The Care Home Education Facilitators (CHEFs) provide support to current and potential Practice Learning Environments (PLEs, clinical placements) for undergraduate student nurses. Non-NHS placements work with different governance and legislative system from the NHS and the CHEFs, therefore provide a more bespoke way of supporting nursing and care teams. Here is a poster about the role of Care Home Education Facilitators, and more details about the role can be found here.
Care homes can provide excellent learning opportunities for nursing students and students from a variety of other healthcare professions. In providing these learning experiences, they also expose these students to the possibility of a valued career in the care home sector and non-NHS settings on completion of their studies.
NHS Education England mapped all the NMC proficiencies and skills that students must achieve to various non-NHS placements. They created the guide below so students and practice supervisors can easily see all that they can achieve in a care home or similar placement.
Resources for care home Practice Supervisors and Practice Assessors
There are usually fewer Practice Supervisors (PS) and Practice Assessors (PA) in care homes than in NHS PLEs, and many PS are senior carers / nursing assistants rather than nurses. Our experience and feedback is that bespoke tools and resources are required to help and support these staff members in this role, as many don’t have other PS/PAs for immediate support. We offer additional support to non nurse PS on aspects of the NMC code, NMC role and the content of a nursing degree as many will be unfamiliar with this.
There are many other group and 1-to-1 sessions that CHEFs can support staff with in line with the national CHEF role descriptor and the Practice Education priorities:
General updates and support visits
PAD (completing the student paperwork)
An introduction to Future Nurse (proficiencies for ALL nurses) and SSSA (student supervision and assessment guidelines)
Registering and using the free Turas Learn online learning system & CHEF Turas learning catalogue.
The NMC Practice supervisor and Practice assessor roles – flexibility in practice examples.
Using the Turas professional portfolio for CPL, CPD and revalidation.
NMC Revalidation workshops
Working with students with competency or professionalism difficulties including creating development support plans DSP
Updating and using QMPLE (quality management system for practice learning environments)
The open university degree – awareness session
Signing off platform proficiencies and skills annexes in the PAD
Exploring complex proficiencies and skills for students
Supporting PS / PA to make reasonable adjustments for students (religion, disabilities, mental ill health etc.)
Completing the student final assessment and grading matrix.
Using the student activity “grab bags” as a resource
Creating a student welcome pack
Using the national pharmacology workbook with students
Using the Care Home placement workbook with students
Teaching of the entire practice supervisor / assessor content rather than it being self-directed – small 1-hour sessions over 6 weeks. (a quality improvement trial 2024-2025)
Placement resources that students should access
All information about individual care homes and similar placements is stored and accessible in the online platform QMPLE – the quality management of the practice learning environment website. The “suggested reading” section on QMPLE contains links to videos and resources that students should access prior to, and during their non-NHS placement. Please discuss with your CHEF if you would like QMPLE access as a care home staff member.
Student care home placement case studies
In order that students make the most of their Care home, or Non-NHS placements the CHEFs have devised these case studies – Case Study 1 and Case Study 2 to help give an overview of how your placement might work.
Example placement timetable
This example timetable will help you and your Practice Supervisors plan for learning and development opportunities. You can download a copy and modify for your own placement. We also have a blank copy of 8-week timetable for students available.
Care home workbook
Nationally, the CHEFs created a Care Homes Workbook which we advise all students to print off and complete during their placements, as this may provide evidence to practice supervisors and practice assessors of achieve proficiencies and skills.
Expectations of student and supervisors on care home placements
The below 3 links will indicate to you examples of care, nursing activities and behaviours expected of 1st, 2nd, and 3rd year students on placement, as well as a reminder of what to expect from supervisors and assessors
Lastly, these “Grab bag” activities were created so that if clinical activity is really busy or your supervisor (usually the only nurse or senior carer on duty) is called away to an urgent task which wouldn’t be appropriate for student learning; students can complete one of these activities, using evidence, research and local policy, and I relate it directly to the care of the residents in the clinical area.
Aside from facilitating student nurse education in care homes, we also provide bespoke education sessions for care home staff in a number of NHS Education for Scotland (NES) initiatives and useful development sessions.
At present we offer:
Flying Start NHS® – support for newly qualified nurses, or internationally educated nurses with a new NMC PIN.
Revalidation – requirements, planning, and using the Turas portfolio
The above links will provide general information on these programmes, but please contact your CHEF if you would like more information on bespoke provision within your care home or clinical environment.
Lastly, we wish to provide links to many other resources for care home staff to help in your own CPD, but also for the education of students and learners in practice:
Supporting the development of your staff is an essential part of your role. It ensures your team members have the competence and confidence to provide the best possible service. This learning resource explores how to maximise the effectiveness of the KSF Personal Development Planning and Review process for your staff team.
How the Learning Resource works
The resource has 2 core elements and links to a wider learning pathway.
learnPro e-Learning Module (GGC:166 NHS Knowledge and Skills Framework) contains a range of information and resources to provide underpinning knowledge on the KSF Personal Development Planning and Review process and on good practice in developing your staff. It can be accessed on the learnPro platform and can be found under the CPD tab.
Virtual Sessions (1.5 hours) are also available for Reviewers and Managers with the focus on the application of learning around this, in particular to:
Give participants the opportunity to reflect on their role in developing their staff
Identify ways to make reviews more meaningful in practice
Identify key actions to progress KSF PDP&R in participants own area
Who is this Learning Resource aimed at?
Any Manager or KSF Reviewer in NHS Greater Glasgow and Clyde who has responsibility for managing or reviewing NHSGGC staff in their teams. This includes Managers and KSF Reviewers employed in integrated Health and Social Care Partnerships who are not directly employed by NHSGGC and require to support NHS staff with their KSF PDP&R.
Pre-Requisites
For Reviewers/ Managers who are attending the Virtual Sessions within this resource, there are some pre-requisites prior to attending. They should:
Complete the learnPro e-Learning Module (GGC 166 NHS Knowledge and Skills Framework) which provides underpinning knowledge and resources
Complete the Reflective Template (issued as part of the joining instructions). In order to get the most out of the time during the virtual session, staff are expected to have completed a brief template to capture their reflections/ experience of KSF PDP&R in practice.
To book a place on the course, please use the eESS Login (scot.nhs.uk) Learner Self-Service facility. From the Learner Home page, enter the course name in the box at the top of the page to see all available dates. You can also use keywords to search for courses. Remember to have your eESS user id and password available to access the system.
Course dates
Tuesday 27th May 2025, 9.30 am – 11.00 am (MS Teams)
Wednesday 16th July 2025, 9.30 am – 11.00 am (MS Teams)
You will receive detailed joining instructions on how to access the on-line session. Please be ready to log-in at least 5 minutes before the start time.
Please note booking for each session will close 1 week before the course date to allow time for joining instructions to be sent to delegates.
Guidance on how to search for Learning and Development on eESS can be found here:
Full access to all Standard Operating Procedures and e-learning videos is available via Login (scot.nhs.uk).
If you have any queries around the KSF PDP&R process, please contact the Learning and Education Support team on 0141 278 2700 option 3.
Last updated; 24/09/2024
The Knowledge and Skills Framework (KSF) applies to all staff who are employed under Agenda for Change (AFC) terms and conditions. It is a broad framework which supports a fair and consistent approach to Personal Development Planning and Review (PDP&R).
The PDP&R process enables staff to discuss what matters to them in their role, be clear about what’s expected of them and receive feedback, as well as having the opportunity to review any learning, development and support required. TURAS Appraisal is the electronic tool used to support that process and record the outcomes from it.
The resources below are designed to assist staff and managers to have meaningful PDP&R conversations and to record the outcomes effectively on TURAS Appraisal.
PDP & Review – Guidance for Managers and Reviewers
An important part of the PDP&R process is the conversation between reviewer and reviewee. The annual review provides an opportunity to build on the regular conversations that you have with your team throughout the year.
The information below forms part of a Learning Pathway which details a range of resources to help you prepare for and conduct effective PDP & Review discussions with staff and ensure they are recorded on TURAS Appraisal.
Learning Resources
Developing Your Staff – Meaningful Reviews (People Management Module)
Supporting the development of your staff is an essential part of your role. It ensures that your team members develop their competence and confidence in order to provide the best possible service. This learning resource explores underpinning values, tools and techniques to support continuing development.
An important part of the PDP&R process is the conversation between the reviewer and reviewee. The annual review provides an opportunity to build on the regular conversations about performance and development that you have had with your manager throughout the year.
There are a range of resources detailed within the Learning Pathway to help you prepare for and participate in effective PDP and review discussions with your reviewer and record these on TURAS Appraisal.
You can usually reset your password for TURAS Appraisal quickly and easily yourself, without any need to contact the Learning and Education support team.
Simply follow the steps below:
Click on the ‘Forgot your password?’ link.
Add email address and click ‘Send verification code’
A code will then be emailed to the address you gave. Please leave the TURAS page opened until the code arrives, then copy and past it into the ‘Verification code’ section and click ‘Verify code’ and then ‘Continue’.
This then allows the password to be reset
To add or remove staff from Managers Page on TURAS Appraisal
To add staff to a Managers page on TURAS Appraisal, please complete the Turas Staff List Template and submit to the Learning and Education Support Team via the HR ServiceNow Portal. This should be done for new staff or when staff move to another department.
If the member of staff is leaving NHSGGC completely – no action is required. Once terminated from the Payroll system they will automatically be removed from manager’s list on TURAS Appraisal.
Need help with TURAS Appraisal?
TURAS Appraisal is the recording tool for the KSF Personal Development Planning and Review (PDP & R) process and is designed to be used throughout the year to support your ongoing development in line with your job role, service requirements and career aspirations.
If you have previously logged on to your account and have forgotten your password you can reset it using the “Forgotten your Password?” link on the sign in page.
This quick guide gives information on the process for new staff. If you are a new user and you don’t have a username or password, please speak to your line manager who will contact Learning and Education to get you added to their TURAS Appraisal managers page and request a username and password for you. This will be issued by Learning and Education, direct to you, by e-mail.
I don’t see TURAS Appraisal when I login to my TURAS Account – why not?
You can’t add TURAS Appraisal into an existing TURAS account yourself. If you contact the Learning and Education Support Team via NHS Service Now or call 0141 278 2700 option 3 they will provide login details for your TURAS Appraisal account. You can continue with separate login details for your different TURAS applications or L&E Support will advise how you can get the National Digital Team to merge your accounts so that you have the one login for all TURAS applications.
Not all the staff are listed on my managers page that should be. How do I add staff?
To add staff to your Turas Appraisal account please complete the Staff List Template and send this to Learning and Education Support Unit via NHS Service Now.
The form has to be completed by the manager/PA only, not the staff member. Only new or missing staff are to be added to the form, existing staff members should not be put on.
I need to allocate some of the staff on my managers page to other people in my team to carry out their review – how do I do this?
I’ve Retired and Returned and my TURAS Appraisal has all changed – what do I do?
The information relating to your previous posts is still visible to you however if you had staff assigned to you this will need to be updated. This quick guide gives information on what you need to do.
How can I access my teams progress reports to check compliance?
TURAS Appraisal now has live Team Progress Dashboards. Both managers and reviewers will be able to view live information for the staff that they have assigned to them on TURAS Appraisal including the compliance percentage of signed off reviews, status of reviews, information on PDPs, objectives and also a to do list where there are outstanding actions. Users guides below:
I know work is happening on Protected Learning Time and recording of it – How does it link to Personal Development Planning & Review and TURAS Appraisal?
Three National Workstreams have been established: 1) Core Training & Training Passport, 2) System modifications and 3) Measures. There is a working group at Board level in NHSGGC which links into these and takes forward the work. Further information is available on the Protected Learning Time Sharepoint page.
Additional Information
User Guides
To help you use and navigate TURAS Appraisal we have provided the following “How to” guides along with some other information:
The form has to be completed by the manager/PA only, not the staff member
Only new or missing staff are to be added to the form, existing staff members should not be put on.
To remove staff from your TURAS Appraisal Account:
If the member of staff is leaving NHSGGC completely – No action is required. Once terminated from the Payroll system they will automatically be deleted from TURAS Appraisal
If the member of staff is moving to another department – contact the Learning and Education Support Team via NHS Service Now providing the name and payroll number of the member of staff to be removed
Assigning reviewer rights to members of staff that you want to review members of your team:
At this time only the Learning and Education Support Team can assign reviewer rights. To arrange this the manager of the person that reviewer rights is required for should contact the Learning and Education Support Team via NHS Service Now. Please provide name and payroll number of the person that reviewer rights is to be assigned to.
Assigning a reviewer and assigning/changing a KSF Post Outline for staff:
Reports are available from the Team Progress Dashboard on your TURAS Appraisal account. If you have manager or Reviewer access to the system and have staff assigned to your account you will automatically have access to the dashboard.
The Team Progress report will give you live information on compliance rate for your team with regards to reviews, PDPs and objectives. It also has a to do list to alert you if any actions are required.
This link will provide you with information on all KSF post outlines for NHSGGC staff. You will be able to view the title, pay band, all dimensions and levels included in the KSF post outline.
It does not included the level descriptions but you will find these in the documents below and also in the KSF handbook.
Occasionally there may be a KSF Post Outline on the spreadsheet that will not be on TURAS Appraisal. This is because on the day e-KSF was decommissioned the KSF Post Outline was not assigned to any members of staff, only KSF Post Outlines in use were migrated to TURAS Appraisal.
NHS Service Now Portal – Click on the L&E Icon and fill in the relevant fields. You will receive an acknowledgement which will include a ticket number for your query. How to raise a query through NHS Service Now Portal.
0141 278 2700 (12700 internally) – choose option 3 for Learning and Education. Open 10.00am – 3.00pm, Monday to Friday
Please supply your GGC payroll number when you contact the team.
Following discussion at the Area Partnership Forum (APF) and at the Area Joint Trade Union & Professional Organisation’s Committee (JOC), please note the key discussion point links below.
Leadership is an integral component of all Healthcare Scientists (HCS) and HCS Healthcare Support Worker (HCSW) roles across the whole career pathway.
Whatever your role or level of practice, there is information and resources available to support your leadership development.
Update March 2022
This resource is being redeveloped. More training will be added when it is confirmed new sessions are scheduled in 2022.
Communications training currently available can be accessed from the headings below:
Anticipatory Care Planning (ACP) Communication Skills Training
We have developed a training session to help staff reflect on the best way to incorporate ACP conversations into their everyday practice.
Provider: Macmillan ACP Programme Team
Duration: 2 hours
Bereavement Awareness Sessions for Staff
These brief sessions aim to increase your understanding, and help you feel better informed and more confident in communicating with and supporting grieving families.
Provider: Child Bereavement UK/NHSGGC Bereavement Service
This Workshop is licensed and is appropriate for all staff groups. The Sage and Thyme Workshop is based upon evidence relating to core communication skills, psychological assessment and support.
The three hour workshop, run by three facilitators, teaches up to 30 delegates on how to use a structured approach for getting in and out of a conversation with someone who is upset or distressed, while providing basic psychological support. The workshop uses a mix of small group work, lectures and interactive rehearsals based on participant’s scenarios to teach and demonstrate a structure approach to noticing distress, hearing concerns and responding helpfully.
NB. In addition to the calendar sessions this training can also be delivered on request to teams or groups.
Provider: Acute Palliative Care Practice Development Team
Communication Skills – Realistic Conversations: Skills To Support TEP Conversations
A Treatment Escalation Plan (TEP) is a communication tool which is helpful in hospital when a person with serious illness has the potential for acute deterioration or may be coming towards the end of their life. Sometimes doing everything possible may actually lead to harm – to more suffering and distress rather than less – and without any particular gain. What can be done and what should be done may not necessarily be the same thing. Treatment Escalation Plans should be discussed and made based on personalised realistic goals rather than ‘one size fits all’ treatment.
The aim of this module is to provide staff with a general understanding of the Anticipatory Care Planning process. The module is in 6 sections, each covering a different aspect:
What do we mean by Anticipatory Care Planning?
Who needs an Anticipatory Care Plan
Why is Anticipatory Care Planning required?
When should an Anticipatory Care Plan be discussed?
How do we have good Anticipatory Care Planning conversations?
Where can we store and access Anticipatory Care Planning information?
This course is designed to help delegates to understand what assertiveness is, and when to use it. Assertiveness can improve performance and help with the management of difficult people and situations.
There are over 4000 Deaf people using British Sign Language (BSL) in the NHSGGC area. By law, we must provide an interpreter for our Deaf patients, both at health appointments and when they are in hospital. This new video has been produced to show staff how and when to book a British Sign Language Interpreter for patients. It explains why it is so essential to provide interpreting support for our Deaf patients and looks at additional methods of communication.
Provider: LearnPro – Equality and Human Rights Team (CIT)
Duration: 1-2 hours
Conflict and Challenging Behaviour
This course is suitable for staff who have minimal direct contact with patients or members of the public but may be exposed to occasional verbal abuse e.g. in reception areas where staff work behind desks or screens. This course focuses on risk assessment, self awareness, proactive service delivery and good communication skills. Access this training in the Specialist Subject section of LearnPro.
In order to manage conflict you will need to learn about the causes of conflict and how you can minimise the effects or prevent conflict from occurring. It is also important to know what do if conflict does occur in order to support your team and deal with any adverse effects.
An increasingly important communication skill for anyone involved in supervisory management is that of managing effective meetings. Whether the meetings are low key or of great significance, the principles and issues are the same when it comes to chairing them successfully and this module will guide delegates through the skills and tasks required to master.
This module offers you the opportunity to explore the principles and practices of the NHSGGC Carers Pathway, how carers are identified, provided with relevant information and signposted to support.
Dealing with a death of an employee can be a difficult and emotionally demanding experience. As the line manager, you will most likely be involved in communicating with partners and/or family members during this time with regards to death in service benefits, pensions and final salary arrangements.
To help ensure that our Payroll service and Human Resources are provided with sufficient and accurate information relating to employees who die in service, please review the below guidance which includes a checklist of what is required and a flowchart of the process to follow. This helps Human Resources and Payroll when notifying the Scottish Public Pensions Agency (SPPA) and enables the efficient administration of death-in-service benefits to surviving partners and dependants.
Please also note the template letters that you may wish to use to confirm details with the partner/family members.
We appreciate that this is a very sensitive subject and if you require any further advice or guidance, please do not hesitate to contact the HR Support and Advice Unit on 0141 278 2700 (option 2) or through the HR Portal at https://nhsnss.service-now.com/ggc_hr.
When a member of staff is leaving NHS Greater Glasgow and Clyde, we would ask that all managers ensure appropriate steps are taken to assist their exit and to ensure the relevant paperwork and Board belongings are returned. The leavers checklist below will ensure you follow all relevant steps required when an employee is leaving.
eESS has been the main mechanism for employees to complete an exit interview questionnaire. However, this provides challenges in obtaining relevant data and trends and has not been widely used within NHS Greater Glasgow and Clyde.
Therefore, a refreshed exit interview process has been introduced within NHS Greater Glasgow and Clyde which will allow an opportunity for employees and managers to have a meaningful discussion and complete an exit interview questionnaire. The refreshed process will also include the ability to transfer exit interview data in to eESS to allow reporting and analysis.
An electronic form, mirroring eESS exit interview questionnaire, is available for managers and employees to complete together and to enable a meaningful discussion regarding the employees experience. A paper form, mirroring eESS exit interview questionnaire is also available as a contingency and for any services with limited access to PCs and/ or laptops.
An employee can still choose to complete an exit interview through eESS employee self service or the electronic form without a manager, if they wish.
The Fixed Term Policy applies to all individuals who work under a fixed term contract of employment. The purpose of the policy is to provide clear principles and values which will govern the appropriate use of fixed-term contracts ensuring compliance with legislation governing fixed-term employees.
The policy provides a procedure for dealing with fixed-term contracts which is fair and equitable and has both the interests of the employee and the effective operation of the service as its goals.
Top Tips on using the policy:
All fixed-term contracts should have a start and end date or specified duration.
Fixed-Term contracts should have no more than two renewals within any one year period (unless this can be objectively justified).
Fixed-Term employees should not be treated any less favourably than permanent employees.
All fixed-term contract employees should have their position reviewed mid-term.
Policy
NHSGGC is committed to using permanent contracts of employment as the norm, with fixed term contracts only being used where necessary and appropriate. This policy applies to all individuals who work under a fixed term contract. The policy has been developed in partnership, and meets the minimum standards set out in the Fixed Term Contracts Partnership Information Network (PIN) Policy and reflects current employment legislation.
Please contact the HR Support and Advice Unit if you wish clarification on the application of this policy.
Fixed Term Contracts Policy Guidance
What is a fixed term contract?
A fixed-term contract of employment is defined as a contract of employment which: has a definite start and end date, or terminates automatically when a particular task is completed, or terminates after a specific event or project is concluded. NHS Greater Glasgow and Clyde is committed to using permanent contracts of employment as the norm, with fixed-term contracts only being used where necessary and appropriate. Furthermore, NHS Greater Glasgow and Clyde is committed to treating those employed on fixed-term contracts no less favourably than its permanent employees (unless this can be objectively justified).
Who does the Fixed Term Contract Policy apply to?
The policy applies to all individuals who work under a fixed term contract of employment (i.e. for a specific time that is fixed in advance; or terminates on the completion of a particular task; or terminates on upon the occurrence or non-occurrence of any other specified event).
When should Fixed Term Contracts be used?
In certain exceptional circumstances, fixed-term contracts may be a valuable tool to enable managers to cover short-term gaps in essential services, enabling consistent standards of service to be maintained. Fixed Term Contracts should only be used for a time limited, short term option of less than 2 years (unless objectively justified). Examples of where Fixed Term Contracts may be used are:
Protecting posts for staff due to organisational change
Covering leave (e.g. sickness, maternity leave)
Project or research posts
Posts which are not funded on a recurring basis
Backfill for short-term secondment
Useful information when advertising for a Fixed Term Contract
The duration of the contract must be clearly defined and the reason for the fixed-term nature of the post.The fixed-term nature of the post should be clearly evident in the advertisement, job information pack, letter offering employment and subsequent contract of employment. It should also be discussed at interview.
Where existing permanent employees apply for a fixed-term contract, and where NHS GG&C does permit such an appointment, it must be made clear (in writing) to the employee that in doing so their existing permanent contract has come to an end, and their new contract is fixed-term.
Where there is a need to make the post permanent
Where there is a requirement to make the post permanent the post should be advertised in the normal way. Where successive fixed-term contacts apply staff may be automatically appointed to the post in line with the criteria in Section 6.2 of the policy.
Process to be followed for non-renewals of Fixed Term Contracts
Where it is known that an employee’s fixed term contract will not be renewed upon expiry, the relevant manager with the authority to dismiss must meet with the employee, ideally three months prior to the expiry date of the contract to discuss the following:
Confirm that the fixed term contract will not be renewed and to confirm the grounds for non renewal
To serve the employee with notice in line with their contract of employment and that their contract will be terminated on its expiry date
To advise the employee that they will be placed on the redeployment register, and to discuss the redeployment process. The employee should be advised that they will remain on the register until date of the fixed-term contract
To confirm where appropriate, any redundancy payment which will apply should suitable alternative employment not be obtained.
To discuss any other matters in preparation for the termination date.
For those with service under 2 years, or where it is known that the contract will not be renewed within 3 months of the date achieving 2 years service, if the employee had not secured an alternative post prior to the end of their notice period, their employment will be terminated at the end of their contract period.
Employees in excess of 2 years service (with successive Fixed Term Contracts) will be appointed onto a permanent contract where the following criteria is met in full:
The employee has held fixed term contracts consecutively which were used to protect posts for permanent staff due to planned organisational change, service reconfiguration or redeployment, and
The member of staff has been employed for more than 2 years, and
Recurring funds for the post beyond the two-year period exist, which can be used to retain the member of staff, or a positive risk assessment has been carried out to establish the impact on the organisation should it be non-recurring funding.
(In situations where an employee achieves two years’ service, and it is known that the contract will not be renewed within three months of the date of achieving two years’ service, the individual’s contract of employment will remain fixed term).
The material contained in this section is management guidance, rather than guidance that has been agreed in partnership.
The HR Support and Advice Unit can be contacted on 0141 278 2700 if you have any further questions or need advice on this policy area.
Fixed Term Contracts Tools and Templates
To support the application of the use of Fixed Term Contacts a number of templates are available. Please contact the HR Support and Advice Unit who will guide you accordingly.
Student Fixed Term Contracts
We would like to welcome all students who have started or are about to start employment with NHSGGC. You will find a number of FAQ’s below that will hopefully be helpful to you in the initial stages of joining NHS GGC as an employee. For more general information about your terms and conditions, including the NHS Scotland Workforce Polices, you will find this on HR Connect.
Please take the time to review the following documents and our frequently asked questions.
Employees are entitled to Phased Retiral if they are applying for their State Pension or Occupational Pension (SPPA) and terminating their employment with the Organisation
A gradual reduction in hours may be introduced three months before retiring, for example:
Third month before retiral: work 4 days per week
Second month: work 3 days p/w
Last month: work 2 days p/w
* Pro-rata for part time staff
Employees will have the opportunity to attend a pre-retirement course to prepare them for their retirement.
For employees with 20 years or more continuous service with NHS GG&C, line managers can apply for a Retiral Gift Voucher.
Employees are entitled to Phased Retiral is they are applying for their State Pension or Occupational Pension (SPPA) and terminating their employment with the Organisation.
How does Phased Retiral work?
For a full time employee working 5 days per week for example, a gradual reduction in hours would be as follows:
Third month before retiral: 4 days per week
Two months before retiral: 3 days per week
One month before retiral: 2 days per week
For part time staff, this is calculated on a pro rata basis.
Will I receive my normal pay during a phased retiral?
Yes. Employees will receive their normal pay during a phased retiral – this being their standard hours. This does not include unearned overtime or on-call payments out with standard hours.
How do I arrange a phased retiral?
Employees should inform their line manager of their intentions to retire and whether they wish a phased retiral at the earliest opportunity in order to benefit from this. They should then agree a phased retiral plan with their line manager. A retiral plan can be drawn up and should take into account any annual leave remaining to be used on leading up to retirement.
For employees who are members of the SPPA pension scheme:
Pension applications and notification of termination should be completed 4-6 months before the date of retiral in order to ensure that pensions are paid timeously. Pension application forms can be downloaded here.
Termination forms should be completed by line managers.
Completed applications and termination forms should be and returned to Payroll:
NHSGG&C Payroll Department Caledonia House 140 Fifty Pitches Road Cardonald Park Glasgow G51 4ED
If you require advice on completing your pension application form, please contact the SPPA directly on 01896 893 000
Retiral Gift Voucher
Employees with more than 20 years continuous service with NHS Greater Glasgow and Clyde will be entitled to a Retiral Gift Voucher as detailed below:
With more than 20 years continuous service with NHSGGC but less than 30 years: £100
With 30 or more years continuous service with NHSGGC but less than 40 years: £150
With 40 or more years continuous service with NHSGGC: £250
Line Managers must take responsibility to make arrangements for employees’ long service to be recognised by completing the Retiral Gift Voucher form.
Pre-Retirement Courses
Employees have the opportunity to attend a pre-retirement course where they will have access to a wide range of information to help them prepare for their retirement.
To encourage a long and healthy retiral, employees will have access to a health check and advice from the Occupational Health Service. To arrange a health check contact OH on 0141 201 0600.
The HR Support and Advice Unit can be contacted on 0141 278 2700 if you have any further questions or need advice on this policy area.
Retiral Gift Vouchers
Application Process
Line managers should complete all sections of the Retiral Gift Voucher Application Form found below, including providing (or obtaining) a relevant management signature.
Endowments cannot process any application sent directly to them before it has been countersigned by HR. In order for HR do the requisite checks and countersign the form, line managers can send it to the HR Support and Advice Unit by submitting a HR enquiry via HR Portal (the original form can then be placed in the employee’s personal file).
Completed forms will then be checked, counter-signed and automatically sent by HR straight to Endowments on the line manager’s behalf.
Endowments Section process vouchers and contact the line manager to arrange collection from Endowments Section, Finance Department, Caledonia House 140 Fifty Pitches Road, Cardonald Glasgow G51 4ED for presentation to the employee.
Should the employee choose not to have a presentation, the line manager must arrange for the vouchers to be delivered to the employee before the retirement date accompanied by a suitable letter.
Scottish Public Pensions Agency – Changes to our retirement application forms February 2022
Based on feedback from you, we have made some changes to our retirement forms, modifying the NHS RET form into two separate forms, one for Practitioner members called the PRAC:RET and one for all other NHS workers called the NHS:RET.
This process will make things simpler for you, allowing a smoother process from application to calculation.
PRAC:RET Form
The new Practitioner retirement form should be used by any member that has held Practitioner service at any time during their career.
The PRAC:RET form has undergone cosmetic changes and the priority of the Practitioner elements have been re-ordered. Further explanations have been added regarding Practitioner terminology, to make filling in the form easier.
There are no changes to the retirement process for our Practitioner members or employers, this form simply replaces the old one.
NHS:RET Form
Members who have only had their service reported as Officer service will continue to use the standard retirement form, NHS:RET
The NHS:RET form has undergone cosmetic changes including the removal of the Practitioner sections.
What you need to do
Please start using the new forms. We realise there may be members who are actively filling in the older form or have an older version saved to complete at a later date. Please continue to complete this form, we expect to see a gradual transition to the use of the new forms.
If you or any of your colleagues have any questions regarding this change, please contact us at sppacontactus@gov.scot and we will try our best to help.
Partial Retirement is a flexible option that enables NHS Pension Scheme members to continue working while receiving some or all of their pension benefits. Members can apply for partial retirement twice and after that they will need to fully retire to access their remaining pension.
If you are applying for Partial Retirement, you must submit a Flexible Working Application Form to your line manager. Once agreed, your line manager should issue a Flexible Working Agreement. Once approved by your line manager, the completed form should be sent to HR by submitting a ticket via HR Portal.
The NHS Greater Glasgow & Clyde guidance on Partial Retirement can be found here.
Career Grade Medics can use the Notional PA Calculator when looking to reduce their overall PA commitment.
NHS Greater Glasgow and Clyde values diversity and recognises the significant experience and knowledge that our staff with long service contribute to NHS Greater Glasgow and Clyde. The Board works within a changing demography and as the population grows older, NHS Greater Glasgow and Clyde’s employment practices need to adapt to reflect the increasing age of our workforce and provide staff with flexibility in managing their financial future by creating options to work post retirement.
NHS Greater Glasgow and Clyde has Voluntary Retirement and Re-employment Guidance in place (Retire and Return) and this is being accessed across the Board by staff members and managers. Work has been ongoing to review this nationally and a new NHS Scotland Interim Arrangement on Retire and Return has been issued for implementation across all NHS Scotland Boards.
Please note this is an interim position, active from 30th August 2022, pending consultation on a full Once for Scotland NHS Scotland Retirement Policy.
Addendum forMedical and Dental Staff : Consultant and Associate Specialist Grades
Any Medical and Dental Consultant returning to work following retirement can only be re-employed on a Locum Consultant basis (part-time) and will be paid on their former seniority point excluding any distinction awards/discretionary points. Their appointment will be in line with the National Terms and Conditions of Service for a locum appointment and the balance of their job plan should be towards direct clinical care sessions.
An Associate Specialist returning to work following retirement should be aware that this is now a closed grade and as such they can be re-employed on a Locum Consultant basis (part-time), subject to the Terms and Conditions for a locum appointment.
Purpose
The purpose of this Interim Arrangement is to:
Make it easier to for employees to take their pension and return to work in the NHS.
Retain skills and experience in the NHS. Allow employees to continue to contribute to the NHS, ensuring it continues to provide high quality care to the people of Scotland
The new arrangement means that the usual recruitment process is not required for an employee to return on a part-time basis to:
the same job
a different role within the same job family at the same or a lower grade.
Process for Applying
Employees should complete the Retire and Return application form for consideration.
This should be submitted at the same time as they apply for their pension.
The employee has the right of appeal within 14 calendar days against a decision to refuse a request for retire and return.
Other Options
In addition to the Retire and Return process, employees can also:
Retire and apply through normal recruitment process for a different role.
Retire and apply to join the staff bank.
Discuss flexible working options with their manager as an alternative to retirement.
Key Points to Note
Retire and return arrangements can now be substantive.
The individual will be re-employed on the most recent pay point on their basic salary scale if returning to their current, or an equivalent, post. This rate of pay will not include any protection of earnings applicable to their previous role or any allowances, unless they relate to the new part time role.
If placed in a lower banded post then consideration will be given to salary placement in the band as a result of experience.
Contractual NHS benefits (sickness and annual leave entitlements) will be applied as per Section 12 of Agenda for Change Terms and Conditions. Unless the employee has previously been made redundant and then the provisions of Section 16 apply.
A break of more than 1 full week will impact on an individual’s Continuity of Employment (for the purpose of statutory entitlements).
Introduction of appeal process.
Re-employment to another job family or promoted posts must be advertised and recruited as per normal recruitment processes.
Medical and Dental Consultants will only be re-employed on a Locum Contract and this will be considered on a case by case basis, dependent on service demands.
The Coronavirus Act 2020 contained temporary measures that suspended the 16-hour rule which prevented staff who return to work from working more than 16-hours per week in the first month following retirement. This is due to end on 31 October 2022 and individuals should seek personal pension advice before applying.
DL (2022) 30 provides further information regarding NHS Scotland’s Interim Arrangements for Retire & Return.
In the first instance please discuss the options with your line manager and you may also wish to contact SPPA on 01896 893000 (if a member) to establish and understand impact on pension benefits and obtain an Application Form.
If you would like like to discuss any part of the guidance in more detail, please contact the HR Support and Advice Enquiry Team on 0141 278 2700 option 2.
Imagine the brilliance of a mind that can see patterns others miss, the dedication that fuels relentless focus, the empathy that provides a unique perspective in shaping patient care. Now, consider these strengths facing tough barriers – sensory overload in a busy ward, struggling with communication styles that feel misunderstood, or feeling out of place in a work environment that doesn’t quite fit.
Neurodivergent colleagues – those with autism, ADHD, dyslexia, and other conditions – bring these very strengths to the NHS and our commitment in return is clear:
to provide a safe and inclusive environment for all our neurodivergent staff members. To ensure our workforce is supported and valued, we aim to:
Appreciate the unique skills, strengths, and perspectives each individual brings to the organization.
Create accommodating and comfortable environments for individual needs whenever possible.
Foster an environment that promotes staff well-being.
Remove barriers to full participation for our neurodivergent staff.
This is a step towards unlocking their full potential, fostering a truly inclusive environment where everyone thrives. Ensuring neurodivergent colleagues feel supported at work not only promotes fairness it strengthens the incredible team we are.
What is neurodiversity?
Neurodiversity is the term that explains the natural variation in everyone’s brain including thinking processes, information processing, and learning approaches.
This definition highlights that each individual has their own neurodiversity – as all our brains are different. However, statistics suggest that over 15% of people in the UK, or roughly 1 in 7 individuals, are neurodivergent.
Dyslexia, dyspraxia, autism, attention deficit disorders (ADHD), tourette syndrome, are some examples of the most widely recognised neurodivergent conditions.
Understanding neurodivergent colleagues or employee
Most neurodivergent conditions are experienced within a spectrum – meaning that the experience of each will differ between individuals and a person can also identify with more than one neurodivergent condition. However, can commonly include differences in cognitive functions including attention, executive function (task planning), sensory processing, learning, sociability, and mood. The impact and presentation of any or all of these traits can vary over time and can be impacted by multiple factors.
Neurodivergent conditions tend to be invisible, which can create barriers for individuals in accessing the support and accommodations that would help them thrive in the workplace and the wider society. As each individual’s experience varies, so too will the accommodations that may best meet their needs. Some examples of accommodations include providing clear communication strategies, offering sensory-friendly spaces, and providing the structure of activities ahead of time.
It is important to use inclusive language when discussing neurodiversity, and individuals’ personal choices on how they identify should always be respected. However, identity-first language is generally preferred among neurodivergent communities, such as saying ‘autistic people’ rather than ‘people with autism’.
Examples of Challenges Experienced by Neurodivergent Colleagues
Difficulties with social and communication skills, such as articulating ideas, making or maintaining eye contact, and engaging in social norms like office small talk.
Sensory overload triggered by factors such as overhead fluorescent lighting, competing noises, or uncomfortable temperatures.
Difficulty retaining information from large blocks of text.
Challenges with spelling, grammar, or mathematics.
Increased risk of stress, anxiety, depression, and burnout, often exacerbated by a lack of understanding, resistance to accommodations, and feelings of being unsupported or stigmatised in the workplace.
Examples of Strengths of Neurodivergent Colleagues
Creative and innovative thinking that enables them to recognize unique solutions across a wide variety of situations.
Specialised, detailed knowledge and skills within their areas of interest.
High levels of empathy and emotional intelligence.
Strong attention to detail and the ability to recognise patterns.
Clear and direct communication style.
Terminology and Key Terms
Definitions relating to neurodiversity can be contentious and lack uniformity, they are also undergoing continual evolution as our understanding of the subject widens.
The following organisations have created glossary’s of key terminology which individuals may find helpful:
How can managers support neurodivergent team members?
1. Embrace Open Communication and Individualised Support:
Initiate open conversations with neurodivergent staff in a private setting, focusing on their needs and preferences. The workplace adjustment passport can be helpful for these discussions.
Instead of assuming challenges or needs, ask how you can best support them.
Remember, neurodiversity is a spectrum. Each person’s needs will be unique, so tailor your approach accordingly.
The needs of neurodivergent individuals can change or fluctuate over time and can be impacted by other ongoing life events – regularly checking with neurodivergent staff is essential to ensure that adjustments are still suitable.
2. Prioritise Clear Communication and Flexibility:
Provide clear and concise instructions, both written and verbal, with opportunities for clarification.
Consider offering additional formats for information, like bullet points, flowcharts, or audio recordings.
Be open to flexible work arrangements, like noise-canceling headphones or adjusted deadlines, to help them excel.
3. Celebrate Strengths and Foster an Inclusive Environment:
Recognise and celebrate the unique strengths neurodivergent colleagues bring to the team.
Educate the team about neurodiversity and encourage open communication to build a more inclusive and understanding work environment.
Create an environment where they feel safe to disclose their support needs and reassured that privacy will always be respected.
Another important consideration to make when engaging with neurodivergent staff is the importance and validity of self-diagnoses. Many individuals, are not diagnosed or are misdiagnosed with other conditions throughout their childhood and early adulthood. This means that as an adult when they begin to suspect that they are neurodivergent either do not have access to medical support or diagnosis or chose not to pursue this.
Good Recruitment Practice for Neurodivergent Staff
Recruiting neurodivergent staff may involve adapting practices, and providing reasonable adjustments. Some examples of good recruitment practices are:
Reviewing job adverts and person specifications to ensure that they use clear, concise language and emphasise the essential criteria.
Offering applicants the opportunity to disclose that they are neurodivergent or have disabilities that may require reasonable adjustments during the recruitment process.
Provide candidates with clear, information about how to reach the interview location, ideally with visual cues. Share details about what they can expect during the interview, including who they will meet, the interview’s duration, and its format. Ensure the interview takes place in a quiet, distraction-free space.
If requested and where appropriate – such as competency based interviews – provide questions in advance to give candidates time to process them. If this is requested, questions should be provided to all candidates – not just the person requesting them – with as much notice as possible. During the interview, ask the questions in the same sequence they were provided. This does not preclude managers from asking follow-up questions for clarification.
Be mindful of the potential bias of ‘first impressions’ and refrain from negatively judging body language or limited social interaction.
Provide clear guidance on what they can expect following the interview including timescales to be notified of the outcome.
