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Appendix 1: Service user-led audit
The service user-led audit involves the following steps:
- A group of people with mental illness, learning disability or personality disorder meet to plan together. It might be helpful if those with experience of monitoring or auditing were available to support or guide them in the early stages.
- They choose a particular place to review, such as the local further education college or a leisure centre.
- They decide whether to get permission from the person in charge before making the visit. Some people think this is best while others think that an unexpected visit will be more true to life.
- The group decides whether to visit together or individually.
- The group decides in advance how they will make a record of the things that they learn. They might write down the key points, simply talk to someone, or record their views on video.
- There are questions below that cover the main things the group will want to think about. Examples of questions are given where a group of learning disabled people are visiting a further education college and a mental health group are visiting a gym. Each group will need to change these detailed questions so that they are relevant to the place they are planning to visit.
- The group or individuals visit the place (rather like a 'mystery shopper' review) and/or ask people with mental illness, learning disability or personality disorder, who usually go there, to share their observations.
- The group then meets again to draw together their observations. They think about the balance of praise and criticism and whether they are going to identify individuals in their report.
- Finally, the group gives feedback to the manager or a group of staff from the place that they have visited. The goal is to provide information that will assist managers and their staff to do a good job and improve services for all users of their organisation.
- It might be helpful to send a copy of the report to more senior managers in the authority responsible for the service, or to managers who may be buying a service on behalf of others.The results and observations from the service user-led audit may be useful to local authorities in fulfilling their requirements for annual reporting under the Disability Discrimination Act 2005. The questions given below are suggestions for a service user-led audit. The numbered questions are general but they cover the main things that a group will want to think about. After each numbered question, examples of further questions are given. In these examples, the questions show how the topic might be expanded by a group of learning disabled people visiting a further education college(c); and then by a mental health group visiting a gym(g). Many of the questions could be used by anyone visiting any setting.
1. Is the building suitable and does it have the right facilities?
CIs the college easy to get to? Is it well maintained, attractive and warm? Is it safe? Can students who use a wheelchair get to all the classrooms? Is the necessary equipment available?
GIs the gym on a bus route? Is the building clean? Are a variety of exercise and sports activities available? Are there subsidies or passes available and do they increase opportunity, stigma or both? Can you get changed in a private space?
2. Are the people you meet here friendly?
CAre college reception staff, canteen workers, tutors and cleaners friendly and respectful towards students with learning difficulties? Do arrangements make it easy for the students who need support to get to know other students? Have you made new friends?
GDo staff say hello when you meet them in the reception area, in the corridor or in the gym? Are sessions designed to help people get to know each other, especially at the beginning of any courses? Is there a programme of social events?
3. Are people with mental illness, learning disability or personality disorder involved here?
CDoes the number of students with learning difficulties attending the college reflect demand? Can people with significant impairments access all courses? Are there opportunities in all subject areas? Do students get involved in the social life of the college?
GAre proportions of people with mental health issues here reflective of the local community? What is it like for people who are unfit, anxious about their body image or fearful? How do people react to someone who has problems relating to others, or who behaves unusually?
4. Can you get short and long-term help when you need it?
CAre teaching materials adjusted for people who need big print or other formats? What provision is made for students who need help to use the toilet or who don't use words to communicate? Is there a counsellor and are they helpful to people with learning difficulties? Do college staff ever speak to health and social care staff?
GDo gym staff have a good understanding of mental health issues including the possible effects of medication on fitness and energy levels? Do discussions about medication or health conditions happen in private? Is your privacy respected? Is it easy to get guidance or reassurance about your fitness programme from the staff?
5. Are complaints and occurrences of discrimination properly dealt with?
CHave there been reports of harassment by staff or students? Do people feel that it is worth telling anyone if they are subject to harassment? What happens when a complaint is made?
GWhat does the general tone of banter and humour tell you about how people are respected here? Is everyone treated equally or do the systems favour one group over another? Is there an easy way to report discrimination?
6. Are people with mental illness, learning disability or personality disorder involved in decision-making here?
CDo students keep a record of their own sense of their educational development? Do students get involved in shaping the content of their own study programme? Are students involved in the wider decision-making groups in the college?
GAre participants regularly consulted about their own sense of progress, fitness and satisfaction? Is there an advisory group that helps with running the gym and does it includes people with mental health issues?
7. Do people here have a chance to learn, develop, grow and enrich their lives?
CDo students feel frustrated and stuck? Can people spend longer on parts of the programme if they need to do so? Do courses lead anywhere? Is career advice available? Do lots of people who attend this college get jobs afterwards or move into other activities that fit their objectives? Do students sometimes get a job in the college?
GDo participants have a way of tracking their developing fitness? Can people take time out when things are not so good and return at a later date? Are there ways to move from casual attendance to membership of clubs and groups within the gym? Are there pathways from the gym to other social and healthy activities in the community?
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