AMHP education and training standards guidance

Contents

• About this guidance
• Terms and definitions
• Standard 1: Admissions
• Standard 2: Course governance, management and quality
• Standard 3: Curriculum
• Standard 4: Practice placements
• Standard 5: Supporting students
• Standard 6: Assessments

About this guidance

This guidance is to help education and training providers to meet Social Work England’s education and training standards for approved mental health professional (AMHP) courses (the ‘AMHP course standards’). These are the standards against which we will assess and approve AMHP courses. They apply to all AMHP qualifying routes in England. The aim is to ensure that students who successfully complete an AMHP course can meet the requirements set out in the Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008.

Who is this guidance for?

This guidance is for education providers who are delivering approved AMHP courses in England, or who are preparing to apply to us for approval of a new AMHP course. It is also useful for employers, practitioners, and others who work with and alongside AMHP education providers in England.

What does this guidance include?

This guidance includes (all of the following):

• the purpose of each standard
• further explanations and definitions of each standard
• suggestions of how you could show that you meet the standard (in some cases)

We have not included detailed requirements about what you must do to meet the standards. This is because we want to encourage education and training providers to develop new courses, and providers of existing courses to structure or deliver them in different or innovative ways. We will assess and monitor (all of the following):

• how you have achieved the required outcomes
• the policies and processes you have in place
• how you implement, review and evaluate them

Language

Throughout this guidance:

• ‘we’, ‘us’ and ‘our’ refers to Social Work England
• ‘you’ refers to the education and training provider (including those involved in leading or managing the course)
• ‘student’ means anyone learning, studying or training on an AMHP course. (We acknowledge that course providers may refer to AMHP students as ‘AMHP trainees’)
• ‘educator’ means an individual who is involved in teaching, assessing or aiding learning. This can include people who are permanently employed and others who help to deliver the course such as sessional and visiting lecturers, people with lived experience involved in teaching and learning, and assessors
• ‘staff’ means anyone involved in delivering the course. This could include educators and people involved in other areas, such as managing or administering the course
• the terms ‘employers’ and ‘sponsoring bodies or partner organisations’ are used interchangeably (but we acknowledge that they may be separate organisations)

We have used the term ‘people with lived experience of mental health services’ or ‘people with lived experience’ and have also used the term ‘carer’. We understand that people may identify into both of these groups.

Many statements in this document use words such as ‘may’ or ‘could’. This is because the guidance is not meant to set additional requirements to those set out in the standards. We use words such as ‘may’ or ‘could’ in the guidance to indicate something which is recommended but not an absolute requirement, or in areas where we would expect you to consider how you meet the standards.

Some of the content of this guidance is drawn from, based on, or replicates content from other guidance we have published in relation to our qualifying social work education and training standards 2021.

Cross-national border issues in relation to practice in Wales

This guidance is focused on ensuring that students who successfully complete an AMHP course can meet the requirements set out in the AMHP Regulations (England). However, we are aware that there may be circumstances where course providers enrol students who are sponsored by Welsh local authorities or who are ordinarily employed in Wales.

Under these circumstances, we expect course providers to be mindful of the nuanced differences between the AMHP Regulations (England) and the AMHP Regulations (Wales), with particular focus on the differences between Schedule 1 and Schedule 2 of both sets of regulations. If you enrol students who are sponsored by Welsh local authorities or who ordinarily employed in Wales, we recommend that you consider the AMHP (Regulations) Wales alongside any reference to the AMHP Regulations (England) found across this guidance. If relevant, considering both sets of regulations may help to inform your approach to meeting standards which consider course admissions, curriculum design and assessment.

Terms and definitions

AMHP Regulations (England)

The Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008

Schedule 2 (England)

Schedule 2 of the AMHP Regulations (England) sets out matters to be taken into account to determine competence.

Relevant qualified professional

Any of the professionals listed in Schedule 1 of the AMHP Regulations (England).

Mental Health Act 1983: Code of Practice

Statutory guidance showing AMHPs how to carry out their responsibilities under the Mental Capacity Act 2005.

Mental Capacity Act: Code of Practice 2007 (England)

Statutory guidance showing AMHPs how to carry out their responsibilities under the Mental Health Act 1983.

Self-funding applicant

Applicants who are not supported by a sponsoring body or partner organisation, who may apply independently to an AMHP course.

Partner organisation

This can be employers, such as local authorities or NHS Trusts, or providers of observation opportunities.

Stakeholders

People with lived experience, employers, practitioners and students.

Standard 1: Admissions

AMHP courses must recruit professional learners who have the capability and potential to meet all the relevant requirements that will apply to their practice (once they have completed the course and are eligible for approval as an AMHP by a local social services authority (LSSA) as set out in law in section 114 of the Mental Health Act 1983).

Standard 1.1: Confirm on entry to the course that applicants have:

i. the potential to acquire and demonstrate the competences set out in the relevant legislation governing AMHP practice;

ii. the capability to meet the academic requirements of the course; and

iii. the capability to use information and communication technology (ICT) methods and techniques to achieve course outcomes

Your admissions process should assess an applicant’s capability and potential to develop the knowledge and skills necessary to become an AMHP, regardless of their professional background. Your admissions process should also consider how to assess that applicants have the capability to meet academic standards. We expect AMHP course providers to engage effectively with sponsoring bodies or partner organisations to ensure that admissions requirements are mutually understood, implemented and considered throughout the selection process. The admissions process could include (all or any of the following):

• written exercises, such as personal statements or essays
• interview with a selection panel
• presentations
• observed group discussion

Any of the above elements or stages of the application process, if completed online, could go towards demonstrating that applicants have the capability to use ICT.

You must be able to demonstrate how candidates are consistently assessed against their potential to meet the relevant capabilities. Interview panels must ensure that individual professional backgrounds are not unfairly disadvantaged. In meeting this standard, you should give attention to all of the key competence areas in Schedule 2 of the AMHP Regulations (England). You should give particular (but not exclusive) attention to whether the applicant has the capability to apply professional values to the AMHP role, as set out in key competence area 1.

Standard 1.2: Confirm that applicants are and remain fully registered with a relevant regulatory body in line with the relevant regulations

You can confirm that applicants are (and remain) fully registered with a relevant regulatory body at an earlier stage of the selection process or at the point of enrolment.

If a sponsoring body or partner organisation carries out this earlier stage, you must confirm that this has been done before the student completes the enrolment process. The provision of a student’s professional registration number, the name of their regulatory body, and written confirmation that their registration has been checked, would be acceptable. You must carry out these checks yourself where this is not applicable (for example, for self-funding applicants). You should inform students that they must tell you immediately if their registration status changes for any reason, or if they are subject to any investigation or action by any professional regulator or employer. You should ensure that students are reminded of these responsibilities throughout their training.

You should ensure that you are able to apply this standard regardless of the student’s profession, and in cases where a student is registered with more than one professional regulator.

Standard 1.3: Ensure that the admissions processes assess the suitability of applicants, including in relation to their conduct, health and character. This includes appropriate criminal conviction checks

In this standard, ‘suitability’ refers to fitness to practise. There is more detail in Social Work England’s fitness to practise guidance, the Health and Care Professions Council’s fitness to practise guidance, and the Nursing & Midwifery Council’s fitness to practise guidance. You should have regard to this guidance when you assess the suitability of applicants.

In any engagement with sponsoring bodies or other partner organisations, you should ensure that there is scope in the admissions process for appropriate suitability checks to be carried out and recorded. You should require confirmation that these checks have been completed before the student completes the enrolment process.

You must conduct the necessary suitability checks where (either of the following):

• it is not possible or practical, for the checks to be integrated at a stage conducted by a partner organisation
• there is no such stage

Students should not be required to disclose short or long term physical or mental health conditions automatically. However, you should set a clear expectation for students that they

are accountable for promptly declaring anything that may impact their ongoing fitness to practise. This should be to their training lead and/or directly to you as the course provider.

Standard 1.4: Ensure that applicants have suitable prior experience of the practical application of appropriate legislation and policy, specifically including but not limited to mental health, mental capacity and human rights legislation

The admissions process should include consideration of applicants’ prior relevant experience. You should be able to demonstrate how this forms part of the decision making for admissions.

This may be considered and assessed by a sponsoring body before an applicant applies for a course, or by you as part of your own selection processes. In either case, you should be able to demonstrate how you have confirmed the robustness of this assessment. This should be through engagement with sponsoring bodies or other partner organisations, or through your own quality assurance activity.

In meeting this standard, you should give particular (but not exclusive) attention to key competence areas 2, 4 and 5 in Schedule 2 of the AMHP Regulations (England) and an applicant’s potential and capability to demonstrate these competencies. You may wish to align your application process with these key competence areas, but other approaches are acceptable.

Standard 1.5: Ensure that applicants have a robust level of legal literacy in appropriate legislative and policy areas

The design of admissions processes should allow all applicants to demonstrate their capacity to develop the required legal literacy for a practising AMHP.

Applicants should be able to show during the admissions process, an ability to interpret, reflect on and understand the impact of changes arising from case law, as well as legislative and policy developments.

You should ensure that the applicant’s prior experience of applying mental health legislation, codes of practice and local policy guidance is considered and assessed as part of the admissions process.

In meeting this standard, you should give particular (but not exclusive) attention to key competence areas 2, 4, and 5 in Schedule 2 of the AMHP Regulations (England) and an applicant’s potential and capability to demonstrate these competencies. You may wish to align your application process with these key competence areas, but other approaches are acceptable.

Standard 1.6: Ensure that employers, placement providers, people with lived experience of social work, and carers are involved in student admissions

Stakeholders from diverse backgrounds should be involved in your admissions processes, including people with lived experience of social work and/or mental health services.

We recognise practical, resourcing and other limitations that apply particularly to AMHP courses, but we expect course providers to ensure this kind of involvement.

Stakeholder involvement could include participation in interviews or assessments as well as input into the design of admissions processes. You should advance this through partnership working and engagement with sponsoring bodies or other partner organisations.

Standard 1.7: Ensure that there are equality, diversity and inclusion policies in relation to applicants and that they are implemented and monitored

Admissions processes should be accessible and take account of different needs. You should have systems in place for responding to enquiries about equality, diversity and inclusion from applicants and partner organisations.

The admissions process should provide students with the opportunity to request any reasonable adjustments they require for the admissions process itself. Where stages of the selection process are carried out by partner organisations, you should ensure that partners are aware of the need to provide reasonable adjustments to applicants. Where reasonable adjustments have been provided, it may be appropriate for partner organisations to share this information with you, with the applicant’s consent.

You should have processes in place to gather and analyse equality, diversity and inclusion data in relation to admissions to the AMHP course. You should collaborate with employer partners in responding to any equality, diversity, inclusion concerns identified within this data.

Standard 1.8: Ensure that the admissions process gives applicants the information they require to make an informed choice about whether to take up an offer of a place on a course. This will include information about the award level and professional qualification, course content, teaching modes, location of study, assessment methods, duration, and observation requirements including the expectations around arranging or securing placements

You should make sure that applicants are provided with information covering the points set out in the standard. This should happen before candidates accept or confirm their enrolment on the course.

You should make applicants aware of how placements are arranged and allocated. This should include where they may have options, and what you reasonably expect placements

to look like. For example, the structure and duration of placements. In most cases, partner organisations (local authorities) will be responsible for these arrangements. You should check that this information is up to date and available to students, even where you do not provide it directly yourself.

You should specify what self-funding applicants need to arrange and what evidence of these arrangements they need to provide as part of their admission on to the course. This should assure you that an appropriate placement will be available when it is required as part of the course.

The information you should ensure is available to students should include, but is not limited to, (all of the following):

• the costs of the course (including other associated costs where relevant and any options for funding)
• the structure, content and delivery of the course (including placement requirements and the methods of assessment)
• the pathway from gaining an approved AMHP qualification to being approved as an AMHP
• the role of Social Work England and professional regulation

Standard 1.9: Ensure that the admissions process allows candidates from any eligible profession to demonstrate their suitability to join the course

You must ensure that the admissions process is open to applicants of any professions from which people are eligible to train as an AHMP. You should be able to demonstrate that you monitor and assess how accessible the course is for students across all the eligible professions. This could include, but is not limited to (all of the following):

• monitoring student or applicant feedback
• analysing applicant data
• engaging with other local bodies to consider and deliver on the recommendations of the National Workforce Plan for AMHPs (in relation to improving and widening recruitment) assessing whether, and how, methods and modes of teaching and learning present barriers to the different professional groups

Standard 2: Course governance, management and quality

AMHP courses must be resourced and managed using effective and transparent processes in collaboration with placement providers and people with lived experience of mental health services. There must be processes to monitor and manage the quality and delivery of courses.

Standard 2.1: Ensure courses are supported by a management and governance plan that includes the roles, responsibilities and lines of accountability of individuals and governing groups in the delivery, resourcing and quality management of the course

You must demonstrate that you manage courses effectively and that responsibility for each aspect of the course is clear, by (all of the following):

• demonstrating that there are effective processes to ensure the resourcing and quality management of the course
• having a management and governance structure which sets out clear roles and responsibilities for both individuals and groups.

It is important that your course is led by people with relevant and current experience of the AMHP profession. Course leaders should be a registered professional, ideally a qualified AMHP with appropriate experience and proximity to AMHP practice.

We recognise that there may be circumstances where it is appropriate for a course to be led by someone who is not a qualified AMHP. If this is the case, you must be able to show how you make sure they are appropriate for the role and have access to the necessary information and resources about AMHP practice. For example, your course leader could have access to a network of AMHP professionals.

In all circumstances, you should be able to demonstrate how the course leader is qualified and equipped to be accountable for the ongoing delivery, resourcing and quality management of the course.

Standard 2.2: Ensure that regular and effective monitoring, evaluation and improvement systems are in place, and that these involve employers, people with lived experience including carers, and students

It is important that you can show what systems are in place to monitor and evaluate your course’s quality and effectiveness. These processes should allow you to continuously gather information on quality and effectiveness, as well as to respond to any identified risks, challenges or changes.

You should ensure that students have the opportunity to provide feedback about the course. This feedback should be shared with employers and used to inform the management and development of the course.

The processes you use may include (any or all of the following):

• carrying out internal and external quality audits, monitoring and evaluation, (including of placements)
• regularly carrying out critical reviews of your course
• regularly collecting and analysing feedback from students, educators and people with lived experience involved in the programme
• analysing any concerns or complaints from students, educators and others about the course
• analysing concerns raised by students, educators and others, for example about the safety or wellbeing of people with lived experience

You should include all stakeholders (including people with lived experience of mental health services) in your processes for the enhancement and improvement of your course.

This could include (all or any of the following):

• obtaining the views of stakeholders who have been involved in your course
• involving stakeholders in module or course reviews, or when developing new modules or courses
• involving stakeholders in quality management visits to placement providers or committee membership

Standard 2.3: Ensure that the number of students admitted is aligned to a clear strategy, which includes consideration of:

i. local and regional placement capacity; and

ii. the availability of part-time or other flexible course arrangements to widen access wherever possible

When considering the number of students you admit, you should consider (both of the following):

• the resources, partnerships and relationships required to run an effective and sustainable course
• ensuring an appropriate number of staff to deliver the course safely and effectively

It is important that students can complete high quality placements in appropriate settings. These should provide learning opportunities which will help them to meet the competencies set out in Schedule 2 of the AMHP Regulations (England) by the time they complete their course.

You should discuss local and regional placement capacity through your engagement with sponsoring bodies and partner organisations. This should include the ongoing availability of appropriately qualified AMHP assessors within the local area.

You should consider evaluating feedback on the flexibility and accessibility of your course from employers and students. This is to ensure it remains accessible for applicants from a diverse range of backgrounds across the relevant professions.

Standard 2.4: Ensure that the person with overall professional responsibility for the course is a relevant qualified professional with appropriate experience

You should appoint a qualified and approved AMHP to your management team to take overall professional responsibility for the course. This person will be involved in the development and delivery of the curriculum. They should have a recognised qualification and be registered with an appropriate regulator.

Depending on the size and structure of your course management team, this person may be the leader of your course. Their responsibilities could include (any or all of the following):

• providing expert professional advice on all aspects of your course and curriculum
• keeping up to date with practice and policy developments to assist with the review and ongoing development of your curriculum and courses.
• engaging with key stakeholders including AMHPs, employers and placement providers. This is to ensure that the course reflects regional issues and priorities
• providing expert professional advice on issues relating to students’ suitability and fitness to practise

Standard 2.5: Ensure that there is adequate provision of appropriately qualified and experienced staff, with relevant specialist subject knowledge and expertise

The number of staff you require will depend on the cohort size of your course. You should be able to justify the number of staff you have in place and the proportion of their time that they spend working on the course.

We do not set staff to student ratios. Instead, we consider staffing levels within the overall context of the education you provide. You should ensure you have appropriately qualified and experienced staff in the following areas (all of the following):

• admissions and marketing
• curriculum design, development and delivery
• assessment design, development and delivery
• teaching and supervising, including assessors and placement supervisors
• professional development. We suggest that the course lead should be responsible for professional development
• quality management
• student support and welfare
• observations

Your staff team should include sufficient numbers of qualified and approved AMHPs to ensure that students learn about professional practice from those who have relevant and current experience of delivering mental health services.

You should have arrangements in place to review the number of staff involved in the course and to deal with situations such as staff absences. You should consider existing staff resources when proposing additional courses. You should ensure that you have adequate support from your course provider in human resources, finance and ICT to deliver your course effectively.

Standard 2.6: Ensure that educators are supported to maintain their knowledge and understanding in relation to professional practice

You should support educators to maintain their knowledge and understanding in relation to AMHP practice.

You could consider these approaches to supporting educators (all of the following):

• supporting all academic staff to spend time back in practice and to reflect on that experience
• providing opportunities for sessional or visiting lecturers, or people with lived experience involved in course delivery, to reflect on teaching and learning with permanent staff
• staff development strategies
• ongoing continuing professional development as appropriate to a person’s role
• mentoring schemes
• professional development portfolios
• engaging in relevant research activity

Standard 3: Curriculum

Courses must be designed to enable students to develop the required competencies to meet the AMHP Regulations (England). You must ensure a continually evolving curriculum which (all of the following):

• is evidence informed
• matches the contemporary demands of the whole sector
• is delivered by appropriately qualified and experienced professionals
• produces informed, capable, prepared and motivated AMHPs (who can deliver safe and effective mental health services)

Standard 3.1: The views of employers, practitioners and people with lived experience of mental health services are incorporated into the design, ongoing development and review of the curriculum

You should consider how you engage employers, practitioners and people with lived experience in the continuous review of the curriculum. This may involve (all or any of the following):

• regularly carrying out critical reviews of your course
• module scrutiny
• review of teaching materials and resources
• involving stakeholders in module or course development, or reviews

To effectively involve people with lived experience, you should go beyond just seeking their feedback. Think about how you can work collaboratively with them in order to ensure that the course is shaped by their views, needs, evidence and insights. This could involve working collaboratively with individuals, or with groups such as advocacy or support groups. You should consider the views of employers and practice educators when you design and develop your curriculum. You should (all of the following):

• demonstrate how these views have helped to shape it
• consider holding regular meetings with these groups (to gather their feedback on the curriculum)
• use this to inform curriculum review and continuous improvement

Using the principles of co-production

Co-production can be defined as working together with people as equal partners in the design, delivery and review of AMHP education. The Social Care Institute for Excellence suggests that co-production needs to be based on these key principles (all of the following):

• equality: no one group or person is more important than another, and everyone has skills, knowledge, abilities and other assets to bring to the process
• diversity: co-production should be inclusive for all communities and groups
• accessibility: ensuring that everyone has the same opportunity to take part in an activity fully, in the way that suits them best
• reciprocity: ensuring that people receive something back for putting something in. This may also include ensuring that you have appropriate policies and systems in place to pay people with lived experience for their time

People with lived experience should be involved in, and help you to co-produce the design, development and delivery of the curriculum in the following ways:

• developing teaching approaches and materials
• planning and developing the course, for example by giving their perspective and feedback on the content of curricula and the methods of teaching, which could include formal membership of curriculum development and governance groups
• teaching and learning activities, for example by giving presentations, facilitating seminars, contributing to small group work with students and mentoring students

Standard 3.2: The content, structure and delivery of the training is in accordance with relevant guidance and frameworks and is designed to enable students to demonstrate that they have the necessary knowledge and skills, including around cross-national border issues in relation to practice in Wales, where this is appropriate

Students must demonstrate that they can meet the competencies in Schedule 2 of the AMHP Regulations (England) by the end of their course. The regulations set out expectations for an AMHP’s practice. These include application of values and ethics. They also include partnership working, decision-making, communication and interaction with people with lived experience of mental health services, colleagues and others.

Meeting the regulations is an essential part of being fit to practise. You should have documentation that clearly shows how the content of your curriculum and the learning outcomes are mapped to the competencies within the AMHP Regulations (England).

You should also ensure that the values of human rights, social justice and social perspectives are embedded throughout the teaching and assessment of the programme. This includes upholding the principles of relevant codes of practice including, but not limited to (all of the following):

• The Mental Health Act: Code of Practice 2015 (England)
• The Mental Capacity Act: Code of Practice 2007 (England)

You must also adhere to any changes arising from statutory changes or case law.

The fundamental role of an AMHP is representing and applying the social perspective, advocating where appropriate, and considering alternatives to hospital admission. Within your curriculum there must be evidence of how you teach students about the value base of a practicing AMHP, which may include (all of the following):

• social perspectives of mental health
• professionalism and values
• rights based and social justice focused practice
• cultural competence and culturally appropriate care
• inclusive practice, which includes anti-racist, anti-discriminatory and anti-oppressive practice
• principles of co-production, participation and empowerment, and holistic perspectives

The content of the course must demonstrate how you are supporting students to strengthen their awareness of current issues which permit, reinforce or promote exclusion within the mental health system. This includes, but is not limited to, supporting students to understand the importance of promoting principles of inclusion. For example, you could consider how the course includes consideration of addressing inequalities in mental health, developing innovative ways of working with different groups, and building connections with communities. You should ensure that AMHP students understand the national importance of reducing racial inequalities and inequity in mental health services. Within your curriculum this could include exploring NHS England’s Patient and carer race equality framework (PCREF) or similar local frameworks designed to embed anti-racism across Mental Health Trusts.

If relevant, your course should cover the nuanced differences between the English and Welsh regulations and codes of practice. This includes (all of the following):

• differences across Schedule 2 of both sets of regulations
• the impact this has on who can be approved as an AMHP
• how applications for detention are made across national boarders

Standard 3.3: The course is designed in accordance with equality, diversity and inclusion principles, human rights and legislative frameworks

You must consider equality, diversity and inclusion principles when designing your course and supporting systems and processes by (all of the following):

• ensuring that your course is designed and delivered in accordance with your organisation’s equality and diversity policies
• ensuring all students are treated fairly, including whilst on placement, regardless of the protected characteristics enshrined in law and policy
• publishing processes and policies for supporting students with physical, mental health and wellbeing needs and promoting these amongst staff and students
• promoting health and wellbeing for your students through activities and student services
• supporting and encouraging students to declare physical and mental health conditions, which may impact on a person’s fitness to practise
• making sure that the environment of your course is accessible to all students and is inclusive through the provision of appropriate and tailored adaptations
• ensuring that your course is inclusive by design. For example, teaching and learning materials are used that are accessible for all, assessment schedules are planned in consideration of religious festivals, and resources are accessible to support learning 
• ensuring that assessments are constructed and scheduled in a way that allows reasonable adjustments to be made for students. For example, more time for a student to complete an assessment, alternative assessments or opportunities for additional breaks.
• analysing data in relation to equality, diversity and inclusion

Standard 3.4: Course content is routinely updated as a result of developments in legislation, research, government policy, and best practice

You should ensure that your curriculum stays current and relevant. You should update it in a timely manner with research and developments or changes in legislation, government policy and current best practice. For example, you may consider being able to show how the design of the curriculum predicts or reflects (all of the following):

• changes in practice or services
• developments in the profession’s research and evidence base
• advances in technology
• changes in the law
• changes in the needs and expectations of people with lived experience of mental health services

Also, you may want to consider how to reflect feedback on changes in workforce development and lifelong learning (from employers), and developments in professional and regulatory practice (including research and guidance).

Standard 3.5: The integration of theory and practice is central to the course

We expect theory and practice to be combined with both the taught and practical parts of the course. By ‘practical parts of the course’ we mean practice based learning as well as practical skills development in an academic setting.

Theory and practice must be linked and must inform each other. For example, students must have the opportunity to learn theory. They must understand why it is important, but also to reflect on and learn how to apply theoretical frameworks in practice.

You should ensure that you enable students to identify and articulate the importance of theory and how it informs their existing and future AMHP practice.

AMHP students must have the opportunity to understand and apply legal frameworks and legal reasoning to justify and underpin their decision making. This should be informed by law, statutory guidance and case law.

Students should have the opportunity to explore the autonomous nature of a practising AMHP and consider how they are guided by their knowledge and understanding of AMHP practice in decision making.

Standard 3.6: Students understand how the standards of the student’s own professional regulator(s), apply to their specialist practice

Students should understand how to maintain their own professional standards whilst also undertaking the AMHP role and meeting the competencies within the AMHP Regulation (England).

Course providers must provide opportunities for students to explore the relationship between their role as an AMHP and their professional background and the opportunities and challenges this presents when acting as an AMHP.

Standard 3.7: The course is designed to enable students to demonstrate an evidence-informed approach to AMHP practice, underpinned by skills, knowledge and understanding in relation to research and evaluation

Students should learn how to use evidence from research and other sources to inform and systematically and critically evaluate their practice as an AMHP. By ‘evidence informed practice’ we mean the ability to gather, use, analyse and evaluate evidence to inform decision making and enable effective practice.

Evidence may come from research, audit and evaluation or feedback from people with lived experience of mental health services. Development of evidence informed practice could be achieved through (all of the following):

• student centred and independent learning
• teaching and assessment strategies
• student led research (where appropriate)

The course should encourage students to enhance their analytical, reflective and critical thinking skills and research application relevant to AMHP practice. For example, this could include introducing students to evidence-informed practice models designed to enhance communication, to advance co-production with people using mental health services , or to support decision making.

Standard 4: Practice placements

The learning environment must provide education and training opportunities that enable students to develop their skills and knowledge across all areas of AMHP work. Students must be able to gain experience in practice and meet the relevant AMHP Regulations (England) alongside their professional standards in supportive, supervised and safe settings.

Standard 4.1: Ensure practice placements are integral to the course

Placements should provide suitable learning opportunities that allow students to gain the knowledge and skills necessary to develop and meet the competencies as set out in Schedule 2 of the AMHP Regulations (England).

Students should be able to identify placement details within overarching course documentation, such as course handbooks.

You should have documentation that sets out administrative and practical information about the placement and what the student should expect to do and learn during the placement.

You may wish to consider including (all of the following):

• agreeing a practice learning agreement between the course provider, placement provider and the student
• the names of the staff involved in the placement, including their contact details
• practical and administrative information about the placement, including the main policies that the student needs to be aware of and/or abide
• the practice learning opportunities for the placement
• the structure in place that will enable the learning outcomes to be met. For example, a timetable setting out when and how students will have access to practice learning opportunities to enable them to achieve the learning outcomes
• significant dates and targets that the student needs to be aware of or meet

Standard 4.2: Ensure that the number, duration and range of practice placements is appropriate to support the delivery of the course and the achievement of the learning outcomes

We don’t stipulate a minimum placement duration but you must ensure the placement(s) is sufficient in length to cover the required learning outcomes and to enable students to meet the competencies as set out in Schedule 2 of the AMHP Regulations (England).

Placement content will vary between providers, but you must be able to demonstrate a clear rationale for your planned course content. We don’t stipulate a minimum placement duration, but you must ensure the any placements are sufficient in length to cover the required learning outcomes.

You should have plans and documentation to support your placement learning agreements with providers that show how and when students will have learning opportunities which allow:

• opportunity to apply in practice mental health legislation, related codes of practice, national and local policy guidance
• understanding and interpretation of the practical application of relevant law working with children, young people and adults
• applying in practice the understanding of particular needs of people being assessed under Mental Health legislation
• applying knowledge and understanding of a range of models of mental disorder;
• applying a knowledge and understanding of social, physical, environmental and developmental factors which allow demonstration of the applications of a social perspective on mental disorder and mental health needs
• opportunity to learn about how to plan, negotiate and manage compulsory admission to hospital, or alternatives to compulsory admission, or arrangements for supervised community engagement or treatment
• opportunity to learn about how to present evidence at a legal hearing

Assessors and placement supervisors should use the placement learning agreement to support and monitor students. Students should also use it to guide their own learning. Some common learning opportunities during a placement are listed below.

• formal assessment processes, including observation, gathering of information, analysis, application of appropriate theory, reporting and development of recommendations.
• formal processes considering needs, risks and/or safeguarding for practice in mental health
• presentation of outcomes of formal assessment processes, including analysis of risk and proposed recommendations, at panels, meetings and legal hearings
• opportunities to reflect on, discuss and analyse appropriate use of power and authority

Standard 4.3: Ensure that students, practice placement providers and educators are prepared for each placement, which will include information about:

i. the learning outcomes to be met

ii. the timing and duration of any placement experience

iii. the records to be maintained

iv. expectations of professional conduct

v. assessment procedures including the implications of, and any action to be taken in the case of failure to progress

vi. communication and lines of responsibility

Students, practice placement providers and educators should be clear about the expectations of the placement prior to it starting. There should be clear processes in place to support this including the individual roles, responsibilities and monitoring arrangements.

Examples of your processes could include (any or all of the following):

• ways of communicating placement expectations to students, staff and educators
• induction arrangements
• practice learning agreement meetings
• midpoint reviews
• end of placement assessments

Induction is a key aspect of ensuring that students are able to safely undertake placements. You should expect practice placement providers to offer a full induction to all students. You may wish to include this requirement in your agreements with practice placement providers.

Induction could include (any or all of the following):

• familiarisation with the main practice learning environment(s)
• meetings with practice educators and other staff who will be supporting or interacting with students
• provision of a structure chart for the placement organisation
• granting access for students to records and IT systems, as appropriate
• provision of information about the relevant policies that the students need to comply with and where to find them. This could include (all or any of the following):
  • information systems use
  • data protection
  • health and safety
  • consent
  • confidentiality
  • how to report sickness and other absence
  • reporting concerns
  • whistleblowing

You should have clear processes in place that demonstrate the mechanisms for monitoring students’ progress towards meeting the learning objectives for placement. Any processes should include details of who is involved in the assessment of students.

Examples of assessment and monitoring processes could include:

• planned observations
• action or support plan processes
• feedback processes for students and stakeholders involved in practice learning

Students, placement providers and educators need to be aware that, in the event of placement breakdown, learners may not be able to complete the course.

You should consider if students should be given the opportunity to retake placements and where this is the case, ensure clear information is provided. You should consider whether placement breakdown is related to a lack of learning opportunity or engagement, fitness to practise, or health matters.

Standard 4.4: Maintain clear collaborative arrangements for planning and communication with placement providers including a thorough and effective system for approving and monitoring all placements, in order jointly to ensure:

i. that practice placement settings provide a safe and supportive environment

ii. that placement providers have equality, diversity and inclusion policies in place which will apply to students, and which they will implement and monitor

iii. that there is an adequate number of appropriately qualified and experienced staff, with relevant specialist subject knowledge and expertise, at the practice placement setting

iv. that practice placement providers support their placement staff to maintain their knowledge and understanding in relation to professional practice, including appropriate practice placement educator training

v. that a range of learning and teaching methods that respect the rights and needs of people with lived experience of social work and colleagues must be in place throughout all practice placements

You should have formal, written agreements with your placement providers. In your agreements you should consider including (all of the following):

• naming specific individuals and their roles and responsibilities (at your organisation and at the placement provider) who are:
  • responsible for organising the placement
  • the point of contact for any questions or issues that arise
• agreeing workload arrangements for their substantive post while the student is engaging in their training to qualify as an AMHP
• setting out the induction processes for students, including access to the relevant policies and procedures
• setting out the arrangements for student access to the placement provider’s ICT systems
• specifying who is responsible for ensuring that students understand and comply with relevant protocols relating to the use of the placement provider’s ICT systems.
• emphasising the importance of students being integrated into the team at the provider setting and having opportunities to work with other professions
• emphasising the importance of students obtaining practical experience during their placement that allows them to apply their theoretical and legal knowledge
• specifying the process by which you or the placement provider can raise concerns about how the placement is being delivered. This process should include (all of the following):
  • the content of the placement
  • the behaviour of students
  • how any concerns will be addressed
• specifying the process to agree student progression and whether a student should pass or fail a placement (if there are differences in opinion between a placement provider and a practice educator).

You should evaluate your placements and the effectiveness of your placement learning agreements with placement providers as part of your quality management processes. These processes should identify any weaknesses or concerns with individual placements. These should be discussed with the placement provider and steps should be taken to resolve the issues.

When reviewing placements, you should consider evaluating (all of the following):

• the quality and quantity of teaching, supervision and feedback provided by practice educators and placement supervisors
• the availability of resources such as ICT systems and research and reference material
• the personal support available to students whilst on the placement
• how staff are supported to maintain their knowledge and understanding in relation to professional practice
• the development opportunities and training available to practice educators at the placement setting
• the ability of students with specific requirements, for example a disability or neurodiversity, to access learning opportunities during the placement (in line with equality, diversity and inclusion policies and principles)

When evaluating the quality of placement opportunities and placement settings, you could collect data for evaluation by (all of the following):

• seeking feedback from students about their learning experiences on placement, and their experience of the placement setting
• seeking feedback from practice educators and other stakeholders involved in supporting, supervising and assessing students during placement
• assessing the evidence captured by students to record their learning whilst on placement
• reviewing induction materials, policies and procedural documents provided to students during the placement
• reviewing the equality, diversity and inclusion policies provided by the placement provider
• asking for evidence of how these are implemented and monitored

Standard 5: Supporting students

Students must receive appropriate educational and pastoral support to progress through their course and develop the knowledge and skills necessary to meet the competencies of the AMHP Regulations (England) when they qualify.

Standard 5.1: Ensure that students have access to resources to support their health and wellbeing including:

i. confidential counselling services

ii. occupational health services, where appropriate

It is important that students can access resources to support them to manage their health and emotional wellbeing. This includes while they are on placement. The student should usually have access to this support through their employer’s occupational health service arrangement. You should be able to demonstrate that you communicate to students how they can access this support wherever it is available.

You should regularly review any counselling, occupational health or other relevant services to ensure that they are accessible and available to AMHP students. Services should be clearly signposted, for example in student handbooks and/or in your direct communication with students.

You should demonstrate how you provide, or signpost, access to timely support for students who require it in relation to teaching sessions, for example in relation to past trauma. Students who declare that they have lived experience of mental health services may need particular arrangements to be made for their course, or they could be entitled to additional support. For example, care leavers may be entitled to financial support during their course.

You do not need to provide all these services, as long as you are able to demonstrate sufficient assurance that appropriate support is available, wherever it is needed.

Standard 5.2: Ensure that students have access to a system of academic and pastoral student support for their progression, development, wellbeing and welfare

It is important that students can access resources to support their academic development. You should have processes in place to ensure that students have access to regular feedback on their academic progress, such as a personal tutor system.

These processes should also support students who need additional help with particular aspects of their course. These processes should be in place for all students, but you may want to consider how to support:

• students returning to learning after some time
• students with disabilities
• students who have to take periods of planned or unplanned leave from the course
• students with caring responsibilities
• students with financial difficulties

Standard 5.3: Ensure that there is a thorough and effective process for ensuring the ongoing suitability of students’ conduct, character and health

In this standard, ‘suitability’ refers to fitness to practise. There is more detail in our fitness to practise guidance, the Health and Care Professions Council’s fitness to practise guidance, and the Nursing & Midwifery Council’s fitness to practise guidance. You should have regard to this guidance when you ensure compliance with this standard.

It is important that you have clear arrangements in place for identifying, notifying, and responding to any issues that may arise in relation to the ongoing suitability of students for AMHP practice.

You should ensure that you have processes in place to enable students to make a declaration about their suitability whenever it may be necessary. You should have a clear underpinning agreement in place with any relevant partner bodies about shared responsibilities. You should be able to show how this agreement (all of the following):

• enables students to make a declaration about their fitness to practise
• how this information will be assessed and managed appropriately (and with public protection in mind)

For example, it may be appropriate for sponsored students to notify their local authority training lead rather than to tell you directly. The training lead would make decisions about appropriate further information sharing to manage any risk to the student’s fitness to practise. Regardless of the allocation of responsibilities, you should be able to show how (all of the following):

• you are confident that any issue adversely affecting a student’s fitness to practise will be identified
• you are confident that it will be addressed in a way that prioritises public protection
• you take account of the best way to provide support to the student

We will expect to see how you have made suitably robust alternative arrangements for students to notify you where there is no separate training lead or equivalent named person/s. This could be because of local arrangements or because a student is studying independently of such arrangements or for any other reason. You should have processes in place to assess the impact of this and to address it in a way that prioritises public protection, and takes account of the best way to provide support to the student.

Standard 5.4: Make reasonable adjustments for students with health conditions or impairments to enable them to progress through their course and meet the relevant standards, in accordance with relevant legislation

We expect you to make supportive arrangements for students who have declared any additional needs, while also abiding by the Equality Act 2010. This includes those who have long term health conditions and impairments.

You should be able to demonstrate that you have processes in place to help identify where these arrangements are necessary in relation to the academic elements of the course.

You should ensure timely communication to partner organisations (normally local authorities) to promote consistency of support for students. This is where there is likely to be an impact on the student’s practise or placement arrangements.

Standard 5.5: Provide timely information to students about parts of the course where attendance is mandatory and have associated monitoring mechanisms in place

The aim of this standard is to ensure that you have the relevant communication processes in place between all parties.

You should show how you obtain assurance that a student has attended all the necessary training before they complete the course. This can include compensatory learning. We will look for evidence that you have robust systems in place to collect and review this information in a reliable way.

There should be an agreement in place to set out how you, any partner organisation(s), and the student are responsible for notifying absence, so that any issues can be identified and handled appropriately. For example, to ensure that employers can be confident that students are attending all the learning for which they are being released. Also so that students know that you may share information about absences from training to underpin the quality of the course and the support available to students.

You do not have to set out in detail at the start of the course all the compensatory learning arrangements that are or can be put in place. You should, however, ensure that students know what attendance is compulsory and in general terms what the implications of non-attendance are. They should know what their accountabilities are for notifying you and/or partner organisations (for example their employer) around absences. Where a student is absent, you should provide them with clear information about compensatory learning requirements and arrangements. You should be able to show how you monitor compensatory learning before a student completes the course.

Standard 5.6: Provide timely and meaningful feedback to students on their progression and performance in assessments

You should provide students with timely feedback throughout their course in various forms. Formative (informal) assessments should be included in the course. Examples could include in-class tests, feedback at the end of sessions, and student discussions. The emphasis of this and of all summative (formal) assessments should be on identifying ongoing development needs.

Students should be supported to use this feedback to help inform their development. For example, you may wish to encourage students to keep a reflective journal which they can take forward with them and build on during their initial AMHP practise and ongoing CPD.

You should support students to take a proactive approach to identifying where feedback on their performance may be available to inform their learning. Where possible, students should be able to meet with people they have assessed during their placement, to learn about the impact and quality of the assessments. Where this is not possible, consideration should be given to enabling students to meet with family members, advocates, or other professionals they worked with.

Standard 5.7: Ensure that policies and processes, including for whistleblowing, are in place for students to challenge unsafe behaviours and cultures and organisational wrongdoing, and report concerns openly and safely without fear of adverse consequences

You should check that the appropriate policies and processes are in place at your placement providers. You may wish to consider referencing them in your agreements with providers.

You should tell students about these policies and procedures at induction. You should support students to raise concerns. You should make sure that students know who to report their concerns to, and how these concerns will be considered and acted on.

Your policies should be designed to make sure that students are not penalised for raising concerns. Other support for students may include (all or any of the following):

• training on raising concerns and the importance of being open when things go wrong
• dedicated reporting or communication methods for students to raise concerns
• advice from members of staff when situations arise which may be cause for concern

Challenging unethical practice and reporting concerns are integral to key competence area 1 of the AMHP Regulations (England). However, some students may find it difficult to challenge unsafe behaviours and cultures and organisational wrongdoing.

Educators, practice educators and placement supervisors should be mindful of this. They should be aware of the need to support and encourage students to take appropriate action if necessary. Course provider and placement provider policies should set out the processes and the support students can expect to receive if they raise concerns or whistle blow.

The appropriate way to deal with a concern is likely to depend on the nature of the concern and where it originates from. For example, it may be best for the course leader or other managers at your organisation or the placement provider to deal with a concern.

Your process should make sure that, where necessary, the concern will be forwarded to another appropriate person or organisation.

Standard 6: Assessments

This guidance provides more detail on how AMHP students should be assessed and makes suggestions for what good assessment might look like. It aims to help education providers understand how they can comply with our standards.

Standard 6.1: Ensure that the assessment strategy and design demonstrate that the assessments are robust, fair and consistent, and that those who successfully complete the course have developed the knowledge and skills necessary to meet the competencies set out in the relevant legislation and rules as set out in the guidance that accompanies these standards

Your strategy needs to show that your assessments are reliable. You should be able to show that your assessments produce the same, consistent outcomes across a cohort of students. This should be regardless of when the assessment takes place or who marks it.

Your strategy needs to show that your assessments are fair and provide all students with an equal opportunity to demonstrate their progression and achievement. It should take into consideration a specific student’s needs, for example the needs of students with disabilities or those facing mitigating circumstances.

Your assessment strategy should show how individual assessments and examinations contribute to overall judgements about students’ progression. When developing your assessment strategy you should consider including (all of the following):

• the rationale for your approach to assessments, ideally referencing academic literature and best practice in assessment
• when and in what format assessments take place during the course
• how assessments can be co-produced with people with lived experience of mental health services.
• pass marks required for individual modules and assessments
• the resit policy, which should include the number of resits students are allowed (and within what period)
• the maximum time a student can take to complete the course
• information about options available for students who are at risk of not progressing or not completing the course, including alternative qualification options
• mitigating circumstances, reasonable adjustments, academic appeals and complaints policies
• who is responsible for managing and delivering assessments
• when designing assessments, you should consider methods that draw on contexts and scenarios that are relevant to practice
• it is important that assessments are carried out at appropriate stages during the course to match students’ expected progression. For example, end of module assessments should be scheduled close to the end of that phase of learning, with appropriate time allowed for revision
• you should consider the assessment burden on students when scheduling your assessments. For example, scheduling several assessments in a short period of time may cause undue stress for students. Scheduling assessments so there are reasonable gaps between them could reduce pressure on students

Standard 6.2: Ensure that professional aspects of practice are integral to assessments

You should ensure that the assessments enable students to demonstrate the competence required for AMHP practice. Consideration should be given to which learning outcomes are being met and how the mode of assessment enables the student to demonstrate competency.

We expect course providers to ensure that students are properly prepared for the realities of practice through appropriate assessment. The programme should demonstrate how stakeholders are involved in the assessment of students and the student’s level of professionalism and aptitude for the AMHP role.

You should tailor the learning experience according to the professional background of the student. This will ensure that students from any relevant profession can complete the programme to the same level of competence. You should consider the variety of skills, experiences and professional perspectives that arise from a multi professional cohort. These considerations should be reflected in your assessment design and wider assessment strategy.

Standard 6.3: Use objective measures of student performance which ensure safe and effective practice as an AMHP

It is important that you have documentation to identify when and how students are assessed against the learning outcomes for your course. This should include when and how students can meet all the competencies within the AMHP Regulations (England) before completing the course.

It may be that several assessments considered together ensure that students are able to meet one or more of the competencies. Different assessment methods will be appropriate to assess different learning outcomes. Your documentation should specify which method or methods are used to assess students against each learning outcome.

Assessment methods could include:

• presentations
• essays
• coursework
• case study analysis
• examinations
• practice portfolios

Standard 6.4: Regularly monitor and evaluate assessment standards

You should show how you monitor and evaluate the quality and effectiveness of your assessments. This includes processes which allow you to continuously gather information on assessment quality and effectiveness, as well as to respond to any identified risks, challenges or changes.

Where relevant, you should also use this information as a way of continuously improving your assessment. The processes you use should be appropriate to the course and may include (all or any of the following):

• carrying out internal quality audits and moderation of assessments
• regularly carrying out critical reviews of your course
• regularly collecting and analysing feedback from students on assessments
• analysing student progression and attainment, and feedback from assessors
• considering feedback from external examiners

You should also include people with lived experience of mental health services in your processes for the monitoring, evaluation and improvement of your assessments. This could include:

• obtaining the views of and feedback from people with lived experience who have been involved in your course assessments
• involving people with lived experience in module or course reviews, or in developing new modules or courses

Standard 6.5: Clearly specify requirements for student progression and achievement within the course

You should have clear governance mechanisms to oversee progression and make decisions about successful completion of the course by individual students. Your processes should support the following:

• reaching evidence-based and defensible decisions about individual students, using expert judgement in an accountable and consistent manner
• exercising discretion in a fair and consistent manner that would withstand challenge on the grounds of due process
• taking appropriate consideration of mitigating circumstances, and considering whether alternate assessment methods are required
• making decisions about if and when students are permitted to retake assessments

Reliable and valid assessments will allow students to clearly demonstrate how they are progressing through their course and achieving the learning outcomes. Your policy on how many times a student can retake an assessment should strike a suitable balance between the need to support students to succeed and the need to make sure that students who complete the course can achieve the AMHP competencies.

We expect course providers to provide clear and accessible information to students about progression and achievement throughout the course.

Standard 6.6: Clearly specify that any aegrotat award which may be made will not lead to eligibility to be approved as an AMHP

Your assessment strategy and design should ensures that students can meet all the competencies set out within Schedule 2 of the AMHP Regulations (England) before completing the course. You must also ensure that students who do not demonstrate that they meet the AMHP competencies are not allowed to complete the course.

However, you may wish to consider providing opportunities for such students to receive a different award which does not qualify them to be an AMHP.

Standard 6.7: Clearly specify the procedure for the right of appeal for students

Assessment processes must be applied fairly, and students must be able to make an academic appeal where they feel that this has not been the case. An academic appeal means a request by a student for a review of a decision made by you or another academic body about their progression, assessment or award.
It is important that you have a clear, robust and effective process in place for students to make academic appeals and that students have access to information about this process. By effective, we mean that the process must allow you to deal with an appeal in a fair and timely way, and that it must include you taking appropriate action if necessary.

Information you should provide to students about your academic appeals process should include:

• how to make an appeal
• who will decide their appeal
• how their appeal will be decided
• where they can go for advice

You should make sure that students are not disadvantaged in any way because they have made an academic appeal.

Standard 6.8: Clearly specify a process for the appointment of at least 1 external examiner who must be appropriately experienced and qualified and from the relevant part of an appropriate professional register

It is important that there is appropriate professional input in the external review of your assessment process. You should recruit external examiners through a transparent process. This should use role specifications that include requirements in relation to expertise and experience in the design and delivery of assessments.

you should have processes for briefing external examiners and provide training for their role as appropriate. You should ensure that your external examiners have professional experience and qualifications relevant to the course and professional registration.

Your external examiners should contribute to the review and development of assessment strategies, providing advice from an overarching perspective. Their role should be strategic and at the level of reviewing processes and systems, rather than the examination of individual students.

You should use published guidance on external examiners to inform your processes, for example, the Quality Assurance Agency (QAA) Code of Practice for external examining. You should be able to show that you review comments from external examiners and give due consideration to any recommendations they make to improve your assessments, and be able to justify why you have not acted on any recommendations, if applicable.