Care home inspections – here to make your life easier

Working in partnership with care homes to enable achievement of the highest standards.

As a provider of residential care you will know the five overarching standards demonstrated by care homes offering ‘good’ or higher provision.

For each of the five standards: safe, effective, care, responsive and well-led, there are many requirements to evidence when you are inspected.

More importantly these requirements need to be embedded in day to day practice and part of the culture and ethos of the home. If this is the case it doesn’t matter when you are inspected – you work that way year in year out.

At Lime Vine we work in partnership with you to ensure that you and your team are knowledgeable, skilled, confident and competent in all areas.


As a core requirement it is important to ensure that every member of the team is up to date on safeguarding and professional ethics. Our range of support including knowledge checkers and e-learning courses provide the essential knowledge requirements for this area.

Our interventions ensure your team have:

  • The skills needed to make people safe
  • A strong foundation of professional ethics which prevents bullying, harassment, harm or abuse
  • Skills to deal with incidents and accidents quickly and openly, knowing the importance of learning from mistakes
  • An approach that promotes freedom of choice and movement regardless of disability or other needs
  • Knowledge and skills needed to administer medicine safely and store it correctly
  • A focus on health and hygiene to prevent any risk of infection



In order to be effective your team needs to fully understand the principles that support emotional and physical health and well-being. Our range of games covers diet and nutrition, personality and motivational theory.

Through the medium of games your team can learn new skills and approaches that:

  • Focus on nutrient and its link to promoting health and well-being
  • Recognise consent to care and treatment as a fundamental element of effective care
  • Promote health needs and personal preferences while giving choice and control wherever possible
  • Focus on person-centred approaches that include determining resident’s likes, needs and hopes


The Lime Vine resources focus on person centred approaches. By engaging with these approaches it will enable your team to:

  • Encourage residents to express their views, no matter how complex their needs are
  • Focus on residents wishes for care at the end of life, if this applies
  • Approach everything they do with dignity, respect and privacy
  • Know the importance of time in developing trusting relationships


Person centred planning means that any care plan includes information about someone’s whole life, including goals, abilities and how they want to manage their health. The plan will also include details about hobbies and community involvement if this is important to the person.

A responsive care home will have good person centred planning processes in place and a staff team that is skilled and knowledgeable in this approach.

‘It’s a wonderful life’ is a fantastic learning resource from Lime Vine that covers the importance of person centred planning through game scenario based learning.


A well-led care home has skilled and confident managers that support and develop their teams to provide the best possible care. Lime Vine is here to work in partnership with you to enable the achievement of the highest possible standards.

Lime Vine e-learning and workforce training measurement dashboard

Evaluating learning – it’s not about how many or how happy – it’s about how far.

In the environment of adult social care, with high staff turnover rates, it is a constant challenge for managers to ensure their teams are up to date with their training requirements and getting the most out of the training that they receive.

With average turnover rates reported by Skills for Care at 30.7% it can feel like a constant game of catch up.
If workforce development across the team is reliant on face to face training, as a manager you are limited by staff availability, trainer availability, cover capacity in the team and budget.

Digital learning solutions can be more flexible and a cost effective solution for some of the knowledge and skill development needs of team members.

But remember, deciding on the method of learning delivery is just one challenge for managers trying to develop their team; another is measuring and reporting on that development.

Level 1 – How many
Level 1 reporting is the most straightforward and shows who has done what. An e-learning management system will provide many reports on who has started and finished any course. Delegate sign-in sheets from face to face training will provide similar information.

But this is just a numbers game.

Level 2 – How happy
Level 2 reporting / evaluation provides more valuable information in relation to course satisfaction levels and key learning points. These are post course evaluation forms, often called ‘happy sheets’. They provide a snapshot of the learners’ satisfaction levels – on that day, at that time.

However, it is level 3 and level 4 reporting / evaluation that is most valuable for managers of care homes.

Levels 3 & 4 – How far
Level 3 evaluations make a comparison between a learner’s knowledge and skills before they do training and a knowledge and skill check post event. This shows distance travelled in knowledge and skill development and value added from the learning event.
However, if you are really looking at skills, approaches and behaviours in the care environment then the elixir is in sustaining a behaviour change. As Prochaska, DiClementa and Norcross show in their model of behaviour change, any desired behaviour needs to be sustained for six months before it is embedded into working practices.
Therefore, a level 4 evaluation which reports on sustained working behaviours is the true way to demonstrate the outcomes from any learning event.

These four levels of reporting and measurement are central to all learning solutions offered at Lime Vine.
Our focus on using the latest technology allows us to provide comprehensive reports and evaluations which give you all the information you need on your team’s development.

Employees discussing Lime Vine training topic

3 things that make a difference to team performance

Creating a perfect team is as difficult as making a perfect cake. With any cake recipe you can have a multitude of ingredients, a little tweak here, a bit of vanilla there, all in search of perfection. Some prefer whisking, some prefer beating, some prefer cold ingredients and some say room temperature is better…quite frankly it is a minefield.
The same applies to getting the perfect recipe for team performance.  You may read articles saying do these 9 things, or 10 of that, 25 ways to do the other. There are many views on the key ingredients for effective team performance. My mantra is get the basics right and the rest will follow.

Number 1

Shared goal

(We want to make a light, fluffy, not too sweet sponge cake.)
The starting point is for everyone to understand the goal. What are you all aiming for? Does everyone know and understand this? Is everyone ‘on the same page’? Is everyone committed to it? If each individual were asked what the goal is would they all say the same thing? Do your actions support the goal? Do your policies and procedures support the goal? Do the team openly communicate about the goal and how to achieve it? Is there openness and honesty about the challenges to reach to goal and a positive and proactive approach to address these issues?
If you answered yes to all these questions, you are ready for:

Number 2

Skilled and confident team

(We need quality ingredients, the right tools and a belief in the end product.)
What do you need your team to be able to do? What skills do they need and what do they have? What knowledge is required? What qualities are essential? Are the baseline competencies known? How can these be enhanced? How are these measured? What are the strengths of individual team members and are they coaching others? Do your team members know what their strengths and development needs are? Do they know the pathway for improvement? Is there a shared commitment to continuous improvement? Is there belief across the team that they are the best?  Is the team leader proactively managing performance? Does the team leader ‘see’ everyone working? Is feedback open, honest and established as a process for improvement?

Number 3

Evidence and evaluation

(The proof is in the eating.)
What is the evidence of reaching your goal? Do you have feedback from the people being supported, feedback from relatives, and feedback from the team and independent inspections? Most importantly, what do you do with this information? Are the team involved in addressing areas for improvement? Has the evidence indicated the need for skill enhancement, process improvement or knowledge development?
Whatever the outcomes are, there is one certainty – effective team performance is a continuous journey of action and reflection. Click here to read more about measuring success.
Lime Vine Wonderful Life game bedroom scene

Gamification – why is it becoming so popular?

Well, let’s start with how people learn.

People have preferences in how they learn and process information but everyone has the ability to use the four key methods of learning.
  1. There are people who prefer the theory and the detail behind a subject – these are theorists.
  2. There are people who need time to think about the application of new knowledge – the reflectors.
  3. There are people who like to learn through experimenting and doing – the experiential learners.
  4. There are people who look for relevance and applicability in the learning – the pragmatists.
When we think about cognition and how we prefer to assimilate information, there are auditory learners, visual learners and kinaesthetic learners.
A good learning experience will incorporate all of these elements. Some research indicates that 65% of the population are visual learners! However learning is never as simple as this.
People learn and process information in a variety of ways and they typically (with the exception of people with sensory impairment) use all 7 elements of learning mentioned above.

What varies in any learning situation is people’s concentration and engagement levels.

Traditional problems

On a taught course, some people may become disengaged because the learning is not matching their preferred learning style. For example, an experiential /kinaesthetic learner may struggle to sit for extended periods of time listening to theories behind the topic. This is in comparison to a theorist who also has a preference for auditory learning will totally engage in this methodology.
A traditional e-learning course will suit people who are visual learners and pragmatists. An auditory learner will disengage with a long e-learning course and an experiential learner will seek a dynamic methodology built into the course.

So, back to the question – why is gamification working?

In the world we live in the majority of people access information through their phones, tablets and laptops and engage for approximately 1 hour and 40 minutes a day with new material.
People like short sharp messages that can be absorbed quickly and which are delivered in a fun, interesting and stimulating way. People are now expecting this in a workplace learning environment too.
This is where gamification comes into play.
Games provide a challenge and are responsive and visually stimulating.
Using gamification to enable learning in the workplace will increase the engagement of your employees, create a better learning experience and prompt significant behaviour change.
Maybe it’s time to give gamification a go.
Click here to read more about Games