Guidance for inspectors

Key equality, diversity and human rights prompts

Care Homes
What are
the
equality,
diversity
and human
rights
prompts?
When
should I
use these
prompts?

How
should I
use them?
How do
they relate
to the
KLORA?

The prompts are questions about equality and diversity that

relate to the key standards for each type of service
The prompts are to help you think about how well a service
recognises and responds to equality, diversity and human
rights.
The list of prompts is not exhaustive. They should not be
used as a set of direct questions to ask.
When planning fieldwork
When writing hypotheses
During fieldwork
When analysing evidence
When writing reports
When registering a service
During management reviews
The prompts can be used flexibly and in the way that helps
you best at different times in your regulatory activity.
The prompts are there to support you to evaluate how well a
service is meeting peoples diverse needs.
NOTE: You should not use them as a checklist
You should always use the KLORA throughout the inspection
process, and particularly when making judgments.
The prompts do not replace the KLORA, but do give more
detailed support when assessing equality, diversity and
human rights in social care services.

Page 1 of 9

Choice of home: YA NMS 2 and OP NMS 3 & 6

Key Outcomes
People are confident that the care home can support them. This is because there is an accurate
assessment of their needs that they, or people close to them, have been involved in. This tells the
home all about them, what they hope for and want to achieve, and the support they need.
Equality, diversity and human rights outcomes
People feel that they will be able to live the life they choose in the home. This is because the
assessment is person centred and shows an understanding and respect for diversity, including
gender (and gender identity), age, sexual orientation, race, religion or belief, and disability.
Questions to consider

Are questions about race, age, gender (including gender identity), sexual orientation, disability,
religion or belief included in assessment and admission assessments?
Are questions inclusive (for example, using the term relationship or partnership alongside
marriage)?
Does the service ensure that human rights and diversity issues are equal in importance to other
issues in assessment and admission procedures?
Does the home have the capacity to respond to diverse needs discovered during an assessment
process?
Does the service include peoples partners and significant friends in the assessment process? For
example, recognising and including disabled partners and partners in same sex relationships.
Do the homes staff undertake the assessment process sensitively, recognising that people may
find it difficult to disclose some kinds of personal information, for example about their sexual
orientation, belief or disability.
Does the home recognise that some aspects discussed in the assessment process may be
private or confidential to that person and that such confidences must be protected? For example,
aspects of personal history or when a lesbian, gay, bisexual or transgender (LGB or T) person is
not out.

Page 2 of 9

Individual needs and choices: YA NMS 6, 7 & 9

Key Outcomes
Peoples needs and goals are met. The home has a plan of care that the person, or someone close
to them, has been involved in making. People are able to make decisions about their life, including
their finances, with support if they need it. This is because the staff promote their rights and choices.
People are supported to take risks to enable them to stay independent. This is because the staff
have appropriate information on which to base decisions.
Equality, diversity and human rights outcomes
People live the life they choose with full regard to their gender (and gender identity), age, sexual
orientation, race, religion or belief, and disability. They are able to take risks and are not limited by
assumptions and beliefs about their diversity.
Questions to consider

Does the home make sure that all care plans are genuinely accessible to people who use the
service, and that accessible versions (for example, easy read and community languages) include
all information?
Do care plans include equality, diversity and human rights issues? For example, are disabled
people able to conduct an intimate relationship in private?
Does the service understand that people using the service may want access to someone (for
example a keyworker, other staff, advocate or peer) of the same race, age, gender (including
gender identity), sexual orientation, disability, religion or beliefs? For example, to talk about their
faith.
Does the service provide a positive atmosphere where issues such as belief, disability and sexual
orientation and gender identity can be comfortably and openly discussed?
Does the home seek to ensure that people who use the service are supported to live the life they
choose without harassment or discrimination?
Does the home ensure that fear of risk is not used as an inappropriate obstacle to individuals
having choice over their way of life? For example, people who are learning disabled being
unnecessarily limited over where they can go alone.
Does the home ensure that risk assessments are accessible and based upon a sound
understanding of the individuals diverse needs of people using the service, and that they are not
generic, standardised and reactive?
Does the home ensure that independence and choice are promoted whatever the persons race,
age, gender (including gender identity), sexual orientation, disability, religion or belief?
Does the home understand that people using the service may want access to someone (for
example a keyworker, other staff, carer, advocate or peer) of the same race, age, gender
(including gender identity), sexual orientation, disability, religion or beliefs? For example, to talk
about their faith?

Page 3 of 9

Lifestyle (YA NMS 12, 13, 15, 16 & 17)

Daily Life and Social Activities (OP NMS 12, 13, 14 & 15)
Key Outcomes
Each person is treated as an individual and the care home is responsive to his or her race, culture,
religion, age, disability, gender including gender identity and sexual orientation. They can take part
in activities that are appropriate to their age and culture and are part of their local community. The
care home supports people to follow personal interests and activities.
People are able to keep in touch with family, friends and representatives and the home supports
them to have appropriate personal, family and sexual relationships.
People are as independent as they can be, lead their chosen lifestyle and have the opportunity to
make the most of their abilities. Their dignity and rights are respected
in their daily life. People have healthy, well-presented meals and snacks, at a time and place to suit
them.
Equality, diversity and human rights outcomes
People feel their rights as citizens are recognised and promoted, including fairness, equality, dignity,
respect and autonomy over their chosen way of life
Questions to consider
Is there freedom to follow different lifestyles, or are people all expected to live the same way of
life?
Does the home make sure that everyone using the service is equally supported to gain
employment, skills and education?
Do staff understand how disabled people may feel when they are in a college or workplace? How
are people supported with these issues?
Does the home make sure that people are not stereotyped? For example by putting football on the
television for men or encouraging only women to do their own laundry.
Does the home make sure that people are supported to maintain and develop their culture by
celebrating relevant international, national or community events, religious observances, diet, and
by providing relevant magazines or other literature?
Does the home ensure that people can opt out of activities if they choose? For example, not
making assumptions that a muslim wants to go to a mosque.
Does the home make sure that people are given equal support to develop friendships and
intimate relationships?
Can all people who use the service have visitors to stay overnight or invite and entertain a group
of people of their choosing? For example, can a disabled or LGB or T resident invite their partner
to stay the night?
Does the homes visiting policy restrict anyone unfairly? For example, people from some cultures
may prefer to have their extended families visiting all together as opposed to one or two people at
a time?
Does the home ensure that religious and cultural dietary needs are respected and met? For
example, providing halal meat or vegan options - or respecting fasting rules?
Does the home take race, age, gender (including gender identity), sexual orientation, disability,
religion or belief into consideration when assessing capacity and making decisions under Mental
Capacity Act 2005 guidelines?

Page 4 of 9

Personal and healthcare support (YA NMS 18, 19 & 20)

Health and Personal Care (OP NMS 7, 8, 9 & 10)
Key Outcomes
People receive personal support from staff in the way they prefer and want. Their physical and
emotional health needs are met because the home has procedures in place that staff follow.
If people take medicine, they manage it themselves if they can. If they cannot manage their
medicine, the care home supports them with it in a safe way.

Equality, diversity and human rights outcomes

People are as well as they can be because their health and personal care needs are met in a way
that is sensitive to their race, age, gender (including gender identity), sexual orientation, disability,
religion or belief.
Questions to consider

Does the home make sure that all care plans are genuinely accessible to people who use the
service, and that accessible versions (for example, easy read and community languages) include
all information?
Do care plans describe individual equality, diversity and human rights needs? For example, are
disabled people able to conduct an intimate relationship in private?
Do staff understand and respect the beliefs and rites of peoples faith?
Do staff know about the equipment or toiletries necessary to meet all peoples personal care
needs? For example, providing a water pitcher as an alternative to toilet paper or providing
showers rather than a bath.
Does the home ensure that staff understand how peoples beliefs may influence their decisions
about how healthcare and treatment is received? For example, a Jehovahs Witness may not
want to have a blood transfusion.
Do staff understand that behaviour that challenges the service may be caused by unmet equality
and diversity needs?
Does the home ensure that it understands the needs of people with communication difficulties or
who use a different language? For example, when they are in need of pain relief?
Does the home ensure that medication for people with limited verbal communication is reviewed
as regularly and thoroughly as for people who can communicate easily?
Are people supported to use medicines from their own cultures, non-traditional medicines or
complimentary therapies (within an appropriate framework of medication policy and individual risk
assessment)?
Does the home ensure that partners, relatives or significant others are involved in health care
decisions when it is the wish of the person using the service? For example, by including a same
sex partner, or a nominated close friend where the person wants this.

Page 5 of 9

Concerns, complaints and protection (YA NMS 22 & 23)

Complaints and protection (OP NMS 16 & 18)
Key Outcomes
If people have concerns with their care, they or people close to them, know how to complain. Their
concern is looked into and action taken to put things right.
The care home safeguards people from abuse, neglect and self-harm and takes action to follow up
any allegations.
Equality, diversity and human rights outcomes
People are treated fairly and their concerns are responded to in a way that respects their race, age,
gender (including gender identity), sexual orientation, disability, religion or belief
Questions to consider

Are there any recurring themes in complaints about race, age, gender (including gender identity),
sexual orientation, disability, religion or belief? If so, how are they being dealt with?
Do people from minority groups feel confident that their concerns will be listened to? For
example, does the only black or LGB or T resident of a care home feel able to make a complaint?
Does the home ensure that all people who make a complaint are responded to with equal
fairness? For example, where necessary do they get a full written response in an alternative
accessible format or language, within the agreed timescale?
Does the home ensure that appropriate advocates are involved in making and responding to
complaints? For example, to explain a muslims need for running water when washing.
Does staff safeguarding training include race, age, gender (including gender identity), sexual
orientation, disability, religion or belief?
Do safeguarding policies and procedures recognise that certain individuals may be more open to
abuse or neglect because of their race, age, gender (including gender identity), sexual
orientation, disability, religion or belief?
Do the homes staff understand that people using services may not speak out about some
concerns relating to their race, age, gender (including gender identity), sexual orientation,
disability, religion or belief because they do not feel comfortable doing so? And that they might
say what they think staff want to hear?
Does the home ensure that staff sensitively and effectively challenge the prejudices of colleagues
or people who use the service? For example, where a resident makes racist or homophobic
comments.

Page 6 of 9

Environment: YA NMS 24 & 30 and OP NMS 19 & 26

Key Outcomes
People stay in a safe and well-maintained home that is homely, clean, comfortable, pleasant and
hygienic.
Equality, diversity and human rights outcomes
The environment is fully able to meet and promote peoples diverse needs.
Questions to consider...

Does the home ensure that all people have full access to all parts of the home and its outside
areas? For example, are wheelchair users able to use all access ramps safely?
Is specialist advice sought when needed? For example, over orientation signs and colour schemes
in a care home for people with dementia. Are religious needs recognised in the design and layout of
the home? For example, is there space for quiet prayer or group worship?
Does the home ensure that the decoration of communal areas takes into account any relevant
aspects of race, age, gender (including gender identity), sexual orientation, disability, religion or
belief?

Page 7 of 9

Staffing: YA NMS 34 & 35 and OP NMS 27, 28, 29 & 30

Key Outcomes
People have safe and appropriate support as there are enough competent, qualified staff on duty at all
times. They have confidence in the staff at the home because checks have been done to make sure
that they are suitable.
Peoples needs are met and they are supported because staff get the right training, supervision and
support they need from their managers.
Equality, diversity and human rights outcomes
People are well supported by a staff team that recognises and responds appropriately to their diverse
needs and human rights.
Questions to consider...

Does the home ensure that equality and diversity issues are included in staff induction and
continuing training?
Are staff supported to undertake the equality and diversity modules of the NVQ?
Are outcomes from training about diversity and its impact on people who use the service assessed?
Is the home aware of the impact of the composition of the staff team on the people who use the
service? Where possible, does the staff team reflect the race, age, gender (including gender
identity), sexual orientation, disability, religion or belief of the people who use the service?
Do staff understand their responsibilities under equalities legislation? For example, the needs of
someone who is transgender?
Does the staff rota ensure cover for religious or cultural observance and celebrations to ensure
good outcomes for people who use the service?
Are all people who use the service involved in staff recruitment, including contributing to interview
questions about race, age, gender (including gender identity), sexual orientation, disability, religion
or belief?
Do the homes recruitment procedures take human rights and equalities legislation and best
practice into account? Are they fair and consistent throughout?
Do staff challenge themselves with regard to what they assume about a persons diverse needs,
especially when they have known them for a long time?
Is there a culture of openness and inclusion? Do staff understand the effect of their attitude and
spoken and body language on people?

Page 8 of 9

Conduct and management of the home: YA NMS 37, 39 & 42

Management and Administration: OP NMS 31, 33, 35 & 38

Key Outcomes
People have confidence in the care home because it is run and managed appropriately.
Peoples opinions are central to how the home develops and reviews their practice, as the home has
appropriate ways of making sure they continue to get things right.
The environment is safe for people and staff because health and safety practices are carried out.
Equality, diversity and human rights outcomes
People enjoy as good a quality of life as possible because the home is managed in a way that takes
into account and promotes their human rights and equality and diversity needs.
Questions to consider...

Does the service have an equalities and diversity plan? If so, have people who use the service
been involved in developing it.
Does the home ensure that any equalities and diversity plan is known and understood by everyone
using the service? If so, does the plan have a positive impact on peoples lives and is it reviewed
regularly and effectively?
Does the home ensure that equality and diversity issues are monitored and assessed as part of its
quality assurance arrangements?
Is the service proactive about improving outcomes for people whatever their race, age, gender
(including gender identity), sexual orientation, disability, religion or belief?
Have health and safety procedures been explained and made available to all people who use the
service in a format they can understand?
Does the manager support people to resolve personal conflicts when thinking about diversity issues
that arise from their religious, cultural or other beliefs?
Does the home ensure that staff have the necessary skills, equipment, tools and training to develop
effective communication and gather choices and decisions from all people who use the service?

Page 9 of 9