Craighalbert Centre
1 Craighalbert Way
G68 0LS

Craighalbert Centre

How Staff Knowledge and Abilities Are Enhanced


SCCMI commits substantial resources to staff development, with this commitment reflecting the aspiration to deliver programmes of the highest quality.

Staff development is driven by SCCMI’s Mission and Vision and informed by its tenets, with a key element being the ambition that SCCMI will seek to be acknowledged as a centre of excellence, using innovative and high quality methods to develop the cognitive, psychomotor, life skills and independence in children and young people affected by neurological deficits. 

The tenets which inform staff development include:
- parents having the right to expect that their child will engage with staff of the highest professional and academic calibre available within Scotland;
- services being delivered by professional staff of the highest calibre who are highly educated, highly skilled and possess a high level of contemporary knowledge.

These statements subsequently require a staffing complement which:
- possesses a high level of contemporary knowledge,
- is professionally articulate, 
- possesses a high level of communicative abilities, and
- operates to the highest professional and ethical standards.

SCCMI is therefore committed to ensuring that the knowledge and abilities of staff, both collectively and individually ensure the achievement of institutional ambitions and that the staffing complement is able to deliver and develop increasingly high quality programmes and services. 

Requirements of the SCCMI Staffing Complement

Fulfilling SCCMI’s ambitions and developing and delivering a range of services, places a considerable demand upon the staffing complement which requires that their collective knowledge, skills, abilities, attitudes and commitment are of the highest level. 

Continuing Professional Development (CPD) is therefore a key element in ensuring that the collective staffing complement remains fit-for-purpose in rapidly developing health and educational environments and in expanding knowledge and information economies. This, in turn, requires that new knowledge and abilities are assimilated to meet changing operational environments and rising expectations. 

The Nature of SCCMI’s CPD Activities

SCCMI commits substantial time and finance to staff development to ensure that programmes and services are of the highest level. The nature of the CPD activities undertaken by individual staff is dependent upon the individual’s role and an analysis of their abilities to fulfil this role, what SCCMI is attempting to achieve in both the short and long term, and consideration of the contribution each individual may make to such organisational achievements. 

The nature of CPD activities is therefore wide-ranging and has included:

(i) Formal masters level education at the Universities of Queen Margaret University, Glasgow Caledonian University, University College London and Dundee University.
(ii) Formal post-qualification courses associated with knowledge development and skills enhancement with staff attending course in Scotland, other countries within the UK, and in other European countries.
(iii) Courses related to increasing operational matters including child safety.

Examples of the subject matter of the postgraduate programmes and courses with which staff have engaged include:
- Advanced Paediatric Practice 
- Management
- Clinical Research 
- Integrated Education and Therapy 
- Alternative and Augmentative Communication
- Paediatric Dysphagia Management.

The courses associated with knowledge and skills development and which staff have undertaken are wide ranging with examples including:
- Cerebral palsy and brain injury 
- Early child development 
- Early intervention
- Paediatric respiratory physiotherapy 
- Postural management 
- Child hemiplegia
- Rebound therapy
- Manual handling 
- Medicines administration
- Eating and drinking issues and gastrostomy feeding
- Food hygiene 
- Infection control 
- Oxygen therapy and suction 
- Child protection 
- Leadership of educational planning, assessment and moderation
- Makaton and On-body signing training
- Epilepsy management
- Multi-sensory referencing 
- Baby and young child first aid 
- ICT and inclusion 
- Music in the curriculum.
Mon 6 Jul