3.2 Establish with the individual and others a plan for implementing the programme of activities

This guide will help you answer 3.2 Establish with the individual and others a plan for implementing the programme of activities.

Creating a programme of activities in health and social care involves active planning. This plan is made with the person receiving support and any others involved—friends, family, or professionals. Your role is to work jointly with everyone to set out what will happen, when, how, and with whom.

This guide covers how to work together to form a clear, workable plan for activities.

The Importance of Collaboration

Every plan works better when people are involved in its creation. Individuals you support are at the centre. Their wishes, interests, and goals guide decision making.

Others often include:

• Family members or close friends
• Advocates (people who help others express their views)
• Other care professionals, such as nurses, physiotherapists, or occupational therapists

Involving these people helps build a plan that is realistic and respectful of the person’s abilities, wishes, and needs.

Person-Centred Planning

Person-centred planning focuses on the individual’s own choices and goals. Their interests, abilities, preferences, and circumstances shape what activities are included.

This approach is central to health and social care in the UK. It is required by laws such as the Care Act 2014. Person-centred planning:

• Puts the person first
• Encourages independence and participation
• Respects privacy, dignity, and individual rights

Ask open questions to find out what truly matters to the person you support. For example:

• “What activities do you enjoy?”
• “What would you like to try?”
• “Who would you like to do activities with?”

Make sure their answers form the basis of the plan.

The Planning Process Step by Step

Establishing a plan with the individual and others usually follows these steps:

1. Gather Information

Start by collecting all relevant information about the individual:

• Personal history
• Likes and dislikes
• Past achievements and activities
• Health and mobility needs
• Current risks and safety issues
• Communication and support requirements

You may need to speak with family or read care notes. Share and confirm this information in meetings.

2. Set Clear Aims

Agree on the overall purpose of the activity programme. This could be:

• Improving physical health
• Reducing loneliness
• Maintaining existing skills
• Learning new skills
• Building confidence

Set goals that are specific and realistic.

3. Agree on Activities

Work together to agree on actual activities. These should meet the aims already talked about.

For example, if the aim is social inclusion, activities like group games or outings may help. If the goal is physical health, you might suggest gentle exercise, gardening, or swimming.

Check:

• Activities match interests and strengths
• Any barriers are considered (like access or communication needs)
• Health and safety are taken into account

4. Identify Who Will Be Involved

Discuss who else will need to help:

• Will the person need assistance?
• Who will provide support—family, care staff, or volunteers?
• Are other professionals needed for certain activities (for example, physiotherapists for movement exercises)?

Check that everyone knows their role.

5. Decide When and Where

Choose times and places that fit the person’s routine and preferences.

For instance:

• Mornings may be better for people with more energy earlier in the day
• Some people prefer quieter environments
• Activities may need safe, accessible spaces

Write down the details so everyone knows what to expect.

6. Record the Plan

Write down the agreed plan. Make it clear, easy to understand, and as detailed as needed. Copies should be shared with everyone involved.

Include:

• The purpose of activities
• A list of activities
• Where and when these will take place
• Who will be involved
• Any equipment or materials needed
• Health and safety matters
• How you will know if the plan is successful

Keep the plan under review and be open to changes.

Working with Communication Needs

Plans only work if everyone can have their say. Some people may have limited speech or understanding.

Ways to support communication include:

• Use simple language
• Offer pictures or symbols
• Provide enough time to answer
• Involve advocates or interpreters
• Use communication aids (for example, tablets or communication boards)

Always check that people understand and are happy with the plan.

Risk Assessment

Before starting new activities, think about the possible risks. This protects the individual and others.

Risk assessment includes:

• Checking physical spaces for hazards
• Considering health conditions or disabilities
• Recognising emotional or psychological issues
• Planning what to do in emergencies

Share risk assessments with everyone involved.

Recording and Reviewing

Documentation is key. Accurate records show that planning has taken place with the person and others.

Records should include:

• Who took part in planning
• What was agreed
• Dates and times
• Any changes made
• Progress towards aims

Regularly review the plan with those involved. Adjust it if things are not working or the person’s situation changes.

Encouraging Participation

Some people may need encouragement to take part in activities or meetings. Build confidence by:

• Asking about past positive experiences
• Time sessions to match energy levels
• Breaking down tasks into steps
• Offering choices
• Celebrating small successes

This helps people feel valued and involved.

Differences in Planning with Different Groups

People from different cultural, religious, or social backgrounds may have specific activity preferences, or may observe certain customs.

Ways to respect differences:

• Ask open, respectful questions
• Include religious festivals, foods, or cultural activities if wanted
• Be aware of any restrictions connected to gender, diet, or customs

Always let the person lead in sharing their own preferences.

Often Used Tools in Activity Planning

You may come across some tools and documents used in health and social care settings. Knowing their names and purposes helps:

• ‘Activity planner’ – A calendar or list showing what is planned for which day and who is involved
• ‘Care plan’ – A document describing all of a person’s care needs and how they will be met, including activities
• ‘Risk assessment form’ – A form to check and record any safety concerns
• ‘Goal-setting sheet’ – To track aims and steps needed to meet them
• ‘Communication passport’ – A guide to a person’s preferred way of communicating

Keep these updated, and share as agreed.

Legal and Organisational Policies

Planning must follow UK laws and your employer’s rules. This means:

• Respect for privacy and data protection
• Keeping records safe
• Following safeguarding procedures (protecting people from harm)
• Meeting health and safety regulations
• Supporting people’s right to consent

Check that all decisions and plans respect the Mental Capacity Act 2005. If a person cannot make a particular decision themselves, follow best interest processes.

Involving Family, Friends, and Professionals

Input from others is often helpful. They may see the person daily and know their routines, moods, and support needs.

When working with others:

• Gain the person’s consent before sharing information
• Listen to others’ suggestions but always put the person’s wishes first
• Encourage open communication
• Respect confidentiality

When professionals such as physiotherapists or speech therapists are involved, ask for expert advice to support safe and suitable activities.

Addressing Barriers

Some common barriers can get in the way of activities. These may include:

• Mobility problems
• Lack of confidence or fear
• Communication needs
• Unsuitable environments or lack of transport
• Financial issues

Work with the person and others to find practical ways around these obstacles. For instance, suggest home-based activities if transport is an issue or adapt games to allow wheelchair access.

Planning for Progress – Review and Feedback

Planning is not a one-off event but an active process. Sometimes, a programme of activities does not go as hoped. Interests change, or health conditions may vary.

Ways to keep things working well:

• Invite regular feedback from the individual and others
• Hold review meetings—formal or informal
• Change activities if needed
• Recognise and record achievements, however small

Everyone should feel able to suggest changes if something is not working.

Example of a Simple Activity Plan

Here is a short example for a person, George, who is living in a care home:

Aims: Help George stay active and meet new people.

Agreed Activities:

• Attend the weekly quiz group (Tuesday afternoons)
• Go for a short walk in the garden each morning
• Join the music club (Friday mornings)

Involved:

• George
• Support worker (for walking and club attendance)
• Physiotherapist (for safe exercise advice)

How to measure success:

• George attends at least two activities each week
• George reports feeling happier
• Fewer days spent in his room

This plan would be recorded, shared, and regularly reviewed with everyone involved.

Promoting Choice and Control

Maintaining control over one’s own life boosts confidence and self-worth. Build choice into every stage of the planning process:

• Offer options wherever possible
• Let the person set the pace for starting new activities
• Accept that someone may refuse specific activities. Record these choices

Always support choice, even if it means adapting or pausing the plan.

Clear Communication

Without clear communication, plans can fall apart. Double-check that everyone understands:

• Activity schedule (what, when, where)
• Any safety rules
• How to access support (contact details, what to do if plans change)
• Who to turn to if things go wrong

Keep information simple, friendly, and free from jargon.

Final Thoughts

Establishing a plan for activities is about shared decision making and respect. You must listen carefully to the person you support, work with others, and record agreements clearly.

Stay focused on:

• The individual’s preferences and needs
• Practical steps for putting activities in place
• Regular review and willingness to change
• Respect, privacy, and safety

By following these steps, you help build a supportive and active programme that promotes wellbeing, independence, and happiness. This is central to quality care in every setting.