Unit 33: Principles of self-directed support

This unit focuses on the principles of self-directed support and how it helps individuals have choice and control over the support they receive. The links on this page take you through each learning outcome, while this overview pulls the themes together so you can understand how self-directed support works in practice and what your role might be.

Self-directed support is an approach where the individual is at the centre of decisions about their life, outcomes and support arrangements. Compared with traditional models—where services are offered as set packages—self-directed support starts with what matters to the person: their routines, relationships, goals, strengths and preferred ways of being supported. It is not about “doing it all alone”. It is about being in charge, with the right help to make informed choices.

Choice and control bring benefits, but they also require good information and planning. When people can shape support around their life, it can improve wellbeing, independence and satisfaction. Even small decisions matter: who comes into the home, what time support happens, how personal care is delivered, and how community life is maintained. You’ll probably recognise this in your setting when someone thrives because support fits their routine rather than forcing them into a timetable that suits the service.

Legislation, policy and guidance underpin self-directed support. In day-to-day terms, that means wellbeing, involvement in assessment, eligibility, care and support planning, and review. It also links to equality duties and human rights principles—people should not be excluded from choice because communication is harder or because they need more time. Your organisation’s policies will set out how assessments, support plans and reviews are completed, and how personal budgets (where relevant) are managed safely.

The unit introduces key terms you’ll meet in practice. An indicative allocation is an estimate of the money available to meet eligible needs. Supported self-assessment means the person is helped to describe their needs and outcomes in a way that makes sense to them. A support plan sets out how outcomes will be achieved, what support will be used, and how risks will be managed. An outcome-focused review looks at whether the plan is working and what needs to change, not just whether tasks were completed.

Person-centred thinking is the engine of self-directed support. It helps people identify what is important to them and what support would make the biggest difference. Tools might include one-page profiles, communication passports, “good day/bad day” descriptions, decision-making agreements, and mapping relationships. Used well, these tools keep the person’s voice present even when meetings feel formal or complex.

Not everyone will have a personal budget, and not everyone will manage money directly. People may still direct their support by choosing routines, agreeing priorities, selecting providers where options exist, and deciding how support is delivered. Others—family, friends, advocates, care coordinators—may help with planning and organising. Your role might include explaining options clearly, supporting the person to prepare for meetings, and making sure communication is accessible.

People can use budgets (where applicable) in different ways, depending on local arrangements: managed accounts, direct payments, or budgets held by the local authority or another organisation. What matters is that spending meets assessed needs and agreed outcomes. The unit also asks you to consider innovative approaches. That does not mean risky or inappropriate spending; it means thinking creatively about what actually helps—transport to community groups, support to build daily living skills, or equipment that increases independence—within the rules and agreed plan.

Here’s a practice example: a person wants to reduce anxiety by getting out more, but traditional day services do not suit them. A plan might include support to attend a small local walking group and practise travel training, alongside agreed safety measures. Another example: in domiciliary care, someone may choose to shift visit times so they can maintain prayer routines and meal preferences, improving dignity and wellbeing without increasing risk.

Barriers can include limited information, lack of confidence, fear of losing services, digital exclusion, or professionals focusing on what is “available” rather than what is needed. There can also be practical barriers: staffing shortages, housing issues, or complex family dynamics. A supportive approach is to break steps down, use plain language, and keep returning to outcomes rather than services.

Risk is part of real life, and self-directed support includes a person-centred approach to risk. The aim is to balance what is important to the person with keeping them healthy and safe. That involves honest conversations, agreed contingency plans, and proportionate safeguards. Reviews should be regular and meaningful. If outcomes are not being met, the plan should change—not the person’s hopes.

As you work through the unit, focus on the practical question: how do we help someone lead the life they choose, with the right support around them, and with clear, lawful processes that protect rights and promote independence?

1. Understand self-directed support

2. Understand how to support an individual to direct their own support and develop their support plan

2.1 Explain how to use person-centred thinking to enable individuals to think about what is important to them, and how they want to be supported
2.2 Explain how individuals can direct their own support if they do not have a personal budget
2.3 Explain how person-centred planning can be used to inform a support plan
2.4 Explain the roles of others who can assist individuals in developing their support plan
2.5 Describe different ways that individuals can develop a support plan
2.6 Describe a range of person-centred thinking tools that can be used to help individuals think about different ways they can spend their personal budget
2.7 Describe what might be included in the costings for a support plan

3. Understand the different ways that people can use their personal budget

3.1 Explain the different ways that individuals can use their personal budget to buy support
3.2 Research innovative ways that individuals can spend their personal budget other than buying social care services
3.3 Explain what restrictions may be imposed on personal budgets
3.4 Describe the criteria that are used to sign off a support plan
3.5 Describe a person-centred approach to risk that ensures that individuals have what is important to them whilst staying healthy and safe

4. Understand the outcome focused review process