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Revisions to our Standards of Proficiency
The HCPC’s Standards of Proficiency set out the technical requirements and competencies – the proficiencies – that all registrants are required to be able to demonstrate on entry to their profession. All approved education programmes must ensure graduates can meet these standards for their profession. The revised sets of Standards of Proficiency must be delivered to all new cohorts starting from 1 September 2023.
Fitness to Practise Data Supplementary Analysis 2024-25
The HCPC collects data relating to its Fitness to Practise processes at different stages to highlight areas of risk, spot trends and inform stakeholders to support wider decision making in the sector.
HCPC data protection policy
The purpose of this policy is to set out the HCPC approach to handling personal data and our obligations as set out in the UK GDPR and DPA.
Key characteristics of effective supervision
We recently commissioned Newcastle University to undertake research into what makes clinical and peer supervision effective
About us
Information about who we are, what we do, who we regulate and who we work with
Standards for orthoptists exemptions
Our expectations of education providers delivering training in orthoptists exemptions and of orthoptists who complete this training
Before we begin
The first page you’ll see is the ‘Before we begin’ page
Fitness to practise annual report 2004
This report provides information about the HPC’s work in considering allegations about the Fitness to Practise of registrants.
Disclosing information by law
Sometimes, you may be asked for information directly under the law – for example, if a court has ordered you to disclose the information
Register summary
Statistical summary of the HCPC Register, including the number of registrants by profession, age profile and working location.
Change of name
You can use your online account to request that your name is changed on the HCPC Register
Working upstream to ensure education providers meet our high regulatory standards
We take a flexible approach when undertaking our education quality assurance assessment activities, aiming to be ‘right touch’ in our regulatory activities.