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There may be some minor disruption to our online services today, this is due to changes being implemented to our sign-in process. Read more

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Sample CPD profiles

These profiles give examples of how you can show that you meet our standards for CPD in a variety of professions, settings and activities

How the standards apply to students

As a student, you should be using the standards of proficiency and standards of conduct, performance and ethics to support your learning

Step 3 - Pay your renewal fee

You can spread the cost by paying by direct debit, which we will not collect until you have completed your professional declaration.

Regulating in the next phase – COVID-19

The pandemic required us to quickly adapt how we operated as a regulator. We intend to build on this agility to ensure we deliver effective public protection through lean and intelligent regulation.

Good practice - international staff induction at Lewisham and Greenwich NHS Trust

Dan Western, AHP Workforce and Education Development Lead, shares the approach to supporting internationally-trained staff at LGT.

Standards of education and training

What education and training programmes must do to prepare students for professional practice

Welsh language standards

How we deliver services to Welsh speaking members of the public

Chair of the HCPC announces search for Council Apprentice

The role provides an opportunity for a talented person to gain boardroom experience and skills as a member of the HCPC’s most senior decision-making group. 

Standards of education and training: pre-consultation workshop (students)

We’re currently reviewing the standards of education and training to make sure they're up-to-date with current practice. We invite all students and learners on HCPC-approved programmes to an online workshop to share their thoughts.

Policy statement on HCPC’s approach to developing memorandums of understanding

This policy statement sets out our broad approach to developing memorandums of understanding (MoUs) with other organisations.

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