University of Bristol Dental School

On this page

• Overview
• Person-centred Care
• Care provision, Integration and continuity
• Providing Information
• Listening to and involving people
• Equity in access
• Equity in experiences and outcomes
• Planning for the future

We found this dental school was providing responsive care in accordance with the relevant regulations and had taken into consideration appropriate guidance.

Find out what we look at when we assess this area in our information about our new Single assessment framework.

The judgement for Person-centred Care is based on the latest evidence we assessed for the Responsive key question.

The judgement for Care provision, Integration and continuity is based on the latest evidence we assessed for the Responsive key question.

The judgement for Providing Information is based on the latest evidence we assessed for the Responsive key question.

The judgement for Listening to and involving people is based on the latest evidence we assessed for the Responsive key question.

Leaders described the reasonable adjustments they had made to ensure the dental school was accessible.

The building was step free throughout. Dedicated parking spaces for disabled people were available at the front of the building. Wheelchair accessible changing and toileting facilities were available. Adjustments also included a hearing loop, a sensory stimulation room, vision aids, alternative text options, language translation, and British sign language (BSL) facilities.

We noted that the ground floor accessible bathroom required improvement. The mirror did not cater for non-wheelchair users and there were insufficient hooks available for hanging outdoor clothing for both wheelchair users and non-wheelchair users. Immediate action was taken, and we were provided evidence to confirm these shortfalls have been addressed.

Leaders were clear about the importance of providing emotional support to patients when delivering care. We were told that the extended length of appointments supported students to build a good rapport with patients and spend more time to talk through treatments, options and help overcome anxieties.

Staff had carried out a disability access audit and had formulated an action plan to continually improve access for patients.

The school also conducted an internal audit of its practices against the NHS Accessible Information Standards. When patients registered, they were asked if they required any adjustments to support their care, and when they are first seen in the building, they were asked about their mobility in order to ascertain whether a Personal Emergency Evacuation Plan (PEEP) was required. If they did, a PEEP was completed and signed off by the responsible fire officer and kept with the patient’s record with an alert.

Due to the acceptance criteria for undergraduate student training, the school was unlikely to see and treat patients with a complex medical history. However, all staff carried out training related to topics including Mental Health, Dementia and Learning Disability.

It was unclear, from the dental school’s literature, when a member of the public was considered to be a patient. This followed an assessment and being placed on the dental school’s waiting list. Immediate action was taken, and we were provided evidence to confirm this shortfall has been addressed.

The dental school displayed its opening hours and provided information on its website and patient information leaflet and provided telephone numbers for patients needing emergency dental treatment the dental school was not open. The school saw patients via the NHS 111 service Monday to Fridays during term times.

At the time of our inspection, patients who needed an urgent appointment were offered one in a timely manner. Outside of term-time, qualified staff were available to see student patients for urgent appointments. When the dental school were unable to offer an urgent appointment, they worked with partner organisations to support urgent access for patients.

The judgement for Equity in experiences and outcomes is based on the latest evidence we assessed for the Responsive key question.

The judgement for Planning for the future is based on the latest evidence we assessed for the Responsive key question.