CSACs - guides and resources for committee members

About

We have designed this CSAC Hub page to be a one-stop-shop for all our CSAC members, to signpost you to all our resources, templates and guidance documents for making your roles easier. The page will be continually updated to ensure it's relevant to you, so if you think it is missing something - please let us know!

Meetings in 2026

The CSAC Chairs meet twice a year to set the agenda for the subsequent CSAC Assemblies, which all CSAC members are invited to attend. All meetings take place on Microsoft Teams and we send an invitation.

• CSAC Chair Forum - 20 May 2026, 10:00-12:00 (MS Teams)
• CSAC Assembly - 20 May 2026, 13:00-15:00 (MS Teams)
• CSAC Chair Forum - 20 October 2026, 10:00-16:00 (face-to-face)
• CSAC Assembly - 11 November 2026, 10:00-12:00 (MS Teams) 

To raise an item for discussion at one of the above meetings, download the Agenda item request form below.

To arrange your individual CSAC meetings, contact your committee administrator.

CSAC calendar of events

The 2026 calendar of events includes meeting dates, quality review reporting deadlines and recruitment timelines

Download the calendar of events below

CSAC handbook

Your guide to all things CSAC. Key timelines throughout the year, CSAC job descriptions, College information and more!

Download the CSAC handbook below

Sharing best practice

This space features CSAC initiatives that are leading the way and making a positive impact on trainees and trainers within a sub-specialty. This can include creating guidance documents and resources, facilitating an event to support trainees or a new way of doing something like managing SPIN trainees or trainee shortlisting. So, So, if you'd like your work showcased, or want to nominate a CSAC colleague, let us know at qualityandtrainingprojects@rcpch.ac.uk

• Nephrology CSAC runs a 'Welcome to Sub-specialty' webinar in August preceding commencement of the training programme. This is hosted by members of the CSAC alongside the sub-specialty Trainee representative for PGDiTs new to sub-specialty training. This is an opportunity for the CSAC members to meet the in-coming PGDiTs and discuss the training programme in more detail.
• PGHAN CSAC has monthly ‘Friday at 5’ online Teams meetings for trainee support, which have been well received by trainees.
• Some CSACs have produced educational supervision guides, with information to support trainers and trainees. Download our template below and see the section below for our approvals process for CSAC guides.

Activity and Feedback Forms (AFF)

Each year we run a quality process whereby CSACs submit detailed mid-year and annual feedback using an online Activity and Feedback Form (AFF) including a roundup of positives, negatives, risks and opportunities impacting their sub-specialty. This has become an established part of the annual CSAC quality review cycle and helps us to establish what additional support and advocacy might be needed.

The Quality Review process consists of the following: 

• CSACs will be sent a Mid-year Activity and Feedback Form (MY-AFF) and an Annual Activity and Feedback Form (A-AFF) via MS Forms. CSACs are required to submit their responses via the online form by the set deadline.
• The Quality and Training Projects team will create a comprehensive report based on the responses received.
• The Training & Quality Board, as the senior committee of the CSACs, will review the mid-year and annual reports and produce an action plan for the CSACs. Some actions will be owned by TQB, some will be directed back to CSACs and some will be owned by other bodies in the Education & Training Division.
• The following year’s annual review will then address new issues but also note the completion of the actions set in the previous year’s action plan.

We want this to be a more impactful way of reliably addressing issues and ensuring that you feel connected to the Training & Quality Board as your reporting Board in your role as College committees.

Thank you to all CSACs who engaged with the Quality Review process for the 2024-25 training year. This is so important, as it allows us to identify how we can support you and the work we do more fully. We are exploring the themes you raised and how we can work together to put some of your suggestions into practice. The 2024-25 Annual Quality Report is available below alongside the 2024-25 Mid-Year report.

Download the Annual Quality Reports below

2026 dates for annual feedback and reporting

You said, we did

You said: You wanted the face-to-face Chairs Forum to become an annual event. 

We did: The team are looking at options to continue to offer a face-to-face Chairs Forum annually, potentially held on-site at the College. 

You said: You wanted more notice of meeting dates and easier access to centralised information. 

We did: An annual calendar of events is published on the CSAC Hub along with CSAC Chairs Forum and Assembly dates for the year. Additional resources including the CSAC Handbook can also be found here. We will also use an item in the CSAC Assemblies going forward to highlight existing resources and spotlight relevant links to bring visibility to these resources. The Quality Training Projects Team will be working on creating an induction checklist to provide a framework to support onboarding for new committee members. 

You said: You wanted more mentoring opportunities and ways of connecting with other Chairs

We did: The CSAC Chairs have established a WhatsApp group for CSAC Chairs to provide peer support and create a space to raise questions and share suggestions and ideas. If requested by the Incoming Chair and with prior approval from TQB, the Outgoing Chair can be co-opted back onto the committee for a maximum of 6-months to support the Incoming Chair. The Outgoing Chair will be a supportive role with no voting rights.

You said: You valued having the opportunity to meet face to face with CSACs of similar sizes 

We did: We will look to include space in future CSAC Assembly meetings to bring CSACs of similar sizes together to facilitate discussion and information sharing. 

You said: Streamline the number of meetings throughout the year

We did: We hold bi-annual CSAC Assemblies, one in Spring and one in Autumn to ensure consistency. There is also a bi-annual CSAC Chairs meeting and all the dates for these are listed above. The schedule is set for the CSAC Chairs to set the agenda for the upcoming CSAC Assembly.

In response to feedback following the CSAC Chairs away day, we will be trialling a new meeting structure for the 2026 Spring Meetings. The CSAC Chairs Forum will run in the morning, followed by the CSAC Assembly in the afternoon. 

We continue to schedule meeting dates for the year well in advance, keeping the CSAC Hub and Calendar of Events up to date to allow for diary management.

Download CSAC schedule of events for the running year below

You said: CSAC commitments are time-consuming with increased meeting demands from various departments. It is enjoyable but it is voluntary and members feel there is little recognition of this time commitment.

We did: We have been undertaking research with members so we can develop best practices around volunteering. This includes how we recruit and welcome volunteers, how we value and develop volunteers and how we best plan for volunteering. We are continuing to develop the resources available to support CSAC members to undertake their roles effectively. All CSACs were engaged in a budget scoping exercise which has resulted in an annual CSAC funding pot being established to support the attendance of core CSAC members at face-face meetings.

We are extremely grateful to all of our CSAC members for the work you do and will continue to look at ways that can recognise this. 

Training materials approval process

If you wish to produce training materials such as trainee or supervisor guides, these need to come to qualityandtrainingprojects@rcpch.ac.uk who will then forward on to TQB for approval.

Please see the process and timelines below and download the process map below.

• Day 1 - CSAC submits the proposed training resource by email to the Quality & Training Projects team who then forward it for assessment by the Training and Quality Board.
• Day 14 - Training and Quality Board members share feedback and/or comments on the submitted resource and feedback to the Quality & Training Projects Team.
• Day 15-25 - The Quality & Training Projects Team then updates the CSAC – to either confirm resource sign-off or to request remedial action from the CSAC. Ten days will then be given for all remedial work to be completed and resubmitted to the Training and Quality Board for reassessment
• Day 30 - Members of the Training and Quality Board will then assess the updated resource if required and sign off the resource once the request for amendment has been satisfied.

Process for new sub-specialty programme approval

Once a new programme in a region has been proposed, the CSAC Chair in the sub-specialty of the proposed programme should assess whether a new location is appropriate, i.e., that it will offer sufficient opportunities to meet curriculum and assessment requirements and that appropriate supervision for trainees and support for trainers is in place.

There is a template you can download below that the CSAC Chair can complete to declare they are happy with the proposed programme: This should be signed by the CSAC Chair and sent to the Quality and Training Projects (QTP) team at qualityandtrainingprojects@rcpch.ac.uk for sign off by the RCPCH Officer for Quality and Training.

A deanery representative from region of proposed new programme should make an application on GMC Connect and see guidance (PDF).

The GMC will advise if a letter of support is required from RCPCH, in which case, please contact the QTP team who can supply this.

Resources and additional guidance regarding sub-specialty training

CSAC/ISAC Action Log - This outline the priorities and key tasks for your CSAC, who needs to be involved and how each task is progressing. This helps inform your mid-year and annual feedback form and allows us to identify where we can best support you. The central action log has been uploaded to each CSAC Teams group so everyone can access it and keep it updated throughout the year. Please set aside some time in your CSAC meetings to ensure actions are reviewed and updated. 

Download ePortfolio guidance for CSACs and for educational supervisors below - You can also signpost trainees to our ePortfolio guidance for doctors.

Progress+ - the curriculum and syllabi, plus FAQs and other resources for both trainers and trainees

Sub-specialty recruitment - You can see the recruitment dates and guidance for trainees

Changes to Portfolio Pathway evaluation - As of late 2023, Portfolio Pathway (previously CESR) applications no longer have to demonstrate full equivalence to the CCT programme. This will make the process less onerous for CSACs reviewing evidence. You also have the option to meet as a panel with other CSAC members to assess together at the College. Contact training.services@rcpch.ac.uk for further information.

Capability based progression - This guidance is for paediatric trainees, their supervisors and Heads of School and outlines when progression through the next gateway of training is appropriate.

Judging learning outcomes for ARCP (PDF) - This helpful document helps you judge how well a trainee has achieved their capabilities for an ARCP Panel. ARCPs are set up by deaneries and carried out locally. Please see further deanery guidance for supporting training

Moving between sub-specialties - grid 

Under Progress+, trainees are offered more flexibility to move between sub-specialties. This grid demonstrates how this might work in practice. Trainees should discuss plans to move early so adequate support can be provided.

Legend:

• Green: many shared capabilities, application to move between training pathways is likely to be possible
• Amber: some shared capabilities and applications to move between training pathways may be possible
• Grey: few shared capabilities, application to move between pathways is unlikely to be possible

Resources to support trainees

Managing allegations of bullying

We had an issue helpfully raised with us through one CSAC regarding CSAC involvement in cases of alleged bullying. These are naturally complicated situations, where the College and its CSACs will want to offer some support to trainees. It is however important to understand the difference between issues that have to do with quality of training, which the College has some delegated responsibility over from the GMC and issues that have to do with employment, which the College should not become directly involved with. This is to try and protect both the College and individual CSAC members.

Issues of bullying have two broad factors – the situation for the individual as an employee, which would rest for resolution with the Health Board/Trust and/or the Deanery – and the impact on quality of training, which should concern both the College (which recommends certification for training) and the Deanery (which approves programmes and posts).

Trainees may understandably seek advice from members of the CSAC and may do so directly without involving the College team first. Allegations of bullying are often very complex, caused by multiple people in different services/circumstances. It is therefore impossible to give meaningful formal guidance that will apply to all cases. However, here are some important points to consider should this issue arise within your CSAC:

• Request permission from the trainee to flag this with the College staff, explaining that staff will naturally be bound by rules of confidentiality. This will allow you to seek advice from staff throughout the process. Raise this with sufficiently senior staff members (Head of Department or above). The trainee’s right to confidentiality throughout must be managed sensitively.
• Understand what processes the trainee has already used to address the allegation of bullying. Have they reviewed their local hospital policy on bullying and harassment? Have they raised the allegation through the Health Board/Trust’s staff support service? Have they raised the allegation with their Deanery (usually through the Training Programme Director or Head of School)? The Health/Board Trust and the Deanery act as employers and they should be the primary focus for trainees wanting to address active bullying and trainees should be encouraged to use these channels primarily.
• Note longer-term considerations about the appropriateness of placing trainees at a site which has been flagged for bullying. Ideally, if the trainee is raising this with the Deanery, the CSAC can seek clarity from the Head of School that training implications for the site have been considered as part of this process. This may include pausing the placing of trainees at the site. Any considerations for sub-specialty trainees are likely to be applicable to non-sub-specialty trainees in the same placement; therefore liaison with the Head of School is recommended.
• Understand if there are consequences for the trainee’s own training progression and understand whether additional training time is required.
• Seek advice from the College's Training & Quality staff team and through the clinical leads on the Training & Quality Board throughout.
• If in an unlikely situation, you are called to testify in an investigation on bullying led by the Health Board/Trust, reach out to the Director of Education & Training who can work with the College’s Head of Governance to ensure you are suitably prepared. It is important to understand that when cases reach this stage, they may bring with them legal liability for both the College and the individual CSAC member.

Supporting less than full time trainees

See our guidance on supporting less than full time trainees. This includes statutory and RCPCH guidance, as well as contacts for LTFT trainees.

Resources for supporting neurodiversity

Our new guidance highlights how to support neurodivergent individuals and how to leverage their strengths to create a neuro-inclusive and equitable environment.

View and download our guidance document for an understanding of neurodiversity, how to support neurodivergent doctors and the strengths the neurodivergent workforce brings to paediatrics.

You can also take a look at these helpful resources for neurodiversity recommended by HEE, as well as our blog with trainees' experiences of neurodiversity.

Pregnancy loss and fertility issues in the workplace

Download our guidance here which offers advice and support for those people in the workplace experiencing pregnancy loss and/or fertility issues, as well as advice and guidance for their supervisors and managers about how to support them. This guidance has also been published by the Academy of Medical Royal Colleges (AoMRC).

Thrive Paediatrics

With funding from the Dinwoodie Charitable Company, our Thrive Paediatrics programme aims to improve the working lives of paediatricians. It recognises the many multi-layered, multifaceted challenges that the workforce is facing and identifies the need for change. Read more here and access our resource hub on RCPCH Learning

Resources for all College volunteers

Claiming expenses - Claim reimbursement for College activities using our online system

Register of interests - Record conflicts of interest using our online form to ensure that personal circumstances that might compromise the ability to be seen as acting correctly are properly disclosed. Forms will be held securely for 6 years in line with the College’s retention schedule. If your conflicts change, you can update them at any time by submitting a new form.

Resources and programmes about the paediatric workforce

Thrive Paediatrics - This College programme aims to improve the working lives of paediatricians. It recognises the many multi-layered, multifaceted challenges that the workforce is facing and identifies the need for change. Read more, get involved and signpost colleagues and trainees to the many resources to aid wellbeing.

Workforce information and planning - The College plays a key role in workforce planning to ensure there is an appropriately trained paediatric medical workforce to deliver safe and sustainable services for children in the UK - in the present and in the future. View reports, infographics and our toolkit which guides consultant paediatricians in the NHS from preparation for the first job planning meeting, through to objective setting and review, plus information on leave and alternative working patterns.

ePortfolio resources for CSAC users (including SPIN leads)

We have created helpful short video guides to support you as a CSAC member using the ePortfolio. These videos have everything you need to know including your dashboard, finding your trainees, CSAC progression forms, SPIN goals and much more. Take a look at them below. 

Video guide: CSAC users Part 1 - covers your dashboard as a CSAC user, how to view your trainees' profile, viewing the Key capability evidence reports, using CSAC reports and filling in the CSAC progression form.

Video guide: CSAC users Part 2 - covers types of SPIN modules, viewing your trainee's profile and SPIN goals, assessments tagged to SPIN goals and SPIN completion form

The list of CSACs

Each CSAC has an individual CSAC page as well as a sub-specialty information page that hosts the curriculum documents. Here is a list of all the CSAC pages that have the contact details for each CSAC member.

• Allergy, immunology and infections disease
• Child mental health
• Clinical pharmacology
• Community child health
• Diabetes and endocrinology
• Emergency medicine (PEMISAC)
• Gastroenterology, hepatology and nutrition
• Inherited metabolic medicine
• Intensive care medicine (PICMISAC)
• Neonatal medicine
• Nephrology
• Neurodisability
• Neurology
• Oncology
• Palliative medicine
• Respiratory
• Rheumatology