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Level 2 Adult Care Worker Standard
Role Profile
Role Profile (what the successful candidate should be able to do at the end of the Apprenticeship)
Adult Care Workers are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives.
Job titles might include: Care Assistant, Care Worker, Support Worker, Personal Assistant, Relief Team Worker, Support Worker - Supported Living, Key Worker in Residential Settings, Key Worker in Domiciliary Services, Key Worker in Day Services, Home Care Support Worker, Substance Misuse Worker, Learning Disability Support Worker, Mental Health Support Worker, Mental Health Outreach Worker and Re-enablement Worker.
To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings.
Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities.
These are the personal attributes and behaviours expected of all Adult Care Workers carrying out their roles
Adult Care Workers are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives.
Job titles might include: Care Assistant, Care Worker, Support Worker, Personal Assistant, Relief Team Worker, Support Worker - Supported Living, Key Worker in Residential Settings, Key Worker in Domiciliary Services, Key Worker in Day Services, Home Care Support Worker, Substance Misuse Worker, Learning Disability Support Worker, Mental Health Support Worker, Mental Health Outreach Worker and Re-enablement Worker.
To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings.
Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities.
These are the personal attributes and behaviours expected of all Adult Care Workers carrying out their roles
- Care – is caring consistently and enough about individuals to make a positive difference to their lives
- Compassion – is delivering care and support with kindness, consideration, dignity and respect
- Courage – is doing the right thing for people and speaking up if the individual they support is at risk
- Communication – good communication is central to successful caring relationships and effective team working
- Competence – is applying knowledge and skills to provide high quality care and support
- Commitment – to improving the experience of people who need care and support ensuring it is person centred
An adult care worker must know and understand
A. The job they have to do, their main tasks and responsibilities
1. The tasks and responsibilities of the job role relevant to the context of the service in which they are working. This could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care
2. Professional boundaries and limits of their training and expertise
3. Relevant statutory standards and codes of practice for their role
4. What the ‘duty of care’ is in practice
5. How to contribute towards the development and creation of a care plan underpinned by the individuals preferences in regard to the way they want to be supported
6. How to identify, respond to and escalate changes to physical, social, and emotional needs of individuals
7. How to access, follow and be compliant with regulations and organisational policies and procedures
B. The importance of having the right values and behaviours
8. How to support and enable individuals to achieve their personal aims and goals
9. What dignity means in how to work with individuals and others
10. The importance of respecting diversity and treating everyone equally
C. The importance of communication
11. The barriers to communication
12. The impact of non-verbal communication
13. The importance of active listening
14. How the way they communicate can affect others
15. About different forms of communication e.g. signing, communication boards
16. How to find out the best way to communicate with the individual they are supporting
17. How to make sure confidential information is kept safe
D. How to support individuals to remain safe from harm (Safeguarding)
18. What abuse is and what to do when they have concerns someone is being abused
19. The national and local strategies for safeguarding and protection from abuse
20. What to do when receiving comments and complaints
21. How to recognise unsafe practices in the workplace
22. The importance and process of whistleblowing
23. How to address any dilemmas they may face between a person’s rights and their safety
E. How to promote health and wellbeing for the individuals they support and work colleagues
24. The health and safety responsibilities of self, employer and workers
25. How to keep safe in the work environment
26. What to do when there is an accident or sudden illness
27. What to do with hazardous substances
28. How to promote fire safety
29. How to reduce the spread of infection
30. What a risk assessment is and how it can be used to promote person centred care safely
F. How to work professionally, including their own professional development
31. What a professional relationship is with the person being supported and colleagues
32. How to work together with other people and organisations in the interest of the person being supported
33. How to be actively involved in their personal development plan
34. The importance of excellent core skills in writing, numbers and information technology
35. What to do to develop, sustain and exhibit a positive attitude and personal resilience
36. Where and how to access specialist knowledge when needed to support performance of the job role
An Adult Care Worker must be able to:
A: The main tasks and responsibilities according to their job role
1. Support individuals they are working with according to their personal care/support plan
2. Ask for help from an appropriate person when not confident or skilled in any aspect of their role
3. Provide individuals with information to enable them to have choice about the way they are supported
4. Encourage individuals to participate in the way their care and support is delivered
5. Ensure the individual knows what they are agreeing to regarding the way in which they are supported
6. Contribute to the on-going development of care/support plans for the individual they support
7. Support individuals with cognitive, physical or sensory impairments
B. Treating people with respect and dignity and honouring their human rights
8. Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates
9. Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences
10. Demonstrate empathy (understanding and compassion) for individuals they support
11. Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs
C. Communicating clearly and responsibly
12. Speak clearly and exhibit positive non-verbal communication to individuals, families, carers and advocates
13. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes
14. Identify and take steps to reduce environmental barriers to communication
15. Demonstrate they can check for understanding
16. Write clearly and concisely in records and reports
17. Keep information safe and confidential according to agreed ways of working
D. Supporting individuals to remain safe from harm (Safeguarding)
18. Recognise potential signs of different forms of abuse
19. Respond to concerns of abuse according to agreed ways of working
20. Recognise, report and challenge unsafe practices
E. Championing health and wellbeing for the individuals they support and for work colleagues
21. Promote the health and wellbeing of the individual they support
22. Move people and objects safely
23. Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene
24. Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition
25. Demonstrate how to keep people, buildings and themselves safe and secure
26. Carry out fire safety procedures when required
27. Use risk assessments to support individuals safely
28. Recognise symptoms of cognitive impairment, e.g. Dementia, learning disabilities and mental health
29. Monitor and report changes in health and wellbeing for individuals they support
F. Working professionally and seeking to develop their own professional development
30. Reflect on own work practices
31. Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology
32. Demonstrate their contribution to their development plan
33. Demonstrate ability to work in partnership with others to support the individual
34. Identify sources of support when conflicts arise with other people or organisations
35. Demonstrate they can work within safe, clear professional boundaries
36. Show they can access and apply additional skills required to perform the specific job role competently
1. The tasks and responsibilities of the job role relevant to the context of the service in which they are working. This could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care
2. Professional boundaries and limits of their training and expertise
3. Relevant statutory standards and codes of practice for their role
4. What the ‘duty of care’ is in practice
5. How to contribute towards the development and creation of a care plan underpinned by the individuals preferences in regard to the way they want to be supported
6. How to identify, respond to and escalate changes to physical, social, and emotional needs of individuals
7. How to access, follow and be compliant with regulations and organisational policies and procedures
B. The importance of having the right values and behaviours
8. How to support and enable individuals to achieve their personal aims and goals
9. What dignity means in how to work with individuals and others
10. The importance of respecting diversity and treating everyone equally
C. The importance of communication
11. The barriers to communication
12. The impact of non-verbal communication
13. The importance of active listening
14. How the way they communicate can affect others
15. About different forms of communication e.g. signing, communication boards
16. How to find out the best way to communicate with the individual they are supporting
17. How to make sure confidential information is kept safe
D. How to support individuals to remain safe from harm (Safeguarding)
18. What abuse is and what to do when they have concerns someone is being abused
19. The national and local strategies for safeguarding and protection from abuse
20. What to do when receiving comments and complaints
21. How to recognise unsafe practices in the workplace
22. The importance and process of whistleblowing
23. How to address any dilemmas they may face between a person’s rights and their safety
E. How to promote health and wellbeing for the individuals they support and work colleagues
24. The health and safety responsibilities of self, employer and workers
25. How to keep safe in the work environment
26. What to do when there is an accident or sudden illness
27. What to do with hazardous substances
28. How to promote fire safety
29. How to reduce the spread of infection
30. What a risk assessment is and how it can be used to promote person centred care safely
F. How to work professionally, including their own professional development
31. What a professional relationship is with the person being supported and colleagues
32. How to work together with other people and organisations in the interest of the person being supported
33. How to be actively involved in their personal development plan
34. The importance of excellent core skills in writing, numbers and information technology
35. What to do to develop, sustain and exhibit a positive attitude and personal resilience
36. Where and how to access specialist knowledge when needed to support performance of the job role
An Adult Care Worker must be able to:
A: The main tasks and responsibilities according to their job role
1. Support individuals they are working with according to their personal care/support plan
2. Ask for help from an appropriate person when not confident or skilled in any aspect of their role
3. Provide individuals with information to enable them to have choice about the way they are supported
4. Encourage individuals to participate in the way their care and support is delivered
5. Ensure the individual knows what they are agreeing to regarding the way in which they are supported
6. Contribute to the on-going development of care/support plans for the individual they support
7. Support individuals with cognitive, physical or sensory impairments
B. Treating people with respect and dignity and honouring their human rights
8. Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates
9. Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences
10. Demonstrate empathy (understanding and compassion) for individuals they support
11. Demonstrate courage in supporting people in ways that may challenge their personal/cultural beliefs
C. Communicating clearly and responsibly
12. Speak clearly and exhibit positive non-verbal communication to individuals, families, carers and advocates
13. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes
14. Identify and take steps to reduce environmental barriers to communication
15. Demonstrate they can check for understanding
16. Write clearly and concisely in records and reports
17. Keep information safe and confidential according to agreed ways of working
D. Supporting individuals to remain safe from harm (Safeguarding)
18. Recognise potential signs of different forms of abuse
19. Respond to concerns of abuse according to agreed ways of working
20. Recognise, report and challenge unsafe practices
E. Championing health and wellbeing for the individuals they support and for work colleagues
21. Promote the health and wellbeing of the individual they support
22. Move people and objects safely
23. Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene
24. Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition
25. Demonstrate how to keep people, buildings and themselves safe and secure
26. Carry out fire safety procedures when required
27. Use risk assessments to support individuals safely
28. Recognise symptoms of cognitive impairment, e.g. Dementia, learning disabilities and mental health
29. Monitor and report changes in health and wellbeing for individuals they support
F. Working professionally and seeking to develop their own professional development
30. Reflect on own work practices
31. Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology
32. Demonstrate their contribution to their development plan
33. Demonstrate ability to work in partnership with others to support the individual
34. Identify sources of support when conflicts arise with other people or organisations
35. Demonstrate they can work within safe, clear professional boundaries
36. Show they can access and apply additional skills required to perform the specific job role competently
ENTRY REQUIREMENTS
Undertake the Enhanced Disclosure and Barring Service process and provide the result prior to starting.
The individual must meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers that employ healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.
The individual must meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers that employ healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.
Duration
12-18 months
what could this qualification lead to?
This apprenticeship provides an ideal entry into the occupation and supports progression within the sector.
Individuals without level 1 English and maths will need to achieve this level and take the test for level 2 English and maths prior to taking the end-point assessment.
For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
Individuals without level 1 English and maths will need to achieve this level and take the test for level 2 English and maths prior to taking the end-point assessment.
For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
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Level 3 Lead Adult Care Worker Standard
Role Profile
Lead Adult Care Workers are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives. In addition, Lead Adult Care Workers have responsibility for providing supervision, frontline leadership, guidance and direction for others, or working autonomously, exercising judgement and accountability.
Typical job titles include Care Officer, Care Supervisor, Senior Care Worker, Supervising Care Worker, Senior Support Worker, Relief Team Leader, Social Work Assistant, Social Services Officer, Outreach Development Worker, Community Support Worker, Community Outreach Worker, Community Development Worker, Family Support Worker or Personal Assistant. These could all specialise in a variety of areas such as learning disability, mental health, drug and alcohol misuse, homecare, dementia and end-of-life care.
As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy and accountability means leading and supporting others to comply with expected standards and behaviours.
Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings. As well as covering Lead Adult Care Workers this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home.
These are the personal attributes and behaviours expected of all Lead Adult Care Workers carrying out their roles:
Typical job titles include Care Officer, Care Supervisor, Senior Care Worker, Supervising Care Worker, Senior Support Worker, Relief Team Leader, Social Work Assistant, Social Services Officer, Outreach Development Worker, Community Support Worker, Community Outreach Worker, Community Development Worker, Family Support Worker or Personal Assistant. These could all specialise in a variety of areas such as learning disability, mental health, drug and alcohol misuse, homecare, dementia and end-of-life care.
As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy and accountability means leading and supporting others to comply with expected standards and behaviours.
Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings. As well as covering Lead Adult Care Workers this standard also covers Lead Personal Assistants who can work at this senior level but they may only work directly for one individual who needs support and/or care services, usually within their own home.
These are the personal attributes and behaviours expected of all Lead Adult Care Workers carrying out their roles:
- Care – is caring consistently and enough about individuals to make a positive difference to their lives
- Compassion – is delivering care and support with kindness, consideration, dignity, empathy and respect
- Courage – is doing the right thing for people and speaking up if the individual they support is at risk
- Communication – good communication is central to successful caring relationships and effective team working
- Competence – is applying knowledge and skills to provide high quality care and support
- Commitment – to improving the experience of people who need care and support ensuring it is person centred
A Lead Adult care worker must know and understand
A. The job they have to do, their main tasks and responsibilities1. Their job roles and other worker roles relevant to the context of the service in which they are working. This could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care
2. Both their own and other workers professional boundaries and limits training and expertise
3. Relevant statutory Standards and Codes of Practice for their role
4. What the ‘Duty of Care’ is in practice
5. How to create and develop a care plan based on the person’s preferences in the way they want to be supported
6. How to monitor, plan, review a care plan in response to changing physical, social, and emotional needs of individuals
7. How to lead and support others to ensure compliance with regulations and organisational policies and procedures
B. The importance of having the right values and behaviours
8. How to ensure that dignity is at the centre of all work with individuals and their support circles
9. The importance of respecting diversity, the principles of inclusion and treating everyone fairly
C. The importance of communication
10. The barriers to communication and be able to both identify, and determine, the best solutions to achieve success when communicating with the individual they are supporting
11. How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction
12. The role of advocates and when they might be involved
13. Their own, and other workers’ responsibilities for ensuring confidential information is kept safe
D. How to support individuals to remain safe from harm (Safeguarding)
14. What abuse is and what to do when they have concerns someone is being abused
15. The national and local strategies for safeguarding and protection from abuse
16. What to do when receiving comments and complaints ensuring appropriate and timely actions takes place
17. How to recognise and prevent unsafe practices in the workplace
18. The importance and process of whistleblowing, being able to facilitate timely intervention
19. How to address and resolve any dilemmas they may face between a person’s rights and their safety
E. How to champion health and wellbeing for the individuals they support and work colleagues
20. The health and safety responsibilities of self, employer and workers
21. How to keep safe in the work environment
22. What to do when there is an accident or sudden illness and take appropriate action
23. What to do with hazardous substances
24. How to promote fire safety and how to support others to so
25. How to reduce the spread of infection and support others in infection prevention and control
26. How to use and promote with others where relevant, risk assessments to enable a person centred approach to delivering care
F. How to work professionally, including their own professional development of those they support and work colleagues
27. What a professional relationship is with the person being supported and colleagues
28. How to work with other people and organisations in the interest of the person being supported
29. How to be actively involved in their own personal development plan and, where appropriate, other worker’s personal development plans
30. How to demonstrate the importance of excellent core skills in writing, numbers and information technology
31. How to develop and sustain a positive attitude and address signs and symptoms of stress in self and other colleagues
32. How to carry out research relevant to individuals’ support needs and share with others
33. How to access and apply good practice relating to their role
34. How to access and apply specialist knowledge when needed to support performance in the job role
A Lead Adult Care Worker must be able to:
A. The main tasks and responsibilities according to their job role
1. Support individuals they are working with according to their personal care/support plan
2. Take the initiative when working outside normal duties and responsibilities
3. Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking
4. Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments
5. Contribute to the development and ongoing review of care/support plans for the individuals they support
6. Provide individuals with information to enable them to exercise choice on how they are supported
7. Encourage individuals to actively participate in the way their care and support is delivered
8. Ensure that individuals know what they are agreeing to regarding the way in which they are supported
9. Lead and support colleagues to understand how to establish informed consent when providing care and support
10. Guide, mentor and contribute to the development of colleagues in the execution of their duties and responsibilities
B. Treat people with respect and dignity and honour their human rights
11. Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals
12. Support others to understand the importance of equality, diversity and inclusion in social care
13. Exhibit empathy for individuals they support, i.e. understanding and compassion
14. Exhibit courage in supporting individuals in ways that may challenge their own cultural and belief systems
C. Communicate clearly and responsibly
15. Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals
16. Use and facilitate methods of communication preferred by the individual they support according to the individual’s language, cultural and sensory needs, wishes and preferences
17. Take the initiative and reduce environmental barriers to communication
18. Demonstrate and ensure that records and reports are written clearly and concisely
19. Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working
D. Support individuals to remain safe from harm (Safeguarding)
20. Support others, to recognise and respond to potential signs of abuse according to agreed ways of working
21. Work in partnership with external agencies to respond to concerns of abuse
22. Lead and support others to address conflicts or dilemmas that may arise between an individual’s rights and duty of care
23. Recognise, report, respond to and record unsafe practices and encourage others to do so
E. Champion health and wellbeing for the individuals they support
24. Lead and mentor others where appropriate to promote the wellbeing of the individuals they support
25. Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene
26. Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition
27. Carry out fire safety procedures and manage others to do so
28. Develop risk assessments and use in a person centred way to support individuals safely including moving and assisting people and objects
29. Manage, monitor, report and respond to changes in the health and wellbeing of the individuals they support
F. Work professionally and seek to develop their own professional development
30. Take the initiative to identify and form professional relationships with other people and organisations
31. Demonstrate, manage and support self and others to work within safe, clear professional boundaries
32. Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities
33. Demonstrate continuous professional development
34. Carry out research relevant to individuals’ support needs and share with others
35. Demonstrate where necessary mentoring and supervision to others in the workplace
36. Demonstrate good team/partnership working skills
37. Demonstrate their contribution to robust recruitment and induction processes
2. Both their own and other workers professional boundaries and limits training and expertise
3. Relevant statutory Standards and Codes of Practice for their role
4. What the ‘Duty of Care’ is in practice
5. How to create and develop a care plan based on the person’s preferences in the way they want to be supported
6. How to monitor, plan, review a care plan in response to changing physical, social, and emotional needs of individuals
7. How to lead and support others to ensure compliance with regulations and organisational policies and procedures
B. The importance of having the right values and behaviours
8. How to ensure that dignity is at the centre of all work with individuals and their support circles
9. The importance of respecting diversity, the principles of inclusion and treating everyone fairly
C. The importance of communication
10. The barriers to communication and be able to both identify, and determine, the best solutions to achieve success when communicating with the individual they are supporting
11. How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction
12. The role of advocates and when they might be involved
13. Their own, and other workers’ responsibilities for ensuring confidential information is kept safe
D. How to support individuals to remain safe from harm (Safeguarding)
14. What abuse is and what to do when they have concerns someone is being abused
15. The national and local strategies for safeguarding and protection from abuse
16. What to do when receiving comments and complaints ensuring appropriate and timely actions takes place
17. How to recognise and prevent unsafe practices in the workplace
18. The importance and process of whistleblowing, being able to facilitate timely intervention
19. How to address and resolve any dilemmas they may face between a person’s rights and their safety
E. How to champion health and wellbeing for the individuals they support and work colleagues
20. The health and safety responsibilities of self, employer and workers
21. How to keep safe in the work environment
22. What to do when there is an accident or sudden illness and take appropriate action
23. What to do with hazardous substances
24. How to promote fire safety and how to support others to so
25. How to reduce the spread of infection and support others in infection prevention and control
26. How to use and promote with others where relevant, risk assessments to enable a person centred approach to delivering care
F. How to work professionally, including their own professional development of those they support and work colleagues
27. What a professional relationship is with the person being supported and colleagues
28. How to work with other people and organisations in the interest of the person being supported
29. How to be actively involved in their own personal development plan and, where appropriate, other worker’s personal development plans
30. How to demonstrate the importance of excellent core skills in writing, numbers and information technology
31. How to develop and sustain a positive attitude and address signs and symptoms of stress in self and other colleagues
32. How to carry out research relevant to individuals’ support needs and share with others
33. How to access and apply good practice relating to their role
34. How to access and apply specialist knowledge when needed to support performance in the job role
A Lead Adult Care Worker must be able to:
A. The main tasks and responsibilities according to their job role
1. Support individuals they are working with according to their personal care/support plan
2. Take the initiative when working outside normal duties and responsibilities
3. Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking
4. Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments
5. Contribute to the development and ongoing review of care/support plans for the individuals they support
6. Provide individuals with information to enable them to exercise choice on how they are supported
7. Encourage individuals to actively participate in the way their care and support is delivered
8. Ensure that individuals know what they are agreeing to regarding the way in which they are supported
9. Lead and support colleagues to understand how to establish informed consent when providing care and support
10. Guide, mentor and contribute to the development of colleagues in the execution of their duties and responsibilities
B. Treat people with respect and dignity and honour their human rights
11. Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals
12. Support others to understand the importance of equality, diversity and inclusion in social care
13. Exhibit empathy for individuals they support, i.e. understanding and compassion
14. Exhibit courage in supporting individuals in ways that may challenge their own cultural and belief systems
C. Communicate clearly and responsibly
15. Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals
16. Use and facilitate methods of communication preferred by the individual they support according to the individual’s language, cultural and sensory needs, wishes and preferences
17. Take the initiative and reduce environmental barriers to communication
18. Demonstrate and ensure that records and reports are written clearly and concisely
19. Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working
D. Support individuals to remain safe from harm (Safeguarding)
20. Support others, to recognise and respond to potential signs of abuse according to agreed ways of working
21. Work in partnership with external agencies to respond to concerns of abuse
22. Lead and support others to address conflicts or dilemmas that may arise between an individual’s rights and duty of care
23. Recognise, report, respond to and record unsafe practices and encourage others to do so
E. Champion health and wellbeing for the individuals they support
24. Lead and mentor others where appropriate to promote the wellbeing of the individuals they support
25. Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene
26. Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition
27. Carry out fire safety procedures and manage others to do so
28. Develop risk assessments and use in a person centred way to support individuals safely including moving and assisting people and objects
29. Manage, monitor, report and respond to changes in the health and wellbeing of the individuals they support
F. Work professionally and seek to develop their own professional development
30. Take the initiative to identify and form professional relationships with other people and organisations
31. Demonstrate, manage and support self and others to work within safe, clear professional boundaries
32. Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities
33. Demonstrate continuous professional development
34. Carry out research relevant to individuals’ support needs and share with others
35. Demonstrate where necessary mentoring and supervision to others in the workplace
36. Demonstrate good team/partnership working skills
37. Demonstrate their contribution to robust recruitment and induction processes
ENTRY REQUIREMENTS
Level 3 Diploma in Adult Care
Individuals without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
Industry-specific Requirements
Undertake the Enhanced Disclosure and Barring Service process and provide the result prior to starting.
The individual must meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers that employ healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.
Individuals without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.
For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
Industry-specific Requirements
Undertake the Enhanced Disclosure and Barring Service process and provide the result prior to starting.
The individual must meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers that employ healthcare assistants and social care support workers follow these standards to make sure new staff are supported, skilled and assessed as competent to carry out their roles.
Duration
Typically 18 Months.
What could this Qualification Lead to?
This apprenticeship provides additional skills and knowledge in the occupation and supports progression into more senior positions within the sector.
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Level 5 Leader in Adult Care
Role Profile
Role Profile (what the successful candidate should be able to do at the end of the Apprenticeship)The Leader in Adult Care will guide and inspire teams to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. They will be a leader of the care team and will develop and implement a values-based culture at a service or unit level. They may be responsible for business development, financial control, organisational resilience and continuity as well as for managing risk and leading on organisational change.
A Leader in Adult Care has responsibility for managing community or residential based services. This role has a large element of leadership, whether with other care workers and networks or in leading the service itself. A successful apprentice will have met all the requirements. They have a responsibility to ensure the service is safe, effective, caring, responsive to people’s needs and well-led. They may be a registered manager of a service, unit, deputy or assistant manager. They will be responsible for ensuring regulatory compliance of the care given and the values and training of staff with established standards and regulations.
These are the personal attributes and behaviours expected of all Leaders in Adult Care carrying out their roles:
Typical job titles include registered, assistant, deputy, unit or service manager.
A Leader in Adult Care has responsibility for managing community or residential based services. This role has a large element of leadership, whether with other care workers and networks or in leading the service itself. A successful apprentice will have met all the requirements. They have a responsibility to ensure the service is safe, effective, caring, responsive to people’s needs and well-led. They may be a registered manager of a service, unit, deputy or assistant manager. They will be responsible for ensuring regulatory compliance of the care given and the values and training of staff with established standards and regulations.
These are the personal attributes and behaviours expected of all Leaders in Adult Care carrying out their roles:
- Care – is caring consistently and enough about individuals to make a positive difference to their lives
- Compassion – is delivering care and support with kindness, consideration, dignity, empathy and respect
- Courage – is doing the right thing for people and speaking up if the individual they support is at risk
- Communication – good communication is central to successful caring relationships and effective team working
- Competence – is applying knowledge and skills to provide high quality care and support
- Commitment – to improving the experience of people who need care and support ensuring it is person centred
Typical job titles include registered, assistant, deputy, unit or service manager.
A Leader in adult care must know and understand
Knowledge
Tasks and responsibilities
What the Leader in Adult Care on completion must know and understand:
Dignity and human rights
What the Leader in Adult Care on completion must know and understand:
Communication
What the Leader in Adult Care on completion must know and understand:
Knowledge
Safeguarding
What the Leader in Adult Care on completion must know and understand:
Knowledge
Health and wellbeing
What the Leader in Adult Care on completion must know and understand:
Professional development
What the Leader in Adult Care on completion must know and understand:
Knowledge
Leadership
What the Leader in Adult Care on completion must know and understand:
Skills
Tasks and responsibilities
What the Leader in Adult Care on completion must be able to do:
Skills
Dignity and human rights
What the Leader in Adult Care on completion must be able to do:
Skills
Communication
What the Leader in Adult Care on completion must be able to do:
Skills
Safeguarding
What the Leader in Adult Care on completion must be able to do:
Skills
Health and wellbeing
What the Leader in Adult Care on completion must be able to do:
Professional development
What the Leader in Adult Care on completion must be able to do:
Skills
Leadership
What the Leader in Adult Care on completion must be able to do:
Tasks and responsibilities
What the Leader in Adult Care on completion must know and understand:
- Statutory frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of services
- Systems and processes needed to ensure compliance with regulations and organisational policies and procedures including health and safety and risk management
Dignity and human rights
What the Leader in Adult Care on completion must know and understand:
- Legislation and policy initiatives on the promotion of diversity, equality and inclusion in services they lead
Communication
What the Leader in Adult Care on completion must know and understand:
- Legal and ethical frameworks in relation to confidentiality and sharing information
- Range of tools and strategies to enhance communication including technology
Knowledge
Safeguarding
What the Leader in Adult Care on completion must know and understand:
- Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements
- The elements needed to create a culture that supports whistleblowing in the organisation
Knowledge
Health and wellbeing
What the Leader in Adult Care on completion must know and understand:
- Models of monitoring, reporting and responding to changes in health and wellbeing
Professional development
What the Leader in Adult Care on completion must know and understand:
- Principles of professional development
- Goals and aspirations that support own professional development and how to access available opportunities
- Elements needed to create a culture that values learning, professional development, reflective practice and evidence based practice
- Systems and processes necessary to ensure professional development opportunities are identified, planned, sourced, evaluated and recorded for workers
Knowledge
Leadership
What the Leader in Adult Care on completion must know and understand:
- Theories of management and leadership and their application to adult care
- Features of effective team performance
Skills
Tasks and responsibilities
What the Leader in Adult Care on completion must be able to do:
- Develop and apply systems and processes needed to ensure compliance with regulations and organisational policies and procedures
- Implement strategies to support others to manage the risks presented when balancing individual rights and professional duty of care
- Develop and apply systems and processes that monitor and sustain quality of the service, including assessments, care plans and service delivery
- Lead and support others to work in a person centred way and to ensure active participation which enhances the well-being and quality of life of individuals
- Encourage and enable both staff and people who access care and support to be involved in the co-production of how the service operates
- Manage all resources in delivering complex care and support efficiently and effectively
Skills
Dignity and human rights
What the Leader in Adult Care on completion must be able to do:
- Develop and lead implementation of organisational practices to create and sustain a culture that actively champions dignity and respects diversity, inclusion and fairness in the workplace
- Develop and lead a culture that values courage in working in ways that may challenge workers’ own cultural and belief systems
Skills
Communication
What the Leader in Adult Care on completion must be able to do:
- Develop and implement organisational processes to ensure that records and reports are written clearly and concisely and to keep information safe and preserve confidentiality
- Translate policy and guidance into understandable information for a range of audiences including people who access care and support, carers and families and other colleagues
Skills
Safeguarding
What the Leader in Adult Care on completion must be able to do:
- Implement systems to train and support work colleagues to enable them to recognise and respond to potential signs of abuse and or unsafe practices, following organisational policies and procedures
- Monitor and evaluate the effectiveness of organisational policies, systems and processes for safeguarding
Skills
Health and wellbeing
What the Leader in Adult Care on completion must be able to do:
- Lead the implementation of policies, procedures and practices to manage health, safety and risk to individuals and others in health and social care to ensure compliance with legislation, standards and guidance
- Implement health and safety and risk management policies, procedures and practices to create a culture that values health and well-being in the organisation
- Monitor, evaluate and improve health, safety and risk management policies and practices in the service
Professional development
What the Leader in Adult Care on completion must be able to do:
- Apply evaluated research and evidence-based practice in own setting
- Take initiative to research and disseminate current drivers in the adult care landscape
- Embed systems to improve performance of self and/or work colleagues through supervision, reflective practice and learning and development opportunities
Skills
Leadership
What the Leader in Adult Care on completion must be able to do:
- Show a well-developed sense of their own behaviour and impact on others modelling a values-based culture
- Create a supportive culture that values initiative and innovation and recognises the variety of skills of all within the service, both workers and individuals supported
- Adopt a team approach, recognising contributions of team members and able to lead a team where required
ENTRY REQUIREMENTS
- Level 5 Diploma in Leadership and Management for Adult Care.
- Apprentices without level 2 English and maths will need to achieve this level prior to completion of their Apprenticeship.
- For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.
duration
Typically 18 months
what could this qualification lead to?
This apprenticeship can provide credits into some Higher Education programmes aligned to professional registration for those wishing to progress into Registered Practice.
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Level 4 Children, Young People and Families Practitioner
role profile
CORE: As a practitioner you will be working with children, young people and families, including carers, to achieve positive and sustainable change in their lives. You will demonstrate a passion to care for and about children, young people and families. You will be skilled in recognising and assessing the complex needs that children, young people and families often present. You will agree with the child, young person or family any specific interventions or referrals. Your approach will be one of respectful curiosity that challenges and supports children, young people and families to achieve their potential and stay safe. You will work alongside other professionals and organisations to share the responsibility for improving outcomes. Each piece of work with a child or family will be different and you will exercise judgement on a range of evidence-based approaches to inform your practice. You will regularly evaluate the effectiveness of your methods and actions. Regular supervision with an experienced practitioner will encourage reflection on your practice. At the end of the apprenticeship the high quality of your practice will be making a real difference to those that you work with.
OPTION 1: Practitioner in Children's Residential Care
You could be working in a number of settings e.g. a children’s home, a residential special school or a secure children’s home. The children might be living on their own or in a larger group. You will take the lead in developing and delivering the child's placement plan and will work with the child to support their health, education, social and day to day needs, playing a significant role in helping them to thrive and fulfil their potential.
OPTION 2: Children, Young People and Families Practitioner within the Community
You will understand the importance of and be skilled in, early intervention and safeguarding work. You will manage risk across the spectrum needs for children, young people and families'. You may work in settings as diverse as family homes, youth centres, early years, youth justice, children's centres, educational settings and the community. You will play a significant role in working across agencies to improve outcomes. You may work with particular age groups, across the full age range or specifically with families. By supporting the confidence and skills of children, young people and families you will help them to overcome barriers and maximise their independence.
OPTION 1: Practitioner in Children's Residential Care
You could be working in a number of settings e.g. a children’s home, a residential special school or a secure children’s home. The children might be living on their own or in a larger group. You will take the lead in developing and delivering the child's placement plan and will work with the child to support their health, education, social and day to day needs, playing a significant role in helping them to thrive and fulfil their potential.
OPTION 2: Children, Young People and Families Practitioner within the Community
You will understand the importance of and be skilled in, early intervention and safeguarding work. You will manage risk across the spectrum needs for children, young people and families'. You may work in settings as diverse as family homes, youth centres, early years, youth justice, children's centres, educational settings and the community. You will play a significant role in working across agencies to improve outcomes. You may work with particular age groups, across the full age range or specifically with families. By supporting the confidence and skills of children, young people and families you will help them to overcome barriers and maximise their independence.
a children, young people and families practitioner must know and understand
These are based on the kind of statements we would typically expect children, young people and families to make about the work that the practitioner has undertaken with them.
'You listened to me, understood what has happened to me and how I feel about my life, and I am confident my voice is heard'
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
Knowledge and understanding of:
For more information visit: https://www.instituteforapprenticeships.org/apprenticeship-standards/children,-young-people-and-families-practitioner-v1-0
'You listened to me, understood what has happened to me and how I feel about my life, and I am confident my voice is heard'
Knowledge and understanding of:
- Communication that enables the voice of the child, young person or family members to be heard
- Multiple factors that contribute to uncertainty in the lives of children, young people and families
- Equality, rights, diversity and cultural differences, and the values of the organisation in which you are working
- Communicates in way that enables the voice of the child, young person or family members to be heard
- Encourages individuals to engage positively with their community and relevant agencies and actively participate in the way their care and support is delivered
- Actively promotes respect, equality, diversity and inclusion
Knowledge and understanding of:
- The range of potential safeguarding risk factors (e.g. domestic violence, membership of gangs, missing children, online activity, radicalisation and Prevent agenda), the different forms of harm to children and vulnerable adults (e.g. neglect, child sexual exploitation, physical abuse, emotional abuse) and the local and national thresholds for safeguarding
- the safeguarding requirements contained within mandatory local safeguarding training or nationally accredited equivalent
- Works together with children, young people and families to keep them safe and manage risk and promoting the development of skills the family need to successfully manage risk themselves
- Works with and supports other professionals to respond to safeguarding concerns
Knowledge and understanding of:
- Child, adolescent and adult development
- The spectrum of needs and how they may be met
- The principles of effective assessment and the importance of analysis and professional judgement
- Identifies the influences on the individual and the family and supports them to make informed choices
- Leads on the development and recording of holistic plans, delivery of interventions and evaluates their effectiveness
- Identifies and addresses barriers to accessing resources
Knowledge and understanding of:
- Models for monitoring changes in a child, young person or family member’s wellbeing
- A range of evidence based interventions and their strengths and weaknesses
- Identifies and manages evidence-based approaches and evaluates their effectiveness
- Contributes to the development of a resilient, consistent and persistent approach to practice
Knowledge and understanding of:
- The duties, responsibilities, boundaries and ethical nature of the role
- Theories and guidelines underpinning sound practice
- Models clarity of purpose, clear expectations and a professional approach to decision making
- Appropriately challenges and/or offers alternative perspectives with the children, young person or family
- Contributes to own professional development
Knowledge and understanding of:
- Systems and policy frameworks for work with children, young people and families. e.g. education, health, care, employment, criminal justice, special educational needs and disabilities, first aid, safeguarding
- Applies knowledge of legal, economic and social justice systems and implements policy frameworks in support of positive outcomes for children, young people and families
Knowledge and understanding of:
- The role of professional judgement and analysis in complex situations
- The importance of considering ethics and values, challenging self and the systems in use
- Demonstrates critical evaluation of practice and insight into own emotions, behaviour and feelings, and uses these insights to challenge own practice
- Takes an active part in continuous professional development
Knowledge and understanding of:
- Techniques for establishing shared goals and outcomes when building relationships with others
- Sharing and agreeing goals and outcomes when building relationships with partner organisations, other workers, children, young people and families, to ensure appropriate and timely support
For more information visit: https://www.instituteforapprenticeships.org/apprenticeship-standards/children,-young-people-and-families-practitioner-v1-0
ENTRY REQUIREMENTS
Apprentices must work in line with the code of conduct for healthcare support workers and adult social care workers in England.
Duration
Typically 24 months for new entrants. For those with relevant qualifications and experience in the health and social care field, 12 to 18 months
What could this qualification lead to?
This apprenticeship can provide credits into some Higher Education Programmes aligned to professional registration for those wishing to progress into Registered Practice.
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Level 5 Children, Young People and Families Manager
Role profile
As a Children, Young People and Family Manager you will ensure direction, alignment and commitment within your own practice, your team(s), your organisation and across partnerships to help children, young people and families aspire to do their best and achieve sustainable change. You will build teams, manage resources and lead new approaches to working practices that deliver improved outcomes and put the child, young person or family at the centre of practice.
You may work either as a Manager in Children's Residential Care or as a Children, Young People and Families Manager in the Community in a range of settings in local authorities, within health organisations, educational and early years settings or children's centres, as well as a wide range of private voluntary and community organisations. You could be solely responsible for the management of a team or service, or be part of a management team. To deliver effectively on a wide range of outcomes you will work on a multi agency basis with professionals from a wide range of backgrounds, as well as team leaders and managers from your own organisation.
With a focus on excellence in practice and improved performance, you will encourage Children, Young People and Family Practitioners to gain the skills, knowledge, attitudes and behaviours that will enable them to actively support each child, young person, young adult and family to achieve their potential. You will inform and improve practice by acting on research and new developments into how the needs of children, young people and families are best met. You will model the behaviours that encourage reflective practice, professional confidence and humility. You will challenge and support practitioners and ensure their practice is safe. You will develop and lead an ethos that will enable and inspire practitioners to make a real difference to the lives of children, young people and families.
You may work either as a Manager in Children's Residential Care or as a Children, Young People and Families Manager in the Community in a range of settings in local authorities, within health organisations, educational and early years settings or children's centres, as well as a wide range of private voluntary and community organisations. You could be solely responsible for the management of a team or service, or be part of a management team. To deliver effectively on a wide range of outcomes you will work on a multi agency basis with professionals from a wide range of backgrounds, as well as team leaders and managers from your own organisation.
With a focus on excellence in practice and improved performance, you will encourage Children, Young People and Family Practitioners to gain the skills, knowledge, attitudes and behaviours that will enable them to actively support each child, young person, young adult and family to achieve their potential. You will inform and improve practice by acting on research and new developments into how the needs of children, young people and families are best met. You will model the behaviours that encourage reflective practice, professional confidence and humility. You will challenge and support practitioners and ensure their practice is safe. You will develop and lead an ethos that will enable and inspire practitioners to make a real difference to the lives of children, young people and families.
a Children, Young People and Families Manager must know and understand
Behaviours: the values and behaviours expected of a Children, Young People and Family Manager
Care: Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice
Compassion: Consideration and concern, combined with robust challenge and support
Courage: Having honest conversations and encouraging practitioners to offer their own solutions to improving practice
Communication: Building relationships with practitioners, peers and partner organisations
Competence: Knowing the business, knowing what good practice looks like in others and having a relentless focus on delivering improved outcomes
Commitment: Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD
Core Requirements – knowledge and skills: These are based on the kind of statements we would typically expect practitioners to make about their manager
'You provided direction and ensured we worked as a cohesive team'Knowledge and understanding of:
Care: Respecting and valuing practitioners, encouraging and enabling them to deliver excellent practice
Compassion: Consideration and concern, combined with robust challenge and support
Courage: Having honest conversations and encouraging practitioners to offer their own solutions to improving practice
Communication: Building relationships with practitioners, peers and partner organisations
Competence: Knowing the business, knowing what good practice looks like in others and having a relentless focus on delivering improved outcomes
Commitment: Demonstrating a strong moral purpose, modelling the ethos and building the skills of others and retaining and maintaining and own practice skills through effective CPD
Core Requirements – knowledge and skills: These are based on the kind of statements we would typically expect practitioners to make about their manager
'You provided direction and ensured we worked as a cohesive team'Knowledge and understanding of:
- Current research and development in the health and social care sector
- Theories underpinning the learning, development and motivation of individuals and teams
- The role of the team and the internal and external environment in which it operates
- Maintains and develops a leadership style that sets the ethos, aims and approach to the work
- Manages the application of professional judgement, standards and codes of practice
- Creates a strong sense of team purpose
- Values and ethics and the principles and practices of diversity, equality, rights and inclusion
- Approaches to dignity and respect
- Models an ethos that actively promotes equality, resilience, dignity and respects diversity and inclusion
- Actively seeks the views of others
- The principles and practice of supervision with their staff
- The theories and up-to-date research and best practice that underpin practice decision making
- The working practices surrounding legislation, national and local solutions for safeguarding and risk management of children, young people and families
- A healthy, safe and stimulating environment that fulfils health & safety legislation and requirements
- The safeguarding requirements contained within mandatory local safeguarding training or nationally accredited equivalent
- Develops and delivers good quality supervision practice and decision making
- Demonstrates evidence based practice and models the effective use of up to date research and theories
- Identifies and manages risk
- Monitors, evaluates and improves the working environment to ensure it is safe
- The principles and practice of statutory frameworks, standards, guidance and Codes of Practice
- The quality assurance of health and social care in line with OFSTED, CQC and other regulatory bodies
- Approaches to developing and implementing improvement, including use of data
- The theories of intervention that meet the needs of children, young people and adults within the family
- Sets clear, measurable objectives
- Uses data to evaluate the effectiveness of outcomes
- Develops, facilitates and leads changes in working practices that deliver improved outcomes
- Actively encourages the participation of children, young people and families in service improvement
- Manages the quality assurance of the service provided and proposes improvements
- The practice and principles of resource management
- How to create engagement and innovation in the development of practice
- The commissioning cycle and its application
- Manages and deploys total resource (e.g. people, finance, IT property) to maximise outcomes
- Mobilises collective action across service boundaries and within the community to manage resources
- Commissions and contract manages external providers
- Inter-agency and multi-agency work and its role in ensuring positive outcomes
- Techniques to influence, persuade and negotiate with others
- Collaborates with partner agencies and resolves complex issues to achieve best outcomes
- Builds an ethos of learning and continuous improvement across partner organisations
- Principles of: reflective practice; how people learn; effective continuing professional development
- Academic research, evidence-based data, policy developments, practice developments
- Evaluates practice of team members
- Assesses learning styles of self and team members and identifies development opportunities
- Listens to, challenges and supports practitioners
- Engages in reflective practice and develops a learning culture across the team
Entry Requirements
Undertake the Disclosure and Barring Service process and provide the result.
duration
Typically 24- 30 months if you do not possess one of the mandatory qualifications listed below, otherwise 12 to 18 months
what could this qualification lead to?
This apprenticeship can provide credits into some Higher Education programmes aligned to professional registration for those wishing to progress into Registered Practice.
