APPRENTICESHIPS

Qualification overview:

This qualification is designed to allow learners to obtain and demonstrate the skills and knowledge to work as a team leader or supervisor.

Who is this qualification suitable for?

This qualification is for learners employed in a team leading or supervising role

Benefits of completing this qualification:

Understand different leadership styles and the benefits of coaching to support people and improve performance and staff wellbeing, to provide quality and competitive services or products, as well as product innovation, understanding strategic planning and data management. This knowledge will help team leaders and supervisors to assist managers and deputy managers to run a harmonious business, with motivated staff, providing quality and competitive services.

Subjects covered:

Managing staff performance using KPIs,

Quality management, ensuring the setting is offering a quality service, and following legislation and quality regimes.

Product innovation, producing business cases for changes, financial management, and understanding strategic planning

Best practice in supporting staff wellbeing and motivation,

Theories of leadership and management

Data management

Time to complete:

Minimum completion of the qualification is 13 months, but for apprenticeships would also need the EPA, which could take 6 months to prepare and complete.

Qualification overview:

The APS has brought together; the Sales Executive Apprenticeship standards, the Sales National Occupational Standards, the APS Sales Professionalism Framework and industry roles and requirements. By using all these elements of the sales journey, the APS has developed an inclusive, relevant, robust and worthwhile set of professional sales apprenticeship programmes and qualification programmes that satisfy both national standards and industry roles and requirements.

The qualification will include a number of projects and assignments that will prepare all candidates for the End Point Assessment, this is carried out in partnership with the learner, the employer, the End Point Assessor and Smart Training and will cover:

• A Work-Based Project, which includes a number of work-based case studies
• A Presentation of the apprentice’s organisation’s product/services, including a sales pitch, (which can be appropriately questioned by the assessor)
• A Professional Discussion (supported by the learning journal/achievement record), which includes:
• A structured Q&A session
• An exploratory discussion

Who is this qualification suitable for?

The APS apprenticeship programme is aimed at sales executive level learners who intend to develop and gain formal recognition of their knowledge, skills, behaviours and competence of working in sales or in an advancing sales professional role at this level.

The APS apprenticeship programme is suitable for sales executive level learners working in, or hoping to work in, a variety of executive sales or executive sales professional roles, either developing sales business, developing customer sales, or working with key accounts.

Subjects covered:

• Knowledge
• Organisational knowledge
• Product, service and sector knowledge
• Market knowledge
• Customer knowledge
• Commercial and financial acumen
• Digital knowledge

Skills

• Sales planning and preparation
• Customer engagement
• Customer needs analysis
• Propose and present solutions
• Negotiate
• Closing sales
• Gathering intelligence
• Time management
• Collaboration and team-work
• Customer experience management
• Digital skills

Professional Behaviours and Values

• Ethics and integrity
• Proactivity
• Self-discipline
• Resilience and self-motivation
• Continuous professional development

Benefits of completing this qualification:

Sales professionals are enrolled as ‘associate members’ of the Association of Professional Sales, have access to content and insight from leading global sales organisations and interact with other sales professional and experts 

By achieving the APS apprenticeship programme learners will cover the required essentials of working in a variety of executive sales or executive sales professional roles, with respect to sales organisation and sales operations at this level. The core units cover the extremely important areas of; building and maintaining effective relationships, managing sales territories, sales presentations and negotiating and handling objections. The range of optional units allows learners the scope to choose those areas most relevant to them, including but not limited to: monitoring and evaluating sales information, determining selling priorities, using sales technology systems, obtaining and analysing sales related information and professional development. The units are competence-based units and include the relevant knowledge, skills, behaviour and practical elements of working in a variety of executive sales or executive sales professional roles, with respect to sales organisation and sales operations at this level.

Learners who achieve this APS level 4 sales apprenticeship programme, can progress onto the APS Level 5 Certificate/Diploma in Advanced Sales Professionalism (VRQ). They can also progress onto other relevant qualifications and Apprenticeship programmes eg Graduate Apprenticeship programme (Level 6)

Qualification overview:

The qualification compromises real work-based projects assignments surrounding the management of team performance and business improvement processes. The learning content and activities are completed through observation of practice, written work, workplace evidence and knowledge-based questions.

The observations are carried out as you carry out various aspects of a management role such as leading meetings and working within teams. 

Attendance at a study day once a month is compulsory to gain the core knowledge and theory content embedded within the qualification. Maths and English Functional Skills up to level 2 will need to be achieved to gain a full apprenticeship qualification before the End Point Assessment (EPA). The scheme of work allocates monthly tasks to complete and submit to the tutor or online e-portfolio. Timely feedback and support is given by your tutor to support in completion of the assignments and portfolio of evidence.

EPA is required for this qualification which will involve the employer agreeing when the learner is ready to go through the Gateway point for EPA. The EPA will consist of a knowledge test, CPD discussion, presentation of a work-based project and a Q&A session. During the EPA the learner, employer, training provider and independent EPA organisation will be in attendance.

Who is this qualification suitable for?

The qualification is suitable for anyone within a management role who manages teams, project management, project collaboration, leading meetings, managing audits, company targets and implementing plans.

It could be suitable for anyone that demonstrates management and leadership skills and is accountable to a senior manager or business owner.

Time to complete:

Minimum completion of the qualification is 13 months and for apprenticeships including EPA the duration is up to 18 months to complete.

Example topics covered:

• Managing staff performance and KPIs

• Coaching and mentoring

• Quality management  

• Product innovation

• Collaborative working 

• Financial budgeting

• Theories of leadership and management

• Time management 

• Business change

Benefits of completing this qualification:

The benefits to completing a management course for you and the company is the increased productivity of employees through motivation and the education of the teams around them. As a manager’s confidence increases so can their ability to implement company strategy, make improvements and train staff successfully, motivate and also implement better conflict resolution.

Individuals will have better interpersonal skills; feel more secure in their role, gain confidence in leadership and management and understand what kind of manager you are and next steps for where you want to be.

Knowledge and understanding gained on management and leadership styles will support and improve staff performance, wellbeing, provide quality, competitive services or products, product innovation, understanding of strategic planning and data management for business improvement.

This knowledge will assist managers and deputy managers to run a harmonious business, with motivated staff, providing results to enhance teams and business.

Diploma in Leadership for Health and Social Care and Children and Young People’s Services

(England) (QCF) 

Qualification overview:

The qualification is a collection of units surrounding the management of a childcare setting. The childcare qualification is completed through observation of practice, written work and workplace evidence. The observations are completed in a variety of ways depending on the company and access. Attendance at a study day once a month is compulsory and Maths, English and ICT tests at level 2 will need to be completed to gain a full qualification. The scheme of work allocates monthly tasks to complete and timely feedback and support is given by your assessor to complete the work.

Who is this qualification suitable for?

The qualification is suitable for anyone within a management role who manages a team, who is involved in managing and implementing company policies and procedures, supporting children and families, managing the curriculum, induction, meetings, audits and company targets and plans. It could be suitable for anyone that demonstrates management and

leadership skills within the childcare setting. 

Subjects covered:

• Health and Safety Management,

• Continuing Professional Development,

• Child Development, Partnership Working,

• Equality and Diversity,

• Well-being and Resilience,

• Induction and Recruitment

• Completing a Research Project of your own choice.

Benefits of completing this qualification:

The benefits to completing the childcare level 5 course for you and the company is the increased knowledge to the setting and for your own personal development in understanding the impact of legislation and theory on actual practice. The course will enable you to make changes whilst improving the quality of the childcare given and work with others supporting them with the knowledge you have gained. The course will promote thinking skills and developing knowledge of issues that children and families face today and how childcare settings can support individuals. It may also start you on a pathway to a degree in higher education.

Time to complete:

18 months but can be completed sooner.

Children and Young People's Workforce

Qualification overview:

This qualification helps learners to develop and demonstrate competence in working with children and young people in roles such as assistants in children’s centres, day nurseries, nursery schools and nursery classes, nursery nurses, care workers and registered childminders. 

Who is this qualification suitable for?

This qualification is for learners who have just started working with children and young people or for those who have been working in a childcare setting and are just beginning to start their studies. This qualification is suitable for learners who are currently employed or on placement. 

Subjects covered:

Within this qualification there are a wide

range of subjects covered such as:

• Child development
• Health and safety
• Equality and diversity
• Working in partnership
• Communication
• Safeguarding

Benefits of completing this qualification:

By completing this course along with the Maths and English you will be able to be counted in ratio within a childcare setting. You will be able to improve your practical competency as well as your subject knowledge with children and young people. This will help you to develop your role within your workplace whilst your knowledge improves, and you understand in more detail how to support the children you care for. 

Time to complete: 1 year

Diploma in Children’s Learning and Development (Early Years Educator) Level 3

Qualification overview:

This level 3 childcare qualification is completed through observation of practice, written work and workplace evidence. The observations are completed over a period of 18 months to ensure learner competence in their setting. The scheme of work allocates monthly tasks to complete and timely feedback and support is given by the tutor to complete the work.  

Once the learner has completed the Level 3 qualification as well as achieving functional skills Maths and English at Level 2 (if not already attained) and a Paediatric First Aid qualification, they will be entered for the End Point Assessments (EPA) which require learners and employers to agree the learner is ready to go ‘through the gateway’ and pass a knowledge test and a professional discussion, underpinned by the learner’s portfolio.  

Achievement of this qualification allows the setting to include learners within the ratio requirements for the supervision of children.

Who is this qualification suitable for?

This qualification is suitable for anyone working with young children under 8 years.  Learners should be in such roles as a key worker (having at least two key children) and be completing regular duties within a setting on a daily basis.  They may either be working on their own or supervising others to deliver the Early Years Foundation Stage (EYFS) requirements set by the Government for the learning, development and care of children from birth to 5 years.  

Learners will need to have access to the setting’s policies and procedures and have support from a mentor, daily. They will need to be involved in the planning and observation/assessment cycle for the children within their team.  They should have access to regular training surrounding safeguarding and Prevent and health and safety.

Subjects covered:

• Child protection, Safeguarding & Prevent
• Fundamental British Values
• Continuing Professional Development
• Health and Safety
• Planning cycle and Curriculum Development
• Partnership with Parents and other agencies
• Child Development covering all areas of development
• Diversity, equality and inclusion

Benefits of completing this qualification:

On completion, learners will have a level 3 qualification with functional skills English and maths (Level 2) and able to be counted within ratio in a childcare setting.

You will be recognised as an Early Years Educator and can progress onto further qualifications or gain a new role. They will understand how child development and theory can be linked and support children’s individual needs.  They will be able to support others in their course and become a mentor.

Time to complete:

18 months is usual, but learners can complete sooner, and then enter the EPA process.  

Children, Young People & Families Manager within the Community, Manager in Children's Residential Care

Qualification overview:

The qualification is a collection of units surrounding the management of a childcare setting. The qualification is completed through observation of practice, written work and workplace evidence.  Observations are completed in a variety of ways depending on the company and access agreements.  Attendance at a study day once a month is compulsory and Maths and English tests at level 2 will need to be completed.  The scheme of work allocates monthly tasks to complete and timely feedback and support is given by the tutor to enable the required work to be completed. 

Once the mandatory qualification has been achieved, as well as L2 Maths and English Functional Skills or equivalent, the learner has achieved all of the requirements included in the knowledge, skills and behaviour requirements and learners prove they have a current DBS certificate, they will be entered into the End Point Assessment (EPA)  gateway.  The EPA will consist of a Situational Judgement Test and a Competence Interview. The overall grade that can be achieved are pass, merit and distinction.

Who is this qualification suitable for?

The qualification is suitable for anyone within a management role who manages a team, who is involved in managing and implementing company policies and procedures, who supports children and families, manages the curriculum, induction, meetings, audits and company targets and plans, while working with multi agency professionals to deliver improved outcomes. It is suitable for those who demonstrate management and leadership skills within a childcare setting.

Subjects covered:

• Health and Safety Management,
• Continuing Professional Development,
• Child Development, Partnership Working,
• Equality and Diversity,
• Well-being and Resilience,
• Induction and Recruitment
• Completing a Research Project of your own choice.

Benefits of completing this qualification:

The benefits of completing the childcare level 5 course is that learners will have an increased knowledge and understanding of the impact of legislation and theory on actual practice. Learners will ensure direction, alignment and commitment within their own practice, that of the team, the organisation and across partnership with multi agency teams to help children, young people and families aspire to do their best and achieve sustainable change. Learners will be able to 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. The course will promote thinking skills and develop knowledge of issues that children and families face today and how childcare settings can support individuals. It may also start learners on a pathway to a degree in higher education.

Time to complete:

18 months but can be completed sooner.

Diploma in Children’s Learning and Development (Early Years Educator) Level 3

Qualification overview:

The level 3 childcare qualification is completed through observation of practice, written work and workplace evidence. The observations are taken over a period of 18 months to ensure competence in your setting. The scheme of work allocates monthly tasks to complete and timely feedback and support is given by your tutor to complete the work.

Who is this qualification suitable for?

This qualification is suitable for anyone working with young children under 8 years. You should (but this can be discussed) be a keyworker and be completing regular duties within a setting on a daily basis. You will need to have access to company policies and procedures and have support from a mentor daily. You will need to be involved in the planning and observation/assessment cycle for the children with your team. You should have access to regular training surrounding safeguarding and health and safety.

Subjects covered:

• Child protection & Safeguarding
• Prevent and British Values
• Continuing Professional Development
• Health and Safety
• Planning cycle and Curriculum Development
• Partnership with Parents and other agencies
• Child Development looking at all areas of development
• Diversity, equality and inclusion

Benefits of completing this qualification:

On completion you will have a level 3 qualification with functional skills and able to be counted in ratios in a childcare setting.

You will be recognised as an Early Years Educator and can progress onto other qualifications or find a new role. You will understand how child development and theory can be linked and support children’s individual needs. You will be able to support others in their course and become a mentor.

Time to complete:

18 months but can be completed sooner.

Qualification overview:

Providing frontline care for vulnerable adults within their own homes, day care centres, residential and nursing homes and other healthcare settings, 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.

Learners will have such roles as: 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.  

Qualifications:

• Level 2 Diploma in Care

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.

All learners must undertake the Enhanced Disclosure and Barring Service (DBS) 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.

Learners will be expected to exhibit personal attributes and behaviours, including: care, compassion, courage, communication, competence and commitment, consistently throughout the apprenticeship.  

Subjects covered:

• Understanding the job learners do, their main tasks and responsibilities, limits of their role, codes of practice, ‘duty of care’, care planning, meeting the needs of those they care for, working within the settings’ policies and procedures
• Having the appropriate values and behaviours
• The importance of effective communication
• Safeguarding, health & safety
• Personal Professional development
• The limits of the learner’s role
• Treating people with respect and dignity and honouring their human rights
• Championing health and well-being for the individuals supported and work colleagues 

Benefits of completing this qualification:

Successful learners will be This assessment strategy, when delivered by high-quality learning providers and assessed by independent assessment organisations will ensure that candidates can progress towards the achievement of an Adult Care Worker Apprenticeship as the first step in a career as a professional care worker.

Time to complete:

A minimum of 12 months plus time for the EPA

EPA

The synoptic end point assessment will include two distinct components. Firstly, the completion of a situational judgement test answered through a multiple choice exercise (but not necessarily undertaken as an online or computer-based test) and secondly a professional discussion. To achieve final certification, the apprentices must have completed and achieved these end point assessments in addition to the 15 standards as set out in the Care Certificate and the Diploma. The assessment will demonstrate that the apprentice can apply their knowledge, skills and behaviours in an integrated way and will satisfy the requirements for the award of an apprenticeship certificate

Level 3 Diploma in Adult Care.

Qualification overview:

Successful learners will lead frontline care for vulnerable adults within their own homes, day care centres, residential and nursing homes and other health care settings.  

Who is this qualification suitable for? 

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.

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.

Who is this qualification suitable for?

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.

Subjects covered:

A Lead Adult Care Worker must know and understand:

A. The job they have to do, their main tasks and responsibilities

1. 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

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

Time to complete: 18 months, but can be completed sooner, plus time for the EPA

Coming soon!