Health and social care apprenticeships

The college offers the following health and social care apprenticeships:

 Adult Care Worker – Level 2  Healthcare Support Worker – Level 2  Lead Adult Care Worker – Level 3  Lead Practitioner in Adult Care – Level 4  Leader in Adult Care – Level 5  Senior Healthcare Support Worker – Level 3

ADULT CARE WOKER - ST0005

Role profile

Adult care workers are 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. 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. 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. 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. 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.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

An adult care worker must know and understand: • The job they have to do, their main tasks and responsibilities: The tasks and responsibilities of the job role relevant to the context of the service in which they are working which could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care.

Professional boundaries and limits of their training and expertise. Relevant statutory standards and codes of practice for their role. What the ‘duty of care’ is in practice.

How to contribute towards the development and creation of a care plan underpinned by the individual’s preferences in regard to the way they want to be supported.

How to identify, respond to and escalate changes to physical, social, and emotional needs of individuals. How to access, follow and be compliant with regulations and organisational policies and procedures. • The importance of having the right values and behaviours: How to support and enable individuals to achieve their personal aims and goals. What dignity means in how to work with individuals and others. The importance of respecting diversity and treating everyone equally. • The importance of communication: The barriers to communication. The impact of non-verbal communication. The importance of active listening. How the way they communicate can affect others. Different forms of communication e.g. signing, communication boards. How to find out the best way to communicate with the individual they are supporting. How to make sure confidential information is kept safe.

• How to support individuals to remain safe from harm (safeguarding): What abuse is and what to do when they have concerns someone is being abused. National and local strategies for safeguarding and protection from abuse. What to do when receiving comments and complaints. Recognising unsafe practices in the workplace. The importance and process of whistleblowing.

How to address any dilemmas they may face between a person’s rights and their safety. • How to promote health and wellbeing for the individuals they support and work colleagues: The health and safety responsibilities of self, employer and workers. Keeping safe in the work environment. What to do when there is an accident or sudden illness. What to do with hazardous substances. Promoting fire safety. Reducing the spread of infection.

What a risk assessment is and how it can be used to promote person centred care safely. • How to work professionally, including their own professional development: What a professional relationship is with colleagues and the person being supported. Working together with other people and organisations in the interest of the person being supported.

Being actively involved in their personal development plan. The importance of excellent core skills in writing, numbers and information technology. Developing, sustaining and exhibiting a positive attitude and personal resilience. Where and how to access specialist knowledge when needed to support performance of the job role.

SKILLS

An adult care worker will gain skills in the following areas: • The main tasks and responsibilities according to their job role: Support individuals they are working with according to their personal care/support plan. Ask for help from an appropriate person when not confident or skilled in any aspect of their role. Provide individuals with information to enable them to have choice about the way they are supported. Encourage individuals to participate in the way their care and support is delivered. Ensure the individual knows what they are agreeing to regarding the way in which they are supported. Contribute to the on-going development of care/support plans for the individual they support.

Support individuals with cognitive, physical or sensory impairments. • Treating people with respect and dignity and honouring their human rights: Ensure dignity is at the centre of all work with the individuals they support, their families, carers and advocates. Demonstrate all work is person centred, accommodating the individual’s needs, wishes and preferences.

Demonstrate empathy (understanding and compassion) for individuals they support.

Demonstrate courage in supporting people in ways that may challenge their personal/ cultural beliefs. • Communicating clearly and responsibly:

Speak clearly and exhibit positive nonverbal communication to individuals, families, carers and advocates. Use the preferred methods of communication of the individual they support according to their language, culture, sensory needs and their wishes. Identify and take steps to reduce environmental barriers to communication.

Demonstrate they can check for understanding. Write clearly and concisely in records and reports. Keep information safe and confidential according to agreed ways of working. • Supporting individuals to remain safe from harm (safeguarding): Recognise potential signs of different forms of abuse. Respond to concerns of abuse according to agreed ways of working. Recognise, report and challenge

unsafe practices. • Championing health and wellbeing for the individuals they support and for work colleagues: Promote the health and wellbeing of the individual they support. Move people and objects safely. Demonstrate how to reduce the spread of infection, including use of best practice in hand hygiene.

Demonstrate the promotion of healthy eating and wellbeing by ensuring individuals have access to fluids, food and nutrition.

Demonstrate how to keep people, buildings and themselves safe and secure. Carry out fire safety procedures when required. Use risk assessments to support individuals safely. Recognise symptoms of cognitive impairment, e.g. dementia, learning disabilities and mental health. Monitor and report changes in health and wellbeing for individuals they support. • Working professionally and seeking to develop their own professional development:

Reflect on own work practices. Demonstrate the development of their own skills and knowledge, including core skills in writing, numbers and information technology.

Demonstrate their contribution to their development plan. Demonstrate ability to work in partnership with others to support the individual. Identify sources of support when conflicts arise with other people or organisations. Demonstrate they can work within safe, clear professional boundaries.

Show they can access and apply additional skills required to perform the specific job role competently.

BEHAVIOUR

Apprentices will develop the personal attributes and behaviours expected of all adult care workers: • Care: Consistently caring about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity and respect • Courage: Does ‘the right thing’ for people and speaks up if the individual they support is at risk • Communication: Good communication is central to successful caring relationships and effective team working • Competence: Applies knowledge and skills to provide high quality care and support • Commitment: Committed to improving the experience of people who need care and support and ensures it is person-centred

SUMMARY

Qualification Level Length

Delivery model

Entry requirements

Maths and English

Apprentice support and assessment

Progression

Employer support

Care TQUK Level 2 Diploma 2 12-18 months (including the End Point Assessment period of three months) In the workplace with 20% off-the-job training. Roll-onroll-off Level 1 in English and Maths. For those with an education, health and care plan or a legacy statement, the apprenticeship’s English and maths minimum requirement is Entry Level 3. British Sign Language qualification is an alternative to English qualifications for whom this is their primary language Candidates without GSCE Maths and English Grades 4-9 or A-C or equivalent will need to undertake Maths and English Functional Skills Level 2 alongside their apprenticeship and take the Level 2 test before the End Point Assessment (EPA). A qualified assessor - allocated to the apprentice - will provide an induction, regular assessments and ongoing progress reviews in the workplace. This apprenticeship provides an ideal entry into the occupation and supports progression within the sector. An Account Manager will support and guide employers throughout the process.

HEALTHCARE SUPPORT WORKER - ST0135

Role profile

Healthcare support workers work as part of a team providing high quality and compassionate care to individuals. They carry out well-defined routine clinical duties, such as monitoring an individual’s condition and checking on their overall progress, comfort and wellbeing and, depending on where they work, may also help individuals to eat, drink, wash, dress or go to the toilet Healthcare support workers will prepare individuals for healthcare activities carried out by other members of the healthcare team, looking after them before, during and/or after those activities in line with their care plan. They will also carry out non-clinical duties which, depending on where they work, could include keeping records, making beds, tidying the work area, or returning or cleaning the equipment used during a clinical activity. Healthcare Support Workers work in a range of healthcare settings and the team may include workers from both health and social care. They will report to a registered healthcare practitioner who will directly or indirectly supervise their work. During the first part of this programme, apprentices will be you supported to achieve the Care Certificate which forms part of their induction and covers the fundamental skills needed to provide quality care.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

Apprentices will develop knowledge of: • Communication: The importance of communicating effectively at work; how to communicate with individuals with specific language needs or wishes; ways to make themself understood; how to reduce problems with communication. • Legislation: Policies and local ways of working; handling information; hot to keep information confidential; importance of recording and storing patient information securely and what to do if it is not considered to be so. • Health intervention: How to do routine clinical tasks, eg check blood pressure, temperature, weight, delegated from a registered nurse of other healthcare professional; the signs and symptoms of a person who is experiencing pain or discomfort; how to promote and support a person’s physical health and wellbeing; importance of hydration, nutrition and food safety; daily living activities and which ones will be supported by the healthcare support worker; signs of a person whose health and wellbeing is deteriorating and how to report changes and deterioration. • Person-centred care and support: What it means to give person-centred care and support; the importance of gaining consent; importance of getting people actively involved in their own care; importance of giving people choices about their care; why treating people as valuable and unique individuals makes a big difference in how they feel. • Dementia, cognitive issues, mental health:

Main forms of mental ill health and their impact on people’s lives; possible signs of limitations in mental capacity and what to do when they are noticed; possible signs of mental health, dementia and learning disability in people; why depressions, delirium and the normal ageing process may be mistaken for dementia; importance of early diagnosis in relation to dementia and other cognitive issues; how to report change of deterioration. • Basic life support: How to perform basic life support. • Physiological measurements: Range of

physiological states that can be measured including body temperature, weight, height, blood pressure, pulse and breathing rate; normal rate of physiological measurements. • Personal and people development: Role and the responsibilities and duties of the job; importance of working in ways agreed by the employer and following codes of conduct; working relationships and the importance of working well with other people; where to go for help and support about work-related issues; importance of personal development and how to reflect on work; creating a personal development plan. • Health safety and security: Legislation, policies and local ways of working which relate to health and safety at work; personal responsibilities and the responsibilities of others relating to health and safety at work; what to do in situations that could cause harm to themself or others; how to handle hazardous materials and substances; what to do when there is an accident or sudden illness. • Duty of Care: Meaning of ‘duty of care’ and why it is important; support available in difficult situations or when someone makes a complaint. • Safeguarding: Legislation, policies and local ways of working about safeguarding and protection from abuse; signs of abuse and what to do if abuse is suspected; how to reduce the chances of abuse. • Infection prevention and control: Legislation, policies and local ways of working that help to prevent infection; the meaning of ‘risk’ and

‘risk assessment’; the importance of good personal hygiene and hand washing; how to select the right PPE; how infections start and spread; importance of cleaning disinfecting and maintaining and clean workplace to reduce the risk and spread of infection; meaning of antimicrobial resistance. • Moving and handling: Why people and objects

need to be moved safely; how to move and position people safely; how to move and handle equipment safely; agreed ways of working when moving people and how to identify risks. • Equality and diversity: Legislation, policies and local ways of working; why equality is importance and how discrimination can happen at work.

SKILLS

Apprentices will gain skills in the following areas: • Communication: Communicating effectively with individuals, their families, carers and healthcare practitioners using a range of techniques, keeping information confidential; handling information (record, report and store information) related to individuals in line with local and national policies. • Health intervention: Supporting individuals with long term conditions, frailty and end of life care; identifying and responding to signs of pain or discomfort; promoting physical health and wellbeing of individuals; assisting with an individual’s overall comfort and wellbeing; supporting individuals with activities of daily living; recognising deteriorations in health, long term conditions, physiological measurements, skin integrity and reporting appropriately; reporting any changes in physical health needs as appropriate. • Person-centred care and support:

Demonstrating what it means in practice to provide person-centred care and support. • Dementia, cognitive issues, mental health:

Promoting mental health and wellbeing; recognising limitations in mental capacity and responding appropriately; recognising and responding to signs of poor mental health for example dementia, depression, anxiety or other cognitive issues; recognising and reporting deterioration in an individual’s

mental health. • Basic life support: Performing basic life support for individuals using appropriate resuscitation techniques and equipment • Physiological measurements: Undertaking a range of physiological measurements using the appropriate equipment including height, weight, temperature, pulse, breathing rate and blood pressure. • Personal and people development: Taking responsibility for, and prioritising and reflecting on, own actions and work; working as part of a team, seeking help and guidance when necessary; maintaining and further developing own skills and knowledge through development activities; maintaining evidence of personal development and actively preparing for an participating in appraisals. • Health, safety and security: Maintaining a safe and healthy working environment; taking appropriate action in response to incidents or emergencies following local guidelines. • Duty of care: Following the principles for implementing a duty of care, always acting in the best interest of individuals to ensure they do not come to harm. • Safeguarding: Following the principles of safeguarding and protection. • Infection prevention and control: Using a range of techniques for infection prevention and control including waste management, hand washing and the use of Personal

Protective Equipment (PPE) • Moving and handling: Moving and positioning individuals, equipment and other items safely • Equality and diversity: Following the principles of equality, diversity and inclusion.

areas of concern and work to best practice • Being adaptable, reliable and consistent; show discretion; show resilience and selfawareness

BEHAVIOUR

Apprentices will demonstrate the following behaviours: • Treating people with dignity, respecting individual’s diversity, beliefs, culture, values, needs, privacy and preferences • Showing respect and empathy for those you work with, have the courage to challenge

SUMMARY

Qualification Level Length Delivery model

Entry requirements Maths and English

Apprentice support and assessment

Progression

Employer support

Healthcare Support Worker 2 12-18 months Can be delivered in the workplace and supported by online learning, clinical specialism workshops and face- to- face support. Grades 9 (A*) -3 (D) or equivalent in maths and English Apprentices without maths and/or English at Level 1 must achieve these prior to taking the end point assessment. Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Completion of the qualification will enable apprentices to progress to the Senior Healthcare Support Worker level 3 apprenticeship. A dedicated account manager will guide and support employers throughout the programme.

LEAD ADULT CARE WORKER - ST0006

Role profile

A lead adult care worker leads frontline care for vulnerable adults within their own homes, day centres, residential nursing homes and other healthcare settings. 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. In addition, they have responsibility for providing supervision, frontline leadership, guidance and direction for others, or working autonomously, exercising judgement and accountability. Lead adult care workers make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. They 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 they will be instrumental in improving the health and wellbeing of those receiving care and support. In some circumstances, lead adult care workers 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. 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.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

A lead adult care worker must know and understand: • The job they have to do, their main tasks and responsibilities: Their job roles and other worker roles relevant to the context of the service in which they are working which could include supporting with social activities, monitoring health, assisting with eating, mobility and personal care. Both their own and other workers’ professional boundaries and limits training and expertise.

Relevant statutory Standards and Codes of

Practice for their role. What the ‘Duty of Care’ is in practice. How to create and develop a care plan based on the person’s preferences in the way they want to be supported. How to monitor, plan, review a care plan in response to changing physical, social, and emotional needs of individuals. How to lead and support others to ensure compliance with regulations and organisational policies and procedures. • The importance of having the right values and behaviours: How to ensure that dignity is at the centre of all work with individuals and their support circles. The importance of respecting diversity, the principles of inclusion and treating everyone fairly. • The importance of communication:

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. How to communicate clearly both verbally and non-verbally and able to influence others to maximise the quality of interaction. The role of advocates and when they might be involved. Their own, and other workers’ responsibilities for ensuring confidential information is kept safe. • How to support individuals to remain safe from harm (safeguarding): What abuse is and what to do when they have concerns someone is being abused. The national and local strategies for safeguarding and protection from abuse. What to do when receiving comments and complaints ensuring appropriate and timely actions takes place. Recognising and preventing unsafe practices in the workplace. The importance and process of whistleblowing, being able to facilitate timely intervention.

Addressing and resolve any dilemmas they may face between a person’s rights and their safety. • How to champion health and wellbeing for the individuals they support and work colleagues.

The health and safety responsibilities of self, employer and workers. Keeping safe in the work environment. What to do when there is an accident or sudden illness and take appropriate action. What to do with hazardous substances. Promoting fire safety and how to support others to so. Reducing the spread of infection and supporting others in infection prevention and control, Using - and promoting with others where relevant - risk assessments to enable a person-centred approach to delivering care. • How to work professionally, including their own professional development, of those they support and work colleagues: What a professional relationship is with the person being supported and colleagues. Working with other people and organisations in the interest of the person being supported. How to be actively involved in their own personal development plan and, where appropriate, other workers’ personal development plans. Demonstrating the importance of excellent core skills in writing, numbers and information technology. Developing and sustaining a positive attitude and address signs and symptoms of stress in self and other colleagues. Carrying out research relevant to individuals’ support needs and sharing with others. Accessing and applying good practice relating to their role. Accessing and applying specialist knowledge when needed to support performance in the job role.

SKILLS

An apprentice adult care worker will gain skills in the following areas: • The main tasks and responsibilities according to their job role: Support individuals they are working with according to their personal care/support plan. Take the initiative when working outside normal duties and responsibilities. Recognise and access help when not confident or skilled in any aspect of the role that they are undertaking.

Implement/facilitate the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments.

Contribute to the development and ongoing review of care/support plans for the individuals they support. Provide individuals with information to enable them to exercise choice on how they are supported.

Encourage individuals to actively participate in the way their care and support is delivered.

Ensure that individuals know what they are agreeing to regarding the way in which they are supported. Lead and support colleagues to understand how to establish

informed consent when providing care and support. Guide, me.ntor and contribute to the development of colleagues in the execution of their duties and responsibilities • Treating people with respect and dignity and honouring their human rights: Demonstrate dignity in their working role with individuals they support, their families, carers and other professionals. Support others to understand the importance of equality, diversity and inclusion in social care. Exhibit empathy for individuals they support, i.e. understanding and compassion. Exhibit courage in supporting individuals in ways that may challenge their own cultural and belief systems. • Communicating clearly and responsibly:

Demonstrate and promote to other workers excellent communication skills including confirmation of understanding to individuals, their families, carers and professionals. 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. Take the initiative and reduce environmental barriers to communication.

Demonstrate and ensure that records and reports are written clearly and concisely.

Lead and support others to keep information safe, preserve confidentiality in accordance with agreed ways of working. • Supporting individuals to remain safe from harm (safeguarding): Support others, to recognise and respond to potential signs of abuse according to agreed ways of working.

Work in partnership with external agencies to respond to concerns of abuse. Lead and support others to address conflicts or dilemmas that may arise between an individual’s rights and duty of care.

Recognise, report, respond to and record unsafe practices and encourage others to do so. • Championing health and wellbeing for the individuals they support: Lead and mentor others where appropriate to promote the wellbeing of the individuals they support.

Demonstrate the management of the reduction of infection, including use of best practice in hand hygiene. Promote healthy eating and wellbeing by supporting individuals to have access to fluids, food and nutrition. Carry out fire safety procedures and manage others to do so. Develop risk assessments and use in a person-centred way to support individuals safely including moving and assisting people and objects.

Manage, monitor, report and respond to changes in the health and wellbeing of the individuals they support. • Working professionally and seeking to develop their own professional development:

Take the initiative to identify and form professional relationships with other people and organisations. Demonstrate, manage and support self and others to work within safe, clear professional boundaries. Take the initiative to evaluate and improve own skills and knowledge through reflective practice, supervision, feedback and learning opportunities. Demonstrate continuous professional development. Carry out research relevant to individuals’ support needs and share with others. Demonstrate where necessary mentoring and supervision to others in the workplace. Demonstrate good team/partnership working skills.

Demonstrate their contribution to robust recruitment and induction processes.

BEHAVIOURS

Apprentices will develop the behaviours and personal attributes expected on a lead adult care worker: • Care: Cares consistently about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity, empathy and respect • Courage: Does 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: Applies knowledge and skills to provide high quality care and support • Commitment: Committed to improving the experience of people who need care and support ensuring it is person centred.

SUMMARY

Qualification Level Length

Delivery model

Entry requirements

Maths and English

Apprentice support and assessment

Progression

Employer support

Care Level 3 Diploma 3 Typically 18 months (excluding the end point assessment period of three months) In the workplace with 20% off-the-job training Roll-on-roll-off Level 1 in English and maths Industry-specific requirements Applicants must: • Undergo an Enhanced Disclosure and Barring Service (EDBS) check and provide the result prior to starting the programme. • Meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers employing 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. For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language. Individuals without Level 2 in either subject will need to achieve this level prior to taking the end-point assessment. Throughout the training the apprentice will receive expert tuition from highly trained staff. A qualified assessor will provide an induction and regular workplace assessments

This apprenticeship provides an ideal entry into the occupation and supports progression within the sector. A dedicated account manager will guide and support employers throughout the programme.

LEAD PRACTITIONER IN ADULT CARE – ST0007

Role Profile

Lead practitioners in adult care will guide and inspire team members to make positive differences to someone’s life when they are faced with physical, practical, social, emotional, psychological or intellectual challenges. A lead practitioner has a greater depth of knowledge and expertise of particular conditions being experienced by the user of services and will have achieved a level of self-development to be recognised as a lead practitioner within the care team, contributing to, promoting and sustaining a values-based culture at an operational level. They will have specialist skills and knowledge in their area of responsibilities which will allow them to lead in areas such as care needs assessment, occupational therapy, physiotherapy, rehabilitation and enablement, telecare and assistive technology. They will be a coach and mentor to others and will have a role in assessing performance and quality of care delivery. Lead practitioners in adult care may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. As well as covering lead practitioners in adult care 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. Examples of job roles include dementia lead, reablement worker, physiotherapy assistant, occupational therapy assistant, public health associate worker, keeping in contact worker, community care/support officer, social care assessor, care assessment officer, social services officer, brokerage worker, rehabilitation and reablement assistant, independence support assistant, reablement support worker/ officer, telecare assistant and assistive technology coordinator/officer.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

Apprentices will develop the knowledge and understanding required of a lead practitioner: • Tasks and responsibilities: Statutory frameworks, standards, guidance and

Codes of Practice which underpin practice in relation to the safe delivery of service; theories underpinning own practice and competence relevant to the job role; principles of assessment and outcome based practice; principles of risk management. • Dignity and human rights: How to contribute to, promote and maintain a culture which ensures dignity is at the centre of practice. • Communication: Effective communication and solutions to overcoming barriers,

Legal and ethical frameworks in relation to confidentiality and sharing information,

Range of technologies to enhance communication. • Safeguarding: Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements. • Health and wellbeing: Models of monitoring, reporting and responding to changes in health and wellbeing; Range of holistic solutions to promote and maintain health and wellbeing using person centred approaches;

Importance of effective partnerships, interagency, joint and integrated working • Professional development: Goals and aspirations that support own professional development and how to access available opportunities

SKILLS

Apprentices will develop the skills and competences required of a lead practitioner: • Tasks and responsibilities: Apply professional

judgement, standards and codes of practice relevant to the role; develop and sustain professional relationships with others; identify and access specialist help required to carry out role; lead the specialist assessment of social, physical, emotional and spiritual needs of individuals with cognitive, sensory and physical impairments; mentor colleagues to encourage individuals to actively participate in the way their care and support is delivered; contribute to the implementation of processes to implement and review support plans; provide leadership and mentoring to others for whom they are responsible; apply risk management principles; contribute to the quality assurance of the service provided. • Dignity and human rights: implement a culture that actively promotes dignity and respects diversity and inclusion; model high levels of empathy, understanding and compassion • Communication: Model effective communication skills; identify and address barriers to communication using appropriate resources; apply organisational processes to record, maintain, store and share information; provide meaningful information to support people to make informed choices • Safeguarding: Apply and support others to adhere to safeguarding procedures; work in partnership with external agencies to respond to safeguarding concerns • Health and wellbeing: Apply person centred approaches to promote health and wellbeing; collaborate with external partners to achieve best outcomes in health and wellbeing • Professional development: Evaluate own practice and access identified development opportunities; evaluate the effectiveness of own leadership, mentoring and supervision skills and take steps to enhance performance; value individuals to develop effective teams in order to achieve best outcomes; contribute to the development of an effective learning culture; lead robust, values-based recruitment and selection processes; contribute to the induction process by developing the knowledge of individuals within their role; lead and support others in professional development through personal development plans, supervision, reflective practice, research, evidence based practice and access to learning and development opportunities

BEHAVIOURS

Apprentices will demonstrate the behaviours expected of a lead practitioner: • Care – caring consistently and enough about individuals to make a positive difference to their lives. • Compassion – delivering care and support with kindness, consideration, dignity, empathy and respect. • Courage – 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 – 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.

SUMMARY

Qualification Level Length

Delivery model

Entry requirements Maths and English

Apprentice support and assessment

Progression

Employer support

Adult Care Level 4 Diploma 4 18 months (not including the end point assessment period of approximately three months) In the workplace with 20% off-the-job training Roll-on-roll-off. English and Maths at Level 2 Apprentices 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 minimum requirement for maths and English is Entry Level 3. A British Sign Language (BSL) qualification is an alternative to the English qualification for those whose primary language is BSL. Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments Completion of the programme will enable apprentices to progress to the Leader in Adult Care Level 5 apprenticeship. A dedicated account manager will guide and support employers throughout the programme.

LEADER IN ADULT CARE- ST0008

Role profile

A leader in adult care has responsibility for managing community or residential-based services and guides and inspires 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. The role has a large element of leadership, whether with other care workers and networks, or in leading the service itself. 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. Leaders in adult care may work in residential or nursing homes, domiciliary care, community day centres, a person’s own home or some clinical healthcare settings. The role of leader in adult care in this standard also covers personal assistants who operate in a management role but may only work directly for one individual who needs support and/or care services. Typical job titles include registered, assistant, deputy, unit or service manager.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

On completion of the apprenticeship, adult care leaders will know and understand: • Tasks and responsibilities: 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. Principles of risk management, assessment and outcome-based practice.

Principles and underpinning theories of change management including approaches, tools and techniques that support the change process. Legislative and regulatory frameworks which inform quality standards.

Theories and models that underpin performance and appraisal including disciplinary procedures. • Dignity and human rights: Legislation and policy initiatives on the promotion of diversity, equality and inclusion in services they lead. • Communication: Legal and ethical frameworks in relation to confidentiality and sharing information. Range of tools and strategies to enhance communication including technology. • Safeguarding: 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. • Health and wellbeing: Models of monitoring, reporting and responding to changes in health and wellbeing. • Professional development: 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. • Leadership: Theories of management and leadership and their application to adult care.

Features of effective team performance.

SKILLS

On completion of the programme, apprentices will have skills in the following areas: • Tasks and responsibilities: 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. • Dignity and human rights: 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. • Communication: 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. • Safeguarding: 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. • Health and wellbeing: 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. 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 themselves and/or work colleagues through supervision, reflective practice and learning and development opportunities. • Leadership: 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.

Apprentices will demonstrate the personal attributes and behaviours expected of all leaders in adult care: • Care: Consistently caring about individuals to make a positive difference to their lives • Compassion: Delivers care and support with kindness, consideration, dignity and respect • Courage: Does ‘the right thing’ for people and speaks up if the individual they support is at risk • Communication: Good communication is central to successful caring relationships and effective team working • Competence: Applies knowledge and skills to provide high quality care and support • Commitment: Committed to improving the experience of people who need care and support and ensures it is person-centred

SUMMARY

Qualification

Level Length

Delivery model

Entry requirements

Maths and English

Apprentice support and assessment

Progression Employer support

Leadership and Management for Adult Care TQUK Level 5 Diploma 5 Typically 18 months, excluding the end point assessment period of three months In the workplace with 20% off-the-job training. Roll-on-roll-off Level 1 in English and maths For those with an education, health and care plan or a legacy statement the apprenticeship’s English and maths minimum requirement is Entry Level 3. A British Sign Language qualification is an alternative to English qualifications for those for whom this is their primary language. Industry-specific requirements Applicants must: • Undergo an Enhanced Disclosure and Barring Service (EDBS) check and provide the result prior to starting the programme. • Meet the 15 standards as set out in the Care Certificate. The Care Quality Commission expect that providers employing 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. Apprentices without Level 2 in either subject will need to achieve this prior to the end point assessment. Throughout the programme apprentices will receive expert tuition from highly trained staff A qualified assessor will provide an induction and regular workplace assessments Full-time employment in the sector A dedicated account manager will guide and support employers throughout the programme.

SENIOR HEALTHCARE SUPPORT WORKER - ST0217

Role profile

Senior Healthcare Support Workers help registered practitioners deliver healthcare services to people and carry out a range of clinical and non-clinical healthcare or therapeutic tasks, under the direct or indirect supervision of the registered healthcare practitioner. They provide high quality, compassionate healthcare, following standards, policies or protocols and always act within the limit of their competence. You may work in a range of services eg hospital, community, health or daycase unit, birth centre or midwifery led unit, someone’s home, operating theatre, nursing or care home, assessment centre, hospice, school, prison, GP surgery, charity or voluntary organisation. The senior healthcare support worker’s duties are delegated in line with care plans. Not all duties are routine and they will need to use their knowledge, experience and understanding to take decisions within their area of responsibility. They are accountable for their own work and for reviewing the efefctiveness of their actions. A senior healthcare support worker will have experience of working in the sector and be able to demonstrate best practice and act as a role model and may supervise of guide less experienced staff in the team.

CORE KNOWLEDGE, SKILLS AND BEHAVIOUR REQUIREMENTS

KNOWLEDGE

Apprentices will develop knowledge and understanding of: Health and wellbeing: • How to carry out routine and complex clinical or therapeutic tasks, the care plans and delegation protocols used within the organisation • Types of information needed to collate when

obtaining a client history, ways to record and share it • Indicators for good physical and mental health in relation to the demographic of the individuals they are working with; importance of fluids, nutrition and food safety; ways to signpost individuals to public health interventions or other services if appropriate • How to support a person’s comfort and wellbeing, the signs of a person whose health and wellbeing is deteriorating or who is experiencing pain or discomfort • Main types of mental ill health and their impact on people’s lives; indicators for mental capacity, the importance of early diagnosis in relation to cognitive issues; the possible signs of mental ill health and learning disability in people • External factors, adapting from childhood to adulthood, depression, delirium or the normal ageing process may be mistaken for mental ill health; how changes in cognition can impact health and wellbeing; how to report changes and deterioration; how to support others to report changes and deterioration, how to escalate changes and deterioration • How to perform basic life support and use adjuncts to support resuscitation

Duty of care and candour, safeguarding, equality and diversity: • Legislation, policies and local ways of working about duty of care, candour, raising concerns, safeguarding/ protection from abuse, diversity, equality and inclusion; what they mean, why they are important and how to promote them to others • How discrimination can happen; how to deal with conflicts between a person’s rights and a duty of care • Signs of abuse, what to do if it is suspected, how to reduce the chances of abuse as much as possible

Person-centred treatment and support: • Importance of gaining consent, how to undertake risk assessment in enabling a person-centred approach; why it is important to promote ‘person-centred care, treatment and support’ • Importance of encouraging people to be actively involved in their own care or treatment; why it is important to give people choices about their care and to treat people as valuable and unique • Importance of safety and clinical effectiveness; importance of managing relationships and boundaries with service users

Communication: • Importance of promoting effective communication at work; how to communicate with people who have specific language needs or wishes; how to reduce communication problems and respond to complaints; techniques for difficult situations, local guidelines for dealing with abusive behaviour • How verbal and non-verbal communication may relate to an individual’s condition • Legislation, policies and local ways of working about handling information; importance of recording and storing information securely and confidentially; e-safety; audit process and how it relates to the role

Personal, people and quality improvement: • Responsibilities and duties; the limits of competence and authority of self and those that are supervised; values of the organisation; legislation, standards, policies, protocols you should be adhered to; importance of work in ways agreed by the employer • How to seek feedback, reflect on actions, evaluate work and create a personal

development plan • Importance of working well with others, own health, wellbeing, resilience and that of colleagues; who or where to go for help and advice about anything related to work or people being supported; how to supervise others • Behaviours expected from a role model, the principles of training and mentoring • Importance of gathering service user views; ways to identify and escalate opportunities to provide a better or more effective service

Health, safety and security: • How to promote health and safety at work; what to do in situations that could cause harm; how to handle hazardous materials • Move and position people, equipment or other objects safely in line with agreed ways of working • Meaning of risk /risk assessment; how to recognise risk or hazards, undertake risk assessment, escalate where appropriate, operate safe systems of work • Importance of a clean workplace; legislation, policies and local ways of working for the prevention of infection; personal hygiene, handwashing; the right use of PPE : gloves, aprons, masks; how infections start and spread; how to clean, disinfect and sterilise

SKILLS REQUIREMENTS

Apprentices will gain skills in the following areas: Health and wellbeing: • Assist registered healthcare practitioners with clinical or therapeutic tasks; follow care plans; notice and report changes • Gather evidence to assist in obtaining a client history, review health-related data and information • Promote physical and mental health and wellbeing, providing opportunistic brief advice on health and wellbeing • Assist with an individual’s overall comfort,

identify and respond to signs of pain or discomfort • Recognise issues and deteriorations in mental and physical health, report and respond appropriately • Recognise limitations in mental capacity and respond appropriately • Perform basic life support for individuals

Duty of care and candour, safeguarding, equality and diversity: • Follow the principles for equality, diversity and inclusion • Implement a duty of care and candour • Safeguard and protect adults and children; promote the principles to others

Person-centred care, treatment and support: • Demonstrate what it means in practice to promote and provide person centred care, treatment and support by obtaining valid consent, and carrying out risk assessments • Work in partnership with the individual, their carer, families and the wider healthcare team • Promote clinical effectiveness, safety and a good experience for the individual • Communication: • Demonstrate and promote effective communication using a range of techniques • Observe and record verbal and non-verbal communication • Handle information (record, report and store information) in line with local and national policies, keep information confidential and support others to do so; take part in audits

Personal, people and quality improvement: • Act within the limits of competence and authority; ensure that anyone supervised acts within theirs’ • Take responsibility for, prioritise and reflect on own actions, work and performance; maintain and further develop own skills and knowledge, participate in appraisal • Work as part of a team, seek help and guidance when not sure, escalate concerns

in a timely manner to the correct person; support or supervise colleagues as required, delegate well- defined tasks appropriately • Act as a role model; mentor peers; deliver training through demonstration and instruction • Health, safety and security: • Maintain a safe and healthy working environment, take appropriate action in response to incidents or emergencies, following local guidelines • Move and position individuals, equipment and other items safely • Undertake risk assessments • Use a range of techniques for infection prevention and control, eg waste management, spillage, hand washing, use of

Personal Protective Equipment (PPE)

BEHAVIOUR REQUIREMENTS

Apprentices will demonstrate the following behaviours: • Treat people with dignity, respecting individual’s diversity, beliefs, culture, needs, values, privacy and preferences • Show respect and empathy for those they work with • Have the courage to challenge areas of concern and work to best practice • Be adaptable, reliable and consistent, • Show discretion, resilience, self-awareness and supervisory leadership

SUMMARY

Qualification Level Length Delivery model

Entry requirements

Maths and English

Apprentice support and assessment

Progression

Employer support

Healthcare Support Level 3 Diploma 3 18-24 months Can be delivered in the workplace and supported by online learning, clinical specialism workshops and face-to-face support. Industry specific requirement - the apprentice must complete an induction which meets the 15 standards as set out in the Care Certificate. Maths and English grade 9 (A*)-3 (D) Apprentices without maths and English at Level 2 must achieve these prior to taking the end point assessment. Throughout the programme the apprentice will receive expert training from highly qualified staff A qualified assessor will provide an induction and regular workplace assessments After a period of working and gaining experience, you may be able to work towards an Assistant Practitioner or Nursing Associate post or, providing you meet the entry requirements, apply to university to become a registered healthcare practitioner. A dedicated account manager will guide and support employers throughout the programme.

Hospitality and Catering Apprenticeships

Whether working front of house or behind the scenes, in a small independent coffee shop or a large corporate venue with hundreds of diners, apprenticeship training will equip new employees and upskill existing staff with the skills and knowledge they need for a successful career in the industry.