Care services

Who is this Apprenticeship for?

This apprenticeship is for any eligible candidates, who wish to earn a wage while developing their skills and knowledge needed to be able to pursue a career in the adult care sector.

This apprenticeship is for people who wish to be part of the frontline staff, helping 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. To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges.

Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person-centred care.

These are the personal attributes and behaviours expected of all Adult Care Workers carrying out their roles:

• Care – is caring consistently and enough about individuals to make a positive difference to their lives
• Compassion – is delivering care and support with kindness, consideration, dignity and respect
• Courage – is doing the right thing for people and speaking up if the individual they support is at risk
• Communication – good communication is central to successful caring relationships and effective team working
• Competence – is applying knowledge and skills to provide high quality care and support
• Commitment – to improving the experience of people who need care and support ensuring it is person centred

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates aged 16-18 will have achieved a minimum of GCSE Grade 1 (G) or equivalent Level 1 in English and Mathematics.  We also offer Functional Skills English and maths at Level 1 and Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, normally for a minimum of 30 hours, in a role that suits the skills requirements of this apprenticeship. If you are not already employed, in this type of job role, you could search our apprenticeship vacancy page at:

www.darlington.gov.uk/jobs-and-careers/apprenticeships/apprenticeship-vacancies/

New applicants will be contacted by a vocational delivery tutor to determine suitability/ eligibility prior, give information and advice on the next steps.

Shortlisted applicants will be sent to the employer, to then follow their recruitment procedure. Unsuitable applicants will be signed posted to other areas of our service to develop transferable/ employability skills, with a view to ensuring they are suitable for other apprenticeship positions in the future.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment.

The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Adult Care Worker Level 2 Apprenticeship will develop the knowledge and understanding of:

A. The job role, their main tasks, and responsibilities, including:

• The tasks and responsibilities of the job role
• 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
• 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

B. The importance of having the right values and behaviours, including:

• 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

C. The importance of communication, including:

• The barriers to communication
• The impact of non-verbal communication
• The importance of active listening
• How the way they communicate can affect others
• About different forms of communication
• How to find out the best way to communicate with the individual they are supporting
• How to make sure confidential information is kept safe

D. 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
• How to recognise 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

E. How to promote health and wellbeing for the individuals they support and work colleagues:

• The health and safety responsibilities of self, employer and workers
• How to keep safe in the work environment
• What to do when there is an accident or sudden illness
• What to do with hazardous substances
• How to promote fire safety
• How to reduce the spread of infection
• What a risk assessment is and how it can be used to promote person-centred care safely

F. How to work professionally, including:

• What a professional relationship is with the person being supported and colleagues
• How to work together with other people and organisations in the interest of the person being supported
• How to be actively involved in their personal development plan
• The importance of excellent core skills in writing, numbers and information technology
• What to do to develop, sustain and exhibit a positive attitude and personal resilience
• Where and how to access specialist knowledge when needed to support performance of the job role

Develop the skills and behaviours in:

A: The main tasks and responsibilities according to their job role, including:

• 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 a 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

B. 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

C. Communicating clearly and responsibly:

• Speak clearly and exhibit positive non-verbal 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

D. 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

E. 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

F. Working professionally and seeking to develop their own professional development:

• Reflect on your 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

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment Methods

To trigger the End Point Assessment, you must have:

• Proof of English & maths GCSE minimum grade 1 (G) or equivalent level 1 qualification
• Achieve the Care Certificate (This is part of the on-programme element of the course)
• Achieve the Level 2 Diploma in Care (This is part of the on-programme element of the course)
• Undertake a self-assessment in the final month of the apprenticeship
• Testimonies from service users

 The End Point Assessment consists of:

• Situational Judgement Test: An online multiple-choice test, consisting of 60 questions
• Professional Discussion: A 45-minute structured discussion, underpinned by a portfolio of evidence, with the Independent Assessor. This is to draw out the best of the apprentice’s competence and excellence and cover the knowledge, skills and behaviours

This standard will be graded as Distinction, Pass or Fail.

What could I do when I have finished this Apprenticeship?

This apprenticeship provides an ideal entry into the occupation and supports progression within the sector as a health care assistant or practitioner. You may gain employment with your employer and / or decide to complete Lead Adult Care Worker Apprenticeship (Level 3). You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the apprenticeship you will be expected to attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us

Who is this Apprenticeship for?

This course is for any eligible candidates, who are in lead adult care role and wish to further their career in the adult care sector.

This course is for Lead Adult Care Workers, who 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.

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved a minimum of GCSE Grade 9-4 (A*-C) or equivalent in English and Maths. We also offer Functional Skills English and maths at Level 1 and Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, normally for a minimum of 30 hours in an existing Lead Adult Care Worker role to meet and develop the skills, knowledge and behaviours needed to be successful in this area. The duration of the apprenticeship would be extended if the apprentice works less than 30 hours.

New applicants will be contacted by a vocational delivery tutor to determine suitability/eligibility prior, give information and advice on the next steps.

Shortlisted applicants will be sent to the employer, to then follow their recruitment procedure. Unsuitable applicants will be sign-posted to other areas of our service to develop transferable/employability skills, with a view to ensuring they are suitable for other apprenticeship positions in the future.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment.

The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs, arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Lead Adult Care Worker Level 3 Apprenticeship will develop the knowledge and understanding of:

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. This 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
• How to recognise and prevent unsafe practices in the workplace
• The importance and process of whistleblowing, being able to facilitate timely intervention
• How to address 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
• How to keep 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
• How to promote fire safety and how to support others to so
• How to reduce the spread of infection and support others in infection prevention and control
• How to use and promote 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
• How to work 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 worker’s personal development plans
• How to demonstrate the importance of excellent core skills in writing, numbers and information technology
• How to develop and sustain a positive attitude and address signs and symptoms of stress in self and other colleagues
• How to carry out research relevant to individuals’ support needs and share with others
• How to access and apply good practice relating to their role
• How to access and apply specialist knowledge when needed to support performance in the job role

Develop the skills and behaviours in:

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, mentor and contribute to the development of colleagues in the execution of their duties and responsibilities

Treat people with respect and dignity and honour 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

Communicate 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

Support 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

Champion 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

Work professionally and seek 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

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment

To trigger the End Point Assessment, you must have: 

• Proof of English & maths GCSE minimum grade 4+ (C+) or equivalent level 2 qualification
• Proof of completing the Diploma Care Certificate (part of the on-programme element)
• Evidence of service user testimonies
• Evidence of self-assessment

 The End Point Assessment consists of:

• Situational Judgement Test: An online knowledge test, consisting of 60 questions
• Professional Discussion: A 45-minute structured discussion. The discussion will draw questions and amplifications from prior learning and experience including, where applicable, the candidate’s self-assessment and supporting evidence including testimony from users of services

 This standard will be graded as Distinction, Pass or Fail

What could I do when I have finished this Apprenticeship?

Pursue a career as a lead health care assistant or supervisor/management. Careers within a variety of settings including NHS/care homes/mental health/learning disabilities/substance misuse/social care. Further education, such as Team Leader/ Supervisor Apprenticeship (Level 3), Degree or FE/HE courses in Health and Social Care, Nursing or Adult Care.

You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the course you will be expected to attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

This course will typically take 18 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us

Who is this Apprenticeship for?

This course is for any eligible candidates, who are in safeguarding role and wish to further their career in this area.

The purpose of this apprenticeship is to work alongside designated safeguarding leads to support and enable their employing organisation to safeguard the vulnerable populations they work with. A safeguarding support officer will be the first point of contact when there is a safeguarding concern, conducting initial risk assessments, triaging, and signposting to the most appropriate person within their organisation or external agency if appropriate. The safeguarding support officer will maintain accurate and up to date documentation of any decisions and advice given, ensuring information is accurately recorded and that documentation is safely stored and shared appropriately, proportionately and securely according to national and organisational policy.

In their daily work, an employee in this occupation interacts with staff and volunteers in their organisation, service users and members of the public as the first point of contact for raising safeguarding concerns. Safeguarding support officers will also interact externally with investigative statutory agencies. A safeguarding support officer will report into the designated lead for safeguarding within their organisation.

An employee in this occupation will be responsible for responding and triaging, initial safeguarding concerns. Safeguarding support officers will assist practitioners to collate and assess information and intelligence to prepare an accurate account of the safeguarding concerns to ensure a high-quality referral is made to ensure that the most appropriate action is taken to safeguard the vulnerable persons. Safeguarding support officers will also be responsible for recognising and responding to early signs of abuse and neglect in vulnerable children, young people and adults and supporting staff within their employing organisation to report concerns about the safety of individuals working alongside external organisations and agencies to adhere to safeguarding best practice principles.

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved a minimum of GCSE Grade 9-4 (A*-C) or equivalent in English and Maths. We also offer Functional Skills English and maths at Level 1 and Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, for a minimum of 30 hours, in a role that suits the skills requirements of this apprenticeship. If you are not already employed, in this type of job role, you could search our apprenticeship vacancy page at:

www.darlington.gov.uk/jobs-and-careers/apprenticeships/apprenticeship-vacancies/

New applicants will be contacted by a vocational delivery tutor to determine suitability/eligibility prior, give information and advice on the next steps.

Shortlisted applicants will be sent to the employer, to then follow their recruitment procedure. Unsuitable applicants will be sign-posted to other areas of our service to develop transferable/employability skills, with a view to ensuring they are suitable for other apprenticeship positions in the future.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment. The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs, arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Safeguarding Support Officer L3 Apprenticeship will develop the knowledge and understanding of:

• Principles of safeguarding and how to respond to safeguarding concerns within own scope of practice and organisational protocol.
• Methods for person-centred communication.
• How to offer safeguarding advice based on legislation, working in remit of own role.
• The priority and recommended course of action of different safeguarding concerns based on local and national guidance.
• Ways of tailoring responses to safeguarding cases to suit the individual’s views, feelings and cultural influences.
• When and how to escalate complex cases to senior staff in line with local policy and procedures.
• Local policy and procedures relating to safeguarding allegations against staff, including whistleblowing, and how to report allegations whilst maintaining confidentiality.
• Ways to use, record and store paper based, digital data and information securely, in line with local and national policies and procedures.
• When and how to share data and information in a safeguarding context, in line with local and national policy and procedures.
• Data sources available to inform safeguarding decisions, in line with local policy and procedures.
• Ways to maintain accurate and up to date safeguarding logs and registers using digital and paper systems in line with local and national policy and procedures.
• Local safeguarding escalation pathways.
• Types of concerns and mechanisms for reporting incidents.
• Referral processes and local well-being services for individuals and staff.
• How to make a comprehensive and accurate referral to children or adult social care.
• Safeguarding legislation, local and national policies, procedures and codes of conduct that apply to own role.
• How to link safeguarding theory to practice.
• Ways to support the management of safeguarding caseloads working together within the wider team.
• The safeguarding process from when a safeguarding concern is raised to the end outcome.
• Different communication styles and approaches to suit the needs of individuals views, feelings and cultural influences.
• Principles of reflective practice and peer support related to safeguarding cases and concerns within scope of own role.
• Published local and national safeguarding reviews and how they can be applied to practice.
• Legislative safeguarding training requirements and how to deliver training content to stakeholders using different teaching and learning approaches.
• Principles of safeguarding inspections, reviews and audits.
• Methods of collating evidence to prepare for external safeguarding inspections, reviews and audits.
• How to interpret the results of inspections, reviews and audits to apply feedback to practice.
• The importance of continuous professional development and identifying and evaluating own learning and development needs.
• Models of safeguarding supervision and how to prepare and access supervision.
• How safeguarding can impact on own wellbeing and personal safety.
• Principles in supporting colleagues to follow safeguarding policy and procedures.
• Principles of safeguarding culture, safeguarding supervision and compassionate care.

Develop the skills in:

• Identify and respond to safeguarding concerns within role and responsibilities.
• Use person-centred communication.
• Use safeguarding legislation and organisational policies and procedures to advise colleagues on safeguarding matters.
• Triage and prioritise safeguarding concerns.
• Recommend courses of action in relation to safeguarding concerns.
• Tailor safeguarding responses to suit the individual’s views, feelings and cultural influences.
• Escalate cases to senior staff in accordance with local policy and procedures.
• Report allegations about staff in line with local policies and procedures, whilst maintaining confidentiality.
• Use, record and store paper based and digital data and information securely and in line with local and national policies and procedures.
• Share data and information in a safeguarding context in line with local and national policy and procedures.
• Collate and use data to create reports to inform safeguarding meetings, processes and audits.
• Maintain accurate and up-to-date safeguarding logs and registers using digital or paper systems in line with local and national policy and procedures.
• Identify when decisions are not in an individual’s best interest and escalate concerns within scope of own role using the local safeguarding escalation pathway.
• Recognise and report incidents to own organisation.
• Provide emotional and practical support to internal and external stakeholders during safeguarding work.
• Support and supervise internal and external stakeholders to make multi-agency referrals.
• Apply safeguarding legislation, local and national policies, procedures and codes of conduct to safeguarding practice within own role.
• Apply safeguarding theory to practice.
• Work together within the wider team to plan and manage safeguarding caseloads.
• Comply with the safeguarding process when a safeguarding concern is raised in line with organisational policy.
• Use communication styles and approaches to suit the needs of individuals.
• Reflect on own performance within a group environment with other colleagues to inform best safeguarding practice.
• Embed lessons learned from local and national safeguarding reviews to practice.
• Assist with the delivery of safeguarding training to stakeholders in accordance with safeguarding training frameworks to ensure stakeholders achieve desired learning outcomes.
• Collate evidence to prepare for external safeguarding inspections, reviews and audits.
• Apply feedback from safeguarding inspections, reviews and audits to improve safeguarding practice.
• Participate in training and continuous professional development activities and evaluate the impact of learning on own practice.
• To seek advice and support from senior staff to preserve own wellbeing and personal safety when required.

Develop and demonstrate the following behaviours:

• Treat people fairly and with dignity and respect.
• Be caring and compassionate.
• Show discretion and empathy whilst maintaining confidentiality.
• Be adaptable and consistent.
• Be self-aware, resilient and objective.
• Show honesty and integrity.
• Be professional and courteous.

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment Methods

To trigger the End Point Assessment, you must:

• English & maths GCSE minimum grade 4+ (C+) or equivalent level 2 qualification proof.
• Completed a showcase portfolio, demonstrating how you have met the knowledge, skills and behaviours.

The End Point Assessment consists of:

• Presentation with Questions – 45 mins (25 mins presentation and 20 mins Q&A)
• Professional discussion – 60 mins (underpinned with a portfolio of evidence)

This standard will be graded as Distinction, Pass or Fail

What could I do when I have finished this Apprenticeship?

You may remain in employment with your employer and / or progress to become a designated safeguard lead.

 You will also be given information and guidance to continue onto other courses.

Where and when will I learn? 

During the course you will be expected to, normally, attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

This course could also be delivered remotely, utilising digital online systems for submission of coursework, receiving feedback and 1:1 support from your tutor.

This on-programme taught element will typically take 18 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced. The course duration is based on the apprentice working 30 hours per week but will be extended if the apprentice works less hours. The End Point Assessment will be completed within 3 months of completing the on-programme taught element.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us

Who is this Apprenticeship for?

This course is for any eligible candidates, who are in lead practitioner adult care role and wish to further their career in the adult care sector.

The Lead Practitioner 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. They 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. A Lead Practitioner has a greater depth of knowledge and expertise of particular conditions being experienced by the user of services. 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, Re-ablement 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 Workers/Officer, Telecare Assistant and Assistive Technology Co-ordinator/Officer.

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved a minimum of GCSE Grade 9-4 (A*-C) or equivalent in English and Maths. We also offer Functional Skills English and maths at Level 1 and Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, normally for a minimum of 30 hours in an existing Lead Practitioner in Adult Care role to meet and develop the skills, knowledge and behaviours needed to be successful in this area. The duration of the apprenticeship would be extended if the apprentice works less than 30 hours.

New applicants will be contacted by a vocational delivery tutor to determine suitability/eligibility prior, give information and advice on the next steps.

Shortlisted applicants will be sent to the employer, to then follow their recruitment procedure. Unsuitable applicants will be sign-posted to other areas of our service to develop transferable/employability skills, with a view to ensuring they are suitable for other apprenticeship positions in the future.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment.

The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs, arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Lead Practitioner in Adult Care L4 Apprenticeship will develop the knowledge and understanding of:

A: Tasks and responsibilities

• Statutory frameworks, standards, guidance and Codes of Practice which underpin practice in relation to the safe delivery of services
• Theories underpinning own practice and competence relevant to the job role
• Principles of assessment and outcome based practice
• Principles of risk management

 B: Dignity and human rights

• How to contribute to, promote and maintain a culture which ensures dignity is at the centre of practice

 C: 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

 D: Safeguarding

 Legislation, national and local solutions for the safeguarding of adults and children including reporting requirements

E: 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, inter-agency, joint and integrated working

F: Professional development

• Goals and aspirations that support own professional development and how to access available opportunities

Develop the skills and behaviours in:

A: 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 policies
• Contribute to the quality assurance of the service provided

B: Dignity and human rights

• Implement a culture that actively promotes dignity and respects diversity and inclusion
• Model high levels of empathy, understanding and compassion

 C: 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

D: Safeguarding

• Apply and support others to adhere to safeguarding procedures
• Work in partnership with external agencies to respond to safeguarding concerns

 E: Health and wellbeing

• Apply person centred approaches to promote health and wellbeing
• Collaborate with external partners to achieve best outcomes in health and wellbeing

 F: 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

End Point Assessment

To trigger the End Point Assessment, you must have: 

• Proof of English & maths GCSE minimum grade 4+ (C+) or equivalent level 2 qualification
• Proof of completing a Level 4 Diploma in Adult Care (part of the on-programme element)
• Completed a showcase portfolio, demonstrating how you have met the knowledge, skills and behaviours

 The End Point Assessment consists of:

• Observation of Practice: A 60-minute observation, followed by 15 minutes of post observation questioning
• Professional Discussion: A 90-minute structured discussion, underpinned by a portfolio of evidence, with the Independent Assessor. This is to draw out the best of the apprentice’s competence and excellence and cover the knowledge, skills and behaviours

 This standard will be graded as Distinction, Pass or Fail

What could I do when I have finished this Apprenticeship?

Pursue a career as a lead health care supervisor/management. Careers within a variety of settings including NHS/care homes/mental health/learning disabilities/substance misuse/social care. Further education, such as Leader in Adult Care (Level 5), Degree or FE/HE courses in Health and Social Care, Nursing or Adult Care.

You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the course you will be expected to attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

This course will typically take 18 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us

Who is this Apprenticeship for?

This course is for eligible candidates, who work or wish to work within either a statutory or voluntary organisation and who can provide person-centred, early intervention approaches and services to support individuals across all age ranges, from pre-birth to end of life.

Early Intervention Practitioners offer practical help and emotional support to individuals experiencing a range of problems to help them overcome concerns or barriers impacting their daily lives, such as alcohol, drug or gambling misuse, behavioural issues, mobility issues and learning difficulties. They provide impartial information, advice, support and guidance to individuals and others impacted by the individual’s circumstances, such as their family and friends.

An Early Intervention Practitioner is responsible for identifying and sourcing the right intervention at the right time in an individual’s life to achieve mutually agreed outcomes. They work in a number of different environments within the community depending on the types of individuals they are supporting and may visit an individual in their home environment or meet in a neutral location of the individual’s choosing.

Early Intervention Practitioner roles offer a wide range of support to individuals across all age ranges. For example:

• a Lead Reablement Worker may focus on supporting and empowering adults to enhance their quality of life, maximise potential and continue to develop independence skills within their own homes. They might do this by, for example, creating and implementing a support plan for older person to rebuild their confidence and regain lost skills after being injured in a fall, to ensure they can remain independent in their own home rather than needing residential care.
• a Violence Prevention Worker may deliver behavioural change interventions with adults in a way that shows an understanding of domestic violence and its effect on the victim, prioritising the safety of the victim and their children.
• a Pastoral and School Inclusion Officer would be responsible for finding solutions to keep young people in school wherever possible, or if that's not possible, to ensure they get an education somewhere else. They might do this by supporting pupils with identified behavioural issues to achieve their potential through targeted support and interventions, whilst working closely with parents and relevant professionals.

Example Job Titles can include:

• Assistant senior care worker
• Assistant social worker
• Childrens centre staff Early help practitioner
• Early intervention advisor
• Early intervention alcohol case worker

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved GCSE Grade 9-4 (A*-C) or equivalent in English and Mathematics. We also offer Functional Skills English and maths at Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, normally for a minimum of 30 hours, in an existing Early Intervention Practitioner in order to meet and develop the skills, knowledge and behaviours needed to be successful in this area. The duration of the apprenticeship would be extended if the apprentice works less than 30 hours.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment.

The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs, arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Lead Early Intervention Practitioner Level 4 will develop the knowledge and understanding of:

• Relevant legislation, policies and procedures nationally and locally within their organisation, and own role. In relation to Children, Adults, Health and Safety, Equality and data protection.
• The principles and benefits of local and national multi-agency working.
• Stages of development and transitions individuals may go through and the impact of these on the individual.
• The importance of safeguarding and protection of vulnerable people when managing early intervention cases.
• When it is appropriate to escalate and deescalate individual cases because it is beyond their responsibility and jurisdiction despite any emotive commitments.
• Importance of health, well-being, and resilience in relation to self and others.
• Limits of personal and professional boundaries within own role.
• Relevant theories relating to early intervention work, including social justice, development, person and family centred approaches and evidence-based strategies.
• Methods used to assess and analyse individuals and use professional judgements to inform future interventions.
• The importance of using the right communication method depending on the situation when building professional relationships including the use of digital technologies.
• Theory of Change and the impact it has on themselves and others.
• The importance of safe lone working and mitigating risks to protect personal safety.
• Principles of mentoring and coaching to help support others.
• Caseload management processes, and when to seek appropriate support or direction from others.
• Organisational aims and values in own role, including equality, rights, and diversity.
• How to undertake risk assessment using organisationally approved processes.
• Conflict resolution techniques to manage differences of opinion and difficult situations.

Develop the skills in:

• Managing early intervention caseloads in line with organisational policies and procedures and relevant national and local priorities.
• Assessing, managing and responding to risk in their own area of responsibility.
• Providing individuals and professional partners with appropriate tools and information to help them make informed choices to access support relevant to their needs.
• Working collaboratively with individuals, their wider network and partner agencies, providing professional challenge when necessary.
• Using appropriate observation, questioning, problem solving and analysis techniques when undertaking assessments for early intervention.
• Applying organisational health, safety, equality, and welfare procedures when managing caseloads to ensure the welfare of self, clients, their wider network and professional partners.
• Applying relevant theories and evidence-based strategies in own role.
• Managing multiple cases within own role, to meet individual and or family's needs.
• Prioritising interventions based on presenting needs.
• Producing detailed and accurate records that meet organisational and legislative requirements.
• Using appropriate techniques to build and maintain professional relationships that help to ensure needs of individual cases are met.
• Using digital technologies where appropriate within own role.
• Working independently as a practitioner within the wider team context, drawing on direction and support when needed.
• Providing impartial information, advice and guidance in a format that meets the needs of the individual.
• Use professional judgement to understand the complexities of a situation and make appropriate decisions.

Develop the behaviours in:

• Collaboration: engagement with individuals and their wider network, colleagues and partner agencies to collectively promote best outcomes.
• Enquiring: having professional curiosity, exploring a range of approaches in practices.
• Adaptability: be flexible and responsive to adapt to situations as they arise or are foreseen.
• Compassion: reflective, self-caring, considerate of self and others. Able to draw upon and build support networks.
• Reflective: learning from success and mistakes, to continuously review and adapt approach.
• Equity: Value people as individuals recognising difference and diversity.

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment Methods

To trigger the End Point Assessment, you must have:

• Proof of English & maths GCSE minimum grade 4 or equivalent level 2 qualification
• Completed a showcase portfolio, demonstrating how you have met the skills, knowledge and behaviours

 The End Point Assessment consists of:

• Professional Discussion: A structured discussion with the Independent Assessor, to draw out the best of the apprentice’s competence and excellence and cover the knowledge, skills and behaviours.
• Work based study Component 1: A 3,500-word report and a 15-minute video recording of a meeting. 
• Work based study Component 2: A minimum of 5 open questions over 30 minutes

This standard will be graded as Distinction, Pass or Fail.

What could I do when I have finished this Apprenticeship?

Pursue a career within early intervention, pursue a career in other related sectors such as social care working or move onto higher education opportunities.

You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the course you will be expected to, normally, attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment

This on-programme taught element will typically take 18 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced. The End Point Assessment will be completed within 3 months of completing the on-programme taught element.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us

Who is this Apprenticeship for?

This course is for eligible candidates, who work in several settings e.g. a children’s home, a residential special school or a secure children’s home. The children might be living on their own or in a larger group. You will take the lead in developing and delivering the child's placement plan and will work with the child to support their health, education, social and day to day needs, playing a significant role in helping them to thrive and fulfil their potential.

As a practitioner you will be working with children, young people, and families, including carers, to achieve positive and sustainable change in their lives. You will demonstrate a passion to care for and about children, young people, and families. You will be skilled in recognising and assessing the complex needs that children, young people, and families often present. You will agree with the child, young person, or family any specific interventions or referrals.  Your approach will be one of respectful curiosity that challenges and supports children, young people, and families to achieve their potential and stay safe. You will work alongside other professionals and organisations to share the responsibility for improving outcomes. Each piece of work with a child or family will be different and you will exercise judgement on a range of evidence-based approaches to inform your practice. You will regularly evaluate the effectiveness of your methods and actions. Regular supervision with an experienced practitioner will encourage reflection on your practice. At the end of the apprenticeship the high quality of your practice will be making a real difference to those that you work with.

Are there any entry requirements?

Must be a UK citizen, or have the right of abode in the UK, or is a citizen of a country that is within the EEA and have been ordinarily resident in the UK, the EU or the EEA continuously for the previous three years before the start of learning.

Candidates will have achieved GCSE Grade 9-4 (A*-C) or equivalent in English and Mathematics. We also offer Functional Skills English and maths at Level 2 for those needing to gain these qualifications prior to enrolment.

Apprentices must be employed, normally for a minimum of 30 hours, in an existing Practitioner in Children’s Residential Care role, in order to meet and develop the skills, knowledge and behaviours needed to be successful in this area. The duration of the apprenticeship would be extended if the apprentice works less than 30 hours.

What is the curriculum intent of this Apprenticeship?

The structure and delivery of the course curriculum will enable you to develop the skills, knowledge and behaviours to reflect the needs of local and regional employers, gain qualifications and be successful in this area.

The curriculum is planned and sequenced to enable learners with previous knowledge and experience to develop the new skills needed to progress to the next stage of their career, training, education or employment.

The curriculum is flexible and responsive to learner demands and can be tailored to suit individual needs arising from any current and dynamic issues affecting their role, which can be addressed during workshop sessions.

As an apprentice you will need to be able to demonstrate knowledge and practical skills at the end of your apprenticeship training programme and understand how this reflects the needs of the local, regional and national economy.

What will the Apprenticeship cover?

The Children, Young People and Families Practitioner L4 will develop the knowledge and understanding of:

• Communication that enables the voice of the child, young person, or family members to be heard
• Multiple factors that contribute to uncertainty in the lives of children, young people, and families
• Equality, rights, diversity and cultural differences, and the values of the organisation in which you are working
• The range of potential safeguarding risk factors, the different forms of harm to children and vulnerable adults and the local and national thresholds for safeguarding
• The safeguarding requirements contained within mandatory local safeguarding training or nationally accredited equivalent
• Child, adolescent, and adult development
• The spectrum of needs and how they may be met
• The principles of effective assessment and the importance of analysis and professional judgement
• Models for monitoring changes in a child, young person, or family member’s wellbeing
• A range of evidence-based interventions and their strengths and weaknesses
• The duties, responsibilities, boundaries, and ethical nature of the role
• Theories and guidelines underpinning sound practice
• Systems and policy frameworks for work with children, young people, and families
• The role of professional judgement and analysis in complex situations
• The importance of considering ethics and values, challenging self, and the systems in use
• Techniques for establishing shared goals and outcomes when building relationships with others

Develop the skills in:

• Communicates in way that enables the voice of the child, young person or family members to be heard
• Encourages individuals to engage positively with their community and relevant agencies and actively participate in the way their care and support is delivered
• Actively promotes respect, equality, diversity and inclusion
• Works together with children, young people and families to keep them safe and manage risk and promoting the development of skills the family need to successfully manage risk themselves
• Works with and supports other professionals to respond to safeguarding concerns
• Identifies the influences on the individual and the family and supports them to make informed choices
• Leads on the development and recording of holistic plans, delivery of interventions and evaluates their effectiveness
• Identifies and addresses barriers to accessing resources
• Identifies and manages evidence-based approaches and evaluates their effectiveness
• Contributes to the development of a resilient, consistent and persistent approach to practice
• Models clarity of purpose, clear expectations and a professional approach to decision making
• Appropriately challenges and/or offers alternative perspectives with the children, young person or family
• Contributes to own professional development
• Applies knowledge of legal, economic and social justice systems and implements policy frameworks in support of positive outcomes for children, young people and families
• Demonstrates critical evaluation of practice and insight into own emotions, behaviour and feelings, and uses these insights to challenge own practice
• Takes an active part in continuous professional development
• Sharing and agreeing goals and outcomes when building relationships with partner organisations, other workers, children, young people and families, to ensure appropriate and timely support

Develop the behaviours in:

• Care: Respecting and valuing individuals to keep them safe, being affirming and working with them to help them make a positive difference to their lives.
• Compassion: Consideration and concern for children, young people and their families, combined with an understanding of the perspective of those you work with.
• Communication: Your work is based on building effective relationships, being perceptive and empathic and building good rapport.
• Competence: The relationships you build to effect change for children, young people and families will be informed by social care ethics and values and will be developed through reflective practice.
• Commitment: Creating sustainable change in others by working alongside children, young people and families and being authentic, consistent, patient, persistent and resilient.

On completion of the on-programme element of the apprenticeship you will enter gateway to the End Point Assessment, which is the final assessment. This will be conducted by an independent end point assessor who will grade the assessment.

End Point Assessment Methods

To trigger the End Point Assessment, you must have:

• Proof of English & maths GCSE minimum grade 4+ (C+) or equivalent level 2 qualification
• Complete a showcase portfolio, demonstrating how you have met the skills, knowledge and behaviours
• Level 3 Diploma in Residential Care
• A current DBC certificate

 The End Point Assessment consists of:

• Observation of Practice: 80-90 minute observation with a 15-20minute Q&A
• Professional Discussion: A 55-60 minute structured discussion with the Independent Assessor. This is to draw out the best of the apprentice’s competence and excellence and cover the knowledge, skills and behaviours

Standard will be graded as a pass, distinction or fail.

What could I do when I have finished this Apprenticeship?

Pursue a career within current job role, pursue a career in other related job roles such as Residential Care Practitioner, Care Support Worker, Care Team Leader or Children, Young Peoples and Family Manager or move onto higher education opportunities.

You will also be given information and guidance to continue onto other courses.

Where and when will I learn?

During the apprenticeship you will be expected to attend work a minimum of 30 hours per week where you will learn the skills and knowledge required to continue through your qualification. This may include shift working, bank holiday working and weekend working. You will be supported in the workplace through regular visits with your tutor and you will also be expected to come into the training centre (Coleridge Centre, DL1 5AJ) for support sessions. These sessions will allow you to complete coursework, receive instant feedback and ensure you are ready for the End Point Assessment.

This on-programme taught element will typically take 24 months, but this is based on a vocational initial assessment to determine prior learning in this area and may be reduced. The End Point Assessment will be completed within 3 months of completing the on-programme taught element.

How much will the Apprenticeship cost?

There are no fees for this apprenticeship.

What do I do next?

You can:

View our latest vacancies

Or you can:

1. Apply for this apprenticeship area [external link] to be entered into a 'pool of candidates'. When a relevant vacancy becomes available we will contact you.
2. If you are already employed in this area and wish to join the apprenticeship training, or have identified an employer wishing to start you as an apprentice in this area, please contact us