Lead Adult Care Worker Level 3 Apprenticeship Standard

Duration	18 months
Funding	Maximum funding band is £3,000
Delivery	Workplace assessments, EPA preparation

Role Profile

Lead Adult Care Workers are at the frontline of care delivery and are instrumental in improving the health and wellbeing of those receiving care and support.

Lead Adult Care Workers are responsibile for providing supervision, frontline leadership, guidance and direction for others, or working autonomously, exercising judgement and accountability.

The role involves demonstrating strong communication skills, taking appropriate action to support individuals to maintain their independence, dignity and control, and adopting a proactive approach to developing skills.

Entry Requirements

5 GCSEs including Maths and English at grade 4 (grade C) or above.

Apprenticeship Content

This apprenticeship covers the following knowledge, skills and behaviours:

Knowledge:

• 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
• 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 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
• 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
• 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
• 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

Skills:

• 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
• 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
• 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 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
• 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

Behaviour:

• Care
• Compassion
• Courage
• Communication
• Competence
• Commitment

Additional Qualifications Gained

• NCFE Diploma in Adult Care (Level 3)

Assessment

Apprentices will complete an End Point Assessment, which will assess each of the knowledge, skills and behaviours detailed above.

Assessment consists of two elements:

1. Situational Judgement Test (multiple choice questions)
2. Professional discussion