Category: Health & Social Care
Level 2
Adult Care Worker
Apprenticeship
Providing frontline care for vulnerable adults.
Key apprenticeship information
Title of embedded diploma/qualification:
Level 2 Diploma in Care
Additional Functional Skills:
Level 1 English and maths - 19 yrs and over this is optional
Awarding Organisation:
Training Qualifications UK
Qualification duration:
12 months and 12 weeks End Point Assessment
Who is suitable:
Anybody working as a frontline care professional
Non-levy employer contribution (5%) - £200 Levy paying employer contribution - £4000
Funding value and cost:
About your course
Frontline staff members known as adult care workers assist adults with care and support needs in achieving their individual objectives and living as independently and safely as they can, giving them power and choice over their life.
To work in care is to make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. Adult Care Workers need to have the right values and behaviours developing competences and skills to provide high quality compassionate care and support. They are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives which is at the heart of person centred care. Job roles are varied and determined by and relevant to the type of the service being provided and the person supported. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings.
What is included in the Standard?
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A. 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. This 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 individuals 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
B. 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
C. 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
About 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
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 their own professional development
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
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A: 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 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
You will develop a range of essential skills so that you’re skilled and able to make a positive difference to the lives of the adults in your care. You’ll be equipped with the knowledge and confidence to help adults achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives.
How will your qualification be delivered
Our sector expert staff will support you to achieve the apprenticeship. We have highly skilled and knowledgeable staff with significant experience of working in the industry who will be able to share their experiences and support you. All learning is either on a 1-2-1 basis or small group webinars so you have the best experience possible with Phoenix 4 Training. You will have an eportfolio to gather and store all your evidence to support your apprenticeship.
End Point Assessment
There will be an external assessment at the end of the programme once the apprentice has achieved the ‘gateway’ requirements. This includes achieving the Level 2 Diploma in Adult Care and Level 1 Functional Skills in English and Maths.
The EPA for the Level 2 Adult Care Worker apprenticeship includes
Situational judgement test
Professional Discussion.
The end-point assessment must be completed over a maximum total assessment time of two days, within an EPA period lasting typically for three months after the apprentice has met the EPA gateway requirements.
What you can do next
Having successfully completed this qualification, learners will have the opportunity to progress to the following: