Adult Care Worker Level 2 Apprenticeship

Adult Care Workers are the frontline staff who help adults with care and support needs to achieve their personal goals and live as independently and safely as possible, enabling them to have control and choice in their lives.

Job roles relevant to this qualification

Care Assistant, Care Worker, Support Worker, Personal Assistant, Relief Team Worker, Support Worker – Supported Living, Key Worker in Residential Settings, Key Worker in Domiciliary Services, Key Worker in Day Services, Home Care Support Worker, Substance Misuse Worker, Learning Disability Support Worker, Mental Health Support Worker, Mental Health Outreach Worker and Re-enablement Worker.

The apprentice must receive off-the-job training for a minimum of 6 hours per week. The hours will be pro rata for part time learners. There are many activities that can be calculated towards the off-the-job training hours such as; Shadowing a colleague, Online Learning, Internal Training, Team Meetings and Appraisals/1-2-1 Visits.

An Adult Care Worker must know and understand:

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

An Adult Care Worker must be able to:

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

The End Point Assessment (EPA) will only commence once the Employer, Apprentice and Smart Training Advisor are confident that the apprentice has developed all the knowledge, skills and behaviours defined in the apprenticeship standard and that these are clearly evidenced through the progress review meetings and records. The independent end point assessment ensures that all Apprentices consistently achieve the industry set professional standard. The EPA can commence at any point once the apprentice is competent and after the twelve-month minimum period of learning and development. Prior to independent end point assessment the functional skills English and maths components of the apprenticeship must be successfully completed.

Situational Judgement Test

Apprentices will be presented with a range of real-life scenarios 60 Situational Judgement Test questions. The assessment will be undertaken on line and under controlled conditions with a time limit applied.

Professional Discussion

In the concluding assessment element, the End-Point Assessor leads a 45-minute discussion to uncover additional evidence of personal development activities and how this learning was applied to the role and workplace.