L3 Lead Adult Care Worker | COPA Apprenticeships

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COPA Apprenticeships
Mochdre Business Park
St David's House
Colwyn Bay
LL28 5HB

Tel: 01492 543 431
Email: enquiries@copaapprenticeships.com

COPA Apprenticeships

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Apprenticeship Standard
L3 Lead Adult Care Worker

The L3 Adult Care Worker apprenticeship is for someone who's looking to build on their skills and gain formal care accreditation in their current role. The L3 is essential in many care environments in order to progress into more senior care positions.

Professional Qualification:
Level 3 Diploma in Adult Care
Functional Skills

L2 English & Maths

Duration

Typically 18 Months

Entry Requirements

Individuals without level 2 English and maths will need to achieve this level prior to taking the end-point assessment.

For those with an education, health and care plan or a legacy statement the apprenticeships English and maths minimum requirement is Entry Level 3 and British Sign Language qualification are an alternative to English qualifications for whom this is their primary language.

Typical job roles
  • 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
  • Personal Assistant
Role Profile

Lead 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. In addition, Lead Adult Care Workers have responsibility for providing supervision, frontline leadership, guidance and direction for others, or working autonomously, exercising judgement and accountability.

Delivery Model

Each and every business is different, which is why we offer a range of delivery options - face-to-face support, online learning and residential modules. All are designed to meet the requirements of the specific apprenticeship standard- ensuring each apprentice develops the skills, knowledge and behaviours specified.

E-portfolio systems will be used from sign-up through to completion to minimise the use of paper, allowing our business Coaches to track learner progress on an ongoing basis to achieve timely completions.

Progression

This apprenticeship supports further development and progression in key care roles. The Adult Care level 3 diploma is essential in many career paths in care and supports progression into supervisory and leadership roles in sector.

Apprenticeship Standards are made up of three key elements:

Knowledge
  • Technical knowledge
  • Know-how
Skills
  • Practical application of the Knowledge
  • Learnt through a combination of on and off the job training
Behaviours
  • Mindsets, attitudes and approaches required for competence
  • Behaviours tend to be transferable (between levels)
Knowledge
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
Skills
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

Behaviours
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, empathy 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

L3 Lead Adult Care Worker not right?

Have a look at some of our other Care apprenticeships. Or view all the apprenticeships offered by COPA Apprenticeships.

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COPA Apprenticeships is a trading name of North Wales Training, an independent training provider owned by Grŵp Llandrillo Menai (GLLM), one of the largest further education providers in the UK.