Adult Care Worker Level 2

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. 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.

Course Materials: Adult Care Worker Level 2 Overview

Duration: 14-17 months Course Fee Information

Overview

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.

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.

Duration:	14-17 months
Standard and Level:	Adult Care Worker Level 2 Standard and Level 2 Diploma in Care
Entry requirements:	Candidates should already be working as a frontline member of staff within the Adult care sector. Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres, a person’s own home or some clinical healthcare settings. This standard covers both Adult Care Workers and Personal Assistants. Personal assistants do the same job as an Adult Care Worker and work directly for one individual usually within their own home. Working with people, feeling passionate about supporting and enabling them to live a more independent and fulfilling life is a rewarding and worthwhile job that provides excellent career opportunities. Candidates must undertake the Enhanced Disclosure and Barring Service check. The Care Certificate must be achieved as part of the Apprenticeship Standard. Employers may also provide additional entry criteria. Learners aged 18 who do not have exemptions will still be required to achieve Level 2 Functional Skills. Learners over 19 will have the option to either opt in or out of Functional Skills training and examinations. For those who choose to opt out, Fareport remains committed to supporting all learners in developing their literacy and numeracy skills by embedding these essential topics within the curriculum and assessments of the apprenticeship. To be eligible for an Apprenticeship you (or the apprentice) must: Be living and working in England Be 16 years old or above Have the legal right to work in the UK Have maintained UK residency for the last 3 years Be employed in a real job; they may be an existing employee or a new hire Work towards achieving an approved apprenticeship standard or framework Work at least 30 hours a week Be able to commit to the apprenticeship and its requirements Not hold a prior qualification at the same or higher level in the same subject area Not undertake or benefit from DfE funding during their apprenticeship programme, including Student Loans. Have apprenticeship training and employment that lasts at least 12 months.
Cost:	Fully funded through the Apprenticeship Levy or 95% government-funded for eligible employers, with minimal contribution required.

Knowledge

Knowledge (K) – The theoretical understanding an apprentice needs to perform their role effectively. This includes industry-specific principles, regulations, and best practices.

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
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
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
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
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
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

More information on the Standard is available here.

Skills

Skills (S) – The practical abilities developed through training and hands-on experience. These are the technical and transferable skills required for the job.

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
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
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
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
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
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

Behaviours

Behaviours (B) – The professional attitudes and values expected in the workplace. These include teamwork, adaptability, problem-solving, and ethical responsibility.

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

Once an apprentice has completed their apprenticeship, they will be ‘signed off’ by their employer/ provider as ready for end-point assessment of their knowledge and practical capabilities. In most cases, the assessment will be graded and must show the apprentice is fully competent and productive in the occupation.

Adult Care End Point Assessment consists of:

Knowledge test
Professional Discussion

The knowledge I have gained has really helped me to develop in my job role.

Q. I am not a resident of England, can I still study this course?

Q. What are the benefits of apprenticeships?

Q. What is the salary of an apprentice?

Q. Is Health and Social Care a good career?

Q. What is an apprenticeship?

Q. Can I train locally?

Q. Why choose Fareport as your Training Provider?

Q. What is Off-the-Job Training?

Why choose to learn with Fareport Training?

Fareport Training was established in 1981 in order to offer young people a route into work through work based training. In 2014 the business was purchased with support from entrepreneur Theo Paphitis by Natalie Cahill and Marinos Paphitis. Since then we have been building on Fareport’s excellent reputation for high quality training and delivering training and apprenticeships across England. We are proud to offer:

Expert-Led Instruction: Gain insights from industry leaders and seasoned professionals.
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