Lead Adult Care Worker Level 3

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.

Course Materials: Lead Adult Care Worker Level 3 Overview

Duration: 15-18 monthsCourse Fee Information
Lead Adult Care Worker Level 3

Overview

As a Lead Adult Care Worker you will make a positive difference to someone’s life when they are faced with physical, practical, social, emotional or intellectual challenges. You will be expected to exercise judgement and take appropriate action to support individuals to maintain their independence, dignity and control. By providing leadership, guidance and direction at the frontline of care delivery you will be instrumental in improving the health and wellbeing of those receiving care and support. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy and accountability means leading and supporting others to comply with expected standards and behaviours. Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings. 

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Duration:15-18 months
Standard and Level:Lead Adult Care Worker Level 3 Standard and Level 3 Diploma in Adult Care
Entry requirements:
Candidates should already be working as a frontline member of staff within the Adult
care sector. Lead Adult Care Workers will in some circumstances have delegated responsibility for the standard of care provided and may supervise the work of other care workers. This exercising of autonomy and accountability means leading and supporting others to comply with expected standards and behaviours. Lead Adult Care Workers may work in residential or nursing homes, domiciliary care, day centres or some clinical healthcare settings.
 
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.

  • 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

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
  • 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
  • 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

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. 
Lead Adult Care End Point Assessment consists of: 
  • Knowledge test 
  • Professional Discussion 

The trainers I had were both amazing!

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.
  • Cutting-Edge Curriculum: Stay ahead with the latest trends, tools, and techniques.
  • Flexible Learning Options: Balance your education with your professional and personal life.

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